IB Diploma Programme (DP)

The IB programme is one of the most popular in the world:

Internationally recognized study programme – over 5,800 schools in over 162 countries
Comprehensive development
Focuses on learners
Unique approaches, relevant for a global society
Teaching and learning in context
Increased enrollment opportunities in the highest ranking universities around the world

🇱🇻 Vidējā izglītība / Vispārējā vidējā izglītība, īstenojama pēc pamatizglītības apguves.

Latvian national curriculum programme number: 310 19 031

Subjects

All IB Diploma students must choose 6 subjects. At least one subject must be taken from each subject group.

Group 1: Language and Literature

English A: Language and Literature (HL/SL)

Russian A: Language and Literature (HL/SL)

The aims of this course are to enable students to:

engage with a range of texts, in a variety of media and forms, from different periods, styles, and cultures
develop skills in listening, speaking, reading, writing, viewing, presenting and performing
develop skills in interpretation, analysis and evaluation
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
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
develop an understanding of the relationships between studies in language and literature and other disciplines
communicate and collaborate in a confident and creative way
foster a lifelong interest in and enjoyment of language and literature.

Group 2: Language Acquisition

English B (HL)

Spanish B (SL)

Spanish ab initio (SL)

The aims (common to both Language B and Language ab initio) of this course are to:

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

Group 3: Individuals and Societies

Business Management (HL/SL)

History (HL/SL)

Economics (HL/SL)

Psychology (HL/SL)

The aims of Group 3 courses are to:

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
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
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
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
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
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

Group 4: Sciences

Biology (HL/SL)

Chemistry (HL/SL)

Physics (SL/HL)

Astronomy (SL)

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:

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

Group 5: Mathematics

Analyses and Approaches (HL)

Applications and Interpretation (SL)

The aims of the courses are to enable students to:

develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power
develop an understanding of the concepts, principles and nature of mathematics
communicate mathematics clearly, concisely and confidently in a variety of contexts
develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics
employ and refine their powers of abstraction and generalization
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
appreciate how developments in technology and mathematics influence each other
appreciate the moral, social and ethical questions arising from the work of mathematicians and the applications of mathematics
appreciate the universality of mathematics and its multicultural, international and historical perspectives
appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course
develop the ability to reflect critically upon their own work and the work of others
independently and collaboratively extend their understanding of mathematics.

Group 6: The Arts

Subjects of this group are not offered at International School Premjers. Students must take one additional subject from Group 1, 2, 3, or 4.

Core

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)

Extended Essay

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.

Theory of Knowledge

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.

Creativity, Activity, Service

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.

Assessment

All students are assessed through external assessment (EA) and internal assessment (IA).

External assessment is an examination that takes place at the end of IB DP Year 2. It accounts for 70-80% of the subject mark. External assessment is assessed by external IB examinators.

Internal assessment is an individual work that students complete individually at home and at school during the two years of the Diploma Programme. It accounts for 20-30% of the subject mark. Internal assessment is assessed by school teachers with the moderation procedure by the external IB examinators.

Language A: Language and Literature

Standard Level

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)

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)

Internal assessment = 30%

This component consists of an individual oral which is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual oral (15 minutes)

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)

Higher Level

External assessment (4 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)

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

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)

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.

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

This component consists of an individual oral which is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Individual oral (15 minutes)

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)

Language B

Standard Level

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.

Internal assessment = 25%

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, followed by discussion based on an additional theme. (30 marks)

Higher Level

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) = 25%

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

Internal assessment = 25%

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 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)

Language ab initio

Standard level (only)

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

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.

Internal assessment = 25%

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)

Business Management

Standard Level

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) = 35%

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).

Internal assessment (15 teaching hours) = 30%

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)

Higher Level

External assessment (3 hours) = 75%

Paper 1 (1 hour and 15 minutes) = 25%

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) = 30%

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 per question)

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).

Paper 3 (1 hour and 15 minutes) = 25%

Based on unseen stimulus material about a social enterprise

Syllabus content: Unit 1–5 including HL extension topics

Assessment objectives: AO1, AO2, AO3, AO4 (25 marks) Students answer one compulsory question based on the unseen stimulus material (25 marks)

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)

History

Standard Level

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)

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)

Higher Level

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)

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)

Psychology

Standard Level

External assessment (3 hours) = 70%

Paper 1 (1 hour 30 minutes) = 35%

Integration of the concepts, content and contexts (35 marks)

Section A: two compulsory short-answer questions from two of the three content areas

Section B: two compulsory short-answer questions asking students to apply their knowledge of content to an unseen situation, each from one of four contexts

Section C: students answer one of two concept-based extended response questions, each from a different context

Paper 2 (1 hour 30 minutes) = 35%

Applying concepts and content to research contexts (35 marks)

Section A: four compulsory questions that focus on the class practicals

Section B: evaluation of an unseen research study with regard to two or more concepts

Internal assessment (20 hours) = 30%

Research proposal (24 marks)

Design a research proposal to investigate a population of interest using one of the four research methods used in the class practicals. This component is internally assessed by the teacher and externally moderated.

Higher Level

External assessment (4 hours 45 minutes) = 80%

Paper 1 (1 hour 30 minutes) = 25%

Integration of the concepts, content and contexts (35 marks)

Section A: two compulsory short-answer questions from two of the three content areas

Paper 2 (1 hour 30 minutes) = 25%

Applying concepts and content to research contexts (35 marks)

Section A: four compulsory questions that focus on the class practicals

Section B: evaluation of an unseen research study with regard to two or more concepts

Paper 3 (1 hour 45 minutes) = 30%

Data analysis and interpretation of research data (30 marks)

Four source-based questions with quantitative and qualitative findings will be provided. The focus of the questions will be from one of the HL extensions.

