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2 Y12/13 Options Booklet

Contents
Glossary ........................................................................................................................................................................................ 4
Introduction ................................................................................................................................................................................... 5
Subjects offered at German Swiss International School .............................................................................................................. 6
Overview of Subject Options ......................................................................................................................................................... 9
The Core ........................................................................................................................................................................................ 9
Group One: Studies in Language and Literature ........................................................................................................................ 10
Group Two: Language Acquisition .............................................................................................................................................. 11
Group Three: Individuals and Societies ...................................................................................................................................... 14
Group Four: Experimental Sciences ........................................................................................................................................... 18
Group Five: Mathematics ............................................................................................................................................................ 23
Group Six: Creative Arts ............................................................................................................................................................. 24
Who to Contact ............................................................................................................................................................................ 27
Y12/13 Options Booklet 3

Glossary
EE EXTENDED ESSAY
HL HIGHER LEVEL
SL STANDARD LEVEL
CAS
IBO
CREATIVITY
ACTION
SERVICE
INTERNATIONAL BACCALAUREATE
ORGANISATION
TOK THEORY OF KNOWLEDGE
IA INTERNAL ASSESSMENT
EA EXTERNAL ASSESSMENT
4 Y12/13 Options Booklet
A 4000 word independent research paper submitted by diploma students.
Students formulate an argument, research to support their argument and
reach a conclusion.
Designates a course that is 240 hours. Three academic subjects must be
taken at higher level.
Designates a course that is no less than 150 hours in length. Three
academic subjects must be taken at standard level.
Students must plan and participate in activities outside the classroom that
cover the three areas of the programme: Creativity, Action, and Service. This
is completed throughout the two years of the programme.
IB Organization as a whole, with offices in Geneva, New York, Vancouver,
Cardiff, and Singapore. Contact www.ibo.org.
A required component of the core of the programme. Students explore the
basis for knowledge and judgment.
Evaluative work (presentations, oral interviews, papers, etc.) which is
assessed internally using IBO criteria. External examiners then moderate
the IA.
Work assessed by examiners and moderators of the IB Organization. Work
is sent to examiners in over 100 different countries.
IBDP INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME A two year pre-university curriculum, which GSIS has adopted for Y12-Y13
LP LEARNER PROFILE
The list of ten attributes to be developed by students throughout the course
of their education at GSIS and beyond
CORE The three central elements of the diploma: ToK, CAS, EE

Introduction
At GSIS, we strive to enable our students to access opportunities that will see them grow into balanced, intelligent, global citizens.
The programme of study in Y12-Y13 is the International Baccalaureate Diploma Programme (IBDP). A student taking the IBDP must follow the Core of
the programme and take six subjects, one each from six subject groups.
The Core of the programme has three parts:
1
2
3
Theory of Knowledge (ToK)
Creativity, Action and Service (CAS)
Extended Essay (EE)
The Six Subject Groups are:
1
2
3
4
5
6
Studies in Language and Literature
Language Acquisition
Individuals and Societies
Experimental Science
Mathematics
The Arts, or a second subject from one of the other groups.
Three of these subjects are taken at the more demanding HL, three at SL. This reflects the IBDP’s balance between depth and breadth. The table below
reflects the areas of study in Y7-Y11 which link to the subject groups in the Diploma.
I/GCSE English Modern foreign
language
IBDP Group 1
Studies in
Language and
Literature
Economics
Geography
History
ICT
Biology
Chemistry
Physics
Mathematics Art
Drama
Music
Group 2
Language
Acquisition
Group 3
Individuals and
Societies
Group 4
Experimental Sciences
including Computer
Science
Group 5
Mathematics
Group 6
Creative Arts or
Elective subject
Y12/13 Options Booklet 5

Subjects offered at German Swiss International School
Group 1 - Language A:
Studies in Language and Literature
Group 2 - Language B:
Language Acquisition
Group 3
Individuals and Societies
Group 4
Experimental Sciences
Group 5
Mathematics
Group 6
Creative Arts or
Elective subject
*These subjects are only offered in Y12/13. All students welcome to apply.
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English Literature HL/SL
English Language and Literature HL/SL
German B HL/SL
Chinese B HL/SL
French B HL/SL
*French Ab Initio SL
Information Technology in a Global Society (ITGS) HL/SL
Economics HL/SL
Geography HL/SL
*Social and Cultural Anthropology (SCA) HL/SL
History HL/SL
Biology HL/SL
Chemistry HL/SL
Physics HL/SL
*Computer Science HL/SL
Mathematics HL
Mathematics SL
Maths Studies SL
Music HL/SL
Visual Arts HL/SL
Theatre Studies HL/SL
A second Group 3 subject or
A second Group 4 subject

