English Language and Literature HL/SL

The language and literature course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions.

The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all effect meaning.

Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.

Norwegian Literature HL/SL

The literature course aims at exploring the various manifestations of literature as a particularly powerful mode of writing across cultures and throughout history.

The course aims at developing an understanding of factors that contribute to the production and reception of literature — the creativity of writers and readers, the nature of their interaction with their respective contexts and with literary tradition, the ways in which language can give rise to meaning and/or effect, and the performative and transformative potential of literary creation and response.

Through close analysis of a range of literary texts in a number of literary forms and from different times and places, students will consider their own interpretations as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.  

Language A: literature SSST (school supported self-taught) SL

Being a self-taught student offers a unique opportunity to study the literature of a language that may not be offered at your school as a taught subject. A certain level of autonomy is expected, for example you will be asked to develop a list of literary works and a timeline. You will also be expected to autonomously administer the 150 hours required for the study of the course.

The information included in this section is intended for SSST students who are taking this standard level (SL) course over a period of two years. If you are taking the course on an anticipated status it is essential to consult with your supervisor to ensure that you comply with the correct dates for submission of assessment tasks.

Language A: literature SSST is similar to the taught course, which is built on the notion of conceptual learning. This means that the course is organized around concepts, or big ideas, which makes it easier to form connections between subjects and between parts of a course. Concepts are important as they are applicable and transferable to real-life situations. In this course, the central concepts are culture, communication, transformation, perspective, creativity, representation and identity. When reading and studying a literary work, you should explore how it relates to these concepts. 

Norwegian B HL

Language acquisition is designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. Students develop their ability to communicate through the study of language, themes and texts.

There are five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet. Language B students learn to communicate in the target language in familiar and unfamiliar contexts.

At HL, the study of two literary works originally written in the target language is required, and students are expected to extend the range and complexity of the language they use and understand in order to communicate.

Students continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, to construct, analyse and evaluate arguments on a variety of topics relating to course content and the target language culture(s). 

Psychology HL/SL

The IB Diploma Programme psychology course is the systematic study of behaviour and mental processes. Since the psychology course examines the interaction of biological, cognitive and sociocultural influences on human behaviour, it is well placed in group 3, individuals and societies. 

Students undertaking the course can expect to develop an understanding of how psychological knowledge is generated, developed and applied. This will allow them to have a greater understanding of themselves and appreciate the diversity of human behaviour.  

The holistic approach reflected in the curriculum, which sees biological, cognitive and sociocultural analysis being taught in an integrated way ensures that students are able to develop an understanding of what all humans share, as well as the immense diversity of influences on human behaviour and mental processes. The ethical concerns raised by the methodology and application of psychological research are also key considerations of the IB psychology course.

History HL/SL

The DP history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility.

The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past.

Teachers explicitly teach thinking and re-search skills such as comprehension, text analysis, transfer, and use of primary sources.

There are six key concepts that have particular prominence throughout the DP history course: change, continuity, causation, consequence, significance, and perspectives. 

While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the sciences. Teachers provide students with opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers, and evaluate and communicate their findings.  

Biology HL/SL

Biology is the study of life. The vast diversity of species makes biology both an endless source of fascination and a considerable challenge. Biologists attempt to understand the living world at all levels from the micro to the macro using many different approaches and techniques.

Biology is still a young science and great progress is expected in the 21st century. This progress is important at a time of growing pressure on the human population and the environment.

By studying biology in the DP students should become aware of how scientists work and communicate with each other.

Chemistry HL/SL

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Chemical principles underpin both the physical environment in which we live and all biological systems.

Chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science. Both theory and practical work should be undertaken by all students as they complement one another naturally, both in school and in the wider scientific community.

The DP Chemistry course allows students to develop a wide range of practical skills and to increase facility in the use of Mathematics. It also allows students to develop interpersonal and information technology skills, which are essential to life in the 21st century.

