IB Diploma Programme students must choose one subject from each of the five groups (1 to 5) and either an arts subject from group 6, or a second subject from groups 1 to 5.
At least three and not more than four subjects are taken at higher level (HL = 240 hours), while the other subjects are taken at standard level (SL= 150 hours).

English A: Language and Literature (HL/SL)

Russian A: Language and Literature (HL)

The aims of the course are to enable students to:

1. engage with a range of texts, in a variety of media and forms, from different periods, styles, and cultures
2. develop skills in listening, speaking, reading, writing, viewing, presenting and performing
3. develop skills in interpretation, analysis and evaluation
4. develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings
5. develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues and an appreciation of how they contribute to diverse responses and open up multiple meanings
6. develop an understanding of the relationships between studies in language and literature and other disciplines
7. communicate and collaborate in a confident and creative way
8. foster a lifelong interest in and enjoyment of language and literature.

English B (HL)

Spanish B (SL)

Spanish ab initio (SL)

The aims of the course are to:

1. develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance
2. enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes
3. encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures
4. develop students’ understanding of the relationship between the languages and cultures with which they are familiar
5. develop students’ awareness of the importance of language in relation to other areas of knowledge
6. provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills
7. provide students with a basis for further study, work and leisure through the use of an additional language
8. foster curiosity, creativity and a lifelong enjoyment of language learning.

History (HL/SL)

Business Management (HL/SL)

The aims of Group 3 courses are to:

1. encourage the systematic and critical study of: human experience and behaviour; physical, economic and social environments; and the history and development of social and cultural institutions
2. develop in the student the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments about the nature and activities of the individual and society
3. enable the student to collect, describe and analyse data used in studies of society, to test hypotheses, and to interpret complex data and source material
4. promote the appreciation of the way in which learning is relevant both to the culture in which the student lives, and the culture of other societies
5. develop an awareness in the student that human attitudes and beliefs are widely diverse and that the study of society requires an appreciation of such diversity
6. enable the student to recognize that the content and methodologies of the individuals and societies subjects are contestable and that their study requires the toleration of uncertainty

The aims of History course are to:

1. develop an understanding of, and continuing interest in, the past
2. encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and developments
3. promote international-mindedness through the study of history from more than one region of the world
4. develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of different historical perspectives
5. develop key historical skills, including engaging effectively with sources
6. increase students’ understanding of themselves and of contemporary society by encouraging reflection on the past.

The aims of Business Management course are to:

1. encourage a holistic view of the world of business
2. empower students to think critically and strategically about individual and organizational behaviour
3. promote the importance of exploring business issues from different cultural perspectives
4. enable the student to appreciate the nature and significance of change in a local, regional and global context
5. promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organizations
6. develop an understanding of the importance of innovation in a business environment.

Biology (HL/SL)

Chemistry (HL/SL)

Physics (HL)

Through studying biology, chemistry or physics, students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes these subjects. The aims enable students, through the overarching theme of the Nature of science, to:

1. appreciate scientific study and creativity within a global context through stimulating and challenging opportunities
2. acquire a body of knowledge, methods and techniques that characterize science and technology
3. apply and use a body of knowledge, methods and techniques that characterize science and technology
4. develop an ability to analyse, evaluate and synthesize scientific information
5. develop a critical awareness of the need for, and the value of, effective collaboration and communication during scientific activities
6. develop experimental and investigative scientific skills including the use of current technologies
7. develop and apply 21^st-century communication skills in the study of science
8. become critically aware, as global citizens, of the ethical implications of using science and technology
9. develop an appreciation of the possibilities and limitations of science and technology
10. develop an understanding of the relationships between scientific disciplines and their influence on other areas of knowledge.

Analyses and Approaches (HL/SL)

Applications and Interpretation (HL)

The aims of the courses are to enable students to:

1. develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power
2. develop an understanding of the concepts, principles and nature of mathematics
3. communicate mathematics clearly, concisely and confidently in a variety of contexts
4. develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics
5. employ and refine their powers of abstraction and generalization
6. take action to apply and transfer skills to alternative situations, to other areas of knowledge and to future developments in their local and global communities
7. appreciate how developments in technology and mathematics influence each other
8. appreciate the moral, social and ethical questions arising from the work of mathematicians and the applications of mathematics
9. appreciate the universality of mathematics and its multicultural, international and historical perspectives
10. appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course
11. develop the ability to reflect critically upon their own work and the work of others
12. independently and collaboratively extend their understanding of mathematics.

