The Diploma Programme curriculum consists of six academic areas, from which students must choose one subject from each of the six subject groups. Language A (Mother Tongue), English, and Mathematics are compulsory subjects. Over two years, students study six subjects along with three core components.
Instead of selecting an arts subject from Group 6, students can opt to take an additional subject from Groups 2, 3, or 4. Additionally, candidates have the option to study English A: Language and Literature alongside their first Language A course instead of choosing English B.
Students are required to take at least three subjects at Higher Level (HL) and may choose up to four, with the remaining subjects taken at Standard Level (SL).
GROUP 1: STUDIES IN LANGUAGE AND LITERATURE
Language A course is a mother language course.
For all Slovene students, Slovene is a compulsory subject at higher level.
The programme covers a broad range of literary texts, whereas linguistic knowledge is shown only through students’ written texts and oral assignments. The major difference with regard to how literature is taught in the national programme is that the focus is not on acquiring extensive knowledge of the history of literature but on the accurate, in-depth study of a small number of selected literary works. The works not prescribed in advance are selected by the teacher from a broader list of possible selections that cover different literary periods, directions, and types. The emphasis is on 20th and 21st-century literature. Over two years, students will study 13 works in three subject areas: readers, writers and texts, time and space, and intertextuality. In addition to becoming acquainted with essential contemporary Slovene texts, the programme examines works in world literature, fostering insight into foreign cultural environments.
In the classroom, students primarily develop skills in understanding literary texts as well as their own spoken and written expression. They also demonstrate this in a multi-part exam consisting of various essay components and an oral defence.
For all foreign students whose first language is not Slovene, classes in their native tongue are conducted in small groups for 4 or 5 lessons per week (depending on the level), and occasionally online. II. gimnazija Maribor offers literature courses in the following languages: Macedonian, Bosnian, Croatian and Serbian. If the number of students interested in a language is too small, the school may offer a self-study course, provided a tutor can be found. Since the costs are not funded by the state, the expenses for the tutor must be covered by the students and their families.
Some selected literary works for Slovene at higher level in previous school years include:
SHORT PROSE
The Metamorphosis and other novels by Franz Kafka, Dark Matter by Mojca Kumerdej, Law of Desire by Andrej Blatnik, Sarajevo Marlboro by Miljenko Jergović.
NOVELS
Dreams of My Russian Summers by Andrei Makine, The Bluest Eye by Toni Morrison, A Day in Spring by Ciril Kosmač, The White tiger by Aravind Adiga, And Love Itself by Drago Jančar.
DRAMA
The Ghosts by Henrik Ibsen, The King of Betajnova and The Serfs by Ivan Cankar, An Event in the Town of Goga by Slavko Grum, The Great Brilliant Waltz by Drago Jančar.
POETRY
Selected poems by Dane Zajc.
Some selected literary works for Serbian, Croatian and Bosnian at higher and standard level in previous school years include:
SHORT PROSE
The Metamorphosis by Franz Kafka.
NOVELS
Crime and Punishment by F. M. Dostoevsky, The Great Gatsby by F. S. Fitzgerald, And Love Itself by Drago Jančar, Frida’s Bed by Slavenka Drakulić, The Fortress by Meša Selimović, The Damned Yard by Ivo Andrić, Bait by David Albahari.
DRAMA
A Doll’s House by Henrik Ibsen, The Glembays by Miroslav Krleža, Glorija by Ranko Marinković, Tesla by Miloš Crnjanski, The Deceased by Branislav Nušić.
POETRY
Hasanaginica (folk ballad), Contemporary Serbian/Croatian/Bosnian Poetry (selected poems).
English A: Language and Literature is an exciting course which caters to the linguistic needs of highly proficient students and enables them to deconstruct literary and non-literary texts. Through reading, interpretation, analysis, synthesis, and evaluation of various texts, students critically and analytically approach a wide spectrum of texts (from prose, poetry, drama to films, advertisements, comics) and explore ways these convey meaning and influence the target audience. The selection of literary texts is balanced across literary genres and periods and their geographic dispersion. The subject emphasizes the development of skills for text analysis, essay writing, and oral presentations, thus preparing students for further academic endeavours and instilling a deep respect for the complexity of language and its impact on society. Students learn about 6 literary works at the higher level and 4 works at the standard level from a variety of genres, literary periods, and spaces.
