Green School and Pedagogy

Green School and Pedagogy
Contents
1
The Green School (Bali)
1.1
Ecological Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.2
Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.3
Board of Directors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.4
Awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
1.5
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Ayung River
An Inconvenient Truth
3.1
Synopsis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.2
Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.2.1
Origins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.2.2
The slide show . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.2.3
Production . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.3
Scientic basis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.4
Reception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.4.1
Box oce . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.4.2
Reviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.4.3
Critical reviews . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
3.5
Accolades . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
3.6
Impact . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
3.6.1
Activism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
3.6.2
Public opinion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
3.6.3
Governmental reactions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
10
3.6.4
Industry and business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
Use in education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
3.7.1
In the United Kingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
3.7.2
In the United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
12
3.7.3
In New Zealand . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
3.8
Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
3.9
See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
3.10 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
13
3.7
ii
CONTENTS
3.11 External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
17
Roger J. Hamilton
18
4.1
Early life
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
4.2
Career . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
4.3
Wealth Dynamics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18
4.4
Bibliography
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
4.5
Business Ventures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
4.6
Social Entrepreneurship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
4.7
Controversy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
4.8
External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
19
4.9
References
19
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Nadya Hutagalung
21
5.1
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
5.2
External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
21
International Baccalaureate
22
6.1
Career-related Programme curriculum outline . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
6.1.1
CP Core . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
6.2
Middle Years Programme curriculum outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
22
6.3
Primary Years Programme curriculum outline . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
6.4
The IB Learner Prole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
6.5
Organization
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
23
6.6
Governance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
24
6.7
Reception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
24
6.8
Allegations of plagiarism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25
6.9
See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25
6.10 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
25
6.11 External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
26
Bali
27
7.1
History
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
7.1.1
Ancient . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
7.1.2
Portuguese contacts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
7.1.3
Dutch East India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
27
7.1.4
Independence from the Dutch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29
7.1.5
Contemporary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29
7.2
Geography
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
29
7.3
Ecology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
30
7.4
Environment
31
7.5
Administrative divisions
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
32
7.6
Economy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
32
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
CONTENTS
iii
7.6.1
Agriculture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
32
7.6.2
Tourism
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
32
7.6.3
Sex tourism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
7.7
Transportation
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
34
7.8
Demographics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
35
7.8.1
Ethnic origins . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
35
7.8.2
Caste system . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
35
7.8.3
Religion
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
35
7.8.4
Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
36
Culture . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
36
7.10 Gallery . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
7.11 Sports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
7.12 Heritage sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
7.13 Beauty Pageant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
7.14 See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
37
7.15 References
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
38
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
40
7.17 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
40
7.18 External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
40
IB Diploma Programme
41
8.1
History and background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
41
8.2
Core requirements and subject groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
42
8.3
Assessment and awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
44
8.4
Application and authorization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
44
8.5
University recognition . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
44
8.6
Reception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
45
8.7
See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
46
8.8
Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
46
8.9
References
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
47
8.10 External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
48
IB Middle Years Programme
49
9.1
Curricula framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
49
9.1.1
Scoring System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
49
9.1.2
Learner prole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
50
9.1.3
Areas of interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
50
9.1.4
Personal project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
50
9.2
Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
50
9.3
Criticism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
50
9.3.1
Cost . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
50
9.3.2
Philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
50
7.9
7.16 Bibliography
iv
CONTENTS
9.3.3
Benet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
51
9.4
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
51
9.5
External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
51
10 IB Primary Years Programme
52
10.1 Mission statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
52
10.2 History . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
52
10.3 Educational philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
52
10.4 Learner prole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
52
10.5 Transdisciplinary themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
53
10.6 Participation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
53
10.7 Footnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
53
10.8 External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
53
11 IB Group 1 subjects
54
11.1 Language A: literature
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
54
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
54
11.1.2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
54
11.1.3 Available languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
55
11.2 Language A: language and literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
56
11.1.1 Syllabus
11.2.1 Syllabus
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
56
11.2.2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
57
57
11.3 Literature and performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
58
11.3.1 Syllabus
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
58
11.3.2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
58
58
11.4 References
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
58
11.5 External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
59
60
12.1 Language ab initio SL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
60
12.2 Language B SL and HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
60
12.3 Language A2 SL and HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
61
12.4 Footnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
61
12.5 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
61
12.6 External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
61
62
13.1 History (2010-2016) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
62
13.1.1 Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
62
13.1.2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
63
13.2 Economics SL & HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
63
CONTENTS
13.3 Psychology SL & HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
64
13.4 Philosophy SL & HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
64
13.5 Information technology in a global society (ITGS) SL & HL . . . . . . . . . . . . . . . . . . . . .
64
13.6 Geography (2011-2017) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
64
13.6.1 Syllabus . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
65
13.6.2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
65
13.7 Anticipated subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
66
13.8 Availability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
66
13.9 Footnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
66
13.10External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
66
67
14.1 Structure and assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
67
14.2 Physics (20092015) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
67
14.2.1 Standard level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
67
14.2.2 Higher level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
68
14.3 Physics (20162022) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
68
14.3.1 Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
68
14.4 Chemistry (20092015) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
68
14.4.1 Standard level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
68
14.4.2 Higher level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
69
14.5 Chemistry (20162022) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
69
14.5.1 Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
69
14.6 Biology (20092015) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
69
14.6.1 Standard level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
69
14.6.2 Higher level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
70
14.7 Biology (20162022) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
70
14.7.1 Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
70
14.8 Design technology (20092015) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
70
14.9 Design technology (20162022) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
70
14.9.1 Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
71
14.10Sport, exercise and health science (20142020) . . . . . . . . . . . . . . . . . . . . . . . . . . . .
71
14.10.1 Topics
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
71
14.11Environmental systems and societies (20102016) . . . . . . . . . . . . . . . . . . . . . . . . . .
71
14.11.1 Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
71
14.11.2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
71
14.12Computer science (20142020) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
72
14.12.1 Topics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
72
14.12.2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
72
14.13Group 4 project . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
73
14.14Footnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
73
14.15References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
73
vi
CONTENTS
14.16External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
74
75
15.1 Mathematical Studies SL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
75
15.1.1 Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
75
15.1.2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
75
15.2 Mathematics SL and HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
75
15.2.1 Core curriculum for Mathematics SL and HL . . . . . . . . . . . . . . . . . . . . . . . .
75
15.2.2 Additional requirements for Mathematics HL . . . . . . . . . . . . . . . . . . . . . . . . .
75
15.2.3 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
76
15.3 Further Mathematics HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
76
15.3.1 Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
76
15.3.2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
76
15.4 Computer science SL and HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
76
15.5 Use of calculators on IB mathematics external assessments . . . . . . . . . . . . . . . . . . . . . .
76
15.6 Footnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
77
15.7 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
77
79
16.1 Music SL & HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
79
16.2 Theater SL and HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
79
16.3 Visual Arts SL & HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
80
16.4 Film SL and HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
80
16.5 Substituting courses from other subject groups . . . . . . . . . . . . . . . . . . . . . . . . . . . .
80
16.6 Footnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
81
16.7 External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
81
17 Extended essay
82
17.1 Recommended subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
82
17.2 Supervision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
82
17.3 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
82
17.4 References
82
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
18 Theory of knowledge (IB course)
84
18.1 Course description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
84
18.2 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
85
18.2.1 TOK essay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
85
18.2.2 TOK presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
85
18.3 See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
85
18.4 References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
85
19 Creativity, action, service

19.1 CAS outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
86
86
CONTENTS
vii
19.2 CAS aims . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
86
19.3 Documentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
86
19.4 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
86
19.5 Termination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
86
19.6 Footnotes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
86
19.7 References
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
87
19.8 Text and image sources, contributors, and licenses . . . . . . . . . . . . . . . . . . . . . . . . . .
88
19.8.1 Text . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
88
19.8.2 Images . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
92
19.8.3 Content license . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
94
Chapter 1
The Green School (Bali)

1.2 Curriculum
The Green School (Bali) is a private and international

pre-kindergarten to high school located along the Ayung
River [1] near Ubud, Bali, Indonesia.[2] The schools
ecologically-sustainable design and focus on sustainability education for young students have been widely
reported,[3][4] although the school has also been criticised
for its steep fees and lack of Indonesian students.[5]
The school reportedly prepares students to be stewards

of the environment, teaching them to be critical and creative thinkers, who champion the sustainability of the
world and the environment.[6]
The curriculum has changed since its inception. Despite initial intentions to oer a British curriculum, including IGCSEs, and oer the International Baccalaureate by 2012,[14] Green School failed to achieve IB accreditation. In 2014, the structure is the Three Frame
Day which includes the Integral Frame, the Instructional
Frame, and the Experiential Frame. Subjects include English, mathematics and science, including ecology, the
By 2010, the school had 245 students [aged 316],[3] and environment and sustainability, as well as the creative
2011 initial enrolment was over 300.[5] Most of its stu- arts, global awareness and environmental management.
dents are foreigners in 2012 Indonesians made up only
20% of the intake.[5] In 2014, enrolment had increased to
400 students, only 15% of them Indonesian, with 34 on
1.3 Board of Directors
scholarships.
The school was founded by John and Cynthia Hardy in
September 2008 with 98 students.[5] The Hardys reportedly conceived of Green School in 2006 after reading
Alan Wagstas Three Springs concept document for an
educational village community,[6] but have also attributed
the inspiration to the Al Gore documentary, An Inconvenient Truth.[5]
The Green School Board of Directors changes regularly,

although the founders are always involved. In 2012, the
schools Chairman of the Board of Directors was Roger
1.1 Ecological Design
J. Hamilton. In 2014, the schools Chairman of the
Board of Directors is David Heernan. The 2014 board
Despite early intentions to live o the grid, as of 2014 the members include Ronald Stones, Nadya Hutagalung, and
schools 70+ buildings are not o the grid[2] but use some Mickey Ackerman, Chris Saye, Derek Montgomery and
[15]
renewable energy sources including micro-hydro power[7] Theo Bakker.
from a hydroelectric vortex,[5] and solar power. Transportation to the campus is by private car with some car
pooling.[8]
1.4 Awards
The campus is designed around the principles of an organic permaculture system,[7] and the students cultivate
an organic garden as part of their learning activities.[7]
Buildings are constructed primarily from renewable resources including bamboo, local grass, and traditional
mud walls.[7] The campus has been reported as an example of the large-scale building potential of bamboo
architecture,[9][10] especially The Heart of the School,
a 60-meter long[10] stilt-structure constructed with 2500
bamboo poles.[11] The school also utilizes renewable
building materials for some of its other needs,[12] although senior students are required to use laptops.[13]
Green School was awarded the 2012 Greenest School on

Earth award by the Center for Green Schools at the U.S.
Green Building Council.[16][17] The school was a nalist
for the 2010 Aga Khan Award for Architecture.[1][18]
1.5 References
[1] Aga Khan Award for Architecture. Retrieved 8 Nov
2012.
[2] Jakarta Globe: A Hardy School: A Green Future. Retrieved 24 Oct 2012.
[3] ABC Radio: Green School and the power of bamboo.
Retrieved 24 Oct 2012.
[4] BBC: BBC Video. Retrieved 25 Oct 2012.
[5] CNN: Green School Bali. Retrieved 24 Oct 2012.
[6] Ecology: Balis Green School. Retrieved 25 Oct 2012.
[7] Treehugger.com: New Green School opens in Bali. Retrieved 24 Oct 2012.
[8] Green School Location. Retrieved 27 June 2014.
[9] DesignBoom: Bamboo Pure Green School. Retrieved
25 Oct 2012.
[10] Domus: The Green School. Retrieved 25 Oct 2012.
[11] Daily Telegraph. Retrieved 7 Nov 2012.
[12] Globe and Mail. Retrieved 7 Nov 2012.
[13] The Green School Family Heartbook. Retrieved 27
June 2014.
[14] Green School Bali. 21 Dec 2011. Retrieved 8 Nov
2014.
[15] Green School Board. Retrieved 27 June 2014.
[16] Center For Green Schools. Retrieved 7 Nov 2012.
[17] EDC Magazine. Retrieved 7 Nov 2012.
[18] Architecture Week: Aga Khan Award Finalists. Retrieved 8 Nov 2012.
CHAPTER 1. THE GREEN SCHOOL (BALI)
Chapter 2
Ayung River
The Ayung River is the longest river on the Indonesian
island of Bali. It runs 75km from the northern mountain
ranges and discharges into the Badung Strait at Sanur near
Denpasar.
Chapter 3
For other uses, see An Inconvenient Truth (disambigua- his own life story.
tion).
The former vice president opens the lm by greeting an
audience with a joke: I am Al Gore; I used to be the next
An Inconvenient Truth is a 2006 Academy Award win- President of the United States.[8] Gore then begins his
ning documentary lm directed by Davis Guggenheim slide show on climate change; a comprehensive presenabout former United States Vice President Al Gore's tation replete with detailed graphs, ow charts and stark
campaign to educate citizens about global warming via a visuals. Gore shows o several majestic photographs of
comprehensive slide show that, by his own estimate made the Earth taken from multiple space missions, Earthrise
in the lm, he has given more than a thousand times.
and The Blue Marble.[9] Gore notes that these photos draPremiering at the 2006 Sundance Film Festival and open- matically transformed the way we see the Earth, helping
ing in New York City and Los Angeles on May 24, 2006, spark modern environmentalism.
the documentary was a critical and box-oce success,
winning two Academy Awards for Best Documentary
Feature and Best Original Song.[4] The lm grossed $24
million in the U.S. and $26 million in the foreign box
oce, becoming the tenth highest grossing documentary
lm to date in the United States.[5]
Following this, Gore shares anecdotes that inspired his

interest in the issue, including his college education with
early climate expert Roger Revelle at Harvard University, his sisters death from lung cancer and his young
sons near-fatal car accident. Gore recalls a story from
his grade-school years, where a fellow student asked his
geography teacher about continental drift; in response,
the teacher called the concept the most ridiculous thing
[he'd] ever heard. Gore ties this conclusion to the assumption that the Earth is so big, we can't possibly have
any lasting, harmful impact on the Earths environment.
For comic eect, Gore uses a clip from the Futurama
episode "Crimes of the Hot" to describe the greenhouse
eect. Gore refers to his loss to George W. Bush in the
2000 United States presidential election as a hard blow
yet one which subsequently brought into clear focus, the
mission [he] had been pursuing for all these years.
The idea to document his eorts came from producer

Laurie David who saw his presentation at a town-hall
meeting on global warming which coincided with the
opening of The Day After Tomorrow. Laurie David was
so inspired by Gores slide show that she, with producer
Lawrence Bender, met with Guggenheim to adapt the
presentation into a lm.
Since the lms release, An Inconvenient Truth has

been credited for raising international public awareness
of climate change and reenergizing the environmental
movement. The documentary has also been included in
science curricula in schools around the world, which has Throughout the movie, Gore discusses the scientic opinion on climate change, as well as the present and future
spurred some controversy.
eects of global warming and stresses that climate change
is really not a political issue, so much as a moral one,
describing the consequences he believes global climate
change will produce if the amount of human-generated
3.1 Synopsis
greenhouse gases is not signicantly reduced in the very
An Inconvenient Truth focuses on Al Gore and on his trav- near future. Gore also presents Antarctic ice coring data
els in support of his eorts to educate the public about the showing CO2 levels higher now than in the past 650,000
severity of the climate crisis. Gore says, I've been try- years.
ing to tell this story for a long time and I feel as if I've
failed to get the message across.[6] The lm documents
a Keynote presentation (which Gore refers to as the slide
show) that Gore has presented throughout the world.[7] It
intersperses Gores exploration of data and predictions regarding climate change and its potential for disaster with
The lm includes segments intended to refute critics who

say that global warming is unproven or that warming will
be insignicant. For example, Gore discusses the possibility of the collapse of a major ice sheet in Greenland
or in West Antarctica, either of which could raise global
3.2. BACKGROUND
5
Gores book of the same title was published concurrently
with the theatrical release of the documentary. The
book contains additional information, scientic analysis, and Gores commentary on the issues presented in
the documentary.[12][13] A 2007 documentary entitled An
Update with Former Vice President Al Gore features Gore
discussing additional information that came to light after the lm was completed, such as Hurricane Katrina,
coral reef depletion, glacial earthquake activity on the
Greenland ice sheet, wildres, and trapped methane gas
release associated with permafrost melting.[14]
3.2 Background
The Pale Blue Dot, a Voyager 1 photo showing Earth (circled) as

a single pixel from 4 billion miles (6.4 billion kilometres) away, is
featured in the lm. Al Gore points out that all of human history
has happened on that tiny pixel, which is our only home.
sea levels by approximately 20 feet, ooding coastal areas and producing 100 million refugees. Melt water from
Greenland, because of its lower salinity, could then halt
the currents that keep northern Europe warm and quickly
trigger dramatic local cooling there. It also contains var- Gore gives a keynote address on sustainability at SapphireNow
ious short animated projections of what could happen to 2010 in May 2010.
dierent animals more vulnerable to climate change.
The documentary ends with Gore arguing that if appropriate actions are taken soon, the eects of global warm- 3.2.1 Origins
ing can be successfully reversed by releasing less CO2 and
planting more vegetation to consume existing CO2 . Gore See also: Environmental activism of Al Gore
calls upon his viewers to learn how they can help him in
these eorts. Gore concludes the lm by saying:
Gore became interested in global warming when he took
a course at Harvard University with Professor Roger Revelle, one of the rst scientists to measure carbon dioxide
Each one of us is a cause of global warmin the atmosphere.[15] Later, when Gore was in Congress,
ing, but each one of us can make choices to
he initiated the rst congressional hearing on the subject
change that with the things we buy, the elecin 1981.[16] Gores 1992 book, Earth in the Balance, dealtricity we use, the cars we drive; we can make
ing with a number of environmental topics, reached the
choices to bring our individual carbon emisNew York Times bestseller list.[17]
sions to zero. The solutions are in our hands,
we just have to have the determination to make
As Vice President during the Clinton Administration,
it happen. We have everything that we need to
Gore pushed for the implementation of a carbon tax to
reduce carbon emissions, everything but politencourage energy eciency and diversify the choices of
ical will. But in America, the will to act is a
fuel better reecting the true environmental costs of enrenewable resource.[10]
ergy use; it was partially implemented in 1993.[18] He
During the lms end credits, a diaporama pops up on
screen suggesting to viewers things at home they can do
to combat climate change, including recycle, speak up
in your community, try to buy a hybrid vehicle" and
encourage everyone you know to watch this movie.[11]
helped broker the 1997 Kyoto Protocol, an international

treaty designed to curb greenhouse gas emissions.[19][20]
The treaty was not ratied in the United States after a 95
to 0 vote in the Senate. The primary objections stemmed
from the exemptions the treaty gave to China and India,
whose industrial base and carbon footprint have grown
CHAPTER 3. AN INCONVENIENT TRUTH
rapidly, and fears that the exemptions would lead to further trade imbalances and oshoring arrangement with
those countries.[21][22]
Gore also supported the funding of the controversial, and
much-delayed satellite called Triana, which would have
provided an image of the Earth 24 hours a day, over the
internet and would have acted as a barometer measuring
the process of global warming.[23] During his 2000 presidential campaign, Gore ran, in part, on a pledge to ratify
the Kyoto Protocol.[24]
3.2.2
The slide show
I had never seen it before, and I was oored.

As soon as the evenings program concluded,
I asked him to let me present his full brieng
to leaders and friends in New York and Los
Angeles. I would do all the organizing if he
would commit to the dates. Gores presentation was the most powerful and clear explanation of global warming I had ever seen. And it
became my mission to get everyone I knew to
see it too.
Inspired, David assembled a team, including producer

Lawrence Bender and former president of eBay Jerey
Skoll, who met with Gore about the possibility of making the slide show into a movie. It took some convincing.
The slide show, she says, was his baby, and he felt proprietary about it and it was hard for him to let go.[26]
David said the box oce returns weren't important to her.
None of us are going to make a dime. What is at stake,
she says, is, you know, the planet.[26]
David and Bender later met with director Davis Guggenheim, to have him direct the lm adaptation of his slide
show. Guggenheim, who was skeptical at rst, later saw
the presentation for himself, stating that he was blown
away, and left after an hour and a half thinking that
global warming [was] the most important issue...I had no
idea how youd make a lm out of it, but I wanted to try,
he said.[28]
In 2004 Gore enlisted Duarte Design to condense and update his material and add video and animation.[29] As designer Ted Boda described the work: As a designer for
the presentation, Keynote was the rst choice to help create such an engaging presentation.
Initially reluctant of the lm adaptation, Gore said after
he and the crew were into the production of the movie,
the director, Guggenheim, earned his trust.[30]
Gore presents his global warming slide show at the University of

Miami.
After his defeat in the 2000 presidential election by

George W. Bush, Gore returned his focus to the topic. He
edited and adapted a slide show he had compiled years
earlier, and began featuring the slide show in presentations on global warming across the U.S. and around the
world. At the time of the lm, Gore estimated he had
shown the presentation more than one thousand times.[25]
Producer David saw Gores slide show in New York City
at a global warming town-hall meeting after the May 27,
2004 premiere of The Day After Tomorrow.[26] Gore was
one of several panelists and he showed a ten-minute version of his slide show. [27]
I had seen enough to gain a tremendous

respect for his skill and sensitivity. And he
said that one of the huge dierences between
a live stage performance and a movie is that
when you're in the same room with a live person whos on stage speaking even if its me
theres an element of dramatic tension and human connection that keeps your attention. And
in a movie, that element is just not present. He
explained to me that you have to create that element on screen, by supplying a narrative thread
that allows the audience to make a connection
with one or more characters. He said, You've
got to be that character. So we talked about it,
and as I say, by then he had earned such a high
level of trust from me that he convinced me.
3.3. SCIENTIFIC BASIS
Production
390
Atmospheric Carbon Dioxide

Measured at Mauna Loa, Hawaii
380
370
Carbon dioxide concentration (ppmv)
3.2.3
When Bender rst saw Gores visual presentation he had

360
concerns about connection with viewers, citing a need
350
to nd a personal way in. In the string of interviews
with Gore that followed, Gore himself felt like they were
Annual Cycle
340
making Kill Al Vol. 3".[31] Bender had other issues in330
cluding a time frame that was grueling and needed to
320
be done in a very short period of time despite many
Jan Apr Jul Oct Jan
310
lming locations planned. These included many locations
1960
1970
1980
1990
2000
2010
throughout the United States and also included China. It
was a lot of travel in a very short period of time. And Gore presents the Keeling curve, which shows a pattern of steadily
they had to get this thing edited and cut starting in Jan- increasing carbon dioxide in the atmosphere since 1958.
uary, and ready to screen in May. Thats like a seriously
tight schedule. So the logistics of pulling it o with a low
budget were really dicult, and if theres one person who 3.3 Scientic basis
gets credit, its Leslie Chilcott, because she really pulled
it together.[31]
The lms thesis is that global warming is real, potentially
catastrophic, and human-caused. Gore presents specic
data that supports the thesis, including:
The Keeling curve, measuring CO2 from the Mauna
Loa Observatory.
Technical aspects
The retreat of numerous glaciers is shown in beforeand-after photographs.
The majority of the movie exhibits Gore delivering his

lecture to an audience at a relatively small theater in Los
Angeles. Gores presentation was delivered on a 70-foot
digital screen that Bender commissioned specically for
the movie.[31]
A study by researchers at the Physics Institute at the

University of Bern and the European Project for Ice
Coring in Antarctica presenting data from Antarctic ice cores showing carbon dioxide concentrations
higher than at any time during the past 650,000
years.[33]
While the bulk of the lm was shot on 4:4:4 HDCAM, according to director Guggenheim, a vast array of dierent
lm formats were used: Theres 35mm and 16mm. A lot
of the stu on the farm I just shot myself on 8mm lm.
We used four Sony F950 HDCAMs for the presentation.
We shot three dierent kinds of prosumer HD, both 30
and 24. Theres MiniDV, theres 3200 black-and-white
stills, theres digital stills, some of them emailed on the
day they were taken from as far o as Greenland. There
was three or four dierent types of animation. One of
the animators is from New Zealand and emailed me his
work. Theres JPEG stu.[32]
Guggenheim says while it would've been a lot easier to use
one format, it would not have had the same impact. Each
format has its own feel and texture and touch. For the
storytelling of what Gores memory was like of growing
up on the farm, some of this 8mm stu that I shot is very
impressionistic. And for some of his memories of his
sons accident, these grainy black-and-white stills... have
a feel that contrasted very beautifully with the crisp hidef HD that we shot. Every format was used to its best
potential. Some of the footage of Katrina has this blownout video, where the chroma is just blasted, and it looks
real muddy, but that too has its own kind of powerful,
impactful feeling.[32]
Temperature record since 1880 showing that the

ten hottest years ever measured in this atmospheric
record had all occurred in the previous fourteen
years.
A 2004 survey, by Naomi Oreskes of 928 peerreviewed scientic articles on global climate change
published between 1993 and 2003. The survey, published as an editorial in the journal Science, found
that every article either supported the human-caused
global warming consensus or did not comment on
it.[34] Gore also presented a 2004 study by Max and
Jules Boyko showing 53% of articles that appeared
in major US newspapers over a fourteen-year period
gave roughly equal attention to scientists who expressed views that global warming was caused by humans as they did to global warming skeptics (many
of them funded by carbon-based industry interests),
creating a false balance.[35]
The Associated Press contacted more than 100 climate
researchers and questioned them about the lms veracity.
All 19 climate scientists who had seen the movie said that
Gore accurately conveyed the science, with few errors.[36]
8
William H. Schlesinger, dean of the Nicholas School of
Environment and Earth Sciences at Duke University said
"[Gore] got all the important material and got it right.
Robert Corell, chairman of the Arctic Climate Impact
Assessment was also impressed. I sat there and I'm
amazed at how thorough and accurate. After the presentation I said, 'Al, I'm absolutely blown away. Theres a lot
of details you could get wrong.'...I could nd no error.[36]
Michael Shermer, scientic author and founder of The
Skeptics Society, wrote in Scientic American that Gores
slide show shocked me out of my doubting stance.[37]
Eric Steig, a climate scientist writing on RealClimate,
lauded the lms science as remarkably up to date, with
reference to some of the very latest research.[38] Ted
Scambos, lead scientist from the National Snow and Ice
Data Center, said the lm does an excellent job of outlining the science behind global warming and the challenges
society faces in the coming century because of it.[39]
One concern among scientists in the lm was the connection between hurricanes and global warming, which remains contentious in the science community. Gore cited
ve recent scientic studies to support his view.[36] I
thought the use of imagery from Hurricane Katrina was
inappropriate and unnecessary in this regard, as there are
plenty of disturbing impacts associated with global warming for which there is much greater scientic consensus,
said Brian Soden, professor of meteorology and oceanography at the University of Miami.[36] Gavin Schmidt, climate modeler for NASA, thought Gore appropriately addressed the issue.[40] Gore talked about 2005 and 2004
being very strong seasons, and if you weren't paying attention, you could be left with the impression that there was a
direct cause and eect, but he was very careful to not say
theres a direct correlation, Schmidt said.[40] There is a
dierence between saying 'we are condent that they will
increase' and 'we are condent that they have increased
due to this eect,'" added Steig. Never in the movie
does he say: 'This particular event is caused by global
warming.'"[40]
EPICA and Vostok ice cores display the relationship between temperature and level of CO2 for the last 650,000 years.

Gores use of long ice core records of CO2 and temperature (from oxygen isotope measurements) in Antarctic ice cores to illustrate the correlation between the two
drew some scrutiny; Schmidt, Steig and Michael E. Mann
back up Gores data. Gore stated that the greenhouse
gas levels and temperature changes over ice age signals
had a complex relationship but that they 't'. Both of
these statements are true, said Schmidt and Mann.[41]
The complexity though is actually quite fascinating...a
full understanding of why CO2 changes in precisely the
pattern that it does during ice ages is elusive, but among
the most plausible explanations is that increased received
solar radiation in the southern hemisphere due to changes
in Earths orbital geometry warms the southern ocean,
releasing CO2 into the atmosphere, which then leads to
further warming through an enhanced greenhouse effect. Gores terse explanation of course does not mention such complexities, but the crux of his pointthat the
observed long-term relationship between CO2 and temperature in Antarctica supports our understanding of the
warming impact of increased CO2 concentrationsis correct. Moreover, our knowledge of why CO2 is changing
now (fossil fuel burning) is solid. We also know that CO2
is a greenhouse gas, and that the carbon cycle feedback is
positive (increasing temperatures lead to increasing CO2
and CH4 ), implying that future changes in CO2 will be
larger than we might anticipate.[41] Gore is careful not
to state what the temperature/CO2 scaling is, said Steig.
He is making a qualitative point, which is entirely accurate. The fact is that it would be dicult or impossible to explain past changes in temperature during the ice
age cycles without CO2 changes. In that sense, the ice
core CO2 -temperature correlation remains an appropriate demonstration of the inuence of CO2 on climate.[38]
Steig disputed Gores statement that you can visibly see
the eect that the United States Clean Air Act has had on
ice cores in Antarctica. One can neither see, nor even
detect using sensitive chemical methods any evidence in
Antarctica of the Clean Air Act, he said, but did note
that they are clearly recorded in ice core records from
Greenland.[42] Despite these aws, Steig said that the
lm got the fundamental science right and the minor factual errors did not undermine the main message of the
lm,[42] adding "An Inconvenient Truth rests on a solid
scientic foundation.[42]
Lonnie Thompson, Earth Science professor at Ohio State
University, whose work on retreating glaciers was featured in the lm, was pleased with how his research was
presented. Its so hard given the breadth of this topic to
be factually correct, and make sure you don't lose your audience, Thompson said. As scientists, we publish our
papers in Science and Nature, but very few people read
those. Heres another way to get this message out. To
me, its an excellent overview for an introductory class at
a university. What are the issues and what are the possible
consequences of not doing anything about those changes?
To me, it has tremendous value. It will reach people that
3.4. RECEPTION
scientists will never reach.[40]
9
and Richard Roeper gave the lm two thumbs up. Ebert
said, In 39 years, I have never written these words in a
movie review, but here they are: You owe it to yourself to
see this lm. If you do not, and you have grandchildren,
you should explain to them why you decided not to,[55]
calling the lm horrifying, enthralling and [having] the
potential, I believe, to actually change public policy and
begin a process which could save the Earth.[9]
John Nielsen-Gammon from Texas A&M University said

the main scientic argument presented in the movie is
for the most part consistent with the weight of scientic
evidence, but with some of the main points needing updating, correction, or qualication.[43] Nielsen-Gammon
thought the lm neglected information gained from computer models, and instead relied entirely on past and current observational evidence, perhaps because such infor- New York Magazine critic David Edelstein called the
mation would be dicult for a lay audience to grasp, be- lm One of the most realistic documentaries I've ever
lieve, or connect with emotionally.[43]
seenand, dry as it is, one of the most devastating in
[56]
The New Yorker's David Remnick
Steven Quiring, climatologist from Texas A&M Univer- its implications.
added
that
while
it
was
not the most entertaining lm
sity added that whether scientists like it or not, An Inof
the
year...it
might
be
the
most important and a brilconvenient Truth has had a much greater impact on publiantly
lucid,
often
riveting
attempt
to warn Americans o
lic opinion and public awareness of global climate change
[57]
our
hellbent
path
to
global
suicide.
New York Times
[44]
than any scientic paper or report.
reviewer A.O. Scott thought the lm was edited crisply
enough to keep it from feeling like 90 minutes of C-SPAN
and shaped to give Mr. Gores argument a real sense of
3.4 Reception
drama, and as unsettling as it can be, Scott continued, it is also intellectually exhilarating, and, like any
good piece of pedagogy, whets the appetite for further
3.4.1 Box oce
study.[58] Bright Lights Film Journal critic Jayson Harsin
groundbreaking, as
The lm opened in New York City and Los Angeles on declared the lms aesthetic qualities
[59]
a
new
genre
of
slideshow
lm.
NASA
climatologist
May 24, 2006. On Memorial Day weekend, it grossed an
James
Hansen
described
the
lm
as
powerful,
compleaverage of $91,447 per theater, the highest of any movie
mented
by
detail
in
the
book.
Hansen
said
that
Gore
that weekend and a record for a documentary, though it
has
put
together
a
coherent
account
of
a
complex
topic
[45]
was only playing on four screens at the time.
that Americans desperately need to understand. The
At the 2006 Sundance Film Festival, the movie received story is scientically accurate and yet should be underthree standing ovations.[46] It was also screened at the standable to the public, a public that is less and less
2006 Cannes Film Festival[47] and was the opening night drawn to science. He added that with An Inconvenient
lm at the 27th Durban International Film Festival on Truth, Al Gore may have done for global warming what
June 14, 2006.[48] An Inconvenient Truth was the most Silent Spring did for pesticides. He will be attacked, but
popular documentary at the 2006 Brisbane International the public will have the information needed to distinFilm Festival.[49]
guish our long-term well-being from short-term special
[60]
The lm has grossed over $24 million in the U.S., mak- interests.
ing it the ninth-highest-grossing documentary in the U.S.
(from 1982 to the present).[50] It grossed nearly $26 million in foreign countries, the highest being France, where 3.4.3 Critical reviews
it grossed $5 million.[51] According to Gore, "Tipper and
Several reviews criticized the lm on scientic and poI are devoting 100 percent of the prots from the book
litical grounds. Journalist Ronald Bailey argued in the
and the movie to a new bipartisan educational campaign
libertarian magazine Reason that although Gore gets
[52]
to further spread the message about global warming.
[the science] more right than wrong, he exaggerates the
Paramount Classics committed 5% of their domestic therisks.[61] MIT atmospheric physicist Richard S. Lindzen
atrical gross from the lm to form a new bipartisan cliwas vocally critical of the lm, writing in a June 26, 2006
mate action group, Alliance for Climate Protection, dedop-ed in the Wall Street Journal that Gore was using a bi[53]
icated to awareness and grassroots organizing.
ased presentation to exploit the fears of the public for his
own political gain.[62]
3.4.2
Reviews
The lm received a positive reaction from lm critics. It

garnered a certied fresh 93% rating at Rotten Tomatoes (as of February 16, 2012). At Metacritic, which assigns a weighted average score out of 100 to reviews from
mainstream critics, the lm has received an average score
of 75, based on 32 reviews.[54] Film critics Roger Ebert
University of Washington isotope geochemist Eric

Steig reviewed the movie for the climate science site
RealClimate and found that while there were a few errors (dust and aerosols are not visible in Antarctic cores,
invasive plant species do not have temperature changes
as a primary driver) Gore represented the science Admirably, and that it was remarkably up to date, with
reference to some of the very latest research. Discussion
10
of recent changes in Antarctica and Greenland are expertly laid out. He also does a very good job in talking
about the relationship between sea surface temperature
and hurricane intensity.[63]
Some other reviewers were also skeptical of Gores intent,
wondering whether he was setting himself for another
Presidential run. Boston Globe writer Peter Canello criticized the gauzy biographical material that seems to have
been culled from old Gore campaign commercials.[64]
Phil Hall of Film Threat gave the lm a negative review,
saying "An Inconvenient Truth is something you rarely see
in movies today: a blatant intellectual fraud.[65]
the Society for Technical Communication for demonstrating that eective and understandable technical communication, when coupled with passion and vision, has
the power to educateand changethe world.[77] For
Gores wide-reaching eorts to draw the worlds attention
to the dangers of global warming which is centerpieced in
the lm, Al Gore, along with the Intergovernmental Panel
on Climate Change (IPCC), won the 2007 Nobel Peace
Prize.[78] The related album, which featured the voices
of Beau Bridges, Cynthia Nixon and Blair Underwood,
also won Best Spoken Word Album at the 51st Grammy
Awards.[79]
The lm won many other awards for Best Documentary:[80]
3.5 Accolades
An Inconvenient Truth has received many dierent awards
worldwide. The lm won the 2007 Academy Awards for
Best Documentary Feature[66] and Best Original Song for
Melissa Etheridges I Need to Wake Up.[67] It is the rst
documentary to win 2 Oscars and the rst to win a best
original song Oscar.[68][69]
3.6 Impact
The documentary has been generally well-received politically in many parts of the world and is credited for raising
further awareness of global warming internationally.[98]
The lm inspired producer Kevin Wall to conceive the
2007 Live Earth festival[99] and inuenced Italian comAfter winning the 2007 Academy Award for Docu- poser Giorgio Battistelli to write an operatic adaptation,
mentary Feature,[70] the Oscar was awarded to direc- scheduled to premiere at La Scala in Milan in 2013.[100]
tor Guggenheim, who asked Gore to join him and other
members of the crew on stage. Gore then gave a brief
3.6.1 Activism
speech, saying:
My fellow Americans, people all over the
world, we need to solve the climate crisis. Its
not a political issue; its a moral issue. We have
everything we need to get started, with the possible exception of the will to act. Thats a renewable resource. Lets renew it.[71]
Following the lm, Gore founded The Climate Reality Project in 2006 which trained 1,000 activists to give
Gores presentation in their communities. Presently, the
group has 3,500 presenters worldwide.[101]
An additional initiative was launched in 2010, called