International school Premjers does not offer group 6 subjects in academic year 2022/23.
Students must choose a second subject from groups 1 to 5.

At the core of the Diploma Programme curriculum there are three elements aimed at broadening students’ educational experience through

• reflection on the nature of knowledge (TOK)
• completing independent research (EE) and
• undertaking a project that involves community service (CAS)

The extended essay is a unique opportunity for students to explore an academic area in which they have a personal interest. This takes the form of an independently written research paper that allows students to demonstrate their passion, enthusiasm, intellectual initiative and/or creative approach for their chosen topic.

The aims of the extended essay are for students to:

• engage in independent research with intellectual initiative and rigour
• develop research, thinking, self-management and communication skills
• reflect on what has been learned throughout the research and writing process.

The TOK course plays a special role in the DP by providing an opportunity for students to reflect on the nature, scope and limitations of knowledge and the process of knowing. In this way, the main focus of TOK is not on students acquiring new knowledge but on helping students to reflect on, and put into perspective, what they already know.

The aims of the TOK course are:

• to encourage students to reflect on the central question, “How do we know that?”, and to recognize the value of asking that question
• to expose students to ambiguity, uncertainty and questions with multiple plausible answers
• to equip students to effectively navigate and make sense of the world, and help prepare them to encounter novel and complex situations
• to encourage students to be more aware of their own perspectives and to reflect critically on their own beliefs and assumptions
• to engage students with multiple perspectives, foster open-mindedness and develop intercultural understanding
• to encourage students to make connections between academic disciplines by exploring underlying concepts and by identifying similarities and differences in the methods of inquiry used in different areas of knowledge
• to prompt students to consider the importance of values, responsibilities and ethical concerns relating to the production, acquisition, application and communication of knowledge.

CAS is at the heart of the Diploma Programme. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning from the PYP and MYP.
CAS is organized around the three strands of creativity, activity and service defined as follows.

• Creativity—exploring and extending ideas leading to an original or interpretive product or performance
• Activity – physical exertion contributing to a healthy lifestyle
• Service – collaborative and reciprocal engagement with the community in response to an authentic need

The CAS programme aims to develop students who:

• enjoy and find significance in a range of CAS experiences
• purposefully reflect upon their experiences
• identify goals, develop strategies and determine further actions for personal growth
• explore new possibilities, embrace new challenges and adapt to new roles
• actively participate in planned, sustained, and collaborative CAS projects
• understand they are members of local and global communities with responsibilities towards each other and the environment.

Students take final written examinations at the end of the programme
(External Assessment marked by external IB examiners)
Students complete internal assessment assignments in the school
(Internal Assessment marked by the school teachers and moderated by external moderators or sent directly to external examiners)
The final marks are awarded for students’ performance in six DP subjects
The marks range from 1 (lowest) to 7 (highest)

Standard Level

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External assessment (3 hours) = 70%

Paper 1: Guided textual analysis (1 hour 15 minutes) = 35%

The paper consists of two non-literary passages, from two different text types, each accompanied by a question. Students choose one passage and write an analysis of it.
(20 marks)

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Paper 2: Comparative essay (1 hour 45 minutes) = 35%

The paper consists of four general questions. In response to one question students write a comparative essay based on two literary works studied in the course.
(30 marks)

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Internal assessment = 30%

Individual oral (15 minutes)

Individual oral is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Supported by an extract from one non-literary body of work and one from a literary work, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt: Examine the ways in which the global issue of your choice is presented through the content and form of one of the works and one of the bodies of work that you have studied.
(40 marks)

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Higher Level

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External assessment (3 hours) = 80%

Paper 1: Guided textual analysis (2 hours 15 minutes) = 35%

The paper consists of two non-literary passages, from two different text types, each accompanied by a question. Students write an analysis of each of the passages.
(40 marks)

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Paper 2: Comparative essay (1 hour 45 minutes) = 25%

The paper consists of four general questions. In response to one question students write a comparative essay based on two literary works studied in the course.
(30 marks)

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HL essay = 20%

Students submit an essay on one non-literary body of work, or a literary work studied during the course. (20 marks)
The essay must be 1,200-1,500 words in length.

