The Diploma Subjects:
Group 1: Studies in Language and Literatur:
Group 2: Language Acquisition:
Group 3: Individuals and Societies:
Group 4: Experimental Sciences:
Group 5: Mathematics:
Group 6: The Arts:
Theory of Knowledge:
Studies in Language and Literatur:
Danish A: Literature
The subject Danish A
Literature is course in literary analysis and interpretation, which recognizes the originality of Danish literature as well the influence that world literature has had and still has on Danish Literature. Students of Danish A: Literature will therefore engage with a range of literary genres, from Denmark as well as other countries around the world, in order to explore and understand how literature represents and constructs the world and the social and cultural identities. Through the close analysis of literary texts, the students will develop an in depth understanding of different literary styles from a broad variety of historical periods and cultures. During the course, the students will also consider how their own viewpoints, as well as the critical and literary perspective of others, are shaped by cultural belief systems and how meanings are negotiated within them. The exploration of the texts involves critical and creative oral and written responses by the students, as it will help shape their awareness of how texts work to influence the reader and how readers open up the possibilities of texts
Danish A: Literature and Theory of Knowledge
Studies in Danish A: literature engage students in an exploration of human nature, experience and expression though the construction and reception of literary texts. This includes the ways in which personal views are constructed and communicated and in becoming more aware of the perspectives of others through their studies, students develop a stronger sense of their own individual viewpoints, such as their position in time and place. When exploring literature from the perspective of Theory of Knowledge the students are specifically asked to critically reflect on knowledge questions such as, but not limited to:
- What kind of knowledge can be constructed from a literary text and how is that knowledge constructed?
- To what extent can the meaning of a literary text be considered fixed?
- How does the context of production of a literary text influence or inform its meaning?
- To what extent is the knowledge a reader can obtain from a literary text determined by the context of reception?
- In what ways does the interaction of a literary text with other literary texts influence our perception of them and their meaning.
Danish A: Literature and International-mindedness
The study of literature is instrumental in developing an awareness and understanding of the self and how it relates to others. Through the study of texts written originally in the language studied and in translation, students gain an understanding of the ways in which different languages and literatures represent the world and how these can reflect and help create diverse identities. Students also become aware that representations of the world vary across cultures and are encouraged to consider the reasons why, attaining a better understanding of the different ways in which people experience and represent the world.
Students will examine the ways in which their personal world, identities and relationships are represented in texts and how these relate to their own perspectives of the reality around them, and to experience representations of other realities and other people.
Examples of concepts and conceptual understanding in Language and Literature
- Identity: for example, how far are the views in a text representative of the writer’s identity?
- Culture: for example, to what extent is a text a product of a particular cultural or literary context?
- Creativity: how important is originality in the production and reception of a text? In reading, how is the reader able to engage in an imaginative interaction with a text?
- Communication: for example, how do choices of style and structure facilitate communication in a text?
- Perspective: How far do the contexts of production and reception influence and shape the perspectives of writer or reader?
- Transformation: This concept embodies both intertextuality, where a writer may borrow, adapt or refer to other texts, and to how the act of reading may be transformative for the reader
- Representation: To what extent can or should a text be a mirror of reality? How do form and structure interact with and relate to meaning?
Link to IBO subject brief
English A Language and Literature
The subject
English A Language and Literature is a modern and exciting course which recognizes that English is not only the official language of many countries but is also the modern-day language of international communication. Students will engage with a range of non-literary and literary texts in a variety of media and forms, from different periods, styles and cultures. Students will learn how to analyse texts in relation to their cultural and historical contexts and intended audiences, in order to appreciate the techniques and different types of language that are used to achieve their purposes. In doing so, students will develop an understanding of the relationships between texts from a variety of perspectives and cultural contexts and explore how local and global issues can generate diverse responses and open up for multiple meanings.
