Diploma Programme (DP)

DP Curriculum Overview & Outline (Grades 11 – 12)

What is the International Baccalaureate Diploma Programme?

The International Baccalaureate Diploma Programme is a rigorous pre-university course of studies, which meets the needs of highly motivated secondary school students between the ages of 16 and 19 years. The programme leads to examinations, but emphasis is also placed on externally assessed coursework as a way of balancing a range of different assessment styles. Designed as a comprehensive two-year curriculum that allows its graduates to fulfill the requirements of various national education systems, the diploma model is based on the pattern of no single country but incorporates the best elements of several. The programme is available in English, French, Japanese, and Spanish. You can also learn more about the DP and other IB Programmes by clicking here and visiting the official IBO Website.

What are the benefits of the IB Diploma ?

There are a number of special benefits to be gained by students in the IB, particularly for those in the full diploma programme. They include:

  • A genuine intellectual challenge, even for the most academically inclined
  • A globally recognized programme and curriculum
  • An international standard of achievement
  • The acquisition of an international and multi-cultural perspective
  • Social services activities
  • Advanced standing at many universities
  • A programme designed to meet the needs of the international community
  • Rigorous internal and external assessment
  • Teachers specifically trained to teach at this level
  • The opportunity to conduct independent research on a topic of individual choice
  • Excellence in education

What subjects are offered within the IB Diploma ?

The IB Curriculum Model is often shown as a hexagon – each side representing one of the six groups of subjects which must be studied by students in the programme:

  • The IB curriculum consists of six subject groups. These are studied concurrently and students are expected to study both the humanities and the sciences, as well as mathematics.
  • Diploma candidates must select one subject from each of the six groups, although a second subject from groups 1 to 5 may be substituted for group 6.
  • At least three but not more than four are taken at Higher Level (HL), while the others are taken at Standard Level (SL).
  • HL courses represent a minimum of 240 teaching hours. SL courses cover 150 hours.

Students are thus able to explore some subjects in depth and others more broadly, a deliberate compromise between the early specialization of some national systems and the breadth found in others. The science-oriented student is challenged to learn a foreign language and the natural linguist becomes familiar with laboratory procedures. The subjects are continually reviewed and revised to meet contemporary needs.

What is the difference between the IB Diploma and the IB Courses?

For the IB Diploma Programme:

  • Students take 3 (or 4) subjects at Higher Level and 3 (or 2) at Standard Level (total 6 subjects). This is for motivated and capable students.
  • Students write a 4000 word Extended Essay based upon independent research.
  • Students follow a Theory of Knowledge (TOK) course of 100 hours.
  • Students complete the Creativity, Activity, and Service (CAS) extra-curricular program of 150 hours, which has a special emphasis on cooperative and community-based activities.

For the IB Courses Programme:

  • Students take 0, 1 or 2 subjects at Higher Level and 4 or 5 or 6 at Standard Level (total 6 subjects).
Students complete the Creativity, Activity, and Service (CAS) extra-curricular program of 150 hours, which has a special emphasis on cooperative and community-based activities.

How challenging is the IB Diploma ?

The IB Diploma is a rigorous and academically demanding programme. Students are expected to bring with them, and to develop, strong organisational and interpersonal skills. Efficient time management will help students bear the workload. Each year approximately 80% of candidates are awarded the Diploma globally.

Is the IB Diploma accepted by universities worldwide?

IB Diploma graduates gain admission to selective universities throughout the world. These include well-known European and American institutions such as Oxford, Yale and the Sorbonne in addition to prestigious centers in Latin America, Canada, Australia, and the Asia/Pacific region. Formal agreements exist between the IBO and many ministries of education and private institutions. Some colleges and universities may offer advanced standing or course credit to students with strong IB examination results. Specific requirements exist for entry into universities in China, South Korea, Japan and Taiwan.

It is important that individual students ascertain precisely the requirements of their chosen university with regard to the IB Diploma as early as possible. Prospective students would benefit from having some knowledge of entrance requirements at their chosen universities before selecting subjects for study within the IB Programme.

How well does the MYP prepare students for the Diploma Programme?