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Internal assessment: Individual oral (15 minutes) = 20%

Individual oral is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Supported by an extract from both one non-literary body of work and one from a literary work, students will offer a prepared response of 10 minutes, followed by 5 minutes of questions by the teacher, to the following prompt:
Examine the ways in which the global issue of your choice is presented through the content and form of one of the works and one of the bodies of work that you have studied.
(40 marks)

Standard Level

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External assessment (3 hours) = 75%

Paper 1 (1 hour 15 minutes) = 25%

Productive skills—writing (30 marks) One writing task of 250–400 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions.

Paper 2 (1 hour 45 minutes) = 50%

Receptive skills – separate sections for listening and reading (65 marks)

Listening comprehension (45 minutes) (25 marks) = 25%

Reading comprehension (1 hour) (40 marks) = 25%

Comprehension exercises on three audio passages and three written texts, drawn from all five themes.

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Internal assessment = 25%

Individual oral

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
A conversation with the teacher, based on a visual stimulus, followed by discussion based on an additional theme. (30 marks)

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Higher Level

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External assessment (3 hours 30 minutes) = 75%

Paper 1 (1 hour 30 minutes) = 25%

Productive skills – writing (30 marks)
One writing task of 450–600 words from a choice of three, each from a different theme, choosing a text type from among those listed in the examination instructions.

Paper 2 (2 hours) = 50%

Receptive skills—separate sections for listening and reading (65 marks)

Listening comprehension (1 hour) (25 marks) = 25%

Reading comprehension (1 hour) (40 marks)

Comprehension exercises on three audio passages and three written texts, drawn from all five themes.

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Internal assessment = 25%

Individual oral

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

A conversation with the teacher, based on an extract from one of the literary works studied in class, followed by discussion based on one or more of the themes from the syllabus. (30 marks)

Standard level (only)

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External assessment (2 hours 45 minutes) = 75%

Paper 1 (1 hour) = 25%

Productive skills—writing (30 marks)
Two written tasks of 70–150 words each from a choice of three tasks, choosing a text type for each task from among those listed in the examination instructions

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Paper 2 (1 hour 45 minutes) = 50%

Receptive skills—separate sections for listening and reading (65 marks)

Listening comprehension (45 minutes) (25 marks) = 25%

Reading comprehension (1 hour) (40 marks) = 25%

Comprehension exercises on three audio passages and three written texts, drawn from all five themes.

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Internal assessment = 25%

Individual oral

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Individual oral assessment
A conversation with the teacher, based on a visual stimulus and at least one additional course theme. (30 marks)

Standard Level

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External assessment (3 hours) = 75%

Paper 1 (1 hour and 15 minutes) = 30%

Based on a case study issued in advance, with additional unseen material for section B.
Assessment objectives 1, 2, 3, 4 (40 marks)

Section A
Syllabus content: Units 1 – 5
Students answer two of three structured questions based on the pre-seen case study. (10 marks per question)

Section B
Syllabus content: Units 1 – 5
Students answer one compulsory structured question primarily based on the additional stimulus material. (20 marks)

Paper 2 (1 hour and 45 minutes) = 45%

Assessment objectives 1, 2, 3, 4 (50 marks)

Section A
Syllabus content: Units 1 – 5
Students answer one of two structured questions based on stimulus material with a quantitative focus. (10 marks)

Section B
Syllabus content: Units 1 – 5
Students answer one of three structured questions based on stimulus material. (20 marks)

Section C
Syllabus content: Units 1 – 5
Students answer one of three extended response questions primarily based on two concepts that underpin the course. (20 marks).

