International Baccalaureate
All 55 International Baccalaureate Exams, One Adaptive Engine
Fundamentals
IBDP Biology SL
This AccelaStudy domain covers the complete IB Diploma Programme Biology Standard Level syllabus, preparing students for all three external examination papers and the Internal Assessment. The course is organized around six core topics — Cell Biology, Molecular Biology, Genetics, Ecology, Evolution and Biodiversity, and Human Physiology — and integrates the Nature of Science strand throughout.Cell Biology introduces the foundational principles of life at the cellular level, from the cell theory and ultrastructure of prokaryotic and eukaryotic cells to membrane dynamics and mitosis. Molecular Biology builds on this foundation by exploring the chemistry of life: the structure and function of carbohydrates, lipids, proteins, and nucleic acids; enzyme kinetics; DNA replication; transcription and translation; and an overview of cell respiration and photosynthesis. Genetics covers inheritance from the molecular level (genes and chromosomes) through to classical Mendelian patterns, sex-linked traits, meiosis, and the ethical dimensions of genetic technology. Ecology examines energy flow through ecosystems, biogeochemical cycles, population dynamics, and the pressing global challenge of biodiversity loss and climate change. Evolution and Biodiversity traces the evidence for evolution by natural selection, the mechanisms of speciation, and the principles of biological classification including cladistics. Human Physiology provides a systems-level understanding of digestion, circulation, immunity, gas exchange, neural signalling, and hormonal homeostasis.Experimental and quantitative skills are woven throughout every topic. Students learn to design investigations, collect and process data, apply statistical tests (t-test, chi-squared), construct and interpret graphs, and evaluate experimental methodology — skills assessed in Paper 3 Section A and in the Internal Assessment. The Internal Assessment component guides students through a self-directed scientific investigation, developing personal engagement, analytical rigour, and scientific communication.AccelaStudy's adaptive engine targets each of the four IB assessment objectives (AO1–AO4), using spaced repetition, contrastive question pairs, and worked data-based examples to build the depth of understanding required for a grade 6 or 7 at SL.
IBDP Business Management SL
This AccelaStudy domain covers the complete IB Diploma Programme Business Management Standard Level syllabus, preparing students for the May and November examination sessions. The course spans five interconnected units — Introduction to Business Management, Human Resource Management, Finance and Accounts, Marketing, and Operations Management — alongside the Business Management Toolkit and Internal Assessment preparation.Students begin by exploring what businesses are, how they are structured legally, and how they pursue objectives while balancing competing stakeholder interests. Human resource management introduces organizational structures, leadership styles, and the major motivation theories from Taylor to Pink. The finance unit builds quantitative competence through break-even analysis, cash flow forecasting, ratio analysis, and investment appraisal using payback period, ARR, and NPV. Marketing develops skills in market research, segmentation, the seven Ps, the product life cycle, and the BCG matrix. Operations management examines production methods, location decisions, supply chain management, and quality assurance.The Business Management Toolkit equips students with analytical frameworks — SWOT, STEEPLE, Ansoff Matrix, decision trees, fishbone diagrams, force-field analysis, descriptive statistics, and Hofstede's cultural dimensions — that are applied across all units. Four conceptual lenses (change, creativity, ethics, and sustainability) are woven throughout, encouraging students to evaluate business decisions from multiple perspectives.Assessment comprises two external papers (Paper 1 using a pre-released case study, Paper 2 using unseen quantitative stimulus) and an internally assessed 1,500-word research commentary on a real business. AccelaStudy's adaptive engine targets each student's weakest goals, delivers spaced-repetition practice, and provides worked examples for every quantitative skill, ensuring efficient preparation across all assessment objectives.
IBDP Chemistry SL
This AccelaStudy domain covers the complete IB Diploma Programme Chemistry Standard Level curriculum as specified in the IB Chemistry guide (first assessment 2025). The course is organized around two interlocking strands — Structure and Reactivity — that together build a coherent, conceptual understanding of chemistry rather than a collection of isolated facts.The Structure strand (Themes 1–3) develops models of matter from the sub-atomic level upward: atomic structure and electron configuration, periodic trends, moles and stoichiometry, bonding models (ionic, covalent, metallic), molecular geometry via VSEPR, intermolecular forces, and the classification of organic and inorganic matter including spectroscopic identification techniques.The Reactivity strand (Themes 4–6) addresses the driving forces, rates, and mechanisms of chemical change: thermochemistry and Hess's law, entropy and Gibbs free energy, redox chemistry and electrochemical cells, collision theory and kinetics, chemical equilibrium and Le Chatelier's principle, acid–base chemistry and pH calculations, and organic reaction mechanisms including substitution, addition, condensation, and hydrolysis pathways.Experimental and inquiry skills are woven throughout, culminating in the Internal Assessment — an individual scientific investigation of the student's own design. The domain provides dedicated coverage of measurement uncertainty, data processing, graphical analysis, and the criteria used to assess the IA.Nature of Science (NOS) threads are integrated across all themes, encouraging students to reflect on how chemical knowledge is constructed, validated, and revised, and on the ethical responsibilities that accompany scientific practice.All content is mapped to the four IB assessment objectives (AO1–AO4) and aligned with the command terms used in IB Chemistry examinations. Adaptive practice questions, contrastive pairs, and worked examples are calibrated to Paper 1 (data-based and multiple-choice) and Paper 2 (structured and extended-response) formats.
IBDP Classical Greek SL
This AccelaStudy domain provides comprehensive preparation for the IB Diploma Programme Classical Greek Standard Level examination, covering every component of the current IB syllabus from foundational alphabet and accentuation through advanced literary analysis of the prescribed texts.The course is structured around four interconnected pillars. First, language mastery: students build a complete command of Classical Greek morphology — all three noun declensions, the full range of adjective and pronoun paradigms, and the entire verbal system including thematic and athematic verbs, all moods (indicative, subjunctive, optative, imperative), all tenses in active, middle, and passive voices, and all non-finite forms (participles, infinitives). Second, syntax: students learn to parse and translate every major syntactic construction tested at SL, including indirect statement in all three forms, the five conditional types, purpose and result clauses, temporal and relative clauses, and the genitive and accusative absolute. Third, literary analysis: students develop the skills to read, translate, and critically discuss the two prescribed literary works — one prose and one verse — with attention to narrative structure, characterisation, theme, imagery, rhetorical and poetic devices, and authorial style. Fourth, cultural context: students acquire the historical and cultural background knowledge of Classical Athens, Greek religion, the theatre, the Homeric world, and Socratic philosophy needed to enrich their literary interpretations.Assessment preparation is woven throughout: dedicated units address Paper 1 unseen translation and comprehension strategies, Paper 2 essay and passage-commentary techniques, and the Individual Oral Commentary format and criteria. Contrastive pairs highlight common errors in morphology and syntax, while exam tips guide students on time management, mark-allocation awareness, and the precise use of grammatical terminology expected by IB examiners.Whether you are a beginner building Greek from the alphabet upward or a continuation student refining your analytical writing, this domain provides the structured, IB-aligned pathway to confident performance across all three assessment components.
IBDP Computer Science SL
This AccelaStudy domain covers the complete IB Diploma Programme Computer Science Standard Level syllabus, preparing students for all three assessment components: Paper 1 (core topics), Paper 2 (option topic), and the Internal Assessment software solution.The course is organized around seven core topics and one option topic. Core topics begin with System Fundamentals, where students learn how organizations plan, install, and evaluate IT systems, and how the system development life cycle guides software projects from requirements gathering through evaluation. Computer Organization covers the von Neumann architecture, the fetch-decode-execute cycle, data representation in binary and hexadecimal, and the role of operating systems in managing hardware. Networks introduces LAN, WAN, and internet infrastructure, the OSI model, packet switching, and the security threats and countermeasures that protect networked systems.The largest and most heavily weighted topic is Computational Thinking, Problem-Solving and Programming, where students develop fluency in IB pseudocode, trace algorithms using trace tables, implement the four standard algorithms (sequential search, binary search, bubble sort, selection sort), and write programs using variables, control structures, subprograms, recursion, file I/O, and arrays. Abstract Data Structures extends this foundation to stacks, queues, linked lists, and binary trees, with emphasis on constructing and tracing operations in pseudocode. Resource Management and Control complete the core, addressing CPU scheduling, virtual memory, and the design of feedback-driven control systems.The option topic covered in this domain is Object-Oriented Programming, where students master classes, objects, encapsulation, inheritance, polymorphism, and UML class diagrams, and apply these concepts to design and implement multi-class solutions.Throughout all topics, social and ethical issues — including the digital divide, AI ethics, privacy, intellectual property, and the impact of automation — are integrated as a required dimension of every unit.The Internal Assessment strand guides students through identifying a real client problem, designing a software solution, implementing and testing it, and writing a reflective evaluation report. AccelaStudy's adaptive engine targets each student's individual gaps, using spaced repetition, contrastive question pairs, and pseudocode construction exercises to build the deep procedural fluency required for exam success.
IBDP Dance SL
The IB Diploma Programme Dance Standard Level course is a rigorous, internationally recognized qualification that develops students as informed, reflective, and skilled participants in the art of dance. The course is organized around three interconnected areas of study: Dance in Context, Dance Composition and Analysis, and Dance Performance. Together, these areas cultivate students who can think critically about dance as a cultural and artistic practice, create original choreographic works with intentionality and craft, and perform with technical accuracy and expressive depth.In Dance in Context, students investigate the historical, cultural, and social dimensions of dance, exploring how dance forms emerge from and respond to their communities, political climates, and belief systems. Students examine at least two contrasting dance traditions, developing the analytical vocabulary to discuss how globalization, migration, and power dynamics have shaped the transmission and transformation of dance across cultures.In Dance Composition and Analysis, students master the elements of dance — body, space, time, energy, and relationships — and learn to apply choreographic devices, structural forms, and Laban Movement Analysis principles to both create and critique dance works. Critical analysis of live and recorded performances is central to this strand, with students developing the ability to evaluate choreographic intent, production design, and the relationship between movement and meaning.In Dance Performance, students develop their technical and expressive skills in a chosen genre, preparing a solo performance for internal assessment. Reflective practice, safe dance principles, and an understanding of the performer's interpretive role are integrated throughout.Assessment at SL comprises a Written Examination (50%), a Composition Portfolio (30%), and a Solo Performance (20%). AccelaStudy's adaptive platform provides structured lessons, examination practice questions, model responses, and choreographic planning tools aligned to all three assessment components, helping students build confidence and competence across every dimension of the IB Dance SL course.
