Guide Diploma Programme Extended essay First examinations 2009
Diploma Programme Extended essay
Guide
First examinations 2009
International Baccalaureate Organization
Buenos Aires Cardiff Geneva New York Singapore
Diploma Programme
Extended essay—guide
Published March 2007
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© International Baccalaureate Organization 2007
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IBO mission statement
The International Baccalaureate Organization aims to develop inquiring,
knowledgeable and caring young people who help to create a better and more
peaceful world through intercultural understanding and respect.
To this end the IBO works with schools, governments and international
organizations to develop challenging programmes of international education
and rigorous assessment.
These programmes encourage students across the world to become active,compassionate and lifelong learners who understand that other people, withtheir differences, can also be right.
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their commonhumanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct
inquiry and research and show independence in learning. They actively enjoy
learning and this love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so
doing, they acquire in-depth knowledge and develop understanding across a broad
and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognizeand approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively inmore than one language and in a variety of modes of communication. They work
effectively and willingly in collaboration with others.Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take
responsibility for their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal histories, and areopen to the perspectives, values and traditions of other individuals and communities.
They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive
difference to the lives of others and to the environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought,
and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to machieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They areable to assess and understand their strengths and limitations in order to supporttheir learning and personal development.
Introduction 1
The Diploma Programme 1
Nature of the extended essay 3
Aims 5
Assessment objectives 6
Outline 7
Responsibilities of the school 7
Responsibilities of the supervisor 8
Responsibilities of the student 10
Details—all essays 11
Advice to students from examiners 11
Researching and writing the extended essay 13
Formal presentation of the extended essay 15
The use of other media and materials 19
The viva voce (concluding interview) 20
Assessment 22
Assessment criteria 25
Regulations 32
Details—subject specific 34
Group 1 34
Group 2 39
Biology 46
Business and management 52
Chemistry 57
Classical Greek and Latin 62
Computer science 65
Dance 70
Design technology 75
Contents
Economics 79
Environmental systems and societies 85
Film 91
Geography 97
History 103
Human rights 108
Information technology in a global society 112
Mathematics 117
Music 122
Peace and conflict studies 129
Philosophy 133
Physics 140
Politics 148
Psychology 153
Social and cultural anthropology 159
Theatre 164
Visual arts 169
World religions 175
The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to
19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable
and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students
to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect
and evaluate a range of points of view.
The Diploma Programme hexagon
The course is presented as six academic areas enclosing a central core. It encourages the concurrent
study of a broad range of academic areas. Students study: two modern languages (or a modern language
and a classical language); a humanities or social science subject; an experimental science; mathematics;
one of the creative arts. It is this comprehensive range of subjects that makes the Diploma Programme
a demanding course of study designed to prepare students effectively for university entrance. In each
of the academic areas students have flexibility in making their choices, which means they can choose
subjects that particularly interest them and that they may wish to study further at university.
Introduction
The Diploma Programme
© International Baccalaureate Organization 2007 1
Choosing the right combination
Students are required to choose one subject from each of the six academic areas, although they can
choose a second subject from groups 1 to 5 instead of a group 6 subject. Normally, three subjects (and
not more than four) are taken at higher level (HL), and the others are taken at standard level (SL). The
IBO recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in
greater depth and breadth than at SL.
At both levels, many skills are developed, especially those of critical thinking and analysis. At the end of
the course, students’ abilities are measured by means of external assessment. Many subjects contain
some element of coursework assessed by teachers. The course is available for examinations in English,
French and Spanish.
The core of the hexagon
All Diploma Programme students participate in the three course requirements that make up the core of
the hexagon. Reflection on all these activities is a principle that lies at the heart of the thinking behind
the Diploma Programme.
The theory of knowledge (TOK) course encourages students to think about the nature of knowledge, to
reflect on the process of learning in all the subjects they study as part of their Diploma Programme course,
and to make connections across the academic areas. The extended essay, a substantial piece of writing
of up to 4,000 words, enables students to investigate a topic of special interest that they have chosen
themselves. It also encourages them to develop the skills of independent research that will be expected
at university. Creativity, action, service (CAS) involves students in experiential learning through a range
of artistic, sporting, physical and service activities.
The IBO mission statement and the IB learner profile
The Diploma Programme aims to develop in students the knowledge, skills and attitudes they will need
to fulfill the aims of the IBO, as expressed in the organization’s mission statement and the learner profile.
Teaching and learning in the Diploma Programme represent the reality in daily practice of the
organization’s educational philosophy.
First examinations 2009