IBDP Assessment and Moderation Procedures
IBDP assessment procedures are designed to emphasize process rather than content and to achieve a balanced assessment of a candidate’s
performance. Various assessment methods are used in order to take into account different learning styles and cultural experiences, ensuring that all
students have the opportunity to demonstrate their abilities. Conventional external examinations are complemented by internal assessment conducted
by teachers. The method of subject assessment is defined with reference to specific assessment criteria and will consist of some or all of the following:
External Assessment: Written Examinations
These may include essays and short answer questions, document and data based questions, comprehension exercises.
Oral Examinations
These are conducted according to procedures established by the IBO
Internal Assessment
According to the requirements of the subject, this may take the form of guided coursework, project work, field work, practical and/or laboratory work
All internal assessment is subject to external moderation by the IBO, which is rigorously conducted and reported
The Core
The EE and ToK essay are externally assessed
The ToK oral presentation is internally assessed
CAS is designed and implemented by the school and all activities are monitored internally
Up to three points may be added to the total score awarded for individual subjects, based on a combined score from the EE and ToK assessments. A
candidate who writes a good EE and whose performance in ToK is judged to be satisfactory will be awarded +1 point. A candidate who fails to complete
the requirements of EE and ToK will be awarded no points and will not be awarded the diploma.
Awarding of the IBDP
The grading scheme for the IBDP is a 1 to 7 scale, where 7 is an excellent performance. The IBDP will be awarded to candidates whose total score
reach or exceed 24 points. Apart from this simple condition there are 19 fail codes that can be found at www.ibo.org
The IBDP cannot be awarded, whatever the score, to candidates who have not submitted an EE, not followed a course in ToK and not engaged in CAS
activities.
Y12/13 Options Booklet 7

Higher Education
The Careers Department is available to help guide students through the processes of applying to universities worldwide. We can also guide students
in their choice of HL/SL subjects in relation to university prerequisites. It is important to remember, even at I/GCSE level that students should keep
their options open and do the subjects that they enjoy and in which they excel. Regarding science courses, universities like the breadth that the IBDP
gives students and this will be a huge asset for most courses. However, if you are thinking of studying Medicine, Engineering, or Natural Sciences then
students should choose appropriate science subjects: Chemistry and Biology for Medicine; Physics, Mathematics and Chemistry for Natural Sciences;
and Physics and Mathematics for Engineering. Regarding the arts and humanities, if students are applying for Law it is good to have at least one
humanity at HL. Most departments of Law really like students to have studied History or Geography, a modern language and another subject, even
Mathematics at HL. To study modern languages, it is usually a good idea to try to have a good knowledge of at least two languages. In general terms,
there is a lot more flexibility in the arts and humanities as very few courses have strong vocational links. For many degree courses universities like
students to have a breadth of experience academically, presenting with a mix of arts, humanities, sciences and mathematics. The IBDP is designed to
give students this breadth. It is important, however, that students consult the Careers Department about the choice of HL subjects, especially if they are
thinking about a specific career.
It is a good idea to base selection of subjects on the following:
Academic interest
Personal interests, skills and aptitudes
Entry requirements for degree courses or careers
Please do not forget that the Careers Department is there to guide students through the process of preparing for and applying to university. We give
students a great deal of one to one advice and look forward to working with students and parents.
8 Y12/13 Options Booklet