IBDP Design Technology SL
IB Diploma Programme Design Technology Standard Level is a Group 4 science subject that sits at the intersection of creative design thinking, materials science, engineering principles, and sustainability. This course challenges students to understand the full lifecycle of designed products — from the identification of human needs and the development of a design brief, through material selection, manufacturing processes, and modelling, to final production and critical evaluation. Students explore how designers balance competing demands: functional performance, aesthetic appeal, ergonomic suitability, environmental responsibility, and cultural appropriateness.The SL course is structured around four core units. Human Factors and Ergonomics develops students' understanding of anthropometrics, physical and cognitive ergonomics, and inclusive design principles. Resource Management and Sustainable Production examines the properties of metals, polymers, composites, smart materials, and textiles alongside manufacturing processes, life cycle assessment, and circular economy frameworks. Modelling covers physical prototyping, CAD, mathematical modelling, and rapid prototyping technologies. Final Production addresses production systems, quality management, tolerances, surface finishes, and health and safety.Beyond the core units, students engage with the iterative design process, design communication techniques, innovation and intellectual property, classic design movements, and user-centred evaluation methods. The course is assessed through two external papers — a multiple-choice paper and a data-based extended-response paper — and a substantial internal assessment design portfolio that accounts for 44% of the final grade. The portfolio requires students to demonstrate the complete design cycle, from problem identification to a tested and evaluated product.This AccelaStudy domain provides comprehensive preparation for all SL assessment components, with structured lessons, practice questions, design communication exercises, and exam-strategy guidance aligned to the IB assessment objectives and command terms.
IBDP Economics SL
This AccelaStudy domain covers the complete IB Diploma Programme Economics Standard Level syllabus as specified in the IB Economics guide (first assessment 2022). The course is organized around four interconnected units. Unit 1 introduces the foundational concepts of scarcity, choice, opportunity cost, and the production possibility curve, alongside the nine key concepts — scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence, and intervention — that thread through the entire course. Unit 2 (Microeconomics) develops demand and supply analysis, all four elasticity measures, government intervention tools, and a thorough treatment of market failure including externalities, public goods, common pool resources, and asymmetric information, culminating in a comparative analysis of market structures from perfect competition to monopoly. Unit 3 (Macroeconomics) builds the AD-AS framework, the Keynesian multiplier, and the three core macroeconomic objectives of growth, low unemployment, and price stability, before evaluating fiscal, monetary, and supply-side policy tools and their trade-offs. Unit 4 (The Global Economy) applies economic reasoning to international trade (comparative advantage and protection), exchange rate systems, balance of payments, economic integration, and sustainable development including the UN SDGs and strategies for reducing poverty and inequality. Throughout, the domain develops the quantitative skills required for Paper 2 — calculating elasticities, multipliers, inflation rates, Gini coefficients, and terms of trade indices — and the diagrammatic precision demanded in both papers. Extended writing guidance prepares students for the structured and extended-response formats of Paper 1 and Paper 2, and for the three-commentary Internal Assessment. Every goal is mapped to IB assessment objectives AO1–AO3 and aligned with the IB command terms taxonomy, ensuring students develop the knowledge, analytical depth, and evaluative sophistication required to achieve top marks at SL.
IBDP Environmental Systems and Societies SL
IB Diploma Programme Environmental Systems and Societies (ESS) is a unique interdisciplinary course that simultaneously satisfies the Group 3 (individuals and societies) and Group 4 (sciences) requirements of the IB Diploma. Offered exclusively at Standard Level, ESS integrates ecological science with social, ethical, and political analysis to equip students with the knowledge and skills needed to understand and address the most pressing environmental challenges of the 21st century.The course is structured around eight interconnected topics: Foundations of ESS (systems thinking and environmental value systems), Ecosystems and Ecology, Biodiversity and Conservation, Water and Aquatic Food Production Systems, Soil Systems and Terrestrial Food Production, Atmospheric Systems and Societies, Climate Change and Energy Production, and Human Systems and Resource Use. Throughout all topics, students apply systems thinking — analysing feedback loops, tipping points, and emergent properties — and examine how ecocentric, anthropocentric, and technocentric value systems shape human responses to environmental issues.Assessment combines two external examination papers (65%) with an internally assessed individual investigation (35%). Paper 1 is a case study paper based on an unseen resource booklet, while Paper 2 tests knowledge and extended evaluation across the full syllabus. The internal assessment requires students to design and conduct an original field or laboratory investigation, developing authentic scientific inquiry skills.Quantitative skills are integral to the course: students calculate Simpson's Diversity Index, Lincoln Index population estimates, ecological footprints, energy efficiency, and net primary productivity, and apply statistical tests including chi-squared and Spearman's rank correlation. Real-world case studies — from the Montreal Protocol to the Paris Agreement, from the Green Revolution to marine protected areas — ground abstract concepts in contemporary environmental decision-making.This AccelaStudy course provides comprehensive coverage of all eight ESS topics with adaptive practice, contrastive concept pairs, worked quantitative examples, and exam-technique guidance aligned to IB command terms and mark-scheme expectations.
IBDP Film SL
The IB Diploma Programme Film Standard Level course treats cinema as both a powerful art form and a significant cultural and social phenomenon. Students develop a sophisticated dual identity as film scholars and film practitioners, learning to analyse films with theoretical rigour while also developing practical production skills in a chosen role. The SL course is structured around three interconnected assessment components that together demand mastery of film language, critical theory, film history, and hands-on production craft.The Textual Analysis component trains students to perform close, evidence-based readings of unseen film extracts, applying their knowledge of cinematography, mise-en-scène, editing, and sound design to construct coherent arguments about how cinematic techniques produce meaning. The Comparative Study challenges students to move beyond single-film analysis, placing two films from different national traditions in dialogue and examining how cultural context, production history, and cinematic convention shape each film's formal and thematic choices. The Film Portfolio asks students to take on a single production role — director, cinematographer, or editor — and produce a short film of up to four minutes, accompanied by documentation that demonstrates intentional creative decision-making.Underpinning all three components is a rich theoretical and historical curriculum. Students engage with auteur theory, genre theory, feminist film theory, spectatorship, and ideological analysis, learning to apply these frameworks to specific films rather than discuss them in the abstract. They study key film movements from German Expressionism and Soviet Montage through Italian Neorealism and the French New Wave to contemporary world cinema, developing an understanding of how historical and cultural contexts shape filmmaking practice.This AccelaStudy domain provides structured learning pathways through all syllabus areas, with adaptive practice aligned to the IB assessment objectives (AO1–AO4), targeted exam preparation for the Textual Analysis and Comparative Study components, and production guidance for the Film Portfolio. Whether you are building your analytical vocabulary, deepening your theoretical knowledge, or preparing your production work, this domain supports your journey to IB Film success.
IBDP Geography SL
This AccelaStudy domain covers the complete IB Diploma Programme Geography Standard Level syllabus, equipping students with the knowledge, analytical skills, and case-study fluency needed to excel in Paper 1, Paper 2, and the internal assessment fieldwork investigation.The course is organized around the four compulsory core themes — Populations in Transition, Disparities in Wealth and Development, Patterns in Environmental Quality and Sustainability, and Patterns in Resource Consumption — together with all seven optional themes (Freshwater; Oceans and Coastal Margins; Extreme Environments; Hazards and Disasters; Leisure, Sport and Tourism; Geography of Food and Health; Urban Environments), allowing teachers and students to select the two optional themes that match their course delivery.Learning goals are mapped to the four IB assessment objectives: AO1 (knowledge and understanding), AO2 (application and analysis), AO3 (synthesis and evaluation), and AO4 (geographical skills). The AVIAN adaptive engine sequences goals from foundational recall through to extended evaluation, ensuring students can define and describe key concepts, apply models such as the Demographic Transition Model and Butler Tourism Area Life Cycle, and construct well-supported extended responses that meet IB mark-scheme criteria.Geographical skills receive dedicated attention: students practise constructing and interpreting choropleth maps, population pyramids, and scatter graphs; calculating Spearman's rank correlation and chi-squared statistics; and interpreting topographic maps and satellite imagery. Internal assessment preparation guides students through research question design, primary data collection methodology, data presentation, and evaluative writing within the 2,500-word limit.Contrastive pairs highlight common misconceptions — for example, distinguishing physical from economic water scarcity, or hard from soft coastal engineering — while tribunal verdicts provide examiner-style feedback on extended-response quality. The question bank mirrors the command-term distribution of real IB Geography papers, giving students authentic examination practice across all topics and skill levels.