Inconvenient Youth. "'Inconvenient Youth' is built on
the belief that teens can help lead eorts to solve the
climate crisis, said Gore. The project was inspired by
In extensive exit polling of An Inconvenient Truth in Mary Doerr, a 16-year-old who trained as presenter for
conservative suburban markets like Plano and Irvine the organization.[101]
(Orange County), as well as Dallas and Long Island, 92
percent rated Truth highly and 87 percent of the respondents said they'd recommend the lm to a friend.[72] 3.6.2 Public opinion
Sight & Sound magazine conducts a poll every ten years
of the worlds nest lm directors to nd out the Ten
Greatest Films of All Time. This poll has been going
since 1992, and has become the most recognised [73] poll
of its kind in the world. In 2012 [74] Cyrus Frisch voted
for An Inconvenient Truth. Frisch commented: A few
years after this lm was made, global industry has become more aware of its impact on nature.
In addition, the lm received numerous other accolades,
including a special recognition from the Humanitas Prize,
the rst time the organization had handed out a Special Award in over 10 years,[75] the 2007 Stanley Kramer
Award from The Producers Guild of America, which
recognizes work that dramatically illustrates provocative
social issues[76] and the Presidents Award 2007 from
In a July 2007 47-country Internet survey conducted by

The Nielsen Company and Oxford University, 66% of
those respondents who said they had seen An Inconvenient Truth stated that it had changed their mind about
global warming and 89% said it had made them more
aware of the problem. Three out of four (74%) said they
had changed some of their habits because of seeing the
lm.[98]
3.6.3 Governmental reactions

Then-president George W. Bush, when asked whether he
would watch the lm, responded: Doubt it. He later
stated that And in my judgment we need to set aside
3.7. USE IN EDUCATION

whether or not greenhouse gases have been caused by
mankind or because of natural eects, and focus on the
technologies that will enable us to live better lives and at
the same time protect the environment. Gore responded
that The entire global scientic community has a consensus on the question that human beings are responsible for global warming and he [Bush] has today again expressed personal doubt that that is true. White House
deputy press secretary Dana Perino stated that The president noted in 2001 the increase in temperatures over the
past 100 years and that the increase in greenhouse gases
was due to a certain extent to human activity.[102]
11
week of oce, leaving the United States the only industrialized nation in the world not to have signed the
treaty.[105]
In the United Kingdom, Conservative party leader and
future Prime Minister David Cameron urged people to
watch the lm in order to understand climate change.[106]
In Belgium, Margaretha Guidone persuaded the entire Belgian government to see the lm.[107] 200 politicians and political sta accepted her invitation, among
whom were Belgian prime minister Guy Verhofstadt and
Minister-President of Flanders, Yves Leterme.[108] Gore
received the Prince of Asturias Prize in 2007 for internaSeveral United States Senators screened the lm. New tional cooperation.[109][110]
Mexico Democratic Senator Je Bingaman and Nevada
Democratic Senator Harry Reid saw the movie at In Costa Rica, the lm was screened by president Oscar
[111]
Ariass subsequent championing of the climate
its Washington premiere at the National Geographic Arias.
[112]
[103][104]
Society.
New Mexico Democratic Senator Tom change issue was greatly inuenced by the lm.
Udall planned to see the lm saying Its such a powerful
statement because of the way the movie is put together,
3.6.4 Industry and business
I tell everybody, Democrat or Republican, they've got to
[104]
go see this movie.
Former New Mexico Republican
The Competitive Enterprise Institute released pro-carbon
Senator Pete Domenici thought Gores prominence on the
dioxide television ads in preparation for the lms release
global warming issue made it more dicult to get a conin May 2006. The ads featured a little girl blowing a dansensus in Congress. Bingaman disputed this saying, It
delion with the tagline, Carbon dioxide. They call it polseems to me we were having great diculty recruiting
lution. We call it life.[113]
Republican members of Congress to support a bill before
In August 2006, the Wall Street Journal[114][115] reAl Gore came up with this movie.[104]
vealed that a YouTube video lampooning Gore and the
Oklahoma Republican Senator Jim Inhofe, thenmovie, titled Al Gores Penguin Army, appeared to be
chairman of the Senate Environment and Public Works
"astroturng" by DCI Group, a Washington public relaCommittee, didn't plan to see the lm (which he appears
tions rm.
in), and compared it to Adolf Hitler's book "Mein
Kampf". If you say the same lie over and over again,
and particularly if you have the medias support, people
will believe it, Inhofe said, adding that he thought Gore 3.7 Use in education
was trying to use the issue to run for president again in
Several colleges and high schools have begun to use the
2008.[104]
lm in science curricula. [116] In Germany, German EnIn contrast to Inhofe, Arizona Republican Senator John
vironment Minister Sigmar Gabriel bought 6,000 DVDs
McCain, did not criticize Gores eorts or the movie,
of An Inconvenient Truth to make it available to Ger[104]
which he planned to see.
man schools.[117] In Spain, after a meeting with Gore,
Tennessee Republican Senator Lamar Alexander, said prime minister Jos Luis Rodrguez Zapatero said the
Because (Gore) was a former vice president and pres- government will make An Inconvenient Truth available to
idential nominee, he brings a lot of visibility to (the is- schools. In Burlington, Ontario, Canada, the Halton Dissue), Alexander said. On the other hand it may be seen trict School Board made An Inconvenient Truth available
as political by some, and they may be less eager to be a at schools and as an educational resource.[118]
part of it. Alexander also criticized the omission of nuclear power in the lm. Maybe it needs a sequel: 'An
3.7.1 In the United Kingdom
Inconvenient Truth 2: Nuclear Power.'"[104]
In September 2006, Gore traveled to Sydney, Australia to
promote the lm. Then-Australian Prime Minister John
Howard said he would not meet with Gore or agree to
Kyoto because of the movie: I don't take policy advice from lms. Former Opposition Leader Kim Beazley joined Gore for a viewing and other MPs attended
a special screening at Parliament House earlier in the
week.[105] After winning the general election a year later,
Prime Minister Kevin Rudd ratied Kyoto in his rst
As part of a nationwide Sustainable Schools Year of

Action launched in late 2006, the UK Government,
Welsh Assembly Government and Scottish Executive announced between JanuaryMarch 2007 that copies of An
Inconvenient Truth would be sent to all secondary schools
in England, Wales and Scotland. The lm was placed
into the science curriculum for fourth and sixth-year students in Scotland as a joint initiative between Learning
and Teaching Scotland and ScottishPower.[119]
12
Dimmock case

judge only took issue with just a handful. And of that
handful, we have the studies to back those pieces up.[131]
Further information: Dimmock v Secretary of State for

3.7.2
Education and Skills
In May 2007, Stewart Dimmocka lorry (HGV) driver,
school governor from Kent, England, and member of
a right-wing group called the New Partychallenged
the UK Governments distribution of the lm in a lawsuit, Dimmock v Secretary of State for Education and
Skills with help from political ally and New Party founder
Viscount Monckton.[120][121] The plaintis sought an
injunction preventing the screening of the lm in English
schools, arguing that schools are legally forbidden to promote partisan political views and, when dealing with political issues, are required to provide a balanced presentation of opposing views.
On 10 October 2007, Mr Justice Burton, after explaining
that the requirement for a balanced presentation does not
warrant that equal weight be given to alternative views of
a mainstream view, ruled that it was clear that the lm was
substantially founded upon scientic research and fact, albeit that the science is used, in the hands of a talented
politician and communicator, to make a political statement and to support a political program.[122] The judge
ruled that An Inconvenient Truth contained nine scientic
errors and thus must be accompanied by an explanation of
those errors before being shown to school children. The
judge said that showing the lm without the explanations
of error would be a violation of education laws.[123]
The judge concluded I have no doubt that Dr Stott, the
Defendants expert, is right when he says that: 'Al Gores
presentation of the causes and likely eects of climate
change in the lm was broadly accurate.'" On the basis of
testimony from Robert M. Carter and the arguments put
forth by the claimants lawyers, the judge also pointed to
nine errors, i.e. statements the truth of which he did not
rule on, but that he found to depart from the mainstream
scientic positions on global warming.[124][125][126] He
also found that some of these departures from the mainstream arose in the context of alarmism and exaggeration
in support of political theses.[127][128] Since the government had already accepted to amend the guidance notes
to address these along with other points in a fashion that
the judge found satisfactory, no order was made on the
application.
Each side declared victory. Government Minister of
Children, Young People and Families, Kevin Brennan
stated: We have updated the accompanying guidance,
as requested by the judge to make it clearer for teachers as to the stated Intergovernmental Panel on Climate
Change position on a number of scientic points raised
in the lm.[129] Plainti Dimmock complained that no
amount of turgid guidance could change his view that the
lm was unsuitable for the classroom.[130] A spokesman
for Gore said: Of the thousands of facts in the lm, the
In the United States
In the United States, 50,000 free copies of An Inconvenient Truth were oered to the National Science Teachers
Association (NSTA), which declined to take them. Producer David provided an email correspondence from the
NSTA detailing that their reasoning was that the DVDs
would place unnecessary risk upon the [NSTA] capital campaign, especially certain targeted supporters, and
that they saw little, if any, benet to NSTA or its members in accepting the free DVDs.[132] A Washington Post
editorial called the decision Science a la Joe Camel", citing for example that the NSTA had received $6 million
since 1996 from Exxon Mobil, which had a representative
on the organizations corporate board.[133] In public, the
NSTA argued that distributing this lm to its members
would have been contrary to a long-standing NSTA policy
against distributing unsolicited materials to its members.
The NSTA also said that they had oered several other
options for distributing the lm but ultimately "[it] appears that these alternative distribution mechanisms were
unsatisfactory.[134] David has said that NSTA Executive
Director Gerry Wheeler promised in a telephone conversation to explore alternatives with NSTAs board for advertising the lm but she had not yet received an alternative oer at the time of NSTAs public claim. She also
said that she rejected their subsequent oers because they
were nothing more than oers to sell their commercially
available member mailing list and advertising space in
their magazine and newsletter, which are available to anyone. She noted that in the past, NSTA had shipped out
20,000 copies of a 10-part video produced by Wheeler
with funding provided by ConocoPhillips in 2003. NSTA
indicated that they retained editorial control over the content, which David questioned based on the point of view
portrayed in the global warming section of the video.[135]
The American Association for the Advancement of Science publication ScienceNOW published an assessment
discussing both sides of the NSTA decision in which it
was reported that David says NSTAs imprimatur [i.e.
endorsement or sanction] was essential and that buying a
mailing list is a nonstarter. 'You don't want to send out a
cold letter, and it costs a lot of money,' she says. 'There
are a thousand reasons why that wouldn't work.'"[136]
In January 2007, the Federal Way (Washington State)
School Board voted to require an approval by the principal and the superintendent for teachers to show the lm
to students and that the teachers must include the presentation of an approved opposing view.[137] The moratorium was repealed, at a meeting on January 23, after a
predominantly negative community reaction.[138] Shortly
thereafter, the school board in Yakima, Washington, calling the lm a controversial issue, prevented the Environmental Club of Eisenhower High School from showing
3.9. SEE ALSO

it, pending review by the school board, teachers, principal, and parents.[139] It lifted the stay a month later, upon
the approval by a review panel.[140]
13
3.9 See also

An Inconvenient Truth (opera)
An Inconvenient Truth 2 (TV series)
3.7.3
In New Zealand
Former ACT New Zealand Member of Parliament

Muriel Newman led a petition to have New Zealand
schoolchildren be protected from political indoctrination
by putting provisions that resembled those in the UK to
the Education Act. The petition was in response to concerned parents talked with Newman after An Inconvenient Truth was shown in schools in 2007. The parents
were worried that teachers were not pointing out supposed inaccuracies in the lm and were not explaining
diering viewpoints.[141]
3.8 Music
An Inconvenient Truth was scored by Michael Brook with
an accompanying theme song played during the end credits by Melissa Etheridge. Brook explained that he wanted
to bring out the emotion expressed in the lm: "...in Inconvenient Truth, theres a lot of information and its kind
of a lecture, in a way, and very well organized and very
well presented, but its a lot to absorb. And the director,
Guggenheim, wanted to have sort of give people a little break every once in a while and say, okay, you don't
have to absorb this information, you can just sort of
and it was more the personal side of Al Gores life or how
it connected to the theme of the lm. And thats when
theres music.[143]
An Inconvenient Truth...Or Convenient Fiction?

(2007 lm)
Not Evil Just Wrong (2009 documentary lm)
3.10 References
[1] An Inconvenient Truth Poster. IMP Awards Gallery. Retrieved June 20, 2010.
[2] On a Bender: A chat with Inconvenient Truth coproducer and Hollywood bigwig Lawrence Bender. Grist.
2007-03-06. Retrieved 2007-03-07.
[3] An Inconvenient Truth. Box Oce Mojo. Amazon.com.
Retrieved 2010-06-20.
[4] NY Times: An Inconvenient Truth. The New York
Times. Retrieved 2008-11-23.
[5] Documentary 1982present (lm rankings by lifetime
gross)". Box Oce Mojo. Amazon.com. Archived from
the original on 1 April 2010. Retrieved 2010-03-13.
[6] Revkin, Andrew (2006-05-22). "'An Inconvenient Truth':
Al Gores Fight Against Global Warming. The New York
Times. Archived from the original on 10 December 2009.
[7] Stacks, Shane (20 June 2006). Keynote conveniently
powers Al Gores An Inconvenient Truth". Ars Technica. Retrieved 15 September 2014.
[8] Rainer, Peter (2006-05-26). Al Gores global warning.
The Christian Science Monitor. Retrieved 2009-11-03.
Etheridge agreed to write An Inconvenient Truth's theme

song, "I Need to Wake Up" after viewing Gores slide [9] Ebert, Roger (2006-05-28). Al Gore plays leading man.
show.[144] I was so honored he would ask me to conChicago Sun-Times. Retrieved 2009-11-02.
tribute to a project that is so powerful and so important, I felt such a huge responsibility, she said. Then [10] Gallo, Carmine (2007). Fire them up!: 7 simple secrets
to inspire colleagues, customers, and clients, sell yourself,
I went, 'What am I going to write? What am I goyour vision, and your values, communicate with charisma
ing to say?' " Etheridges former partner, Tammy Lynn
and condence. John Wiley and Sons. p. 92. ISBN 0Michaels, told her: Write what you feel, because thats
470-16566-9.
what people are going to feel.[144] Of Etheridges commitment to the project, Gore said, Melissa is a rare soul [11] Philander, S. George (2008). Encyclopedia of global
warming and climate change. SAGE. p. 58. ISBN 1who gives a lot of time and eort to causes in which
4129-5878-4.
she strongly believes.[144] Etheridge received the 2006
Academy Award for Best Original Song for I Need to [12] Michiko Kakutani (2006-05-23). Al Gore Revisits
Wake Up. Upon receiving the award, she noted in her
Global Warming, With Passionate Warnings and Picacceptance speech:
tures. The New York Times. Retrieved 2010-03-18.
Mostly I have to thank Al Gore, for inspiring us, for inspiring me, showing that caring
about the Earth is not Republican or Democrat;
its not red or blue, its all green.[71]
[13] The Threat to the Planet July 13, 2006 by James Hansen
in The New York Review of Books
[14] An Inconvenient Truth (An Update with Former VicePresident Al Gore) (DVD). Paramount Pictures. 200611-21.
14
[15] Voynar, Kim (2006-01-26). Sundance: An Inconvenient

Truth Q & A Al Gore on re! No, really. Cinematical.
[16] Remnick, David (2006-04-14). The Talk of the Town.
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[17] Albert A. Gore, Jr., 45th Vice President (19932001)".
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[18] Pianin, Eric (1993-07-30). Hill Agrees to Raise Gas Tax
4.3 Cents; Accord Clears Big Hurdle for Budget. The
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[19] Gore, Al (1997-12-08). Remarks By Al Gore, Climate Change Conference, Kyoto, Japan. AlGore.com.
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[20] Gore, Al (1997). Vice President Gore: Strong Environmental Leadership for the New Millennium. The White
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[21] U.S. Senate Roll Call Votes 105th Congress 1st
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[22] Text of the Byrd-Hagel Resolution. National Center for
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[23] Leary, Warren (1999-06-01). Politics Keeps a Satellite
Earthbound. The New York Times. Retrieved 2009-0724.
[24] OnTheIssues.org Topics in the News: Kyoto Treaty.
OnTheIssues.org. Retrieved 2008-12-30.
[25] Breslau, Karen (May 2006). The Resurrection of Al
Gore. Wired Magazine. Retrieved 2010-03-13.
[26] Booth, William (2006-01-26). Al Gore, Sundances
Leading Man. The Washington Post. Retrieved 201003-13.
[27] Blair, Elizabeth (2007-05-07). Laurie David: One Seriously 'Inconvenient' Woman. NPR. Retrieved 2009-0914.
[28] Alex Steen (2006-05-04). Interview: David Guggenheim and An Inconvenient Truth". WorldChanging.com.
Archived from the original on 10 June 2010. Retrieved
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[29] Quinn, Michelle (2008-09-15). Helping others grab an
audience. The Los Angeles Times.
[33] Siegenthaler, Urs; Stocker, Thomas F.; et al. (1125 2005). Stable Carbon CycleClimate Relationship During the Late Pleistocene (abstract)". Science
310 (5752): 13131317. doi:10.1126/science.1120130.
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The Scientic Consensus on Climate Change. Science
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[35] Jules Boyko, Maxwell Boyko (November 2004).
Journalistic Balance as Global Warming Bias. FAIR.
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the evidence for anthropogenic global warming has converged to cause this environmental skeptic to make a cognitive ip. Scientic American. Retrieved 2007-03-18.
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[39] Does Al Gore get the science right in the movie An Inconvenient Truth?". National Snow and Ice Data Center.
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[40] Mieszkowski, Katharine (2006-06-10). Did Al get the
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[41] Gavin Schmidt, Michael E. Mann (2007-10-15).
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[42] Steig, Eric (September 2007).
Another look at
An Inconvenient Truth.
GeoJournal 70 (1): 5.
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[43] Nielsen-Gammon, John (2008).
An Inconvenient
Truth: The Scientic Argument. GeoJournal 70: 21.
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discussion of the scientic accuracy of An Inconvenient
Truth. GeoJournal. Retrieved 2010-03-29.
[30] Roberts, David (2006-05-09). An interview with accidental movie star Al Gore. Grist. Retrieved 2009-11-02.
[45] Last Stand' delivers. IMDb. Amazon.com. 2006-0530. Archived from the original on 2006-06-14. Retrieved
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Truthdig Interview. Truthdig. Retrieved 2009-09-14.
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[47] An Inconvenient Truth. Festival de Cannes. Retrieved

2009-10-29.
3.10. REFERENCES
[48] Durban International Film Festival. Artsmart. Retrieved 2007-01-10.

[49] BIFF exceeds all expectations. George Brisbane International Film Festival. Archived from the original on
2007-02-18. Retrieved 2007-01-10.
[50] Documentary Movies. Box Oce Mojo. Amazon.com.
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15
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Powerpoint lm. 'Bright Lights Film Journal. Retrieved
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'errors". BBC Online. Thursday, 11 October 2007, 08:10
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GMT 09:10 UK. Retrieved 7 June 2010. Check date val2010-03-26.
ues in: |date= (help)
3.11. EXTERNAL LINKS
17
[125] Smith, Lewis (October 11, 2007). Al Gores inconve- [141] Gore lm in schools prompts petition. The Dominion
nient judgment. The Times (London). Retrieved 7 June
Post. April 22, 2010. Archived from the original on 24
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[126] Peck, Sally (11 Oct 2007). Al Gores 'nine Inconvenient [142] Monger, James. An Inconvenient Truth Soundtrack.
Untruths Telegraph. The Daily Telegraph (London).
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[143] Hansen, Liane (2006-07-30). Michael Brook. NPR.
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change lm| News | This is London. Evening Standard. [144] Daunt, Tina (2006-08-09). Shes Speaking Out Through
Her Songs. Los Angeles Times (Tribune Company). p.
07:52am on 11.10.07. Archived from the original on 16
2. Retrieved 2010-08-21.
July 2010. Retrieved 7 June 2010. Check date values in:
|date= (help)
[128] FOXNews.com New Documentary Challenges Gores
'Inconvenient Truth' on Global Warming. Fox News.
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to stay in the classroom. London: Guardian Unlimted.
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Daily Mail. 2007-10-03. Retrieved 2007-12-14.
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Inconvenient Truth (PDF). The Hungton Post.
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[133] Laurie David (2006-11-26). Science a la Joe Camel.
The Washington Post. Retrieved 2006-11-26.
[134] Gerald Wheeler (2006-11-28). NSTA Statement on
November 26 Washington Post Op-ed Science la Joe
Camel"". National Science Teachers Association. Retrieved 2007-01-09.
[135] Laurie David (2006-12-08). Crooked Curriculum: Oil
Company Money Scandal at Nat'l Science Teachers Association Deepens. The Hungton Post. Retrieved 200711-04.
[136] An Inconvenient DVD. ScienceNOW Daily News.
2006-11-30. Archived from the original on 17 October
2007. Retrieved 2007-11-05.
[137] Robert McClure & Lisa Stier (2007-01-11).
Federal Way schools restrict Gore lm.
Seattle
Post-Intelligencer. Retrieved 2007-01-11.
[138] Cara Solomon (January 24, 2007). Federal Way School
Board lifts brief moratorium on Gore lm. Seattle
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[139] KNDO (January 24, 2007). School Delays Viewing
of Global Warming Documentary. KNDO. Retrieved
2007-01-24.
[140] Wash. high school club cleared to watch Gore lm. Associated Press. 2007-02-03. Archived from the original
on 2007-10-31. Retrieved 2007-10-12.
3.11 External links

An Inconvenient Truth at AllMovie
Database
at the Internet Movie
An Inconvenient Truth at Rotten Tomatoes
Chapter 4
Roger J. Hamilton
Roger James Hamilton (born 8 August 1968) is a Hong
Kong born,[1] Singapore-based[2] author, educator and
social entrepreneur.[1] He is best known as Asias leading
wealth consultant[3][4][5] and the creator of the Wealth
Dynamics proling system for entrepreneurs, which is a
psychometric test for entrepreneurs and businesses.[1]
Rich, which became an international best seller[2][4]

and co-founded XL Group to serve and connect social
entrepreneurs.[2]
In 2009, XL Nation was established as one of
the top international non-prot organisations of social
entrepreneurs.[2]
Hamilton is a regular business expert on the UK business In 2014, Hamilton focuses on Wealth Lighthouse, supTV network, yourBusinessChannel,[6] a member of the porting the growth of XL Nation
Clinton Global Initiative, founded by former President
of the United States Bill Clinton and a member of the
Transformational Leadership Council, founded by Jack
Caneld.
4.3 Wealth Dynamics

4.1 Early life
Hamilton developed the Wealth dynamics proling system in 2003. Since inception this system has been used
Hamilton was born in Hong Kong, China.[3] He at- by over 250,000 entrepreneurs around the world and has
tended King George V School, prior to moving to been internationally acknowledged as a valuable tool for
Papua New Guinea.[1][3] In 1984, he attended Loretto entrepreneurs.[7][8]
School near Edinburgh, Scotland, and graduated from The system is a psychometric test based on the work of
Cambridge University in 1989 with a Bachelors degree Carl Jung, and linking his work to the I Ching, which
in Architecture.[1][2][3]
Jung was the rst to publish outside of China in 1920.
The system links back to the ve Chinese elements, and
the Chinese concepts of ow created from the alternating
interlink of opposites.
4.2 Career
In 1989, at the age of 21, Hamilton co-founded Footprints, a publishing company in London. The company
pioneered pictorial maps in England, and grew to 42
cities before being sold to a national printing company
in 1994.[3]
The Wealth dynamics system divides all success strategies into eight paths, detailed in Hamiltons book Your
Life, Your Legacy: An Entrepreneur Guide to Finding Your
Flow.[9][10]
In 2010, the Wealth dynamics system was supplemented
with the Wealth Spectrum levels, which divides each prole into nine levels. It was also modied into the Talent
Dynamics system for use in corporations. It is now being used in various organisations from the UK National
Health Service (NHS) to General Mills.
In 1995, Hamilton joined the two senior principals of

Dell Inc to develop Hand Technologies, selling Apple,
Microsoft and HP Technology Services through a community network. Hand was one of the pioneers in early
internet sales communities.[5]
In 2010, 30 leading entrepreneurs published a book on
In 1997, Hamilton launched Free Market Media in Sin- their use of Wealth Dynamics in their businesses, titled
gapore, and secured funding from venture capital rm 3i The Wealth Garden, Catching Butteries Without a Net.[11]
PLC.[3][5] This was followed by Expat Living magazine, Additional books advocating the Wealth Dynamics
which has become the leading magazine for the expatiate model include John Williams' Screw Work Lets Play,[12]
community in Singapore.[5]
Bob Urichuck's Disciplined for Life,[13] and Penny &
In 2002, Hamilton authored the book Wink And Grow Thomas Powers A Friend in Every City.[14]
18
4.6. SOCIAL ENTREPRENEURSHIP
4.4 Bibliography
Your Life Your Legacy: An Entrepreneur Guide to
Finding Your Flow (2000) ISBN 978-9810569679
Wink and Grow Rich (2002) ISBN 9789810470135
19
My Genius Test (2013) Proling system based
on Dynamo (Ideas Smart), Blaze (People Smart),
Tempo (Senses Smart) and Steel (Detail Smart).
Wealth Lighthouse (2014) Wealth Lighthouse includes Wealth Dynamics and the Wealth Spectrum,
and is a language for social prot and entrepreneurship.
Wink: A Modern Day Parable (2007) ISBN 9789810569686

Fast Forward your Business 8 Paths to Hyper
Growth (2012) ASIN B007GVEM8C
4.6 Social Entrepreneurship
Hamilton launched XL Group to support and connect so The Millionaire Master Plan: Your Personalized Path cial entrepreneurs in 2002 and co-founded XL Nation
to Financial Success (2014) ISBN 978-1455549238 in 2009.[17] Early personalities to feature within the network included Anita Roddick from the Body Shop,[18] Ho
Kwon Ping from the Banyan Tree and Tony Fernandez,
founder of Air Asia.[19] Recent members of XL Nation
4.5 Business Ventures
include co-authors of Chicken Soup for the Soul, Mark
Victor Hansen and Jack Caneld, and Nobel Prize winCo-Founded Ventures
ner Muhammed Yunus.[19][20]
In 2007, Inc Magazine reported on Hamiltons XL Group
XL Group (2002) The XL Group was founded in
and their support of the Hunger Project.[21] The organ2001 in Singapore to accelerate the growth of enisation has been the foundation for various humanitarian
trepreneurship and eective giving in Asia Pacic.
projects including the Global Volunteer Network, StepUp
[15]
XL stands for Extraordinary Lives
Foundation and Buy1Give1 commonly now known as
B1G1.[17] In 2007, XL Group became a Charter Mem XL Nation (2009)
ber of the United Nations Global Contract[17] and in
2008 Hamilton was invited to be a member of the
Founded Ventures[16]
Clinton Global Initiative for his commitment to social
entrepreneurship.[17]
Wealth Dynamics (2009) Wealth Dynamics Prole Test.
Wealth Dynamics Central (2009) Markets Wealth
Dynamics Products.
4.7 Controversy
In 2006 XL Results Foundation had allegations of un Vision Villas (2009) A boutique resort tailored to fair conduct resulting in legal cases in Singapore.[22]
travellers and groups who seek to retreat, reect, re- On 24 March 2008 the allegation was retracted and
vive and renew.
settled.[23][24]
XL Nation (2009) XL Nation is the worlds nation
for World Wide Wealth, attracting and empowering
social entrepreneurs and change makers.
Talent Dynamics (2010) Talent Dynamics is an international business development training company
based in the UK. Uses system based on Wealth Dynamics Prole Test
Wealth Spectrum (2011) Markets Wealth Dynamics Spectrum Products.
4.8 External links

Roger Hamiltons Old Website
Roger Hamilton Ocial Website and Active Blog
4.9 References
Entrepreneurs Institute (2012) Entrepreneurs Institute takes you through every step of business
growth, from launching your rst business to managing and investing in multiple businesses.
[1] Midas Touch. South China Morning Post. 15 January

2003.
iLab Incubator (2012) iLAB is the rst Resort Entrepreneur Accelerator in Asia.
[3] Chuah, Gerald (8 October 2003). Wealth in the wink of

an eye. New Straits Times.
[2] Bettinga, Jann (9 March 2003). Don't plan to succeed,

plan to fail. The Economic Times, Bangalore.
20
CHAPTER 4. ROGER J. HAMILTON
[4] Thapanachai, Somporn (23 June 2003). Deliberate steps

along the road to wealth. Bangkok Post.
[5] B M, Thanuja (6 March 2005). Roger Hamiltons network for entrepreneurs in India soon. Sunday Express,
India.
[6] Business development tips from Roger Hamilton: Think
Wholesale!". Business World. Retrieved 3 November
2011.
[7] Devanesan, Ruha (24 July 2004). New mag targets businessmen with social conscience. The Straits Times.
[8] Its about the 'extraordinary lives of entrepreneurs. Retrieved 31 May 2014.
[9] Hamilton, Roger (2000). Your Life Your Legacy: An Entrepreneur Guide to Finding Your Flow. Achievers International. p. 324. ISBN 978-9810569679.
[10] Wealth Prole Square. Retrieved 30 May 2014.
[11] Matthew, Newnham (2010). The Wealth Garden, Catching Butteries Without a Net. Achievers International. p.
200. ISBN 978-0981970844.
[12] Williams, John (2010). Screw Work, Lets Play: How to
Do What You Love and Get Paid for it. Prentice Hall Business. p. 248. ISBN 0-273-73093-2.
[13] Urichuck, Bob (2008). Disciplined For Life You Are the
Author of Your Future. Creative Bound International Inc.
p. 265. ISBN 1-894439-43-0.
[14] Power, Penny and Thomas (2006). A Friend in Every City.
Ecademy Press. p. 220. ISBN 0-9545093-7-4.
[15] Prots with a Purpose, Community Involvement/Social
Responsibility Article. Retrieved 30 May 2014.
[16] COMPANIES Roger James Hamilton. Retrieved 29
May 2014.
[17] Southon, Mike (12 December 2008). High Spirits in low
times. Financial Times. Retrieved 5 November 2011.
[18] Business/Social Responsibility and
ity/Entrepreneurship. Anita Roddick.
October 2011.
AccountabilRetrieved 4
[19] Myer, Rod. Socially aware businesses can eradicate

poverty. The Age, Australia. Retrieved 5 November
2011.
[20] Dr Muhammad Yunus & XLs Roger Hamilton in Conversation. Wealth Dynamics Central The Resource Centre for Entrepreneurs and Investors. Retrieved 4 October
2011.
[21] Schweitzer, Tamara (12 December 2007). Prots with a
Purpose. Inc Magazine. Retrieved 5 November 2011.
[22] Robinson, Georgina (30 May 2007). Suspect 'wealth creation' network in Brisbane. Brisbane Times. Retrieved
11 October 2012.
[23] XL LEGAL FILE Roger Hamilton Scam. XL Results
Foundation. Retrieved 31 May 2014.
[24] Case No MC24750-2006-D. Courts of the Republic of
Singapore. Retrieved 31 May 2014.
Chapter 5
Nadya Hutagalung
5.1 References
[1] The Uma Ubud - Como Hotels and Resorts The Uma
Ubud
[2] Against all odds By LEONG SU-LIN
5.2 External links

Nadya Hutagalung Ocial Site
Nadya Hutagalung at the LG New Chocolate Phone launching

event, in Hong Kong, November 2009
Nadya Yuti Hutagalung, born 28 July 1974 in indonesia, has been a model, lm actress, was one of the rst VJs
on MTV Asia (1995), TV host, VJ for the USA MTV,
MediaWorks artiste, painter and jewellery designer. Her
father, Ricky, born 1951, is Indonesian (Batak), and her
mother, Dianne, born 1950, is Australian.
She married Desmond Koh at the Uma Ubud[1] in Bali on
16 December 2006. Nadya is an eco-activist, eco-centric
jewellery designer and well known personality in Singapore and Asia.
She launched her own sustainable jewelry line called
OSEL meaning Clear Light in Tibetan and is a practicing Buddhist.[2] Nadya hosted the rst 2 cycles of Asias
Next Top Model.
21
Chapter 6
International Baccalaureate
For other uses, see Baccalaureate (disambiguation).
6.1 Career-related
Programme
curriculum outline
The International Baccalaureate, formerly known as

The International Baccalaureate Organization (IBO), is Main article: IB Career Related Programme
an international educational foundation headquartered in
Geneva, Switzerland founded in 1968.[1][2] IB oers four
[15]
educational programmes for children aged 319.[3] The Three-part framework
organisations name and logo were changed in 2007 to
reect a reorganisation. Consequently, IB can refer
Study of at least two Diploma Programme courses
to the organisation itself, any of the four programmes,
Career-related studies (terminology diers across
or the diploma or certicates awarded at the end of the
the world - vocational, professional, technical qual[4]
programme.
ications and other denitions).
Marie-Thrse Maurette[5] created the framework for
CP core
what would eventually become the IB Diploma Programme (IBDP) in 1948 when she wrote Is There a
Way of Teaching for Peace?, a handbook for United
Nationsite.[6] In the mid-1960s, a group of teachers from 6.1.1 CP Core
the International School of Geneva (Ecolint) created the
Approaches to learning (ATL) course
International Schools Examinations Syndicate (ISES),
which would later become the International Baccalau Community and service
reate (IB).[7] by Peter Nehr, International Baccalaure Reective project
ate Africa, Europe and Middle-East (IBAEM) was established in 1986,[8] and International Baccalaureate Asia
Language development
Pacic (IBAP) established during the same period.[9]
The IB Middle Years Programme (MYP) adheres to the
study of eight subject areas and was developed and pi6.2 Middle Years Programme
loted in the mid-1990s. Within ve years 51 countries
riculum outline
had MYP schools.[10] The IB Primary Years Programme
(PYP) was piloted in 1996 in thirty primary schools on
dierent continents, and the rst PYP school was autho- Main article: IB Middle Years Programme
rised in 1997,[11] with as many as 87 authorised schools
in 43 countries within ve years.[12] The newest oering
from the IB, the IB Career-related Programme (formerly Three fundamental concepts
IB Career-related Certicate[13] ) is designed for students
Holistic learning
of ages 16 to 19 who want to engage in career-related
learning. The IB introduced its newly reviewed MYP for
Intercultural awareness
rst teaching in September 2014.[14]
Communication
Five areas of interaction
Approaches to learning
Community and service
22
cur-
6.4. THE IB LEARNER PROFILE

Human ingenuity
Health and social education
Environments
Subject areas
23
Five essential elements
Concepts
Knowledge
Skills
Language Acquisition
Attitudes
Language and Literature
Action
Individuals and Societies

Mathematics
Design
Arts
Sciences
Physical and Health Education
Culminating activity for schools oering a 4- to 5-year
program
Personal project and Community Project[16]
6.3 Primary Years Programme

curriculum outline
The curriculum is expressed in three ways

The written curriculum
The taught curriculum
The assessed curriculum
[17]
6.4 The IB Learner Prole

The IB Learner Prole is as follows:[18]
Inquirers
Knowledgeable
Thinkers
Main article: IB Primary Years Programme

Six transdisciplinary themes
Who we are
Where we are in place and time
How we express ourselves
How the world works
How we organise ourselves
Sharing the planet
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reective
All four programmes (PYP, MYP, DP and IBCC) use the
IB learner prole.
Six subject areas