The middle years programme (MYP) was developed to have a similar structure and rigor to the IB diploma programme, but for younger students. Thus the subject areas and community involvement aspects have a natural progression to the diploma programme. In addition, Areas of Interaction, such as Homo Faber, raise awareness of knowledge issues which are explored later in Theory of Knowledge (TOK). The MYP Personal Project – an extended creative research project - has its counterpart in the extended essay (IBDP). The MYP is thus excellent preparation for the diploma programme.

In addition, at BCIS the skills taught in Grade 10 – the pre-IB year – are carefully monitored to ensure that students are fully prepared to tackle the more advanced skills required for the Diploma Programme.

group 1 – studies in language & Literature

Language A options offered at BCIS:

  • English: Literature (HL/SL)
  • English: Language & Literature (HL/SL)
  • Chinese: Literature (HL/SL)
  • Chinese: Language & Literature (HL/SL)
  • Korean: Literature (HL/SL)

The Language A Programmes at both Higher and Standard level contain a significant literary element. The Literature courses focus exclusively on literary texts, while the Language & Literature courses offer a combination of literary and non-literary textual study suitable for students who wish to advance their native or first language but who do not intend to study literature at university.

Languages A:

Language & Literature includes the study of the language in a cultural context, language and mass communication, and the study of literature. A key objective of the Language A: Language & Literature courses is to develop in students an understanding of how language, culture and context determine the ways in which meaning is constructed in texts. The course also encourages students to think critically about the different interactions between text, audience and purpose.

Languages A:

Literature includes the study of literary genres, the study of works in translation, and detailed analysis of literary texts. A key aim of the Language A: Literature courses is to develop in students an understanding of the techniques involved in literary criticism, to develop the students’ ability to form independent literary judgments and to support those ideas.


All group 1 courses are assessed through a combination of internal assessments completed during the course, and examinations in May of the final year of the course.

group 2 – language Acquisition

Language Acquisition courses offered at BCIS:

  • English B (HL/SL)
  • Mandarin B (HL/SL)
  • Mandarin ab initio (SL only)
  • Spanish ab initio (SL only)

Languages B and ab initio courses develop students’ linguistic abilities through the development of receptive, productive and interactive skills. They are language acquisition courses designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken.

Languages B

The Languages B Programmes (English and Mandarin) are for students with some previous experience of learning the language. Students entering at Standard Level should have had two to five years experience of the target language. The Language B course should be a challenging education experience for the student.

A key aim of the Languages B courses is for students to communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding. Students will use language appropriate to a range of interpersonal and cultural contexts. Students will also understand and use works of literature written in the target language of study (HL only). Core topics include Communication and Media, Global Issues and Social Relationships.

Languages ab initio

The Language ab initio courses are designed for students with little or no prior experience of the language. By the end of the courses students should be able to express information fairly accurately, in both writing and in speech, using a range of basic vocabulary and grammatical structures.

The Languages ab initio courses are organized into three themes:

  • Individual and Society
  • Leisure and Work
  • Urban and Rural Development

Through these themes, students will learn to communicate clearly and effectively in a range of situations; they will understand and use accurately the basic structures of the language; they will understand and use an appropriate range of vocabulary; and they will demonstrate an awareness and understanding of the intercultural elements related to the prescribed topics.


All group 2 courses are assessed through a combination of internal assessments completed during the course, and examinations in May of the final year of the course.

group 3 – Individuals and societies

Individuals and Societies courses offered at BCIS

  • Geography (HL/SL)
  • Business & Management (HL/SL)
  • History (HL/SL)History (HL/SL)
  • Psychology (HL/SL)
  • Economics (HL/SL)

Geography is firmly grounded in the real world, and focuses on the interactions between individuals, societies and the physical environment in both time and space. It seeks to identify trends and patterns in those interactions and examines the processes behind them. It also investigates the way that people adapt and respond to change and evaluates management strategies associated with such change.

A core aim of Geography is to develop an understanding of the interrelationships between people, places, spaces and the environment. It also aims to develop a concern for human welfare and the quality of the environment, and an understanding of the need for planning and sustainable management.

Core topics include populations in transition, disparities in wealth and development, patterns in environmental quality and sustainability, and patterns in resource consumption.

Business & Management

Business and Management is a rigorous and dynamic discipline that examines business decision-making processes and how these decisions impact on and are affected by internal and external environments. It is a study of both the way in which individuals and groups interact in an organization and the transformation of resources.