IBDP Global Politics SL
IB Diploma Programme Global Politics at Standard Level is a rigorous Group 3 course that equips students with the conceptual tools, theoretical frameworks, and empirical knowledge to understand and critically engage with the most pressing political challenges of the twenty-first century. Organised around four interconnected core units — Power, Sovereignty and International Relations; Human Rights; Development; and Peace and Conflict — the course asks students to move beyond descriptive accounts of world events and develop the analytical capacity to evaluate competing explanations, weigh evidence, and construct well-reasoned arguments about contested political questions.Four key concepts — power, sovereignty, legitimacy, and interdependence — thread through every unit, providing a coherent conceptual architecture that connects seemingly disparate topics. Students learn to apply major theoretical lenses, including realism, liberalism, constructivism, and feminist theory, to real-world cases ranging from UN Security Council reform and the Responsibility to Protect, to the effectiveness of foreign aid, the causes of civil war, and the politics of climate change.Assessment at SL combines a source-based Paper 1 (30%), which develops critical reading and analytical writing skills, with a two-question extended essay Paper 2 (45%), which rewards sustained argumentation and case study integration. The internal assessment — a 2,000-word engagement activity report — is distinctive in the IB curriculum: students participate in a genuine political activity (a campaign, a Model UN, a community advocacy project) and then analyse that experience through the theoretical and conceptual vocabulary of the course, developing both academic and civic competencies.This AccelaStudy domain covers all four core units in full, with structured learning goals spanning knowledge recall through synthesis and evaluation. It includes source analysis practice, essay-writing scaffolding, contrastive concept pairs, and exam-strategy guidance aligned to the IB markscheme. Whether you are preparing for your first Paper 2 or refining your engagement activity report, this domain provides the structured, adaptive support you need to achieve your best possible grade.
IBDP History SL
This AccelaStudy domain provides comprehensive preparation for the IB Diploma Programme History Standard Level examination, covering all components of the current IB History syllabus as assessed from May 2017 onwards. The course is built around three interconnected pillars: a prescribed subject studied through primary and secondary sources, two world history topics examined through analytical essay writing, and an internally assessed historical investigation.The domain develops the four IB History assessment objectives in an integrated way. Students build factual knowledge of key events, individuals, and periods (AO1), learn to apply that knowledge analytically to specific historical questions (AO2), develop the capacity to synthesize evidence and evaluate competing interpretations (AO3), and master the source analysis and historical investigation skills assessed in Paper 1 and the internal assessment (AO4).Content coverage spans the major themes of 20th-century history — including the causes of the World Wars, the rise and fall of authoritarian states, the Cold War, independence movements, and the development of democratic governance — alongside the historiographical debates that animate each topic. The domain gives particular attention to the skills that distinguish high-scoring responses: constructing focused thesis statements, using specific historical evidence, addressing counter-arguments, and responding precisely to IB command terms such as 'evaluate', 'to what extent', and 'compare and contrast'.For Paper 1, students receive targeted practice in OPVL source analysis, cross-referencing, and the synthesis question that requires integrating source evidence with contextual knowledge. For the internal assessment, the domain guides students through every stage of the historical investigation — from formulating a focused research question to writing a reflective conclusion on the methods of historians.All content is aligned with the IB History guide and the markband descriptors used by IB examiners, ensuring that students understand exactly what is required to reach the highest performance levels.
IBDP Information Technology in a Global Society SL
Information Technology in a Global Society (ITGS) Standard Level is an IB Diploma Programme Group 3 subject that examines the social and ethical implications of information technology across eight real-world scenarios. Unlike a traditional computer science course, ITGS places technology in its human context: students learn to analyse how IT systems affect individuals, communities, and societies, and to evaluate the ethical dilemmas that arise when technology intersects with privacy, security, intellectual property, equality, and cultural identity.The course is organized around the ITGS triangle — a conceptual framework linking three strands: IT systems (the technical knowledge of hardware, software, networks, data, and communication technologies), social and ethical significance (the issues that arise from IT use), and specified scenarios (the eight real-world contexts in which these issues manifest, from healthcare and education to politics and the environment). Every piece of ITGS analysis requires students to move fluently among all three vertices of this triangle, avoiding the trap of treating technology or ethics in isolation.At Standard Level, students sit three external examination papers totalling 210 minutes and complete an Internal Assessment project in which they create a functional IT product for a real client, accompanied by a 2,000-word technical documentation report. Paper 1 tests knowledge and analysis across all three strands; Paper 2 requires an extended response on a student-chosen specified scenario; and Paper 3 presents an unseen case study demanding rapid application of the ITGS triangle.This AccelaStudy domain covers all SL syllabus content with 65 precisely scoped learning goals organized from foundational recall through applied analysis. Adaptive practice sessions, contrastive scenario pairs, and examiner-aligned question banks help students develop the integrated thinking and structured argumentation that ITGS examiners reward. Whether preparing for a May or November session, students will build the conceptual fluency and examination technique needed to achieve a grade 6 or 7.
IBDP Latin SL
The IB Diploma Programme Latin Standard Level course is a rigorous classical language and literature programme that develops students' ability to read, translate, and critically appreciate original Latin texts. The course is built around two pillars: unseen translation and the study of prescribed authors. In the unseen translation component, students encounter prose and verse passages they have never seen before and must deploy their full command of Latin morphology, syntax, and vocabulary to produce accurate, idiomatic English renderings under examination conditions. In the prescribed text component, students study set passages from one prose author (such as Caesar, Cicero, Livy, or Pliny) and one verse author (such as Virgil, Ovid, Catullus, or Horace) in depth, developing the ability to translate, analyse, and evaluate these texts with precision and insight.The course demands mastery of the entire Latin grammatical system — all five noun declensions, four verb conjugations, the full range of subordinate clause types, and the complex interplay of mood, tense, and sequence that characterises classical Latin prose and verse. Beyond grammar, students learn to scan dactylic hexameter and elegiac couplet, to identify and evaluate rhetorical and poetic devices, and to situate texts within their historical, cultural, and literary contexts. Literary analysis at SL requires students to construct justified arguments about authorial purpose, characterisation, and thematic meaning, integrating close linguistic observation with broader interpretive claims.Assessment is entirely external: Paper 1 (50%) tests unseen translation of prose and verse passages, while Paper 2 (50%) tests translation of and literary commentary on the prescribed texts. There is no internal assessment component at SL. This course is ideal for students who love language, literature, and the ancient world, and who want to develop the analytical precision and cultural literacy that Latin study uniquely provides. It also builds a powerful foundation for university study in classics, law, medicine, philosophy, theology, and any field where rigorous textual analysis and a deep understanding of Western intellectual heritage are valued.
IBDP Literature and Performance SL
IB Diploma Programme Literature and Performance SL is a unique interdisciplinary course that sits at the creative intersection of literary study and theatrical practice. Unlike standard Language A courses, it asks students to engage with literary texts not only as readers and critics but also as performers and devisers — exploring how meaning shifts when words move from the page to the stage.Students study at least three literary works spanning poetry, prose fiction, and drama, drawn from diverse cultural and historical contexts. Through close reading and literary analysis, they develop sophisticated understanding of how authors use form, structure, voice, and language to construct meaning and engage readers. Simultaneously, they explore the conventions of theatrical performance — voice, body, space, design, and practitioner approaches such as Stanislavski's system and Brecht's Epic Theatre — learning to read literary texts as performance scores rich with theatrical possibility.A central strand of the course is the Collaborative Project, in which students work together to devise an original performance piece inspired by their literary studies. This process-driven component develops skills in creative collaboration, dramaturgical thinking, reflective practice, and artistic risk-taking. Students document their devising journey through rehearsal logs and reflective journals, building metacognitive awareness of their own creative processes.For external assessment, students complete an Individual Oral — a 15-minute commentary on a literary passage that connects to a global issue and integrates a brief performance moment — and a Written Assignment consisting of a transformative creative piece with a reflective statement. These components reward students who can move fluidly between literary analysis and performance insight.This AccelaStudy course provides structured preparation across all assessment components, with adaptive practice in close reading, performance analysis, devising strategies, oral commentary technique, and transformative writing. Whether you are building your literary toolkit, developing your performance vocabulary, or preparing for your Individual Oral, this course meets you where you are and guides you toward confident, nuanced, and creative engagement with literature and performance.
IBDP Mathematics Analysis and Approaches SL
IB Diploma Programme Mathematics: Analysis and Approaches Standard Level (MAA SL) is a rigorous, proof-oriented mathematics course designed for students who relish the elegance of pure mathematics and its power to model the real world. Spanning five interconnected topics — Number and Algebra, Functions, Geometry and Trigonometry, Statistics and Probability, and Calculus — the course develops both procedural fluency and deep conceptual understanding.In Number and Algebra, students master sequences, series, logarithms, the binomial theorem, and introductory proof by induction. The Functions unit builds a comprehensive toolkit of function families — quadratic, exponential, logarithmic, rational, and sinusoidal — alongside transformations, inverses, and mathematical modelling. Geometry and Trigonometry extends from radian measure and triangle trigonometry through to vector equations of lines in three dimensions. Statistics and Probability covers descriptive statistics, regression, probability rules, binomial and normal distributions, and formal hypothesis testing using chi-squared and t-tests. Calculus, the heart of the Analysis and Approaches course, develops differentiation from first principles through the chain, product, and quotient rules, applications to optimization and kinematics, and integration culminating in the Fundamental Theorem of Calculus, area calculations, and separable differential equations.Assessment comprises two external examination papers (Paper 1 without GDC and Paper 2 with GDC, each 90 minutes and worth 40% of the final grade) and an Internal Assessment mathematical exploration (20%), in which students independently investigate a topic of their choice, demonstrating personal engagement, mathematical communication, and reflective thinking.This AccelaStudy domain provides adaptive practice aligned to all IB assessment objectives (AO1–AO4), with targeted question banks, worked examples, contrastive concept pairs, and exam-strategy guidance to help students achieve their best possible grade on the IB scale of 1–7.