Overview of Subject Options
The Core
Theory of Knowledge (ToK)
This is a 100 hour timetabled course, which is compulsory for all IBDP students. The course critically examines the types, nature and limitations of
the different ways of knowing and areas of knowledge. In the process, students consider the role of language, reason, emotion and perception in the
pursuit of certainty and truth. Students and teachers are given opportunities to consider the role and nature of knowledge in their own culture, in the
cultures of others and in the wider world. This enables students to be aware of themselves as thinkers, encouraging them to become more acquainted
with the complexity of knowledge and the ability to recognize the need to act responsibly in an increasingly interconnected but uncertain world. Texts
and examples come from a wide range of cultural perspectives and knowledge areas, including human and social sciences, mathematics, the arts,
politics, religion and ethics. Students are assessed by means of a written essay and an oral presentation. Up to 3 points can be awarded for this work in
combination with the Extended Essay.
Extended Essay (EE)
The EE is an in-depth study of a limited topic within a subject area. The 4000-word essay provides students with the opportunity to conduct independent
research at an introductory level. Students are introduced to the EE process in November of Y12. Students will need to choose an area of interest
related to their current studies and in relation to future aspirations. When students have chosen their subject area for the EE, they discuss the
proposed topic with their supervisor. As an independent piece of research, it is critical that students are self-disciplined and adhere to all deadlines.
The completed essay is submitted to the supervisor and to the IB Coordinator in September of Y13.
Creativity, Action and Service (CAS)
CAS encourages students to be involved in meaningful activities that will make a significant difference in their lives and the lives of others. It challenges
them to participate in activities they may not have previously considered. The emphasis is on learning outside the classroom in real life situations. CAS
is a compulsory part of the core of the IBDP, and is supported by the many years of commitment GSIS students have given in all three areas of CAS.
The process involves students planning and then completing activities, over an 18-month period, with ongoing reflection. Showing evidence of the CAS
criteria is integral to completing the programme successfully. GSIS students will be expected to commit to a sustainable project, either individually
or in a group, and be involved in at least one international project. On average students will be expected to be involved in their CAS activities for three
hours per week, with a reasonable balance given to each of the three areas of creativity, action and service.
Y12/13 Options Booklet 9

Group One: Studies in Language and Literature
Literature HL/SL
Literature develops students’ understanding of the techniques involved in literary criticism and encourages the ability to form independent literary
judgements. This includes an appreciation of and informed personal response to literature in English in a range of texts in different forms and from
different periods and cultures. The course also encourages the skills of reading, analysis and communication, in both written and oral forms. Students
will develop an understanding of the ways in which writers’ choices of form, structure and language shape meanings, and will develop the ability
to produce informed, independent opinions and judgements on literary texts. Texts will be chosen from a range of genres and will include works in
translation. Students at both levels will be expected to read extensively, and to work independently. At SL students will study ten texts, and at HL, where
a greater emphasis is placed on comparative literary analysis, thirteen texts are required.
Assessment is by written examination (45%), written internal assessment (25%) and oral presentations (30%).
Language and Literature HL/SL
The English Language and Literature course is a combination of the study of language and literature that presents students with the opportunity to
explore language as a dynamic process. Through the study of texts chosen from a variety of sources, genres and media, students develop an awareness
and understanding of how meaning in language is created and shaped by culture and society. Students will learn how to read and think critically about
the relationships between text, audience and purpose, as well as how language influences the individual’s view of the world.
The appreciation of literary techniques and genre forms an important part of the course. Students will develop an understanding of the ways in which
writers’ choices of form, structure and language shape meaning and learn how to express informed and independent opinions on literary texts orally
and in writing. HL incorporates the study of six literary works and SL four works.
Writing and speaking critically about language and literature will enable students to develop and refine their communication skills to become
better readers, writers, speakers and thinkers, as well as develop cultural sensitivity. The course looks at language in cultural context and in mass
communication. The literature component covers both critical analysis and contextual studies. External assessments consist of two end of course
examinations (50%) and two written tasks based on materials studied (20%). Internal assessment is an oral commentary (15%) and a further oral
activity (15%).
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Group Two: Language Acquisition
Language B: German, Mandarin or French HL/SL
Language B is an additional language-learning course designed for students with some previous learning of that language. The main focus of
the course is on language acquisition and development of language skills. These language skills will be developed through the study and use of
a range of written and spoken material. Such material will extend from everyday oral exchanges to literary texts, and are related to the culture(s)
concerned. There is a common syllabus at SL and HL (with literature as an additional component of the HL course). The differences between levels
are determined by the assessment objectives, the depth and breadth of syllabus coverage, the assessment details, the assessment criteria, literature
coverage and suggested teaching hours. The course aims to:
Develop students’ intercultural understanding, awareness of the role of language in relation to other areas of knowledge and awareness of the
relationship between the languages and cultures with which they are familiar
Enable students to understand and use the chosen language of study in a range of contexts and for a variety of purposes
Encourage an awareness and appreciation of the different perspectives of people from other cultures through the study of texts and through social
interaction
Provide students with a basis for further study, work and leisure through the use of the language and the opportunity for enjoyment, creativity and
intellectual stimulation
Students will be assessed on their ability to:
Communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding
Use language appropriate to a range of interpersonal and/or cultural contexts
Understand and use language to express and respond to a range of ideas with accuracy and fluency, analyse and respond to a range of written and
spoken texts and use works of literature written in the target language of study (HL only).
Organize ideas on a range of topics, in a clear, coherent and convincing manner
Y12/13 Options Booklet 11

