IB Diploma Programme course outlines

Name of the teacher who prepared the outline:

Name of the course:

Course description: In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the inclusion of internationalism, the proposed process, and expected assessment. This should be a summary.

Topics:

In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements. In addition, if IB courses are going to be combined with Advanced Placement or other curriculums, outlines should address additional non-IB topics to be covered.

  1. Biological Level of Analysis- Core
  2. General Learning Outcomes (GLO’s)
  3. Explain how behavior patterns can be inherited
  4. Explain how the Nervous & Endocrine Systems produce cognitions, emotions & behaviors
  5. Outline other principles of the biological level of analysis
  6. Physiology & Behavior
  7. Explain localization of brain function including one study
  8. Explain using multiple examples neurotransmitters’ effects on behavior
  9. Explain using multiple examples hormones’ effects on behavior
  10. Explain effects of environment on physiological processes
  11. Explain one interaction between cognition & physiology in terms of behavior
  12. Discuss the use of brain imaging technologies in investigating the relationship between biological factors and behavior
  13. Genetics & Behavior
  14. To what extent does genetic inheritance influence behavior – cite studies
  15. Examine one evolutionary explanation of behavior.
  16. Discuss ethical considerations in research into genetic influences on behavior
  1. Cognitive Level of Analysis- Core
  2. GLO’s
  3. Explain how mental representations guide behavior
  4. Explain how mental processes can be scientifically investigated
  5. Discuss how and why particular research methods are used at the cognitive level of analysis
  6. Discuss ethical considerations related to research studies at the cognitive level of analysis.
  7. Cite relevant research for all of the above
  8. Cognitive Processes
  9. Evaluate schema theory with reference to research studies.
  10. Evaluate two models or theories of one cognitive process with reference to research studies.
  11. Explain how biological factors may affect cognitive processes
  12. Discuss how social or cultural factors affect cognitive processes
  13. Citing relevant studies, to what extent is one cognitive process reliable
  14. Discuss the use of technology in investigating cognitive processes
  15. Cognition & Emotion
  16. To what extent do cognitive and biological factors interact in emotion
  17. Evaluate one theory of how emotion may affect one cognitive process
  1. Socio-Cultural Level of Analysis- Core
  2. GLO’s
  3. Explain the social and cultural environment influences individual behavior
  4. Explain why we want connectedness with, and a sense of belonging to, others
  5. Explain how we construct our conceptions of the individual and social self
  6. Discuss how and why particular research methods are used at the socioculturallevel of analysis
  7. Discuss ethical considerations related to research studies at the socioculturallevel of analysis.
  8. Outline other principles of the sociocultural level of analysis
  9. Sociocultural Cognition
  10. Describe the role of situational and dispositional factors in explaining behavior
  11. Discuss two errors in attributions
  12. Evaluate social identity theory, making reference to relevant studies.
  13. Explain the formation of stereotypes and their effect on behavior
  14. Social Norms
  15. Explain social learning theory, making reference to two relevant studies.
  16. Discuss the use of compliance techniques
  17. Evaluate research on conformity to group norms.
  18. Discuss factors influencing conformity
  19. Cultural Norms
  20. Define the terms culture and cultural norms
  21. Examine the role of two cultural dimensions on behavior
  22. Using examples, explain emic and etic concepts
  1. Development Psychology - Option
  2. GLO’s
  3. To what extent do biological, cognitive and sociocultural factors influence human development?
  4. Evaluate psychological research relevant to the study of human development
  5. Cognitive Development
  6. Evaluate theories of cognitive development
  7. Discuss how social and environmental variables may affect cognitive development
  8. Social Development
  9. Examine attachment in childhood & its role in the subsequent formation of relationships
  10. Discuss potential effects of deprivation or trauma in childhood on later development
  11. Define resilience
  12. Discuss strategies to build resilience
  13. Identity Development
  14. Discuss the formation & development of gender roles
  15. Explain cultural variation in gender roles
  16. Describe adolescence
  17. Discuss the relationship between physical change & development of identity during adolescence
  18. Examine psychological research into adolescence
  19. Health Psychology - Option
  20. GLO’s
  21. To what extent do biological, cognitive and sociocultural factors influence health psychology?
  22. Evaluate psychological research relevant to the study of health psychology
  23. Stress
  24. Describe stressors
  25. Discuss physiological, psychological & social aspects of stress
  26. Evaluate strategies for coping with stress
  1. Psychology of Human Relationships - Option
  2. GLO’s
  3. To what extent do biological, cognitive, and sociocultural factors influence human relationships
  4. Evaluate psychological research (that is theories and/or studies) relevant to the study of human relationships
  5. Social Responsibility
  6. Distinguish between altruism and prosocial behavior
  7. Contrast two theories explaining altruism in humans
  8. Using one or more research studies, explain cross-cultural differences in prosocial behavior
  9. Examine factors influencing bystanderism
  10. Interpersonal Relationships
  11. Examine biological, psychological and social origins of attraction
  12. Discuss the role of communication in maintaining relationships
  13. Explain the role that culture plays in the formation and maintenance of relationships
  14. Analyze why relationships may change of end
  15. Violence
  16. Evaluate sociocultural explanations of the origins of violence
  17. Discuss the relative effectiveness of two strategies for reducing violence
  18. Discuss the effects of short-term and long-term exposure to violence
  1. Qualitative Research Standards
  2. Theory and practice in qualitative research
  3. Distinguish between qualitative and quantitative data.
  4. Explain strengths and limitations of a qualitative approach to research.
  5. To what extent can findings be generalized from qualitative studies?
  6. Discuss ethical considerations in qualitative research.
  7. Discuss sampling techniques appropriate to qualitative research (for example, purposive sampling, snowball sampling).
  8. Explain effects of participant expectations and researcher bias in qualitative research.
  9. Explain the importance of credibility in qualitative research.
  10. Explain the effect of triangulation on the credibility/trustworthiness of qualitative research.
  11. Explain reflexivity in qualitative research.
  1. Interviews
  2. Evaluate semi‑structured, focus group and narrative interviews.
  3. Discuss considerations involved before, during and after an interview (for example, sampling method, data recording, traditional versus postmodern transcription, debriefing).
  4. Explain how researchers use inductive content analysis (thematic analysis) on interview transcripts.
  5. Observations
  6. Evaluate participant, non-participant, naturalistic, overt and covert observations.
  7. Discuss considerations involved in setting up and carrying out an observation (for example, audience effect, Hawthorne effect, disclosure).
  8. Discuss how researchers analyse data obtained in observational research.
  9. Case studies
  10. Evaluate the use of case studies in research.
  11. Explain how a case study could be used to investigate a problem in an organization or group (for example, a football team, a school, a family).
  12. Discuss the extent to which findings can be generalized from a single case study.
  1. Critical Thinking
  2. Critical Thinking
  3. Integrates relevant explicit evidence of critical thinking in response to questions.
  4. Explain importance & relevance of Gender-Application-Methodology-Ethics-Culture

