IB DIPLOMA (G11-12)
IB DIploma Programme (DP)
The IB Diploma Programme (DP) is an academically sound and balanced program of education for students in grades 11-12. It prepares students for success at university and life beyond through a program that develops the intellectual, social, emotional and physical well-being of students. The program is acknowledged and respected by thousands of universities worldwide. Students taking the full Diploma must take the classes for two years. Students not taking the full Diploma may take classes for two-years or one year and may change courses at the end of first year.
Diploma Programme (DP) Course Selection
In the DP, the curriculum consists of six subject groups and the three elements of the DP core: theory of knowledge; extended essay; and creativity, activity, service (CAS).
Whether you are enrolled in the DP or enrolling in several DP courses, it is important to know which course selections will help you achieve their goals and career aspirations. You may need to know what universities in different countries will look for and what combination of standard level (SL) and higher level (HL) courses students should take to be eligible for admission to university. You are also encouraged to check admission requirements with individual universities.
Use these tools to learn about the country of your choice:
Key Considerations for Choosing Subjects
The IB encourages you to spend time reviewing universities and degree programs of interest to you and noting their specific entry requirements. Many universities will use terminology similar to the following to indicate what is required, preferred, or recommended for admission.
Required subjects: For many degrees, universities will expect you to have achieved minimum grades in specific subjects.
Preferred subjects: Some university entry requirements state preferred subjects, which are not required for entry, but may give preference to your application over others who do not have that subject.
Recommended subjects: Some university entry requirements state recommended subjects. These are not required for entry but provide a good foundation for future for study.
Refer to the following resources as you develop your course plan: example subject choices and DP subject briefs, located below. SL and HL courses differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at higher level. Each student must take three subjects at higher level, and the remaining at standard level.
Dr amit khanna
AP/IB Coordinator
amit.khanna@sais.edu.sg
To know more about International Baccalaureate (IB), kindly visit the tabs below:
The DP Core
Theory of knowledge
The Theory of Knowledge course is a two-year course which provides IBDP students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. The course centers on the examination of questions that are asked about the themes of:
knowledge and the knower,
two of - knowledge and technology, knowledge and language, and knowledge and politics
five knowledge areas: natural sciences, human sciences, history, mathematics, and the arts
The knowledge questions are addressed within the above themes through a framework that analyses the scope of knowledge, different perspectives on knowledge, the methods and tools used, and ethical considerations. The course is rich in discussion, addresses formal writing proficiency and immerses students in an analysis of the real worlds they live in. Final assessment of the course consists of a formal externally assessed sixteen-hundred word essay, and an internally assessed and externally moderated exhibition where students are required to select one prompt from the list of 35 internal assessment prompts provided in the subject guide and then curate an exhibition of three objects connected to their chosen prompt. Students who choose not to assess externally in the course can elect to sit the first year only.
Extended essay
The Extended Essay is a compulsory, externally assessed piece of independent research into a topic chosen by the student and presented as a formal piece of academic writing. The extended essay is intended to promote high-level research and writing skills, intellectual discovery and creativity while engaging students in personal research. This leads to a major piece of formally presented, structured writing of up to 4,000 words in which ideas and findings are communicated in a reasoned, coherent and appropriate manner. Students are guided through the process of research and writing by an assigned supervisor (a teacher in the school). All students undertake three mandatory reflection sessions with their supervisor, including a short interview, or viva voce, following the completion of the extended essay.
Creativity, action, service
Creativity, activity, service (CAS) is at the heart of the DP. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning from the Primary Years Programme (PYP) and Middle Years Programme (MYP).
CAS is organized around the three strands of creativity, activity and service defined as follows.
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 aims to develop students who:
enjoy and find significance in a range of CAS experiences
purposefully reflect upon their experiences
identify goals, develop strategies and determine further actions for personal growth
explore new possibilities, embrace new challenges and adapt to new roles
actively participate in planned, sustained and collaborative CAS projects
understand they are members of local and global communities with responsibilities towards each other and the environment.
