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Diploma Programme
World religions
Draft guide
(Third edition)
First examinations 2011
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World religions draft guide
third edition June 2009
IB mission statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to
create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop
challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners
who understand that other people, with their differences, can also be right.
IB learner profile
The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity
and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and
research and show independence in learning. They actively enjoy learning and this love of
learning will be sustained throughout their lives.
Knowledgeable
They explore concepts, ideas and issues that have local and global significance. In so doing,
they acquire in-depth knowledge and develop understanding across a broad and balanced
range of disciplines.
Thinkers
They exercise initiative in applying thinking skills critically and creatively to recognize and
approach complex problems, and make reasoned, ethical decisions.
Communicators
They understand and express ideas and information confidently and creatively in more than one
language and in a variety of modes of communication. They work effectively and willingly in
collaboration with others.
Principled
They act with integrity and honesty, with a strong sense of fairness, justice and respect for the
dignity of the individual, groups and communities. They take responsibility for their own actions
and the consequences that accompany them.
Open-minded
They understand and appreciate their own cultures and personal histories, and are open to the
perspectives, values and traditions of other individuals and communities. They are accustomed
to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring
They show empathy, compassion and respect towards the needs and feelings of others. They
have a personal commitment to service, and act to make a positive difference to the lives of
others and to the environment.
Risk-takers
They approach unfamiliar situations and uncertainty with courage and forethought, and have the
independence of spirit to explore new roles, ideas and strategies. They are brave and articulate
in defending their beliefs.
Balanced
They understand the importance of intellectual, physical and emotional balance to achieve
personal well-being for themselves and others.
Reflective
They give thoughtful consideration to their own learning and experience. They are able to
assess and understand their strengths and limitations in order to support their learning and
personal development.
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World religions draft guide
third edition June 2009
Contents
Introduction
Purpose of this document
The Diploma Programme
Nature of the subject
Aims
Assessment objectives
Assessment objectives in practice
Syllabus
Syllabus outline
Approaches to the teaching of world religions
Part 1: Introduction to world religions
Part 2: In-depth studies
Assessment
Assessment in the Diploma Programme
Assessment outline
External assessment
Internal assessment
Appendix
Glossary of command terms
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World religions draft guide
third edition June 2009
Introduction
Purpose of this document
This third edition of the world religions pilot guide is intended to guide the planning, teaching and assessment of the
subject in schools. Subject teachers are the primary audience, although it is expected that teachers will use the
guide to inform students and parents about the subject.
protected IB website designed to support IB teachers.
Additional resources
Additional publications such as teacher support materials, specimen papers and markschemes and internal
assessment guidance can also be found on the OCC.
Teachers are also encouraged to check the OCC for additional resources created or used by other teachers.
Teachers can provide details of useful resources, for example: websites, books, videos, journals or teaching ideas.
First examinations 2011
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World religions draft guide
third edition June 2009
The Diploma Programme
The Diploma Programme is a rigorous pre-university course of study designed for students in the 16 to 19 age
range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but
also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural
understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of
view.
The Diploma Programme hexagon
The course is presented as six academic areas enclosing a central core. It encourages the concurrent study of a
broad range of academic areas. Students study: two modern languages (or a modern language and a classical
language); a humanities or social science subject; an experimental science; mathematics; one of the creative arts. It
is this comprehensive range of subjects that makes the Diploma Programme a demanding course of study designed
to prepare students effectively for university entrance. In each of the academic areas students have flexibility in
making their choices, which means they can choose subjects that particularly interest them and that they may wish
to study further at university.
Choosing the right combination
Students are required to choose one subject from each of the six academic areas, although they can choose a
second subject from groups 1 to 5 instead of a group 6 subject. Normally, three subjects (and not more than four)
are taken at higher level (HL), and the others are taken at standard level (SL). The IB recommends 240 teaching
hours for HL subjects and 150 hours for SL. Subjects at HL are studied in greater depth and breadth than at SL.
At both levels, many skills are developed, especially those of critical thinking and analysis. At the end of the course,
students’ abilities are measured by means of external assessment. Many subjects contain some element of
coursework assessed by teachers. The course is available for examinations in English only.
The core of the hexagon
All Diploma Programme students participate in the three course requirements that make up the core of the hexagon.
Reflection on all these activities is a principle that lies at the heart of the thinking behind the Diploma Programme.
The theory of knowledge course encourages students to think about the nature of knowledge, to reflect on the
process of learning in all the subjects they study as part of their Diploma Programme course, and to make
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World religions draft guide
third edition June 2009
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