12 Y12/13 Options Booklet
Theme Example of Possible Topics Covered
Core Communication and Media Advertising, Bias in Media
Global Issues Global Warming, Migration
Social Relationships Language and Identity, Social Structures
Options 2 options (chosen by the teacher)
Cultural Diversity Beliefs, Values and Norms, Culinary Heritage
Customs and Traditions Celebrations and Social Events, Etiquette
Health Diet and Nutrition, Drug Abuse
Leisure Entertainment, Hobbies, Travelling
Science and Technology Ethics and Science, Impact of IT on Society
Literature For Higher Level Only - 2 works of literature (to be determined)
Strong German HL students will be expected to take the Sprachdiplom II exam in Y13. This option is also open to SL students, whom the German
teachers judge to have the potential to reach this level.
External Assessment (70%)
Higher Level Standard Level
25% Paper 1 (1 hour 30 minutes):
Text-handling exercises on five written texts
25% Paper 2 (1 hour 30 minutes):
Section A: A task of 250–400 words, based on the options, to be
selected from a choice of five.
Section B: Response of 150–250 words to a stimulus text,
20% Written assignment:
Creative writing of 500–600 words plus a 150-word rationale,
based on one of the literary texts read.
Paper 1 (1 hour 30 minutes):
Text-handling exercises on four written texts
Paper 2 (1 hour 30 minutes):
One writing exercise of 250–400 words from a choice of five, based
on the options.
Written assignment:
Inter-textual reading followed by a written exercise of 300–400
words plus a 100-word rationale

Internal Examination (30%)
20% Individual oral (8–10 minutes)
15 minutes’ preparation time and a 10-minute presentation and discussion with the teacher.
10% Interactive oral activity
Three classroom activities assessed by the teacher.
Y12/13 Options Booklet 13

Group Three: Individuals and Societies
Economics HL/SL
The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in
order to satisfy unlimited human wants. This course covers the economic theories of microeconomics, which deal with economic variables affecting
individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments
and societies. These economic theories are not to be studied in a vacuum—rather, they are to be applied to real-world issues. The main topical issues
are fluctuations in economic activity, international trade, economic development and sustainability.
This economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness
of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will enable students
to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly
interdependent world. At the end of the course students will be able to demonstrate in-depth knowledge and critical understanding of a wide range
of economic theories and concepts. They will be able to apply this knowledge and understanding to analyse both familiar and unfamiliar situations,
issues and problems. They will be able to effectively evaluate evidence and arguments, make reasoned judgments and to present appropriate and
well-supported conclusions. Internal assessment for both HL/SL students amounts to 20% of the total grade.
Geography HL/SL
This course addresses key ideas and debates in our world today,
exploring a wide range of case studies and issues, examining and
evaluating management strategies that are linked to them. The focus
of the course is to understand the role of social, physical, economic
and political factors, and to appreciate the interrelationships between
humans and their environments, as well as the need for international
co-operation. By the end of the course, students will have developed
a global perspective and appreciate the relevance of Geography to
contemporary world issues.
Geography students will study the Core theme of Patterns and
Change. In addition, SL students will study two Optional themes, while
HL students will study an additional Optional theme as well as the
extension Global Interactions topics. Both Standard and Higher level
students will conduct fieldwork leading to a written report (maximum
2,500 words). The compulsory core unit looks at key global issues and
the management of related demographic, economic and environmental
challenges. The key areas of study include populations in transition,
14 Y12/13 Options Booklet

