IB SUBJECTS GROUP 4
COMPUTER
SCIENCE
Computer science is an experimental science
that offers a rigorous and practical problem-
solving discipline, which, as a methodology, can
be applied to all walks of life. Computer science
requires an understanding of the fundamental
concepts of computational thinking as well as
knowledge of how computers and other digital
devices operate.
Course content:
The topics that must be studied, including some
practical work, are:
Topic 1 System fundamentals (20 hours)
Topic 2 Computer organisation (6 hours)
Topic 3 Networks (9 hours)
Topic 4 Computational thinking,
problem-solving and programming (45 hours)
Group 5 Subjects:
Mathematics
Entry requirements:
Students will be able to study computer
science at SL successfully with no background
in, or previous knowledge of, computer
science. Students would be expected to have
some prior knowledge and understanding
of computing. However, applications will
be considered from pupils without such a
background where their approach to study
aligns strongly with the IB learner profile
attributes, especially in terms of being
inquirers, thinkers and communicators.
The study of computer science at HL
demands a higher level of problem-solving
skills and the ability to understand and
manipulate abstract concepts. Some exposure
to programming is desirable.
HL extension
The topics that must be studied, including some
practical work, are:
Topic 5 Abstract data structures (23 hours)
Topic 6 Resource management (8 hours)
Topic 7 Control (14 hours)
Case study
IB SUBJECTS GROUP 5
Course assessment:
There are three examination papers
covering 80% of the final mark. Pupils also
produce an internal assessment in which
they write about a computational solution
they have developed. As with other Group
4 subjects, there is a project to complete
in school. This project, plus the internal
assessment make up the other 20% of the
final mark.
Everyone uses mathematics on a regular
basis, as part of their everyday life, during
such activities as buying produce, consulting a
timetable, and estimating measures. From this
vast population, there is a group of people who
use mathematics to a greater degree and apply
their knowledge to specific tasks. These include
bank staff, surveyors, laboratory technicians
and secretaries. People such as architects,
engineers, economists, pilots, and designers
use mathematics at a more specialised level.
Further, there is a smaller group of people who
are professional mathematicians involved in
research, statistics and branches of science.
For all three mathematics courses, pupils
are required to purchase a graphics display
calculator (GDC). It is recommended that
pupils purchase a Texas Instruments TI-Nspire
CX GDC to get the most out of their IB
mathematics course.
MATHEMATICAL
STUDIES
(SL)
This course is recommended for pupils
who have attained (or are likely to attain) a
grade B or grade C at IGCSE mathematics.
This course is also suited to pupils who wish
to pursue a course at university with little
mathematical content, such as social sciences,
humanities, languages or the arts.
Course aims and content:
This course is available only at standard
level, and is equivalent in status to
mathematics SL, but addresses different
needs. It has an emphasis on applications
of mathematics, particularly statistical
techniques. It offers pupils opportunities to
learn important concepts and techniques,
and to gain an understanding of a wide
variety of mathematical topics. It prepares
pupils to be able to solve problems in a
variety of settings, to develop more
sophisticated mathematical reasoning, and
to enhance their critical thinking.
Course assessment:
This course is assessed by means of two
written examinations, paper 1 and paper
2, both of which are 90 minutes in length,
scored out of 90, and are calculator based.
The written examinations count for 80% of
the final grade. The other 20% comes from
the internal assessment, an individual piece
of written work on an area of mathematics
that utilises some of the skills that pupils have
learned during the course.
Additional subject content is introduced by the
annually issued case study
24
25