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Concurrency of exposure to knowledge and attitudes across a range of disciplines at least raises the likelihood of affective engagement in topics and issues of importance.
Students deal with a balanced curriculum each year in which the required subjects are studied simultaneously.
IB beliefs and values of education - underpinned by research
7.1 Candidates for the IB diploma must satisfy assessment requirements in six subjects, each studied over a period of two years, except that not more than two standard level courses may be completed in the first year of the program. Languages ab initio and pilot subjects can never be completed in the first year of the program.
7.2 In addition to the six subjects, candidates for the IB diploma must:
a. take a course in, and complete the required assessment in, theory of knowledge, for which the IB Organization recommends at least 100 hours of teaching over the two-year period of the Diploma
Program.
All higher level subjects, the core and at least one standard level subject must be taught over the two years of the programme.
It is permissible to teach up to two standard level subjects during the first year and assess them at the end of that year as anticipated subjects.
It is also permissible to teach one standard level subject during the first year and assess it at the end of the year as an anticipated subject, and to teach one standard level subject during the second year and assess it with the other final assessments needed for the diploma.
It should be noted that this exception is designed to offer flexibility to schools where genuine need for this arrangement exists due to unavoidable scheduling constraints. This is not intended to be a routine aspect of Diploma Programme design; all courses are designed as two‑year learning experiences.
The expectation of concurrency was certainly made explicit with the publication of Programme
standards and practices (IB 2005: 2)
—“Standard A1, Practices, DP, 11” reads: “The school promotes concurrency of learning for each student.”
SL 150 hours
HL 240 hours
2 IB Science maximum
Minimum 3 HL, the rest SL
1 Literature
1 Foreign Language
1 Social Science
1 Experimental Science
1 Maths
1 Arts/Elective
+ TOK
+ CAS
+EE
The core must be taught/experienced over two years.
TOK is a course that encourages reflection on the nature of human knowledge and should be taught with reference to student experience in the classroom, which requires concurrency of learning.
Some schools choose to finish the TOK course slightly before the final examinations so that students can start to prepare for final assessments.
Similarly, CAS needs to involve students over the two years, but it is reasonable to allow students to finish the programme a couple of months before final assessments to allow them to concentrate on examination preparation.
Students are expected to make connections between different academic disciplines and not to study subjects “in isolation” from each other.
Teachers and schools have a responsibility to help students make meaningful connections between different disciplines through providing instruction, teaching schedules and learning environments that support this process.
Concurrency of learning is expected in the Diploma Programme as it provides one important means of supporting interdisciplinary learning.
Scheduling : scheduling can be a complex issue, particularly when other state, provincial or national courses have to be incorporated, and it is frequently connected with a detailed analysis of timelines for internal and external assessment completion and submission.
Concurrency means teaching the curriculum in a schedule that consistently exposes the student to all of their subjects and the core, over the two years of the programme.
This allows students and teachers to make links between experiences in the core and the academic subjects that are being studied, and it is based on the belief that the total educational experience is more than the sum of its parts.