The Business and Management course aims to help students understand the implications of business activity in a global market. It is designed to give students an international perspective of business and to promote their appreciation of cultural diversity through the study of topics like international marketing, human resource management, growth and business strategy.


History is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives students an understanding of themselves and others in relation to the world, both past and present. DP History fosters understanding of major historical events in a global context. It requires students to make comparisons between solutions to common human situations, whether they be political, economic or social.

The History course aims to promote an understanding of history as a discipline, including the nature and diversity of its sources, methods and interpretations. Other key aims are to encourage an understanding of the present through a critical reflection on the past, and to encourage an understanding of the impact of historical developments at national, regional and international levels.

Two routes are possible, to be decided by the teacher at the start of each course. Route 1 is the History of Europe and the Islamic world, including the Origins and Rise of Islam, Society and Economy, and Intellectual, Cultural and Artistic Development. Route 2 is 20th Century World History, including Communism in Crisis (1976-89), Causes, Practices and Effects of Wars, and The Cold War. Higher Level options include Aspects of the History of Asia and Oceania, and Aspects of the History of Africa.


Psychology is the systematic study of behavior and mental processes. IB Psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour.

Core aims of the course are to develop an awareness of how psychological research can be applied for the benefit of human beings, to develop an understanding of alternative explanations of behaviour, and to ensure that ethical practices are upheld in psychological enquiry.

Core topics include the biological, cognitive and sociocultural levels of analysis. Options include abnormal psychology, developmental psychology, the psychology of human relationships and sport psychology.


All group 3 courses are assessed through a combination of internal assessments completed during the course, and examinations in May of the final year of the course.

group 4 – sciences

The following Group 4 subjects are offered at BCIS:

  • Biology (Higher or Standard Level)
  • Chemistry (Higher or Standard Level)
  • Physics (Higher or Standard Level)

The experimental sciences aim to instil in the students an understanding of the way in which humans around the world have found and continue to find explanations for the behaviour of the natural world. Besides the theoretical study of the scientific discoveries that we have made in the past, we encourage our students to exhibit the Learner Profile characteristics of inquirers, thinkers and risk-takers as they design and perform various laboratory investigations to discover aspects of this behavior themselves.

The topics studied are varied and provide a solid basis for an understanding of the natural world the students see around themselves.

In the Experimental Sciences, practical laboratory skills are developed and collaborative learning is encouraged through an interdisciplinary group project. Students develop an awareness of moral and ethical issues and a sense of social responsibility is fostered by examining local and global issues. A joint Group 4 project is required, taking material from across all the sciences.

Higher Level Science courses are advanced rigorous courses that will prepare students for further study at university level; indeed many students who are awarded good grades in Higher Level science subjects receive advanced credit at many major US universities. The level of study therefore is comparable with undergraduate requirements in the US. Standard Level IB Diploma Sciences are intended for those with an interest in the subject but no intention of pursuing it at university level.


Biologists have accumulated huge amounts of information about living organisms and it would be easy to confuse students by teaching large numbers of seemingly unrelated facts. In Diploma Programme Biology, it is hoped that students will acquire a limited body of facts and at the same time develop a broad, general understanding of the principles of the subject.

There are four basic biological concepts that run throughout the course: Structure and Function, Universality Versus Diversity, Equilibrium Within Systems and Evolution. These concepts serve as themes, which unify the various topics that make up the three sections of the course: the core, the additional higher-level (AHL) material and the options.


Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science.

The Diploma Programme Chemistry course includes the essential principles of the subject but also, through selection of options, allows teachers some flexibility to tailor the course to meet the needs of their students, whether they are inclined more towards the physical sciences or the life sciences.


Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest particles such as quarks, to the vast distances between galaxies.

In the IB Diploma both theory and experiments are undertaken by all students. They complement one another naturally, as they do in the wider scientific community. The Diploma Programme physics course allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of physics. It also allows students to develop interpersonal skills, and information and communication technology skills, which are essential in modern scientific endeavor and are important life-enhancing, transferable skills in their own right.

