IB Diploma Program

Language A: literature (SL/HL) aims at exploring the various manifestations of literature as a particularly powerful mode of writing across cultures and throughout history. The course aims at developing an understanding of factors that contribute to the production and reception of literature—the creativity of writers and readers, the nature of their interaction with their respective contexts and with literary tradition, the ways in which language can give rise to meaning and/or effect, and the performative and transformative potential of literary creation and response.

Through close analysis of a range of literary texts in a number of literary forms and from different times and places, students will consider their own interpretations as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.

The aims of studies in language and literature courses are to enable students to:

• engage with a range of texts, in a variety of media and forms, from different periods, styles and cultures
• develop skills in listening, speaking, reading, writing, viewing, presenting and performing
• develop skills in interpretation, analysis and evaluation
• develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues, and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of the relationships between studies in language and literature and other disciplines communicate and collaborate in a confident and creative way foster a lifelong interest in and enjoyment of language and literature.
• develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues, and an appreciation of how they contribute to diverse responses and
• open up multiple meanings develop an understanding of the relationships between studies in language and literature and other disciplines communicate and collaborate in a confident and creative way foster a lifelong interest in and enjoyment of language and literature.

(from IBO.org) 

For more information, please click here to see the IB's DP Literature Subject Brief.

 

Literature and performance (SL/HL) is a course that brings together literary analysis, based on close reading, critical writing and discussion, with the practical, aesthetic and symbolic elements of theatre. In 2022, the IB Diploma Programme will release a new iteration of the course.

The course is grounded in knowledge, skills and processes associated with the study of literature and theatre, while developing interdisciplinary understandings generated from the interactions between the two disciplines. In this course, students read and analyze literary texts, read and perform dramatic (play) texts, and, in an act of synthesis, transform a nondramatic literary text into performance.

As an interdisciplinary course, literature and performance offers students the opportunity to take a course in two Diploma Programme groups: studies in language and literature and the arts, in a single offering. The course asks students to integrate literature and performance to develop understandings and skills that would not be possible through the single disciplines alone. (from IBO.org) 

For more information, please click here to see the IB's DP Literature & Performance Subject Brief.

Language acquisition consists of two modern language courses— language ab initio and language B—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.

• Language ab initio courses are for beginners (that is, students who have little or no previous experience of learning the language they have chosen). These courses are only available at standard level.
• Language B courses are intended for students who have had some previous experience of learning the language. They may be studied at either higher level or standard level.

Spanish or Mandarin ab initio (SL): The DP language ab initio course is designed for students with no prior experience of the target language or for students with very limited previous exposure. Language ab initio is only available at SL.

Language ab initio is designed to develop the competences and intercultural understanding needed for successful communication within and outside of the classroom in contexts in which the target language is used. Understanding the relationship between language and culture, and their inseparability, provides insight into how users of the target language view the world and how the evolving world view influences language. Learning and using the target language develops international-mindedness, fosters respect for cultural diversity, and is central to the IB mission of education for a better, more peaceful world.

Language ab initio students will view language through the lenses of cultures, communication and perspectives. They will develop sociolinguistic skills (the use of language appropriate to the context), linguistic skills (the knowledge and understanding of the language system), and pragmatic skills (the handling of ideas for the construction and communication of messages). In learning how language works, students will use and develop critical-thinking skills. In experimenting with language, students will use and develop creative-thinking skills.

The aims for language ab initio are as follows

• Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.
• Enable students to communicate in the target language in a range of contexts and for a variety of purposes.
• Encourage an awareness and appreciation of a variety of perspectives of people from diverse cultures through the study of texts, and through social interaction.
• Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.
• Develop students’ awareness of the importance of language in relation to other areas of knowledge.
• Provide students with opportunities for intellectual engagement and the development of critical- and creative-thinking skills through language learning and the process of inquiry.
• Provide students with a basis for further study, work and leisure through the use of an additional language.
• Foster curiosity, creativity and a lifelong enjoyment of language learning.

For more information, please click here to see the IB's DP ab initio Language Subject Brief.

 

Spanish or Mandarin Language B (SL/HL): The DP language B course is intended for students who already have some experience in the target language they choose to study. Most language B subjects are available at both SL and HL.