Selected literary works for English A: LAL, higher level, cohort 2023-25:
PROSE
The Kite Runner (novel) – Khaled Hosseini
The Reader (novel) – Bernhard Schlink (literature in translation)
Persepolis (graphic novel) – Marjane Satrapi (literature in translation)
The Awakening (novel) – Kate Chopin
POETRY
Song lyrics by Bob Dylan
DRAMA
A Raisin in the Sun (play) – Lorraine Hansberry
GROUP 2: LANGUAGE ACQUISITION
Language B is for a language learner who has learned the target language for two or more years or has lived and been taught outside the country where the target language is spoken. This language course is offered in English, German and French. While English is taken as a compulsory subject, German and French are offered subject to demand (four or more students should opt to take one). It is to be noted that German and French classes are very small in number (four or more students), thus catering to the needs of every student, each with a slightly different level of language competence. In this way, the learning objectives can be reached easily individually. Moreover, students taking French are privileged to have sessions with a native speaker.
English B is a language acquisition course offered at both standard and higher levels. Both courses enable students to develop and consolidate their linguistic skills and expand their knowledge of the target culture. Additionally, students study a number of authentic literary and non-literary texts. Students benefit from working in smaller groups, as a typical English B class has roughly 16 students.
English B is a well-balanced academic programme, which includes studying literary works originally written in English (a minimum of two works are studied at HL), understanding, analysing, and producing several non-literary text types (e.g., essays, blog entries, reports, etc.), and familiarising students with the target culture.
A selection of the literary works studied in previous years (two of which are studied at HL) includes: “A Raisin in the Sun” by Lorraine Hansberry, “The Kite Runner” by Khaled Hosseini, “Animal Farm” by George Orwell, “Never Let Me Go” by Kazuo Ishiguro, “Brave New World” by Aldous Huxley, “Lord of the Flies” by William Golding, “Maus” by Art Spiegelman, and “The Boy in the Striped Pyjamas” by John Boyne.
French and German at standard or higher level are designed for students with some prior knowledge of these languages. By studying a language, students also gain insight into the target cultures in which the languages are spoken. Standard and higher level differ in the curriculum’s depth and the difficulty of the written, oral, and reading assessment tasks. Additionally, at higher level, students engage with two literary works in the course of two years. The course encompasses five thematic strands common to all languages in Group 2: Identities, Experiences, Human Ingenuity, Social Organisation, and Sharing the Planet. The programmes are conceptually crafted to accommodate the needs and skills of the students, thereby preparing them effectively for examination requirements.
GROUP 3: INDIVIDUALS AND SOCIETIES
Economics is a social science. The curriculum covers the field of microeconomics, which deals with basic economic concepts such as the scarcity of goods, the problem of choice, market functioning, and how businesses operate in markets that are either highly competitive or restricted, such as monopolies. Macroeconomics covers topics such as economic growth, inflation, unemployment, and the role of the government. A special emphasis of the IB economics program is on topics in international economics and the economics of developing countries.
Students need to keep up with current economic events through media such as print, radio, television, and the Internet. The assessment requires students to apply the knowledge gained in the subject to solve everyday problems. The course has an online classroom where students can access presentations, worksheets, and numerous resources to make the subject student-friendly, interesting, and practical.
Students who choose economics will find it a useful and fascinating science, and certainly a challenge for everyone. After all, economics is one of the fields that humanity honours with the Nobel Prize.