Language and Literature and Theory of Knowledge
Studies in language and literature engage students in an exploration of the nature of the human experience and of the ways in which personal views are constructed and communicated. In becoming more aware of the perspectives of others through their studies, students develop a stronger sense of their own individual viewpoints, such as their position in time and place. Students are constantly engaged with inquiry, critical thinking and reflection as they explore how meaning is generated in texts. This enhances the student’s ability to examine diverse ways of knowing and different knowledge questions. For example, questions regarding the extent to which the reader shapes the meaning of a text, the impact of translation on a text, or the way texts influence understanding of the self and the world are continuously raised and constitute an important part of the focus of inquiry.
Language and Literature and International-mindedness
The study of language and literature is instrumental in developing an awareness and understanding of the self and how it relates to others. Through the study of texts written originally in the language studied and in translation, students gain an understanding of the ways in which different languages and literatures represent the world and how these can reflect and help create diverse identities. Students also become aware that representations of the world vary across cultures and are encouraged to consider the reasons why, attaining a better understanding of the different ways in which people experience and represent the world. Students will examine the ways in which their personal world, identities and relationships are represented in texts and how these relate to their own perspectives of the reality around them, and to experience representations of other realities and other people.
Examples of concepts and conceptual understanding in Language and Literature
- Identity: for example, how far are the views in a text representative of the writer’s identity?
- Culture: for example, to what extent is a text a product of a particular cultural or literary context?
- Creativity: how important is originality in the production and reception of a text? In reading, how is the reader able to engage in an imaginative interaction with a text?
- Communication: for example, how do choices of style and structure facilitate communication in a text?
- Perspective: How far do the contexts of production and reception influence and shape the perspectives of writer or reader?
- Transformation: This concept embodies both intertextuality, where a writer may borrow, adapt or refer to other texts, and to how the act of reading may be transformative for the reader
- Representation: To what extent can or should a text be a mirror of reality? How do form and structure interact with and relate to meaning?
Link to IBO subject brief
Language Acquisition
Language B
The subject
Language B is a language acquisition course designed for students with some previous experience of the target language. In the language B course, students further develop their ability to communicate in the target language through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works, as appropriate to the level of the course. Danish B, English B and German B are available at both SL and HL.
At both levels of language B (SL and HL), students learn to communicate in the target language in familiar and unfamiliar contexts. They describe situations, narrate events, make comparisons, explain problems, and state and support their personal opinions on a variety of topics relating to course content. The study of two literary works originally written in the target language is required only at language B HL. The distinction between language B SL and HL can also be seen in the level of competency the student is expected to develop in the receptive, productive and interactive skills described below.
Language B and Theory of knowledge
Language is itself one of the specific ways of knowing that is identified in the TOK course. In addition to this explicit exploration of language, the skills and wider conceptual understandings that students develop in TOK can make an extremely positive contribution to their study of language acquisition.
The following are examples of TOK-questions in Language B:
- To what extent is our perspective determined by our membership of a particular culture?
- To what extent are we aware of the impact of culture on what we believe or know?
- Is there anything that is true for all cultures?
Language B and International-mindedness
International-mindedness is central to the IB philosophy and instrumental in aspiring to a more peaceful world. Language acquisition courses do not have as their only goal the development of language skills, but also fostering intercultural understanding and global engagement. The nature of the language acquisition process supports international-mindedness and is, in turn, supported by it. The flexibility of IB course design allows language acquisition teachers to incorporate ideas and resources that encourage students to view aspects of the language and culture from different (and sometimes differing) perspectives, to make nonjudgmental comparisons of language and culture, and to view language and culture in a global context.
Examples of concepts and conceptual understanding in Language B
- Audience: How would the language used in a given text need to change if the same basic message needed to be communicated to a different audience?
- Context: How does the situation or setting influence the production or reception of a text?
- Purpose: When I need to communicate for a specific reason, how do I plan my message and language use in order to achieve my goal?
- Meaning: What does the producer of a text do to make the message clear (or, on the contrary, to make it ambiguous) when there is no opportunity for the recipient(s) to reply to the text?
- Variation: What does the producer of a text do to make the message clear (or, on the contrary, to make it ambiguous) when there is no opportunity for the recipient(s) to reply to the text?