By studying Chemistry students should become aware of how scientists work and communicate with each other.

Physics HL/SL

Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies.

Despite the exciting and extraordinary development of ideas throughout the history of Physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations.

Besides helping us better understand the natural world, Physics gives us the ability to alter our environments. This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists.

By studying Physics students should become aware of how scientists work and communicate with each other. 

Individual students have different needs, aspirations, interests and abilities. For this reason, there are two different DP subjects in mathematics. Each course is designed to meet the needs of a particular group of students. Both courses are offered at Gjøvik vgs at SL.

Math Analysis and Approaches (AA) SL

The IB DP Mathematics: analysis and approaches course recognize the need for analytical expertise in a world where innovation is increasingly important for understanding mathematics. Students learn to apply their mathematical skills and knowledge in a variety of abstract and real world problems. The topics vary from algebra and functions, to probability and statistics.

This course has a strong emphasis on learning the ability to construct, communicate and justify mathematical arguments. This is a challenge all students will undertake in their own personal project. Here, the students will come up with a real world problem, and use mathematics with guidance from their teacher to explore and discuss their findings based on mathematics.

When applying to universities this course is equivalent to R1+R2 in the Norwegian school system.

Math Applications and Interpretations (AI) SL

The IB DP Mathematics: applications and interpretation course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalizations.

Students should expect to develop strong technology skills and will be intellectually equipped to appreciate the links between the theoretical and the practical concepts in mathematics. All external assessments involve the use of technology.

Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed exploration allows students to develop independence in mathematical learning.

Throughout the course students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas.

When applying to universities this course is equivalent to R1/S1+S2 in the Norwegian school system. 

Creativity, activity, service (CAS)

Creativity, activity, service (CAS) is at the heart of the DP.

With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning.

Creativity—exploring and extending ideas leading to an original or interpretive product or performance.

Activity—physical exertion contributing to a healthy lifestyle.

Service—collaborative and reciprocal engagement with the community in response to an authentic need.

CAS aims to develop students who: enjoy and find significance in a range of CAS experiences, purposefully reflect upon their experiences, identify goals and understand they are members of local and global communities with responsibilities towards each other and the environment.

A CAS experience is a specific event in which the student engages with one or more of the three CAS strands. It can be a single event or an extended series of events. A CAS project is a collaborative series of sequential CAS experiences lasting at least one month.  

Typically, a student’s CAS programme combines planned/unplanned singular and ongoing experiences. All are valuable and may lead to personal development. However, a meaningful CAS programme must be more than just a series of unplanned/singular experiences.  

The extended essay (EE)

The extended essay is a compulsory, externally assessed piece of independent research into a topic chosen by the student and presented as a formal piece of academic writing. The extended essay is intended to promote high-level research and writing skills, intellectual discovery and creativity while engaging students in personal research.

This leads to a major piece of formally presented, structured writing of up to 4,000 words in which ideas and findings are communicated in a reasoned, coherent and appropriate manner. Students are guided through the process of research and writing by an assigned supervisor (a teacher in the school). All students undertake three mandatory reflection sessions with their supervisor, including a short interview, or viva voce, following the completion of the extended essay.

Extended essay topics may be chosen from a list of approved DP subjects—normally one of the student’s six chosen subjects for the IB diploma or the World Studies option. World Studies provides students with the opportunity to carry out an in-depth interdisciplinary study of an issue of contemporary global significance, using two IB disciplines.

Theory of knowledge (TOK)

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. TOK underpins and helps to unite the subjects that students encounter in the rest of their DP studies.

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 TOK course is assessed through an exhibition and a 1,600 word essay.

The exhibition requires the students to create an exhibition of three objects that explores how TOK manifests in the world around us.

The essay focuses on a conceptual issue in TOK. For example, it may ask students to discuss the claim that the methodologies used to produce knowledge depend on the use to which that knowledge will be used.