Internal assessment (20 hours) = 20%

Research proposal (24 marks)

Economics

Standard Level

External assessment (3 hours) = 70%

Paper 1 (1 hour 15 minutes) = 30%

An extended response paper (25 marks)

Assessment objectives: AO1, AO2, AO3, AO4

Syllabus content (excluding HL extension material) Students answer one question from a choice of three. (25 marks)

Paper 2 (1 hour and 45 minutes) = 40%

A data response paper (40 marks)

Assessment objectives: AO1, AO2, AO3, AO4

Syllabus content (excluding HL extension material). Includes some quantitative questions. Students answer one question from a choice of two. (40 marks)

Internal assessment (20 teaching hours) = 30%

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

Students produce a portfolio of three commentaries, based on different units of the syllabus (excluding the introductory unit) and on published extracts from the news media. Each of the three commentaries should use a different key concept as a lens through which to analyse the published extracts. Maximum 800 words for each commentary (45 marks)

Higher Level

External assessment (4 hours 45 minutes) = 80%

Paper 1 (1 hour 15 minutes) = 20%

An extended response paper (25 marks)

Assessment objectives: AO1, AO2, AO3, AO4

Syllabus content including HL extension material. Students answer one question from a choice of three. (25 marks)

Paper 2 (1 hour 45 minutes) = 30%

A data response paper (40 marks)

Assessment objectives: AO1, AO2, AO3, AO4

Syllabus content excluding HL extension material. Includes some quantitative questions. Students answer one question from a choice of two. (40 marks)

Paper 3 (1 hour 45 minutes) = 30%

A policy paper (60 marks)

Assessment objectives: AO1, AO2, AO3, AO4

Syllabus content including HL extension material. Includes both quantitative and qualitative questions. Students answer two compulsory questions. (30 marks per question)

Internal assessment (20 teaching hours) = 20%

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

Physics

Standard Level

External assessment (3 hours) = 80%

Paper 1 (1 hour and 30 minutes) = 36%

Paper 1A—Multiple-choice questions

Paper 1B—Data-based questions (Total 45 marks)

Paper 2 (1 hour and 30 minutes) = 44%

Short-answer and extended-response questions on standard level material only. (Total 50 marks)

Internal assessment (10 hours) = 20%

The internal assessment consists of one task: the scientific investigation.

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. (Total 24 marks)

Higher Level

External assessment (4 hours 30 minutes) = 80%

Paper 1 (2 hours) = 36%

Paper 1A—Multiple-choice questions

Paper 1B—Data-based questions (Total 60 marks)

Paper 2 (2 hour and 30 minutes) = 44%

Short-answer and extended-response questions on standard level and additional higher level material. (Total 90 marks)

Internal assessment (10 hours) = 20%

The internal assessment consists of one task: the scientific investigation.

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. (Total 24 marks)

Biology

Standard Level

External assessment (3 hours) = 80%

Paper 1 (1 hour and 30 minutes) = 36%

Paper 1A—Multiple-choice questions

Paper 1B—Data-based questions (four questions that are syllabus related, addressing all themes) (Total 55 marks)

Paper 2 (1 hour and 30 minutes) = 44%

Section A—Data-based and short answer questions

Section B—Extended-response questions (Total 50 marks)

Internal assessment (10 hours) = 20%

The internal assessment consists of one task: the scientific investigation.

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. (Total 24 marks)

Higher Level

External assessment (4 hours 30 minutes) = 80%

Paper 1 (2 hours) = 36%

Paper 1A—Multiple-choice questions

Paper 1B—Data-based questions (four questions that are syllabus related, addressing all themes) (Total 75 marks)

Paper 2 (2 hour and 30 minutes) = 44%

Section A—Data-based and short answer questions

Section B—Extended-response questions (Total 80 marks)

Internal assessment (10 hours) = 20%

The internal assessment consists of one task: the scientific investigation.

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. (Total 24 marks)

Chemistry

Standard Level

External assessment (3 hours) = 80%

Paper 1 (1 hour and 30 minutes) = 36%

Paper 1A—Multiple-choice questions

Paper 1B—Data-based questions (Total 55 marks)

Paper 2 (1 hour and 30 minutes) = 44%

Short-answer and extended-response questions (Total 50 marks)

Internal assessment (10 hours) = 20%

The internal assessment consists of one task: the scientific investigation.

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. (Total 24 marks)

Higher Level

External assessment (4 hours and 30 minutes) = 80%

Paper 1 (2 hours) = 36%

Paper 1A—Multiple-choice questions

Paper 1B—Data-based questions (Total 75 marks)

Paper 2 (2 hours and 30 minutes) = 44%

Short-answer and extended-response questions (Total 90 marks)

Internal assessment (10 hours) = 20%

The internal assessment consists of one task: the scientific investigation.

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course. (Total 24 marks)

Astronomy

Standard Level

Paper 1 (45 min) = 30%

Paper 2 (1 hour 30 min) = 50%

Paper 3 (10 hours) = 20%

Mathematics: Analysis and Approaches

Standard Level

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

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)

Higher Level

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.

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)

Mathematics: Applications and Interpretation

Standard Level

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)

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)

Higher Level

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 (75 minutes) = 20%

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

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)