Language
Social studies
Mathematics
Arts
Science
Personal, social and physical education
6.5 Organization
The IB is a not-for-prot educational foundation. The
IB maintains its Foundation Oce in Geneva, Switzerland. The Assessment Centre is located in Cardi, Wales
and the curriculum centre moved in 2011 to The Hague,
Netherlands. Three Global Centres have been opened:
Bethesda Maryland, United States, Singapore and The
Hague, Netherlands.
24
The organisation is divided into three regional centres:
IB Africa, Europe and Middle East (IBAEM), administered from The Hague; IB Americas (IBA), administered from Bethesda and Buenos Aires, Argentina; and IB
Asia-Pacic (IBAP), administered from Singapore.[20]
Sub-regional associations are groups formed by and for
IB school practitioners to assist IB schools, teachers and
students in their communitiesfrom implementing IB
programmes to providing a forum for dialogue.[21] There
are currently fty-six (56) sub-regional associations, including:
fteen (15) in the IB Africa, Europe and Middle East
(IBAEM) region;[22]
thirty-six (36) in the IB Americas (IBA) region; [23]
and
ve in the IB Asia Pacic (IBAP) region.[24]
In 2003, the IB established the IB Fund, incorporated in
the United States, for the purpose of enhancing fundraising and keeping funds raised separate from operational
funds.[25] In 2004, the IB approved a strategic plan to
ensure that programmes and services are of the highest
quality and to provide access to people who are socioeconomically disadvantaged.[26] In 2010 the strategic
plan was updated after substantial consultation. The vision for the next 5 years was to more consciously establish the IB as a leader in international education and the
Board outlined a vision and four strategic goals with key
strategic objective.[27]
Access remains fundamental to the mission of the IB and
a variety of initiatives and projects are helping to take it
forward in Ecuador, Poland, Romania, Czech republic,
South Africa, Kazakhstan, Spain, Malaysia, and Japan[28]
The United States has the largest number of IB programmes (1,665 out of 4,502) oered in both private and
public schools.[29]
The IB has consultative status as a non-governmental organisation (NGO) at United Nations Educational, Scientic and Cultural Organization (UNESCO) and has
collaborative relationships with the Council of Europe
and the Organisation Internationale de la Francophonie
(OIF).[30]
6.6 Governance
The IB governance is composed of an IB Board of Governors and six committees (access and advancement,
audit, education, nance, human resources and governance). The Board of Governors appoints the Director
general, sets the strategic direction of the organisation,
adopts a mission statement, makes policy, oversees the
IBs nancial management, and ensures autonomy and integrity of the IB Diploma Programme examinations and
CHAPTER 6. INTERNATIONAL BACCALAUREATE

other student assessment. The structure of its dierent committees are based on respect, representation and
collaboration.[31]
The Board of Governors can comprise between 15 and
25 members. Members are elected by the Board on the
recommendation of the governance committee, and from
nominations presented from the Heads Council, Regional
Councils and the Board. To encourage diversity of gender, culture and geography, there are only three ex ocio
positions: Director general (non-voting), the chair of the
Examining Board and the chair of the Heads Council.[32]
6.7 Reception
The IB Diploma Programme was described as a rigorous, o-the-shelf curriculum recognized by universities
around the world when it was featured in the December
18, 2006, edition of Time titled How to bring our schools
out of the 20th Century.[34] The IBDP was also featured
in the summer 2002 edition of American Educator, where
Robert Rothman described it as a good example of an effective, instructionally sound, exam-based system.[35] In
2006, as part of the American Competitiveness Initiative
(ACI),[36] President George W. Bush and Education Secretary Margaret Spellings presented a plan for the expansion of Advanced Placement (AP) and International Baccalaureate mathematics and science courses, with the goal
of increasing the number of AP and IB teachers and the
number of students taking AP and IB exams, as well as
tripling the number of students passing those exams.[36]
Howard Gardner, a professor of educational psychology
at Harvard University, said that the IBDP curriculum is
less parochial than most American eorts and helps
students think critically, synthesize knowledge, reect
on their own thought processes and get their feet wet in
interdisciplinary thinking.[37]
In 2006 government ministers in the United Kingdom
provided funding so that every local authority in England could have at least one centre oering sixth-formers
the chance to do the IB.[38] In 2008, due to the devaluing
of the A-Levels and an increase in the number of students
taking the IB exams, then-Childrens Secretary Ed Balls
abandoned a agship Tony Blair pledge to allow children
in all areas to study IB. Fears of a two-tier education
system further dividing education between the rich and
the poor emerged as the growth in IB is driven by private
schools and sixth-form colleges.[39]
In the United States the IBDP has been labeled Marxist, foreign, globalist, and anti-American. These accusations resulted in a 2006 attempt to eliminate it from
a public school in Pittsburgh, PA.[40][41] Some schools
in the United States have eliminated the IBDP due to
budgetary reasons and low student participation.[42][43]
In Utah in 2008, funding for the IBDP was reduced
from $300,000 to $100,000 after State Senator Margaret
6.9. SEE ALSO

Dayton objected to the program, stating, First, I have
never espoused eliminating IB ...I don't want to create
'world citizens nearly as much as I want to help cultivate
American citizens who function well in the world.[44][45]
But not everyone agrees and Mayor Rahm Emanuel of
Chicago believes IB needs to be an option for students in
Chicago Public Schools.[46] Elizabeth Brackett reports on
the IB in Chicago.[47] The City of Miami Beach Commission entered into an education compact with Miami-Dade
County Public Schools with one of the initiatives of the
compact to implement the IB program throughout Miami
Beach feeder schools.[48]
In other parts of the world IB programs has been well
received. In 2013 The Ministry of Education, Culture, Sports, Science and Technology of Japan and the
IB announced a plan that will expand the opportunities
for Japanese students to complete the IB curriculum in
Japanese.[49] In Malaysia a project has been developed in
response to interest expressed by the Malaysia Ministry
of Education (MoE) in working with the IB to implement the IB Middle Years Programme (MYP) in select
secondary state schools.[50] The Abu Dhabi Education
Council (ADEC) signed an agreement with the IB in efforts to widen the options oered for parents and to meet
the dierent needs of students in the United Arab Emirates (UAE). [51] In April 2014 The King Faisal Foundation in Saudi Arabia and the IB signed a memorandum
of understanding to develop IB programs, including the
IBDP, in up to 40 primary and secondary schools, with
the goal of developing these schools as centres of excellence as IB World Schools.[52] Internationally the IB continues to be recognised as innovative. In 2014 The World
Innovation Summit for Education (WISE) announced the
IB Career-related Certicate as a nalist for their annual
WISE Awards.[53]
6.8 Allegations of plagiarism

After Jerey Beard, a past director-general of International Baccalaureate, gave a talk on Education for a Better World on 5 August 2010 at the Chautauqua Institution in New York State, the institution issued a statement
the next day in which it expressed genuine disappointment with the talk, noting that it drew heavily upon
and quoted extensively from a speech given earlier in the
year by Sir Ken Robinson, while adding that he neglected to cite his source or reveal the quotations for what
they were.[54] Ken Robinson is a renowned British educationist who lives in the United States. Through an IB
spokesperson, Beard admitted that he could have been
more explicit about the sources and authors that inspired
him for the content of this speech.[54] In a letter sent to
heads of schools that oer the IB curricula, he described
this as an unfortunate incident due to an oversight.[55]
In an apparently unrelated development, the Times Educational Supplement revealed on 8 October 2010, that
25
signicant portions of one of IBs marking guides for
the IB Diploma Programme was lifted wholesale from
unattributed websites, including Wikipedia.[56] In a letter
to schools, IB director-general Beard wrote: We have
and always will take immediate and appropriate action
when we discover any violation of our policies or standards. The examiner responsible for the plagiarism resigned from the examination board ve weeks after the
issue came to light.[57]
6.9 See also

Cambridge International Examinations
List of International Baccalaureate people
United World Colleges
6.10 References
[1] "IB headquarters. International Baccalaureate. Retrieved
on 25 September 2009.
[2] Overview of the International Baccalaureate Organization. Retrieved 7 December 2006.
[3] Three Programmes at a Glance. Retrieved 15 July 2009.
[4] IB Identity Announcement. Retrieved 14 July 2009.
[5] George Walker. ecolint.net.
[6] Biennial Conference of IB Nordic Schools. ibo.org. p.
7. Retrieved 6 July 2009.
[7] Elisabeth Fox (2001). The Emergence of the International Baccalaureate as an Impetus to Curriculum Reform. In Mary Hayden and Je Thompson. International
Education: Principles and Practice (2nd ed.). Routledge.
p. 141. ISBN 9780749436162.
[8] Peterson, p. 267
[11] International Baccalaureate. ibo.org.
[13] http://www.ibo.org/announcements/2014/ibcp.cfm
[14] IB Middle Years Programme at a glance. ibo.org.
[15] http://www.ibo.org/ibcc/framework/
[16] IB Middle Years Programme curriculum. ibo.org.
[17] International Baccalaureate Primary Years Programme.
International Baccalaureate Organization 2008. Retrieved
18 March 2012.
[18] IB Learner Prole
26
[19] IB Learner Prole. IB Learner Prole Booklet. ibo.org.

November 2008. Retrieved 22 July 2009.
[20] IB Global Centres. Ibo.org. Retrieved 13 June 2013.
CHAPTER 6. INTERNATIONAL BACCALAUREATE
[43] Martindale, Scott (12 March 2008). 175 Saddleback

Valley Unied teachers face layos. OCRegister. Retrieved 27 July 2009.
[21] Associations of IB Schools. Retrieved 13 July 2009.
[44] Dayton, Margaret (21 May 2008). The Senate Site. Retrieved 28 July 2009.
[22] world school associations. Ibo.org. Retrieved 15 July

2009.
[45] League of Women Voters of Utah. 28 February 2008.

Retrieved 28 July 2009.
[23] Associations. Ibo.org. Retrieved 15 July 2009.
[46] Mayor Rahm Emanuel and CPS chief Barbara ByrdBennett challenge perceptions of CPS. Chicago Tribune.
[24] IB Asia Pacic region. Ibo.org. Retrieved 15 July 2009.

[25] The presidents view on Fundraising and the strategic
plan. IB World (International Baccalaureate Organization) 40: 8. August 2004. Retrieved 13 July 2009.
[26] IBO strategic plan approved. IB World (International
Baccalaureate Organization) 40: 2. August 2004. Retrieved 13 July 2009.
[27] Strategic plan. Ibo.org. Retrieved on 17 August 2013.
[47] International Baccalaureate Program. Chicago Tonight

- WTTW.
[48] Ocial Website - City of Miami Beach.
amibeach.gov.
mi-
[49] Japanese Students Obtain Greater Opportunities to Pursue an IB Education. ibo.org.

[50] http://www.ibo.org/ibap/news/documents/
ib-aim-moa-malaysia-2013-press-vFinal.pdf
[28] IB Annual Review. Retrieved 17 July 2013.

[29] Find an IB World School. Retrieved 18 June 2013.
[30] Governments. Retrieved 14 July 2009.
[31] Governance Structure. Retrieved 17 July 2009.
[32] The IB Board of Governors. Retrieved 22 February
2013.
[51] http://www.adec.ac.ae/en/MediaCenter/News/Pages/
ADEC-signs-a-protocol-agreement-with-the-International-Baccalaureate.
aspx
[52] Faisal Foundation, IBO sign accord. arabnews.com.
[53] Introduction. wise-qatar.org.
[33] International Baccalaureate. ibo.org.
[54] William Stewart (17 September 2010). Caught redhanded: IB boss plagiarising. Times Educational Supplement. Retrieved 6 January 2011.
[34] Wallis, Claudia (10 December 2006). How to bring our

schools out of the 20th Century. Time. Retrieved 16 July
2009.
[55] William Stewart (8 October 2010). IB chief pleads 'oversight' led to plagiarisation speech. Times Educational
Supplement. Retrieved 6 January 2011.
[35] Rothman, Robert (Summer 2002). A test worth teaching

to. American Educator. Retrieved 14 June 2010.
[56] William Stewart (10 October 2010). IB lifted exam

marking guides from Wikipedia. Times Educational Supplement. Retrieved 6 January 2011.
[36] Expanding the Advanced Placement Initiative Program.

US Department of Education. February 2006. Retrieved
28 July 2009.
[37] Gross, Jane (21 June 2003). Diploma for the 'Top of the
Top'; International Baccalaureate Gains Favor in Region.
The New York Times. Retrieved 27 July 2009.
[38] Shepard, Jessica (10 February 2009). Leap from Cardi
to Amsterdam for Baccalaureate. Guardian.co.uk. Retrieved 28 July 2009.
[39] Clark, Laura (19 May 2009). Fears of 'two-tier' education system as pupils taking rival exam to A-levels rise by
40%". Daily MailOnline. Retrieved 29 July 2009.
[40] Ward, Paula Reed (16 February 2006). Cutting international program embroils Upper St. Clair board in controversy. Pittsburgh Post-Gazette. Retrieved 6 June 2009.
[41] Walters, Joanna (14 March 2006). All American Trouble. Guardian.co.uk. Retrieved 15 July 2009.
[42] Kranhert III, John (21 March 2009). Pinecrest Drops IB
Program. The Pilot. Retrieved 29 September 2010.
[57] William Stewart (15 October 2010). IB examiner stayed

in post after Wiki plagiarism revealed. Times Educational Supplement. Retrieved 6 January 2011.
6.11 External links

Ocial website
Chapter 7
Bali
This article is about the Indonesian island. For other ally and linguistically, the Balinese are closely related to
uses, see Bali (disambiguation).
the people of the Indonesian archipelago, Malaysia, the
Philippines, and Oceania.[10] Stone tools dating from this
found near the village of Cekik in the isBali is an island and province of Indonesia. The province time have been
[11][12]
lands
west.
includes the island of Bali and a few smaller neighbouring
islands, notably Nusa Penida. It is located at the westernmost end of the Lesser Sunda Islands, between Java to
the west and Lombok to the east. Its capital of Denpasar
is located at the southern part of the island.
In ancient Bali, nine Hindu sects existed, namely Pasupata, Bhairawa, Siwa Shidanta, Waisnawa, Bodha,
Brahma, Resi, Sora and Ganapatya. Each sect revered
a specic deity as its personal Godhead.[13]
With a population of 3,890,757 in the 2010 census,[5] and

currently 4,225,000 as at January 2014,[6] the island is
home to most of Indonesias Hindu minority. According
to the 2010 Census, 84.5% of Balis population adhered
to Balinese Hinduism,[4] 12% to Islam, and most of the
remainder followed Christianity.
Balinese culture was strongly inuenced by Indian, Chinese, and particularly Hindu culture, beginning around
the 1st century AD. The name Bali dwipa (Bali island)
has been discovered from various inscriptions, including
the Blanjong pillar inscription written by Sri Kesari Warmadewa in 914 AD and mentioning Walidwipa. It was
during this time that the people developed their complex
irrigation system subak to grow rice in wet-eld cultivation. Some religious and cultural traditions still practised
today can be traced to this period.
Bali is the largest tourist destination in the country

and is renowned for its highly developed arts, including traditional and modern dance, sculpture, painting,
leather, metalworking, and music. Since the late 20th
century, the province has had a rise in tourism.
The Hindu Majapahit Empire (12931520 AD) on eastBali is part of the Coral Triangle, the area with the highest ern Java founded a Balinese colony in 1343. When the
biodiversity of marine species. In this area alone over 500 empire declined, there was an exodus of intellectuals,
reef building coral species can be found. For comparison, artists, priests, and musicians from Java to Bali in the 15th
this is about 7 times as many as in the entire Caribbean.[7] century.
There is a wide range of dive sites with high quality reefs,
all with their own specic attractions.[8] Many sites can
have strong currents and swell, so diving without a knowl- 7.1.2 Portuguese contacts
edgeable guide is inadvisable. Most recently, Bali was the
host of the 2011 ASEAN Summit, 2013 APEC and Miss The rst known European contact with Bali is thought to
have been made in 1512, when a Portuguese expedition
World 2013.
led by Antonio Abreu and Francisco Serro sighted its
northern shores. It was the rst expedition of a series of
bi-annual eets to the Moluccas, that throughout the 16th
7.1 History
century usually traveled along the coasts of the Sunda
Islands. Bali was also mapped in 1512, in the chart of
Francisco Rodrigues, aboard the expedition.[14] In 1585,
Main article: History of Bali
a ship foundered o the Bukit Peninsula and left a few
Portuguese in the service of Dewa Agung.[15]
7.1.1
Ancient
7.1.3 Dutch East India
Bali was inhabited around 2000 BC by Austronesian people who migrated originally from Southeast Asia and In 1597 the Dutch explorer Cornelis de Houtman arrived
Oceania through Maritime Southeast Asia.[9][10] Cultur- at Bali and, the Dutch East India Company was estab27
28
CHAPTER 7. BALI
tion; while between them extend luxurious
rice-grounds, watered by an elaborate system
of irrigation that would be the pride of the best
cultivated parts of Europe.[17]
The Dutch mounted large naval and ground assaults at
the Sanur region in 1906 and were met by the thousands of members of the royal family and their followers
who fought against the superior Dutch force in a suicidal puputan defensive assault rather than face the humiliation of surrender.[16] Despite Dutch demands for surrender, an estimated 200 Balinese marched to their death
against the invaders.[18] In the Dutch intervention in Bali,
a similar massacre occurred in the face of a Dutch assault in Klungkung. Afterward the Dutch governors exercised administrative control over the island, but local
control over religion and culture generally remained intact. Dutch rule over Bali came later and was never as
well established as in other parts of Indonesia such as Java
and Maluku.
At religious festivals on Bali the sculptures are dressed and umbrellas are placed by the temples.
In the 1930s, anthropologists Margaret Mead and

Gregory Bateson, artists Miguel Covarrubias and Walter
Spies, and musicologist Colin McPhee all spent time
here. Their accounts of the island and its peoples created a western image of Bali as an enchanted land of
aesthetes at peace with themselves and nature. Western
tourists began to visit the island.[19]
lished in 1602. The Dutch government expanded its control across the Indonesian archipelago during the second
half of the 19th century (see Dutch East Indies). Dutch
political and economic control over Bali began in the
1840s on the islands north coast, when the Dutch pitted
various competing Balinese realms against each other.[16]
In the late 1890s, struggles between Balinese kingdoms in
the islands south were exploited by the Dutch to increase
their control.
In June 1860 the famous Welsh naturalist, Alfred Russel Wallace, travelled to Bali from Singapore, landing at
Bileling on the northcoast of the island. Wallaces trip to
Bali was instrumental in helping him devise his Wallace
Line theory. The Wallace Line is a faunal boundary that
runs through the strait between Bali and Lombok. It has
been found to be a boundary between species of Asiatic origin in the east and a mixture of Australian and
Asian species to the west. In his travel memoir The Malay
Archipelago, Wallace wrote of his experience in Bali:
I was both astonished and delighted; for as
my visit to Java was some years later, I had
never beheld so beautiful and well-cultivated
a district out of Europe. A slightly undulating plain extends from the seacoast about ten
or twelve miles inland, where it is bounded by
a ne range of wooded and cultivated hills.
Houses and villages, marked out by dense
clumps of coconut palms, tamarind and other
fruit trees, are dotted about in every direc-
Balinese dancers show for tourists, in Ubud.
Imperial Japan occupied Bali during World War II. It was
7.2. GEOGRAPHY
not originally a target in their Netherlands East Indies
Campaign, but as the airelds on Borneo were inoperative due to heavy rains, the Imperial Japanese Army decided to occupy Bali, which did not suer from comparable weather. The island had no regular Royal Netherlands
East Indies Army (KNIL) troops. There was only a Native Auxiliary Corps Prajoda (Korps Prajoda) consisting
of about 600 native soldiers and several Dutch KNIL ofcers under command of KNIL Lieutenant Colonel W.P.
Roodenburg. On 19 February 1942 the Japanese forces
landed near the town of Senoer [Senur]. The island was
quickly captured.[20]
29
timated 80,000 killed in Bali, equivalent to 5% of the
islands population.[16][19][22] With no Islamic forces involved as in Java and Sumatra, upper-caste PNI landlords
led the extermination of PKI members.[22]
As a result of the 1965/66 upheavals, Suharto was able
to manoeuvre Sukarno out of the presidency. His New
Order government reestablished relations with western
countries. The pre-War Bali as paradise was revived
in a modern form. The resulting large growth in tourism
has led to a dramatic increase in Balinese standards of
living and signicant foreign exchange earned for the
country.[16] A bombing in 2002 by militant Islamists in
the tourist area of Kuta killed 202 people, mostly foreigners. This attack, and another in 2005, severely reduced
tourism, producing much economic hardship to the island.
During the Japanese occupation, a Balinese military ocer, Gusti Ngurah Rai, formed a Balinese 'freedom army'.
The harshness of war requisitions made Japanese rule
more resented than Dutch rule.[21] Following Japans Pacic surrender in August 1945, the Dutch returned to Indonesia, including Bali, to reinstate their pre-war colonial administration. This was resisted by the Balinese
7.2 Geography
rebels, who now used recovered Japanese weapons. On
20 November 1946, the Battle of Marga was fought in
Tabanan in central Bali. Colonel I Gusti Ngurah Rai, by See also: List of bodies of water in Bali and List of mounthen 29 years old, nally rallied his forces in east Bali tains in Bali
at Marga Rana, where they made a suicide attack on the The island of Bali lies 3.2 km (2 mi) east of Java, and is
heavily armed Dutch. The Balinese battalion was entirely
wiped out, breaking the last thread of Balinese military
resistance.
7.1.4
Independence from the Dutch
In 1946 the Dutch constituted Bali as one of the 13 administrative districts of the newly proclaimed State of
East Indonesia, a rival state to the Republic of Indonesia,
which was proclaimed and headed by Sukarno and Hatta.
Bali was included in the Republic of the United States of
Indonesia when the Netherlands recognised Indonesian
independence on 29 December 1949.
Topography of the island
7.1.5
Contemporary
The 1963 eruption of Mount Agung killed thousands,

created economic havoc and forced many displaced Balinese to be transmigrated to other parts of Indonesia. Mirroring the widening of social divisions across Indonesia in
the 1950s and early 1960s, Bali saw conict between supporters of the traditional caste system, and those rejecting
this system. Politically, the opposition was represented
by supporters of the Indonesian Communist Party (PKI)
and the Indonesian Nationalist Party (PNI), with tensions
and ill-feeling further increased by the PKIs land reform
programs.[16] An attempted coup in Jakarta was put down
by forces led by General Suharto.
approximately 8 degrees south of the equator. Bali and

Java are separated by the Bali Strait. East to west, the
island is approximately 153 km (95 mi) wide and spans
approximately 112 km (69 mi) north to south; administratively it covers 5,780 km2 , or 5,577 km2 without Nusa
Penida District,[23] its population density is roughly 750
people/km2 .
Balis central mountains include several peaks over 3,000

metres in elevation. The highest is Mount Agung (3,031
m), known as the mother mountain which is an active
volcano. Mountains range from centre to the eastern side,
with Mount Agung the easternmost peak. Balis volcanic
nature has contributed to its exceptional fertility and its
The army became the dominant power as it instigated a tall mountain ranges provide the high rainfall that supviolent anti-communist purge, in which the army blamed ports the highly productive agriculture sector. South of
the PKI for the coup. Most estimates suggest that at least the mountains is a broad, steadily descending area where
500,000 people were killed across Indonesia, with an es- most of Balis large rice crop is grown. The northern side
30
CHAPTER 7. BALI
of the mountains slopes more steeply to the sea and is the

main coee producing area of the island, along with rice,
vegetables and cattle. The longest river, Ayung River,
ows approximately 75 km.
The island is surrounded by coral reefs. Beaches in the
south tend to have white sand while those in the north
and west have black sand. Bali has no major waterways,
although the Ho River is navigable by small sampan boats.
Black sand beaches between Pasut and Klatingdukuh are
being developed for tourism, but apart from the seaside
temple of Tanah Lot, they are not yet used for signicant
tourism.
Subak irrigation system

The Bali myna is found only on Bali and is critically endangered.
The largest city is the provincial capital, Denpasar, near

the southern coast. Its population is around 491,500
(2002). Balis second-largest city is the old colonial capital, Singaraja, which is located on the north coast and is
home to around 100,000 people. Other important cities
include the beach resort, Kuta, which is practically part
of Denpasars urban area, and Ubud, situated at the north
of Denpasar, is the islands cultural centre.
Cockatoo, a member of a primarily Australasian family.

There are around 280 species of birds, including the critically endangered Bali myna, which is endemic. Others
Include barn swallow, black-naped oriole, black rackettailed treepie, crested serpent-eagle, crested treeswift,
dollarbird, Java sparrow, lesser adjutant, long-tailed
Three small islands lie to the immediate south east shrike, milky stork, Pacic swallow, red-rumped swaland all are administratively part of the Klungkung re- low, sacred kingsher, sea eagle, woodswallow, savanna
gency of Bali: Nusa Penida, Nusa Lembongan and Nusa nightjar, stork-billed kingsher, yellow-vented bulbul and
Ceningan. These islands are separated from Bali by the great egret.
Badung Strait.
Until the early 20th century, Bali was home to several
To the east, the Lombok Strait separates Bali from large mammals: the wild banteng, leopard and the enLombok and marks the biogeographical division between demic Bali tiger. The banteng still occurs in its domestic
the fauna of the Indomalayan ecozone and the distinctly form, whereas leopards are found only in neighbouring
dierent fauna of Australasia. The transition is known Java, and the Bali tiger is extinct. The last denite record
as the Wallace Line, named after Alfred Russel Wal- of a tiger on Bali dates from 1937, when one was shot,
lace, who rst proposed a transition zone between these though the subspecies may have survived until the 1940s
two major biomes. When sea levels dropped during or 1950s.[24] The relatively small size of the island, conthe Pleistocene ice age, Bali was connected to Java and ict with humans, poaching and habitat reduction drove
Sumatra and to the mainland of Asia and shared the Asian the Bali tiger to extinction. This was the smallest and
fauna, but the deep water of the Lombok Strait continued rarest of all tiger subspecies and was never caught on lm
to keep Lombok Island and the Lesser Sunda archipelago or displayed in zoos, whereas few skins or bones remain
isolated.
in museums around the world. Today, the largest mammals are the Javan rusa deer and the wild boar. A second,
smaller species of deer, the Indian muntjac, also occurs.
Saltwater crocodiles were once present on the island, but
7.3 Ecology
became locally extinct sometime during the last century.
Bali lies just to the west of the Wallace Line, and thus has
a fauna that is Asian in character, with very little Australasian inuence, and has more in common with Java
than with Lombok. An exception is the Yellow-crested
Squirrels are quite commonly encountered, less often is

the Asian palm civet, which is also kept in coee farms
to produce Kopi Luwak. Bats are well represented, perhaps the most famous place to encounter them remaining
7.4. ENVIRONMENT
31
est coverage found in Gili Selang and Gili Mimpang in
Candidasa, Karangasem regency.[27]
Many plants have been introduced by humans within the

last centuries, particularly since the 20th century, making it sometimes hard to distinguish what plants are really native. Among the larger trees the most common
are: banyan trees, jackfruit, coconuts, bamboo species,
acacia trees and also endless rows of coconuts and banana species. Numerous owers can be seen: hibiscus,
frangipani, bougainvillea, poinsettia, oleander, jasmine,
water lily, lotus, roses, begonias, orchids and hydrangeas
exist. On higher grounds that receive more moisture, for
instance around Kintamani, certain species of fern trees,
mushrooms and even pine trees thrive well. Rice comes
Monkey at Ulu Watu Temple
in many varieties. Other plants with agricultural value include: salak, mangosteen, corn, kintamani orange, coee
the Goa Lawah (Temple of the Bats) where they are wor- and water spinach.
shipped by the locals and also constitute a tourist attraction. They also occur in other cave temples, for instance
at Gangga Beach. Two species of monkey occur. The
crab-eating macaque, known locally as kera, is quite 7.4 Environment
common around human settlements and temples, where
it becomes accustomed to being fed by humans, particularly in any of the three monkey forest temples, such
as the popular one in the Ubud area. They are also quite
often kept as pets by locals. The second monkey, endemic to Java and some surrounding islands such as Bali,
is far rarer and more elusive is the Javan langur, locally
known as lutung. They occur in few places apart from
the Bali Barat National Park. They are born an orange
colour, though by their rst year they would have already
changed to a more blackish colouration. In Java however,
there is more of a tendency for this species to retain its juvenile orange colour into adulthood, and so you can see a
mixture of black and orange monkeys together as a family. Other rarer mammals include the leopard cat, Sunda Rice terraces in Bali
pangolin and black giant squirrel.
Snakes include the king cobra and reticulated python. Some of the worst erosion has occurred in Lebih Beach,
The water monitor can grow to at least 1.5 m (4.9 ft) in where up to 7 metres of land is lost every year. Decades
length and 50 kg (110 lb)[25] and can move quickly.
ago, this beach was used for holy pilgrimages with more
than 10,000 people, but they have now moved to Masceti
The rich coral reefs around the coast, particularly around
[28]
popular diving spots such as Tulamben, Amed, Men- Beach.
jangan or neighbouring Nusa Penida, host a wide range
of marine life, for instance hawksbill turtle, giant sunsh, giant manta ray, giant moray eel, bumphead parrotsh, hammerhead shark, reef shark, barracuda, and sea
snakes. Dolphins are commonly encountered on the north
coast near Singaraja and Lovina.
From ranked third in previous review, in 2010 Bali

got score 99.65 of Indonesias environmental quality
index and the highest of all the 33 provinces. The
score measured 3 water quality parameters: the level of
total suspended solids (TSS), dissolved oxygen (DO) and
chemical oxygen demand (COD).[29]
A team of scientists conducted a survey from 29 April

2011 to 11 May 2011 at 33 sea sites around Bali. They
discovered 952 species of reef sh of which 8 were
new discoveries at Pemuteran, Gilimanuk, Nusa Dua,
Tulamben and Candidasa, and 393 coral species, including two new ones at Padangbai and between Padangbai
and Amed.[26] The average coverage level of healthy coral
was 36% (better than in Raja Ampat and Halmahera by
29% or in Fakfak and Kaimana by 25%) with the high-
Because of over-exploitation by the tourist industry which

covers a massive land area, 200 out of 400 rivers on the
island have dried up and based on research, the southern part of Bali would face a water shortage up to 2,500
litres of clean water per second by 2015.[30] To ease the
shortage, the central government plans to build a water
catchment and processing facility at Petanu River in Gianyar. The 300 litres capacity of water per second will be
channelled to Denpasar, Badung and Gianyar in 2013.[31]
32
CHAPTER 7. BALI
7.5 Administrative divisions

The province is divided into 8 regencies (kabupaten) and
1 city (kota). These are:
7.6 Economy
Three decades ago, the Balinese economy was largely
agriculture-based in terms of both output and employment. Tourism is now the largest single industry in terms
of income, and as a result, Bali is one of Indonesias
wealthiest regions. In 2003, around 80% of Balis economy was tourism related.[32] By end of June 2011, nonperforming loan of all banks in Bali were 2.23%, lower
than the average of Indonesian banking industry nonperforming loan (about 5%).[33] The economy, however,
suered signicantly as a result of the terrorist bombings
2002 and 2005. The tourism industry has since recovered
from these events.
7.6.1
Agriculture
Although tourism produces the GDPs largest output,

agriculture is still the islands biggest employer;[34] most
notably rice cultivation. Crops grown in smaller amounts Canyoning in Gitgit Waterfall, Bali, Indonesia
include fruit, vegetables, Coea arabica and other cash
and subsistence crops. Fishing also provides a signicant
number of jobs. Bali is also famous for its artisans who
produce a vast array of handicrafts, including batik and
ikat cloth and clothing, wooden carvings, stone carvings,
painted art and silverware. Notably, individual villages
typically adopt a single product, such as wind chimes or
wooden furniture.
The Arabica coee production region is the highland region of Kintamani near Mount Batur. Generally, Balinese coee is processed using the wet method. This
results in a sweet, soft coee with good consistency.
Typical avours include lemon and other citrus notes.[35]
Many coee farmers in Kintamani are members of a
traditional farming system called Subak Abian, which is
based on the Hindu philosophy of "Tri Hita Karana". According to this philosophy, the three causes of happiness
are good relations with God, other people and the environment. The Subak Abian system is ideally suited to the
production of fair trade and organic coee production.
Arabica coee from Kintamani is the rst product in Indonesia to request a Geographical Indication.[36]
The Tirtha Empul Temple draws tourists who seek its holy waters
(which were once independent townships), the east coast

town of Sanur (once the only tourist hub), in the center of
the island Ubud, to the south of the Ngurah Rai International Airport, Jimbaran, and the newer development of
Nusa Dua and Pecatu.
The American government lifted its travel warnings in

2008. The Australian government last issued an advice
on Friday, 4 May 2012. The overall level of the advice
7.6.2 Tourism
was lowered to 'Exercise a high degree of caution'. The
The tourism industry is primarily focused in the south, Swedish government issued a new warning on Sunday,
more tourist who has been
while signicant in the other parts of the island as well. 10 June 2012 because of one [37]
killed
by
methanol
poisoning.
The main tourist locations are the town of Kuta (with its
beach), and its outer suburbs of Legian and Seminyak An oshoot of tourism is the growing real estate indus-
7.6. ECONOMY
Pura Taman Ayun, another temple which is a popular tourist

destination
33
Kuta Beach is a popular tourist spot in Bali
approximately 30% against the US dollar, providing

many overseas visitors value for their currencies. Visitor arrivals for 2009 were forecast to drop 8% (which
would be higher than 2007 levels), due to the worldwide
economic crisis which has also aected the global tourist
industry, but not due to any travel warnings.
Balis tourism economy survived the terrorist bombings
of 2002 and 2005, and the tourism industry has in fact
slowly recovered and surpassed its pre-terrorist bombing levels; the longterm trend has been a steady increase
of visitor arrivals. In 2010, Bali received 2.57 million
foreign tourists, which surpassed the target of 2.02.3
million tourists. The average occupancy of starred hotels achieved 65%, so the island is still able to accommodate tourists for some years without any addition of
new rooms/hotels,[38] although at the peak season some
of them are fully booked.
Bali received the Best Island award from Travel and
Leisure in 2010.[39] The island of Bali won because of
its attractive surroundings (both mountain and coastal areas), diverse tourist attractions, excellent international
and local restaurants, and the friendliness of the local
people. According to BBC Travel released in 2011, Bali
is one of the Worlds Best Islands, rank in second after
Greece.[40]
A statue of Arjuna on a street in Bali
try. Bali real estate has been rapidly developing in the

main tourist areas of Kuta, Legian, Seminyak and Oberoi.
Most recently, high-end 5 star projects are under development on the Bukit peninsula, on the south side of the
island. Million dollar villas are being developed along the
cli sides of south Bali, commanding panoramic ocean
views. Foreign and domestic (many Jakarta individuals
and companies are fairly active) investment into other areas of the island also continues to grow. Land prices, despite the worldwide economic crisis, have remained stable.
In August 2010, the lm version of Eat, Pray, Love

(EPL) was released in theatres. The movie was based
on Elizabeth Gilbert's best-selling memoir of the same
name. It took place at Ubud and Padang-Padang Beach
at Bali. The 2006 book, which spent 57 weeks at the No.
1 spot on the New York Times paperback nonction bestseller list, had already fuelled a boom in EPL tourism in
Ubud, the hill town and cultural and tourist center that
was the focus of Gilberts quest for balance through traditional spirituality and healing that leads to love.[41]
Since 2011, China has displaced Japan as the secondlargest supplier of tourists to Bali, while Australia still
tops the list. Chinese tourists increased by 17% from last
year due to the impact of ACFTA and new direct ights
In the last half of 2008, Indonesias currency had dropped to Bali.[42] In January 2012, Chinese tourists year on year
34
CHAPTER 7. BALI
(yoy) increased by 222.18% compared to January 2011, The Ngurah Rai International Airport is located near Jimwhile Japanese tourists declined by 23.54% yoy.[43]
baran, on the isthmus at the southernmost part of the isBali reported that it has 2.88 million foreign tourists and 5 land. Lt.Col. Wisnu Aireld is found in north-west Bali.
million domestic tourists in 2012, marginally surpassing A coastal road circles the island, and three major two-lane
the expectations of 2.8 million foreign tourists. Forecasts arteries cross the central mountains at passes reaching to
for 2013 are at 3.1 million.[44]
1,750m in height (at Penelokan). The Ngurah Rai Bypass
is a four-lane expressway that partly encircles Denpasar
Based on Bank Indonesia survey in May 2013, 34.39
percent of tourists are upper-middle class with spending and enables cars to travel quickly in the heavily populated
between $1,286 to $5,592 and dominated by Australia, south. Bali has no railway lines yet.
France, China, Germany and the US with some China
tourists move from low spending before to higher spending currently. While 30.26 percent are middle class with
spending between $662 to $1,285.[45]
7.6.3
Sex tourism
December 2010: the Government of Indonesia has invited investors to build Tanah Ampo Cruise Terminal at
Karangasem, Bali amounted $30 million.[54] In 17 July
2011 the rst cruise ship (Sun Princess) anchored about
400 meters away from the wharf of Tanah Ampo harbour. The current pier is only 154 meters and will eventually be 300 to 350 meters to accommodate international
cruise ships. The harbour would be safer than Benoa and
has a scenic backdrop of a panoramic view of mountainous area with green rice elds.[55] By December 2011 the
auction process will be settled and Tanah Ampo is predicted to become the main hub for cruise ships in Indonesia by 2013.[56]
In the twentieth century the incidence of tourism specifically for sex was regularly observed in the era of mass
tourism in Indonesia[46][47][48] In Bali, prostitution is conducted by both men and women. Bali in particular is notorious for its 'Kuta Cowboys, local gigolos targeting foreign female tourists.[49]
A Memorandum of Understanding has been signed by
By 2013, Indonesia was reportedly the number one des- two ministers, Balis Governor and Indonesian Train
tination for Australian child sex tourists, mostly start- Company to build 565 kilometres of railway along the
ing in Bali but also travelling to other parts of the coast around the island. It should be operating by
[57]
country.[50] The problem in Bali was highlighted by Luh 2015.
Ketut Suryani, head of Psychiatry at Udayana Univer- On 16 March 2011 (Tanjung) Benoa port received the
sity, as early as 2003. Surayani warned that a low level Best Port Welcome 2010 award from Londons Dream
of awareness of paedophilia in Bali had made it the tar- World Cruise Destination magazine.[58] Government
get of international paedophile organisations.[51][52] On plans to expand the role of Benoa port as export-import
19 February 2013, government ocials announced mea- port to boost Balis trade and industry sector.[59] The
sures to combat paedophilia in Bali.[53]
Tourism and Creative Economy Ministry has conrmed
that 306 cruise liners are heading for Indonesia in 2013
an increase of 43 percent compared to the previous
year.[60]
7.7 Transportation
On May 2011, an integrated Areal Trac Control System (ATCS) was implemented to reduce trac jams at
four crossing points: Ngurah Rai statue, Dewa Ruci Kuta
crossing, Jimbaran crossing and Sanur crossing. ATCS is
an integrated system connecting all trac lights, CCTVs
and other trac signals with a monitoring oce at the police headquarters. It has successfully been implemented
in other ASEAN countries and will be implemented at
other crossings in Bali.[61][62]
A major form of transport in Bali is the Moped
On 21 December 2011 construction started on the Nusa