Psychology is most appropriately defined as the systematic study of behaviour and experience. The foundation of the program consists of three approaches to understanding behaviour: biological (e.g., the influence of neurotransmitters and brain injuries on our behaviour), cognitive (e.g., the functioning of memory, implanted false memories, the impact of emotions on memory), and socio-cultural (e.g., stereotypes, the influence of culture on behaviour). The interaction between these three fundamental factors determines behaviour, with explanations from all three perspectives complementing each other to provide the best understanding of behaviour. For students who choose psychology at a higher level, additional topics are included in the curriculum, such as the significance and ethical aspects of animal research and the impact of digital technology on behaviour, thinking, and emotions.
In the second year, at the higher level, two additional fields are covered: developmental psychology and the psychology of interpersonal relationships. At the basic level, students choose only one of these two fields.
An important part of the program is also the methodology of psychological research with ethical principles and statistical methods: e.g., mean and standard deviation, as well as inferential statistics, e.g., the t-test. Students need this knowledge to evaluate the research we study and to conduct a mandatory experiment, such as determining the reliability of eyewitness memory in the case of a car accident. Students also write a report on the experiment according to specific instructions and criteria. The report is an integral part of the final grade. In addition to quantitative methods like experiments, students also learn qualitative methods, such as case studies or interviews, used in psychological research.
The objectives of the psychology subject at both the basic and higher levels are:
- Explanation and/or implementation of psychological research to help people,
- Adherence to ethical principles in psychological research,
- Understanding biological, social, and cultural influences on human behaviour,
- Understanding various theoretical processes that can explain behaviour and learning how these processes can contribute to the development and evaluation of psychological theories,
- Familiarization with the application of psychology in everyday life,
- Familiarization with the eclectic nature of psychology as a science,
- Understanding and application of various methods of psychological research.
Philosophy is the study of fundamental questions about existence, knowledge, values, reason, mind, and language. It encourages students to engage in critical and creative thinking about the world and their place in it. By exploring diverse perspectives and traditions, students gain a deeper understanding of themselves and others.
The IB Philosophy course aims to engage students in philosophical activity, enabling them to:
- Explore philosophical concepts and issues in an inquisitive manner.
- Articulate their views, ideas, and arguments clearly.
- Reflect critically on their experiences and perspectives.
- Be open to and learn from the thinking of others.
- Appreciate the diversity of perspectives, traditions, and approaches within philosophical thinking.
- Apply philosophical knowledge and skills to real-world situations.
Students will delve into core themes and optional themes. The course covers:
Core Theme: Being human, exploring questions about human nature, identity, and existence.
Optional Themes: Students choose from topics such as Ethics, Philosophy of Religion, Philosophy of Art, and Political Philosophy.
Prescribed Text: A detailed analysis of a major philosophical work.
Internal Assessment: A philosophical analysis of a non-philosophical stimulus.
Studying philosophy develops critical thinking, effective communication, and complex problem-solving skills. These skills are highly valued by universities and employers, preparing students for various academic and career paths.
Students’ abilities are evaluated through internal assessments and external examinations. This approach ensures a comprehensive evaluation of their understanding and application of philosophical concepts.
Philosophy fosters intellectual curiosity and clarity of thought, equipping students to navigate the complexities of the modern world with confidence and insight. It is an academically rewarding subject that shapes students’ worldviews and future endeavours
History is like a good book with many thrilling stories that take us through time and allow us to uncover the secrets of the past. These stories help us understand who we are, where we come from, and where we want to go in the future. It is full of epic adventures, dramatic twists, and unforgettable characters. In the IB program, history is not just about teaching the past but is a living and dynamic narrative that encourages us to think, explore, and understand the world around us. It provides students with insights into the past on a global level and, consequently, a better understanding of the present.
The topics we cover are related to modern history, especially the 20th century. The focus is on the rise of authoritarian states in the period between the two world wars. We also analyze the causes and consequences of the wars of the 20th century and discuss the beginning of the Cold War. Because the IB program is designed globally, our exploration of the past takes us beyond Europe, from the USA to China and Japan. At the higher level, students choose their own topics they want to explore in depth. In most cases, these are also topics from the 20th century.