IBDP Mathematics Applications and Interpretation SL
IB Diploma Programme Mathematics: Applications and Interpretation Standard Level (MAI SL) is the IB's applied mathematics course designed for students who value mathematics as a practical tool for understanding and solving real-world problems. Unlike the Analysis and Approaches pathway, MAI SL places the graphing display calculator (GDC) at the centre of mathematical work, enabling students to engage with authentic data, build and critique mathematical models, and communicate quantitative reasoning across five interconnected topics.The course opens with Number and Algebra, where students master arithmetic and geometric sequences, financial mathematics including compound interest and loan amortization, logarithms, and error analysis. Functions follows, developing students' ability to select, fit, and evaluate linear, quadratic, exponential, sinusoidal, and logistic models for real datasets using regression tools. Geometry and Trigonometry covers 3D mensuration, the sine and cosine rules, radian measure, coordinate geometry, and the increasingly important Voronoi diagram framework for spatial decision-making.Statistics and Probability receives the greatest teaching-hour allocation, reflecting the course's applied orientation. Students learn rigorous sampling methodology, descriptive statistics, correlation and regression, probability rules, binomial and normal distributions, and inferential testing via the chi-squared test for independence and the t-test — skills directly transferable to research in social sciences, health, and business. The course concludes with an accessible Calculus unit covering differentiation, optimization, integration, the trapezoidal rule, and kinematics, all grounded in applied contexts.External assessment consists of two technology-active papers (Paper 1 and Paper 2), each 90 minutes, together worth 80% of the final grade. The Internal Assessment — a 10–15 page mathematical exploration on a personally chosen topic — accounts for the remaining 20% and develops independent inquiry, mathematical communication, and reflective thinking. AccelaStudy's adaptive platform maps every learning goal to the official IB syllabus, delivers targeted practice aligned to IB command terms, and provides detailed feedback to close gaps efficiently before examination.
IBDP Music SL
The IB Diploma Programme Music Standard Level course is a rich, multidisciplinary exploration of music as a human phenomenon — one that spans cultures, histories, and artistic traditions. Organised around three interconnected areas of inquiry, the course asks students to engage with music for sociocultural and political expression, music for listening and performance, and music for dramatic impact, movement, and entertainment. Rather than privileging any single musical tradition, the IB Music SL course is deliberately pluralistic: students are expected to develop genuine fluency in at least three distinct musical cultures, moving between Western art music, popular music, jazz, and world music traditions with analytical curiosity and cultural sensitivity.The course is structured around three assessment components that together demand a balance of intellectual, creative, and performative engagement. In Exploring Music in Context, students conduct a written musical links investigation of approximately 2,000 words, identifying and analysing connections between works from different cultures or historical periods. In Experimenting with Music, students build a creative portfolio of original compositions or arrangements totalling at least three minutes, supported by a reflective process journal that documents their creative journey. In Presenting Music, students deliver a solo performance recital of a minimum of 12 minutes, accompanied by programme notes that contextualise their repertoire choices.Throughout the course, students develop four core competencies aligned with the IB's assessment objectives: knowledge and understanding of musical terminology and traditions (AO1); application and analysis of musical concepts to specific works (AO2); synthesis and evaluation of musical evidence and cultural significance (AO3); and the practical skills of composing, arranging, and performing (AO4). The AccelaStudy IB Music SL domain provides structured learning pathways across all three areas of inquiry, comprehensive aural training resources, guided composition workshops, performance preparation tools, and a rich question bank aligned to IB command terms and assessment criteria.
IBDP Nature of Science SL
The IB Diploma Programme Nature of Science (NOS) Standard Level domain on AccelaStudy provides a comprehensive, structured pathway through the philosophical, methodological, ethical, and social dimensions of science as defined by the IB Group 4 sciences framework. Rather than being a standalone subject, NOS is the conceptual backbone woven through Biology, Chemistry, and Physics at SL — and this domain makes that backbone explicit, learnable, and assessable.Learners explore eight interconnected themes: the definition and scope of science; scientific methodology and experimental design; the social structures of the scientific community; the relationship between science and society; ethics in scientific research; creativity and serendipity in discovery; practical skills for the Individual Investigation; and unifying conceptual understanding across disciplines. Each theme is broken into focused learning goals aligned to IB Assessment Objectives AO1 through AO4, ensuring progression from foundational recall of key concepts to sophisticated synthesis and evaluation.The domain places particular emphasis on the skills most heavily weighted in IB external assessments: designing controlled experiments, processing and presenting data with appropriate uncertainty notation, evaluating methodology, distinguishing correlation from causation, and critically appraising scientific claims in media and policy contexts. Historical case studies — from Semmelweis to Fleming, from Wegener to Watson and Crick — bring abstract NOS concepts to life and provide the narrative anchors that IB examiners reward in extended-response answers.For the Internal Assessment, dedicated goals guide students through every criterion: formulating a focused research question, designing a rigorous methodology, constructing publication-quality graphs with error bars, and writing a concise, well-structured 1,500-word report. Contrastive pairs and tribunal verdicts sharpen the ability to distinguish scientifically sound reasoning from flawed or pseudoscientific claims — a skill tested explicitly in Paper 2 and Paper 3 across all Group 4 subjects.Whether you are preparing for your first Group 4 science exam or refining your Individual Investigation, this domain builds the meta-scientific literacy that underpins success across the entire IB science curriculum.
IBDP Philosophy SL
The IB Diploma Programme Philosophy Standard Level course invites students to engage with some of the most profound and enduring questions in human thought: What am I? Can I know anything with certainty? What makes an action right or wrong? Does God exist? What is justice? What is beauty? Rather than treating philosophy as a body of facts to be memorised, the IB approach develops students as philosophical thinkers — people who can construct rigorous arguments, identify hidden assumptions, evaluate competing positions, and reach justified conclusions under genuine uncertainty.The course is organised around a core theme and two prescribed themes. The core theme, Being Human, is studied by all students and explores personal identity, the mind-body problem, free will and determinism, and competing conceptions of human nature. Students then choose two from six prescribed themes — Epistemology, Ethics, Philosophy of Religion, Philosophy of Mind, Political Philosophy, and Aesthetics — allowing genuine depth of engagement with areas of philosophical inquiry that resonate with their interests and future studies. A prescribed philosophical text is also studied in depth, developing close-reading and textual analysis skills alongside the broader thematic work.Assessment at SL comprises two external papers and an internal assessment. Paper 1 tests the core theme through short-answer and extended-response questions. Paper 2 tests the prescribed themes through essay questions and the prescribed text through passage-based analysis. The internal assessment is an 800-word philosophical analysis of a non-philosophical stimulus — an image, object, or short text — in which students demonstrate their ability to identify philosophical problems in everyday life and engage with them rigorously.AccelaStudy's adaptive platform maps every leaf goal in this specification to targeted lessons, practice questions, contrastive pairs that highlight common confusions between philosophical positions, and tribunal-style verdict exercises that simulate the evaluative reasoning required in extended responses. Whether you are working through the trolley problem, Descartes' evil demon, Rawls's veil of ignorance, or Hume's standard of taste, AccelaStudy ensures you build both the conceptual understanding and the argumentative fluency needed to excel in IB Philosophy SL.
IBDP Physics SL
This AccelaStudy domain covers the complete IB Diploma Programme Physics Standard Level curriculum as specified in the 2023 subject guide (first assessment May 2025). Physics SL is one of the most intellectually demanding Group 4 science courses available to IB students, requiring a precise blend of conceptual understanding, mathematical reasoning, and experimental skill.The course is organised around five interconnected themes. Theme A (Space, Time and Motion) builds from kinematics and Newton's laws through momentum, energy, and a conceptual introduction to special relativity. Theme B (The Particulate Nature of Matter) covers thermal physics, the ideal gas model, and the physics underpinning climate science. Theme C (Wave Behaviour) explores simple harmonic motion, the wave model, superposition, interference, diffraction, and the electromagnetic spectrum. Theme D (Fields) unifies gravitational, electric, and magnetic field concepts with a thorough treatment of DC electric circuits. Theme E (Nuclear and Quantum Physics) introduces atomic structure, the photoelectric effect, wave–particle duality, radioactive decay, and nuclear energy.Running alongside the thematic content is a rigorous experimental programme. Students develop skills in measurement and uncertainty analysis, graphical linearisation, experimental design, and critical evaluation — all assessed through Paper 1B (data-based questions) and the internally assessed individual investigation. The Nature of Science strand is woven throughout, encouraging students to reflect on how physics knowledge is constructed, tested, and revised.AccelaStudy's adaptive engine maps every learning goal to one of four IB assessment objectives (AO1–AO4), serving targeted practice questions, worked examples, and contrastive concept pairs that expose common misconceptions. Exam-tip overlays highlight the specific command terms and mark-scheme expectations for Paper 1A, Paper 1B, and Paper 2, helping students translate their understanding into marks under timed conditions.
IBDP Psychology SL
IB Diploma Programme Psychology SL is a rigorous Group 3 course that introduces students to the scientific study of human behaviour and mental processes through three core theoretical lenses — biological, cognitive, and sociocultural — and two in-depth option areas chosen from Abnormal Psychology, Developmental Psychology, Health Psychology, and the Psychology of Human Relationships.The biological approach examines how genetics, neurochemistry, brain structure, and evolutionary pressures shape behaviour. Students explore landmark research on neuroplasticity, the role of hormones and neurotransmitters, and the ethical complexities of animal research. The cognitive approach investigates how mental representations, schemas, and information-processing models explain perception, memory, and decision-making, including the growing influence of digital technology on cognition. The sociocultural approach explores how group membership, cultural norms, social identity, and globalization influence individual attitudes and behaviour, drawing on Tajfel's social identity theory, Bandura's social cognitive theory, and Hofstede's cultural dimensions framework.Research methodology is woven throughout the course rather than treated as a standalone unit. Students learn to evaluate experimental, correlational, case study, observational, and qualitative designs; apply ethical principles; and interpret descriptive statistics. This methodological literacy culminates in the Internal Assessment — a 1,500–2,000 word report of a simple experimental study that replicates or extends a published psychological investigation.External assessment comprises Paper 1 (core approaches, short-answer and extended response) and Paper 2 (option essays), together accounting for 75% of the final grade. The remaining 25% comes from the internally assessed experimental report.AccelaStudy's adaptive platform maps every learning goal to the IB assessment objectives (AO1–AO4), delivers spaced-repetition practice aligned to IB command terms, and provides contrastive study pairs that sharpen students' ability to compare and evaluate competing theories and studies — the core skill tested in extended-response questions.