Dua-Benoa-Ngurah Rai International Airport toll road
which will also provide a special lane for motorcycles.
This has been done by seven state-owned enterprises led
by PT Jasa Marga with 60% of shares. PT Jasa Marga
Bali Tol will construct the 9.91 kilometres toll road (totally 12.7 kilometres with access road). The construction
is estimated to cost Rp.2.49 trillion ($273.9 million). The
project goes through 2 kilometres of mangrove forest and
through 2.3 kilometres of beach, both within 5.4 hectares
area. The elevated toll road is built over the mangrove for-
7.8. DEMOGRAPHICS
35
est on 18,000 concrete pillars which occupied 2 hectares

of mangroves forest. It compensated by new planting of
300,000 mangrove trees along the road. On 21 December 2011 the Dewa Ruci 450 meters underpass has also
started on the busy Dewa Ruci junction near Bali Kuta
Galeria with an estimated cost of Rp136 billion ($14.9
million) from the state budget.[63][64][65] On 23 September 2013, the Bali Mandara Toll Road is opened and the
Dewa Ruci Junction (Simpang Siur) underpass is opened
before. Both are ease the heavy trac congestion.[66]
To solve chronic trac problems, the province will also
build a toll road connecting Serangan with Tohpati, a toll
road connecting Kuta, Denpasar and Tohpati and a y- The Mother Temple of Besakih, one of Balis most signicant
over connecting Kuta and Ngurah Rai Airport.[67]
Hindu temples.
7.8 Demographics
The population of Bali was 3,890,757 as of the 2010 Census; the latest estimate (for January 2014) is 4,225,384.
There are an estimated 30,000 expatriates living in
Bali.[69]
7.8.1
Ethnic origins
A DNA study in 2005 by Karafet et al.[70] found that 12%

of Balinese Y-chromosomes are of likely Indian origin,
while 84% are of likely Austronesian origin, and 2% of
likely Melanesian origin. The study does not correlate the
A religious procession
DNA samples to the Balinese caste system.
7.8.2
Caste system
Main article: Balinese caste system
Christianity (1.7%), and Buddhism (0.5%).[4] These gures do not include immigrants from other parts of Indonesia.
Balinese Hinduism is an amalgam in which gods and

Bali has a caste system based on the Indian Hindu model, demigods are worshipped together with Buddhist heroes,
the spirits of ancestors, indigenous agricultural deities and
with four castes:
sacred places. Religion as it is practised in Bali is a com Sudra(Shudra) peasants constituting close to 93% posite belief system that embraces not only theology, philosophy, and mythology, but ancestor worship, animism
of Balis population.[71]
and magic. It pervades nearly every aspect of traditional
Wesia (Vaishyas) the caste of merchants and ad- life. Caste is observed, though less strictly than in India.
With an estimated 20,000 puras (temples) and shrines,
ministrative ocials
Bali is known as the Island of a Thousand Puras, or
Ksatrias (Kshatriyas) the kingly and warrior caste Island of the Gods.
Brahmana (Bramhin) holy men and priests
7.8.3
Religion
Unlike most of Muslim-majority Indonesia, about 83.5%

of Balis population adheres to Balinese Hinduism,
formed as a combination of existing local beliefs and
Hindu inuences from mainland Southeast Asia and
South Asia. Minority religions include Islam (13.3%),
Balinese Hinduism has roots in Indian Hinduism and

Buddhism, and adopted the animistic traditions of the indigenous people. This inuence strengthened the belief
that the gods and goddesses are present in all things. Every element of nature, therefore, possesses its own power,
which reects the power of the gods. A rock, tree, dagger,
or woven cloth is a potential home for spirits whose energy can be directed for good or evil. Balinese Hinduism
is deeply interwoven with art and ritual. Ritualizing states
of self-control are a notable feature of religious expres-
36
CHAPTER 7. BALI
sion among the people, who for this reason have become
famous for their graceful and decorous behaviour.[72]
Apart from the majority of Balinese Hindus, there also
exist Chinese immigrants whose traditions have melded
with that of the locals. As a result, these Sino-Balinese
not only embrace their original religion, which is a mixture of Buddhism, Christianity, Taoism and Confucianism, but also nd a way to harmonise it with the local traditions. Hence, it is not uncommon to nd local
Sino-Balinese during the local temples odalan. Moreover, Balinese Hindu priests are invited to perform rites
alongside a Chinese priest in the event of the death of a
Sino-Balinese.[73] Nevertheless, the Sino-Balinese claim
to embrace Buddhism for administrative purposes, such
A Kecak dance being performed at Uluwatu, in Bali
as their Identity Cards.[74]
7.8.4
Language
Balinese and Indonesian are the most widely spoken languages in Bali, and the vast majority of Balinese people are bilingual or trilingual. The most common spoken
language around the tourist areas is Indonesian, as many
people in the tourist sector are not solely Balinese, but
migrants from Java, Lombok, Sumatra, and other parts
of Indonesia. There are several indigenous Balinese languages, but most Balinese can also use the most widely
spoken option: modern common Balinese. The usage of
dierent Balinese languages was traditionally determined
by the Balinese caste system and by clan membership, but
this tradition is diminishing. Kawi and Sanskrit are also
commonly used by some Hindu priests in Bali, for Hinduism literature was mostly written in Sanskrit.
by a day of silence. On this day everyone stays at home

and tourists are encouraged to remain in their hotels. On
the day before New Year, large and colourful sculptures
of ogoh-ogoh monsters are paraded and nally burned
in the evening to drive away evil spirits. Other festivals throughout the year are specied by the Balinese
pawukon calendrical system.
English is a common third language (and the primary foreign language) of many Balinese, owing to the requirements of the tourism industry. Other foreign languages,
such as Chinese, Japanese, Korean, French or German
are often used in multilingual signs for foreign tourists.
7.9 Culture
See also: Balinese art, Music of Bali and Balinese cuisine
Bali is renowned for its diverse and sophisticated art
forms, such as painting, sculpture, woodcarving, handcrafts, and performing arts. Balinese cuisine is also distinctive. Balinese percussion orchestra music, known
as gamelan, is highly developed and varied. Balinese
performing arts often portray stories from Hindu epics
such as the Ramayana but with heavy Balinese inuence. Famous Balinese dances include pendet, legong,
baris, topeng, barong, gong keybar, and kecak (the monkey dance). Bali boasts one of the most diverse and innovative performing arts cultures in the world, with paid
performances at thousands of temple festivals, private
ceremonies, or public shows.[75]
Cremation in Ubud
Celebrations are held for many occasions such as a toothling (coming-of-age ritual), cremation or odalan (temple festival). One of the most important concepts that
The Hindu New Year, Nyepi, is celebrated in the spring Balinese ceremonies have in common is that of dsa
7.10. GALLERY
37
kala patra, which refers to how ritual performances must

be appropriate in both the specic and general social
context.[76] Many of the ceremonial art forms such as
wayang kulit and topeng are highly improvisatory, providing exibility for the performer to adapt the performance
to the current situation.[77] Many celebrations call for a
loud, boisterous atmosphere with lots of activity and the
resulting aesthetic, ram, is distinctively Balinese. Often two or more gamelan ensembles will be performing
well within earshot, and sometimes compete with each
other to be heard. Likewise, the audience members talk
amongst themselves, get up and walk around, or even
cheer on the performance, which adds to the many layers of activity and the liveliness typical of ram.[78]
Balinese society continues to revolve around each familys ancestral village, to which the cycle of life and religion is closely tied.[82] Coercive aspects of traditional
society, such as customary law sanctions imposed by traditional authorities such as village councils (including
"kasepekang", or shunning) have risen in importance as a
consequence of the democratisation and decentralisation
of Indonesia since 1998.[82]
Kaja and kelod are the Balinese equivalents of North and

South, which refer to ones orientation between the islands largest mountain Gunung Agung (kaja), and the sea
(kelod). In addition to spatial orientation, kaja and kelod
have the connotation of good and evil; gods and ancestors are believed to live on the mountain whereas demons
live in the sea. Buildings such as temples and residential homes are spatially oriented by having the most sacred spaces closest to the mountain and the unclean places
nearest to the sea.[76][79]
Balinese dancers wearing elaborate headgear, photographed in 1929. Digitally restored.
Most temples have an inner courtyard and an outer courtyard which are arranged with the inner courtyard furthest
kaja. These spaces serve as performance venues since
most Balinese rituals are accompanied by any combination of music, dance and drama. The performances that
take place in the inner courtyard are classied as wali,
the most sacred rituals which are oerings exclusively for
the gods, while the outer courtyard is where bebali ceremonies are held, which are intended for gods and people.
Lastly, performances meant solely for the entertainment
of humans take place outside the walls of the temple and
are called bali-balihan. This three-tiered system of classication was standardised in 1971 by a committee of Balinese ocials and artists to better protect the sanctity of
the oldest and most sacred Balinese rituals from being
performed for a paying audience.[80]
7.10 Gallery
The famous dancer I Mario, picture taken 1940.
Stone carvings in Ubud.

Balinese stone guardian at Ubud Palace
7.11 Sports
As part of the Coral Triangle, Bali, including Nusa
Penida, oers a wide range of dive sites with varying
types of reefs.
Bali was the host of 2008 Asian Beach Games.[83] It was
the second time Indonesia hosted an Asia-level multisport event, after Jakarta held the 1962 Asian Games.
7.12 Heritage sites

On June 2012, Subak, the irrigation system for paddy
elds in Bali was enlisted as a UNESCO world heritage
site.[84]
Tourism, Balis chief industry, has provided the island

with a foreign audience that is eager to pay for entertain- 7.13 Beauty Pageant
ment, thus creating new performance opportunities and
more demand for performers. The impact of tourism is
Bali was the host of Miss World 2013, It was the rst time
controversial since before it became integrated into the
Indonesia hosted an International Beauty Pageant
economy, the Balinese performing arts did not exist as a
capitalist venture, and were not performed for entertainment outside of their respective ritual context. Since the
1930s sacred rituals such as the barong dance have been 7.14 See also
performed both in their original contexts, as well as exclusively for paying tourists. This has led to new versions
Balinese architecture
of many of these performances which have developed according to the preferences of foreign audiences; some vil Balinese temple
lages have a barong mask specically for non-ritual performances as well as an older mask which is only used for
Balinese dance
sacred performances.[81]
Tourism in Indonesia
38
7.15 References
[1] Bali to Host 2013 Miss World Pageant. Jakarta Globe.
26 April 2012. Retrieved 30 December 2012.
[2] Rapat Pleno KPU Bali: Pastikerta Menangi Pilkada Gubernur Bali 2013. 25 May 2013.
[3] Suryadinata, Leo; Arin, Evi Nurvidya and Ananta, Aris
(2003). Indonesias Population: Ethnicity and Religion in
a Changing Political Landscape. Institute of Southeast
Asian Studies. ISBN 9812302123.
[4] Penduduk Menurut Wilayah dan Agama yang Dianut
(2010 Census). bps.go.id
[5] Indonesia (Urban City Population): Provinces & Cities
Statistics & Maps on City Population. Citypopulation.de.
1 May 2010. Retrieved 30 December 2012.
[6] Ni Komang Erviani (17 December 2012). Bali faces
population boom, now home to 4.2 million residents.
Bali Daily via The Jakarta Post. Retrieved 30 December
2012.
CHAPTER 7. BALI
[20] Klemen, L (19992000). The Capture of Bali Island,

February 1942. Forgotten Campaign: The Dutch East Indies Campaign 19411942.
[21] Haer, pp. 3940.
[22] Ricklefs, M. C. (1993). A History of Modern Indonesia
Since C. 1300, Second Edition. MacMillan. p. 289. ISBN
978-0-333-57689-2.
[23] http://sp2010.bps.go.id/files/ebook/5105.pdf
[24] IUCN Red List of Threatened Species. Retrieved 24 June
2010
[25] Water Monitor (Varanus Salvator)". World Association
of Zoos and Aquariums. Retrieved 6 October 2012.
[26] New sh, coral species found. The Jakarta Post. 13 May
2011. Retrieved 30 December 2012.
[27] Nurhayati, Desy (16 May 2011) Coral reefs health 'improves. The Jakarta Post.
[28] Once was a beach. The Jakarta Post. 5 May 2011. Retrieved 30 December 2012.
[7] Species diversity by ocean basin. NOAA Coral Reef

Conservation Program. 9 May 2014.
[29] Simamora, Adianto P. (15 June 2011) Bali named RIs

cleanest province. The Jakarta Post.
[8] Diving Bali. Stefan Russel. 23 September 2012.
[30] Bali must stop over- exploiting environment for tourism:

Activists. 2 September 2011.
[9] Taylor, pp. 5, 7

[10] Hinzler, Heidi (1995) Artifacts and Early Foreign Inuences. From Oey, Eric (Editor) (1995). Bali. Singapore:
Periplus Editions. pp. 2425. ISBN 962-593-028-0.
[11] Taylor, p. 12
[12] Greenway, Paul; Lyon, James. Wheeler, Tony (1999).
Bali and Lombok. Melbourne: Lonely Planet. p. 15.
ISBN 0-86442-606-2.
[13] The birthplace of Balinese Hinduism. The Jakarta Post.
28 April 2011. Retrieved 30 December 2012.
[14] Corteso, Jaime (1975). Esparsos, Volume III. Coimbra: Universidade de Coimbra Biblioteca Geral. p. 288.
"...passing the island of 'Balle', on whose heights the nau
Sabaia, of Francisco Serro, was lost" - from Antonio de
Abreu, and in Joo de Barros and Antonio Galvo`s chronicles.
[15] Hanna, Willard A. (2004) Bali Chronicles. Periplus, Singapore, ISBN 0-7946-0272-X, p. 32
[16] Vickers, Adrian (1995), From Oey, Eric (Editor) (1995).
Bali. Singapore: Periplus Editions. pp. 2635. ISBN
962-593-028-0.
[17] Wallace, Alfred Russel (1869). The Malay Archipelago.
p. 116. ISBN 9780794605636.
[31] Govt to build water catchment at Petanu River. 17

September 2011.
[32] Desperately Seeking Survival Time. 25 November 2002.
[33] Only 2.23 percent of loans in Bali are bad. The Jakarta
Post. 25 July 2011. Retrieved 30 December 2012.
[34] On history of rice-growing related to museology and the
rice terraces as part of Balis cultural heritage see: MarcAntonio Barblan, D'Orient en Occident: histoire de la
riziculture et musologie in ICOFOM Study Series, Vol.35
(2006), pp.114131. LRZ-Muenchen.de and Dans la
lumire des terrasses: paysage culturel balinais, Subek
Museumet patrimoine mondial (1er volet) in Le Banian
(Paris), juin 2009, pp.80101, Pasarmalam.free.fr
[35] Diverse coees of Indonesia. Specialty Coee Association of Indonesia. Archived from the original on 2 August
2008. Retrieved 8 August 2008.
[36] Book of Requirements for Kopi Kintamani Bali, page
12, July 2007
[37] Young Swede dies on paradise island. thelocal.se. 30
June 2012.
[38] Up to 2.8m Foreign Tourists This Year. Thebalitimes.com. 17 February 2011. Retrieved 30 December
2012.
[18] Haer, p. 38.
[39] The
Best
Search
Links
on
the
Net.
amarigepanache.com. 16 October 2010. Retrieved
30 December 2012.
[19] Friend, Theodore. Indonesian Destinies, Harvard University Press, 2003 ISBN 0-674-01137-6, p. 111.
[40] Bali Named as One of the Five Best Islands in the

World. The Beat Magazine (Jakarta). 1 December 2011.
7.15. REFERENCES
39
[41] Southeast Asia news and business from Indonesia, Philippines, Thailand, Malaysia and Vietnam. Asia Times. 18
August 2010. Retrieved 30 December 2012.
[42] China now 2nd-largest source of isle tourists.
Jakarta Post. 6 January 2012.
The
[43] Chinese tourist arrivals in Bali up 222%". Antara News.

3 March 2012.
[44] Bali seeks cleanup amid high arrivals. Investvine.com.
24 January 2013. Retrieved 24 January 2013.
[45] Upper-middle class dominates Balis foreign tourists. 12
September 2013.
[59] Government mulls plan to expand Benoa. The Jakarta

Post. 20 June 2011. Retrieved 30 December 2012.
[60] http:/{[}{[}www.jakpost.travel/news/
cruise-ship-fever-hits-bali-82mTkgNqYIewXK4f.
html]] Jakarta Post: Cruise ship fever hits Bali, 25 Jan
2013
[61] Dhae, Arnold (12 May 2011). Pemprov Bali Gunakan
Teknologi Baru Atasi Kemacetan. Media Indonesia. Retrieved 30 December 2012.
[62] New trac control system, buses hoped to ease congestion. The Jakarta Post. 25 May 2011. Retrieved 30 December 2012.
[46] Cukier, Judie; Norris, Joanne; Wall, Georey (1996-1201), The involvement of women in the tourism industry of Bali, Indonesia, Journal of Development Studies
(Frank Cass & Company Ltd) v33 (n2): p248(23), ISSN
0022-0388
[63] New toll road to ease congestion, increase tourists. The

Jakarta Post. 5 September 2011.
[47] Clift, Stephen, 1952-; Carter, Simon, 1960- (1999),

Tourism and sex : culture, commerce, and coercion, Pinter,
ISBN 978-1-85567-636-7
[65] Bali starts construction on crucial toll road, underpass.

The Jakarta Post. 22 December 2011.
[48] Spillane, James J (2003), Wisata seks dalam industri pariwisata : peluang atau ancaman? (Cet. 1 ed.), Universitas
Sanata Dharma, ISBN 978-979-8927-70-6
[49] Claire Harvey (May 5, 2002). "'Kuta Cowboys strutting
their stu for lovelorn visitors. The Jakarta Post. Retrieved 16 October 2014.
[50] Bachelard, Michael (12 October 2014). Indonesia now
number one destination for Australian child sex tourists.
The Sydney Morning Herald. Archived from the original
on 15 October 2014.
[51] Erviani, Ni Komang (24 July 2009). Paedophilia a `real
threat' for Balinese. Jakarta Post. Archived from the
original on 15 October 2014.
[52] Suryani, Luh Ketut (2009). Pedol : penghancur masa depan anak (Paedophilia, Destroyer of Childrens Futures).
Pustaka Populer Obor.
[53] INDONESIA: Government to combat paedophilia in
Bali. Scoop. 19 February 2013. Archived from the original on 15 October 2014.
[54] Infrastructure Projects in Indonesia Thrown Open for
Bids. Jakarta Globe. 20 December 2010. Retrieved 30
December 2012.
[55] Tanah Ampo prepares to welcome rst cruise ship. The
Jakarta Post. 11 July 2011. Retrieved 30 December 2012.
[56] Tanah Ampo to serve as main cruise ship terminal in
Bali. The Jakarta Post. 7 December 2011.
[57] What? Train? Bali? goodnewsfromindonesia.org (5 January 2011).
[58] ""Best Port Welcome Awarded to Balis Benoa Port.
KOMPAS.com. 16 March 2011. Retrieved 30 December 2012.
[64] Tol di Atas Laut Mulai Dikonstruksi. indopos.co.id.

Retrieved 4 October 2011.
[66] President ocially opens Bali toll road. 23 September

2013.
[67] Toll road to cost island 2 hectares of mangrove. The
Jakarta Post. 7 February 2011. Retrieved 30 December
2012.
[68] http://www.bps.go.id/tab_sub/view.php?kat=1&tabel=
1&daftar=1&id_subyek=12&notab=1
[69] Ballots in paradise. The Guardian. 30 October 2008.
[70] Karafet, Tatiana M.; Lansing, J S.; Redd, Alan J.; and
Reznikova, Svetlana (2005) Balinese Y-Chromosome
Perspective on the Peopling of Indonesia: Genetic Contributions from Pre-Neolithic Hunter- Gatherers, Austronesian Farmers, and Indian Traders, Human Biology: Vol.
77: Iss. 1, Article 8. Available at: http://digitalcommons.
wayne.edu/humbiol/vol77/iss1/8
[71] Covarrubias, Miguel (1 November 2006).
Bali. ISBN 9781406701746.
Island of
[72] Slattum, J. (2003) Balinese Masks: Spirits of an Ancient

Drama. Indonesia, Asia Pacic, Japan, North America,
Latin America and Europe Periplus Editions (HK) Ltd
[73] Short Post. Voiceoftheshadows.blogspot.com. 24 April
2009 http://web.archive.org/web/20110708072104/http:
//voiceoftheshadows.blogspot.com/2009/04/short-post.
html |url= missing title (help). Retrieved 30 December
2012.
[74] Hectic, yet void, week.
Voiceoftheshadows.blogspot.com. 7 May 2009. Retrieved 30 December
2012.
[75] Emigh, John (1996). Masked Performance: The Play of
Self and Other in Ritual and Theatre. University of Pennsylvania Press. ISBN 0-8122-1336-X. The author is a
Western theatre professor who has become a performer
in Balinese topeng theater himself.
40
[76] Herbst, Edward (1997). Voices in Bali: Energes and Perceptions in Vocal Music and Dance Theater. Hanover:
University Press of New England. pp. 12. ISBN 08195-6316-1.
[77] Foley, Kathy; Sedana, I Nyoman; Sedana, I Nyoman (Autumn 2005). Mask Dance from the Perspective of a Master Artist: I Ketut Kodi on Topeng"". Asian Theatre
Journal (University of Hawai'i Press) 22 (2): 199213
(208). doi:10.1353/atj.2005.0031.
[78] Gold, p. 8.
[79] Gold, p. 19.
[80] Gold, pp. 1826.
[81] Sanger, Annette (1988). Blessing or Blight? The Effects of Touristic Dance-Drama on village Life in Singapadu, Bali. Come Mek Me Hol' Yu Han': the Impact of
Tourism on Traditional Music (Berlin: Jamaica Memory
Bank): 89104 (9093).
[82] Belford, Aubrey (12 October 2010). Customary Law
Revival Neglects Some Balinese. The New York Times.
Archived from the original on 13 October 2010. Retrieved 12 October 2010.
[83] Olympic Council of Asia : Games. ocasia.org. Retrieved 8 April 2013.
[84] Cultural Landscape of Bali Province. UNESCO. Retrieved 1 July 2012.
7.16 Bibliography
Haer, Debbie Guthrie; Morillot, Juliette and Toh,
Irene (2001). Bali, a travellers companion. Editions
Didier Millet. ISBN 978-981-4217-35-4.
Gold, Lisa (2005). Music in Bali: Experiencing Music, Expressing Culture. New York: Oxford University Press. ISBN 0-19-514149-0.
Taylor, Jean Gelman (2003). Indonesia: Peoples
and Histories. New Haven and London: Yale University Press. ISBN 0-300-10518-5.
7.17 Further reading

Copeland, Jonathan (2010). Secrets of Bali: Fresh
Light on the Morning of the World. Orchid Press.
ISBN 978-974-524-118-3.
Miguel Covarrubias, Island of Bali, 1946. ISBN
9625930604
Klemen, L (19992000). Forgotten Campaign:
The Dutch East Indies Campaign 19411942.
McPhee, Colin (2003). A House in Bali. Tuttle Publishing; New edition, 2000 (rst published in 1946
by J. Day Co). ISBN 978-962-593-629-1.
CHAPTER 7. BALI
Pringle, Robert (2004). Bali: Indonesias Hindu
Realm; A short history of. Short History of Asia Series. Allen & Unwin. ISBN 1-86508-863-3.
Shavit, David (2006). Bali and the Tourist Industry:
A History, 19061942. McFarland & Co Inc. ISBN
978-0-7864-1572-4.
Vickers, Adrian (1994). Travelling to Bali: Four
Hundred Years of Journeys. Oxford University
Press. ISBN 978-967-65-3081-3.
Whitten, Anthony J.; Roehayat Soeriaatmadja,
Suraya A. A. (1997). The Ecology of Java and Bali.
Hong Kong: Periplus Editions Ltd. ISBN 978-962593-072-5.
Wijaya, Made (2003). Architecture of Bali: A
Source Book of Traditional and Modern Forms.
Thames & Hudson Ltd. ISBN 978-0-500-34192-6.
Black, Robert (2012). Bali Fungus. Snake Scorpion
Press. ISBN 978-1-477-508-244.
7.18 External links

Media related to Bali at Wikimedia Commons
Ocial website
Chapter 8
IB Diploma Programme
For other uses, see Baccalaureate (disambiguation).
8.1 History and background
The International Baccalaureate Diploma Programme (IBDP) is a two-year educational programme

primarily aimed at students aged 1619. The program
is one that provides an internationally accepted qualication for entry into higher education, and is accepted
by many universities worldwide. It was developed in the
early to mid-1960s in Geneva by a group of international
educators. Following a six-year pilot programme ending
in 1975, a bilingual diploma was established.
In 1948 the Conference of Internationally-minded

Schools asked the International School of Geneva (Ecolint) to create an international schools program.[3][4]
When he became director of Ecolints English division,
Desmond Cole-Baker began to develop the idea; and in
1962 his colleague Robert Leach organised a conference
in Geneva, at which the term International Baccalaureate was rst mentioned.[3][5] An American social studies
teacher, Leach organized the conferencewith a $2500
grant from UNESCOwhich was attended by observers
from European schools and UNESCO. Writing about
the genesis of the International Baccalaureate in Schools
Across Frontiers, Alec Peterson credits Leach as the
original promoter of the International Baccalaureate.[6]
At the end of the conference Unesco funded the International School Association with an additional $10,000
which was inadequate to do more than produce a few papers, or bring teachers together for meetings.[7]
Administered by the International Baccalaureate (IB), the

IBDP is currently taught in English, French or Spanish.
In order to participate in the IBDP, students must attend
an IB school. IBDP students complete assessments in six
subjects from the six dierent subject groups, and complete three core requirements. Subjects are assessed using both internal and external assessments, and courses
nish with an externally assessed series of examinations,
usually consisting of two or three timed written examinations. Internal assessment varies by subject (there may be
oral presentations, practical work, or written works) and
in most cases is initially graded by the classroom teacher,
whose grades are then veried or modied, as necessary,
by an appointed, external moderator.
Generally the IBDP has been well received. It has been
commended for introducing interdisciplinary thinking to
students. In the United Kingdom, The Guardian newspaper claims that the IBDP is more academically challenging and broader than three or four A-levels";[1] however, a
pledge to allow children in all areas to study the IBDP was
shelved amid concerns that a two-tier education system
was emerging as the growth in IB was driven by private
schools and sixth form college. In the United Kingdom,
students who take the IB with its six subjects, Extended
Essay (EE), Theory of Knowledge (TOK) and Creativity, Action and Service (CAS) component are sometimes
considered at a disadvantage to those who sit three Alevels, although universities have promised to change the
system. [2]
Chteau at Ecolint where IB was developed.
By 1964, international educators such as Alec Peterson

(Director of the Department of Education at Oxford University), Harlan Hanson (Director of the College Board
Advanced Placement Program), Desmond Cole (Director
of United Nations International School in New York) and
Desmond Cole-Baker (Head of the International School
of Geneva) founded the International Schools Examina-
41
42
tion Syndicate (ISES).[8][9] Cole and Hanson brought to
the group experience with college entrance examinations
in the United States, and Hanson, in particular brought
his experience from a long relationship with the College
Board, all of which were welcome additions.[9] According to Peterson, the breakthrough in the history of the
IB came in 1965 with a grant from the Twentieth Century Fund who commissioned Martin Mayer, author of
The Schools, to produce a report on the feasibility of
establishing a common curriculum and examination for
international schools, which would be acceptable for entry to universities world-wide.[7] This led to conferences
involving Ecolint, the United World College of the Atlantic (Atlantic College), and others in the spring and fall
of 1965, at which details about the curriculum for the
Diploma Programme were discussed and agreed upon.[7]
CHAPTER 8. IB DIPLOMA PROGRAMME

plementation of the IBDP to remain in the country rather
than being sent to Geneva.[15] The rst ocial guide to
the programme containing its syllabus and ocial assessment information, was published in 1970 and included
the theory of knowledge course. The extended essay was
introduced in 1978, but creativity, action, service (CAS),
although mentioned in guides beforehand, was not specifically identied in the guide until 1989.[7][16]
In 1980, responding to criticism that the internationalism was perceived as Eurocentric, the IB hosted a seminar in Singapore with the goal of incorporating Asian
culture and education into the IB curriculum. In 1982 the
Standing Conference of Heads of IB Schools took steps
to modify the Eurocentrism in the curriculum. The same
year the Japanese government also hosted a science conference for IBO as a token of Japanese interest in the
The Ford Foundation grant, secured in 1966, funded Pe- various dimensions of the IB.[8]
tersons study at Oxford University which focused on From the start, all subjects of the IB Diploma Programme
three issues: a comparative analysis of secondary ed- were available in English and French; and it was mandaucational programmes in European countries...in coop- tory for all students to study both a rst and a second
eration with the Council of Europe"; university expec- language.[17] In 1974 bilingual diplomas were introduced
tations for secondary students intending to enter univer- that allowed students to take one or more of their humanisity; and a statistical comparison of IB pilot examina- ties or science subjects in a language other than their rst.
tion results with...national school leaving examinations The IB Diploma Programme subjects became available in
such as British A Levels and US College Board (AP) Spanish in 1983.[17]
Tests.[7][8] As a result of the study and the curriculum
model developed at Atlantic College, Peterson initiated
the pattern of combining general education with specialization, which melded with the curriculum of the United 8.2 Core requirements and subject
States and Canada, and became the curriculum framegroups
work proposed at the UNESCO conference in Geneva
in 1967.[8] Late in 1967, ISES was restructured, renamed
the IB Council of Foundation, and John Goormaghtigh Main articles: Extended essay, Theory of knowledge (IB
became the rst President in January 1968.[7] In 1967 course) and Creativity, action, service
the group, that by then included Ralph Tyler, identied
eight schools to be used for the experimentation of the To be awarded an IB Diploma, a candidate must fulll
curriculum.[10]
three core requirements, in addition to passing his or her
[18]
In 1968, the IB headquarters were ocially established subject examinations:
in Geneva, Switzerland for the development and maintenance of the IBDP. Alec Peterson became IBOs rst
Extended essay (EE). Candidates must write an inDirector General, and in 1968 twelve schools in twelve
dependent research essay of up to 4,000 words[19] in
countries participated in the IBDP, including Atlantic
a subject from the list of approved EE subjects.[20]
College and UNIS of New York.[7][8][11] The aim of
The candidate may choose to investigate a topic
the IB was to provide an internationally acceptable uniwithin a subject they are currently studying, alversity admissions qualication suitable for the growing
though this is not required.[21] The EE may not be
mobile population of young people whose parents were
written on an interdisciplinary topic.[22]
part of the world of diplomacy, international and multinational organizations.[12]
Theory of knowledge (TOK). This course introThe rst six years the IB oered the IB Diploma Produces students to theories about the nature and limgramme is referred to as the experimental period.[13]
itations of knowledge (basic epistemology) and proThe experimental period was designed to extend for six
vides practice in determining the meaning and validyears and to include a limited population of students.
ity of knowledge (critical thinking). It is claimed to
Each school was to be inspected by ISES or IBO and had
be a agship element of the Diploma Programme,
be school approved by their government.[14] The experiand is the one course that all diploma candidates are
mental period ended in 1975, and in that year the Internarequired to take. TOK requires 100 hours of instructional Baccalaureate North America (IBNA) was estabtion, the completion of an externally assessed essay
lished as a separate entity, allowing the funding for imof 1,2001,600 words (from a choice of ten titles
8.2. CORE REQUIREMENTS AND SUBJECT GROUPS

prescribed by the IB), and an internally assessed presentation on the candidates chosen topic.[23]
Creativity, action, service (CAS). CAS aims to
provide students with opportunities for personal
growth, self-reection, intellectual, physical and
creative challenges, and awareness of themselves
as responsible members of their communities[24]
through participation in social or community work
(service), athletics or other physical activities (action), and creative activities (creativity). The guideline for the minimum amount of CAS activity over
the two-year Diploma programme is approximately
34 hours per week, though hour counting is not
encouraged.[24]
43
changed: the coursework is now more rigorous, and
at HL there is the compulsory study of two works of
literature (although this is for comprehension rather
than analysis and is only assessed through coursework.) In addition, B SL students can study one of
the texts as a replacement for the optional topics.
Group 3: Individuals and societies. Humanities and
social sciences courses oered at both SL and HL:
Business and management, Economics, Geography,
History, Information technology in a global society (ITGS), Philosophy, Psychology, and Social and
cultural anthropology.[29] The course World religions, the interdisciplinary course Environmental
Systems and Societies, and the pilot course Global
politics are also oered at SL only.
Subject groups
Students who pursue the IB Diploma must take six subjects, one from each of subject groups 15,[20] and either
one from group 6 or a permitted substitute from one of
the other groups, as described below.[25] Either three or
four subjects must be taken at Higher level (HL) and the
rest at Standard level (SL).[20] The IB recommends a minimum of 240 hours of instructional time for HL courses
and 150 hours for SL courses.[20]
While the IB encourages students to pursue the full IB
diploma, the substantial workload require a great deal of
commitment, organization, and initiative. If they wish,
students may instead choose to register for one or more
individual IB subjects, without the core requirements.
Such students will not receive the full Diploma.[26]
The six IBDP subject groups and course oerings are
summarised below. More information about the subject
groups and individual courses can be found at the respective subject group articles:
Group 1: Studies in language and literature. Taken
at either SL or HL, this is generally the students
native language, with over 80 dierent languages
available.[27] As of courses starting in summer 2011,
there are now two dierent options for Language
A (previously A1): Literature, which is very similar to the old course, and Language and Literature,
a slightly more challenging adaptation of the former group 2 Language A2 subjects which have been
withdrawn. The interdisciplinary subject Literature
and Performance can also be taken at SL.
Group 2: Language acquisition. An additional language, taken at the following levels: Language B (SL
or HL), or Language ab initio (SL only).[28] Latin
and Classical Greek are also oered and may be
taken at SL or HL.[27] Following the replacement
of the Language A2 option with the group 1 Language and Literature oering for courses starting
in summer 2011, the Language B syllabus has been
Group 4: Experimental sciences. Five courses are

oered at both SL and HL: Chemistry, Biology,
Physics, Design Technology and Computer Science.
The course Sport, Exercise and Health science and
the interdisciplinary course Environmental Systems
and Societies are oered at SL only.
Group 5: Mathematics. In order of increasing diculty, the courses oered are Mathematical Studies
SL, Mathematics SL and HL, and Further Mathematics SL and HL. The Computer science elective
courses were moved to group 4 as a full course from
rst examinations in 2014.[30]
Group 6: The arts. Courses oered at both SL
and HL: Dance, Music, Theatre, Visual Arts, and
Film.[31] In lieu of taking a Group 6 course, students may choose to take an additional course from
Groups 14 or either Further Mathematics HL (if
already studying Mathematics HL) a Computer science course from Group 5, or a school-based syllabus course approved by IB.[25][32] The interdisciplinary subject Literature and Performance is also
oered, although currently only at SL.
Environmental systems and societies SL is an interdisciplinary course designed to meet the diploma requirements
for groups 3 and 4, while Literature and Performance SL
meets the requirements of groups 1 and 6.[33]
Online Diploma Programme and pilot courses
The IB is developing a pilot online version of the IBDP
and currently oers several online courses to IBDP
students.[34] Eventually, the IB expects to oer their online courses to any student who wishes to register.[35]
Additionally, the IB has developed pilot courses that include world religions, sports, exercise and health sciences, dance, and a transdisciplinary pilot course, literature and performance.[33][36][37] These pilot courses have
44
now become part of the mainstream courses.[38][39][40][41] languages), a Group 3 or 4 subject taken in a language
Currently, Global politics is a pilot course that is intended other than the candidates Group 1 language, or an Exto become mainstream in September 2015.[42]
tended Essay in a Group 3 or Group 4 subject written in a language other than the candidates Group 1
language.[48] IB certicates are issued to indicate completion of diploma courses and exams for non-diploma
8.3 Assessment and awards
candidate students.[49]
All subjects (with the exception of CAS) are assessed using both internal and external assessors. The externally
assessed examinations are given worldwide in May (usually for Northern Hemisphere schools) and in November
(usually for Southern Hemisphere schools). Each exam
usually consists of two or three papers, generally written on the same or successive weekdays.[43] The dierent papers may have dierent forms of questions, or they
may focus on dierent areas of the subject syllabus. For
example, in Chemistry SL, paper 1 has multiple choice
questions, paper 2 has extended response questions and
data analysis, and paper 3 focuses on the Option(s)" selected by the teacher. The grading of all external assessments is done by independent examiners appointed by the
IB.[44]
The nature of the internal assessment (IA) varies by subject. There may be oral presentations (used in languages),
practical work (in experimental sciences and performing
arts), or written work. Internal assessment accounts for
20 to 50 percent of the mark awarded for each subject and
is marked by a teacher in the school. A sample of at least
ve per subject at each level from a school will also be
graded by a moderator appointed by the IB, in a process
called external moderation of internal assessment. Based
on this moderation, the grades of the whole subject from
that school will change.[44]
Points are awarded from 1 to 7, with 7 being equal to A*,
6 equal to A, and so on. Up to three additional points
are awarded depending on the grades achieved in the extended essay and theory of knowledge, so the maximum
possible point total in the IBDP is 45.[45] The global pass
rate for the IB diploma is approximately 80%.[46] In order to receive an IB diploma, candidates must receive
a minimum of 24 points or an average of four (or C)
out of a possible seven points for six subjects. Candidates must also receive a minimum of 12 points from
their Higher Level subjects and a minimum of 9 points
from their Standard Level subjects. Additionally, candidates must complete all of the requirements for the EE,
CAS and TOK. Failing conditions that will prevent a student from being awarded a diploma, regardless of points
received, are non-completion of CAS, more than three
scores of 3 or below, not meeting the specic points required for Higher Level or Standard Level subjects, or
plagiarism.[47]
Candidates who successfully complete all the requirements of the IB Diploma Programme and one or more
of the following combinations are eligible to receive a
bilingual diploma: two Group 1 subjects (of dierent
Special circumstances
Where standard assessment conditions could put a student with special educational needs at a disadvantage,
special arrangements may be allowed. The Candidates
with Special Assessment Needs publication contains information regarding procedures and arrangements for students with special needs.[50]
8.4 Application and authorization

