IB Diploma Programme

1. Theory of Knowledge (TOK):
   • Description: TOK is a course that explores the nature of knowledge and how we know what we claim to know. It encourages students to reflect critically on diverse ways of knowing and areas of knowledge and to consider the role and nature of knowledge in their own culture and the cultures of others.
   • Key Components:
     • TOK Essay: Students write an essay of 1,600 words on a prescribed title from a list provided by the IB.
     • TOK Exhibition: Students create an exhibition that explores how TOK manifests in the world around them.
2. Extended Essay (EE):
   • Description: The Extended Essay is an independent, self-directed piece of research, culminating in a 4,000-word paper. It provides students with an opportunity to investigate a topic of special interest and to develop the skills of conducting and presenting research.
   • Key Components:
     • Research Process: Students formulate a research question, conduct research, and write up their findings.
     • Reflection: Students must also reflect on the process and what they have learned during the research and writing stages.
3. Creativity, Activity, Service (CAS):
   • Description: CAS requires students to engage in a range of activities alongside their academic studies. The program aims to develop students’ personal and interpersonal skills through experiential learning.
   • Key Components:
     • Creativity: Exploring and extending ideas leading to an original or interpretive product or performance.
     • Activity: Physical exertion contributing to a healthy lifestyle.
     • Service: Collaborative and reciprocal engagement with the community in response to an authentic need.
   • CAS Project: Students must undertake a project of significant duration that challenges them and addresses the three strands of CAS.

The International Baccalaureate Diploma Programme (IBDP) consists of six subject groups. Students must choose one subject from each of the first five groups, and their sixth subject can be chosen from group 6 or another subject from groups 1-5. Here is an overview of the subject groups and the courses typically offered:

1. Group 1: Studies in Language and Literature
   • Courses:
     • Language A: Literature
     • Language A: Language and Literature
     • Literature and Performance (offered at SL only)
2. Group 2: Language Acquisition
   • Courses:
     • Language B (for students with some prior experience in the language)
     • Language ab initio (for beginners, offered at SL only)
     • Classical Languages (such as Latin or Classical Greek)
3. Group 3: Individuals and Societies
   • Courses:
     • Business Management
     • Economics
     • Geography
     • Global Politics
     • History
     • Information Technology in a Global Society (ITGS)
     • Philosophy
     • Psychology
     • Social and Cultural Anthropology
     • World Religions (offered at SL only)
4. Group 4: Sciences
   • Courses:
     • Biology
     • Chemistry
     • Physics
     • Computer Science
     • Design Technology
     • Environmental Systems and Societies (can be counted as a Group 3 or Group 4 subject, offered at SL only)
     • Sports, Exercise, and Health Science (offered at SL only)
5. Group 5: Mathematics
   • Courses:
     • Mathematics: Analysis and Approaches (available at SL and HL)
     • Mathematics: Applications and Interpretation (available at SL and HL)
6. Group 6: The Arts
   • Courses:
     • Dance
     • Film
     • Music
     • Theatre
     • Visual Arts
     • Students may also choose an additional subject from Groups 1-5 instead of a Group 6 subject.

Students typically take three subjects at Higher Level (HL) and three at Standard Level (SL). HL courses require more instructional hours and cover the subjects in greater depth compared to SL courses. This combination ensures a well-rounded education, fostering both specialization and breadth of knowledge.

Assessment and examinations in the International Baccalaureate Diploma Programme (IBDP) are designed to measure students' understanding and skills across a range of subjects and core elements. The assessment system includes both internal and external components:

External Assessment

1. Written Examinations:
   • Description: These are formal exams administered in May (northern hemisphere) or November (southern hemisphere). They include various types of questions such as multiple-choice, short-answer, structured, data response, and essays.
   • Subjects: Exams are taken for each of the six subjects chosen by the student.
2. Extended Essay (EE):
   • Description: A 4,000-word research paper on a topic of the student’s choice within one of their subjects.
   • Assessment: Externally assessed by IB examiners.
3. Theory of Knowledge (TOK) Essay:
   • Description: An essay of up to 1,600 words on a prescribed title related to the nature of knowledge.
   • Assessment: Externally assessed by IB examiners.

Internal Assessment

1. Coursework and Projects:
   • Description: These are subject-specific assignments such as laboratory work in the sciences, projects in design technology, and oral work in languages.
   • Assessment: Internally assessed by the teacher and moderated by IB examiners.
2. Theory of Knowledge (TOK) Exhibition:
   • Description: An exhibition that explores how TOK manifests in the world, focusing on three objects that relate to one of the 35 prescribed IA prompts.
   • Assessment: Internally assessed by the teacher and moderated by IB examiners.
3. Creativity, Activity, Service (CAS):
   • Description: A portfolio of activities and reflections demonstrating involvement in creativity, physical activity, and community service.
   • Assessment: CAS is not formally assessed but students must meet CAS requirements to receive the IB Diploma.

