The IB Diploma
THE DIPLOMA PROGRAMME
(GRADES 11 – 12)
The IB Diploma Programme (DP) for students aged 16 to 19 is a demanding two-year pre-university curriculum leading to final examinations and a qualification that is welcomed by leading universities around the world.
Students learn more than a body of knowledge. The Diploma Programme prepares students for university and encourages them to:
• ask challenging questions
• learn how to learn
• develop a strong sense of their own identity and culture
• develop the ability to communicate with and understand people from other countries and cultures.
These principles for learning are applied to all aspects of school life and guide us in our development and implementation of the IN programme.
The extended essay is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying.
Theory of Knowledge (TOK) is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical).
Creativity, Action, Service
The Creativity, Action, Service (CAS) component requires that students actively learn from experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.
The curriculum contains six subject groups together with the DP core: creativity, action, service (CAS); the extended essay (EE); and theory of knowledge (TOK).
Candidates for the diploma study six subjects selected from the subject groups. Normally three subjects are studied at higher level (courses representing 240 teaching hours), and the remaining three subjects are studied at standard level (courses representing 150 teaching hours). All three parts of the core—extended essay, theory of knowledge and creativity, action, service—are compulsory and are central to the philosophy of the Diploma Programme.
At the end of the two-year programme, candidates are assessed both internally and externally in ways that measure individual performance against stated curriculum and assessment objectives for each subject.
In nearly all subjects at least some of the assessment is carried out internally by teachers, who mark individual pieces of work produced as part of a course of study. Examples include oral exercises in language subjects, projects, student portfolios, reports, class presentations, practical laboratory work, mathematical investigations and artistic performances.
The grading system is criterion-related (results are determined by performance against set standards, and not in relation to the performance of other students); validity, reliability and fairness are the watchwords of the Diploma Programme’s assessment strategy
Some assessment tasks are conducted and overseen by teachers, but are then marked externally by examiners. Examples include written assignments or tasks for language subjects in groups 1 and 2, the essay for theory of knowledge and the extended essay. Because of the greater degree of objectivity and reliability provided by the standard examination environment, externally marked examinations form the larger share of the assessment for most subjects
To apply for our IB Diploma, contact us directly or apply online
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