Language B is designed to develop the competences and intercultural understanding needed for successful communication within and outside of the classroom in contexts in which the target language is used. Understanding the relationship between language and culture, and their inseparability, provides insight into how users of the target language view the world and how the evolving world view influences language. Learning and using the target language develops international-mindedness, fosters respect for cultural diversity, and is central to the IB mission of education for a better, more peaceful world.

Language B students will view language through the lenses of cultures, communication and perspectives. They will develop sociolinguistic skills (the use of language appropriate to the context), linguistic skills (the knowledge and understanding of the language system), and pragmatic skills (the handling of ideas for the construction and communication of messages). In learning how language works, students will use and develop critical-thinking skills. In experimenting with language, students will use and develop creative-thinking skills.

A key distinction between SL and HL is in the proficiency the student already has when entering the course and the proficiency they are expected to develop during the course.

At both SL and HL, students continue to learn how to communicate in the target language in familiar and unfamiliar contexts. They describe situations, narrate events, make comparisons, explain problems, and state and support their opinions on a variety of topics. They engage with and create a variety of texts, with degrees of complexity and nuance, for a range of purposes and audiences.

The study of two literary works originally written in the target language is required for language B HL.

The aims for language B SL and HL are as follows.

• Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.
• Enable students to communicate in the target language in a range of contexts and for a variety of purposes.
• Encourage an awareness and appreciation of a variety of perspectives of people from diverse cultures through the study of texts, and through social interaction.
• Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.
• Develop students’ awareness of the importance of language in relation to other areas of knowledge.
• Provide students with opportunities for intellectual engagement and the development of critical- and creative-thinking skills through language learning and the process of inquiry.
• Provide students with a basis for further study, work and leisure through the use of an additional language.
• Foster curiosity, creativity and a lifelong enjoyment of language learning.

For more information, please click here to see the IB's DP  Language B Subject Brief.

Economics  (SL/HL) is an exciting, dynamic subject that allows students to develop an understanding of the complexities and interdependence of economic activities in a rapidly changing world. At the heart of economic theory is the problem of scarcity. Owing to scarcity, choices have to be made. The economics course, at both SL and HL, uses economic theories, models and key concepts to examine the ways in which these choices are made: at the level of producers and consumers in individual markets (microeconomics); at the level of the government and the national economy (macroeconomics); and at an international level, where countries are becoming increasingly interdependent (the global economy). The DP economics course allows students to explore these models, theories and key concepts, and apply them, using empirical data, through the examination of six real-world issues. Through their own inquiry, students will be able to appreciate both the values and limitations of economic models in explaining real-world economic behaviour and outcomes. By focusing on the six real-world issues through the nine key concepts (scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence and intervention), students of the economics course will develop the knowledge, skills, values and attitudes that will encourage them to act responsibly as global citizens.

The aims of the DP economics course are to enable students to:

• develop a critical understanding of a range of economic theories, models, ideas and tools in the areas of microeconomics, macroeconomics and the global economy
• apply economic theories, models, ideas and tools, and analyse economic data to understand and engage with real-world economic issues and problems facing individuals and societies
• develop a conceptual understanding of individuals’ and societies’ economic choices, interactions, challenges and consequences of

(from IBO.org) 

For more information, please click here to see the IB's DP Economics Subject Brief.

 

Geography (SL/HL) is a dynamic subject firmly grounded in the real world, and focuses on the interactions between individuals, societies and physical processes in both time and space. It seeks to identify trends and patterns in these interactions. It also investigates the way in which people adapt and respond to change, and evaluates actual and possible management strategies associated with such change.

Geography describes and helps to explain the similarities and differences between different places, on a variety of scales and from different perspectives. Geography as a subject is distinctive in its spatial dimension and occupies a middle ground between social or human sciences and natural sciences. The course integrates physical, environmental and human geography, and students acquire elements of both socio-economic and scientific methodologies. Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines, helping students develop life skills and have an appreappreciation of, and a respect for, alternative approaches, viewpoints and ideas.

Students at both SL and HL are presented with a common core and optional geographic themes. HL students also study the HL core extension. Although the skills and activity of studying geography are common to all students, HL students are required to acquire a further body of knowledge, to demon strate critical evaluation and to further synthesize the concepts in the HL extension.

The aims of the geography course at SL and HL are to enable students to:

• develop an understanding of the dynamic interrelationships between people, places, spaces and the environment at different scales
• develop a critical awareness and consider complexity thinking in the context of the nexus of geographic issues, including:
  • acquiring an in-depth understanding of how geographic issues, or wicked problems, have been shaped by powerful human and physical processes
  • synthesizing diverse geographic knowledge in order to form viewpoints about how these issues could be resolved.
• understand and evaluate the need for planning and sustainable development through the management of resources at varying scales.