GROUP 4: SCIENCES
Physics is one of the oldest and most fundamental scientific disciplines. It deals with the basic laws of nature and, therefore, serves as the foundation for other natural and technical sciences and, increasingly, for social sciences as well. Physics seeks to investigate natural phenomena through experiments and describe them using mathematical models. Both approaches are essential and equally important, although the experimental aspect of physics is often neglected in high school. The physics curriculum in the International Baccalaureate (IB) program is designed to emphasise the importance of measurement and data analysis, while also providing students with an in-depth understanding of the most important physical concepts. Compared to the national program, IB physics covers a broader range of topics, is more in-depth, and more up-to-date. The topics covered include:
- Space, time, and motion,
- The particulate nature of matter,
- Wave behaviour,
- Fields,
- Nuclear and quantum physics.
All topics include content intended for all students, as well as additional content at a higher level. The curriculum also includes practical work, which involves performing experimental exercises, completing a group project with other experimental sciences, and preparing an independent research project that contributes to the final assessment (Internal Assessment).
Physics in the International Baccalaureate program is an excellent choice for all students who wish to study natural sciences, engineering, or medicine, and of course, for all those interested in understanding how nature truly works.
Chemistry is a fundamental science, as its principles assist in understanding natural phenomena.
In the IB chemistry subject, we focus on acquiring knowledge that enables students to develop scientific literacy, experimental and research skills, and the ability to solve scientific problems. Students learn how scientists work and communicate, emphasising a practical approach. Within the framework of the theory of knowledge and the nature of science, we discuss historical and contemporary scientific practices, ethics, and the limitations of science, and we encourage critical thinking.
The chemistry program is available at both standard (SL) and higher levels (HL). Both levels share a common core curriculum and internal assessment scheme. At the standard level, we cover content that forms the chemistry core. We deepen and expand this knowledge at the higher level with more demanding chapters.
The approach to teaching the subject is practical, carried out through laboratory practical work and independent research. Students have numerous opportunities to design experiments, process the data, analyse, and evaluate the results and methods. The work can be done individually or in pairs, requiring good collaboration. The school laboratory is well-equipped, allowing for advanced instrumental analytical techniques (UV-VIS spectroscopy, polarimetry, gas chromatography, infrared spectroscopy). We provide motivated students with early involvement in research projects in collaboration with the Faculty of Chemistry and Chemical Engineering at the University of Maribor.
The experimental approach is characteristic of all natural science subjects, so in the IB program, we also carry out a 10-hour interdisciplinary collaborative project where biology, physics, chemistry, and computer science are linked. The project is designed as a challenge for students, who, in small groups, address real-world problems that can be investigated through science.
The assessment of student’s knowledge at graduation is internal and external. The internal assessment represents 20% of the final grade. It is based on a 10-hour individual research project, which can be a laboratory experiment, the use of databases, modelling, or simulation. The student writes a report about the research, assessed by the teacher and moderated by an external IB evaluator. External assessment takes place in the form of a two-part written exam. The first part includes multiple-choice questions and data-based questions, while the second part includes questions with expected short or extended responses.
Biology is the science of life. Throughout the entire evolution, approximately four million species are thought to have emerged. The vast diversity of living organisms is what most contributes to the fascination with biology and serves as a fundamental source of inspiration for research in this field.
Biologists strive to understand life at all levels, employing various approaches. The basic level of research involves the molecular composition of cells and the complex metabolic reactions that occur within the cell. At the other extreme of biological research are the connections that enable an ecosystem to function as a whole. Essentially, biology is based on an investigative approach, which is also the foundation of the entire biology subject within the International Baccalaureate program.
Students at both the Standard Level (SL) and Higher Level (HL) share a common core curriculum and the same system for obtaining internal assessments. The skills and activities that students must acquire are common to both SL and HL students. The Higher Level differs from the Standard Level in its greater breadth and depth.
The Curriculum includes the following topics.
MOLECULES:
- water, nucleic acids, carbohydrates, and lipids,
- proteins, enzymes, and metabolism,
- cellular respiration, photosynthesis, DNA replication,
- protein synthesis, mutations, and genetic engineering.