Y12/13 Options Booklet 15

disparities in wealth and development, patterns in environmental quality,
sustainability and patterns in resource consumption.
The additional themes look in detail at contemporary issues.
The Leisure, Sport and Tourism option focuses on the pattern and
diversity of leisure activities and their impact on environments, culture
and economies. The Internal Assessment fieldwork will be based
on this theme. The Hazards and Disasters – Risk Assessment and
Response option considers human responses to tectonic, meteorological
and technological hazards and disasters at a variety of scales. The
Geography of Food and Health HL option covers the UN’s Millennium
Development Goals, with particular focus on the global challenges of
combatting hunger and disease. The HL extension option is perhaps
the most contemporary and exciting of topics. Global Interactions looks
at the various factors that have led to our ‘shrinking world’ and will
examine how politics, culture, economics and societies have interacted
and responded to this globalisation, and the impact that this has
had on our environment. Such issues will be explored at a variety of
scales, highlighting our roles at a local and international level. Internal
assessment for SL students amounts to 25% of the total grade, whereas
HL students will have 20% of their grade marked internally.
History HL/SL
This course is concerned with individuals and societies in the widest
context: political, social, economic, religious, technological and cultural.
The aim is to explain trends and developments, continuity and change
through time and through individual events. During the course,
students are encouraged to reflect on the role of the historian. Does the
historian record history or create it? Can the historian be free of bias
in the selection and interpretation of material? Could it be reasonably
argued that the individual perception of an historian is necessary or
even desirable in the interpretation and recording of history? Much of
the two-year programme involves research, interpretation and critical
16 Y12/13 Options Booklet
analysis of a wide range of primary and secondary source materials to
reach substantiated conclusions to the above questions. The study of
history from an international perspective is increasingly important today.
In the contemporary context, one of globalization and technological
development, different cultures and societies are increasingly
interdependent upon one another. The History course helps to foster
respect and understanding of peoples and events in cultures different
from our own. The History course consists of two examination papers
and an Internal Assessment at SL, with a third paper on a regional topic
for HL. GSIS students will study three areas; International relations 1918
– 1936, origins and development of authoritarian and single party states
and the Cold War. HL students will study an additional unit looking at
Asian history, in particular China and Japan from the mid-19th century
to 2000. Students will also complete an historical investigation that
enables candidates to demonstrate the application of their skills and
knowledge to an area which interests them and which need not be
syllabus related. The assessment demands that candidates search for,
select, evaluate and use evidence to reach a decision or solve a problem.
Internal assessment for SL students amounts to 25% of the total grade,
whereas HL students will have 20% of their grade marked internally.
Information Technology in a Global Society HL/SL
Information Technology in a Global Society (ITGS) course is the study and
evaluation of the impacts of information technology (IT) on individuals
and society. It explores the advantages and disadvantages of the access
and use of digitized information at the local and global level. ITGS
provides a framework for students to make informed judgments and
decisions about the use of IT within social contexts. The main difference
between ITGS and Computer Science relates to the focus of study. ITGS
is about how people are affected by systems already in use and those
planned for the future.
ITGS aims to enable students to evaluate social and ethical
considerations arising from the widespread use of IT by individuals,

