The latest update in the IBDP’s computer science curriculum is one that many enthusiasts of the subject have been expecting for years. This new curriculum will be first taught in August 2025 and assessed in May 2027. Although initially classified as a group 5 subject amongst mathematics subjects, it has now been integrated into group 4 as a science subject.
Subject Overview
For those new to the subject, computer science is based on practical problem-solving approached from a technological perspective. This approach allows students to look at real-world problems through the types of thinking that allow a computer to process complex problems. The course offers the opportunity to learn programming skills to develop higher-level skills that can be applied outside the focus the class emphasizes. This is done through applying procedural/algorithmic thinking using pseudocode. This simplified version of code can evolve into the teacher’s preferred programming language so students understand the ins and outs of either Python or Java.
The course offered four optional topics: databases, web science, modeling and simulation as well as object-oriented programming. Object-oriented programming is a model that designs software around data rather than functions. This topic used to be an option for higher-level students to study, but it is now a required part of the syllabus. Additionally, instead of option topics, these concepts will be introduced along with the syllabus while also introducing new areas of study, such as security and system vulnerabilities.
The course is divided into two major themes, with 105 hours for the SL syllabus and 195 hours for the HL syllabus. Theme A focuses on the working of computing systems, while Theme B looks at the uses of computing systems in the real world. The two themes oversee the following topics:
Concepts of computer science:
- Computer fundamentals (11 SL / 18 HL)
- Networks (11 SL / 18 HL)
- Databases (11 SL / 18 HL)
- Machine Learning (5 SL / 18 HL)
Computational thinking and problem-solving:
- Computational thinking (5 SL / 5 HL)
- Programming (40 SL / 42 HL)
- Object Oriented Programming (OOP) (7 SL / 23 HL)
- Abstract data types (HL Only) (23 HL)
As it should be, this update to the curriculum takes the tide of rising topics such as artificial intelligence, cybersecurity, machine learning, automated systems, and digital currency. Subjects like this are shaping modern technological advancements and prove more useful in real-world scenarios, as the internal assessment requires.
Assessments under the new syllabus:
Internal assessment: The computational solution report (35 hours SL/HL)
The updated internal assessment consists of students developing a solution to a real-world scenario of their choosing. This version is similar to the previous curriculum’s IA, although it focuses more on the software development life cycle. This assessment now focuses on various programming languages instead of restricting the method to utilizing Java or pseudocode.
External assessments
Over the years, students and teachers have raised concerns about the Paper 3 external assessment. Four compulsory questions based on pre-seen cases studied were deemed a true challenge for students who wished to take computer science HL. Nonetheless, the IB has decided to remove Paper 3 from the diploma! The same goes for option papers, as they are key concepts now for a portion of the syllabus.
With this update, both SL and HL students will take Paper 1 and Paper 2. Paper 1 will consist of a problem-solving paper that includes the interpretation, writing, and understanding of code in Java or Python. It will be more oriented toward systems in practice and Theme A.
Paper 2 is focused on applying these concepts to real-life scenarios that are structured through a given technology context, which is mostly seen in Theme B. Since programming is required to answer some of the questions in this paper, the questions will be translated into either Python or Java, depending on the language learned by the students. As for HL students, additional questions will be based on Object-Oriented Programming and abstract data types, which will make the test time longer.
Papers 1 and 2 will last 1 hour and 15 minutes for SL students and 2 hours for HL students, with their weightage being 35% each for SL and 40% for HL.
The case study:
This feature of the newest version of the curriculum has been integrated into both standard and higher-level assessments, with 15 teaching hours for SL and 30 for HL. This study is focused on emerging technologies that are not being covered by the curriculum through investigative study. As for HL students, this study will count as part of Paper 1, in which each year, a new study is issued for students to prepare through detailed understanding and analysis of the technology’s context before their assessments.
The Collaborative Science Project
The CSP still maintains its interdisciplinary core with other science subjects. While the goal is still to address real-world problems that students identify through a collaboration of various perspectives, the only change for this was the inclusion of a broader diorama of options computer science students can explore due to the expansion of the syllabus.
Conclusion
This update for the Computer Science curriculum highlights interdisciplinary education and practical problem-solving that can prove useful in today’s changing technological world. This new science course can now stop being called outdated. Good luck to those of you who choose to go down this path!
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