The International Baccalaureate Diploma Programme (IBDP) is a course of study designed to meet the educational requirements of students aged between 16 and 18 years.

The IB Diploma Programme (DP) is a well-rounded, rigorous course of study, devised to develop students with skills for the 21st Century, who are informed global citizens. It aims to help students to develop the knowledge, attitudes and skills they need to participate actively and responsibly in a changing and increasingly interrelated world.

The programme reflects the IB commitment to internationalism through second language learning and through some literature requirements in English. The programme includes learning outside the classroom through the extended essay and the community, and to independent learning through research.

 
IB Diploma Programme
Curriculum

The IB Diploma Programme is made up of two main components, the core and the six groups.  Students entering the programme must choose one class from each of the six groups shown below with three being taken at the higher level and three at the standard level.

The Six Groups

  • Group 1 Language A - English Language and Literature (HL or SL) 
  • Group 2 Language B - Arabic (HL or SL), French Ab initio (SL), Spanish Ab initio (SL)
  • Group 3 Individuals and Societies - History (HL or SL), Business and Management (HL or SL), Global Politics (HL or SL)
  • Group 4 Experimental Science - Biology (HL or SL), Chemistry (HL or SL)
  • Group 5 Mathematics - Math (SL), Math Studies (SL)
  • Group 6 Electives - Visual Arts (HL or SL) OR a second subject from Group 3 OR a second subject from Group 4

Core Components of the Diploma Programme

  1. The Extended Essay – A 4000 word essay on one of the subjects studied in the IBDP.
  2. Theory of Knowledge – Successfully complete the ToK course of study.
  3. Creativity, Activity and Service – Engage in the IBDP CAS program

The IB Learner Profile

The International Baccalaureate® (IB) learner profile describes a broad range of human capacities and responsibilities that go beyond academic success. These qualities embodied in the IB learner profile prepare IB students to make exceptional contributions on campus. 

The profile aims to develop learners who are:

  • Inquirers - They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
  • Knowledgeable -They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
  • Thinkers - They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
  • Communicators - They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
  • Principled - They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
  • Open-minded - They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
  • Caring - They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
  • Risk-takers - They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
  • Balanced - They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
  • Reflective - They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.