families, communities, organizations and
societies at the local and global level. It will
develop the student’s understanding of the
capabilities of current and emerging IT systems
and to evaluate their impact on a range of
stakeholders. Further, the course will encourage
students to use their knowledge of IT systems
and practical IT skills to justify IT solutions for a
specified client or end-user.
For both SL and HL, the ITGS course consists of
three compulsory interconnected strands that
reflect the integrated nature of the course: social
and ethical significance, application to specified
scenarios and IT systems. The HL extension
topics to study are IT systems in organisations
and robotics, artificial intelligence and expert
systems. There is also a project, taking 30 hours,
where students develop an original IT product
for a specified client. Internal assessment for
SL students amounts to 30% of the total grade,
whereas HL students will have 20% of their grade
marked internally.
Social and Cultural Anthropology HL/SL
The Social and Cultural Anthropology course
offers an opportunity for students to explore
and understand humankind in all its diversity
through the comparative study of culture and
human societies. In studying this course students
will come to appreciate how anthropology as a
discipline contributes to an understanding of
contemporary issues, such as war and conflict,
the environment, poverty, injustice, inequality and
human and cultural rights. The study of social
and cultural anthropology offers critical insight
into the continuities as well as dynamics of social
change and the development of societies, and
challenges cultural assumptions. The observation
and fieldwork component of this course gives
students an opportunity for learning outside
the classroom and applying their knowledge of
anthropology to real life situations. HL and SL
students will look at two areas. The first looks
at the core ideas in anthropology and enables
students to become familiar with the set of core
terms, the methods used by anthropologists
and issues associated with the construction of
ethnographic accounts. The second area of study
will look at eight themes related to social and
cultural organisation. These include kinship,
political organizations and belief systems.
Additionally, in the first six weeks of the course
SL students undertake an observation and
produce a written report from their field notes.
About six months later they are then required to
produce a critique of their written report. A third
unit of study for HL students will give students
an understanding of theoretical perspectives in
anthropology, their application to ethnographic
materials and their manifestation in particular
historical contexts. Further, HL students will be
required to undertake limited fieldwork, involving
planning and reporting. Internal assessment for
SL students amounts to 20% of the total grade,
whereas HL students will have 25% of their grade
marked internally.
“The
purpose of
anthropology
is to make the
world safe
for human
differences
”
Ruth Benedict
Y12/13 Options Booklet 17

Group Four: Experimental Sciences
Within the experimental sciences, students explore the concepts,
theories, models and techniques that underpin each subject area and
through these develop their understanding of the scientific method and
practical problem solving. GSIS offers Biology, Chemistry, Computer
Science and Physics at HL/SL. All courses run for two years and
are divided into a comprehensive syllabus of theory and a practical
programme. Assessment for all Group 4 subjects consists of 76% from
final exams and 24% from the criterion related internal assessments
(practical work) covered over two years. For Computer Science SL
students the split is 70% and 30%, for HL students it is 80% and 20%.
Further, it is a requirement for successful completion of the IBDP that
all students participate in the Group 4 project. This is an interdisciplinary
activity where students from the different Group 4 subjects work
collaboratively to analyse a common scientific or technological topic
or problem. It is used to assess a student’s personal skills in terms of
self-motivation and perseverance, ability to work within a team and selfreflection.
The project forms part of the internal assessment and takes
about ten hours. In the experimental sciences considerable emphasis
is placed on learning through practical work in the laboratory. The
practical component for SL is 40 hours and for HL, 60 hours
Biology HL/SL
Biology is an incredibly diverse subject, ranging from the interactions of
molecules within a cell to the global interactions of organisms with their
physical environment. To treat it as a stand alone subject is perhaps
naïve, as to be a good biologist one has to primarily be a good scientist,
with a range of interdisciplinary skills and an understanding of the
scientific method. The Biology course is designed to help students gain
these skills along with a better understanding of themselves and our
place in the natural world.
The Biology course is organised by topics, HL/SL students study six
topics and HL students study a further five, some of these extending
the core topics to greater depth. These core topics include cell biology,
18 Y12/13 Options Booklet
biochemistry, ecology and evolution, genetics and human health,
and physiology. Additional HL material covers the human health and
physiology topic in greater depth as well as devoting considerably more
time to cell respiration, photosynthesis and genetics.
Computer Science HL/SL
The Computer Science course develops an understanding of the
fundamental concepts of computational thinking as well as knowledge of
how computers and other digital devices operate. This is an extremely
useful course to study prior to any application for a university course
in the subject. It is also immensely useful for any student intending to
go on to study any form of engineering and, to a lesser extent, science
in higher education, as a computer-programming course is almost
always a part of the first year programme. The Computer Science
course is engaging, accessible, inspiring and rigorous. It draws on a wide
spectrum of knowledge, enables and empowers innovation, exploration
and the acquisition of further knowledge. Computational thinking
involves the ability to think procedurally, logically, and concurrently, and
to appreciate how theoretical and practical limitations affect the extent
to which problems can be solved computationally.
HL/SL students study a common core and option consisting of system
fundamentals, computer organisation, networks, problem-solving and
programming. HL students will study a further three topics and be
required to research various aspects of the subject which may include
new technical concepts and content to greater depth.