Grading

• Subjects: Each subject is graded on a scale of 1 (lowest) to 7 (highest).
• Core Elements: TOK and the Extended Essay are graded A (highest) to E (lowest). Together, they can contribute up to 3 additional points to the final score.
• Diploma Award: The maximum score is 45 points (42 from six subjects + 3 from TOK and EE). A minimum of 24 points, including satisfactory completion of the core requirements, is needed to be awarded the IB Diploma.

Final Score Calculation

• Subjects: Grades are based on a combination of external exams and internal assessments.
• Core Points: Points from TOK and the Extended Essay are added to the subject points to calculate the final score.
• Diploma Conditions: Specific conditions must be met, including no grade 1 in any subject, a maximum of three grade 3s or below, and at least 12 points in HL subjects.

This comprehensive assessment structure ensures that students are evaluated through diverse methods, reflecting their understanding, skills, and personal development across the IBDP curriculum.

Graduation requirements for the International Baccalaureate Diploma Programme (IBDP) include successful completion of coursework, assessments, and core elements. Here is a detailed breakdown of the requirements:

Subject Requirements

1. Subject Groups:
   • Students must choose one subject from each of the six groups:
     • Group 1: Studies in Language and Literature
     • Group 2: Language Acquisition
     • Group 3: Individuals and Societies
     • Group 4: Sciences
     • Group 5: Mathematics
     • Group 6: The Arts (or an additional subject from Groups 1-5)
   • A total of six subjects must be taken, with three at Higher Level (HL) and three at Standard Level (SL).

Core Components

1. Theory of Knowledge (TOK):
   • Completion of the TOK course, including the TOK essay (externally assessed) and the TOK exhibition (internally assessed).
2. Extended Essay (EE):
   • Completion of an independent, self-directed research paper of up to 4,000 words on a topic of the student’s choice.
3. Creativity, Activity, Service (CAS):
   • Engagement in a range of activities alongside their academic studies. This includes a balanced portfolio of experiences related to creativity, physical activity, and community service. Students must complete a CAS project and provide reflections on their experiences.

Assessment and Scoring

1. Subject Grades:
   • Each subject is graded on a scale of 1 (lowest) to 7 (highest).
   • A minimum of 12 points is required from HL subjects, with no HL grade lower than 3.
   • A minimum of 9 points is required from SL subjects.
2. Core Points:
   • TOK and the EE are graded from A (highest) to E (lowest).
   • Together, TOK and EE can contribute up to 3 additional points to the final score.
3. Total Points:
   • The maximum possible score is 45 points (42 points from six subjects + 3 points from TOK and EE).
   • A minimum of 24 points is required to be awarded the IB Diploma.

Additional Conditions

• CAS Completion: CAS requirements must be met; failure to complete CAS results in no diploma, regardless of point totals.
• Subject Requirements: Candidates must not have any grade 1 in any subject.
• Higher Level (HL) and Standard Level (SL): Candidates must earn at least 12 points at HL and 9 points at SL.
• Core: At least a grade D in both TOK and EE (an E in either requires at least 28 total points).
• No Penalties: No more than three grades of 3 or below; no grade of 2 at HL; no grade of 1 in any subject.

Failing Conditions

• Failure to complete CAS requirements.
• Total points below 24.
• Grade E in TOK or EE with less than 28 total points.
• Grade 1 in any subject.
• More than three grades of 3 or below.
• Not meeting the minimum point requirements at HL and SL.

Meeting these requirements ensures that students have a balanced education, have developed critical thinking and research skills, and have engaged in activities that foster personal growth and community involvement.

Extra Curricular Activities

Extracurricular activities in the International Baccalaureate Diploma Programme (IBDP) are crucial for the holistic development of students. These activities are often linked to the Creativity, Activity, Service (CAS) component of the IBDP, which is one of the core elements of the program. Here is a detailed look at extracurricular activities and how they are integrated into the IBDP:

The CAS component encourages students to engage in a wide variety of extracurricular activities that fall into three main categories:

1. Creativity:
   • Examples: Participating in school plays, joining a music band or orchestra, painting, writing for a school magazine, designing a website, engaging in debate clubs, or taking part in photography projects.
   • Purpose: To explore and extend ideas leading to an original or interpretive product or performance.
2. Activity:
   • Examples: Participating in sports teams, taking dance or martial arts classes, joining a fitness club, hiking, yoga, or any other physical activity.
   • Purpose: To promote a healthy lifestyle through physical exertion and develop skills related to physical fitness and teamwork.
3. Service:
   • Examples: Volunteering at local charities, organizing community service projects, participating in environmental conservation efforts, tutoring or mentoring younger students, or engaging in international service trips.
   • Purpose: To develop a sense of community engagement and responsibility by collaborating with others to address local and global issues.