(from IBO.org) 

For more information, please click here to see the IB's DP Geography Subject Brief.

 

Global Politics (SL/HL) is a course for students who want to understand more about how the world they live in works, and what makes it change (or prevents it from changing). The course draws on a variety of disciplinary traditions in the study of politics and international relations, and more broadly in the social sciences and humanities. Students build their knowledge and understanding of the local, national, international, and global dimensions of political activity and processes by critically engaging with contemporary political issues and challenges. The course integrates concepts, content and contexts through inquiry.

• Concepts such as power, sovereignty, legitimacy and interdependence are explored and examined critically throughout the course.
• Content informs inquiries through a variety of global politics topics, encompassing political systems and actors, power interactions, frameworks, treaties and conventions, terminology, and analysis models.
• Contexts diversify, shape and channel inquiries through contemporary real-world examples and cases.

The flexible syllabus allows educators to build the course around their students’ contexts and interests, as well as contemporary events and developments in global politics. Thinking, analysis and research skills are fostered through guided and independent inquiries into political issues and challenges, with a special focus on identifying and engaging with diverse perspectives.(from IBO.org) 

For more information, please click here to see the IB's DP Global Politics Subject Brief.

 

History (SL/HL) DP history is a dynamic, evidence-based, interpretative discipline that engages with the past. The overarching emphasis of the DP history course is on teaching students to think historically. This means engaging students in different forms of historical inquiry. The course allows students to explore the past through a variety of contexts, concepts, content and skills. In this interpretative discipline, students will engage with diverse perspectives and evidence to reach their own judgements.

The DP history course is a world history course, grounded in a variety of global, regional and national themes, and allowing for a mixture of comparative, thematic and in-depth studies. It provides a balance of structure and flexibility, enabling the course to be implemented in a wide range of contexts. History is both an academic discipline and a part of the everyday, lived experience of all students. History informs identity, culture, society, politics, and the relationships between individuals and communities. Through the course, students will develop an understanding and appreciation of history in all these dimensions.

All individuals and societies subjects help young people develop a connection to our shared planet, exploring how to live sustainably and promoting the well-being of all people in our pursuit of a more peaceful world.

The aims of all the individuals and societies subjects are to equip students to:

• explore and critically engage with multiple perspectives and ways of thinking
• investigate and evaluate the interactions between individuals and societies
• think and act as informed and principled individuals in societies
• understand and value the variety and diversity of the human experience across time and place.
• (from IBO.org) 

For more information, please click here to see the IB's DP History Subject Brief.

Biology (SL/HL): As one of the three natural sciences in the IB Diploma Programme, biology is primarily concerned with the study of life and living systems. Biologists attempt to make sense of the world through a variety of approaches and techniques, controlled experimentation and collaboration between scientists. At a time of global introspection on human activities and their impact on the world around us, developing and communicating a clear understanding of the living world has never been of greater importance than it is today.

Through the study of DP biology, students are empowered to make sense of living systems through unifying themes. By providing opportunities for students to explore conceptual frameworks, they are better able to develop understanding and awareness of the living world around them. This is carried further through a study of interactions at different levels of biological organization, from molecules and cells to ecosystems and the biosphere. Integral to the student experience of the DP biology course is the learning that takes place through scientific inquiry. With an emphasis on experimental work, teachers provide students with opportunities to ask questions, design experiments, collect and analyse data, collaborate with peers, and reflect, evaluate and communicate their findings.

DP biology enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond. 

Through the overarching theme of the nature of science, the course aims to enable students to:

1. develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects
2. acquire and apply a body of knowledge, methods, tools and techniques that characterize science
3. develop the ability to analyse, evaluate and synthesize scientific information and claims
4. develop the ability to approach unfamiliar situations with creativity and resilience
5. design and model solutions to local and global problems in a scientific context
6. develop an appreciation of the possibilities and limitations of science
7. develop technology skills in a scientific context
8. develop the ability to communicate and collaborate effectively
9. develop awareness of the ethical, environmental, economic, cultural and social impact of science.

(from IBO.org) 

For more information, please click here to see the IB's DP Biology Subject Brief.

