For students taking their exams in 2021 there is a big change to the IB syllabus – there will now be 4 possible strands: IB HL Analysis and Approaches, IB SL Analysis and Approaches, IB HL Applications and Interpretations, IB SL Applications and Interpretations.

**IB Analysis and Approaches**

There is a significant cross-over between the current SL and HL courses and the new Analysis courses. The main differences are:

- The SL course will now be a complete sub-set of the HL course, and the HL exam will now include some of
*the same*questions as the SL exam. Previously whilst SL was almost a complete sub-set of the HL course, the questions on the HL paper were never the same as SL (and usually all significantly harder). - There are a few small additions to the HL Analysis syllabus compared to the old HL syllabus – such as binomials with fractional indices, partial fractions and regression. SL will be largely the same except that the unit on vectors has been taken out.
- The HL option unit has gone – and some of the old HL Calculus option has been added to the core syllabus (though only a relatively small proportion of it).
- HL students will instead do an investigation style Paper 3 – potentially with the use of technology. This will lead students through an investigation on any topic on the syllabus.
- The Exploration coursework will remain – however the guidance is now that it should be 12-20 pages (rather than 6-12 previously).

**What does this all mean?**

Until we start to see some past papers it’s difficult to be too confident on this – but based on the syllabus and specimen paper I would say that the two new courses remain pitched at the same level as for the old SL and HL courses. Therefore the Analysis and Approaches HL course is only suitable for the very best mathematicians who are looking to study either mathematics or a field with substantial mathematics in it (such as engineering, physics, computer science etc). These students would usually have an A* at IGCSE and have also studied Additional Mathematics prior to starting the course. The Analysis and Approaches SL course looks like it will still be a good quality mathematics course – and so will be aimed at students who need some mathematical skills for their university courses (such as biology, medicine or business). These students would usually have an A* – B at IGCSE.

**Resources for teachers and students**

This will be a work in progress – but to get started we have:

**General resources:**

1) A very useful condensed pdf of the Analysis and Approaches formula book for both SL and HL.

2) An excellent overview of the changes to the new syllabus – including more detailed information as to the syllabus changes, differences between the two courses and also what 10 of the leading universities have said with regards to course preferences.

3) University acceptance. Information collated by a group of IB teachers on university requirements as to which course they will require for different subjects (this may be not be up to date, so please check).

**Specific resources for the new HL and SL syllabus content:**

**1. Linear correlation (previously only SL, now SL and HL)**

a) A worksheet (docx file) on using a GDC to calculate regression lines and r values.

**2. Equation of regression line of x on y. (SL and HL)**

**3. Sampling (SL and HL)**

**4. Simple deductive proof (SL and HL)**

a) A deductive proof worksheet (docx file) with some simple examples of deductive proof.

**5. Partial fractions. (HL)**

a) A Partial Fractions worksheet (docx file) with notes and some partial fraction questions.

**6. Binomial expansion with fractional and negative indices (HL)**

a) A binomial expansion worksheet (docx file) requiring the use of fractional and negative indices, as well as use of the Maclaurin expansion.

**7. More rational functions (HL)**

**8. Graphing [f(x)] ^{2}**

**(HL)**

**9. L’Hopital’s rule (Previously on the Calculus option now on HL)**

a) A Limits of functions worksheet (docx file) with some examples of simple limits and uses of L’Hopital’s rule. Markscheme here.

**10. Euler method for differential equations (Previously on the Calculus option now on HL)**

a) A worksheet (docx file) with some questions using Euler’s method to solve differential equations.

**11. Separating variables to solve differential equations (Previously on the Calculus option now on HL)**

a) A worksheet (docx file) with some questions separating variables to solve differential equations. Markscheme here.

**12. Solving differential equations by substitution (Previously on the Calculus option now on HL)**

a) A worksheet (docx file) with some questions using substitution to solve homogenous differential equations. Markscheme here.

**13. Solving differential equations by the integrating factor method (Previously on the Calculus option now on HL)**

a) A worksheet (docx file) with some questions using the integrating factor to solve differential equations. Markscheme here.

**14. Maclaurin series (Previously on the Calculus option now on HL)**

a) A worksheet (docx file) with some questions using the Maclaurin series. Markscheme here.

**Investigation resources for Paper 3 [Higher Level]**

- Old IA investigations

**Standard Level**

**[Links removed – hopefully the IB will provide these resources elsewhere]**

(a) All SL IA investigations from 1998 to 2009 : This is an excellent collection to start preparations for the new Paper 3.

(b) Specimen investigations: These are 8 specimen examples of IA investigations from 2006 with student answers and annotations.

(c) SL IA investigations 2011-2012: Some more investigations with teacher guidance.

(d) SL IA investigations 2012-2013: Some more investigations with teacher guidance.

(e) Koch snowflakes: This is a nice investigation into fractals.

**Higher Level **

(a) All HL IA investigations from 1998 to 2009: Lots more excellent investigations – with some more difficult mathematics.

(b) HL IA investigations 2011-2012: Some more investigations with teacher guidance.

(c) HL IA investigations 2012-2013: Some more investigations with teacher guidance.

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