A CAS experience is a specific event in which the student engages with one or more of the three CAS strands. It can be a single event or an extended series of events. A CAS project is a collaborative series of sequential CAS experiences lasting at least one month. Typically, a student’s CAS programme combines planned/unplanned singular and ongoing experiences. All are valuable and may lead to personal development. However, a meaningful CAS programme must be more than just a series of unplanned/singular experiences. Students must be involved in at least one CAS project during the programme.
DP Language and Literature subject group
Are you planning to apply to a university that has language requirements?
Do the language(s) you are taking cover you for the language requirements of your chosen university(ies)?
Do they require a Language A course, or Language B course?
If you will need to apply for a visa, are there language requirements? Do the language(s) you are taking meet these requirements?
DP English A: Literature SL/HL - 1.0 ENG credit
In this two-year language A: literature course, students will learn about the various manifestations of literature as a powerful mode of writing across cultures and throughout history. They will explore and develop an understanding of factors that contribute to the production and reception of literature, such as: the creativity of writers and readers, the nature of the interaction with the writers’ and readers’ respective contexts and with literary tradition, the ways in which language can give rise to meaning and/or effect, the performative and transformative potential of literary creation and response. Through close analysis of literary texts in a number of forms and from different times and places, students will consider their own interpretations, as well as the critical perspectives of others. In turn, this will encourage the exploration of how viewpoints are shaped by cultural belief systems and how meanings are negotiated within them. Students will be involved in processes of critical response and creative production, which will help shape their awareness of how texts work to influence the reader and how readers open up the possibilities of texts. With its focus on literature, this course is particularly concerned with developing sensitivity to aesthetic uses of language and empowering students to consider the ways in which literature represents and constructs the world and social and cultural identities.
Across the three areas of exploration: Readers, writers and texts, Time and space, and Intertextuality: connecting texts, students will study nine works in SL and thirteen works in HL over the two years of the course.
DP English/Chinese/Spanish A: Language and Literature SL/HL - 1.0 ENG credit
Students work to improve English/Chinese/Spanish language skills and cultural literacy through the study of a variety of authentic print, audio and audiovisual resources, including literature, magazine articles, news casts, and essays. Students engage in daily discussions exclusively in the target language and produce written and spoken communication ranging from oral presentations to persuasive essays. The accurate interpretation of authentic resources at an advanced level is a major goal of the course and is practiced and measured routinely.
In this language A: language and literature course, students will learn about the complex and dynamic nature of language and explore both its practical and aesthetic dimensions. They will explore the crucial role language plays in communication, reflecting experience and shaping the world. Students will also learn about their own roles as producers of language and develop their productive skills. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all affect meaning. Through close analysis of various text types and literary forms, 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. Students will engage in activities that involve them in the process of production and help shape their critical awareness of how texts and their associated visual and audio elements work together to influence the audience/reader and how audiences/readers open up the possibilities of texts. With its focus on a wide variety of communicative acts, the course is meant to develop sensitivity to the foundational nature, and pervasive influence, of language in the world at large. In this course, students will study a wide range of literary and non-literary texts in a variety of media. By examining communicative acts across literary form and textual type alongside appropriate secondary readings, students will investigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture. Approaches to study in the course are meant to be wide-ranging and can include literary theory, sociolinguistics, media studies and critical discourse analysis among others.
Across the three areas of exploration: Readers, writers and texts, Time and space, and, Intertextuality: connecting texts, students will study four works in SL and six works in HL over the two years of the course.
DP Language A: Self-Taught Literature SL - 1.0 ML credit
The language A: Self Taught Literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading in a language of their choosing. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the language A: literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language.With the assistance of a tutor whom the student must employ, students effectively study the Language A: literature course in their chosen language.
The course is built on the assumption that literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works.
DP Language Acquisition subject group
IB English B HL - 1.0 ENG or ML credit
English B HL course is for the student who chooses to do their first language studies in something other than English, such as Spanish or Chinese. By meeting the “Language A” requirements in another language, this student may choose to study English as their second language, English B. For the Higher Level course, the requirements are quite rigorous and for those whom English is their second language, students should have achieved at least Phase 4 or higher previously to successfully access the course material. The core of the curriculum includes instruction on three topics: communication and media, global issues and social relationships. Optional elements include: cultural diversity, customs and traditions, health, leisure, science and technology (choose two). Students will be required to read two works of literature, give interactive and individual oral presentations, perform text-handling exercises, demonstrate productive writing skills and complete a creative writing and rationale.