To oer the IB Diploma Programme, an institution must
go through an application process, and during that period
the teachers are trained in the IB. At the end of the application process, IB conducts an authorization visit.[51]
Once a school is authorized to oer the IBDP, an annual
fee ensures the school ongoing support from the IB, legal authorisation to display the IB logo and access to the
Online Curriculum Centre (OCC) and the IB Information System (IBIS).[51] The OCC provides information,
resources and support for IB teachers and coordinators.
IBIS is a database employed by IB coordinators.[52] Other
IB fees also include student registration and individual
Diploma subject examination fees.[51]
8.5 University recognition

The IB diploma is accepted in 75 countries at over 2000
universities, and the IB has a search directory on its website, although they advise students to check directly with
each university for the recognition policy.[53] The IB also
maintains a list of universities oering scholarships to
IBDP graduates under conditions specied by each higher
education institution, including 58 colleges and universities in the U.S.[54] The following is an overview of university recognition policies in various countries.
For the purposes of university admissions in Austria, the
IB diploma is considered a foreign secondary school leaving certicate, even if the IB school issuing the diploma
is located in the country. The admission decisions are
at the discretion of the higher education institutions.[55]
In Finland, the IB Diploma gives the same qualication
for matriculation as the national matriculation examination;[56] the core requirements dier very little although
the Finnish degree has more electives and languages are
a larger part of the nal grading. In France, the IBDP
8.6. RECEPTION
is one of the foreign diplomas which allow students access into French universities.[57] Germany sets certain
conditions for the IB diploma to be accepted (a foreign
language at minimum A2 Standard Level; Mathematics standard level minimum; Economics, Geography or
History as the Group 3 subject; and at least one Science or Mathematics at Higher Level).[58] German International Baccalaureate students in some schools are
able to earn a 'bilingual diploma' which gains them access to German universities; half of the classes in this
programme are held in German.[59] The Italian Ministry
of Education (Miur) recognises the IB diploma as academically equivalent to the national diploma, provided
the curriculum includes the Italian language and the particular IB programme is accepted for H.E.D. matriculation in Italy.[60] Spain deems the IB diploma to be academically equivalent to Titulo de bachillerato espaol.
Starting 1 June 2008, IB Diploma holders no longer need
to pass the University Entrance Examination to be admitted to Spanish Universities.[61] Turkish universities accept the IB diploma but all applicants are required by
law to take the university entrance examinations.[62] According to the IB, there are two universities in Russia
that ocially recognise the IB diploma subject to certain
guidelines. The Russian Ministry of Education considers the IB diploma issued by state-accredited IB schools
in Russia equivalent to the certicate of secondary (complete) general education (attestat).[63] In the United Kingdom, UCAS publishes a University entrance tari table
that converts IB and other qualications into standardised
Tari points[64] but this tari is not binding,[65] so institutions are free to set minimum entry requirements for
IB candidates that are not the same as those for A level.
Most universities in the UK will have much higher requirements for IB students than A-level students, requiring, for instance, four As and two Bs from an IB student,
whereas an A-level student will only need an ABB.
45
factorily completed the fourth year of high school in the
country.[72]
In Hong Kong, IB diploma students may apply to universities as non-JUPAS (Joint University Programmes Admissions System).[73] Currently the Peoples Republic of
China does not formally accept the IB diploma for university qualication.[74] In the 20082009 prospectus in
Singapore, the National University of Singapore (NUS)
accepts the IBDP as a high school qualication for Singapore universities. University requirements are as follows: 3 HL subjects with scores of 5 or better, 2 SL subjects with scores of 4 or better, and a grade of 4 or better
in English A, Standard Level.[75] In India, the Association of Indian Universities recognises the IBDP as an entry qualication to all universities in India provided that
the applicants include a document from the IB detailing
percentage equivalency and specic course requirements
for admission to medical and engineering programs are
satised.[76]
8.6 Reception
The IBDP was described as a rigorous, o-the-shelf

curriculum recognized by universities around the world
when it was featured in the December 10, 2006 edition
of Time magazine titled How to bring our schools out
of the 20th Century.[77] The IBDP was also featured in
the summer 2002 edition of American Educator, where
Robert Rothman described it as a good example of an
eective, instructionally sound, exam-based system.[78]
Howard Gardner, a professor of educational psychology
at Harvard University, said that the IBDP curriculum is
less parochial than most American eorts and helps
students think critically, synthesize knowledge, reect
on their own thought processes and get their feet wet in
Although every university in Australia accepts the IB interdisciplinary thinking.[79] An admissions ocer at
diploma, entry criteria dier from university to univer- Brown University claims the IBDP garners widespread
sity. Some universities accept students on their IB point respect.[80]
count, whereas others require the points to be converted
and in most states this is based on the Equivalent National In the United Kingdom, the IBDP is regarded as more
Tertiary Entry Rank (ENTER).[66] In Queensland, IBDP academically challenging and broader than three or[1]four
scores are converted to a QTAC scale to determine selec- A-levels" according to an article in the Guardian. In
2006, government ministers provided funding so that evtion rank.[67]
ery local authority in England could have at least one cenIn the United States, institutions of higher education set tre oering sixth-formers the chance to do the IB.[1] In
their own admission and credit policies for IB diploma 2008, then Childrens Secretary Ed Balls abandoned a
recognition.[68] Colorado and Texas have legislation re- agship Tony Blair pledge to allow children in all arquiring universities to adopt and implement policy which eas to study IB. Fears of a two-tier education system
awards college credit to students who have successfully further dividing education between the rich and the poor
completed the IBDP or the much larger Advanced Place- emerged as the growth in IB is driven by private schools
ment exams of the College Board.[69][70] In Canada, IB and sixth-form colleges.[81]
North America publishes a IB Recognition Policy Summary for Canadian Universities.[71] Peruvian universi- In the United States, criticism of the IBDP has centered
ties do not ocially accept the IB Diploma. How- around the claim by opponents to the program that it is
ever, the Ministry of Education may grant partial equiv- anti-American, according to The New York Times. Early
alence to national diploma for students who have satis- funding from UNESCO, and the organizations ties to the
United Nations are cited as objectionable. The cost of
46
the program is also considered to be too high.[80] In 2012, [23] Theory of knowledge guide (rst examinations 2008).
International Baccalaureate. March 2006.
Coeur d'Alene, Idaho, the school board voted to eliminate
all IB programmes in the district because low participa[24] Creativity, action, service Guide for students graduating in
tion and cost to the district.[82]
2010 and thereafter, Published March 2008 International
Baccalaureate
8.7 See also
[25] Schools Guide to IBDP, p. 11.
List of secondary school leaving certicates
[26] van Loo, Marc (20 September 2004). The parents guide
to the IB Diploma. p. 3. Retrieved 14 June 2009.
International school
United World Colleges
[28] Diploma Programme curriculum: Group 2, Second Language. ibo.org. Retrieved 3 July 2009.
8.8 Notes
[1] Shepard, Jessica (10 February 2009). Leap from Cardi
to Amsterdam for Baccalaureate. Guardian.co.uk (London). Retrieved 28 July 2009.
[2] Murray, Janet (September 7, 2010). International
baccalaureate gaining ground in state schools. The
Guardian. Retrieved June 3, 2013.
[3] Peterson p. 17
[4] Fox p. 5
[29] Diploma Programme curriculum: Group 3, Individuals

and societies. ibo.org. Retrieved 1 Dec 2013.
[30] Diploma Programme curriculum: Group 5, Mathematics
and Computer Science. ibo.com. Retrieved 3 July 2009.
[31] Diploma Programme curriculum: Group 6, The Arts.
ibo.com. Retrieved 1 December 2013.
[32] Resources for Universities and Applicants in the US and
Canada. ibo.org. Retrieved 21 August 2009.
[33] IB Diploma Programme: Additional subjects: Transdisciplinary subjects. ibo.org. Retrieved 21 August 2009.
[5] HIll, 2007 p. 19
[34] Diploma courses online now available. Retrieved 17

January 2011.
[6] Peterson p. 18
[35] Diploma Programme Online. Retrieved 31 July 2009.
[7] Peterson p. 18-26
[36] The IB Diploma Programme. ibo.org. Retrieved 21

August 2009.
[8] Fox, pp. 65-75

[9] Mathews, p. 22
[10] Peterson pp. 2427
[11] International Baccalaureate history. uwc.org. Retrieved
25 August 2009.
[37] IB Diploma Programme. ibo.org. Retrieved 21 August

2009.
[38] World Religions. Retrieved 1 December 2013.
[39] Sports, exercise and health science (SEHS)". Retrieved
1 December 2013.
[12] Hayden p. 94
[40] Dance (SL and HL)". Retrieved 1 December 2013.
[13] Peterson pp. 6198

[41] Literature and performance (SL)". Retrieved 1 December 2013.
[42] Global Politics. Retrieved 1 December 2013.
[16] Hill pp. 27 et. seq.
[43] 2008 IBO examination schedule. International Baccalaureate. Retrieved 2 July 2009.
[17] HIll p. 27 et. seq.

[18] Diploma Programme curriculum, core requirements.
International Baccalaureate. Retrieved 7 June 2010.
[19] Diploma Programme curriculum, extended essay.
International Baccalaureate. Retrieved 6 June 2009.
[44] Diploma Programme Assessment. Retrieved 6 June

2009.
[45] 45 points = 42 plus 3, but very distinguished 3 points.
International Baccalaureate. Retrieved 14 August 2009.
[46] 21 Things You Should Know about the IB. International
Baccalaureate Organization. June 2007. Retrieved 2 July
2009.
[47] General Regulations Diploma Programme. ibo.org. Retrieved 14 August 2009.
8.9. REFERENCES
[48] A guide to the IBDP for universities and colleges: How

to interpret IB grades and transcripts. ibo.org. Retrieved
2 July 2009.
[49] Frequently Asked Questions: IB Diploma Programme.
ibo.org. Retrieved 2 July 2009.
[50] Candidates with Special Assessment Needs International
Baccalaureate Organization. March 2007. Retrieved
2009-06-29
[51] North America Diploma Programme Application Process and Fees For schools seeking to start implementation
in the Fall Term of 2011 and later. International Baccalaureate North America. Retrieved 2 July 2009.
[52] Annual School Fees. ibo.org. Retrieved 16 August
2010.
[53] University recognition directory. ibo.org. Retrieved 29
September 2009.
[54] University scholarships for IB diploma holders. ibo.org.
Retrieved 2 October 2009.
[55] Recognition of IB diploma for admission to universities
and colleges: Austria. ibo.org. 26 May 2006. Retrieved
2 October 2009.
47
[69] HOUSE BILL 03-1108. Session Laws of Colorado

2003 First Regular Session, 64th General Assembly:
Chapter 153. Colorado General Assembly. 18 April
[70]
[NB]
]Section 51.968(b) of the Texas Education Code

states: Each institution of higher education that oers
freshman-level courses shall adopt and implement a policy to grant undergraduate course credit to entering freshman students who have successfully completed the International Baccalaureate Diploma Programme, who have
achieved required scores on one or more examinations in
the Advanced Placement Program or the College-Level
Examination Program, or who have successfully completed one or more courses oered through concurrent
enrollment in high school and at an institution of higher
education.
[71] IB Recognition Policy Summary Canadian Universities

IB North America Recognition Services. 14. March
and colleges: Peru. ibo.org. Retrieved 2 October 2009.
[73] Joint University Programmes Admissions System. Retrieved 1 October 2009.
[56] http://www.oph.fi/koulutus_ja_tutkinnot/lukiokoulutus/
eri_vaihtoehtoja_suorittaa_lukio
[74] International Schools in Hong Kong. Retrieved 13 June

2009.
[57] texte du dcret n 85-906 du 23 aot 1985 (in french) PDF
[75] International Schools Worldwide. Retrieved 13 June

2009.

and colleges: Germany. Retrieved 1 October 2009.
[59] International Baccalaureate Diploma Programme at
ISHR. Retrieved 1 October 2009.
[60] Study in Italy. Retrieved 2 October 2009.
and colleges: Spain. ibo.org. Retrieved 2 October 2009.
and colleges: Turkey. ibo.org. Retrieved 2 October
2009.
and colleges: Russia. ibo.org. Retrieved 2 October 2009.
[64] UCAS Tari tables. The Universities and Colleges
Admissions Service (UCAS). Archived from the original
on 1 October 2009. Retrieved 1 October 2009.
[65] UCAS How does the Tari work?". The Universities and Colleges Admissions Service (UCAS). Retrieved
2 October 2009.
[66] VTAC Notional Enter Conversion Table. Retrieved 30
March 2008.
[67] International Baccalaureate (IB) Studies. Queensland
Tertiary Admissions Centre. 2009. Retrieved 30 September 2009.
and colleges: United States. ibo.org. Retrieved 2 October 2009.

and colleges: India. ibo.org. Retrieved 2 October 2009.
[77] Wallis, Claudia (10 December 2006). How to bring our
schools out of the 20th Century. Time. Retrieved 16 July
2009.
[78] Rothman, Robert (Summer 2002). A test worth teaching
to. American Educator. Retrieved 16 July 2009.
[79] Gross, Jane (21 June 2003). Diploma for the 'Top of the
Top'; International Baccalaureate Gains Favor in Region.
The New York Times. Retrieved 27 July 2009.
[80] Lewin, Tamar (2 July 2010). International Program
Catches on in US Schools. The New York Times. Retrieved 5 July 2010.
[81] Clark, Laura (19 May 2009). Fears of 'two-tier' education system as pupils taking rival exam to A-levels rise by
40%". Daily MailOnline. Retrieved 29 July 2009.
[82] Maben, Scott (6 August 2012). IB program booted from
Coeur dAlene School District. The Spokesman Review.
Retrieved 12 February 2013.
8.9 References
Elisabeth Fox (2001). The Emergence
of the International Baccalaureate as an
Impetus for Curriculum Reform. In
48
Mary Hayden and Je Thompson. International Education: Principles and Practice (2nd ed.). Routledge. pp. 6575.
ISBN 0-7494-3616-6.
Diploma Programme, Dance draft subject
guide 2009. International Baccalaureate
Organization. 2008.
Diploma Programme, Handbook of Procedures for the Diploma Program, May
and November 2009 examination sessions. Cardi, Wales, UK: International
Baccalaureate Organization. 2008.
Diploma Programme, Sports, Exercise,
and Health Science draft subject guide.
International Baccalaureate Organization. 2007.
Diploma Programme, Text and Performance draft subject guide 2008. Geneva,
Switzerland: International Baccalaureate
Organization. 2008.
Diploma Programme, World Religions
draft subject guide, rst examinations
2011. International Baccalaureate Organization. 2009.
Ian Hill (2002). The History of International Education: An International Baccalaureate Perspective. In Mary Hayden. Je Thompson, and George Walker.
International Education in Practice (1st
ed.). Routledge. pp. 1828. ISBN 9780-7494-3835-7.
Ian Hill (2007). International Education
as developed by the International Baccalaureate Organization. In Mary Hayden, Je Thompson, and Jack Levy. The
SAGE handbook of research in international education. SAGE. pp. 27 et seq.
ISBN 1-4129-1971-1.
Mathews, Jay (2005). Supertest: How
the International Baccalaureate can
Strengthen our Schools. Open Court.
p.
22.
ISBN 978-0-8126-9577-9.
Retrieved 25 August 2009.
Peterson, A.D.C. (2003). Schools Across
Frontiers (2nd ed.). Open Court. pp. 18
26. ISBN 0-8126-9505-4. Retrieved 23
July 2009.
Schools Guide to the Diploma Programme. Geneva, Switzerland: International Baccalaureate Organization. 2002.
Retrieved 3 July 2009.
8.10 External links

The Diploma Programme the IBs ocial website
Chapter 9
IB Middle Years Programme

The International Baccalaureate (IB) Middle Years
Programme (MYP) is an educational program intended
for students aged approximately 11 to 16 (grades 610
in International Schools, the United States, Canada, New
Zealand, Switzerland and Australia). Thus, in the United
States the program is often taught throughout the middle
school years and the rst two years of high school. Typically, middle schools and high schools work in coordination with each other when the program can not be entirely
hosted within one combined school. The full program
lasts 5 years although shorter programs can be adopted
with permission from the International Baccalaureate Organization (IB). Ocial MYP documentation is available
from the IB in English, French, Spanish, Russian and Chinese.
to organize their own student assessment and reporting

procedures. However, the MYP gives clear exit criteria
for each subject group for MYP 5 (grade 10).
9.1 Curricula framework
Schools can opt for external moderation so that students

may receive an IB MYP Certicate.
The program is based around ve 'areas of interaction':

approaches to learning (related to study skills), community and service, human ingenuity, environments, and
health and social education. The areas of interaction are
considered a key feature of the MYP. They are not generally taught as separate courses, but rather as themes that
are reected in all subjects through unit questions. The
community and service area requires students to study
and perform community studies and service throughout
the program.
In addition, in MYP 5, students complete a personal
project on a topic of their choice, with teacher supervision.
The subjects taught in the MYP are divided into nine sub- In order to get an MYP Certicate in MYP 5, the student
ject groups:[1]
must score at least a 2 in each subject and a 3 in Personal
Project. Moreover, the student must score at least a total
score of 36 out of 63 in 7 subjects (average of 4).
Language Acquisition
Language and Literature
9.1.1 Scoring System
Individuals and Societies
Physical and Health Education
In MYP, there are dierent criteria in dierent subject

groups. At the end of the year, the subject teacher will
have to give a nal score (not average) based on the performance throughout the whole year and decide a score
out of 7. From that, it is inferred that the nal year exam
does not take up a portion larger than the rest of the tasks
and tests and will not aect greatly on the decision of the
nal grade.
Personal Project
For example, the criteria of Science is
Mathematics
Design
Arts
Sciences
Schools can choose the subjects they teach within each

subject group. However, each subject group must receive a minimum of 50 hours of curriculum time each
academic year. A student could take two or more Language A courses if they have sucient prociency in
both. Schools are given much exibility to allow them
to introduce subjects which they consider important, and
49
A- One World
B- Communication in Science
C- Knowledge and Understanding of Science
D- Scientic Inquiry
E- Processing Data
50
F- Attitude in Science
CHAPTER 9. IB MIDDLE YEARS PROGRAMME

4. Environments (relationships with and responsibility to the world around us)
In Science, all the criteria are scored out of 6.
5. Health and social education (physical, social, and

In the science group, only criterion C is used to assess
emotional well-being)
the exam. Hence, criteria A and B are applied for assessing One World Essay. Criteria D and E are assessed by
the report done after the experiment and criterion F the 9.1.4 Personal project
performance during the experiment.
As can be seen above, unlike other international pro- The personal project is seen as a culmination of stugrammes such as iGCSE, MYP puts greater emphasis on dent learning and a focus of the areas of interaction.
Just as with the extended essay in the IB Diploma Prodierent types of assessments comparatively.
gramme, students are required to choose an academic or
non-academic topic or subject for their project, which
they are expected to complete over the course of the
9.1.2 Learner prole
school year. Students are required to keep a personal
At the centre of the MYP is the learner prole, which journal while working on the process, and schedule regudenes the type of students all the IB programmes (PYP, lar meetings with an MYP teacher who will serve as their
advisor throughout the year; in addition, a nal reecMYP, and DP) are intended to develop.
tion must be written upon the completion of the project
which explains how it ties in with at least one of the Ar Caring
eas of Interaction.[3][4] To get the MYP certicate, the
Balanced
candidate must get at least 3 out of 7 in the nal score.
Open-minded
Knowledgeable
9.2 Participation
Communicative
Risk-taking
In order to participate in the IB Middle Years Program,

students must attend an authorised IB World School.[5]
Principled
Reective
9.3 Criticism
Inquiring
Thinker
9.3.1 Cost
The application process, taking 1.5 to 3+ years, to become an IB World School with the MYP can total as
9.1.3 Areas of interaction
much as US$23,000, with additional costs for teacher
There are ve areas of interaction (AOIs) which are ap- training, annual fees, and test fees.[6]
plied to every course the student takes. They are designed The IB publishes candidate fees of US$9500 per year,
to help students recognize the connection between what and US$8920 per year once authorized.[7] Schools are
they learn in the classroom and the world around them, also required to involve their teachers in IB-sponsored
to tie the various subject areas together, and eventually to professional development, which can cost as much as
help students see knowledge as an interrelated, coherent US$729 per course.[8]
whole.[2]
The AOIs should be linked to every topic they learned in
9.3.2
class and every assessment they do.
The areas of interaction are as follows:
Philosophy
Within the United States, the IB curriculum has been

criticized as non-American and non-Judeo-Christian,
1. Approaches to learning (how people learn and and for promoting international declarations not endorsed
communicate information)
by the U.S. government, such as the Kyoto Protocol and
2. Community and service (relationships with and re- the Earth Charter. In an interview published in IB World
magazine, IB was praised for converting students from
sponsibility to other people)
national citizens to global citizens.[6] The Ambrose
3. Human ingenuity (what people create and how, School, a Christian academy in Idaho, stated: classical
and its eect)
education bases itself in the traditional Western Christian
9.5. EXTERNAL LINKS
51
ideal of Truth, Goodness, and Beauty. The IB pursues a [9] A Perspective on the International Baccalaureate. Ambrose School. Retrieved October 2013.
postmodern view of tolerance and relativism.[9] In 2012,
the New Hampshire Republican Party stated in its plat[10] Platform: Statement of Principles. New Hampshire Reform that it would oppose laws and programs contrary
publican Party. September 29, 2012.
to our founding principles such as Sharia Law, the International Baccalaureate Program, UN Agenda 21 or other [11] Chamo, Lisa (Feb 23, 2011). To IB or Not to IB?".
Greenwich Citizen.
'sustainable development' programs.[10]
9.3.3
Benet
In 2011, Greenwich Public Schools reported that they

were not able to indicate an improvement in test results
at their IB school.[11]
A prospectus published in 2007 by Denver Public Schools
(DPS) stated:
[12] Denver Public Schools: International Baccaulariate

Prospectus. Denver Public Schools. Jan 22, 2007.
[13] Olszewski, Lori (June 25, 2002). World Class Education
in Middle Schools Too. Chicago Tribune.
9.5 External links

The Middle Years Programme at IBOs website
There is no available evidence that the

IB will increase student achievement in DPS
schools or that the IB has had a positive eect
on student achievement in similar districts or
schools. A thorough search of the literature
has netted no empirical studies on the eects
of IB on student achievement. The IB, itself,
publishes no such results.[12]
On the other hand, the Chicago Tribune reported that in
1998 in that citys Beverly neighborhood, only 67 students in the 8th grade chose to attend the local public high
school, which oered an IB program. After a cluster of
Beverly schools began the IB Middle Years Program in
the 1999-2000 school year, the number of neighborhood
8th graders who chose to attend the local high school increased to about 150. One student was quoted, I had
really good teachers in the IB program.[13]
9.4 References
[1] http://www.ibo.org/myp/curriculum/
[2] IB MYP curriculum, Areas of Interaction. ibo.org. Retrieved April 21, 2010.
[3] IB MYP curriculum, Personal Project. ibo.org. Retrieved April 21, 2010.
[4] MYP: A closer look at the Personal Project. ibo.org.
Retrieved April 21, 2010.
[5] General FAQ. ibo.org. Retrieved July 31, 2009.
[6] McGroarty, Emmett (May 26, 2011). International Baccalaureate Undermines U.S. Founding Principles. U.S.
News & World Report.
[7] http://www.ibo.org/become/fees/index.cfm
[8] Professional Development, Workshops and Events. International Baccalaureate Organization. Retrieved December 2013.
Chapter 10
IB Primary Years Programme

The International Baccalaureate Primary Years Programme (PYP) is an educational programme managed
by the International Baccalaureate (IB) for students aged
3 to 12.[1] While the programme prepares students for
the IB Middle Years Programme, it is not a prerequisite
for it. The subject areas of the PYP are language, social
studies, mathematics, science and technology, arts, and
personal, social and physical education. Students are required to learn a second language during the programme.
Assessment is carried out by teachers according to strategies provided by the IB, and with respect to guidelines to
what the students should learn specied in the curriculum
model.
based best practice educational framework for international schools. This group formed the International
Schools Curriculum Project which received funding from
original member schools and through the IBO from Shell
Oil's international education division. After several years
of development and increasing popularity the founding
group decided to hand the project over to the IBO for
management and continuing development.)
10.3 Educational philosophy
10.1 Mission statement
The philosophy of the PYP is to make the students

into inquirers, thinkers, communicators, risk takers,
knowledgeable, principled, caring, open-minded, wellbalanced, and reective.[3]
The mission statement of the International Baccalaureate

is as follows:
10.4 Learner prole
The International Baccalaureate 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
IB 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, with their
dierences, can also be right.[2]
There are 10 attributes in the IB learner prole. PYP

documents describe the PYP student prole as the common ground on which PYP schools stand, the essence of
what they are about (Making the PYP Happen, 2000).
Through the programmes the students should develop
these traits. These traits originated in the PYP where it
was called the PYP student proe, but since the practitioners thought learning shouldn't come to a stop at age
11, they carried these attributes through to the completion
of the diploma programmes; therefore, its now called the
IB Learner Prole. The learner prole illustrates the
qualities of an internationally minded person and a life
long learner.
From the International Baccalaureate Organization 2007:
Participant Workbook, Introduction to the PYP, the following is what IB learners strive to be:
10.2 History
The programme was created by a group of international
school educators (Kevin Bartlett of the Vienna International School, Paul Lieblich of Lyford Cay International
School, Robert Landau of the Commonwealth American
School of Lausanne, Susan Stengal of the Copenhagen International School and Peter Harding of the International
School Hamburg, who wished to create a non-national
52
Inquirers: Students develop their natural curiosity.

Knowledgeable: Students explore concepts, ideas
and issues that have both a local and global signicance.
Thinkers: Students think critically to engage themselves in guring out complex problems.
10.6. PARTICIPATION
53
Communicators: Students express themselves and impact of scientic and technological advances on society
information through a variety of modes of commu- and on the environment.
nication.
How we organize ourselves: An inquiry into the in Principled: Students act honestly and with a strong terconnectedness of human-made systems and communisense of fairness, justice, and respect for the dignity ties; the structure and function of organizations; societal
decision-making; economic activities and their impact on
of the individual, groups, and communities.
humankind and the environment.
Open-minded: Students appreciate their own culSharing the planet: An inquiry into rights and responsitures and personal histories and are open to the perbilities in the struggle to share nite resources with other
spectives, values and traditions of other individuals
people and with other living things; communities and the
and communities.
relationships within and between them; access to equal
Caring: Students show respect and compassion to- opportunities; peace and conict resolution.
wards the needs of others.
Risk-takers: Students approach unfamiliar situations with courage, as well as defend their beliefs.
10.6 Participation
Balanced: Students understand the importance In order to participate in the IB Primary Years Proof intellectual, physical and emotional balance to gramme, students must attend an authorised IB World
School.[5] A PYP school is expected to implement the
achieve personal well-being.
programme in an inclusive manner, so that all students
Reective: Students give thoughtful consideration to in all the grades/year levels in the school or in the pritheir own learning and experience.
mary division of a school are engaged fully with the
PYP.[6] IBs requirement that the PYP must be imple[4]
mented schoolwide has resulted in controversy in American public schools where parents cite lack of choice.[7]
10.5 Transdisciplinary themes

In the IBPYP the written curriculum is arranged within
six transdisciplinary themes. While the themes are universal and applicable to all cultures, the expectation is that
there are certain core values, skills and knowledge for international schools, students and educators. For example,
the international school curriculum should have global
signicancefor all students in all cultures.
Who we are: An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and
spiritual health; human relationships including families,
friends, communities, and cultures; rights and responsibilities; what it means to be human.
Where we are in place and time: An inquiry into orientation in place and time; personal histories; homes and
journeys; the discoveries, explorations and migrations of
humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and
global perspectives.
How we express ourselves: An inquiry into the ways
in which we discover and express ideas, feelings, nature,
culture, beliefs and values; the ways in which we reect
on, extend and enjoy our creativity; our appreciation of
the aesthetic.
How the world works: An inquiry into the natural world
and its laws; the interaction between the natural world
(physical and biological) and human societies; how humans use their understanding of scientic principles; the
10.7 Footnotes
[1] (cite web url:http://www.ibo.org/facts/fastfacts/ (access
date: 7-11-2013))
[2] IB Mission and Strategy. Retrieved 20 Jul 2009.
[3] Literature for discussion of the Student Prole of the Primary Years Programme. Retrieved 2008-09-29.
[4] Resources: IB: Participant Workbook, Introduction to the
PYP; 2007. Making the PYP Happen, World School IB:
A Curriculum framework for international primary education, 2007.
[5] General FAQ. ibo.org. Retrieved July 31, 2009.
[6] IB Primary Years Programme. ibo.org. Retrieved August 6, 2009.
[7] IB; Not enough choice for parents, some say. Tahoe
Bonanza. Retrieved September 19, 2010.
10.8 External links

The Primary Years Programme at the ocial IB
website.
Chapter 11
IB Group 1 subjects
Part 2: Detailed study (SL: 2 works, 40 hours; HL: 3
works, 65 hours) - This section of the course focuses
on the detailed analysis of the works in terms of both
content and technique of writing. This part aims to
encourage close reading and in-depth analysis of signicant elements in each work. Works are chosen
from the prescribed list of authors (PLA) and are
of dierent literary genres and dierent authors (at
HL one of the works must be poetry). Knowledge
of this part is assessed through the individual oral
commentary.
The Group 1 (or studies in language and literature)

subjects of the IB Diploma Programme refer to the students rst language (native language or otherwise best
language).[1] Three courses are available: Language A:
literature, Language A: language and literature and an interdisciplinary subject, Literature and performance. Students who complete two group 1 subjects (instead of a
group 1 and group 2 subject), or complete a group 3 or 4
subject that is of a dierent language of the group 1 subject taken by the candidate, are eligible to be awarded a
bilingual IB Diploma on the condition that the candidate
obtains a level 3 or greater in both subjects.[2]
Part 3: Literary genres (SL: 3 works, 40 hours; HL:

4 works, 65 hours) - Works in this part are chosen
from the same literary genres from the PLA. The
purpose of this is to allow a framework for the comparative study of the chosen works through exploring the literary conventions and features associated
with the genre. Knowledge of this part is assessed
in paper 2.
11.1 Language A: literature

[3]
Language A: literature (previously known as Language A1) is a recently updated literature course, for rst
examinations 2013. The course is designed to encourage students to appreciate the artistry of literature and to
Part 4: Options (SL: 3 works, 30 hours; HL: 3
develop an ability to reect critically on their reading.
works, 45 hours) - Works for this part are freely choThe course is available at both Standard Level (SL) and
sen by the teacher and can be in any combination,
Higher Level (HL), where the HL curriculum is slightly
hence its name. Students are assessed on their litermore demanding than that of SL. The course is ocially
ary understanding of the works in this part, as well as
available in over 50 languages, and there is a special rethe ability to produce an eective oral presentation.
quest service available (only for May sessions) for languages that are not ocially supported.
In total, SL students study 10 works and HL students
study 13 works.
11.1.1
Syllabus
11.1.2 Assessment
The course is divided into four parts. All works chosen

