IB subjects offered at Meridian 22

Group 1: Studies in language and literature

Bulgarian A: Literature

Language A: literature in Bulgarian is designed for native or near native speakers. The course is organized into three areas of exploration and seven central concepts, and focuses on the study of literary works. Together, the three areas of exploration of the course add up to a comprehensive exploration of literature from a variety of cultures, literary forms and periods. Students learn to appreciate the artistry of literature, and develop the ability to reflect critically on their reading, presenting literary analysis powerfully through both oral and written communication. The aims of studies in language and literature courses are to enable students to: 

• engage with a range of texts, in a variety of media and forms, from different periods, styles and cultures 
• develop skills in listening, speaking, reading, writing, viewing, presenting and performing 
• develop skills in interpretation, analysis and evaluation 
• develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues, and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of the relationships between studies in language and literature and other disciplines
• communicate and collaborate in a confident and creative way
• foster a lifelong interest in and enjoyment of language and literature.

(Source: https://www.ibo.org/programmes/diploma-programme/curriculum/language-and-literature/language-a-literature/

The course is available at SL and HL.

 

Group 2: Language acquisition

Language B - English

English B is a language learning course for students who already have some knowledge in English. Students develop the ability to communicate in the target language through the study of language, themes and texts.  In doing so, they also develop conceptual understandings of how language works.  Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course (and beyond those for language ab initio). The language B syllabus is organized into five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet.  The following language acquisition aims are common to both language ab initio and language B. 

• Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance. 
• Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes. 
• Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures. 
• Develop students’ understanding of the relationship between the languages and cultures with which they are familiar. 
• Develop students’ awareness of the importance of language in relation to other areas of knowledge. • Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.

(Source:https://www.ibo.org/programmes/diploma-programme/curriculum/language-acquisition/language-b/)

The course is available at HL.

 

Language ab initio - German and Spanish

The language ab initio course is a language acquisition course for students with no prior experience of the language, or for those students with very limited previous experience. Students develop the ability to communicate in German or Spanish language through the study of language, themes and texts.  In doing so, they also develop conceptual understandings of how language works.  Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course. The language ab initio syllabus is organized into five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet.  The language ab initio syllabus prescribes four topics for each of the five prescribed themes for a total of 20 topics that must be addressed in the language ab initio course. The language acquisition aims are common to both language ab initio and language B.

(Source: https://www.ibo.org/programmes/diploma-programme/curriculum/language-acquisition/language-ab-initio/)

The course is available at SL.

 

Group 3: (Individuals and societies)

Economics

Economics is an exciting, dynamic subject that allows students to develop an understanding of the complexities and interdependence of economic activities in a rapidly changing world. At the heart of economic theory is the problem of scarcity. While the world’s population has unlimited needs and wants, there are limited resources to satisfy these needs and wants. As a result of this scarcity, choices have to be made. The DP economics course, at both SL and HL, uses economic theories to examine the ways in which these choices are made: at the level of producers and consumers in individual markets (microeconomics); at the level of the government and the national economy (macroeconomics); at an international level where countries are becoming increasingly interdependent through international trade and the movement of labour and capital (the global economy). The aims of the DP economics course are to enable students to: 

• develop a critical understanding of a range of economic theories, models, ideas and tools in the areas of microeconomics, macroeconomics and the global economy
• apply economic theories, models, ideas and tools, and analyse economic data to understand and engage with real-world economic issues and problems facing individuals and societies 
• develop a conceptual understanding of individuals’ and societies’ economic choices, interactions, challenges and consequences of economic decision-making.

(Source:https://www.ibo.org/programmes/diploma-programme/curriculum/individuals-and-societies/economics/)

The course is available at SL and HL.

 

Group 4 – Sciences

Biology

As one of the three natural sciences in the IB Diploma Programme, biology is primarily concerned with the study of life and living systems. Students are empowered to make sense of living systems through unifying themes. By providing opportunities for students to explore conceptual frameworks, they are better able to develop understanding and awareness of the living world around them. This is carried further through a study of interactions at different levels of biological organization, from molecules and cells to ecosystems and the biosphere. Integral to the student experience of the DP biology course is the learning that takes place through scientific inquiry. With an emphasis on experimental work, teachers provide students with opportunities to ask questions, design experiments, collect and analyse data, collaborate with peers, and reflect, evaluate and communicate their findings. the course aims to enable students to:

• develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects
• acquire and apply a body of knowledge, methods, tools and techniques that characterize science
• develop the ability to analyse, evaluate and synthesize scientific information and claims
• develop the ability to approach unfamiliar situations with creativity and resilience
• design and model solutions to local and global problems in a scientific context
• develop an appreciation of the possibilities and limitations of science
• develop technology skills in a scientific context
• develop the ability to communicate and collaborate effectively
• develop awareness of the ethical, environmental, economic, cultural and social impact of science.   

(Source: Biology SL & HL – First teaching Aug/Sept 2023 (PDF, 359 KB)

The course is available at SL and HL.