Link to IBO subject brief
Language ab initio
The subject
Language ab initio is a language acquisition course designed for students with no prior experience of the language, or for students with very limited previous exposure. At the ab initio level the students develop receptive, productive and interactive communicative skills across a range of contexts and purposes that are appropriate to the level of the course.
Danish Ab Initio and Spanish ab initio can only be taken at Standard Level.
Language ab initio and Theory of knowledge
Language is itself one of the specific ways of knowing that is identified in the TOK course. In addition to this explicit exploration of language, the skills and wider conceptual understandings that students develop in TOK can make an extremely positive contribution to their study of language acquisition.
The following are examples of TOK-questions in Language ab initio:
- Is it possible to think without language?
- To what extent are we aware of the impact of culture on what we believe or know?
- Is there anything that is true for all cultures?
Language and International-mindedness
International-mindedness is central to the IB philosophy and instrumental in aspiring to a more peaceful world. Language acquisition courses do not have as their only goal the development of language skills, but also fostering intercultural understanding and global engagement. The nature of the language acquisition process supports international-mindedness and is, in turn, supported by it. The flexibility of IB course design allows language acquisition teachers to incorporate ideas and resources that encourage students to view aspects of the language and culture from different (and sometimes differing) perspectives, to make nonjudgmental comparisons of language and culture, and to view language and culture in a global context.
Examples of concepts and conceptual understanding in Language ab initio
- Audience: How would the language used in a given text need to change if the same basic message needed to be communicated to a different audience?
- Context: How does the situation or setting influence the production or reception of a text?
- Purpose: When I need to communicate for a specific reason, how do I plan my message and language use in order to achieve my goal?
- Meaning: What does the producer of a text do to make the message clear (or, on the contrary, to make it ambiguous) when there is no opportunity for the recipient(s) to reply to the text?
- Variation: What does the producer of a text do to make the message clear (or, on the contrary, to make it ambiguous) when there is no opportunity for the recipient(s) to reply to the text?
Link to IBO subject brief
Individuals and Societies
Economics
The subject
Economics is a dynamic social science, forming part of group 3—individuals and societies. The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements.
The IB Diploma Programme economics course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are never studied in a vacuum—rather, they are applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability.
The ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as students are required to consider and reflect on human end-goals and values.
Economics and theory of knowledge
Students of group 3 subjects study individuals and societies. This means that they explore the interactions between humans and their environment in time and place. As a result, these subjects are often known collectively as the “human sciences” or “social sciences”.
As with other subject areas, there is a variety of ways in which to gain knowledge in group 3 subjects. For example, archival evidence, data collection, experimentation, observation, inductive and deductive reasoning can all be used to help explain patterns of behaviour and lead to knowledge claims. Students in group 3 subjects are required to recognize that the content and methodologies of the subjects in group 3 are contestable and that their study requires the tolerance of uncertainty.
Examples of discussion points that might be used in economic is for example
- To what extent is economics value-free?
- Are economic theories independent of culture?
- What are the limitations of the use of diagrams and charts in economics?
- What are the implications of economics being based, ultimately, on human psychology?
- What are the roles played by abstract reasoning and concrete evidence in constructing economic theory?
- To what extent should ideas of fairness and justice inform economic thinking?
- Having followed a course of study in group 3, students should be able to reflect critically on the various ways of knowing and the methods used in human sciences, and in doing so, become the “inquiring, knowledgeable and caring young people” of the IB mission statement.
Economics and the international dimension
The economics course embodies global and international awareness in several distinct ways. Two of the four sections of the course are devoted to specific areas of economics that contribute to international awareness and understanding in section 3: international economics, and section 4: development economics. In addition, earlier topics in the course explore the ways in which different countries deal with common economic issues such as government intervention, market failure, sustainability, and achieving macroeconomic objectives. Inherent in the syllabus is a consideration of different perspectives, economic circumstances, and social and cultural diversity.
Economics seeks to develop international understanding and foster a concern for global issues, as well as to raise students’ awareness of their own responsibility at a local and national level. Economics also aims to develop values and attitudes that will help students reach a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interconnected world.