For all languages at both SL and HL there are ve assessmust feature as part of teaching.
ment components.
Part 1: Works in translation (SL: 2 works, 40 hours;
HL: 3 works, 65 hours) - As its name implies, this External assessment
part focuses on works that are originally written in
Paper 1: Guided literary analysis (SL: 1 hour 30
a dierent language, but translated into the lanminutes)/Literary commentary (HL: 2 hours) (20
guage concerned. The aim of this part is to deepen
marks weighing 20% of the course) - Candidates
students understanding of works as being products
write a commentary on one of the two unseen pasof a time and place. Works are chosen from the
sages - a prose and a poetry. SL candidates must represcribed literature in translation (PLT) list pubspond to the two guiding questions given in the queslished by the IBO. Knowledge of this part is assessed
tion paper - one on understanding and interpretation
through the written assignment.
54
11.1. LANGUAGE A: LITERATURE

and another on style. HL candidates are assessed for
their exploration of the various literary aspects and
how their eects are achieved.
Paper 2: Essay (25 marks weighing 25% of the
course, 1 hour and 30 minutes for SL, 2 hours for
HL) - Candidates write a comparative essay based
on one of the three essay questions given for the literary genre studied in part 3 of the course. Responses
must be based on at least two works from this part,
but reference can be made from one of the works
studied in part 2 as well. Candidates will not have
access to the works studied.
Written assignment (25 marks weighing 25% of the
course) - Candidates submit a 1200 to 1500-word
analytical literary essay on a topic generated by the
candidate, based on a work studied in part 1. This is
done in 4 stages - the interactive oral (journal writing
for self-taught candidates), the reective statement,
topic development and the production of the essay.
The journal writing (for self-taught candidates) and
reective statement, of 300-400 words, is also submitted for assessment.
55
Individual oral presentation (30 marks weighing
15% of the course, 10 to 15 minutes) - Candidates
prepare and deliver a presentation based on a part 4
work or works studied (self-taught students must use
two of the works). Candidates can choose a topic
on their own personal interest based on any aspect
of the work(s) chosen. The presentation can be in
the form of a standard analysis or a creative activity (this requires a rationale). The presentation can
be created in pairs or small groups, but each candidate must present individually. This component
is not recorded or submitted (except for self-taught
students, where both the recording and notes in point
form are submitted for external assessment) and is
moderated through the individual oral commentary.
Internal assessment accounts for the remaining 30% of
the nal grade of the course.
11.1.3 Available languages
As of the 2014 exam session, courses in the following

languages are automatically available in May examination
sessions, while those denoted with (N) are also automatiare availExternal assessment accounts for 70% of the grade for cally available in November (i.e. less languages
[2]
able
in
November
compared
to
May):
the course.
Albanian
Alternative oral examination SL school-supported
self-taught candidates undertake the alternative oral examination instead of the internal assessment components.
They are essentially the same as the internal assessment
components, except that they are externally assessed and
some administration procedures are dierent. The alternative oral examination accounts for 30% of the nal
grade.
Internal assessment
Amharic
Arabic
Belarusian
Bengali
Bosnian
Bulgarian
Catalan
Individual oral commentary (SL & HL: 20 minutes

preparation & 10 minutes delivery) and discussion
(HL only: additional 10 minutes) (30 marks weighing 15% of the course) - SL and HL candidates complete a recorded literary analysis on an extract of a
part 2 prose (20-30 lines, 40 lines for self-taught students) or the whole or part of a part 2 poem (for
HL students this must be the poem studied), set with
one or two guiding questions. Candidates deliver the
prepared commentary for a maximum of 8 minutes,
then engage in a 2-minute discussion on the extract
or poem (self-taught students deliver for the full 10
minutes; there is no discussion element). HL students will then continue uninterrupted into the 10minute discussion on another part 2 work that wasn't
used for the commentary. Recordings and marks are
then sent for moderation.
Chinese (N)
Croatian
Czech
Danish
Dutch
English (N)
Estonian
Filipino
Finnish
French (N)
56
CHAPTER 11. IB GROUP 1 SUBJECTS
Hebrew
11.2 Language A: language and literature
Hindi
[4]
German (N)
Hungarian
Icelandic
Indonesian (N)
Italian
Japanese (N)
Korean (N)
Latvian
Lithuanian
Macedonian
Malay
Modern Greek
Nepali
Norwegian
Persian
Polish
Portuguese (N)
Romanian
Russian
Serbian
Sesotho
Sinhala
Slovak
Slovene
Spanish (N)
Swahili
Swedish
Thai
Turkish (N)
Ukrainian
Urdu
Vietnamese
Welsh
Exams in other languages are available upon special
request (only available for May sessions), except for
Afrikaans and Swati (SL only) which are only available
in the November session.
Language A: language and literature is a new

course for rst examinations 2013, intended to replace
the Language A2 course in group 2. The main aim of the
course is to encourage students to question the meaning
generated by language and texts, which, it can be argued,
is rarely straightforward and unambiguous. The course
is available at both Standard Level (SL) and Higher Level
(HL). The course is currently only available in 17 languages.
11.2.1 Syllabus
The course is divided into four parts - two of language
and two of literature.
Part 1: Language in cultural context (SL: 40 hours,
HL: 60 hours) - This part explores how language develops in specic cultural contexts, its impact on the
world and how it forms individual and group identity. It enables candidates to investigate the role of
language in relation to many areas involved in the
construction of meaning and understanding of particular issues in the world. Some topics that can
be explored in this part are gender issues, sexuality, communities, individual identity, power, history
of the language, translation, science and technology,
social relations, beliefs and taboos.
Part 2: Language and mass communication (SL: 40
hours, HL: 60 hours) - This part emphasizes on the
exploration of the use of language in the media, including newspapers, magazines, the internet, mobile telephony, radio and lm. It also discusses how
the creation and reception of texts is inuenced by
its delivery medium. Some topics that can be explored in this part are bias, stereotypes, popular culture, speeches and campaigns, government administration, media institutions, editing, persuasive language and entertainment.
Part 3: Literature texts and contexts (SL: 2 texts,
40 hours; HL: 3 texts, 70 hours) - In this part, candidates explore the ways in which social, cultural and
historical contexts inuence the creation of literary
text through close reading and analysis. Candidates
will also acknowledge that interpretations of texts
dier between people of dierent backgrounds. For
both SL and HL one text must be taken from the
prescribed literature in translation (PLT) list. For
SL, the other text can be chosen freely, as long as
it is originally written in the language being studied. For HL, the second text must be taken from the
prescribed list of authors (PLA) for the studied language, and the last text can be chosen freely without
restrictions.
11.2. LANGUAGE A: LANGUAGE AND LITERATURE
57
Part 4: Literature critical study (SL: 2 texts, 30 Internal assessment

hours; HL: 3 texts, 50 hours) - In this part, candi Individual oral commentary (30 marks weighing
dates will explore literary texts closely, analyse texts
15% of the course, 20 minutes preparation & 15
and make use of literary terms. All texts chosen for
minutes delivery) - Candidates prepare and deliver
this part must be taken from the PLA.
a recorded critical commentary on an extract (not
more than 40 lines, or a full poem) of a part 4 text,
set with two guiding questions. Candidates deliver
11.2.2 Assessment
the commentary for about 10 minutes, then engage
in a discussion with the teacher for about 5 minutes.
There are three external assessment components and two
Recordings and marks are sent for external moderinternal assessment components.
ation.
External assessment
Paper 1: Textual analysis (SL: 1 hour 30 minutes)/Comparative textual analysis (HL: 2 hours)
(20 marks weighing 25% of the course) - SL candidates write an analytic commentary on one unseen
text from a choice of two, and HL candidates write
a comparative analytic commentary on one pair of
unseen texts from a choice of two pairs.
Paper 2: Essay (25 marks weighing 25% of the syllabus, 1 hour 30 minutes for SL, 2 hours for HL) Candidates respond to one of the six questions given
by writing an essay based on at least two texts studied
in part 3 of the course. They are expected to demonstrate the learning outcomes of part 3 through the
analysis of how the meaning of the texts is shaped
by the contexts of production and reception.
Written tasks (20 marks (SL)/40 marks (HL) weighing 20% of the course) - SL students will need to
produce at least three written tasks (at least one
based on parts 1 or 2, and at least one based on parts
3 or 4) throughout the course. One of these is submitted for assessment. HL students will need to produce at least four written tasks (at least one based on
parts 1 or 2, at least one based on parts 3 or 4, and
at least one of task 2). Two of these are submitted
for assessment.
The SL written task and HL written task 1 are
creative pieces of writing used to explore an
aspect of the material in the course. Students
are free to choose the topic and type of text
for the written tasks as long as it is not a formal essay or commentary of any kind. Each
task must be within 800 to 1000 words and a
rationale of 200 to 300 words must be included
before it.
The HL written task 2 is a critical response to
one of the six prescribed questions, two from
each area of study. Each task must be within
800 to 1000 words.
External assessment accounts for 70% of the grade for
the course.
Further oral activity (30 marks weighing 15% of the

course) - Candidates must complete at least two oral
activities, at least one based on part 1 and at least one
based on part 2. This allows candidates to explore
some of the topics of the two parts of the course.
It can be any form of activity the student prefers,
depending on the classroom arrangement. The mark
for the best activity is submitted for nal assessment.
the nal grade of the course.
11.2.3 Available languages

This course, as of exams in 2014, is currently only available in the following 17 languages for the May session.
The 7 languages which are also available in November
sessions are denoted with an (N).[2]
Arabic
Chinese (N)
Dutch
English (N)
French (N)
German (N)
Indonesian (N)
Italian
Japanese
Korean
Modern Greek
Norwegian
Portuguese (N)
Russian
Spanish (N)
Swedish
58
Thai
There is no special request service for Language A: language and literature.
11.3 Literature and performance
Written coursework: Major playwrights in performance (20 marks weighing 20% of the course) Candidates critically analyse the realization of an
extract, or a series of linked extracts, from a play
created by a playwright listed in the prescribed list
of authors (PLA) and subsequently reects on their
own performance in a staged interpretation of it.
The coursework must be between 1500 and 2000
words long.
[5]
Literature and performance (known as Text and performance in the pilot stage) is a new interdisciplinary sub- The external assessment components carries 60% of the
ject, available from rst examinations in 2013. It is a nal grade of the course.
combination of literature and theatre arts, thus satisfying
both the requirements of group 1 and group 6. It is only
available at standard level (SL). The course aims to enable Internal assessment
candidates to link and explore the relationship between
Performance (5 minutes) and individual oral presenthe two components of literature and performance.
tation (15 minutes) (40 marks weighing 40% of the
course) - Candidates deliver one performance during the course, based on the transformation of one
11.3.1 Syllabus
or more poetry and prose texts studied. The texts
chosen cannot be the ones used for papers 1 and 2.
The course is split into three parts.
Following that, candidates give a structured oral presentation about his or her performance.
Part 1: Critical study of texts (50 hours) - Candidates read closely a variety of literary texts and interpret, explore the meaning and analyse the eect This component carries the remainder 40% of the nal
grade of the course.
of each text.
Part 2: Exploration of the chosen approach to the
text (40 hours) - Candidates explore texts in terms 11.3.3 Available languages
of their performance potential, and formulate ideas
to change prose and poetry into a dramatic perfor- The course is only automatically available in English for
both the May and November sessions. It is also available
mance.
in French and Spanish only in May sessions upon special
Part 3: Realization of texts in performance (60 request.[2]
hours) - Candidates learn to prepare a performance
and deliver scripted drama to an audience. They also
learn to analyse and evaluate performances through
11.4 References
speech and writing.
11.3.2
Assessment
There are three external assessment components and one

internal assessment component.
[1] Schools Guide to the Diploma Programme. Geneva,

Switzerland: International Baccalaureate Organization.
2002. p. 10. Retrieved 3 Jul 2009.
[2] Handbook of procedures for the Diploma Programme
Cardi, Wales,
2014 (printed, PDF and online).
United Kingdom: International Baccalaureate Organization. November 2013. Retrieved 16 November 2013.
External assessment
Paper 1: Prose and performance (20 marks weighing 20% of the course, 1 hour 30 minutes) - Candidates write an essay from a choice of three questions concerned with the problems with dramatizing
a novel.
Paper 2: Poetry (25 marks weighing 20% of the
course, 1 hour 30 minutes) - Candidates write one
comparative essay from a choice of six questions.
[3] IB Diploma Programme Language A: literature guide (rst

examinations 2013) (printed, PDF and online). Cardi,
Wales, United Kingdom: International Baccalaureate Organization. February 2011. Retrieved 16 November
2013.
[4] IB Diploma Programme Language A: language and literature guide (rst examinations 2013) (printed, PDF and
online). Cardi, Wales, United Kingdom: International
Baccalaureate Organization. February 2011. Retrieved
16 November 2013.
[5] IB Diploma Programme Literature and performance subject outline (rst examinations 2013) (printed, PDF and
online). Cardi, Wales, United Kingdom: International
Baccalaureate Organization. February 2011.
11.5 External links

Language A: literature subject outline
Language A: language and literature subject outline
Literature and performance guide
59
Chapter 12
IB Group 2 subjects
The Group 2: Language acquisition (previously Second Language) subjects of the IB Diploma Programme
consist of the nearly 80 additional languages oered and
may be studied at the following levels: B (SL or HL),
or ab initio (SL only).[1] Latin and Classical Greek are
also oered and may be taken at SL or HL.[1] To earn
an IB Diploma, a candidate must study an additional language, though a second Language A may be taken instead
of studying that language as a Group 2 subject.[1]
For the oral and written components of the assessments,

students receive marks based on their level of competency in use of language, presentation and communication skills.[4]
For reading comprehension, students receive a grade
based on a markscheme (answer key) for questions
that are multiple-choice, short-answer, true/false/justify,
matching and extended response.[4]
Availability
12.1 Language ab initio SL
Spanish ab initio and Mandarin ab initio are oered online

to students enrolled in the IB Diploma Programme.[5][6]
If a student has no previous background in a given language, then that student may study that language as an
ab initio SL subject. Such a course focuses on giving the 12.2 Language B SL and HL
student basic knowledge of both the language in everyday
use and the culture of the places where it is spoken. The
standard reached by the student after two years is consid- Language B is intended for students who have a previous background of 23 years in the language, and focuses
erably lower than that reached in language B.
more on learning to communicate in the language in written and spoken form.
Curriculum
Curriculum
For students to achieve communicative competence in
a variety of situations, the following core topics are explored in the Language ab initio course: the individual,
education and work, town and services, food and drink,
leisure and travel, the environment, health and emergencies. The language skills that are taught and assessed
are: listening, reading, writing, speaking and cultural
awareness.[2]
Students study a variety of topics such as the environment, famous people, current and historical events, immigration, music, art, cuisine, fashion, lm, etc. to develop their skills in listening, reading, writing, speaking
and cultural interaction. Types of texts studied include:
news stories, short stories, brochures, advertisements, poems, informal and formal letters, excerpts from plays, editorials, debates, reviews and interviews.[7]
Assessment
Assessment
Internal Assessment (30% of total grade) for a Language ab initio consists of the average of two oral presentations, one of which is to be given to the teacher,
recorded and sent out for moderation. The other is an
interactive oral activity and can be individual or group.[3]
Internal Assessment (30% of total grade) for a Language B consists of the average of two oral presentations,
one of which is to be given to the teacher, recorded and
sent out for moderation. The other is an interactive oral
activity and can be individual or group.[8]
External Assessment (70% of total grade) for Language ab initio includes paper 1, consisting of 34 reading External Assessment (70% of total grade) for Lancomprehension texts and paper 2, consisting of one short guage B includes paper 1, consisting of 34 reading comwriting task and one extended-response writing task.[3]
prehension texts and paper 2, consisting of a 250-word
60
12.5. REFERENCES
(SL) or 400-word (HL) written response, in the form of
a journal entry, formal or informal letter, newspaper or
magazine article or brochure.[9]
61
[7] Language B subject guide 2002, p. 22.

For the oral and written components of the assessments, [9] Language B subject guide 2002, p. 32.
students receive marks based on their level of competency [10] Language B subject guide 2002, p. 41.
in use of language, cultural interaction and message.[10]
For reading comprehension, students receive a grade

based on a markscheme (answer key) for questions [12] IB Diploma Programme curriculum, group 2: second lanthat are multiple-choice, short-answer, true/false/justify,
guage
matching and extended response.[11]
12.3 Language A2 SL and HL

The Language A2 is no longer oered by IB and integrated to Group 1 Language A.[12] Language A2 corresponded to a near-native level of uency in the foreign
language, and as such concentrated less on studying the
actual language and more on the literature and culture of
the countries where the language is spoken.
12.5 References
Schools Guide to the Diploma Programme. Geneva,
Switzerland: International Baccalaureate Organization. 2002. Retrieved 3 Jul 2009.
12.6 External links

Language B subject outline
Curriculum
The Languages A2 were studied through Cultural Options
and Literary Options, both of which must be included by
the teacher in the two-year IB course. Study at the A2
level was available in a signicantly lower number of languages than at other levels. Many bilingual institutions
supplemented their regular curriculum with an English
A2 certication.
Assessment
Internal Assessment for Language A2 consisted of two
oral components, in the same way as for language A1.
External Assessment for Language A2 consisted of paper 1, the Comparative Commentary, where the students
write a commentary that compares the two previously unseen texts that appear in the exam. Paper 2 is an essay on
either a Cultural or a Literary Option. In addition, students produced two Written Tasks of 10001500 words
total to be assessed externally by the IB examiners.
12.4 Footnotes
[2] Language ab initio subject guide 2002, p. 13.
[5] Pamoja Education Courses
[6] International Baccalaureate Organisation
Classical languages subject outline
Chapter 13
IB Group 3 subjects
The Group 3 (or Individuals and societies) subjects
of the IB Diploma Programme consist of nine courses
oered at both the Standard level (SL) and Higher
level (HL): Business and management, Economics,
Geography, History, Information technology in a global
society (ITGS), Philosophy, Psychology, Social and
cultural anthropology, and World religions (SL only).[1]
There is also a transdisciplinary course, Environmental
systems and societies (SL only), that satises Diploma requirements for Groups 3 and 4,[2] and a pilot course for
Global politics that is currently oered at schools participating in the pilot program.[1]
13.1 History (2010-2016)
Route 1: History of Europe and the Islamic world

The rst route involves the study of medieval Europe and
Arab, and the origins and propagation of the Islamic religion between the years 600 and 1450.
Prescribed subjects
Prescribed subject 1: The origins and rise of Islam
c500-661 (40 hours)
Prescribed subject 2: The kingdom of Sicily 11301302 (40 hours)
Topics
History is the process of recording, reconstructing and

interpreting the past through investigation of sources. IB
DP History teaches candidates to interpret and critically
evaluate these sources and allows them to understand and
appreciate the culture and context of those living in other
periods of time.
Topic 1: Dynasties and rulers (45 hours)

Topic 2: Society and economy (45 hours)
Topic 3: Wars and warfare (45 hours)
Topic 4: Intellectual, cultural and artistic developments (45 hours)
13.1.1
Syllabus
Topic 5: Religion and the state (45 hours)

Candidates can follow one of the two routes for IB DP
History, depending on availability in the school. Regardless of which route is taken, SL and HL candidates must Route 2: 20th century world history The second
study one prescribed subject (changes every syllabus route involves the study of 20th century world history.
update - 7 years) out of a selection of ve (two for route
1 and three for route 2) in depth. Candidates will also
need to study two topics out of ten (ve for each route) in Prescribed subjects
detail. For route 2, each topic must also cover a dierent
region. Finally, HL candidates will need to study three
Prescribed
subject
1:
Peacemaking,
sections out of twelve within one option (from a choice
peacekeepinginternational
relations
1918-36
of ve).[3]
(40 hours)
SL/HL core
Prescribed subject 2:
1945-79 (40 hours)
All candidates must study one prescribed subject and two

topics for 130 hours.
Prescribed subject 3: Communism in crisis 1976-89

(40 hours)
62
The Arab-Israeli conict
13.2. ECONOMICS SL & HL

Topics
Topic 1: Causes, practices and eects of wars (45
hours)
Topic 2: Democratic stateschallenges and responses (45 hours)
Topic 3: Origins and development of authoritarian
and single-party states (45 hours)
Topic 4: Nationalist and independence movements
in Africa and Asia and post-1945 Central and Eastern European states (45 hours)
Topic 5: The Cold War (45 hours)
HL options
HL candidates must study one option from the following
for 90 hours. Route 1 candidates must study option 1 and
route 2 candidates may choose one from options 2 to 5.
Each option has twelve sections. Candidates must study
three sections.
63
Paper 2 (40 marks weighed at 45% for SL and 25%
for HL, 1 hour 30 minutes) - Candidates must answer two extended response questions, one on each
topic studied. Each topic has a selection of 6 questions. This paper is common to both SL and HL.
Paper 3 (HL only: 60 marks weighed at 35% of the
course, 2 hours 30 minutes) - Candidates must answer three extended response questions, one on each
of the three sections of the HL option studied. There
are two questions set for each section. Each option
has a separate examination paper.
External assessment accounts for 75% of the course grade
at SL and 80% at HL.
Internal assessment
Historical investigation (25 marks weighed at 25%
for SL and 20% for HL, 20 hours) - Candidates research and write a historical investigation of 1500
to 2000 words. The topic can be freely chosen from
any part of the syllabus. The investigation is internally marked and externally assessed.
Option 1: Aspects of the history of medieval Europe

and the Islamic world (90 hours)
the course grade at SL and 20% at HL.
Option 2: Aspects of the history of Africa (90
hours)
Option 3: Aspects of the history of the Americas
(90 hours)
13.2 Economics SL & HL
The syllabus of the Economics course is divided

Option 4: Aspects of the history of Asia and Ocea- into four sections microeconomics, macroeconomics,
nia (90 hours)
international economics, and development economics
Option 5: Aspects of the history of Europe and the all of which receive approximately equal weight. All sections must be studied by all candidates, and questions
Middle East (90 hours)
of all will be posed in examinations. The Diploma programme Economics course is noted for focusing more on
The remaining 20 hours for both SL and HL candidates development than any other economics course at a precomes from the internal assessment component, making university level, and this is all part of the IB programmes
a total of 150 teaching hours for SL and 240 hours for international perspective.
HL.
The nal exams consist of three papers for HL and two
for SL. Paper 1 has consisted of multiple choice questions but has now been changed to answering one question
13.1.2 Assessment
from microeconomics and one question from macroecoThere are three assessment components at SL and four at nomics, for each section one question is worth 10 marks
and the other is worth 15 marks. Paper 2 involves answerHL.
ing two data response questions, one from international
economics and the other from development economics,
each data response question is worth 20 marks. Paper 3
External assessment
involves calculations (only HL is required to do this pa Paper 1 (25 marks weighed at 30% for SL and 20% per). Internal assessment includes three commentaries of
for HL, 1 hour) - Candidates answer four struc- current news items involving the use of economic contured, short-answer questions on the prescribed sub- cepts and terminology. The time allowed for each exam
ject studied. This paper is common to both SL and is a strict limit of 90 minutes each for Paper 1 and Paper
HL.
2 (both SL and HL) and 1 hour for Paper 3 (HL only).
64
13.3 Psychology SL & HL

where the students are introduced to a variety of studies and the student is expected to draw connections between them. The test is divided into two parts, which are
referred to as papers. Using the internal and external
assessment, IB calculates a grade value of one through
seven.[6]
The focus of this course is the systematic study of behavior and mental process. The program studies three main
perspectives as inuences on human behavior: the biological, the cognitive and the sociocultural. It includes the
examination of optional topics that include health psychology, abnormal psychology, developmental psychology, sports psychology and psychology of human rela- 13.4 Philosophy SL & HL
tionships. Finally all students have to carry out their own
experimental study as an internal assessment. Students Philosophy is oered both as a standard and higher level
at higher level study two options whereas standard level Group 3 subject. It consists of both internal assignment
students study only one.[4]
(philosophical approach to an essay on current topic) and
Each of the perspectives should be explored using the fol- 2 (3 on higher level) externally assessed exam papers on
core and optional topics.
lowing four compulsory topics:
development and cultural contexts
framework
methodologies
13.5 Information technology in a

global society (ITGS) SL &
HL
application.
The IB Diploma Programme information technology in a
The aims of the psychology course at HL and at SL are global society (ITGS) course is the study and evaluation
of the impacts of information technology (IT) on individto:
uals and society. It explores the advantages and disadvan interpret and/or conduct psychological research to tages of the access and use of digitized information at the
apply the resulting knowledge for the benet of hu- local and global level. ITGS provides a framework for the
student to make informed judgments and decisions about
man beings
the use of IT within social contexts.
ensure that ethical practices and responsibilities are Requirements for SL :
implemented in psychological inquiry
develop an understanding of the biological, social
and cultural inuences on human behaviour
External assessment: 2 exam papers (3 hours),

counts 70% of the nal mark
develop an understanding of dierent theoretical

processes that are used to interpret behaviour, and
to be aware of how these processes lead to the construction and evaluation of psychological theories
Internal assessment SL 30%: The requirement of

the project is to develop an original IT solution to a
real problem for a specied client.
develop an awareness of how applications of psychology in everyday life are derived from psychological theories
develop an appreciation of the eclectic nature of
psychology
understand and/or use diverse methods of psychological inquiry.
Requirements for HL:

External assessment: 3 exam papers (4.45 hours),
counts 80% of the nal mark
Internal assessment HL 20%: The requirement of
the project is to develop an original IT solution to a
real problem for a specied client.
Practical computer work is conducted while researching

for the project at Standard Level. As of exams starting in
First, students must choose an experiment to replicate.
2012 both HL and Sl students will take the Project.
When conducting the experiment, the IB demands that
[5]
certain ethical guidelines be followed. After the experiment has been completed, a written report must be
produced detailing the experiment. The students are re- 13.6 Geography (2011-2017)
quired to The external assessment, which is administered
in May or November; the second year of the course is Geography involves the study and investigation of human
specially focused to the development of this assessment relationships with the environment.
13.6. GEOGRAPHY (2011-2017)
13.6.1
Syllabus
SL candidates study three themes - the core theme and

two optional themes, while HL candidates study ve
themes - the core theme, three optional theme and the
HL extension.[7]
SL/HL core
65
Topic 3: Economic interactions and ows (8 hours)
Topic 4: Environmental change (8 hours)
Topic 5: Sociocultural exchanges (8 hours)
Topic 6: Political outcomes (10 hours)
Topic 7: Global interactions at the local level (10
hours)
All candidates must study this theme.

Theme: Patterns and change (70 hours)
Topic 1: Populations in transition (19 hours)
Topic 2: Disparities in wealth and development (16
hours)
Topic 3: Patterns in environmental quality and sustainability (19 hours)
Topic 4: Patterns in resource consumption (16
hours)
Options
SL candidates must study two of the following seven
themes (60 hours), while HL candidates must study three
(90 hours). Teachers may teach more themes than prescribed so that the candidates have a greater freedom of
choice in Paper 2, since all options are set on the same
paper.
Option A: Freshwater - issues and conicts (30
hours)
Option B: Oceans and their coastal margins (30
hours)
Option C: Extreme environments (30 hours)
Option D: Hazards and disasters - risk assessment
and response (30 hours)
Option E: Leisure, sport and tourism (30 hours)
Option F: The geography of food and health (30
hours)
Option G: Urban environments (30 hours)
HL extension
HL candidates must study this theme.
Theme: Global interactions (60 hours)
Topic 1: Measuring global interactions (4 hours)
Topic 2: Changing space - the shrinking world (12
hours)
13.6.2 Assessment
There are three assessment components at SL and four at
HL.
External assessment
Paper 1 (60 marks weighing 40% of the course for
SL and 25% for HL, 1 hour 30 minutes) - Both SL
and HL candidates sit the same paper assessing their
knowledge on the core theme.
Section A (45 marks; questions 1-4) consists
of four compulsory short-answer questions,
one on each of the four topics in the theme.
Command terms indicate the depth of the answer required (e.g. evaluate indicates that
more depth is required than dene).
Section B (15 marks; questions 5-7) consists
of three extended response questions that require more in-depth treatment than in Section
A, and are required to answer one. Questions
are based on the core theme but may link with
the optional themes as well.
Paper 2 (40 marks at SL and 60 marks at HL, both
weighed to 35%, 1 hour 20 minutes at SL, 2 hours at
HL) - This paper assesses knowledge on the optional
themes studied. Essentially, SL and HL students sit
the same paper except that SL candidates answer
two questions and HL candidates answer three from
the themes studied, for 20 marks each. The paper
consists of 14 questions, two on each theme, and
may also come with a resources booklet for certain
questions. Each question has at least three parts earlier parts are short-answer questions which may
or may not require depth. The last part is a 10-mark
extended response question which more depth is required.
Paper 3 (HL only: 25 marks weighing 20% of the
course, 1 hour) - HL candidates are assessed on the
HL extension in this paper, but knowledge of the
core theme is assumed. Students choose one question to answer out of a choice of three. Each question has two parts worth 10 and 15 marks respectively. Both parts require essay-length and in-depth
66

writing. The rst part tests understanding and application, while the second tests synthesis and evaluation.
External assessment accounts for 75% of the grade for

the entire course at SL, and 80% of that at HL.
Internal assessment
Fieldwork (30 marks weighing 25% of the course
for SL and 20% for HL, 20 hours) - All candidates
are required to complete a eldwork investigation
based on one or more themes in the syllabus and
write a 2500-word report based on the collection of
primary data, processing the data and evaluating the
eldwork. Secondary data may be collected but only
play a smaller part in the eldwork. Reports are
marked according to seven criteria by the teacher
and then sent for external moderation. The report
demands the same from both SL and HL.
the grade at SL and 20% at HL.
[5] IB Psychology Internal Assessment, August 2002

[6] Diploma Psychology Outline. ibo.org. Retrieved 13
Mar 2013.
[7] IB Diploma Programme Geography guide (rst examinations 2011) (PDF). Cardi, Wales, United Kingdom: International Baccalaureate Organization (UK) Ltd. February 2009. Retrieved 6 April 2014.
13.10 External links

IBHistory.net - Site dedicated to IB History
IB Psych Revision Blog 2011 Syllabus
www.geographyjim.org MYP and IB Diploma
Geography
www.geographyalltheway.com Online Geography
Resources
ibstudy.editthis.info The IB Study wiki
13.7 Anticipated subjects

In some cases, Standard level subjects can be studied in
one year, as opposed to the two years for Higher level
subjects. This gives students more study time in their nal
year of school, as well as the option to spend more hours
on their higher level subjects. All anticipated subjects are
studied at standard level.
IB Geography Website www.geography.uden.pl

Environmental systems and societies subject outline
at the Wayback Machine (archived December 14,
2013)
Economics subject outline at the Wayback Machine
(archived December 14, 2013)
Geography subject outline at the Wayback Machine
13.8 Availability
History subject outline at the Wayback Machine

Business and Management SL, Economics SL, Economics HL, ITGS SL, ITGS HL, Psychology SL and Philosophy SL are oered online to students enrolled in the
IB Diploma Programme.[8][9]
Information technology in a global society subject

outline at the Wayback Machine (archived December 14, 2013)
13.9 Footnotes
Social and cultural anthropology subject outline

at the Wayback Machine (archived December 14,
2013)
[1] Diploma Programme curriculum: Group 3, Individuals

and Societies. ibo.org. Retrieved 30 Nov 2013.
[2] Diploma Programme curriculum. ibo.org. Retrieved
2009-06-26.
[3] IB Diploma Programme History guide (rst examinations
2010) (PDF). Cardi, Wales, United Kingdom: International Baccalaureate Organization (UK) Ltd. March
2008. Retrieved 22 April 2014.
[4] Diploma Psychology Curriculum. ibo.org. Retrieved 13
Mar 2013.
Psychology subject outline at the Wayback Machine

World religions subject outline at the Wayback Machine (archived December 14, 2013)
Chapter 14
IB Group 4 subjects
The Group 4 (or experimental sciences) subjects of the
International Baccalaureate Diploma Programme comprise the main scientic emphasis of this internationally recognized high school programme. They consist
of seven courses, ve of which are oered at both the
Standard Level (SL) and Higher Level (HL): Chemistry,
Biology, Physics, Design Technology, and, as of August 2012, Computer Science (previously a group 5 elective course) is oered as part of the Group 4 subjects.[1]
There are also two SL only courses: a transdisciplinary
course, Environmental Systems and Societies, that satises Diploma requirements for Groups 3 and 4,[2] and
Sports, Exercise and Health Science (previously, for last
examinations in 2013, a pilot subject[3] ). Astronomy also
exists as a school-based syllabus, particularly exciting if
taken alongside Physics. Students taking two or more
Group 4 subjects may combine any of the aforementioned.
options are usually chosen by the school (based on the

schools scientic facilities as well as the discretion of the
instructor). Students spend one-quarter of the 150 hours
of SL instruction (240 hours for HL; however, both numbers are merely recommendations and are not enforced)
doing practical work in the laboratory. Group 4 subjects
at the Standard Level are tailored for students who do not
see themselves in further science instruction after leaving
the programme.[6]
The Chemistry, Biology, Physics and Design Technology

courses will be updated for rst teaching in September
2014, with syllabus updates (including a decrease in the
number of options), a new internal assessment component
similar to that of the Group 5 (mathematics) explorations,
and a new concept-based approach dubbed the nature
of science. A new, standard level-only course will also
be introduced to cater to candidates who do not wish to
further their studies in the sciences, focusing on important
concepts in Chemistry, Biology and Physics.[4][5]
Paper 3 free response questions on the options

(24% at SL, 20% at HL)
At the Standard Level, the examinations are respectively
45 minutes, 1 hour and 15 minutes, and 1 hour long. At
the Higher Level, they are 1 hour, 2 hours and 15 minutes, and 1 hour and 15 minutes long. Calculators are not
permitted for Paper 1, but they (as well as a provided formula booklet and periodic table) are permitted for papers
2 and 3.
14.1 Structure and assessment
14.2 Physics (20092015)
Assessment of a Group 4 subject comprises the following:

Internal assessment of the practical work (24%)
Paper 1 multiple choice questions on the SSC
(20%)
Paper 2 free response questions on the SSC (32%
at SL, 36% at HL)
All group 4 subjects (except computer science and en- 14.2.1 Standard level
vironmental systems and societies; see below) follow
roughly the same format. Each subject has its Subject 80 hours of instruction on 8 topics
Specic Core (SSC), i.e., material taught at both the standard and higher levels. Students sitting the Higher Level
Physics and physical measurement
examination study the Additional Higher Level (AHL)
material. Lastly, there is a list of options for each sub Mechanics
ject from which two are chosen. Higher Level students
Thermal physics
are sometimes unable to choose certain options that are
available to Standard Level students because the AHL al Oscillations and waves
ready covers it. Ideally, students choose the options based
Electric currents
on their own abilities and preferences, but in practice the
67
68
Fields and forces
14.3.1 Topics
Atomic and nuclear physics
SL/HL core
Energy, power and climate change

with 30 hours of instruction on two optional subjects:
Sight and wave phenomena
Quantum physics and nuclear physics
Digital technology
Relativity and particle physics
Topic 1: Measurements and uncertainties (5 hours)

Topic 2: Mechanics (22 hours)
Topic 3: Thermal physics (11 hours)
Topic 4: Waves (15 hours)
Topic 5: Electricity and magnetism (15 hours)
Topic 6: Circular motion and gravitation (5 hours)
Astrophysics
Topic 7: Atomic, nuclear and particle physics (14

hours)
Communications
Topic 8: Energy production (8 hours)
Electromagnetic Waves
HL extension
and 40 hours of practical work.[7]
14.2.2
Higher level
80 hours on Physics SL core subjects, with 55 hours on 6

additional topics:
Motion in elds
Thermal physics
Wave phenomena
Electromagnetic induction
Quantum physics and nuclear physics
Digital technology
and 45 hours of instruction on two optional subjects:
Topic 9: Wave phenomena (17 hours)

Topic 10: Fields (11 hours)
Topic 11: Electromagnetic induction (16 hours)
Topic 12: Quantum and nuclear physics (16 hours)
Options
Option A: Relativity (15/25 hours)
Option B: Engineering physics (15/25 hours)
Option C: Imaging (15/25 hours)
Option D: Astrophysics (15/25 hours)
14.4 Chemistry (20092015)
Astrophysics
14.4.1 Standard level
Communications
80 hours of instruction on the topics:
Electromagnetic Waves
Relativity
Medical Physics
Particle Physics
14.3 Physics (20162022)

[9]
Quantitative Chemistry
Atomic structure
Periodicity
Bonding
Energetics
Kinetics
Equilibrium
Acids and Bases
14.6. BIOLOGY (20092015)
69
Oxidation and reduction
14.5.1 Topics
Organic chemistry
SL/HL core and HL extension
Measurement and data processing

and 30 hours on two options from the topics:
Modern analytical chemistry
Human Biochemistry
Chemistry in industry and technology
Medicines and drugs
Environmental Chemistry
Topic 1: Stoichiometric relationships (13.5 hours)

Topic 2 + 12: Atomic structure (6/8 hours)
Topic 3 + 13: Periodicity (6/10 hours)
Topic 4 + 14: Chemical bonding and structure
(13.5/20.5 hours)
Topic 5 + 15: Energetics/thermochemistry (9/16
hours)
Topic 6 + 16: Chemical kinetics (7/13 hours)
Topic 7 + 17: Equilibrium (4.5/8.5 hours)
Topic 8 + 18: Acids and bases (6.5/16.5 hours)
Food chemistry
Topic 9 + 19: Redox processes (8/14 hours)
Further Organic Chemistry
Topic 10 + 20: Organic chemistry (11/23 hours)
together with 40 hours of practical work.[10]
14.4.2
Higher level
80 hours on the core subjects of the Standard level course

with 55 hours of instruction on these topics:
Atomic structure
Topic 11 + 21: Measurement and data processing

(10/12 hours)
Options
Option A: Materials (15/25 hours)
Option B: Biochemistry (15/25 hours)
Option C: Energy (15/25 hours)
Option D: Medicinal chemistry (15/25 hours)
Periodicity
Bonding
Energetics
Kinetics
Equilibrium
Acids and Bases
Oxidation and reduction
Organic chemistry
14.6 Biology (20092015)

Biology is the science of life and living organisms. Aside
from instruction relevant to this, students are given the
chance to learn complex laboratory techniques (e.g.,
DNA extraction) as well as develop mindful opinions
about controversial topics in biology (e.g., stem-cell research and genetic modication). The syllabus lists thirteen topics, to be covered in an order varying from school
to school:
14.6.1 Standard level
and 45 hours on two of the options in the standard course, 80 hours of instruction on 6 topics
Statistical Analysis
14.5 Chemistry (20162022)

