The IB Physics course is intended to build upon the principles established in GCSE Physics or Science/ Additional Science or any equivalent level studied outside the United Kingdom, such as the IGCSE. The aims set out in the Learner Profile will be used to influence the way in which students study Physics as part of the IB Diploma Programme. Students at SL and HL share the following. • An understanding of science through a stimulating experimental programme • The nature of science as an overarching theme • The study of a concept-based syllabus • One piece of internally assessed work, the scientific investigation • The collaborative sciences project The SL course provides students with a fundamental understanding of Physics and experience of the associated skills. The HL course requires students to increase their knowledge and understanding of the subject, including additional mathematical skills, and so provides a solid foundation for further study at university level. The distinction between SL and HL is therefore one of both breadth and depth. The increased breadth and depth at HL result in increased networked knowledge, requiring the student to make more connections between diverse areas of the syllabus. The structure of this physics syllabus is intended to promote concept-based learning and teaching that can be connected through three concepts: energy, particles and forces. These three concepts appear throughout the physics syllabus in each of the themes. There are five organising themes in the physics syllabus: A. Space, time and motion B. The particulate nature of matter C. Wave behaviour D. Fields E. Nuclear and quantum physics
GCSE Physics or Science at minimum grade 6 (or overseas equivalent). Students without this may be able to take Physics after discussion with the IB coordinator.
All students will be regularly assessed throughout the course using a range of methods including summative assessment and formative assessments. The students will be assessed following the school reporting and assessment schedule. The framework for internal assessment is based on the investigation and project work, which will have components of both a prescriptive and student generated nature. During the course there will be mock examinations and tests used to help provide indicative grades and formative feedback for development. These will be based on past papers and sample papers from the IB and the relevant mark schemes will be used. Students will receive specific training on how to use these mark schemes themselves to self assess and peer assess in order to develop a greater understanding of the various assessment criteria and assessment objectives.
About Education Provider
| Region | South East |
| Local Authority | Kent |
| Ofsted Rating | |
| Gender Type | Co-Educational |
| ISI Report | View Report |
| Boarding Fee | £25,440 - £44,076 |
| Sixth Form Fee | £20,706 - £23,808 |
| Address | Whitstable Road, Canterbury, CT2 9DT |
The IB Physics course is intended to build upon the principles established in GCSE Physics or Science/ Additional Science or any equivalent level studied outside the United Kingdom, such as the IGCSE. The aims set out in the Learner Profile will be used to influence the way in which students study Physics as part of the IB Diploma Programme. Students at SL and HL share the following. • An understanding of science through a stimulating experimental programme • The nature of science as an overarching theme • The study of a concept-based syllabus • One piece of internally assessed work, the scientific investigation • The collaborative sciences project The SL course provides students with a fundamental understanding of Physics and experience of the associated skills. The HL course requires students to increase their knowledge and understanding of the subject, including additional mathematical skills, and so provides a solid foundation for further study at university level. The distinction between SL and HL is therefore one of both breadth and depth. The increased breadth and depth at HL result in increased networked knowledge, requiring the student to make more connections between diverse areas of the syllabus. The structure of this physics syllabus is intended to promote concept-based learning and teaching that can be connected through three concepts: energy, particles and forces. These three concepts appear throughout the physics syllabus in each of the themes. There are five organising themes in the physics syllabus: A. Space, time and motion B. The particulate nature of matter C. Wave behaviour D. Fields E. Nuclear and quantum physics
GCSE Physics or Science at minimum grade 6 (or overseas equivalent). Students without this may be able to take Physics after discussion with the IB coordinator.
All students will be regularly assessed throughout the course using a range of methods including summative assessment and formative assessments. The students will be assessed following the school reporting and assessment schedule. The framework for internal assessment is based on the investigation and project work, which will have components of both a prescriptive and student generated nature. During the course there will be mock examinations and tests used to help provide indicative grades and formative feedback for development. These will be based on past papers and sample papers from the IB and the relevant mark schemes will be used. Students will receive specific training on how to use these mark schemes themselves to self assess and peer assess in order to develop a greater understanding of the various assessment criteria and assessment objectives.