Y12/13 Options Booklet 19

20 Y12/13 Options Booklet

Chemistry HL/SL
Chemistry is regarded as the central
science and chemical principles underpin
the physical environment in which we live.
As well as being an academic subject in its
own right, it is also a pre-requisite for many
other courses in higher education, such
as medicine, biological and environmental
sciences. Most science-related tertiary
courses, either pure or applied, require
Chemistry at IBDP level. It is a logical subject
that is also much valued by professions
outside of science, such as law, accountancy
and politics.
Both HL/SL courses are developed through
a series of topics. SL students study eleven
topics and HL students study those plus
a further nine (for a total of twenty). It is
expected that students embarking on the
course will read around the subject, be
curious, and be prepared to challenge ideas
and facts they encounter.
The essential principles of chemistry are
studied as part of the following main topics:
quantitative chemistry, atomic structure,
periodicity, bonding, energetics, kinetics,
equilibrium, acids and bases, oxidation
and reduction, and organic chemistry. Two
speciality options will also be studied. The
course offers students the opportunity to
combine academic study with the acquisition
of practical and manipulative skills.
This photograph of the Milky Way was taken by GSIS student Nigel
Pak of Y11D during Discovery Week 2012. Astrophysics is one
option that will be offered in both Physical HL and SL.
Physics HL/SL
Physics is considered to be the root
science as its laws apply to all of the
experimental sciences. Physics seeks to
understand the universe itself, from the
microcosmic scale of the smallest particles
to the macrocosmic scale of the vast and
expanding distances between galaxies.
Physicists seek to acquire knowledge
through observation of our natural world,
creation of models to understand these
observations, and formation of theories,
which are tested by experiment. It is an
exciting time to be involved in the study
of physics with two instruments leading
the way: the Large Hadron Collider (LHC)
and the James Webb Space Telescope,
the former working in the tiniest scales of
matter and the latter in the scale of the
entire universe.
The Physics programme will cover core
topics such as physical measurement,
mechanics, thermal physics, waves,
and atomic and nuclear physics. Two
further options will be studied at SL:
digital technology and astrophysics. HL
students will cover a deeper extension of
the core topics. In addition they will study
astrophysics and particle physics.
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22 Y12/13 Options Booklet