[12]
Cells
Chemistry of Life
Genetics
70
Ecology and evolution

Health and human physiology
with 30 hours of instruction on two options from:
HL extension
Topic 7: Nucleic acids (9 hours)
Topic 8:
Metabolism,
photosynthesis (14 hours)
cell respiration and
Human nutrition and health
Topic 9: Plant biology (13 hours)
Physiology of exercise
Topic 10: Genetics and evolution (8 hours)
Cells and energy
Topic 11: Animal physiology (16 hours)
Evolution
Neurobiology and behavior
Microbes and Biotechnology
Ecology and conservation[13]
14.6.2
Higher level
80 hours of instruction on 6 topics in the standard course

and 55 hours on a further 5 topics:
Nucleic acids and proteins
Cellular respiration and photosynthesis
Plant Science
Options
Option A: Neurology and behaviour (15/25 hours)
Option B: Biotechnology and bioinformatics (15/25
hours)
Option C: Ecology and conservation (15/25 hours)
Option D: Human physiology (15/25 hours)
14.8 Design
2015)
Design process
Human health and physiology
Product innovation
Further human physiology[14]
14.7 Biology (20162022)
(2009
Topics addressed in this course include:
Genetics
with 45 hours of instruction on addition topics in the SL

course plus:
technology
Green design
Materials
Product development
Product design
Evaluation
with additional topics in the higher level:
[15]
Energy
14.7.1
Topics
SL/HL core
Structures
Mechanical design
Topic 1: Cell biology (15 hours)
Advanced manufacturing techniques
Topic 2: Molecular biology (21 hours)
Sustainable development.[16]
Topic 3: Genetics (15 hours)

Topic 4: Ecology (12 hours)
Topic 5: Evolution and biodiversity (12 hours)
Topic 6: Human physiology (20 hours)
14.9 Design
2022)
[17]
technology
(2016
14.11. ENVIRONMENTAL SYSTEMS AND SOCIETIES (20102016)
14.9.1
Topics
SL/HL core
Topic 1: Human factors and ergonomics (12 hours)
Topic 2: Resource management and sustainable production (22 hours)
Topic 3: Modelling (12 hours)
71
Option B: Psychology of sport (15 hours)

Option C: Physical activity and health (15 hours)
Option D: Nutrition for sport, exercise and health
(15 hours)
14.11 Environmental systems and

societies (20102016)
Topic 4: Raw material to nal product (23 hours)

Topic 5: Innovation and design (13 hours)
Topic 6: Classic design (8 hours)
HL extension
[19]
14.11.1 Topics
All topics are compulsory (i.e. there are no options).
Topic 7: User-centred design (UCD) (12 hours)
Topic 1: Systems and models (5 hours)
Topic 8: Sustainability (14 hours)
Topic 2: The ecosystem (31 hours)
Topic 9: Innovation and markets (13 hours)
Topic 3: Human population, carrying capacity and

resource use (39 hours)
Topic 10: Commercial production (15 hours)
14.10 Sport, exercise and health

science (20142020)
Topic 4: Conservation and biodiversity (15 hours)

Topic 5: Pollution management (18 hours)
Topic 6: The issue of global warming (6 hours)
Topic 7: Environmental value systems (6 hours)
[18]
14.10.1
Topics
Core
All candidates study the 6 core topics (80 hours):
Topic 1: Anatomy (7 hours)
The remaining 30 hours are derived from the internal assessment (practical work), making a total of 150 teaching
hours.
14.11.2 Assessment
There are two external assessment components and one
internal assessment component.
Topic 2: Exercise physiology (17 hours)
External assessment
Topic 3: Energy systems (13 hours)
Calculators are required for both papers.
Topic 4: Movement analysis (15 hours)

Topic 5: Skill in sport (15 hours)
Topic 6: Measurement and evaluation of human
performance (13 hours)
Paper 1 (45 raw marks contributing 30% of the

course, 1 hour) consists of short-answer and databased questions.
Paper 2 (65 raw marks contributing 50% of the
course, 2 hours) consists of:
In addition, they also study two of the following four options (30 hours):
Section A: Candidates are required to analyse

and make reasoned and balanced judgements
relating to a range of data on a specic unseen
case study.
Option A: Optimizing physiological performance

(15 hours)
Section B: Candidates are required to answer

two structured essay questions from a choice
of four.
Options
72
Internal assessment
Options
Candidates will need to complete 30 hours of practical

work throughout the course. Each of the three criteria - planning (Pl), data collection and processing (DCP)
and discussion, evaluation and conclusion (DEC) - are assessed twice, while the fourth criterion - personal skills
(PS) - is assessed summatively throughout the course.
The maximum raw mark is 42, which contributes 20%
of the course.
14.12 Computer
2020)
science
(2014
Option A: Databases (30/45 hours)

Option B: Modelling and simulation (30/45 hours)
Option C: Web science (30/45 hours)
Option D: Object-oriented programming (30/45
hours)
14.12.2 Assessment
There are three external assessment components and two
internal assessment components.
[20]
The computer science course was recently updated

and moved from Group 5 (as an elective course) to Group External assessment
4, becoming a full course, from rst examinations in
2014. The structure and assessment of the course has Unlike other Group 4 subjects, calculators are not permitchanged to greater emphasize problem solving rather than ted in any computer science examination.
Java program construction.[21] The curriculum model for
the course still diers from other Group 4 subjects how Paper 1 (SL: 70 raw marks contributing 45% of the
ever.
course, 1 hour 30 minutes; HL: 100 raw marks contributing 40% of the course, 2 hours 10 minutes)
consists of:
14.12.1
Topics
Standard Level candidates study the SL/HL core (80

hours) and the core of one option (30 hours), while
Higher Level candidates study the SL/HL core (80
hours), HL extension (45 hours), an annually-issued case
study (30 hours) and the whole of one option (30 + 15
hours). The remaining 40 hours for both Standard and
Higher Level comes from the internal assessment component, for a total of 150 teaching hours at SL and 240
hours at HL.
SL/HL core
Topic 1: System fundamentals (20 hours)
Topic 2: Computer organization (6 hours)
Topic 3: Networks (9 hours)
Topic 4: Computational thinking, problem-solving
and programming (45 hours)
HL extension
Topic 5: Abstract data structures (23 hours)
Section A (about 30 minutes): Compulsory

short answer questions on the SL/HL core and
(for HL) the HL extension. Some questions
are common to HL and SL. The maximum raw
mark for this section is 25.
Section B (60 minutes for SL, 100 minutes for
HL): 3 (SL) or 5 (HL) compulsory structured
questions on the SL/HL core and the HL extension. Some questions may be common to
HL and SL. The maximum raw marks for this
section is 45 (SL) or 75 (HL).
Paper 2 (SL: 45 raw marks contributing 25% of the
course, 1 hour; HL: 65 raw marks contributing 20%
of the course, 1 hour 20 minutes) consists of 2 to 5
(SL) or 3 to 7 (HL) compulsory questions based on
the option studied. For HL, questions in section A
(45 marks) consists of the core of the option, which
may be common to the SL paper, and questions in
section B (20 marks) are based on the extension of
the option.
Paper 3 (HL only: 30 raw marks contributing 20%
of the course, 1 hour) consists of 4 compulsory questions based on the pre-seen case study annually issued by the IBO.
Topic 6: Resource management (8 hours)
Internal assessment
Topic 7: Control (14 hours)
Both SL and HL candidates must complete the following:
14.15. REFERENCES
A computational solution (30 hours, 34 raw marks).
Candidates will need to develop a solution for a
client to a problem or an unanswered question. This
can be in the form of an entirely new system, or an
addition of functionality to an existing system. Candidates will need to select, identify and work closely
with an adviser, a third-party that can assist the candidate throughout the creation of the product. Candidates will need to complete an electronic HTML
cover sheet (not assessed), the product and the documentation of the product (maximum 2000 words
in total), including a 2 to 7-minute video showing
the functionality of the product. The entire solution
and documentation is marked against 5 criteria and
is digitally compressed in a ZIP le and submitted
for moderation.
The group 4 project (10 hours, 6 raw marks). Candidates will need to complete an interdisciplinary
project with other science students. This is marked
against the personal skills criterion.
Both components carry a weightage of 30% (SL) or 20%
(HL) of the computer science course.
14.13 Group 4 project
73
[8] IB physics higher level subject brief, IB, retrieved June 5,

2011
[9] IB Diploma Programme Physics guide (rst assessment
2016) (PDF). Cardi, Wales, United Kingdom: International Baccalaureate Organization (UK) Ltd. February
[10] IB chemistry standard level subject brief, IB, retrieved June
5, 2011
[11] IB chemistry higher level subject brief, IB, retrieved June
5, 2011
[12] IB Diploma Programme Chemistry guide (rst assessment
[13] IB biology standard level subject brief, IB, retrieved June
5, 2011
[14] IB biology higher level subject brief, IB, retrieved June 5,
2011
[15] IB Diploma Programme Biology guide (rst assessment
[16] Syllabus, SL/HL core content, DesTech Wiki, retrieved
June 6, 2011
[17] IB Diploma Programme Design technology guide (rst
assessment 2016) (PDF). Cardi, Wales, United Kingdom: International Baccalaureate Organization (UK) Ltd.
February 2014. Retrieved 21 April 2014.
All students of the Diploma Programme in any of

these subjects, with the exception of environmental systems and societies, will compulsorily complete an interdisciplinary and collaborative investigation called the [18] IB Diploma Programme Sport, exercise and health science guide (rst examinations 2014). Cardi, Wales,
Group 4 project. The Group 4 project assessment is inUnited Kingdom: International Baccalaureate Organizacluded in the internal assessment marks. Students undertion. March 2012.
taking two or more group 4 courses will obtain the same
mark for all of the courses.
[19] IB Diploma Programme Environmental systems and so-
14.14 Footnotes
[1] Diploma Programme curriculum: Group 4, Experimental Sciences. ibo.com. Retrieved 3 Jul 2009.
[2] Diploma Programme curriculum. ibo.com. Retrieved
2009-06-26.
[3] Sports, Exercise, & Health subject guide 2007, p. 4.
[4] Group 4 Curriculum Review - AEM Annual Conference (PDF). International Baccalaureate Organization.
The Hague. 28 October 2011. Retrieved 8 February
2014.
[5] Allott, Andrew. The 2014 IB Science changes. Oxford
University Press. Retrieved 8 February 2014.
[6] Diploma programme assessment, IB, retrieved June 5,
2011
[7] IB physics standard level subject brief, IB, retrieved June
5, 2011
cieties guide (rst examinations 2010). Cardi, Wales,

United Kingdom: International Baccalaureate Organization. January 2008.
[20] IB Diploma Programme Computer science guide (rst examinations 2014). Cardi, Wales, United Kingdom: International Baccalaureate Organization. January 2012.
[21] Changes to the IB Diploma Programme computer science courses: A guide for universities. International Baccalaureate Organization. December 2011. Archived from
the original on 4 June 2013. Retrieved 16 November
2013.
14.15 References
Diploma Programme, Sports, Exercise, and Health
Science draft subject guide. International Baccalaureate Organization. 2007.
74
14.16 External links

Diploma Programme curriculum Group 4: experimental sciences
2400 Inteactive IB Physics Resources
Environmental systems and societies subject outline
Computer science subject outline
Chapter 15
IB Group 5 subjects
The Group 5 (or Mathematics) subjects of the
IB Diploma Programme consist of four dierent
mathematics courses.[1] To earn an IB Diploma, a candidate must pass one of the following three mathematics courses: Mathematical Studies SL (Standard Level),
Mathematics SL or Mathematics HL (Higher Level).[2]
Further Mathematics HL can be taken as an elective in
addition to Mathematics HL. The Computer science SL
and HL courses, which were elective courses in group 5,
is, for rst examinations in 2014, a full course in group
4.[2]
15.1 Mathematical Studies SL

15.1.1
Curriculum
The Mathematical Studies SL course is designed to build

condence and encourage an appreciation of mathematics in students who do not expect mathematics to be a
major component of their university studies.[3] Its curriculum consists of the following topics:[4]
The details for the external assessment exams, both of

which evaluate a students knowledge of the entire curriculum, are outlined in the table[6] below.
15.2 Mathematics SL and HL

15.2.1 Core curriculum for Mathematics
SL and HL
Mathematics SL is primarily intended for students who
expect to need a sound mathematical background as they
prepare for future studies in subjects such as chemistry,
economics and business,[7] and its curriculum is a proper
subset of the Mathematics HL curriculum. Topics from
the following areas form the common Core curriculum
for both courses:[8][9]
Algebra
Functions and equations
Circular functions and trigonometry
Number and algebra
Vectors
Sets, logic, and probability
Statistics and probability
Functions
Calculus
Geometry and trigonometry

Statistics
In Mathematics SL, students are provided a minimum of

140 instructional hours on the topics from the Core.[10]
Introductory dierential calculus

Financial mathematics
15.1.2
15.2.2 Additional requirements for Mathematics HL
Assessment
The internal assessment for this course comprises 20%

of the nal mark and consists of a project that is an individual piece of work involving the collection of information or the generation of measurement.[5] The project
is intended to make up 20 hours of the overall classroom
time for the course.[5]
Mathematics HL is primarily intended for students with

a good background in mathematics who are competent
in a range of analytical and technical skills,[11] and who
anticipate that mathematics will be a major component
of their university studies, either as a subject in its own
right or within courses such as physics, engineering and
technology.[11] Therefore HL students study the Core
75
76
topics in greater depth for a minimum of 190 instruc- 15.3.2 Assessment

tional hours and study at least one of the following optional topics (Options),[12] for a minimum of 40 addi- There is no internal assessment for this course. A summary of the required external assessment exams, both
tional instructional hours:[13]
of which evaluate the students knowledge of the entire
curriculum, is provided in the table[29] below.
Further statistics and probability
Sets, relations, and groups
Calculus, formerly Series and dierential equations
Discrete mathematics
15.4 Computer science SL and HL

Main article: IB Group 4 subjects Computer science
Computer science is, from rst exams in 2014, no longer

an elective course in group 5 but a full course in group 4,
and has an updated syllabus and assessment scheme. The
In both courses, there is an internal assessment com- courses focus shifted away from program construction
posed of mathematical investigation paper (formerly a in Java and computational thinking now lies at the core
portfolio of two papers), which is worth 20% of the stu- of the course.[30]
dents nal mark. The project is intended to comprise a
combined total of 10 hours of the overall classroom time
for both courses.[14][15]
15.2.3
Assessment
The table[16][17] below outlines the external assessment

requirements for both courses:
In both courses, the Paper 1 and Paper 2 exams test
students only on their knowledge of topics from the
Core.[16][18] In Mathematics HL, the Paper 3 exam tests
students specically on their knowledge of the material
from the Option selected by the school.[19] As of the May
2008 examinations, schools are required to register students for a specic Option in advance and the school is
now provided only the examination paper for the registered Option.[20] In order for a student to be awarded full
marks for an answer on any of the Mathematics SL or HL
exams, accurate work must be shown.[21][22]
15.5 Use of calculators on IB mathematics external assessments
Students are permitted and expected to use a graphic display calculator (GDC) on some or all of their IB mathematics exams, depending on which course the student
takes. Noting again that calculators are not permitted on
the Paper 1 exam for both Mathematics SL and HL,[31]
the IB oers the following guidance with regards to required GDC functionality on mathematics exams:
A GDC with the following minimum
functionalities is required on all other papers:
draw graphs with any viewing window
15.3 Further Mathematics HL

15.3.1
Curriculum
The Further Mathematics HL course (SL before 2014)[23]

is designed for students with a high degree of competence
and interest in mathematics, and who intend to study
mathematics at university, either as a subject in its own
right or as a major component of a related subject.[24]
Students who take this course most often also take Mathematics HL[25] and knowledge of all material from the
Core curriculum of Mathematics HL is necessary and
presumed, as well as knowledge of at least one of the
four Options oered in Mathematics HL.[24] The curriculum for Further Mathematics SL includes all of the topics from all four of these Options,[26] for which 144 hours
of instruction are allotted,[27] and additional topics from
geometry and linear algebra,[28] for which 96 hours of instruction are allotted.[27] There are no optional topics in
Further Mathematics HL.[27]
solve equations numerically

add and multiply and nd inverse matrices
nd a numerical derivative at a point
nd a numerical denite integral
nd p values (not required for mathematics SL).
Examiners will set questions assuming that all
candidates have a GDC with the minimum
functionalities listed here. Candidates using
only four-function or scientic calculators, or
a less able GDC will be at a disadvantage.[31]
All other types of calculators (such as those found on
phones, watches, or PDAs, or those equipped with a
Computer Algebra System (CAS)) are prohibited on
all IB exams.[31] To be approved for use on IB exams,
a GDC must have its memory cleared and all userwritten/downloaded programs and applications must be
15.7. REFERENCES
77
removed (except for a limited number of specically ap- [23] IB Diploma Program curriculum, group 5: mathematics
and computer science
proved applications).[32] The list of approved applications
primarily consists of native language support for users
[24] Further Math SL subject guide 2004, p. 4.
who are not English speakers, along with a small number of additional applications.[33]
Recommended models include the TI-83 Plus/TI-84 Plus [26] Further Math SL subject guide 2004, pp. 1934.
families and 11 dierent non-CAS Casio GDCs,[34]
as well as the non-CAS TI-Nspire either with TI-84 [27] Further Math SL subject guide 2004, p. 7.
faceplate[35] or with the Nspire faceplate congured as [28] Further Math SL subject guide 2004, pp. 1018.
described below.
[29] Further Math SL subject guide 2004, p. 37.
While the TI-Nspire with Nspire faceplate was initially

prohibited,[34] it was later authorized, provided the (non- [30] Changes to the IB Diploma Programme computer science courses: A guide for universities. Last accessed 11
CAS) GDC is equipped with version 1.3 of the operatSeptember 2013.
ing software, has the Press-to-Test mode enabled (with
limit geometry functions enabled), and has the green
[31] Handbook of Procedures 2008, Section J, p. 2.
LED ashing. (A notice that reected this change was
posted on the IB Online Curriculum Center on 15 Sep [32] Handbook of Procedures 2008, Section J, p. 3.
2008.)
[33] Handbook of Procedures 2008, Section J, pp. 34.
[34] Handbook of Procedures 2008, Section J, p. 5.
15.6 Footnotes
[35] Handbook of Procedures 2008 Section J, p. 5.

[2] Schools Guide to IBDP, pp. 1011.
[3] Math Studies SL subject guide 2004, p. 4.
[4] Math Studies SL subject guide 2004, pp. 1226.
[5] Math Studies SL subject guide 2004, p. 8.
[6] Math Studies SL subject guide 2004, pp. 2829.
[7] Math SL subject guide 2006, p. 4.
[8] Math SL subject guide 2006, pp. 1227.
[9] Math HL subject guide 2006, pp. 1334.
[11] Math HL subject guide 2006, p. 4.
[16] Math SL subject guide 2006, pp. 3132.
[20] Coordinator Notes Sep 2007, p. 6.
15.7 References
Conditions of use of GDCs in examinations from
2008 onwards. International Baccalaureate Organization. 2007.
Diploma Programme, Coordinator Notes, September 2007. International Baccalaureate Organization.
2007.
Diploma Programme, Further Mathematics SL subject guide, First examinations 2006.
Cardi,
Wales, UK: International Baccalaureate Organization. 2004.
Diploma Programme, Handbook of Procedures for
the Diploma Program, May and November 2009 examination sessions. Cardi, Wales, UK: International Baccalaureate Organization. 2008.
Diploma Programme, Mathematics HL subject guide,
First examinations 2008. Cardi, Wales, UK: International Baccalaureate Organization. 2006.
Diploma Programme, Mathematics SL subject guide,
First examinations 2008. Cardi, Wales, UK: International Baccalaureate Organization. 2006.
Diploma Programme, Mathematical Studies SL subject guide, First examinations 2006.
Cardi,
Wales, UK: International Baccalaureate Organization. 2004.
78
Diploma Programme, Computer Science subject
guide, First examinations 2010. Cardi, Wales, UK:
International Baccalaureate Organization. 2008.
Chapter 16
IB Group 6 subjects
The Group 6 (or The Arts) subjects of the International
Baccalaureate Diploma Programme consist of ve
courses at both Standard Level (SL) and Higher Level
(HL): Dance, Music, Theatre, Visual Arts, and Film.[1]
The transdisciplinary course Literature and Performance
(satisfying the requirements of Groups 1 and 6) is also
available at Standard Level.[2] Students seeking the IB
Diploma may substitute courses from the other ve
Subject Groups instead of taking a Group 6 course (see
below). A school-based syllabus devised by an IB World
School, as approved and externally moderated by the IB,
may also form the basis for a course taken in place of a
Group 6 course.[3]
which lasts 3 hours for HL candidates and 2 hours 15 minutes for SL candidates. HL and SL candidates answer
two questions from section A (study of two prescribed
works), of which one MUST be a comparison between
the two prescribed works. HL and SL candidates are also
required to complete Section B of the exam, which is aural analysis of four previously unheard extracts, of which
two are named, and one has a score provided. Two candidates are unnamed and do not have a score provided. HL
only candidates must also complete section C, a comparison of two extracts from section B. Section A responses
must be written in essay form. Responses in sections B
and C may be in bullet points.
Further details of the course can be found in the IB Music
Wikibook.
16.1 Music SL & HL

IB Music can be taken at either the standard level (SL)
or higher level (HL). For both levels of IB Music the
candidate must conduct a musical investigation. This requires research of two completely dierent musical genres with comparable qualities (e.g. Tuvan throat singing
and Baroque opera). The information will then be presented in the form of a media script which will be assessed externally.
16.2 Theater SL and HL
According to the new syllabus introduced in 2009, the

IB Theater Arts programme is made out of four components; two are internally assessed and two are externally
assessed. The internal assessments are the Theater Performance and Production Presentation (TPPP) and the
Independent Project Portfolio (IPP). The external comThere are three paths in which the IB Music SL course ponents are a Practical Performance Proposal (PPP) and
can be taken: group performance, solo performance, or a Research Investigation (RI).
composition. To fulll the performance requirements, The TPPP is a presentation on the students involvement
the candidate must perform either a 15 minute solo
in their performance and production aspects of all areas
recital, or a 20-30 minute ensemble performance. A of the core syllabus. The presentation is 30 minutes long
candidate who chooses composition should compose two for HL and should be supported by 710 visual materials
original compositions (of which one may be an arrange- (no larger than A4). For SL, the presentation is 20 minment of an existing piece of music), each lasting between utes long and should be supported by 57 visual materials
3 and 6 minutes. Each of the two compositions should (no larger than A4).
be recorded for assessment purposes. A score of both
The IPP is a portfolio of 3000 words at HL and 2000
compositions must also be submitted.[4]
at SL in which the student reects on his/her learning
The IB Music HL course combines a medley of the IB and development during the production of an indepenMusic SL options into a single curriculum. To satisfy IB dent project, which is a project in which the student exMusic HL, the candidate must perform solo for a total of plores and practices a role in the theater (actor, director,
20 minutes and write three contrasting compositions (of dramaturg, scriptwriter, etc.). It should also show a conwhich one may be an arrangement), each between 3 and nection to their experiences in the core syllabus. There
6 minutes.
are two options: Option A: Devising Practice and Option
All candidates sit a written exam at the end of the course, B: Exploring Practice. The portfolio must include sec79
80
tions marked Preparation, Action, and Reection.
For the PPP, the student has to adopt a directorial perspective and write a concept for a play using one of the
prescribed stimuli. For SL, it contains a 250-word pitch
and explanatory, visual material that illustrates the students understanding of the intended process of realization. For HL, it also includes a 1,000-1,250 word rationale.
The RI is a research essay in which the student presents
his or her research on a previously unfamiliar theater
practice. From the chosen theater practice, students
should choose a specic aspect of a play or theater piece
and create a research question to answer. Students research should contribute to a realization of the play or
theater piece from their chosen theatrical practice. The
practice cannot be studied in class and must be no later
than the 19th century. The question must be taken from
a directorial, actor, or designer perspective. For SL, the
essay must be 1,500-1,750 words with visual documentation and/or textual references. For HL, the essay must
be 2,000-2,500 words with visual documentation and/or
textual references. At HL, students must also write a critique of the sources in the research investigation.
16.3 Visual Arts SL & HL

For the nal assessment, either the studio work or the investigation work book can be assessed externally. With
60% of the nal grade being placed on that which is externally assessed, and the remaining 40% on the internal
assessment.
16.4 Film SL and HL

IB Film can be taken at either the standard level (SL) or
higher level (HL). For both levels of IB Film, the candidate must research and write an Independent Study, do
a Practical Project and give an oral presentation, based
on the close analysis of a 5 minute extract from a lm
prescribed by the IBO.
The Independent Study is a research project that must be
presented in the form of a Documentary Script, in which
the candidate undertakes an individual investigation based
on a topic of lm history or theory. At SL, it should focus
on a minimum of 2 lms from dierent cultures, whereas
at HL, it should focus on at least 4 lms from dierent
cultures. It is marked externally.
The Practical Project takes the form of a short lm (4
5 minutes at SL and 67 minutes at HL) and a production portfolio and rationale about the work undertaken.
The candidate must focus on one of ve production roles:
Director, Writer, Cinematographer, Editor or Sound Designer. Additionally, at HL, the candidate must produce
an individual trailer of his or her lm. (45 seconds-1
minute long). It is marked internally and moderated externally.
There are two areas of focus in the IB Visual Arts subject.

The rst is studio (practical work) and the second is the
research workbook (known as the Investigation Workbook). The Visual Art program aims to teach the student
about design, structure and the aesthetic development of The Oral Presentation should focus on a 5-minute extract
work. The candidates must demonstrate creative and per- of a lm set by the IBO, which also places the extract on
sonal thinking, feeling and interaction with their work.
a broader sociohistorical context and in terms of the lm
The exam for Visual Art encourages the candidate to ar- as a whole. The presentation lasts 10 minutes at SL and
ticulate their concerns and development over the course 15 minutes at HL. The IBO chooses 8 lms (four from
of the two years of study. An exhibition will be held at before 1960 and four from after 1960), from which the
the candidates school showcasing the candidates work Film Teacher then chooses 3. The candidates then select
and is assessed by his/her teacher. The assessment is an from these three. The lms analyzed cannot be studied
interview where the candidate talks about their exhibited in class.
works, this interview is recorded and sent overseas for Film SL is oered online to students enrolled in the IB
moderation. However, the alternate to the interview pro- Diploma Programme.[5][6]
cess is to write a 1000 word statement on your IB journey in Visual Arts. This given mark is then moderated
against the Record of Workbook, which contains a colleccourses from
tion of photographs of the candidates work and a number 16.5 Substituting
of scanned pages from their research workbook.
other subject groups
The candidates research workbooks are also marked,
once internally and once externally (for moderation purposes). These books aim to show the candidates journey over the two years of study. They document art and
design history that is relevant to the candidates exploration of ideas and will also contain notes, sketches, photographs, mind-maps and pictures of inspiration, development and nal works. The candidate must also document a number of art exhibition visits.
Group 6 subjects are considered electives, thus an IB

Diploma candidate may substitute a variety of courses
from other subject groups in lieu of taking a Group 6
course. This would result in a student studying an extra
language, taking an extra social science or experimental
science course, or taking Further Mathematics HL (provided that student is already taking Mathematics HL).
The Group 3 Information in a Global Society (ITGS)

course would be taken only as sixth subjects, as they do
not satisfy the IB Diploma requirements for their respective subject groups.
16.6 Footnotes
[1] Diploma Programme curriculum: Group 6, The Arts.
ibo.com. Retrieved 1 Dec 2013.
[2] Literature and performance (SL)". Retrieved 1 Dec
2013.
[3] Diploma Programme curriculum: Additional Subjects.
ibo.com. Retrieved 3 Jul 2009.
[4] Music subject outline - First examinations 2011. http:
//www.ibo.org. International Baccalaureate Organisation.
Retrieved 25 February 2012.
16.7 External links

Dance subject outline
Film subject outline
Literature and performance guide
Music subject outline
81
Chapter 17
Extended essay
The extended essay (EE) is a mandatory core component of the IB Diploma Programme. It is a research
paper of up to 4,000 words giving students an opportunity to conduct independent research or investigation on
a topic that interests them.[1] Like the theory of knowledge (TOK) essay, TOK presentation and participation
in creativity, action, service activities, submitting an extended essay is a prerequisite for award of the Diploma.
total with the candidate discussing the EE. Some schools

allow their students to choose a supervisor from outside
their school, provided that the student appoint a teacher
from inside the school to handle required administrative
paperwork (such as anti-plagiarism policies).
17.3 Assessment
17.1 Recommended subjects

Although the extended essay may be written on a topic of
the students choice, it is recommended that it be taken
from the eld of one of the IB subjects being studied (e.g.
the essay may be about a book that has not been studied as
part of IB English).[2] However, the topic must not be too
broad or too narrow as to make it dicult to write 4,000
words, and the general subject must be taught under the
IB diploma program by one of the members of sta at the
high school (so that there is someone with expertise able
to help). The subject (not topic) on which the extended
essay is written is recommended to be one that the candidate has formally studied, but this is not required. Also,
the EE may not be written across dierent subjects it
must concentrate on one subject only, unless the student
is writing under the World Studies topic. However, some
subjects include several disciplines, with an emphasis towards one. An example is the subject Societies, which
can include chemistry, biology, psychology, etc. generally with an emphasis toward one discipline.
17.2 Supervision
The supervisor provides the student with assistance in
putting together their EE, including guiding them in nding a suitable research question and on how to acquire the
necessary resources to complete the research (such as a
specic resource materialoften hard-to-nd documents
or booksor laboratory equipment). The supervisor may
suggest improvements to a version of the EE, but must
not be engaged in writing it. The IBO recommends that
the supervisor spend approximately two to three hours in
Points available from extended essay and TOK grades
Extended essays are marked by external assessors (examiners appointed by the IB) on a scale of 0 to 36. There are
general and subject-specic criteria, at a ratio of 2:1
(24 possible marks for the general criteria and 12 marks
for the subject-specic one). The total mark is converted
into a grade from A to E. A similar system is used for
theory of knowledge and students can gain up to 3 points
for the diploma based on the grades achieved for EE and
TOK. Prior to the class of 2010, a diploma candidate
could receive a failing grade in either the extended essay
or theory of knowledge and still be awarded a diploma.
However, if a student scores an E on either the extended
essay or TOK essay post-2010, he or she will only be eligible to receive an IB diploma if 28 points are achieved
overall.[3]
17.4 References
82
[1] IB Diploma Programme curriculum, extended essay.
17.4. REFERENCES
International Baccalaureate. Retrieved 2009-07-23.

[2] IB Diploma Programme, Extended Essay Handbook.
[3] IB Diploma Programme, Extended Essay Handbook.
[4] ibsca Curriculum Content Guide, February 2009
The Dwight School- The Extended Essay An Exercise in Authentic Research
83
Chapter 18
Theory of knowledge (IB course)

Theory of knowledge is a course in the International
Baccalaureate Diploma Programme which is, in essence,
similar to epistemology courses oered at many universities.
18.1 Course description

Unlike standard academic disciplines, the Theory of
Knowledge course uses a process of discovering and sharing students views on issues (an umbrella term for everything that can be approached from a TOK point of
view), so there is no end to the valid questions that may
arise, there are many dierent ways to approach TOK,
the sheer scope of the TOK course is daunting and
teachers and students need the condence to go too far
outside their traditional comfort zones.[1] Teachers have
freedom to select a teaching methodology and course material that will convey the theoretical foundation of essential concepts, and may provide an environment in which
these concepts can be discussed and debated. The focus of the discussion should not be the dierentiation between right and wrong ideas, but on the quality of
justication and a balanced approach to the knowledge
claim in question.
The TOK course uses a combination, in no particular order (many entry points and sequences are possible):[2]
the issues to consider (e.g. How do you know

that the scientic method is a valid method of
gaining knowledge?", What is the reason for having historical knowledge, and how is it applied in
life?"). The IB originally had six areas of knowledge: mathematics, natural sciences, human sciences, history, the arts and ethics. In the fall of 2014,
the IB curriculum changed to include two more areas of knowledge: religious knowledge systems and
indigenous knowledge systems.
Factors that transcend individual ways of knowing
and areas of knowledge:
Nature of knowing: what are the dierences
between information, data, belief, faith, opinion, knowledge and wisdom?
Knowledge communities: what is taken for
granted in a community? How can we decide
which beliefs we ought to check further?
Knowers perspective and applications of
knowledge: how do age, education, culture
and experience inuence selection of sources
and formation of knowledge claims? If you
know something, or how to do something,
do you have a responsibility to use your
knowledge?
Justications of knowledge claims: why

Ways of knowing: (sense perception, reason,
should claims be assessed critically? Are
emotion, faith, imagination, intuition, memory, and
logic, sensory perception, revelation, faith,
language). How do we gain knowledge of the world,
memory, consensus, intuition, and selfand what are the advantages and disadvantages of
awareness equally reliable justications? Use
each way in which we learn of the world and our
of coherence, correspondence, pragmatism,
place in it. Until the fall of 2014, there were only
and consensus as criteria of truth.
four ways of knowing (sense perception, reason,
emotion, and language, but the IB curriculum then
changed to include four other ways of knowing: The TOK course is expected to involve 100 teaching
hours over the two years of the Diploma Programme.[3]
intuition, imagination, faith, and memory.
Having followed the course, students should be compe Areas of knowledge (mathematics, natural sciences, tent to analyse knowledge claims and respond to knowlhuman sciences, history, religious knowledge sys- edge issues in the context of dierent areas of knowltems, indigenous knowledge systems, the arts and edge and ways of knowing, expressing ideas accurately
ethics): their distinct natures and methods of gain- and honestly, using examples from their own experiences
ing knowledge, the types of claim each makes and as learners and in outside life.[4]
84
18.3. SEE ALSO
18.2 Assessment
85
the student, e.g. Reliability of media reporting of science, What makes something a work of art?" and the
presentation is expected to show why the topic is significant, linking it to relevant knowledge issues, discussing
those issues and examining the implications of approaching the question from dierent perspectives. Teachers
have wide latitude to help with topic selection and identifying suitable approaches. About ten minutes should be
allowed for each presenter, and almost any form is permitted (e.g. debates, games, skits, interviews etc.) except
reading an essay aloud.[11]
18.3 See also

Points available from extended essay and TOK grades
Theory of knowledge is assessed in two parts: an externally examined 1,2001,600 word essay and an internally assessed presentation.[5] Each part is scored using
assessment criteria (four criteria for the essay and four
for the presentation) that describe levels of achievement
(e.g. The inquiry explores knowledge issues. Most points
are justied; most arguments are coherent. Some counterclaims are considered. describes level 56 in one of
the essay criteria). The total score is converted into a
grade from A to E. A similar system is used for the
extended essay and students can gain up to 3 points for
the diploma based on the grades achieved for TOK and
EE. No diploma is awarded if a candidate fails to submit both a TOK essay and TOK presentation, or receives
grade E for both the extended essay and theory of knowledge.
18.2.1
TOK essay
Epistemology
18.4 References
[1] Theory of knowledge guide (rst examinations 2008).
International Baccalaureate Organization. March 2006.
pp. 34.
pp. 635.
p. 3.
p. 5.
p. 41.
For each exam session the IB prescribes 6 essay titles [6] ibsca Curriculum Content Guide, February 2009
from which students must choose, e.g. All knowledge
claims should be open to rational criticism. On what [7] Core: Diploma requirements 2 Theory of knowledge.
2009 Handbook of procedures for the Diploma Program.
grounds and to what extent would you agree with this
ibo.org.
[7]
assertion?" Each title raises generic cross-disciplinary
questions about knowledge, and the student is expected [8] Theory of knowledge guide (rst examinations 2008).
to consider the issues raised in the title and reach concluInternational Baccalaureate Organization. March 2006.
p. 44.
sions about them. The essay should put forward claims
and counterclaims, linking knowledge issues to areas of
[9] ""Help with IB assessment tasks. ibo.org. Retrieved
knowledge and ways of knowing,[8] and show evidence
2009-08-11.
of original thinking by the student.[9] Essays outside the
1,2001,600 word length (excluding any references and [10] Theory of knowledge guide (rst examinations 2008).
bibliography) are penalized.[10]
p. 55. An essay that fails to meet the word limit of 1,200
1,600 words will not score above level 4 on this criterion
18.2.2
TOK presentation
During the Theory of Knowledge course students must

plan and deliver at least one (in individual or small group,
maximum three students) presentation to the class. The
topic should be based on a real-life situation of interest to

pp. 4650, 5760.
Chapter 19
Creativity, action, service

Creativity, action, service (CAS) is a mandatory core
component of the IB Diploma Programme. It aims to
provide a 'counterbalance' to the academic rigour of the
educational programme. Before the 2010 examination
there was a 150 hour requirement, with an approximately
equal distribution of creativity, action, and service. This
was mainly done for two reasons: to ensure that students engage in meaningful activities and to decrease the
amount of CAS fraud (i.e. claiming hours which have
not been completed). Students are now expected to have
two CAS activities for each CAS category and students
need to prove that they are participating in CAS activities on a daily basis (though not necessarily all CAS categories each week). Moreover, students must have one
CAS project which spans more than three months and
bridges two CAS components e.g. creativity and service.
Finally one must prove that the CAS activities have resulted in the eight projected outcomes of the project (one
CAS activity can have multiple outcomes).
All the portions (creativity, action, and service) are

vaguely dened and should, according to the International
Baccalaureate Organisation, be interpreted as imaginatively as possible, so that a wide array of dierent activities can qualify for CAS. The learning outcomes and the
quality of the CAS activity are of utmost importance.
19.3 Documentation
While individual schools or regions have dierent methods of documentation, all require some form of proof or
the signature of the activity coordinator to be presented
after completion of the activity. Students must also personally keep track of their total records in either a log or
diary format.[3] This allows for students to monitor their
required hours and to present a coherent documentation
of their entire CAS experience.
CAS performance and records are documented by the
student using ocial forms (CAS/CP) that are submitted
to the IB regional oces at the beginning of the examination session.
19.1 CAS outcomes