Alongside the growth in our understanding of the natural world, perhaps the more obvious and relevant result of physics to most of our students is our ability to change the world. This is the technological side of physics, in which physical principles have been applied to construct and alter the material world to suit our needs, and have had a profound influence on the daily lives of all human beings — for good or bad.

This raises the issue of the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists. These concerns have become more prominent as our power over the environment has grown, particularly among young people, for whom the importance of the responsibility of physicists for their own actions is self-evident.

Physics is therefore, above all, a human activity, and students need to be aware of the context in which physicists work. Illuminating its historical development places the knowledge and the process of physics in a context of dynamic change, in contrast to the static context in which physics has sometimes been presented. This can give students insights into the human side of physics: the individuals; their personalities, times and social milieux; and their challenges, disappointments and triumphs.

Design Technology

The IB Diploma Programme Design Technology aims to give students a high level of technological literacy by enabling them to develop critical-thinking and design skills, which they can apply in a practical context. It will focus on the design, development, analysis, synthesis and evaluation of problems, and their solution through practical activities.

group 5 – Mathematics

Candidates for a diploma are required to complete a mathematics course and four options are available to cater for different abilities and levels of student interest. Each course aims to deepen a student’s understanding of mathematics as a discipline and to promote confidence and facility in the use of mathematical language. The following Group 5 subjects are offered at BCIS:

  • Mathematics (Higher Level)
  • Mathematics (Standard Level)
  • Mathematical Studies
  • Mathematics Higher Level (HL)

Mathematics HL caters for students with an excellent background in mathematics who are competent in a wide range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging its problems.

The nature of the subject is such that it focuses on developing important mathematical concepts in a comprehensible and coherent way. This is achieved by means of a carefully balanced approach: students are encouraged to apply their mathematical knowledge to solving problems set in a variety of meaningful contexts, while at the same time being introduced to important concepts of rigor and proof.

Students embarking on this course should expect to develop insight into mathematical form and structure in their studies, and they should be intellectually equipped to appreciate the links between parallel structures in different topic areas.

Mathematics Standard Level (SL)

Mathematics SL caters for students who anticipate a need for a sound mathematical background in preparation for their future studies. The nature of the subject is such that the program focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce candidates to these concepts in a comprehensible and coherent way rather than insisting on mathematical rigor.

Students embarking on this course are expected already to possess knowledge of basic concepts and to be equipped with the skills needed to apply fundamental mathematical techniques correctly. It is a demanding course since it contains a broad range or mathematical topics.

The internally assessed portfolio (constituting 20% of the final grade) provides an excellent opportunity for a more considered approach to this part of the course. For the portfolio students are expected to undertake work of an independent nature in the areas of mathematical investigation and modeling.

The students most likely to select this subject will be those who expect to go on to study subjects with a significant amount of mathematical content, for example, chemistry, economics, geography, psychology and business administration. Naturally, it does not have the depth found in the mathematics Higher Level programme. Students wishing to study subjects with a high degree of mathematical content should therefore opt for the Higher Level programme rather than a Standard Level programme.

Mathematical Syudies (SL only)

Mathematical Studies is available as a standard level (SL) subject only, and caters for students with varied backgrounds and abilities. More specifically it is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. Students embarking on this course need to be equipped with fundamental skills and a rudimentary knowledge of basic processes.

The nature of Mathematical Studies is such that it concentrates on mathematics which can be applied to contexts related to other curriculum subjects, to common general world occurrences and to topics that relate to home, work and leisure situations. The programme includes a project (constituting 20% of the final grade). It provides an opportunity for the student to undertake a mathematical investigation (guided & supervised by the teacher) in the context of another subject in the curriculum or a hobby or interest of their choice using skills learned before and during the Mathematical Studies course.

The students most likely to select this subject are those whose main interests lie outside the field of mathematics. For many Mathematical Studies students this will be their last formal mathematics.

group 6 – Arts and Electives

This includes visual arts, with emphasis placed on practical production by the student and exploration of a range of creative work in a global context. Students may elect certain subjects from other groups or a specially approved course (school-based syllabus). Students could complete the requirements of Group 6 by choosing a third modern language, a second subject from Individuals and Societies or a second subject from Experimental Sciences. The following Group 6 subjects are offered at BCIS:

  • Visual Arts
  • Music
  • Theatre
  • An additional subject from one other group (with some restrictions)
  • Visual Arts

Through the IB Diploma Visual Arts course we offer the students an opportunity to explore the power of communication and self-expression using visual media. The subject heightens visual and intellectual awareness through direct participation in practical skills and relevant theory, and decision-making based on intuitive analytical synthesizing processes. The program encourages an individual, independent, inquiring and integrated approach to the Visual Arts.

