Diploma candidates must select one subject from each of the six groups, although a second subject from groups one to five may be submitted for group six. At least three, but not more than four are taken at higher level (HL), while the others are standard level (SL). HL courses represent a minimum of 240 teaching hours and SL courses cover 150 hours.
Students are able to explore some subjects in-depth and others more broadly. The academic subjects are studied concurrently and all IB subjects are continually reviewed and revised to meet contemporary needs. Read More
Students take written examinations at the end of the programme, which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners.
The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, action, service requirement. The highest total that a programme student can be awarded is 45 points. Read More
The Diploma Programme Model
“One of the aspects I appreciate the most about IB is its awareness of each student’s academic preferences. By providing classes in both high and standard levels, each student is welcome to pursue courses that will further stimulate his or her interests in particular fields.” - Franco Zacharavsky ‘15
“What attracted me to the IB program and what I still like about the program is the style of the classes. By this I mean the manner in which the classes are not merely lectures and tests, but require in-depth analysis, culminating in a thesis that will then be rigorously proven and assessed.” - Dorothy Spector ‘15
“I like the fact that IB places importance on an individual’s opinions and in classes like TOK, for example, we can really express our own point of view without being limited or fearful about the feedback or response we might get.” - Rafael Akel Martins Da Rocha ‘15
“IB has taught me to balance outside-the-box thinking with logic: to be insightful without being ridiculous. It has also forced me to plan ahead in terms of completing work, while also teaching me how to get it done by the deadline no matter what other circumstances may occur.” - Allison Keller ‘15
“What I especially like about IB is its diversity, unity and flexibility. There is diversity not only through the people in my classes, who give extra insight from around the globe, but also within my studies. Although each class possesses its unique attributes, through TOK they are able to unite, and I value that I have the ability to make these connections since it has helped me develop and progress as a student.” - Remi Beek ‘15
“In IB I am able to learn about all aspects of the world and immerse myself in culture. Coming from a different country, I once feared that I would lose contact with the cultures I had once experienced, but IB has extended and enriched my understanding and interaction with people from global communities.” - Zara Biggs ‘15
“As an individual, IB has helped me be more focused and open minded about the cultures of the world and to beliefs different from mine. Through IB, I have met many people around the world, and I have been able to explore world issues in-depth.” - Valeria Buttaci ‘15