Group Five: Mathematics
At GSIS we offer the following three subjects; Mathematics HL, Mathematics SL, and Mathematical Studies (SL). For these courses, students will need
a graphical calculator. Casio fx C9-20 or similar.
Mathematics HL
Mathematics HL caters for students with an excellent background in mathematics who are competent in a wide range of analytical and technical skills.
The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own
right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics
and enjoy meeting its challenges and engaging with its problems. Students are encouraged to apply their mathematical knowledge to solving problems
set in a variety of meaningful contexts. Development of each topic features justification and proof of results. Students embarking on this course should
expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in
different topic areas. The internally assessed component, constituting 20% of the final grade, offers students a framework for developing independence
in exploring mathematics. This course is clearly a demanding one, requiring students to study a broad range of mathematical topics through a number
of different approaches and to varying degrees of depth. There is also the possibility of doing Further Mathematics HL. This is a very demanding course,
please see your maths teacher if interested.
Mathematics SL
Mathematics SL caters for students who anticipate the need for a sound mathematical background as they prepare for future studies in subjects such
as chemistry, economics, psychology and business administration. The course focuses on introducing important mathematical concepts through the
development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than
insisting on mathematical rigour. Students should wherever possible apply the mathematical knowledge they have acquired to solve realistic problems
set in an appropriate context. The internally assessed component (comprising 20% of the final grade), offers students a framework for developing
independence in exploring mathematics. The exploration also allows students to work without the time constraints of a written examination and to
develop the skills they need for communicating mathematical ideas.
Mathematical Studies (SL)
Mathematical Studies is available as a SL subject only and caters for students with varied background and abilities. It is specifically designed to
build confidence and encourage appreciation of mathematics in students who do not anticipate a need for mathematics in future studies. The course
concentrates on mathematics that can be applied to contexts related as far as possible to other subjects being studied, to common real-world
occurrences and to topics that relate to home, work and leisure situations. The course includes a project (comprising 20% of the final grade) where
students must produce a piece of written work based on personal research, guided and supervised by the teacher. The project provides an opportunity
for students to carry out a mathematical investigation in the context of another course being studied, a hobby or interest of their choice using skills
learned before and during the course. This process allows students to ask their own questions about mathematics and to take responsibility for a part
of their own course of studies in mathematics. The students most likely to select this course are those whose main interests lie outside the field of
mathematics, and for many students this course will be their final experience of being taught formal mathematics.
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Group Six: Creative Arts
At GSIS we offer Theatre Arts, Music and Visual Arts in Group Six.
Students may choose one of the Creative Arts subjects, or a second subject from Group 3 or Group 4.
Music HL/SL
Students will explore music from various perspectives. Through performance, analysis, listening, and composing, they will gain an understanding of
how music is created and how it affects society. They will also experience making music. Through academic study they will investigate the development
of musical styles linked to cultures and regions around the world, including the development of music traditions in the western world.
Both SL and HL courses involve a written exam to show the student’s ability to identify and describe different musical genres, and a musical
investigation paper in which the student compares and contrasts two musical styles in a creative media script. Students entering the programme need
a sound understanding of music theory. Performance skills on an instrument or performance using voice are advantageous.
For SL students the internal assessment involves two original composition folios, or a recording of at least one solo public performance, or a recording
of at least two group performances. For HL students, the internal assessment involves three original composition folios, and a recording of at least one
public performance.
Theatre HL/SL
We are in an enviable position in Hong Kong, in that we have access to an incredible range of theatre and practitioners (from internationally renowned
professionals to local talented amateurs), both touring and locally-based. Theatre Arts is an incredibly exciting course, which gives the student the
opportunity to develop and acquire new practical skills, and embrace and become the embodiment of a world citizen, eager to explore the world and be
a creative force in it.
Theatre is a composite art that is forever evolving in new forms. IB Theatre Arts will lead students in an exciting and rigorous investigation of the nature
of theatre from the page to the stage. The course is a combination of performance, production, and research and analysis of western and non-western
theatre. Students will investigate both traditional as well as alternative forms of theatre, viewing them culturally as well as stylistically, while engaging
in both the practical and the theoretical. This course emphasizes the importance of working individually and as a member of an ensemble. At the core
of the theatre course is clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis – all of which will
be achieved through practical engagement in theatre.
Internal assessment for both HL/SL accounts for 50% of the course.
24 Y12/13 Options Booklet

HL/SL
Research Investigation (EA) 25%
Practice Performance Proposal (EA) 25%
Theatre Performance and Production Presentation (IA) 25%
Independent Project Portfolio (IA) 25%
Visual Arts HL/SL
The study of visual arts and the journey within it encourages respect for cultural and aesthetic differences and promotes creative thinking and
problem-solving. This course provides the student with the opportunity to develop a critical and intensely personal view of him/herself in relation to the
world. The Visual Arts course enables students to engage in both practical exploration and artistic production, and in independent contextual, visual
and critical investigation. The course is designed to enable students to study Visual Arts at higher education and also welcomes those who seek life
enrichment through visual arts.
The course content for HL and SL is the same, with HL students producing a larger body of work of greater depth. In order to reflect this, the
assessment criteria are differentiated according to option and level. At both HL and SL, students must demonstrate connections between academic
investigations and studio work. Option A is designed for students who wish to concentrate on studio practice and Option B is for students who wish to
concentrate on contextual, visual and critical investigation in visual arts. A high level of performance at both levels can be achieved in a large and small
body of work.
HL/SL Option A Option B
Studio Work- Involves practical exploration and artistic production 60% 40%
Investigation Workbooks-
Involves independent contextual, visual and critical investigation and reflection, both visual and written.
40% 60%
26 Y12/13 Options Booklet

Contact Details
Mrs Mary Peart
Head of English Secondary Department
mpeart@gsis.edu.hk
Ms Kellie Fagan
Deputy Head of English Secondary Department
IB Coordinator
kfagan@gsis.edu.hk
Ms Veronica Andrews and Ms Sue Gourlay
Higher Education Coordinators
vandrews@gsis.edu.hk
sgourlay@gsis.edu.hk
Mr Matt McLaughlin
CAS Coordinator
mmclaughlin@gsis.edu.hk
Dr Martin Cox
ToK Coordinator
mcox@gsis.edu.hk
Y12/13 Options Booklet 27