CELLS:
- origin of cells (HL), cell structure,
- viruses (HL),
- membranes and membrane transport, organelles and compartmentalisation,
- cell specialisation, cell signalling (HL),
- nervous signalling, cell division, gene expression (HL), water potential.
ORGANISMS:
- diversity of organisms, classification and cladistics (HL),
- gas exchange, transport, muscles and movement (HL),
- integration of organ systems, defence against diseases,
- reproduction, inheritance, homeostasis.
ECOSYSTEMS:
- evolution and speciation, conservation of biodiversity,
- adaptation to the environment, ecological niches,
- populations and communities, energy and nutrient flow in ecosystems,
- natural selection, ecosystem stability, climate change.
Computer science requires an understanding of fundamental concepts of computational thinking as well as knowledge of how computers and other digital devices operate. The subject is engaging, accessible, and inspiring. It is based on computational thinking, which includes procedural, logical, concurrent, abstract, and recursive thinking, as well as an experimental and inquiry-based approach to problem-solving, the development of algorithms, and an understanding of theoretical and practical limitations.
- Core (80 hours):
- System fundamentals
- Computer organisation
- Networks
- Computational thinking, problem-solving, and programming
- Higher Level (45 teaching hours + 30 hours for case study):
- Abstract data structures
- Resource management
- Control
- Additional content introduced by the annually issued case study
- Option (30 hours for standard level and 45 hours for higher level):
- Databases
- Modeling and simulation
- Web science
- Object-oriented programming
- Practical Scheme of Work (40 hours for both levels):
- Development of a computational solution – practical application of skills through the development of a product and associated documentation (internal assessment – IA)
- Group 4 project
GROUP 5: MATHEMATICS
Mathematics Analysis and Approaches is offered at both standard and higher level. The standard level is suitable for students with a solid mathematical background, while the higher level is appropriate for students with a strong mathematical background. The curriculum at both levels is divided into five mandatory topics: numbers and algebra, functions, geometry and trigonometry, probability and statistics, and calculus. Emphasis is placed on understanding concepts, mathematical investigation, modelling, proof, and the use of technology. Teaching is based on active student participation and often involves exploratory learning, with a significant amount of independent work.
At the standard level, students cover all fundamental mathematical content. This provides them with practical knowledge for further studies in fields such as biology, economics, psychology, or entrepreneurship. At the higher level, students acquire in-depth and extended mathematical knowledge, with a greater emphasis on independently solving new problems. This prepares them for further studies in fields such as mathematics, financial mathematics, physics, chemistry, or computer science. A great emphasis is also on using technology (computer programs like Wolfram Alpha, Geogebra, Excel, and Desmos), especially the graphic display calculator. Students learn to distinguish between problems that can be solved without the calculator and those for which the use of the calculator is essential.
Students decide at the beginning of the first year, based on their abilities and interests, which level of mathematics they will attend. In September, all students take a placement test to assess their prior knowledge, based on which they may decide to switch levels.
The final exam in mathematics consists of two parts. The externally assessed part (which counts for 80% of the final grade) consists of two exam papers at the standard level and three exam papers at the higher level. The first paper is written without the use of a calculator, while the second paper requires the use of a graphic calculator. At the higher level, students also complete a third paper that involves entirely new mathematical problems for them. The internally assessed part (which counts for 20% of the final grade) is the mathematical project “Mathematical Exploration” at both levels. Students investigate a mathematical topic and write a short paper, giving them the opportunity to delve deeply into a subject of interest and develop skills in writing mathematical text.
GROUP 6: THE ARTS
The IB Music course is a dynamic and practical journey into the world of music, designed to develop students’ skills in creativity, expression, and communication. It encourages the exploration of music in diverse personal, local, and global contexts, helping students understand the cultural, social, and political significance of music. Students engage as researchers, creators, and performers, developing technical competencies and critical thinking skills.
The course is tailored to meet the individual interests of students, allowing them to focus on genres and practices that resonate with their personal and cultural experiences, while also exposing them to unfamiliar musical styles. Through this holistic approach, students not only deepen their understanding of music but also foster intercultural understanding and international-mindedness.