 

Chemistry (SL/HL): As one of the three natural sciences in the IB Diploma Programme, chemistry is primarily concerned with identifying patterns that help to explain matter at the microscopic level. This then allows matter’s behaviour to be predicted and controlled at a macroscopic level. The subject therefore emphasizes the development of representative models and explanatory theories, both of which rely heavily on creative but rational thinking.

DP chemistry enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond. Integral to the student experience of the DP chemistry course is the learning that takes place through scientific inquiry both in the classroom and the laboratory.

Through the overarching theme of the nature of science, the course aims to enable students to:

1. develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects
2. acquire and apply a body of knowledge, methods, tools and techniques that characterize science
3. develop the ability to analyse, evaluate and synthesize scientific information and claims
4. develop the ability to approach unfamiliar situations with creativity and resilience
5. design and model solutions to local and global problems in a scientific context
6. develop an appreciation of the possibilities and limitations of science
7. develop technology skills in a scientific context
8. develop the ability to communicate and collaborate effectively
9. develop awareness of the ethical, environmental, economic, cultural and social impact of science.

(from IBO.org) 

For more information, please click here to see the IB's DP Chemistry Subject Brief.

 

Physics (SL/HL): As one of the three natural sciences in the IB Diploma Programme, physics is concerned with an attempt to understand the natural world; from determining the nature of the atom to finding patterns in the structure of the universe. It is the search for answers from how the universe exploded into life to the nature of time itself. Observations are essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Besides leading to a better understanding of the natural world, physics gives us the ability to alter our environments.

DP physics enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond.

Integral to the student experience of the DP physics course is the learning that takes place through scientific inquiry both in the classroom and the laboratory. Through the overarching theme of the nature of science, the course aims to enable students to:

develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects

1. acquire and apply a body of knowledge, methods, tools and techniques that characterize science
2. develop the ability to analyse, evaluate and synthesize scientific information and claims
3. develop the ability to approach unfamiliar situations with creativity and resilience
4. design and model solutions to local and global problems in a scientific context
5. develop an appreciation of the possibilities and limitations of science
6. develop technology skills in a scientific context
7. develop the ability to communicate and collaborate effectively
8. develop awareness of the ethical, environmental, economic, cultural and social impact of science.

(from IBO.org) 

For more information, please click here to see the IB's DP Physics Subject Brief.

Individual students have different needs, aspirations, interests and abilities. For this reason, there are two different DP subjects in mathematics, Mathematics: analysis and approaches (MAA) and Mathematics: applications and interpretation (MAI). Each course is designed to meet the needs of a particular group of students. Both courses are offered at SL and HL.

Mathematics: analysis and approaches (SL/HL): The IB DP Mathematics: analysis and approaches course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. The focus is on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve abstract problems as well as those set in a variety of meaningful contexts. Mathematics: analysis and approaches has a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments. Students should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments. The internally assessed exploration allows students to develop independence in mathematical learning. Throughout the course students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas.

The aims of all DP mathematics courses are to enable students to:

• develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power
• develop an understanding of the concepts, principles and nature of mathematics
• communicate mathematics clearly, concisely and confidently in a variety of contexts
• develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics
• employ and refine their powers of abstraction and generalization
• take action to apply and transfer skills to alternative situations, to other areas of knowledge and to future developments in their local and global communities
• appreciate how developments in technology and mathematics influence each other
• appreciate the moral, social and ethical questions arising from the work of mathematicians and the applications of mathematics
• appreciate the universality of mathematics and its multicultural, international and historical perspectives
• appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course
• develop the ability to reflect critically upon their own work and the work of others
• independently and collaboratively extend their understanding of mathematics.

(from IBO.org) 

For more information, please click here to see the IB's DP MAA Subject Brief.

 

Mathematics: applications and interpretation (SL): The IB DP Mathematics: applications and interpretation course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalizations.

Students should expect to develop strong technology skills, and will be intellectually equipped to appreciate the links between the theoretical and the practical concepts in mathematics. All external assessments involve the use of technology. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments.

The internally assessed exploration allows students to develop independence in mathematical learning. Throughout the course students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas.