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Internal assessment (15 teaching hours) = 25%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Written commentary

Students produce a written commentary based on three to five supporting documents about a real issue or problem facing a particular organization.
Maximum 1500 words. (25 marks)

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Higher Level

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External assessment (4 hours and 30 minutes) = 75%

Paper 1 (2 hours and 15 minutes) = 35%

Based on a case study issued in advance, with additional unseen material for section B and C.
Assessment objectives 1, 2, 3, 4 (60 marks)

Section A
Syllabus content: Units 1 – 5 including HL extension topics.
Students answer two of three structured questions based on the pre-seen case study. (10 marks per question)

Section B
Syllabus content: Units 1 – 5 including HL extension topics.
Students answer one compulsory structured question primarily based on the additional stimulus material. (20 marks)

Section C
Syllabus content: Units 1–5 including HL extension topics.
Students answer one compulsory extended response question primarily based on the additional stimulus material. (20 marks)

Paper 2 (2 hours and 15 minutes) = 40%

Assessment objectives 1, 2, 3, 4 (70 marks)

Section A
Syllabus content: Units 1–5 including HL extension topics.
Students answer one of two structured questions based on stimulus material with a quantitative focus. (10 marks)

Section B
Syllabus content: Units 1–5 including HL extension topics.
Students answer two of three structured questions based on stimulus material. (20 marks per question)

Section C
Syllabus content: Units 1–5 including HL extension topics.
Students answer one of three extended response questions primarily based on two concepts that underpin the course. (20 marks).

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Internal assessment (30 teaching hours) = 25%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Research project

Students research and report on an issue facing an organization or a decision to be made by an organization (or several organizations).
Maximum 2000 words. (25 marks)

Standard Level

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External assessment (2 hours 30 minutes) = 75%

Paper 1 (1 hour) = 30%

Source-based paper based on the five prescribed subjects. Choose one prescribed subject from a choice of five. Answer four structured questions. (24 marks)

Paper 2 (1 hour 30 minutes) = 45%

Essay paper based on the 12 world history topics. Answer two essay questions on two different topics. (30 marks)

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Internal assessment (20 hours) = 25%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Historical investigation

Students are required to complete a historical investigation into a topic of their choice. (25 marks)

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Higher Level

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External assessment (5 hours) = 80%

Paper 1 (1 hour) = 20%

Source-based paper based on the five prescribed subjects. Choose one prescribed subject from a choice of five. Answer four structured questions. (24 marks)

Paper 2 (1 hour 30 minutes) = 25%

Essay paper based on the 12 world history topics. Answer two essay questions on two different topics. (30 marks)

Paper 3 (2 hours 30 minutes) = 35%

Separate papers for each of the four regional options. For the selected region, answer three essay questions. (45 marks)

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Internal assessment (20 hours) = 20%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Historical investigation

Students are required to complete a historical investigation into a topic of their choice. (25 marks)

Standard Level

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Paper 1

Weighting = 20
Approximate weighting of objectives (%)
|1+2| = 10
| 3 | = 10
Duration = 45 min

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Paper 2

Weighting = 40
Approximate weighting of objectives (%)
|1+2| = 20
| 3 | = 20
Duration = 1 hour 15 min

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Paper 3

Weighting = 20
Approximate weighting of objectives (%)
|1+2| = 10
| 3 | = 10
Duration = 1 hour

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Internal assessment

Weighting = 20
Approximate weighting of objectives (%)
|1+2 and 3| = Covers objectives 1, 2, 3 and 4
Duration = 10 hours

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Higher Level

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Paper 1

Weighting = 20
Approximate weighting of objectives (%)
|1+2| = 10
| 3 | = 10
Duration = 1 hour

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Paper 2

Weighting = 36
Approximate weighting of objectives (%)
|1+2| = 18
| 3 | = 18
Duration = 2 hours 15 min

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Paper 3

Weighting = 24
Approximate weighting of objectives (%)
|1+2| = 12
| 3 | = 12
Duration = 1 hour 15 min

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Internal assessment

Weighting = 20
Approximate weighting of objectives (%)
|1+2 and 3| = Covers objectives 1, 2, 3 and 4
Duration = 10 hours

Standard Level

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Paper 1

Weighting = 20
Approximate weighting of objectives (%)
|1+2| = 10
| 3 | = 10
Duration = 45 min

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Paper 2

Weighting = 40
Approximate weighting of objectives (%)
|1+2| = 20
| 3 | = 20
Duration = 1 hour 15 min

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Paper 3

Weighting = 20
Approximate weighting of objectives (%)
|1+2| = 10
| 3 | = 10
Duration = 1 hour