 

Chemistry    

As one of the three natural sciences in the IB Diploma Programme, chemistry is primarily concerned

with identifying patterns that help to explain matter at the microscopic level. This then allows matter’s

behaviour to be predicted and controlled at a macroscopic level. The subject therefore emphasizes the

development of representative models and explanatory theories, both of which rely heavily on creative

but rational thinking. DP chemistry enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond. Integral to the student experience of the DP chemistry course is the learning that takes place through scientific inquiry both in the classroom and the laboratory. Through the overarching theme of the nature of science, the course aims to enable students to:

• develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects
• acquire and apply a body of knowledge, methods, tools and techniques that characterize science
• develop the ability to analyse, evaluate and synthesize scientific information and claims
• develop the ability to approach unfamiliar situations with creativity and resilience
• design and model solutions to local and global problems in a scientific context
• develop an appreciation of the possibilities and limitations of science
• develop technology skills in a scientific context
• develop the ability to communicate and collaborate effectively
• develop awareness of the ethical, environmental, economic, cultural and social impact of science.

(Source: Chemistry SL & HL – First teaching Aug/Sept 2023 (PDF)

The course is available at SL and HL.

 

Group 5 – Mathematics

Mathematics SL and Mathematics HL

Because individual students have different needs, interests, and abilities, there are four different courses in Group 5: Mathematics. Each course is designed to meet the needs of a particular group of students. Therefore, great care should be taken to select the course that is most appropriate for an individual student. Meridian 22 offers Mathematics SL: Analysis and approaches and Mathematics HL: Analysis and approaches.

 

Mathematics SL: Analysis and approaches

This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration. 

 

Mathematics HL: Analysis and approaches

This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems.  

The aims of all mathematics courses in group 5 are to enable students to: 

• enjoy mathematics, and develop an appreciation of the elegance and power of mathematics 
• develop an understanding of the principles and nature of mathematics 
• communicate clearly and confidently in a variety of contexts 
• develop logical, critical and creative thinking, and patience and persistence in problem-solving 
• employ and refine their powers of abstraction and generalization 
• apply and transfer skills to alternative situations, to other areas of knowledge and to future developments 
• appreciate how developments in technology and mathematics have influenced each other 
• appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics 
• appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives 
• appreciate the contribution of mathematics to other disciplines, and as a particular – area of knowledge in the TOK course.

(Source: Mathematics: analysis and approaches SL & HL (PDF, 46 KB)

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 – 4.
 

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.

Extended essay

The extended essay, a component of the DP core, is a compulsory, externally assessed piece of independent research, presented as a formal piece of academic writing. It is an in-depth study of a focused topic. Students choose one of the student’s six selected subjects, or two in the case of the interdisciplinary pathway. Students can also choose a topic in which they have some background knowledge. The EE is intended to promote academic research and writing skills. It gives students the opportunity to engage in personal research on their own choice of topic, under the guidance of a supervisor (an appropriately qualified member of staff within the school). Students produce a significant piece of appropriately presented and structured writing, in which their ideas and findings are communicated in a coherent, reasoned manner that is suitable for the chosen subject(s). The extended essay aims are to enable students to: 

• experience the excitement of intellectual exploration 
• engage in student-led academic research on a topic of personal interest 
• develop skills in research, thinking, self-management, and communication 
• reflect on the learning experience of producing an extended essay.

(Source: https://www.ibo.org/contentassets/5895a05412144fe890312bad52b17044/extended-essay-brief-2016-en.pdf)

Theory of knowledge 

The theory of knowledge (TOK) course plays a special role in the DP by providing an opportunity for students to reflect on the nature, scope and limitations of knowledge and the process of knowing. In this way, the main focus of TOK is not on students acquiring new knowledge but on helping students to reflect on, and put into perspective, what they already know. It engages students in explicit reflection on how knowledge is arrived at in different disciplines and areas of knowledge, on what these areas have in common and the differences between them. The aims of the TOK course are: 

• to encourage students to reflect on the central question, “How do we know that?”, and to recognize the value of asking that question 
• to expose students to ambiguity, uncertainty and questions with multiple plausible answers 
• to equip students to effectively navigate and make sense of the world, and help prepare them to encounter novel and complex situations 
• to encourage students to be more aware of their own perspectives and to reflect critically on their own beliefs and assumptions 
• to engage students with multiple perspectives, foster open-mindedness and develop intercultural understanding 
• to encourage students to make connections between academic disciplines by exploring underlying concepts and by identifying similarities and differences in the methods of inquiry used in different areas of knowledge 
• to prompt students to consider the importance of values, responsibilities and ethical concerns relating to the production, acquisition, application and communication of knowledge.

(Source: https://www.ibo.org/programmes/diploma-programme/curriculum/dp-core/theory-of-knowledge/)

 

CAS (Creativity, activity, service)

Studied throughout the Diploma Programme, CAS involves students in a range of activities alongside their academic studies. It is not formally assessed. However, students reflect on their CAS experiences as part of the DP, and provide evidence of achieving the seven learning outcomes for CAS. 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. 

CAS is structured around the three strands as follows:

Creativity – arts, and other experiences that involve creative thinking.

Activity – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP.

Service – an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.

In order to demonstrate these concepts, students are required to undertake a CAS project which challenges students to show initiative, demonstrate perseverance, develop skills such as collaboration, problem solving and decision making.

CAS enables students to enhance their personal and interpersonal development by learning through experience. It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work. At the same time, CAS is an important counterbalance to the academic pressures of the DP.

A good CAS programme should be both challenging and enjoyable – a personal journey of self‑discovery.

(Source: https://www.ibo.org/programmes/diploma-programme/curriculum/dp-core/creativity-activity-and-service/)

More information: https://www.ibo.org/programmes/diploma-programme/curriculum/