Assessment:

Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB assessment should be addressed, both internal and external. In addition, examples of non-IB monitoring should be given, if they are part of the course.

Resources:

List the books and other resource materials and software that will be used in the course. Information should include what is currently available as well as what is being ordered.

Teaching time:

List all classroom teaching hours for each HL and SL course. Explain how the hours are calculated.

Syllabus Component / Teaching Hours
SL / HL
Part 1: Core (SL/HL)
  • Biological LoA
  • Cognitive LoA
  • Socio-Cultural LoA
/ 110 / 110
Part 2: Options (SL/HL)
  • Abnormal Psychology
  • Developmental Psychology
  • Health Psychology
  • Psychology of Human Relationships
  • Sports Psychology
/ 80 / 80
Part 3: Qualitative Research Methodology (HL only)
  • Qualitative Research in Psychology
/ 0 / 10
Part 4: Simple Experimental Study
  • Introduction to experimental research methodology
/ 40 / 40
Total Teaching Hours (Required 150, 240) / 230 / 240

For group 3 subjects:

  • Has the teacher organized appropriate optional topics for study where applicable? Does the course provide adequate preparation in oral and written expression and in analytical and critical thought?
  • Explain how topics will beused to reinforce internationalism.
  • Does the school subscribe to newspapers, periodicals and current reference materials providing up-to-date information, for both staff and student needs?

For all subjects:

  • Has a thorough review of the available resource materials and equipment (both within the department and in the library/media centre) been conducted?
  • Are instructional materials available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses?
  • Are community resources used both within the classroom and as part of regular field trips?
  • Are the needs and projected costs of acquiring all necessary materials and equipment for each subject group clearly stated?
  • Is an international perspective included?