The course is separated into two inter-linked elements:

  • Studio Work - Exploration of art concepts, techniques and media through practical work.
  • Research Workbooks - Personal research into techniques and concepts, context and the socio-cultural background of the Arts, as well as critical awareness of the aesthetic and functional qualities of art.

Over the two years of the course the students have the opportunity to gain experience in a complete spectrum of art, craft and design activities from painting and sculpture to graphic design and video media. The students are also expected to demonstrate an interrelationship between research and their artistic production, investigate more than one culture and show growth and commitment through the study of Art. The course culminates with a final exhibition and an interview with the visiting examiner.


The aims of Music are to enable students to:

1. Enjoy lifelong engagement with music

2. Become informed, reflective and critical practitioners in music

3. Understand the dynamic and changing nature of music

4. Explore and value the diversity of the music across time, place and cultures

5. Express ideas with confidence and competence

6. Develop perceptual and analytical skills

7. Develop their knowledge and potential as musicians, both personally and collaboratively

Music functions as a means of personal and communal identity and expression, and embodies the social and cultural values of individuals and communities. This scenario invites exciting exploration and sensitive study. Music, and all of its associations, may vary considerably from one musical culture to another: yet music may share similarities. Such richness offers a variety of ways to encounter and engage with a constantly changing world.

A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through such a study of music we learn to hear relationships of pitch in sound, pattern in rhythm and unfolding sonic structures. Through participating in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of others across time. Informed and active musical engagement allows us to explore and discover relationships between lived human experience and specific sound combinations and technologies, thus informing us more fully of the world around us, and the nature of humanity.

The Diploma Programme music course provides an appropriate foundation for further study in music at university level or in music career pathways. It also provides an enriching and valuable course of study for students who may pursue other careers. This course also provides all students with the opportunity to engage in the world of music as lifelong participants.

Distinction between SL and HL

Both Standard Level (SL) and Higher Level (HL) music students are required to study musical perception. All students therefore submit a musical links investigation and also respond to a listening examination paper. In the latter, HL students are required to answer a further two questions. The first of these two questions allows them to demonstrate a wider understanding of music in relation to time, place and cultures. The second requires them to carry out a comparative analysis of music in response to pieces not previously studied.

SL students in music are required to choose one of three options:

  • SL creating (SLC)
  • SL solo performing (SLS)
  • SL group performing (SLG)

HL students are required to present both creating and solo performing. This is a significant difference in expectation. By pursuing both creating and performing, this enables HL students to bring to their musical studies a wider perspective. It also allows them to pursue some work in more depth. The study of three components in an integrated way allows HL students to make not only more connections but, potentially, connections that may carry more importance and have more influence during their musical studies. This path of study allows HL students the opportunity to engage in music in a more complete way.

For creating, SLC students are required to present two pieces of coursework, while HL students present three. This allows HL students to present work that either demonstrates contrasts in content, nature and or comes from a wider, and therefore more challenging choice of creating options. For solo performing, SLS students are required to present 15 minutes, while HL students present 20 minutes. This challenges HL students to present a performing program that features more music of a contrasting nature. For those students (SLG) presenting group performing, the requirement is 20–30 minutes.

Music and Prior Learning

The Diploma Programme music course is designed to offer students the opportunity to build on prior experience in music while encouraging a broad approach to the subject and developing new skills, techniques and ideas. While prior music experience is not mandatory at SL, it is recommended. At HL it is very strongly recommended.

Additional Group 6 options

Also included in Group 6 are an additional science (Biology) and an additional language (Spanish ab initio). This enables students who are oriented towards either the sciences or the languages to pursue these interests more broadly as preparation for university courses in these areas.

The IB Diploma core

Theory of Knowledge (TOK)

Theory of Knowledge (TOK) is a 100-hour course taught over two years, and is required of all Diploma candidates. The course aims to examine critically the types, nature and limitations of different ways of knowing and different areas of knowledge. In the process, students consider the role of language, reason, emotion and perception in the pursuit of certainty and truth. In addition students compare systems of knowledge and explore the assumptions and value judgments inherent within them.

