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Summer | DP1 HL | DP1 SL | DP2 HL | DP2 SL |
Week 1 | A.Space, time and motion I | A.Space, time and motion I | D. Fields I | D. Fields I |
Week 2 | A.Space, time and motion II | A.Space, time and motion II | D. Fields II | D. Fields II |
Week 3 | A.Space, time and motion III | A.Space, time and motion III | E. Nuclear and quantum physics I | E. Nuclear and quantum physics I |
Week 4 | B. Particulate nature of matter I | B. Particulate nature of matter | E. Nuclear and quantum physics II | E. Nuclear and quantum physics II |
Winter | DP1 HL | DP1 SL | DP2 HL | DP2 SL |
Week 1 | B. Particulate nature of matter II | B. Particulate nature of matter II | Review (A, B, C) | Review (A, B, C) |
Week 2 | C. Wave behaviour I | C. Wave behaviour I | Review (D, E) | Review (D, E) |
Week 3 | C. Wave behaviour II | C. Wave behaviour II | Full Past Papers Practice | Full Past Papers Practice |
*Subtopics are not explicitly listed, but will be covered sequentially according to the official IBO curriculum
*Daily detailed course progress is available at Physics Annual Curriculum 
물리 연간 커리큘럼29.77 KB (May differ based on students’ progress)
물리 연간 커리큘럼29.77 KB (May differ based on students’ progress)Learning Outcome
1.
Understand and apply basic concepts of physical phenomena to solve exam questions
2.
Develop how to understand and solve the question precisely by learning essential physics terminology
3.
Understand how to correctly calculate using the formulae given in Data Booklet
4.
Learn how to come up with necessary formulae when appropriate ones are not given
See the whole of physics — not 24 separate topics
Most students meet IB Physics as a long list of disconnected topics — kinematics, then thermodynamics, then fields, then nuclear — and somewhere along the way they get overwhelmed and stop remembering. The truth is the opposite: almost everything in physics traces back to a handful of core ideas, and once you can see those connections, the whole subject gets dramatically easier.
The map above is how we teach it. Every subtopic from A.1 to E.5 is wired to the concepts it actually depends on — and nearly all of them lead back to forces. From forces you get acceleration (a = F ÷ m), energy (work = force × distance) and momentum (force × time). Hover any term to see exactly what we cover that intensive, and how it connects to everything the student already knows.
What makes our approach different
1. Everything connects back to a few core ideas. School courses tend to teach each topic separately and mixed together, and students never learn why the topics sit where they do or how they relate. We do the reverse: we teach the connections explicitly and visually, so each new topic attaches to something already understood instead of becoming one more thing to memorise. A student doesn't need any prior physics for this to work — and even strong students find the subject far easier once they can picture the web. The earlier a student sees it, the better, which is why we build it from the very first DP1 topic.
2. Precise vocabulary that writes the equations for you. In an essay subject, swapping one word for a similar one rarely matters. In physics it changes everything — potential energy and potential differ by a single word but are completely different quantities. More importantly, the right keywords are equation recipes: specific means “per unit mass” (so specific energy = energy ÷ mass), density means “per unit volume” (so energy density = energy ÷ volume). Exam questions assume students know this — the wording itself hands you the equation you need. We teach the exact vocabulary and how each keyword builds a formula, so students can decode questions and construct the equation even when the Data Booklet doesn't give it to them.