The aims of all DP mathematics courses are to enable students to:

• develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power
• develop an understanding of the concepts, principles and nature of mathematics
• communicate mathematics clearly, concisely and confidently in a variety of contexts
• develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics
• employ and refine their powers of abstraction and generalization
• take action to apply and transfer skills to alternative situations, to other areas of knowledge and to future developments in their local and global communities
• appreciate how developments in technology and mathematics influence each other
• appreciate the moral, social and ethical questions arising from the work of mathematicians and the applications of mathematics
• appreciate the universality of mathematics and its multicultural, international and historical perspectives
• appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course
• develop the ability to reflect critically upon their own work and the work of others
• independently and collaboratively extend their understanding of mathematics.

(from IBO.org) 

For more information, please click here to see the IB's DP MAI Subject Brief.

Visual Arts (SL/HL): Visual arts are an integral part of our daily lives. They have social, political, ritual, spiritual, decorative and functional values. The theories and practices of visual arts are dynamic and ever-changing, connecting different areas of knowledge and human experience. Visual arts enable us to make sense of the world, to explore our place within it, and to transform our individual and collective ways of being in and with the world.

In this visual arts course students learn how to create, communicate and connect as artists.

Students engage in creative practices and processes working with a variety of art-making forms and creative strategies, and learn art-making as inquiry. Teachers and students can adapt the curriculum to their unique contexts, interests and passions. Together, they are invited to transform the classroom into a contemporary visual arts studio. This becomes a collaborative, inclusive, creative and conceptually rich space where students develop their art through personal lines of inquiry guided by artistic intentions.

The course encourages students to engage with the world through individual and shared experiences, imagination and action, and it fosters creativity, communication, critical thinking and collaboration—skills essential in a variety of rapidly evolving fields and professions. The syllabus supports learning through authentic art-making experiences and student choice, encouraging teachers to support their students in becoming progressively more independent art practitioners.

Teaching and learning of conceptual and material skills and methods allow students to think and work like artists. During the course they develop a personal visual language and learn to communicate artistic intentions to different audiences, connecting with the work of other artists and considering the significance of context(s). Students learn that by making art they are empowered to engage, transform and emerge, both as individuals and as members of a community. These positive and creative approaches will stay with students after they complete the course, enriching any of their future pursuits.

The aims of the arts subjects are to enable students to:

1. explore the diversity of the arts across time, cultures and contexts
2. develop as imaginative and skilled creators and collaborators
3. express ideas creatively and with competence
4. critically reflect on the process of creating and experiencing the arts
5. develop as informed, perceptive and analytical practitioners
6. enjoy lifelong engagement with the arts. The visual arts course aims to enable students to:
7. appreciate that art-making enhances knowledge, develops understanding and transforms ways of being
8. employ curiosity, creativity and dialogue to more openly engage with self, the world and others
9. draw on artmaking and artworks for their own, and their communities’, well-being and flourishing

(from IBO.org) 

For more information, please click here to see the IB's DP Visual Arts Subject Brief.

The IB Extended Essay (EE) is a core component of the Diploma Programme that gives students the opportunity to conduct independent research on a topic they are genuinely interested in. Guided by a faculty supervisor, students develop a focused research question and write a 4,000-word academic paper that mirrors the kind of inquiry and writing expected at the university level. The process helps students strengthen critical thinking, research, time management, and communication skills while encouraging intellectual curiosity and self-directed learning. The EE is an important step in helping students build confidence, resilience, and readiness for future academic challenges.

Theory of Knowledge (TOK) is a unique and thought-provoking core component of the International Baccalaureate Diploma Programme that encourages students to explore how knowledge is created, evaluated, and shared across different subjects and cultures. Rather than focusing on memorizing content, TOK asks students to think critically about questions such as “How do we know what we know?” and “What makes evidence reliable?” Through class discussions, real-world examples, presentations, and reflective writing, students develop strong analytical, communication, and open-minded thinking skills. For parents, TOK helps students become more thoughtful, curious, and reflective learners who are better prepared to navigate an increasingly complex and interconnected world.

Creativity, Activity, and Service (CAS) is a core component of the International Baccalaureate Diploma Programme that encourages students to grow beyond the classroom through meaningful real-world experiences. Students participate in a range of activities that foster creativity, physical well-being, and community engagement, while reflecting on what they learn about themselves and others along the way. CAS might include experiences such as the arts, athletics, leadership opportunities, service projects, or advocacy work, helping students develop balance, empathy, collaboration, and resilience. For parents, CAS is an important part of the IB experience because it supports the development of well-rounded young adults who are engaged, compassionate, and prepared to make a positive impact in their communities and beyond.