Students are encouraged to explore TOK within the context of their own learning and lives and to consider the impact of cultural differences on knowledge issues. Texts and examples come from a wide range of cultural perspectives and knowledge areas, including the human and social sciences, mathematics, the arts, politics, religion and ethics.

Students are assessed by means of a written assignment and an oral presentation. Up to three bonus points can be awarded on the basis of this work in combination with the Extended Essay.

Creativity, Activity, Service (CAS)

The broader aims of an international education are to develop in students a sense of ‘internationalism’ that will hopefully lead to a world led by globally minded citizens. It is often when someone has had real experience of environments and cultures different from their own, that they learn to remember those lessons and those people. Through CAS, students learn that as individuals they have something valuable to offer to their own and other communities.

The CAS Programme provides individual student challenges in Creativity, Activity and Service. Developing a spirit of discovery and self-reliance and encouraging individual skills and interests extends the challenge. The program complements the academic disciplines of the curriculum and meets the objectives of BCIS regarding growth of the whole person.

The Extended Essay

The IB defines the Extended Essay as “an in-depth study of a limited topic within a subject.” The 4000-word essay is meant to provide students with the opportunity to conduct independent research at an introductory level. In general, the skills required to produce a successful essay in any given subject are those the student has been using in the relevant course.

The student should choose to work in the area they find most interesting. For example a student who chooses History must be interested in working with primary sources. Those selecting a Science topic are strongly advised to undertake experiment-based investigations rather than library-based surveys. In Language and Literature, students should be interested in the independent critical analysis of literary works. While the IB allows students to undertake the Extended Essay in any subject area it is recommended that students confine their choices to the subjects they are studying, or to their Higher Level subjects.

Requirements of the DP – graduation, assessment and expectations

What are the IB Diploma Graduation Requirements?

To be eligible for the award of the Diploma, all candidates must:

  • Complete a course of study from each of groups 1 to 6
  • Complete at least three and not more than four of the six subjects at higher level, and the remainder at standard level
  • Achieve a minimum total of 24 points out of a maximum total of 45
  • Submit a 4,000 word extended essay in one of the subjects of the IB Curriculum
  • Follow a course of at least 100 hours in Theory of Knowledge
  • Complete all CAS requirements (at least 150 hours)

Assessment in the International Baccalaureate

Each examined subject is graded on a scale of 1 (minimum) to 7 (maximum). Grades reflect attainment of knowledge and skills relative to set standards applied equally to all schools. Top grades are not, for example, awarded to a certain percentage of students.

A variety of assessment methods are used to value both the content and the process of academic achievement and to take into account different learning styles and cultural patterns. Assessment of work is both internal and external. All subject teachers are trained by the IB to administer and mark internally assessed tasks. Such internal assessments are moderated by external assessors. Internal assessments include essays, mathematical portfolios, oral language exams, a fieldwork assignment in Geography and practical and investigative work in the sciences.

Conventional external examination techniques are chosen from a range of options. These include oral and written examinations, long and short responses, data based questions, essays and multiple-choice questions.

Responsibility for all academic judgments about the quality of candidates’ work rests with more than 2,100 examiners worldwide, led by chief examiners with international authority.

What do we expect of our IB Diploma students?

What do we expect of our Diploma Students? The IB Diploma is a rigorous, academically challenging program, and it brings with it some immensely rewarding personal challenges and opportunities. To succeed in the IB diploma requires hard work, determination, and a spirit of adventure. Students will have to take intellectual risks and work and perform outside their comfort zones. They will have the opportunity to develop interpersonal skills, by challenging the opinions of others, listening to their ideas, and displaying interdependence as well as independence. They are likely to be challenged, excited and delighted by their courses. They may also, at times, be disappointed and exasperated – but this will be part of a process that will, in the end, strengthen them socially as well as academically.

Success in the IB Diploma Programme requires:

  • Hard work
  • Self-discipline
  • Responsibility
  • Enjoyment of academic, social and moral challenges
  • A willingness to learn from experience
An appreciation of the value of learning from fellow students as well as teachers.