Additionally, the IB Music course promotes collaboration and real-world music-making, especially at the higher level (HL), where students create projects that mimic real-life music industry practices, preparing them for future careers in music or other creative industries. This combination of creative freedom, technological integration, and global perspective makes the course uniquely enriching and versatile.
THE CORE
Beyond these six subjects, successful Diploma Programme candidates must complete three core components:
Theory of knowledge (TOK) is one of the core elements of the International Baccalaureate (IB) experience, together with Creativity, Activity, Service (CAS), and Extended Essay (EE).
TOK plays a special role in the IB program because it allows students to reflect on the nature of knowledge and how we know what we claim to know.
The course is almost entirely composed of questions that we call knowledge questions. These special questions about knowledge relate to the ethics, scope, perspectives, methods, and tools used to explore the Areas of Knowledge, which are mathematics, human sciences, natural sciences, history, and the arts.
The two main knowledge questions explored throughout the course are: “How do we know?” (shared knowledge) and “How do I know?” (personal knowledge).
The aim of TOK is to make students aware of the concepts that constitute knowledge and to reflect critically on them. The intention is to make students aware of the interpretative nature of knowledge and personal and ideological biases and how to overcome them.
At the end of their IB experience, students should be able to reflect critically on diverse ways of knowing and areas of knowledge and be aware of themselves as knowers and thinkers who are more acquainted with the complexity of knowledge and are aware of their responsibility in the ever-changing world we live in.
The assessment of TOK comprises two parts: the exhibition and the essay. The exhibition requires students to create an exhibition of three objects that explore how TOK manifests in the world around us, and the essay focuses on a conceptual issue in TOK.
Sources:
“What is the Theory of Knowledge.” International Baccalaureate, 18 October 2022, https://www.ibo.org/programmes/diploma-programme/curriculum/theory-of-knowledge/what-is-tok/. Accessed 1 May 2023.
Students have the option to choose between two essays offered by the IBO: the Extended Essay and the World Studies Essay. Both essays must be no more than 4,000 words. This process provides students with the opportunity to investigate a topic of particular interest and helps them develop the independent research and writing skills expected at the university level.
The World Studies Essay allows students to explore one topic from two or three different perspectives, such as psychology and biology. In contrast, the Extended Essay requires a detailed investigation within a single field of study. This independent research experience prepares students well for future academic research at the university level.
Throughout this process, students are guided by their mentors, and during two dedicated EE days, workshops are provided to equip the students with the necessary knowledge and skills for successful research.
CAS (Creativity, Activity, Service) includes creative, sports, and volunteer experiences. Students have to be involved in all three strands for at least 18 months. At II. gimnazija Maribor, we offer many creative activities within the DrugaDruga program: literary and art workshops, a photography club, theatre groups in Slovenian, English, and French, a youth choir, a student orchestra, the student newspaper Borec, a film school, etc. In the activity strand, students can choose from various elective sports (swimming, table tennis, badminton, aerobics, yoga, etc.) or opt for an individual program. Volunteer work is performed at school, various elementary schools, kindergartens, homes for the elderly, animal shelters, and youth centres. We encourage IB program students to be active in the local community. Thus, they can also choose activities of external organisations that offer creative, sports, and volunteer activities.
CAS coordinators and mentors of individual activities supervise the work of the students. Students write reflection journals. At the end of the second school year, they give a public presentation that includes self-evaluation and reflection on the activities performed.
Without completing the CAS requirements, a student cannot receive an IB diploma.
CAS offers students challenges in various fields, teaches them to plan and organise their time better, adopt the process of self-evaluation and personal reflection, understand the importance of developing their abilities, acquire teamwork skills, and encourage perseverance.
Sources:
“What is the Theory of Knowledge.” International Baccalaureate, 18 October 2022, https://www.ibo.org/programmes/diploma-programme/curriculum/theory-of-knowledge/what-is-tok/. Accessed 1 May 2023.
Students take written examinations at the end of the programme.