Beyond CAS, IBDP students often engage in a variety of other extracurricular activities that support their personal and academic growth:

1. Academic Clubs and Competitions:
   • Examples: Model United Nations (MUN), science fairs, math clubs, robotics clubs, language clubs, and participation in academic competitions such as the International Science Olympiads or debate competitions.
2. Leadership Roles:
   • Examples: Serving on student council, being a class representative, leading a club or society, or organizing school events and fundraisers.
   • Purpose: To develop leadership, organizational, and communication skills.
3. Cultural and International Activities:
   • Examples: Participating in international exchange programs, cultural festivals, language immersion trips, and global citizenship programs.
   • Purpose: To foster global awareness and intercultural understanding.
4. Hobbies and Personal Interests:
   • Examples: Engaging in hobbies such as coding, cooking, gardening, or any other personal interest that contributes to personal growth and well-being.
   • Purpose: To encourage personal interests and hobbies that contribute to a balanced lifestyle.

Documentation and Reflection

• CAS Portfolio: Students are required to document their CAS activities and provide reflections on their experiences. This portfolio demonstrates how they have met the learning outcomes of CAS, including challenges faced, skills developed, and the impact of their activities.
• Reflection: Regular reflection is a key component of CAS, encouraging students to think critically about their experiences, what they have learned, and how they have grown as individuals.

Balance and Time Management

• Balanced Approach: The IBDP encourages students to maintain a balance between academic responsibilities and extracurricular activities to ensure holistic development.
• Time Management: Students learn essential time management skills by balancing their academic workload with extracurricular commitments.

Overall, extracurricular activities in the IBDP play a vital role in developing well-rounded individuals who are not only academically capable but also socially responsible, physically active, and creatively engaged.

Dedicated facilities for the International Baccalaureate Diploma Programme (IBDP) are designed to support the rigorous academic and extracurricular needs of students. These facilities can vary depending on the school's resources and location, but they generally include specialized spaces that facilitate learning, research, creativity, physical activity, and community engagement. Here are some typical dedicated IBDP facilities:

Academic Facilities

1. Classrooms:
   • Equipped with advanced teaching tools such as interactive whiteboards, projectors, and audio-visual equipment.
   • Designed to support collaborative learning and discussions.
2. Science Laboratories:
   • Well-equipped labs for biology, chemistry, and physics.
   • Facilities for conducting experiments, practical assessments, and extended essay research.
3. Library/Media Center:
   • Extensive collection of books, academic journals, and digital resources.
   • Quiet study areas and spaces for group work.
   • Access to online databases and research tools.
4. Computer Labs:
   • High-speed internet and updated software for subjects like Computer Science and Design Technology.
   • Facilities for coding, graphic design, and other digital projects.
5. Art Studios:
   • Dedicated spaces for visual arts, including painting, sculpture, photography, and multimedia projects.
   • Equipment for various artistic techniques and mediums.

Creative and Performing Arts Facilities

1. Music Rooms:
   • Equipped with instruments, soundproof practice rooms, and recording equipment.
   • Facilities for individual practice, group rehearsals, and performances.
2. Theatre/Drama Rooms:
   • Spaces for rehearsals, performances, and workshops.
   • Equipped with lighting, sound systems, and stage props.
3. Dance Studios:
   • Mirrored walls, appropriate flooring, and sound systems.
   • Spaces for practice, choreography, and performances.

Physical Education and Activity Facilities

1. Sports Facilities:
   • Indoor and outdoor facilities including gymnasiums, sports fields, swimming pools, and courts for basketball, tennis, and other sports.
   • Equipment for various physical activities and team sports.
2. Fitness Centers:
   • Gyms with cardio and strength training equipment.
   • Spaces for yoga, aerobics, and other fitness classes.

Technological and Innovation Spaces

1. Innovation Labs/Makerspaces:
   • Equipped with 3D printers, laser cutters, robotics kits, and other tools for design and engineering projects.
   • Spaces for students to engage in hands-on, project-based learning.

Support and Resource Centers

1. Counseling and Guidance Centers:
   • Offices for academic and college counseling, mental health support, and career guidance.
   • Spaces for one-on-one meetings and group workshops.
2. Language Labs:
   • Equipped with language learning software, audio-visual tools, and resources for language acquisition.
   • Spaces for practice and assessments in various languages.

Common Areas and Collaboration Spaces

1. Student Lounges:
   • Comfortable areas for relaxation, socializing, and informal study.
   • Equipped with seating, games, and refreshments.
2. Study and Collaboration Spaces:
   • Areas designed for group work, discussions, and collaborative projects.
   • Equipped with movable furniture, whiteboards, and technology to facilitate teamwork.

Specialized Research Facilities

1. Extended Essay Research Rooms:
   • Quiet spaces dedicated to independent research and writing.
   • Access to resources and support for completing the extended essay.

These dedicated IBDP facilities are essential in providing an environment conducive to the holistic development of students, enabling them to excel academically while also engaging in creative, physical, and community activities.