IBDP Social and Cultural Anthropology SL
IB Diploma Programme Social and Cultural Anthropology at Standard Level is a rigorous Group 3 course that introduces students to the systematic, comparative study of human cultural diversity and social organization. Drawing on ethnographic fieldwork from societies across Africa, the Americas, Asia, Oceania, and Europe, students develop the conceptual vocabulary and analytical skills to understand how people make meaning, organize social life, and respond to change.The course is structured around four interconnected units. The first establishes the discipline's foundations — the concept of culture, cultural relativism, and the major theoretical traditions from Malinowski's functionalism to Geertz's interpretivism and postcolonial critique. The second unit focuses on how anthropologists actually study society: ethnographic methods, participant observation, reflexivity, and the ethical responsibilities that come with representing other people's lives. The third and largest unit examines the building blocks of social life — identity and personhood, kinship and marriage, gender and sexuality, religion and ritual, political organization, and economic exchange — through rich ethnographic case studies. The fourth unit turns to sociocultural change, exploring how globalization, colonialism, migration, ethnic politics, social movements, and environmental pressures transform and are resisted by communities worldwide.Assessment combines two external papers — a stimulus-based analytical response and a comparative essay — with an internally assessed 2,200-word written analysis of a local cultural practice. Together these components develop students' capacity to read ethnographic texts critically, deploy theoretical frameworks analytically, and construct evidence-based arguments about the human condition.AccelaStudy's adaptive platform maps every learning goal to the IB assessment objectives, delivers targeted practice on the ethnographic case studies and theoretical frameworks most frequently examined, and provides personalized feedback to close gaps before exam day.
IBDP Sport Exercise and Health Science SL
IB Diploma Programme Sport, Exercise and Health Science (SEHS) Standard Level is a Group 4 science course that applies the principles of natural sciences to the analysis of sport, exercise, and human health. The course integrates anatomy, physiology, biomechanics, psychology, and measurement science within a coherent framework, enabling students to understand how the human body functions, adapts, and performs across a wide range of physical activities.The SL course spans six core topics. Topic 1 (Anatomy) covers the skeletal and muscular systems, joint classification, muscle fibre types, and the sliding filament theory of contraction. Topic 2 (Exercise Physiology) examines the cardiovascular and respiratory systems, their acute and chronic responses to exercise, and the role of nutrition and ergogenic aids in performance. Topic 3 (Energy Systems) explores the three metabolic pathways — phosphocreatine, anaerobic glycolysis, and aerobic — together with fatigue mechanisms, recovery processes, and the significance of VO2 max and lactate threshold. Topic 4 (Movement Analysis) applies Newton's laws, lever mechanics, projectile motion, angular motion, and fluid dynamics to sport technique. Topic 5 (Sports Psychology) addresses arousal–performance theories, motivation, aggression, mental skills training, group cohesion, and leadership. Topic 6 (Measurement and Evaluation) develops practical skills in fitness testing, training programme design, periodisation, and body composition assessment.Assessment comprises two external papers (75%) and an internally assessed individual investigation (20%). Paper 1 tests data analysis and short-answer skills; Paper 2 requires extended evaluation and synthesis. The internal assessment is a 2,000–2,500 word experimental report in which students design, conduct, and critically evaluate their own investigation using appropriate statistical tools including the t-test.AccelaStudy's SEHS SL domain provides structured lessons, a rich question bank, contrastive concept pairs, and exam-focused tips aligned to every IB assessment objective, helping students build both the scientific understanding and the analytical writing skills needed to excel in this demanding and rewarding course.
IBDP Theatre SL
IB Diploma Programme Theatre SL is a rigorous and creatively demanding course that develops students as theatre-makers, scholars, and critical thinkers. Unlike traditional drama courses focused solely on performance, IB Theatre SL requires students to engage simultaneously with practical theatre-making, theoretical research, and critical reflection — integrating all three dimensions across every assessment component.The course is organized around three interconnected areas: Theatre in Context, Theatre Processes, and Presenting Theatre. In Theatre in Context, students investigate at least two contrasting world theatre traditions — including non-Western forms — and study the theories and methodologies of major practitioners such as Stanislavski, Brecht, Artaud, and Boal. This research is not merely academic; students are expected to apply their findings directly to their own theatre-making practice.In Theatre Processes, students develop practical skills across the full spectrum of theatrical roles — performer, director, designer, and deviser. They learn to collaborate effectively in ensemble creation, document their creative processes through a reflective journal, and understand how theoretical frameworks translate into concrete staging, performance, and design decisions.The three SL assessment components — the Collaborative Project, the Director's Notebook, and the Research Presentation — each demand a different integration of theory and practice. The Collaborative Project challenges students to create original theatre inspired by a world theatre tradition for a specific audience. The Director's Notebook requires students to develop a detailed directorial vision for a published play text, informed by a named practitioner's methodology. The Research Presentation asks students to investigate an unfamiliar theatre tradition or practitioner and present their findings in a live format that combines scholarly argument with practical demonstration.Throughout the course, students develop transferable skills in research, critical analysis, creative problem-solving, collaborative communication, and reflective practice — skills that are valuable far beyond the theatre studio. The course is assessed through a combination of internally assessed practical work (65%) and an externally assessed Research Presentation (35%), ensuring that both practical artistry and intellectual rigor are recognized and rewarded.
IBDP Visual Arts SL
The IB Diploma Programme Visual Arts Standard Level course is a rigorous, internationally recognised programme that develops students as both skilled art-makers and informed critical thinkers. Unlike traditional studio art courses, IB Visual Arts SL demands that students engage simultaneously with practical art-making, contextual research, and critical reflection — integrating all three strands across three externally assessed components.The Comparative Study (20% of the final grade) challenges students to conduct an independent critical and contextual investigation, comparing at least three artworks by at least two artists from different cultural contexts. Students must move beyond description to construct sustained analytical arguments about how cultural, historical, and formal factors shape artistic meaning. The Process Portfolio (40%) is the heart of the course: a documented record of sustained experimentation across at least two art-making forms, demonstrating how students develop technical skills, explore concepts, respond to artistic influences, and refine their practice over time. The Exhibition (40%) asks students to present a coherent body of 4–7 resolved artworks to a real audience, accompanied by a 400-word curatorial rationale that articulates the conceptual logic of the work.Across all three components, students are assessed on their ability to demonstrate knowledge of art in context, apply formal analysis skills, synthesise contextual and practical learning, and produce technically accomplished, conceptually coherent artworks. The course spans art-making forms including drawing, painting, printmaking, sculpture, ceramics, photography, digital art, installation, and performance, allowing students to develop a personal artistic identity while engaging with the full breadth of global visual culture.AccelaStudy's IB Visual Arts SL domain provides structured learning pathways through all three assessment components, with targeted guidance on formal analysis, curatorial writing, screen design for digital submissions, and the critical vocabulary needed to excel in each criterion. Whether you are building your Process Portfolio, preparing your Comparative Study, or finalising your Exhibition, this domain provides the conceptual scaffolding and practical strategies to help you achieve your best possible outcome.
IBDP World Religions SL
IB Diploma Programme World Religions SL is a rigorous, non-confessional academic course that introduces students to the scholarly study of religion as a global human phenomenon. Offered at Standard Level within IB Group 3 (Individuals and Societies), the course is structured around two interconnected units. Unit 1 establishes the conceptual and methodological foundations of religious studies, exploring how scholars define religion, what functions it serves in human life, and how different academic disciplines — phenomenology, sociology, psychology, anthropology, and feminist theory — illuminate its many dimensions. Students examine sacred texts and oral traditions, religious experience and authority, ritual and practice, ethics and morality, and the relationship between religion and society, gender, and the environment. Unit 2 requires students to undertake an in-depth comparative study of two religions selected from the IB prescribed list: Buddhism, Christianity, Hinduism, Islam, Judaism, Sikhism, or one indigenous religion. For each religion, students investigate its origins and historical development, core beliefs and teachings, sacred texts, practices and rituals, ethical frameworks, and contemporary issues. Crucially, the course demands sustained comparative analysis: students must consistently identify and evaluate similarities and differences between their two chosen traditions across all prescribed elements. The internal assessment is a 2,200-word comparative study in which students independently research a focused question about a specific belief, practice, or text across both religions, drawing on primary and secondary sources to construct a structured scholarly argument. Assessment is through two external examination papers and the internally assessed comparative study. Paper 1 tests knowledge and analysis of Unit 1 themes and both studied religions through structured questions. Paper 2 requires extended comparative essays demonstrating synthesis and evaluation. Throughout, students develop the ability to engage respectfully and critically with diverse religious worldviews, cultivating the intercultural understanding and analytical precision that are hallmarks of an IB education.
Associate
IB Diploma Programme English Language and Literature Standard Level
A two-year academic course (IB Diploma Programme) in which students study language and literature as interconnected systems, examining literary and non-literary texts through three areas of exploration: Readers, Writers and Texts; Time and Space; and Intertextuality. At the Standard Level, students read four literary works and engage with an equivalent number of non-literary bodies of work, culminating in two formal examination papers and an internally assessed individual oral presentation centred on a self-chosen global issue. The course simultaneously develops critical reading, analytical writing, and oral communication skills within an explicitly global, intercultural framework.