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Internal assessment

Weighting = 20
Approximate weighting of objectives (%)
|1+2 and 3| = Covers objectives 1, 2, 3 and 4
Duration = 10 hours

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Higher Level

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Paper 1

Weighting = 20
Approximate weighting of objectives (%)
|1+2| = 10
| 3 | = 10
Duration = 1 hour

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Paper 2

Weighting = 36
Approximate weighting of objectives (%)
|1+2| = 18
| 3 | = 18
Duration = 2 hours 15 min

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Paper 3

Weighting = 24
Approximate weighting of objectives (%)
|1+2| = 12
| 3 | = 12
Duration = 1 hour 15 min

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Internal assessment

Weighting = 20
Approximate weighting of objectives (%)
|1+2 and 3| = Covers objectives 1, 2, 3 and 4
Duration = 10 hours

Standard Level

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Paper 1

Weighting = 20
Approximate weighting of objectives (%)
|1+2| = 10
| 3 | = 10
Duration = 45 min

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Paper 2

Weighting = 40
Approximate weighting of objectives (%)
|1+2| = 20
| 3 | = 20
Duration = 1 hour 15 min

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Paper 3

Weighting = 20
Approximate weighting of objectives (%)
|1+2| = 10
| 3 | = 10
Duration = 1 hour

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Internal assessment

Weighting = 20
Approximate weighting of objectives (%)
|1+2 and 3| = Covers objectives 1, 2, 3 and 4
Duration = 10 hours

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Higher Level

---

Paper 1

Weighting = 20
Approximate weighting of objectives (%)
|1+2| = 10
| 3 | = 10
Duration = 1 hour

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Paper 2

Weighting = 36
Approximate weighting of objectives (%)
|1+2| = 18
| 3 | = 18
Duration = 2 hours 15 min

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Paper 3

Weighting = 24
Approximate weighting of objectives (%)
|1+2| = 12
| 3 | = 12
Duration = 1 hour 15 min

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Internal assessment

Weighting = 20
Approximate weighting of objectives (%)
|1+2 and 3| = Covers objectives 1, 2, 3 and 4
Duration = 10 hours

Standard Level

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External assessment (3 hours) = 80%

Paper 1 (90 minutes) = 40%

No technology allowed. (80 marks)

Section A

Compulsory short-response questions based on the syllabus.

Section B

Compulsory extended-response questions based on the syllabus.

Paper 2 (90 minutes) = 40%

Technology required. (80 marks)

Section A

Compulsory short-response questions based on the syllabus.

Section B

Compulsory extended-response questions based on the syllabus

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Internal assessment = 20%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Mathematical exploration

Internal assessment in mathematics is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. (20 marks)

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Higher Level

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External assessment (5 hours) = 80%

Paper 1 (120 minutes) = 30%

No technology allowed. (110 marks)

Section A

Compulsory short-response questions based on the syllabus.

Section B

Compulsory extended-response questions based on the syllabus.

Paper 2 (120 minutes) = 30%

Technology required. (110 marks)

Section A

Compulsory short-response questions based on the syllabus.

Section B

Compulsory extended-response questions based on the syllabus.

Paper 3 (60 minutes) = 20%

Technology required. (55 marks)
Two compulsory extended response problem-solving questions.

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Internal assessment = 20%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Mathematical exploration

Internal assessment in mathematics is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. (20 marks)

Standard Level

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External assessment (3 hours) = 80%

Paper 1 (90 minutes) = 40%

Technology required. (80 marks)

Compulsory short-response questions based on the syllabus. (80 marks)

Paper 2 (90 minutes) = 40%

Technology required. (80 marks)

Compulsory extended-response questions based on the syllabus. (80 marks)

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Internal assessment = 20%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Mathematical exploration

Internal assessment in mathematics is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. (20 marks)

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Higher Level

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External assessment (5 hours) = 80%

Paper 1 (120 minutes) = 30%

Technology required. (110 marks)

Compulsory short-response questions based on the syllabus.

Paper 2 (120 minutes) = 30%

Technology required. (110 marks)

Compulsory extended-response questions based on the syllabus.

Paper 3 (60 minutes) = 20%

Technology required. (55 marks)
Two compulsory extended response problem-solving questions.

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Internal assessment = 20%

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Mathematical exploration

Internal assessment in mathematics is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. (20 marks)