|
The DP's grading system is criterion-referenced, which means that each student's performance is measured against well-defined levels of achievement. These are consistent from one examination session to the next and are applied equally to all schools. The DP incorporates the best elements of national systems it allows internationally mobile students to transfer from one DP school to another. |
| |
| The programme has four components: |
|
|
The strengths of a traditional and broad curriculum with the study of six subjects: three studied at Higher Level and three at Standard Level (see below). These are externally assessed both through examinations and internal assessment assignments marked at school level, but moderated externally. |
|
|
|
An Extended Essay of approximately 4,000 words intended to introduce students to the kind of independent research and writing skills expected by universities. This is assessed externally. |
|
|
|
Theory of Knowledge (TOK): an interdisciplinary course taken by all students. It is intended to stimulate critical reflection on the knowledge in its many forms. It is assessed externally through an essay and the internal component moderated externally. |
|
|
|
Participation in the Creativity, Action, Service (CAS) programme aims to develop in students a greater awareness of themselves, concern for others, and the ability to work cooperatively with other people. |
|
| |
The programme was born of efforts to establish a common curriculum and university entry credential for students moving from one country to another. International educators were motivated by practical considerations but also by an idealistic vision. They believed that students should share an academic experience that would emphasize critical thinking, intercultural understanding and exposure to a variety of points of view. |
| |
| International Baccalaureate Diploma Programme Hexagon |
| |
| The diploma curriculum is displayed in the shape of a hexagon with six academic areas surrounding the core. |
| |
|
| |
The IB Diploma Programme curriculum is modelled by a hexagon. The three parts of the core, theory of knowledge (TOK), the extended essay and creativity, action and service (CAS), at its centre are surrounded by the six subject groups. |
| |
| Over the course of the two-year programme, students: |
| |
Study six subjects, one from each of the six
subject group |
| |
| A. |
All students
are required to do Language AI English
(Group 1), Language B or A Language
ab initio course (Group 2), and
Mathematics (Group 5).
|
|
|
| B. |
For
the remaining three subjects, they
choose one subject from among "Individuals
and Societies" (Group 3); one
subject from among "Experimental
Sciences" or a second subject
from the "Individuals and Societies"
or "Computer Science"
(Group 5). |
|
|
| C. |
In
exceptional circumstances, application
may be made for candidates to study
for a "Non-Regular" Diploma,
and choose any subject from Group
3, or study Computer Science from
Group 5 or Visual Arts from Group
6. |
|
| |
|
Complete an extended essay |
| |
|
Follow a theory of knowledge course (TOK) |
| |
|
Participate in creativity, action and service
(CAS). |
| |
| Normally: |
| |
|
Three of the six subjects are studied at higher
level (HL) 240 teaching hours over the two
years |
| |
|
The remaining three subjects are studied at
standard level (SL) 150 teaching hours over
the two years |
| |
| Many of the higher level courses are at a similar standard to first year university courses. |
|
About
The Programme 