IB Diploma Programme English Literature Standard Level
IB Diploma Programme Language A: Literature (English) Standard Level is a two-year pre-university literary course organized around three areas of exploration—Readers, Writers and Texts; Time and Space; and Intertextual Perspectives—and seven central concepts (identity, culture, creativity, communication, transformation, representation, perspective). Students study a minimum of four literary works across at least three literary forms (poetry, prose fiction, prose non-fiction, drama) and at least three geographic and temporal contexts, developing skills of close reading, literary analysis, comparative essay writing, and oral presentation through externally assessed papers and an internally assessed individual oral.
IBDP Business Management HL
AVIAN domain specification for IB Diploma Programme Business Management at Higher Level, aligned with the IBO subject guide effective for first assessment May 2024. Covers all five core syllabus units, the HL extension topics within each unit, the business management toolkit (including HL-only Porter's generic strategies and simple linear regression), the four key concepts (change, creativity, ethics, sustainability) integrated across units, and the structure of the internal assessment 1,800-word real-business commentary. External assessment includes Papers 1, 2, and 3 (HL-specific). Authoritative source: official IBO Business Management Guide (first assessment 2024).
IBDP Dance HL
The IB Diploma Programme Dance Higher Level is a rigorous, integrated course that develops students as thinking, reflective dance artists. Spanning four interconnected syllabus areas — Dance Technique, Dance Composition, World Dance Studies, and Dance in Context — the course demands both practical mastery and sophisticated intellectual engagement with dance as a global art form.At HL, students go beyond the SL requirements by completing an additional solo performance, undertaking a more extensive comparative study of world dance perspectives, and engaging in deeper analytical and evaluative writing. The course is built around four conceptual lenses — identity, time and place, aesthetics, and function — which students apply across all areas of study to develop nuanced, multi-layered understandings of dance works and practices.Students train technically in at least two contrasting dance styles, developing physical skills alongside the critical vocabulary to analyse and articulate movement. In composition, they explore the full choreographic process from improvisation and motif development through to the staging of complete works, supported by study of design elements and production considerations. World Dance Studies requires engagement with at least three dance perspectives from contrasting cultures and historical periods, including practical embodiment of at least one non-Western form, fostering cultural sensitivity and comparative analytical skills.Dance in Context situates dance within its historical, social, political, and technological environments, equipping students to write critically about dance works and to understand how broader forces shape choreographic practice. The process journal, maintained throughout the course, serves as a reflective tool that documents artistic growth and connects practical experience to theoretical understanding.Assessment combines a written examination, practical performance, choreographic presentation, and the internally assessed process journal. This AccelaStudy preparation resource covers all four syllabus areas with targeted lessons, analytical frameworks, world dance case studies, examination technique guidance, and practice questions aligned to IB assessment objectives and command terms.
IBDP Design Technology HL
IB Diploma Programme Design Technology Higher Level is a Group 4 science subject that sits at the intersection of creative design thinking, materials science, engineering principles, and human-centred problem solving. The course challenges students to understand and apply the full design cycle — from identifying user needs and generating ideas, through modelling and prototyping, to final production and critical evaluation — while developing a deep appreciation of the social, ethical, and environmental responsibilities that come with designing for the real world.The HL course is structured around four interconnected units. Unit 1 (Human Factors and Ergonomics) develops students' ability to design for real users, applying anthropometric data, cognitive ergonomics, and user-centred design methodologies. Unit 2 (Resource Management and Sustainable Production) builds expertise in materials science — from traditional metals and polymers to smart materials and nanomaterials — alongside life-cycle assessment, eco-design strategies, and the transition to circular economy models. Unit 3 (Modelling) covers the full spectrum of design communication and modelling, from freehand sketching and technical drawing through CAD/CAM, additive manufacturing, and — at HL — systems and control theory, electronics, and microcontroller programming. Unit 4 (Final Production) addresses manufacturing systems, structural analysis, quality management, testing methodologies, and the transformative impact of Industry 4.0 technologies.HL students additionally prepare for Paper 3, a case study examination requiring sophisticated integration of design knowledge across all units, with particular emphasis on sustainability, innovation strategy, and human-centred evaluation. The 60-hour internal assessment design portfolio demands that HL students demonstrate mastery of the complete design process through an original, independently conceived project.This AccelaStudy domain provides comprehensive preparation across all four assessment objectives — knowledge and understanding (AO1), application and analysis (AO2), synthesis and evaluation (AO3), and design skills (AO4) — with adaptive learning pathways, contrastive concept pairs, and exam-focused practice aligned to the current IB DT syllabus.
IBDP Economics HL
This AccelaStudy domain covers the full IB Diploma Programme Economics Higher Level syllabus, preparing students for one of the most analytically demanding Group 3 subjects in the IB Diploma. The course is built around four interconnected units — Introduction to Economics, Microeconomics, Macroeconomics, and The Global Economy — and requires students to move fluently between theoretical models, quantitative calculations, diagrammatic analysis, and real-world policy evaluation.At HL, students go significantly beyond the SL content. The microeconomics unit extends into a full theory of the firm, requiring mastery of cost and revenue curve analysis across all four market structures: perfect competition, monopolistic competition, oligopoly, and monopoly. Students must also analyse price discrimination and evaluate competition policy. The macroeconomics unit adds the Keynesian multiplier, the expectations-augmented Phillips curve, and the Laffer curve. The international economics unit extends to terms of trade calculations, the Marshall-Lerner condition, and the J-curve effect. Development economics at HL includes the Harrod-Domar growth model, the Lewis dual-sector model, and institutional economics perspectives.The course is structured around nine key concepts — scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence, and intervention — which serve as integrating lenses across all units and as explicit evaluative criteria in extended responses. Assessment at HL comprises three external papers (Papers 1, 2, and 3) plus three internal assessment commentaries. Paper 3 is HL-exclusive and requires students to synthesise micro and macro theory in response to unseen policy stimuli.AccelaStudy's adaptive engine targets each of the four IB assessment objectives: AO1 knowledge recall, AO2 application and analysis, AO3 synthesis and evaluation, and AO4 diagrammatic and quantitative skills. The platform's contrastive pair engine is particularly effective for economics, where students must distinguish between superficially similar concepts such as movement along versus shift of a curve, nominal versus real values, and trade creation versus trade diversion. Tribunal verdict exercises build the evaluative writing skills essential for high-band Paper 1 and Paper 3 responses.
IBDP Film HL
IB Diploma Programme Film Higher Level is one of the most intellectually and creatively demanding arts subjects in the IB curriculum, combining rigorous academic study of film theory and history with hands-on film production at an advanced level. This domain specification covers the complete HL syllabus, including all content shared with SL and the substantial HL-only extensions: the Comparative Film Study and the Solo Film Project.Students engage with film as a complex cultural, artistic, and industrial form. The academic strand develops deep competence in film language — the precise vocabulary of mise-en-scène, cinematography, editing, sound design, narrative, and performance — and situates this within a rich theoretical framework drawing on auteur theory, genre theory, feminist film theory, postcolonial theory, and reception theory. Film history is studied from the silent era through to contemporary world cinema, with particular emphasis on the diversity of global filmmaking traditions and the cultural contexts that shape them.The HL Comparative Film Study demands sustained engagement with films from at least two distinct film cultures, requiring students to construct sophisticated comparative arguments that integrate close textual analysis, theoretical frameworks, and cultural contextualisation. This component distinguishes HL students as genuine film scholars capable of navigating the complexity of cross-cultural cinematic comparison.The production strand develops practical filmmaking skills through both the Collaborative Film Project — a group-produced short film shared with SL — and the HL-exclusive Solo Film Project, in which students independently produce a short film while specialising in a chosen production role. The production portfolio accompanying each project demands critical reflection on the relationship between creative intention and achieved outcome, bridging theory and practice in a way that is distinctive to IB Film.Assessment is balanced equally between external written components (Textual Analysis and Comparative Study) and internal production components (Collaborative Film Project and Solo Film Project), rewarding both analytical intelligence and creative craft. This domain prepares students for university study in film, media studies, communications, and the creative arts, while developing transferable skills in critical thinking, cultural literacy, and creative problem-solving.
IBDP Geography HL
IB Diploma Programme Geography Higher Level is one of the most intellectually demanding Group 3 subjects, requiring students to think across physical and human geography, from the dynamics of glacial landscapes and tectonic hazards to the geopolitics of resource security and the complexities of global migration. This AccelaStudy domain covers the complete HL syllabus: three compulsory core themes (Population and Migration; Global Climate — Vulnerability and Resilience; Global Resource Consumption and Security), three optional themes from a choice of seven (Freshwater; Oceans and Coastal Margins; Extreme Environments; Geophysical Hazards; Leisure, Tourism and Sport; Food and Health; Urban Environments), and the HL-exclusive Global Interactions extension covering power, development, and glocalization.The course is assessed through three external papers and an internal fieldwork investigation. Paper 1 tests the core themes through structured and extended responses to stimulus material. Paper 2 examines two optional themes. Paper 3 — unique to HL — demands sustained, essay-style analysis of global interactions, requiring students to synthesize multi-scale evidence and evaluate competing geographic perspectives. The internal assessment is a 2,500-word individual fieldwork investigation based on primary data collection.Geographic skills are woven throughout: students must construct and interpret choropleth maps, population pyramids, and climate graphs; calculate Spearman's rank correlation, chi-squared, nearest-neighbour index, and standard deviation; and design rigorous fieldwork methodologies. The four conceptual lenses — place, power, processes, and possibilities — provide an integrating framework for analysis across all themes.This AccelaStudy domain delivers adaptive lessons, a rich question bank aligned to IB command terms, contrastive pair exercises that sharpen evaluation skills, and exam-strategy guidance for all three papers. Whether you are building foundational knowledge of demographic models or crafting a Paper 3 argument about the justice dimensions of climate change, this platform supports every stage of your HL Geography journey.
IBDP History HL
IB Diploma Programme History at Higher Level is one of the most intellectually demanding Group 3 courses available to secondary students worldwide. It develops sophisticated historical thinking through three interconnected layers of study: a source-based prescribed subject (Paper 1), two thematic world history topics examined through comparative essay writing (Paper 2), and an in-depth regional option spanning approximately 150 years of history (Paper 3, HL only). Students also complete a 2,200-word independent historical investigation as their Internal Assessment.The course is built around four assessment objectives that mirror the work of professional historians. AO1 requires accurate and detailed knowledge of events, individuals, and periods. AO2 demands the ability to apply that knowledge analytically to specific historical questions. AO3 — the defining challenge of HL — requires students to synthesize evidence from multiple perspectives, engage with historiographical debate, and construct sustained, well-evidenced evaluative arguments. AO4 focuses on the practical skills of historical inquiry: evaluating sources for their origin, purpose, value, and limitations; cross-referencing competing accounts; and reflecting critically on the nature of historical knowledge itself.This AccelaStudy domain covers the full HL specification, with particular depth in the skills most heavily weighted at HL: extended essay writing for Paper 3, sophisticated source evaluation for Paper 1, and the reflective historiographical awareness required for the Internal Assessment. Content is organized around the most commonly studied options — including authoritarian states, 20th-century wars, the Cold War, independence movements, and the History of Europe regional option — while the historical thinking and examination technique modules apply universally across all topic choices.Students who master this course will be equipped not only to achieve top marks in the IB History examinations but also to engage critically and independently with historical evidence — a skill of enduring value in university study and professional life.
IBDP Mathematics Analysis and Approaches HL
IB Diploma Programme Mathematics: Analysis and Approaches Higher Level (MAA HL) is the most demanding mathematics course in the IB Diploma Programme, designed for students who relish the beauty of pure mathematics and intend to pursue mathematically intensive programmes at university. The course is built around five interconnected topic areas — Number and Algebra, Functions, Geometry and Trigonometry, Statistics and Probability, and Calculus — each explored at a depth that goes substantially beyond the Standard Level syllabus.At the heart of MAA HL is a commitment to rigorous proof and abstract reasoning. Students master proof by mathematical induction and contradiction, work extensively with complex numbers in Cartesian, polar, and Euler forms, apply de Moivre's theorem, and manipulate matrices to solve systems of equations and represent linear transformations. The calculus strand is particularly demanding: students develop fluency in implicit differentiation, related rates, integration by parts, improper integrals, volumes of revolution, first-order differential equations (separable and integrating factor methods), Euler's numerical method, Maclaurin series, and L'Hôpital's rule. The geometry strand extends to full 3D vector geometry including cross products, equations of planes, and distance calculations in three dimensions.Statistical inference at HL introduces unbiased estimators, the central limit theorem, confidence intervals, and hypothesis testing for means and proportions — topics that bridge directly to university-level statistics and data science.Assessment comprises three external papers (Paper 1 without GDC, Paper 2 with GDC, and the HL-exclusive Paper 3 investigative paper) plus an internally assessed mathematical exploration. Paper 3 is unique in the IB landscape: it presents two extended open-ended problems requiring students to identify patterns, formulate conjectures, and construct proofs — skills that mirror genuine mathematical research.This AccelaStudy domain provides a structured adaptive pathway through all 210 HL teaching hours of content, with targeted practice at each of the four IB assessment objective levels, contrastive pair analysis to sharpen conceptual distinctions, and Paper 3 simulation exercises to build investigative confidence.
IBDP Mathematics Applications and Interpretation HL
IB Diploma Programme Mathematics: Applications and Interpretation Higher Level (MAI HL) is a rigorous, technology-active mathematics course designed for students who are fascinated by the power of mathematics to model, analyse, and solve real-world problems. Unlike the Analysis and Approaches pathway, MAI HL places the emphasis firmly on applied mathematics: every concept is developed through authentic contexts drawn from biology, economics, geography, physics, social science, and engineering, and a graphical display calculator (GDC) is permitted — and expected — in all three external examination papers.The course spans five interconnected topics. Number and Algebra extends from financial mathematics and sequences to complex numbers, matrices, eigenvalues, and formal proof by induction. Functions develops modelling fluency across linear, exponential, logarithmic, sinusoidal, logistic, and rational families, with regression and residual analysis as core tools. Geometry and Trigonometry covers 3D measurement, vectors in space, and the distinctly applied HL extensions of Voronoi diagrams and graph theory algorithms (Kruskal, Prim, Dijkstra, Chinese Postman, Travelling Salesman). Statistics and Probability is the largest topic, encompassing descriptive statistics, correlation, hypothesis testing (chi-squared, t-tests), the Poisson distribution, continuous probability density functions, and Markov chains. Calculus rounds out the course with differentiation, integration, and a rich suite of differential equation techniques including slope fields, Euler's method, and coupled systems with phase portrait analysis.Assessment comprises three technology-active external papers (Papers 1 and 2 shared with SL in structure, Paper 3 HL-only extended investigation) plus a 10–15 page individual Mathematical Exploration (Internal Assessment) worth 20%. The HL course demands 240 teaching hours and targets students aiming for university programmes in data science, environmental science, economics, psychology, medicine, and any field where quantitative modelling is central. AccelaStudy's adaptive platform maps every learning goal to the IB assessment objectives, providing targeted practice, GDC-integrated worked examples, and Paper 3 investigation scaffolding to build the sustained mathematical reasoning the HL examination demands.
IBDP Philosophy HL
IB Diploma Programme Philosophy at Higher Level is one of the most intellectually demanding Group 3 courses, inviting students to engage with the deepest questions human beings have ever asked: What am I? What can I know? What should I do? What is real? The course is structured around a compulsory core theme — Being Human — which explores personal identity, the mind-body problem, freedom and determinism, and conceptions of the self across Western and non-Western traditions. Students then study two optional themes chosen from Epistemology, Ethics, Philosophy of Religion, Philosophy of Science, Political Philosophy, and Aesthetics, developing sustained expertise in the arguments, thinkers, and debates that define each field.At Higher Level, three additional components deepen the intellectual challenge. The Philosophy of Logic and Language extension develops students' capacity for formal reasoning — propositional logic, argument reconstruction, fallacy identification — and introduces major theories of meaning from Frege, Russell, and Wittgenstein. The Prescribed Texts component requires close reading and critical analysis of two canonical philosophical works, one from the Western tradition and one from a non-Western tradition, assessed in Paper 3. The Internal Assessment asks students to identify a genuine philosophical problem in a non-philosophical stimulus and produce a 2,200-word analytical essay demonstrating original philosophical inquiry.Throughout the course, students develop transferable skills of exceptional value: the ability to identify and reconstruct arguments, expose hidden assumptions, construct counterexamples, evaluate competing positions with intellectual honesty, and write with precision and clarity. Comparative engagement with African, Asian, and Indigenous philosophical traditions ensures that students encounter philosophy as a genuinely global human enterprise rather than a purely Western one.AccelaStudy's adaptive platform maps every IB Philosophy HL learning goal to the four IB assessment objectives, tracks mastery at the level of individual arguments and thinkers, and delivers targeted practice for all three external papers and the internal assessment. Whether you are working through Descartes' Meditations, Rawls' veil of ignorance, or the Sapir-Whorf hypothesis, AccelaStudy ensures you build the depth of understanding and the argumentative fluency the IB examiner expects.
IBDP Psychology HL
IB Diploma Programme Psychology at Higher Level is a rigorous, evidence-based course that explores the scientific study of human behaviour and mental processes through three complementary lenses: the biological, cognitive, and sociocultural approaches. Students examine how brain chemistry, genetics, and evolution shape behaviour; how mental representations, memory models, and cognitive biases influence thinking; and how culture, social identity, and group dynamics determine the way individuals act within society. At HL, each approach is extended with additional content: the biological approach includes a critical examination of animal research; the cognitive approach explores how digital technology is reshaping human cognition; and the sociocultural approach investigates the psychological effects of globalization on identity and behaviour.Beyond the three core approaches, HL students undertake an in-depth study of one of four options — Abnormal Psychology, Developmental Psychology, Health Psychology, or Human Relationships — applying all three core approaches to a specialized domain and engaging with HL-only extension topics within that option. Research methodology is woven throughout the course, culminating in a unique Paper 3 examination in which HL students critically analyse an unseen piece of psychological research, evaluating its design, sampling strategy, ethical compliance, and validity.The Internal Assessment requires students to design and conduct a simple experiment replicating a published study, analyse data using an inferential statistical test, and write a 2,200-word report. HL students must additionally include a substantive discussion of ethical considerations, demonstrating the depth of critical thinking expected at this level.AccelaStudy's adaptive platform maps every learning goal to the IB assessment objectives (AO1–AO4), delivering personalized practice that targets gaps in knowledge, application, and evaluative reasoning. Contrastive pairs highlight the distinctions between competing theories and research findings — the very comparisons that earn marks in extended-response essays. Tribunal verdicts model the kind of balanced, evidence-anchored argumentation that distinguishes a Band 6–7 response from a descriptive Band 3–4 answer.