Increase awareness of your strengths and areas for
growth
19.4 Assessment
Undertake new challenges

Plan and initiate activities
CAS is internally assessed. However, IBO can ask for a

number of random samples to be submitted. A failure to
complete and provide evidence for completion is considered a failing condition for the entire Diploma (although
candidates are given another year to nish their CAS program if they fail, and if they complete it in this time they
will receive their diploma).
Work collaboratively with others

Show perseverance and commitment
Engage with issues of global importance
Consider ethical implications
Develop new skills[1]
19.5 Termination
19.2 CAS aims
19.6 Footnotes
The function of CAS is to allow IB schools the opportunity to give students the means to learn through experience [and] how to take actions in the service of others.[2]
86
[1] http://www.shs.issaquah.wednet.edu/Docs/CAS%
20outcomes%2008.pdf
19.7. REFERENCES
[2] Elisabeth Fox (2001). The Emergence of the International Baccalaureate as an Impetus for Curriculum Reform. In Mary Hayden and Je Thompson. International
Education: Principles and Practice (2nd ed.). Routledge.
p. 69. ISBN 0-7494-3616-6.
[3] http://casjuanfelipediaz.blogspot.com/
19.7 References
Creativity, action, service (CAS) ibo.org, retrieved
2009-06-05
87
88
CHAPTER 19. CREATIVITY, ACTION, SERVICE
19.8 Text and image sources, contributors, and licenses

19.8.1
Text
The Green School (Bali) Source: http://en.wikipedia.org/wiki/The%20Green%20School%20(Bali)?oldid=633897974 Contributors:

Bearcat, Lockley, Malcolma, Jllm06, The Anomebot2, Qworty, AnomieBOT, GoingBatty, BG19bot, BattyBot, Celtechm, AdventurousMe,
GreenSchool.Bali and Anonymous: 5
Ayung River Source: http://en.wikipedia.org/wiki/Ayung%20River?oldid=617418007 Contributors: S.K., Merbabu, Seaphoto, The
Anomebot2, Jack Merridew, Addbot, Elekhh, WikitanvirBot, Ghaunho, Kok Ming and Anonymous: 4
An Inconvenient Truth Source: http://en.wikipedia.org/wiki/An%20Inconvenient%20Truth?oldid=636468092 Contributors: Shd, Novalis, Edward, Kaijan, Kevinbasil, Gabbe, TakuyaMurata, Tregoweth, Mac, William M. Connolley, Nikai, Oliver Crow, Schneelocke, A5,
Sertrel, WhisperToMe, DJ Clayworth, Jerey Smith, SEWilco, Raul654, JMurphy, The lorax, Jason Potter, ChrisO, Moncrief, Stephan
Schulz, Pingveno, Auric, Sunray, HaeB, Seth Ilys, Pengo, Alan Liefting, Mgersh, Tom harrison, Boblash, Wwoods, Everyking, Michael Devore, Gamaliel, Malyctenar, Pascal666, AlistairMcMillan, Peter Ellis, Chowbok, Andycjp, R. end, Antandrus, BozMo, Piotrus, Kaldari,
Jossi, Llewdor, Latitude0116, Tomruen, Bodnotbod, Goh wz, Lumidek, KeithTyler, Ukexpat, Calwatch, Rickvaughn, Beau, Reinthal,
DanielCD, RossPatterson, Discospinster, Rich Farmbrough, KillerChihuahua, NrDg, Kenj0418, Qutezuce, Vsmith, Pie4all88, Dave souza,
Xgenei, Horkana, Swiftly, Robertbowerman, WegianWarrior, Swid, MyNameIsNotBob, JustPhil, Lankiveil, Kwamikagami, Tom, Guettarda, Bobo192, Longhair, Viriditas, Elipongo, Dungodung, Thanos6, Pschemp, Towel401, MPerel, Crust, QuantumEleven, Orangemarlin, Hedgey42, Alansohn, Atlant, Ricky81682, John Quiggin, Ramsquire, Redfarmer, Jaardon, Bart133, Ashlux, Wtmitchell, Erik, BRW,
Vcelloho, Jheald, Ilse@, Tony Sidaway, Count Iblis, Birdmessenger, Dave.Dunford, Dominic, Redvers, Cmc0, Axeman89, Netkinetic,
Kenyon, TShilo12, Crosbiesmith, Exparrot, Empoor, Angr, Hello5959us, Professor Ninja, Logomancer, Camw, DoctorWho42, Merlinme,
Madchester, MGTom, MONGO, Bdj, Bernburgerin, KFan II, GregorB, Mb1000, Zzyzx11, Toussaint, Btyner, Liface, 74s181, Xiong,
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Srleer, Chairlunchdinner, BradBeattie, Lucky Adrastus, Burnte, Jason.cinema, Giannandrea, Wiserd911, Gunnk, Wavelength, Sceptre, Kollision, Arzel, Boral, JabberWok, Splette, SpuriousQ, Ansell, BillMasen, Trevour, Stephenb, Mithridates, Alex Bakharev, Wimt,
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JoshuaZ, LeftyCanuck, Goodnightmush, Wickethewok, Peterlewis, Chris 42, Ckatz, Ripe, Oublier, MarkSutton, -js-, Mr Stephen, Peterbr,
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Son, Rbanzai, Trueblood, BetacommandBot, CieloEstrellado, Numen, Thijs!bot, JAF1970, Wikid77, Coelacan, Dubc0724, Rockymountains, Clydefromiceland, Rusl, KimDabelsteinPetersen, DanielLevitin, Jonathan Headland, Gralo, Mojo Hand, Pacic PanDeist, John254,
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NY, Zeeboid, OhanaUnited, Andonic, Frankie816, Savant13, Bearly541, Kerotan, Dante, .anacondabot, Acroterion, SteveSims, Easchi,
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Croat, Eubulides, Wenli, Q Science, JohnnyTopShelf, Squitch, ChallengeSpacePedia, Steve Smith, Enviroboy, Lollolhehe, V2pa, Sylent,
19.8. TEXT AND IMAGE SOURCES, CONTRIBUTORS, AND LICENSES
89
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TravelGuru, Steve Lowther, Mr Stephen, Dicklyon, Roregan, Doczilla, Anandks007, Paukrus, HelloAnnyong, Jonasalmeida, Hydrolix,
Joseph Solis in Australia, Igoldste, Blehfu, Bharatveer, Jose jr, Tawkerbot2, Agnihoma, Tanas aramuk, JForget, CmdrObot, Tanthalas39,
Jesboxing, Dgillett, Irwangatot, Snakemike, Baiji, El aprendelenguas, Mathijs Romans, AmiDaniel TestAccount, Samsam2001, Cydebot,
Kanags, Gogo Dodo, ST47, Christian75, Ardnet, ThevikasIN, Casliber, Thijs!bot, Epbr123, Anshuk, Davidelit, Midgardsormr, Oliver202,
Edie209, Bobblehead, Merbabu, Philip.t.day, Adri K., NigelR, DoomsDay349, Escarbot, DJ Creature, Ian T, And4e, Sweart1, Pro crast in
a tor, Paw 25694, OSX, Pauldowd, Burmesedays, Kangor44, Golgofrinchian, JAnDbot, Sapi, MER-C, Hydro, Imoeng, Magioladitis, Bongwarrior, VoABot II, Dekimasu, Adam keller, Jimbluedog, Lizzysama, Andy71, Indon, Sambu, 28421u2232nfenfcenc, Rif Wineld, JaGa,
Webkios, DancingPenguin, MartinBot, Rettetast, CommonsDelinker, Gunkarta, Lashaneria, Ddp224, Lilac Soul, EdBever, Mausy5043,
Tgeairn, J.delanoy, Trusilver, Bellagio99, Jnpet, Bogey97, Bjames9, Stalane, John.clelan, Whitestarlion, Johnnybriggs, Markofjohnson,
LordAnubisBOT, Gjashnan, AntiSpamBot, HiLo48, Gregtzy, Anderson jump, Miki8jo, Biglovinb, Jamesontai, U.S.A.U.S.A.U.S.A.,
DorganBot, Million Moments, Wilhelm meis, Rmih, Squids and Chips, Josette, Idioma-bot, Africa geographer, VolkovBot, Cireshoe,
CWii, Je G., Philip Trueman, TXiKiBoT, Art PR, Rei-bot, Beddhist, Anna Lincoln, Tantal-ja, Martin451, Matahari Pagi, Retpyrc,
Akerbeltz, Lfstevens.us, Dipendra2007, Sjbali, Synthebot, Falcon8765, Seresin, AlleborgoBot, Inem Supangkat, Gecube, EmxBot, Ridingyrwave, Deconstructhis, Humboldt, SMC89, SieBot, Luihku, Gopher292, Jack Merridew, Jpp42, D4n4, Caltas, Matthew Yeager, Lucasbfrbot, HkCaGu, Nopetro, Oxymoron83, Mradtke, Monicaandrew, Wilhelmina Will, Chefsatwork, EngagedReferee, Into The Fray,
Angelo De La Paz, Staylor71, Sfan00 IMG, Elassint, ClueBot, Traveler100, Noniq21, The Thing That Should Not Be, Plastikspork,
EoGuy, R000t, Drmies, Der Golem, MythCreator, SuperHamster, Doseiai2, Adrianabanana, Ping 560, Niceguyedc, Parkwells, Pumpmeup, Rtype123, Sol Blue, Dwipayana, Digitallica, Ngebendi, Promethean, DRAGONSORCERESSSSSSSS, SchreiberBike, Stepheng3,
Aitias, Silvercup, DerBorg, Littleteddy, Budiaman, EJ791, XLinkBot, Hotcrocodile, Avoided, WikHead, NellieBly, Alexius08, Kembangraps, Bgag, Jillpaans, Addbot, Chloemaz00, D5664, Jalbsa10, Danielthornbury, Ronhjones, Download, CarsracBot, LemmeyBOT,
Supernev, Jaydec, Numbo3-bot, VASANTH S.N., Tide rolls, Lightbot, Jarble, HerculeBot, Waltloc, Qie26, Luckas-bot, TheSuave, Yobot,
Stopbias, Melvalevis, ArchonMagnus, Zamris, Rocky balboasky, Mfbz78, LeonisRugitur, Eric-Wester, Synchronism, Juliancolton Alternative, Coeemaven, Backslash Forwardslash, AnomieBOT, Myerberg, Piano non troppo, Ipatrol, Jimi 66, Frank Boblin, Materialscientist,
The High Fin Sperm Whale, Citation bot, Kalamkaar, Bob Burkhardt, Frankenpuppy, ArthurBot, LilHelpa, Xqbot, I Feel Tired, Indosurf,
Capricorn42, perwan, Mrcricket48, Hudson hawk, Ewhsfguiegwk, Ale000, Ruy Pugliesi,
, NadiaF7, JordyMeow, Shadowjams,
FrescoBot, UlrikeEmigh, Tobby72, Grossmac, DivineAlpha, Citation bot 1, Sharmanikhil, Rapsar, Pinethicket, Calmer Waters, AmphBot, Hamtechperson, Jschnur, MastiBot, , NarSakSasLee, Ilvon, Dac04, Reconsider the static, Temoen, White Shadows, Gerda Arendt,
Elekhh, FoxBot, TobeBot, Gprbali, Lotje, Nalokka, KieranT878, Fritzache, ErikvanB, Diannaa, Rm125b, Reach Out to the Truth, Ilham Jenor, Mean as custard, Stj6, RjwilmsiBot, Hajatvrc, Jjanswers, Zujine, DASHBot, EmausBot, Gfoley4, Dewritech, Racerx11, Hans
chem, Minimacs Clone, Ghaunho, Arash amini44, AsceticRose, Balikadek, AvicBot, John Cline, LuzoGraal, CrimsonBot, Campuan, Kok
Ming, Felix505, H3llBot, Vian kadal, Cornman96, Erianna, Weirdunclebob, Rcsprinter123, Taux, Brandmeister, L Kensington, Alan
Ainun, Gsarwa, Orange Suede Sofa, Aldnonymous, Graeme374, Hazard-Bot, ChuispastonBot, DASHBotAV, 28bot, ClueBot NG, Mechanical digger, Jack Greenmaven, MIKHEIL, AznBurger, Best Dive Job, Pmccawley, Skulduggery Pleasant, Noahcook123, Satellizer,
Movses-bot, Frietjes, Delusion23, O.Koslowski, Helpful Pixie Bot, Pinkcyberheart, Aronovic, Candleabracadabra, Pokemonmaster1000,
BG19bot, Gogugugogu, Cyberpower678, MusikAnimal, Bair175, Codysgirl88, Mark Arsten, Dipankan001, Mariano Blasi, Gcandran,
Zedshort, RidwanFadilArif, Polmandc, Kuetutkt, Carliitaeliza, BattyBot, Ibenkjoker, Mic2001, ChrisGualtieri, BatManMcBatties, Shortsta21, Slipperymcurry, Balijani, MadGuy7023, Cempaka Source, Ken Ritung, Telekayam, Dexbot, SuperSean219, Sminthopsis84, Ngmonsoon, Mogism, Farhan Literary, Mazendruw, Ditaarmilla, Tapetis, Vikikuat, Yogwi21, Copperchloride, Kper9504, Razibot, Putu01,
NVanMinh, AsianGeographer, EvergreenFir, So Aly, Xuzhenqinandy, Greyhound0660, Ugog Nizdast, JuliePushnikova, Manny salvacion,
Gregarach, Avaagaa, BPPDBali, JayaGood, Pisquare800, Christy321, Gungka, Goldenburg111, Susanonline87, Wasdwasdwasd123, DRGENITALIA, Matthewlarmour, FatimaBhutto, CogitoErgoSum14, Zen digby, Parabolooidal, Pteris, Faizcaster, Rockpartyanimal, Gedeeinstein, Wilson1218, Kosovohp11, P Harinath Reddy, Richard Yin, 2shhh, Godfrey Gibson, Ellawantstohelp, Dar8787, Ilovetonga, Iwan
Budi Arta, SH., Balicheapesttours, Indotravel, Marinka van Dam, Thesaurus11, Derekmcl251 and Anonymous: 700
IB Diploma Programme Source: http://en.wikipedia.org/wiki/IB%20Diploma%20Programme?oldid=637342658 Contributors: Ewen,
Michael Hardy, Ahoerstemeier, SolarCat, Docu, Tempshill, Timrollpickering, Decrypt3, Jacoplane, Obli, Dotx3, Noe, Antandrus, Komencanto, Rattlesnake, Neutrality, Mike Rosoft, Reinthal, Diagonalsh, Discospinster, C12H22O11, Kbh3rd, Shadow demon, Smalljim, La
goutte de pluie, Acjelen, Alansohn, Keenan Pepper, Kel-nage, Mbimmler, SidP, Drat, SteinbDJ, Tr00st, Woohookitty, Lochaber, Ae-a,
StradivariusTV, MrDarcy, Kelisi, Someone42, Hughcharlesparker, MarcoTolo, Tropsy, PeregrineAY, Dysepsion, Matturn, Kbdank71, DePiep, Melesse, Rjwilmsi, Vary, Imolk, ColinJF, Pruneau, Gurch, Wongm, El Slameron, DTOx, Digitalme, Schmancy47, RussBot, Jamesino,
Hede2000, Madcoverboy, Mike Halterman, Modernway, Dbmag9, Wonglokking, Moe Epsilon, Mlouns, MSJapan, MaxVeers, Noise Pollution, DeadEyeArrow, Thegreyanomaly, Mamawrites, Phgao, Closedmouth, E Wing, CapitalLetterBeginning, MStraw, HereToHelp, Mais
oui!, Jaranda, BrorMartin, Jonathan.s.kt, The 13th 4postle, BigaZon, SmackBot, YellowMonkey, KnowledgeOfSelf, Stie, Quidam65,
Aubisse, Thumperward, SchftyThree, Mangoshake, NYKevin, Can't sleep, clown will eat me, JoeOnSunset, Jamse, Danielkueh, DRahier,
Onorem, Anita1988, RedHillian, AndySimpson, Freedom to share, AndyBQ, Candorwien, Chris 1127, Pilotguy, Kukini, Esrever, Axem
Titanium, Hestemand, Mike7, John, Disavian, Amyteach, Neodarksaver, Gis, Theturtleguy, Techgeist, CredoFromStart, Scetoaux, IronGargoyle, Cielomobile, Noah Salzman, EddieVanZant, Martinp23, Agonizing Fury, Mackan, 11K, HelloAnnyong, Iridescent, Cheesy
Yeast, Colonel Warden, Mulder416sBot, George100, ChrisCork, Wikifarzin, Peterktan, JForget, InvisibleK, CmdrObot, Insanephantom,
Dycedarg, Pickythepick, Green caterpillar, Hammer of god, Gunny01, Edward Hyde, Peripitus, MC10, Gogo Dodo, Kevin23, Shiru-
91
lashem, Morgana007, Christian75, Kamera, Rod333, ArminHammer, Epbr123, Firebyrd16, Ante Aikio, Ionstorm, John254, Mr pand,
Aristox, Landolitan, Gabrielhli, Futurebird, Mentisto, ThinkGreen, AntiVandalBot, Milton Stanley, Robzz, Ealgian, A.szczep, LegitimateAndEvenCompelling, Eric kennedy, TheRepairMan, Omishark, Mewslee37, MER-C, Michael Ly, EvilStormSam, Andonic, Hut 8.5,
Mdethmers, VoABot II, EcleCtica, P g chris, Mbunky, Giggy, 28421u2232nfenfcenc, Ciaccona, Beggarsbanquet, Agir, Adrenalinjunkie,
Ibperfect, MartinBot, Ultraviolet scissor ame, CalendarWatcher, R'n'B, Nono64, J.delanoy, BigrTex, Sp3000, Ricky999, Loldemort,
Mike.lifeguard, WarthogDemon, Massau, Ibaloser, HOUZI, LLunsford1, 97198, Toon05, Guitarist Nick, Doug4, Cometstyles, Bogdan,
Theatreworm, Gtg204y, RVJ, Andy Marchbanks, Asse2, Funandtrvl, Ragin inferno, Chienlit, Aesopos, Philip Trueman, Af648, London2012, Kkendrick, Crazypuzzler121, Olly150, Lradrama, Zombiboy, Deadshot042, Slysplace, Parmeetshah, Bleaney, GeneralBelly,
PDFbot, BotKung, Krazywrath, Petero9, Falcon8765, Seresin, Vanished user lkdfj39u3mfk4, Kycook, Fabian.geis, Unamed102, Tiddly Tom, Psbsub, Triwbe, Lachrie, Mike518raptor, Connorhalsell, Wizzard2k, EditorInTheRye, Allmightyduck, Steven Zhang, Babaluo,
Joshii, Patrolmanno9, JimIBO, JCPH, ImageRemovalBot, Mecenas, YellowAssessmentMonkey, MBK004, The keymaker, ClueBot, IceUnshattered, ChrisStupak, Kansoku, Pointillist, Ferdinand h2, Kyle056, Encyclopedia77, Resoru, Vanisheduser12345, Gwguey, Vivio
Testarossa, Sun Creator, Akahdemix, OpusDiabolus, Peytonp92, Tritium2009, Igertayd, Wprlh, 7&6=thirteen, Trippywednesday, Thehelpfulone, Pinksocks2345, Edicionesvieira, Sergiosaris, Aitias, Dtan92, Versus22, DumZiBoT, Skoutroumanidis, Jonneroo, Duncan, TFOWR,
Unslaked, Mm40, Faris masad, Bowchickabow, Kidrowberry, Addbot, Basilicofresco, Williamboberkins, Thedarkfourth, Ysmithers, TutterMouse, Misterx2000, CanadianLinuxUser, Philtho, Bassbonerocks, DreamHaze, Causticorulos, Free Fiend, Lakshmix, Wikiusermike,
Dayewalker, Tide rolls, Lightbot, Deutsch12345, ITGSEETest, Themfromspace, Legobot II, Victoriaearle, CinchBug, Brougham96, Eru
iluvatir, Countdown to oblivion, AnomieBOT, 1exec1, Killiondude, IRP, Piano non troppo, SAT+IB = life sux, ObserverNY, Materialscientist, TheTechieGeek63, 19DrPepper91, Bencmq, Choptankbridge, Cureden, Ibsaved, The Scut Monkey, Shirik, IShadowed, MerlLinkBot,
Manuelt15, Zibblay, Jabbarm32, Anne.i.am, Brettsagert, Matthewsd, Manmohit2002, FrescoBot, Westlundwu, Fillet of plaice, Max9711,
Pledoux, VI, Soulharvest489484875474, Saza1710, Taweetham, Rd232 public, OspreyDJ, I dream of horses, Mmkay.bs, Tinton5, Tvor65,
La mome, Ha98574, Uberhill, Pressurerulz, RjwilmsiBot, Chipmunkdavis, Nasty Housecat, Aircorn, Founderz, Sylviaschwartz04, Tisbury,
AsceticRose, ClueBot NG, Pizza1016, Sstoodley, Theopolisme, Helpful Pixie Bot, MeMyselfandIB, TotNoob102, BattyBot, ONB98,
Pinkwrites, Babloon6, Dexbot, Mogism, PinkAmpersand, J3NdR4L g4uLzZZz, Lemnaminor, Maggalina, Chitinid, YiFeiBot, Theexitsign, Justinrleung, Monkbot, Prisencolinensinainciusol, CatanOverlord, MCArcher2002, RyanChan12345HKG, Iamderpking, Bluebirdwhispers, Joneiric1968 and Anonymous: 641
IB Middle Years Programme Source: http://en.wikipedia.org/wiki/IB%20Middle%20Years%20Programme?oldid=637617205 Contributors: Ewen, Edward, Obli, Neutrality, CALR, C12H22O11, Martinultima, Ricky81682, Mysdaao, Velella, Kelisi, Plrk, Pruneau, Wimt,
Wiki alf, DeadEyeArrow, Allens, SmackBot, YellowMonkey, Rmccue, Ohnoitsjamie, Pretzels, Candorwien, Ringmaster j, Green Giant,
Fullerene, WeggeBot, Peripitus, Tomdidiot, Starcreator, AntiVandalBot, Robzz, Yahel Guhan, Hjal, R'n'B, Funandtrvl, X!, Synthebot, Hatpins, Cocainecock, Jojalozzo, JimIBO, Robmik, ClueBot, Dekisugi, DumZiBoT, WikHead, GaryEditor, Addbot, Bigbigbigdick, Joshtilley1, Lukelucanus, Luckas-bot, Victoriaearle, CinchBug, AnomieBOT, ObserverNY, TheTechieGeek63, Brookebelinda94, La mome,
Yunshui, NameIsRon, EmCat24, Jofugue, ClueBot NG, Josephchan07, Code-Lockie, Chrispen1, Frze, AvocatoBot, BattyBot, MatthewWShaw, Magnolia677, Ginsuloft, Nick Mitchell 98, Leman2010, TheQ Editor, Freyfrey101 and Anonymous: 74
IB Primary Years Programme Source: http://en.wikipedia.org/wiki/IB%20Primary%20Years%20Programme?oldid=637616348 Contributors: Ewen, Obli, Andycjp, Neutrality, Rich Farmbrough, C12H22O11, TexasAndroid, SmackBot, Sciintel, WeggeBot, Peripitus, Nick Number, Robzz, Yahel Guhan, Magioladitis, Lelandrb, R'n'B, Funandtrvl, Bleaney, Simondavidson, Jojalozzo, JimIBO,
Catherineskii, DumZiBoT, TFOWR, Moxaox, Addbot, SpellingBot, Luckas-bot, Victoriaearle, CinchBug, AnomieBOT, ObserverNY,
TheTechieGeek63, Choptankbridge, La mome, Yunshui, NameIsRon, EmausBot, Teacher103, MothrBear, BG19bot, CJ Hammer, Sodaant, Mai palma, Leman2010 and Anonymous: 28
IB Group 1 subjects Source: http://en.wikipedia.org/wiki/IB%20Group%201%20subjects?oldid=623207850 Contributors: Obli, Komencanto, Neutrality, GreenReaper, C12H22O11, JoeSmack, Splat, Amire80, Mesn, Noise Pollution, SmackBot, Chris the speller, Candorwien, Sdorrance, Gogo Dodo, Barticus88, Smihael, The Thing That Should Not Be, Auslli, Yobot, Victoriaearle, CinchBug, AnomieBOT,
FrescoBot, NameIsRon, Zollerriia, Razzle5555, Rcsprinter123, Pizza1016, Theopolisme, BG19bot, Mogism, Melanauts, Justinrleung,
Monkbot and Anonymous: 26
IB Group 2 subjects Source: http://en.wikipedia.org/wiki/IB%20Group%202%20subjects?oldid=589388930 Contributors: Obli, Andycjp, Neutrality, C12H22O11, JoeSmack, Woohookitty, Noise Pollution, SmackBot, Esrever, Theone00, Sdorrance, Khvalamde, Victoriaearle, CinchBug, FrescoBot, La mome, Pizza1016, Sstoodley, Astronautguo, Theopolisme, BattyBot, ChrisGualtieri, Justinrleung and
Anonymous: 13
IB Group 3 subjects Source: http://en.wikipedia.org/wiki/IB%20Group%203%20subjects?oldid=616187124 Contributors: Edward,
Bearcat, Pingveno, Komencanto, Neutrality, C12H22O11, Kbh3rd, Dooga, Sceptre, RussBot, Nlitement, Aldis, SmackBot, Bazonka,
Can't sleep, clown will eat me, Anita1988, Radagast83, Candorwien, Jsawg, Buckaroo54, Tawkerbot2, CmdrObot, Insanephantom, Dgw,
Sdorrance, Kevin23, Alohagrl21212, JustAGal, Alphachimpbot, VoABot II, Smihael, SwiftBot, Giggy, Billinghurst, Biscuittin, Jaguar
foga, ClueBot, Dtan92, XLinkBot, TFOWR, Geographyteacher, Download, Kwahcow, Yobot, Victoriaearle, CinchBug, AnomieBOT,
ObserverNY, SD5, FrescoBot, Trijnstel, La mome, Sergio Rodrgz. Labra, Chipmunkdavis, John of Reading, Dewritech, Mansoor0345,
Burnsfan, Pizza1016, Sstoodley, Theopolisme, Technical 13, BattyBot, William04041998, AureEntuluva, C.f.r.uden, Justinrleung, Hahahohohahahoho, Pphillipstech and Anonymous: 65
IB Group 4 subjects Source: http://en.wikipedia.org/wiki/IB%20Group%204%20subjects?oldid=607239206 Contributors: Komencanto,
Neutrality, Reinthal, C12H22O11, CDN99, Woohookitty, RHaworth, PeregrineAY, BD2412, Fatuus, Noise Pollution, Deville, Reyk,
Allens, SmackBot, Colonies Chris, Twp, Anita1988, BryanG, Candorwien, Cielomobile, Mr Stephen, Chris55, CmdrObot, Amalas, Insanephantom, Sdorrance, Gogo Dodo, MichaelMaggs, Yonatan, Bongwarrior, R'n'B, Taosskiier553, M-le-mot-dit, Pdcook, Wizzard2k,
Android Mouse Bot, Feralfeline, Iohannes Animosus, DumZiBoT, Giftiger wunsch, Esteban97, Yobot, Victoriaearle, CinchBug, Galoubet, J04n, DefenseSupportParty, Redrose64, Foobarnix, Sarsoora1994, NameIsRon, GoingBatty, ClueBot NG, Pizza1016, BattyBot,
Graemelawrie, Epicgenius, Justinrleung, Monkbot and Anonymous: 52
IB Group 5 subjects Source: http://en.wikipedia.org/wiki/IB%20Group%205%20subjects?oldid=638370601 Contributors: Bearcat, Noe,
Komencanto, John Foley, Neutrality, C12H22O11, JoeSmack, Splat, Commander Keane, Je3000, Volfy, JYOuyang, Noise Pollution,
SmackBot, Nishkid64, Mets501, Supertigerman, Aphonik, Insanephantom, Green caterpillar, Sdorrance, MC10, Kevin23, Jguard18, Magioladitis, Pomte, Biscuittin, Crocketmeow, Paolo.dL, TFOWR, Yobot, Victoriaearle, CinchBug, FrescoBot, La mome, Prettywildcrowd,
Pizza1016, Sstoodley, Theopolisme, Island Monkey, BattyBot and Anonymous: 49
IB Group 6 subjects Source: http://en.wikipedia.org/wiki/IB%20Group%206%20subjects?oldid=637569249 Contributors: Bearcat,
Obli, Komencanto, Satori, Neutrality, Reinthal, Rich Farmbrough, C12H22O11, Lyght, Pearle, Mbimmler, Xeon, Kosher Fan, Aeon1006,
92
SmackBot, Cheesy Yeast, CmdrObot, Green caterpillar, Reywas92, Kevin23, Silverangel020, Giggy, Beggarsbanquet, Emeraude, Biscuittin, Ein, Mild Bill Hiccup, 32Ralmal, Proofreader77, Yobot, Legobot II, Victoriaearle, CinchBug, FrescoBot, PinkPanther3719, Kaj,
WildBot, GoingBatty, Pizza1016, Sstoodley, TheJJJunk, Tentinator, Justinrleung and Anonymous: 43
Extended essay Source: http://en.wikipedia.org/wiki/Extended%20essay?oldid=624851334 Contributors: Andre Engels, Ewen, Bearcat,
Obli, Neutrality, Erc, Discospinster, C12H22O11, Reinyday, Alansohn, Water Bottle, RJFJR, Camw, Uncle G, Pol098, El Slameron,
DVdm, Gaius Cornelius, Malcolma, Mgcsinc, Josh3580, The 13th 4postle, SmackBot, Gilliam, Ericmcd, Blehfu, Insanephantom, Act333,
Reywas92, Kylemcinnes, Widefox, Yahel Guhan, Rogerroll, Unixrab, VoABot II, AurakDraconian, Sagm21, MartinBot, McSly, MONODA, Derekrogerson, Juliancolton, Goyston, Funandtrvl, Philip Trueman, TXiKiBoT, Onkey may, Kycook, Euryalus, Flyer22, EditorInTheRye, Torchwoodwho, Wiknerd, ClueBot, GorillaWarfare, ChrisStupak, Airbud444, Pointillist, Excirial, Saminik, Thingg, TFOWR, Getsnoopy, Addbot, Zorrobot, Victoriaearle, CinchBug, A More Perfect Onion, Piano non troppo, Kingpin13, Miracleworker5263, Tad Lincoln, Pooperdude1048, Thehelpfulbot, Cannolis, DrilBot, La mome, Tanzania, Piandcompany, Brambleclawx, Tolly4bolly, Kcaze, Targaryen, ClueBot NG, Jacobadam, Lerb626, BattyBot, Epicgenius, Justinrleung, 16judyk and Anonymous: 107
Theory of knowledge (IB course) Source: http://en.wikipedia.org/wiki/Theory%20of%20knowledge%20(IB%20course)?oldid=
634585465 Contributors: Little guru, Angela, Frazzydee, Wally, Obli, Oliver12, Neutrality, Juan Ponderas, Discospinster, C12H22O11,
Mind the gap, Bobo192, Keenan Pepper, BDD, PeregrineAY, Marudubshinki, Pabix, King of Hearts, DVdm, Conscious, Spate, Welsh,
EEMIV, Closedmouth, Masquatto, Cromag, Gonzalvus I, John.mcd, SmackBot, Vkyrt, Ga, Gilliam, ERcheck, Christophernandez, Keegan, Dumbledores Soul, DennisTT, Jahiegel, RJN, Esrever, Booksworm, Cheesy Yeast, Ouzo, Insanephantom, CWY2190, Kevin23, Superarthur, FreeKresge, TheRepairMan, Husond, Yahel Guhan, Magioladitis, Mbunky, Sagm21, Masterldl, MartinBot, Schmloof, Anarchia,
J.delanoy, PCock, McSly, Jordanski, Juliancolton, Wikieditor06, Jigabooda, Sp3z1aL, LBehounek, Krazywrath, Billinghurst, Enigmaman, Poltair, Kycook, Gruggs, Bud Mayeld, Johnh326, SieBot, Flyer22, Ihatetok, RoSeeker, Wilduck, Dillard421, Denisarona, Vatsun,
Tanvir Ahmmed, ClueBot, The Thing That Should Not Be, Joseph.kocjan, Niceguyedc, Blanchardb, Rockfang, Pointillist, NuclearWarfare, TheMopph, XLinkBot, Piratejosh85, TFOWR, Addbot, Some jerk on the Internet, Download, TOK456, Tide rolls, Avono, DylanWayne, Victoriaearle, CinchBug, IW.HG, AnomieBOT, Piano non troppo, Bluerasberry, ObserverNY, Capricorn42, Djcoxon, Shadowjams, FrescoBot, Banool1000, Pinethicket, Toktest, Jmartinsmith, La mome, Piandcompany, Gamewizard71, RjwilmsiBot, Helpersam,
Dewritech, Wikipelli, Dominiktalebi, Augustln3, Emmagurry, Osamatamari, Donner60, ClueBot NG, Cevicheater, Chuazilla, Cebeducation, Aturner91, Amy scott imposter, Carlpiaf, Conifer, Pratyya Ghosh, Pwnyta, Xwolfgumiix, Nonstop21, Mrl515, Nikos222, Justinrleung,
Monkbot, Thebiggenius101, Amortias, Devansh1310, Darkray3000, Knowledgecurry and Anonymous: 167
Creativity, action, service Source: http://en.wikipedia.org/wiki/Creativity%2C%20action%2C%20service?oldid=630365948 Contributors: Ewen, Obli, Neutrality, C12H22O11, RainbowOfLight, Plau, Rjwilmsi, BrianT, Celebere, Petiatil, Gaius Cornelius, Gokugohan382,
SmackBot, Yaksha, J. Finkelstein, Astrobradley, Blehfu, Green caterpillar, Fez2005, AntiVandalBot, Rentaferret, Yahel Guhan, Unixrab,
Giggy, Masterldl, MartinBot, Loldemort, Bogdan, Sp3z1aL, Sauronjim, ClueBot, ChrisStupak, Pointillist, Trippywednesday, Glane23,
Yobot, Victoriaearle, CinchBug, AnomieBOT, TheSpartanJedi, Intbac, DrilBot, ClueBot NG, Widr, Helpful Pixie Bot, Xtfcr7, Frosty and
Anonymous: 45
19.8.2
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Green School and Pedagogy

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Green School and Pedagogy

The Green School (Bali)

The slide show . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Industry and business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

In the United Kingdom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

In the United States . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Career-related Programme curriculum outline . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Middle Years Programme curriculum outline . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Primary Years Programme curriculum outline . . . . . . . . . . . . . . . . . . . . . . . . . . . .

The IB Learner Prole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

6.11 External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Dutch East India . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Independence from the Dutch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7.12 Heritage sites . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7.13 Beauty Pageant . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7.14 See also . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7.17 Further reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

7.18 External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

History and background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Core requirements and subject groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Assessment and awards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Application and authorization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

8.10 External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

IB Middle Years Programme

10 IB Primary Years Programme

10.1 Mission statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10.3 Educational philosophy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10.4 Learner prole . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10.5 Transdisciplinary themes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

10.8 External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11.1 Language A: literature

11.1.3 Available languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11.2 Language A: language and literature . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11.2.3 Available languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11.3 Literature and performance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11.3.3 Available languages . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

11.5 External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12.1 Language ab initio SL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12.2 Language B SL and HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12.3 Language A2 SL and HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

12.6 External links . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13.1 History (2010-2016) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13.2 Economics SL & HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13.3 Psychology SL & HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13.4 Philosophy SL & HL . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13.5 Information technology in a global society (ITGS) SL & HL . . . . . . . . . . . . . . . . . . . . .

13.6 Geography (2011-2017) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

13.7 Anticipated subjects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14.1 Structure and assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14.2 Physics (20092015) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14.2.1 Standard level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14.2.2 Higher level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14.3 Physics (20162022) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14.4 Chemistry (20092015) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14.4.1 Standard level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14.4.2 Higher level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

14.5 Chemistry (20162022) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .