IB Curriculum
The curriculum includes 6 subjects in six groups.
The students must choose one subject from each of five groups (1 to 5), and as the sixth subject may choose either an arts subject from group 6, or a second subject from groups 1 to 5.
3 subjects are studied at higher level (240 teaching hours) and the others – at standard level (150 teaching hours).
In addition to the subjects, the Diploma Programme features three elements that are the core of the curriculum model and are its core requirements.
This method attains in-depth studies in the chosen disciplines and specialized education during the two-year curriculum. All classes are taught in English except mother Language A and foreign language(s). Students can study and take examinations in English, French or Spanish.
Subject groups
| This is generally the student's native (or best) language. Students will study literature, including selections of literature in translation. The students are able to develop a personal appreciation of language and literature, skills in literary criticism, an understanding of the formal, stylistic and aesthetic qualities of texts, strong powers of expression, both written and oral, an appreciation of cultural differences in perspective. Group 1 consists of three courses: Language A: literature; Language A: language and literature; Literature and performance (an interdisciplinary subject). |
| In group 1 Meridian 22 offers: Language A: literature - Bulgarian and other languages as a self-taught subject. More |
| The main emphasis of the modern language courses is on the acquisition and use of language in a range of contexts and for different purposes while, at the same time, promoting an understanding of another culture through the study of its language. Three subjects are available: Modern Languages with the courses – Language ab initio for beginners and Language B intended for students who have had some previous experience of learning the language; and Classical Languages – courses in Latin or Classical Greek. |
| In group 2 Meridian 22 offers: Language B - English and Language ab initio – Spanish and German. More |
| Subjects: business management (first teaching September 2014), Economics, Geography, History, Information Technology in a Global Society, Philosophy, Psychology, Social and Cultural Anthropology, World Religions (SL only). Studying any one of these subjects provides for the development of a critical appreciation of human experience and behaviour, the varieties of physical, economic and social environments that people inhabit, the history of social and cultural institutions. In addition, each subject is designed to foster in students the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments relating to the nature and activities of individuals and societies. |
| In group 3 Meridian 22 offers: Economics and History. More |
| Six subjects are available: biology, computer science, chemistry, design technology, physics, sports, exercise and health science (standard level only), environmental systems and societies – interdisciplinary subject. Students explore the concepts, theories, models and techniques that underpin each subject area and through these develop their understanding of the scientific method. A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary and provides an opportunity for students to explore scientific solutions to global questions. |
| In group 4 Meridian 22 offers: Biology and Physics. More |
| Four courses in mathematics accommodating the range of needs, interests and abilities of students, are available: Mathematical Studies SL, Mathematics SL, Mathematics HL, Further Mathematics HL. The aims of these courses are to enable students to develop mathematical knowledge, concepts and principles, develop logical, critical and creative thinking and employ and refine their powers of abstraction and generalization. Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspective. |
| In group 5 Meridian 22 offers: Mathematics SL and Mathematics HL. More |
| Five subjects are available in group 6: Dance, Music, Film, Theatre, Visual arts. Alongside the five subjects from the other groups, a student can choose to study a group 6 subject, or to study an additional subject from groups 1 – 5. |
| Currently Meridian 22 does not offer any subjects from group 6. Students choose a second subject from groups 1 – 5. |
Засега „Меридиан 22” не предлага предмети от група 6. Учениците избират втори предмет от групи 1 – 5.
Core elements
Apart from the six subjects the Diploma programme includes also three obligatory elements, which enrich the students' experience and face them with the challenge to apply their knowledge and skills to real life. These are the core of the Diploma Programme and are a fundamental requirement.
This 4,000 words essay offers the opportunity for IB students to investigate a topic of special interest related to one of the student's six Diploma Programme (DP) subjects/disciplines. They have the opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject or issue chosen. This leads to a major piece of formally presented, structured writing in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject. It is recommended that students follow the completion of the written essay with a short, concluding interview - viva voce - with the supervisor.
TOK plays a special role in the Diploma Programme by providing an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know.
The fundamental question of TOK is “how do we know that?” Students are encouraged to think about how knowledge is arrived at in different disciplines, what the disciplines have in common and the differences between the disciplinary. TOK therefore both supports and is supported by the study of other DP subjects, as students are required to explore knowledge questions against the backdrop of their experiences in their other DP subjects. Discussion and critical reflection form the backbone of the TOK course, centring around discussions of questions such as:
- what counts as evidence for X?
- what makes a good explanation in subject Y?
- how do we judge which is the best model of Z?
- how can we be sure of W?
- what does theory T mean in the real world?
- how do we know whether it is right to do S?
Through discussions of these types of questions students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives. The TOK course is assessed through an oral presentation and a 1600 word essay. The TOK presentation assesses the ability of the student to apply TOK thinking to a real-life situation, while the TOK essay takes a more conceptual starting point.
TOK is a demanding and challenging course, but one which plays a crucial role in effectively preparing students for the complex and rapidly changing world they will encounter both during their DP experience and beyond.
CAS - Creativity - Activity - Service at the heart of the Diploma Programme. CAS enables students to live the IB learner profile in real and practical ways, to grow as unique individuals and to recognise their role in relation to others.CAS is organised around the three strands of Creativity, Activity and Service defined as:
- Creativity - arts and other experiences that involve creative thinking
- Activity - physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the IBDP
- Service - an unpaid and voluntary exchange that has a learning benefit for the student.
Students develop skills and attitudes through a variety of individual and group activities that provide students with opportunities to express their passions, personalities and perspectives. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment.
Students are also required to undertake a CAS Project that challenges students to show initiative, demonstrate perseverance, and develop skills such as those of collaboration, problem solving, and decision making.
The school and students must give CAS as much importance as any other element of the Diploma Programme and ensure sufficient time is allocated for engagement in the CAS programme. Successful completion of CAS is a requirement for the award of the IB Diploma. While not formally assessed, students reflect on their CAS experiences and provide evidence of achieving the seven learning outcomes. As a result of their CAS experience the students have:
- Identified their own strengths and developed areas for personal growth.
-Demonstrated that challenges had been undertaken, developing new skills in the process.
- Demonstrated how to initiate and plan a CAS experience.
- Showed commitment to and perseverance in CAS experiences.
-Demonstrated the skills and recognized the benefits of working collaboratively.
- Demonstrated engagement with issues of global significance.
- Recognized and considered the ethics of choices and actions.
For more information about the curriculum of the IB Diploma Programme please visit: www.ibo.org