IBDP Sport Exercise and Health Science HL
IB Diploma Programme Sport, Exercise and Health Science (SEHS) Higher Level is a rigorous Group 4 science course that applies the principles of biology, physics, and psychology to the study of human movement, athletic performance, and health. This AccelaStudy domain covers the complete HL syllabus across six core topics — Anatomy, Exercise Physiology, Energy Systems, Movement Analysis, Sport Psychology, and Measurement and Evaluation of Human Performance — together with the HL-only extension on Doping in Sport and full preparation for the HL Paper 3 extended response.Students develop a deep, integrated understanding of how the body functions during exercise and adapts to training. In Anatomy, learners master skeletal and muscular structure, the sliding filament theory, and fibre-type physiology. Exercise Physiology extends this to cardiovascular and respiratory responses, VO2 max, the Fick principle, and the mechanisms of fatigue and recovery. Energy Systems explores the ATP-PCr, anaerobic glycolytic, and aerobic pathways, the lactate threshold, and the energy continuum. Movement Analysis combines neuromuscular physiology with Newtonian and angular mechanics, fluid dynamics, and — at HL — the science of skill acquisition and motor learning. Sport Psychology addresses arousal-performance models, motivation, self-efficacy, attentional control, and HL content on group dynamics, cohesion, and leadership. The Measurement and Evaluation topic builds quantitative competence in fitness testing, statistical analysis (mean, SD, t-test, correlation), research design, and periodised training programme construction.The Internal Assessment prepares students to design, conduct, and critically evaluate an original scientific investigation, applying experimental design principles and statistical tools to real sport or health science questions. AccelaStudy's adaptive engine targets each learner's gaps across all four IB assessment objectives — knowledge, application, synthesis/evaluation, and practical skills — using spaced repetition, contrastive pair reasoning, and data-driven progress tracking to build exam-ready mastery efficiently.
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IB Diploma Programme Biology Higher Level
IB Diploma Programme Biology Higher Level (HL) is a rigorous 240-hour course structured around four unifying themes — Unity and Diversity, Form and Function, Interaction and Interdependence, and Continuity and Change — each explored at the molecular, cellular, organism, and ecosystem levels of organisation. HL students master 150 hours of shared SL content plus 90 hours of Additional Higher Level (AHL) material covering gene expression, chemical signalling, muscle physiology, origins of cells, classification and cladistics, and viruses, assessed through two written papers and an internal investigation (IA). The course is assessed on a 1–7 IB grade scale and is designed to prepare students for university studies in biological and health sciences.
IB Diploma Programme Chemistry Higher Level
IB Diploma Programme Chemistry Higher Level (first assessment 2025) is a rigorous two-year pre-university science course organized around two unifying concepts — Structure and Reactivity — that interweave quantitative calculation, mechanistic reasoning, and experimental inquiry across 240 teaching hours. The course spans six thematic strands (Structure 1–3, Reactivity 1–3), with Higher Level students additionally mastering Advanced Higher Level (AHL) extensions including Born-Haber energy cycles, Gibbs-energy spontaneity calculations, advanced acid-base and buffer equilibria, electrochemical cell thermodynamics, and multi-step organic reaction mechanisms. Assessment combines two written papers (Paper 1A MCQ + Paper 1B data-based, Paper 2 extended response) with an independent internal investigation worth 20% of the final grade.
IB Diploma Programme Computer Science Higher Level
IB Diploma Programme Computer Science Higher Level (first assessment May 2027) is a two-year pre-university computing course built around two themes: Theme A (Concepts of Computer Science — hardware, data representation, networks, databases, and machine learning) and Theme B (Computational Thinking and Problem-Solving — algorithms, programming, object-oriented programming, and advanced abstract data types). Higher Level students study all SL content plus substantial HL-only extensions covering GPU/CPU architecture, pipelining, NoSQL databases, advanced OOP with inheritance and polymorphism, abstract data types including linked lists and binary search trees, and advanced machine learning techniques such as neural networks, genetic algorithms, and reinforcement learning. The course supports Java or Python as the implementation language and culminates in two two-hour written papers plus a 35-hour internal assessment computational solution project.
IB Diploma Programme English Language and Literature Higher Level
The IB Diploma Programme English Language and Literature Higher Level (Lang & Lit HL) course develops advanced skills in critical reading, textual analysis, and expository writing across literary and non-literary texts in English. Students explore how meaning is constructed through language, context, and authorial choices within three official Areas of Exploration — Readers, Writers and Texts; Time and Space; and Intertextuality — while engaging with seven key concepts (identity, culture, creativity, communication, perspective, transformation, representation). Assessment comprises four components: Paper 1 (guided textual analysis of unseen passages, 35%), Paper 2 (comparative literary essay, 25%), the HL Essay (independent literary or language inquiry, 20%), and the Individual Oral (global-issue oral presentation, 20%).
IB Diploma Programme English Literature Higher Level
IB Diploma Programme English Literature Higher Level (Language A: Literature HL) is a rigorous two-year course offered by the International Baccalaureate, first assessed in 2021, in which students study at least 13 literary works across prose fiction, prose non-fiction, poetry, and drama, organized through three areas of exploration: Readers, Writers and Texts; Time and Space; and Intertextuality. Students develop advanced close-reading, comparative analysis, and independent scholarly inquiry skills assessed through four components — Paper 1 (guided literary analysis of unseen texts), Paper 2 (comparative essay on studied works), the HL Essay (independent 1,200–1,500-word investigation), and the Individual Oral (global-issue presentation spanning two works). The course is anchored in seven course concepts — identity, culture, creativity, communication, perspective, transformation, and representation — and demands critical thinking at a level commensurate with first-year university English study.
IB Diploma Programme Environmental Systems and Societies Higher Level
IB Diploma Programme Environmental Systems and Societies Higher Level (ESS HL) is an interdisciplinary course integrating natural science and social science methodologies to examine the complex relationships between human societies and the natural environment. The 2026 first-assessment curriculum (240 teaching hours for HL) covers eight core topic areas — Foundations, Ecology, Biodiversity and Conservation, Water, Land, Atmosphere and Climate Change, Natural Resources, and Human Populations and Urban Systems — plus three HL-only analytical lenses: Environmental Law, Environmental Economics, and Environmental Ethics. Students develop systems-thinking skills alongside the quantitative and evaluative competencies required to assess environmental policies, resource management strategies, and global sustainability challenges.
IB Diploma Programme Global Politics Higher Level
IB Diploma Programme Global Politics Higher Level (first assessed May 2026) trains students to analyze power, sovereignty, legitimacy, and interdependence across four interconnected domains: the core theme of Understanding Power and Global Politics, and three thematic studies covering Rights and Justice, Development and Sustainability, and Peace and Conflict. HL students also investigate at least two of eight Global Political Challenges through self-directed case study research, culminating in a stimulus-based Paper 3 and a 2,400–2,800-word Engagement Project with a required recommendation section worth six of thirty marks.
IB Diploma Programme Music Higher Level
The IB Diploma Programme Music Higher Level course develops students as musical researchers, creators, and performers through three integrated processes: exploring, experimenting, and presenting. Structured around four Areas of Inquiry examined in personal, local, and global contexts, the course demands analytical rigor, compositional originality, and performance proficiency exceeding Standard Level requirements. The HL-exclusive Contemporary Music-Maker component requires students to design, execute, and document a real-world collaborative music project, integrating all three musical roles into a single sustained creative work.
IB Diploma Programme Physics Higher Level
IB Diploma Programme Physics Higher Level (first assessment 2025) is a rigorous 240-hour experimental science course structured around five themes: Space, Time and Motion; The Particulate Nature of Matter; Wave Behaviour; Fields; and Nuclear and Quantum Physics. The HL course extends the SL content with five exclusively HL topics (Rigid Body Mechanics, Special Relativity, Thermodynamics, Electromagnetic Induction, and Quantum Physics) plus deeper mathematical treatment within shared topics, demanding quantitative problem-solving, data analysis, and multi-concept synthesis at a level comparable to first-year university physics.
IB Diploma Programme Social and Cultural Anthropology Higher Level
IB Diploma Programme Social and Cultural Anthropology at Higher Level is a two-year course that examines human societies and cultures through comparative ethnographic study, developing students' ability to apply anthropological theory across nine areas of inquiry. The course is structured around nine key concepts (Belief and Knowledge, Change, Culture, Identity, Materiality, Power, Social Relations, Society, Symbolism), three groups of Areas of Inquiry from which students select one per group (with HL students selecting four total), and an HL-exclusive component in Theoretical Perspectives that must be integrated across all assessment papers. HL students also conduct a full original fieldwork study of 60 hours, producing an independent research report assessed against four criteria.
IB Diploma Programme Theatre Higher Level
The IB Diploma Programme Theatre — Higher Level (first assessment 2024) course is a two-year, portfolio-based arts course in which students engage as creators, designers, directors, performers, and spectators across three interconnected syllabus areas: Theatre in Context, Theatre Processes, and Presenting Theatre. HL students complete four assessed tasks — an internally assessed Production Proposal, and three externally assessed components (Research Presentation, Collaborative Project, and the HL-only Solo Theatre Piece) — with no written examination; all work is produced over the course and submitted as video, written reports, and annotated portfolios. This taxonomy maps the full HL curriculum to granular learning goals aligned to those assessment tasks and the multi-perspective theatre-making inquiry at the heart of the subject guide.
IB Diploma Programme Visual Arts Higher Level
The IB Diploma Programme Visual Arts Higher Level (HL) is a 240-hour, inquiry-driven studio and critical practice course organized around three interconnected areas: Create, Connect, and Communicate. Students develop a rigorous personal visual language through iterative art-making across at least three distinct media forms, document their inquiries in a portfolio, complete an HL-exclusive Artist Project requiring conception-through-evaluation of a standalone artwork, and curate a selected body of resolved work with critical contextual analysis. Assessment integrates external and internal tasks weighted across process, contextual research, and resolved production.
IB Diploma Programme World Religions Higher Level
The IB Diploma Programme World Religions course is a systematic, analytical, and empathetic study of nine living world religions, structured around an introductory survey unit (five religions from three columns) and an in-depth thematic study of two chosen religions examined through five scholarly lenses: Rituals, Sacred Texts, Doctrines and Beliefs, Religious Experience, and Ethics and Moral Conduct. Assessment combines a stimulus-response Paper 1, an extended-essay Paper 2 on the two in-depth religions, and a 1,500–1,800-word investigative internal assessment. Note: IB World Religions is offered exclusively at Standard Level (SL) — no Higher Level designation exists within the IB Diploma Programme; this taxonomy reflects the full published syllabus at maximum academic rigor, treated here as a professional-level academic certification track.
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