IB Chinese or Spanish B HL - 1.0 ML credit
Students in Language B Higher Level understand complex recorded or spoken information on the topics studied. They appreciate literary works in the target language and understand complex authentic written texts related to the topics studied.
Students communicate orally in order to explain in detail a point of view. They describe in detail and accurately experiences and events, as well as abstract ideas and concepts. They produce clear texts where the use of register, style, rhetorical devices and structural elements are appropriate to the audience and purpose. They also produce clear and convincing arguments in support of a point of view.
Students also demonstrate interaction that flows coherently with a degree of fluency and spontaneity. They engage coherently in conversations in most situations and demonstrate some intercultural engagement with the target language and culture(s).
IB Chinese or Spanish B SL - 1.0 ML credit
Students in Language B Standard Level understand straightforward recorded or spoken information on the topics studied. They understand authentic written texts related to the topics studied and they use mostly everyday language.
They communicate orally in order to explain a point of view on a designated topic, and describe with some detail and accuracy experiences, events and concepts. Students also produce texts where the use of register, style, rhetorical devices and structural elements are generally appropriate to the audience and purpose.
They demonstrate interaction that usually flows coherently, but with occasional limitations. Students also engage in conversations on the topics studied, as well as related ideas. They demonstrate some intercultural engagement with the target language and culture(s).
IB Mandarin or Spanish ab initio (SL) - 1.0 ML credit
In Language B ab initio students understand, both aurally and in writing, simple sentences and some more complex sentences related to the themes about individual and society, leisure and work, urban and rural development. They understand simple authentic written texts and questions related to them in the target language. Students engage in simple conversations within the rage of the prescribed themes and related topics. They demonstrated some intercultural understanding by reflecting on similarities and differences between the target culture and the student’s own and by providing some appropriate examples and information.
DP Individuals and Societies subject group
The entry requirements for these subjects tend to be flexible, unless you are applying for a single honors program such as history, where history may be required at HL.
The DP history SL course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past, specifically of the histories of the move to Global War, and of the Crisis in Communism and the origins and developments of authoritarian and single party states. Higher Level students extend their studies further to the History of Asia and Oceania.
Economics 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 business management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyze, discuss and evaluate business activities at local, national and international levels. The course covers a range of organizations from all sectors, as well as the sociocultural and economic contexts in which those organizations operate. The course covers the key characteristics of business organization and environment, and the business functions of human resource management, finance and accounts, marketing and operations management. Through the exploration of six underpinning concepts (change, culture, ethics, globalization, innovation and strategy), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment. Students who complete the course will develop relevant and transferable skills, including the ability to: think critically; make ethically sound and well-informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake long term planning, analysis and evaluation. The course also develops subject-specific skills, such as financial analysis.
DP Psychology SL/HL - 1.0 SS credit
The psychology course aims to develop an awareness of how research findings can be applied to better understand human behavior and how ethical practices are upheld in psychological inquiry. Students learn to understand the biological, cognitive and sociocultural influences on human behavior and explore alternative explanations of behavior. They also understand and use diverse methods of psychological inquiry. In addition, the course is designed to encourage the systematic and critical study of human experience and behavior; physical, economic and social environments; and the history and development of social and cultural institutions. Students who complete the course will develop the capacity to identify, analyze critically and evaluate theories, concepts and arguments about the nature and activities of the individual and society. Students will also collect, describe and analyze data used in studies, test hypotheses; and interpret complex data and source material.
Theory of Knowledge - 1.0 SS credit
The Theory of Knowledge course is a two-year course which provides IBDP students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. The course centers on the examination of questions that are asked about the themes of:
- knowledge and the knower;
- two of -- knowledge and technology, knowledge and language, and knowledge and politics
- five knowledge areas: natural sciences, human sciences, history, mathematics, and the arts
The knowledge questions are addressed within the above themes through a framework that analyses the scope of knowledge, different perspectives on knowledge, the methods and tools used, and ethical considerations. The course is rich in discussion, addresses formal writing proficiency and immerses students in an analysis of the real worlds they live in. Final assessment of the course consists of a formal externally assessed sixteen-hundred word essay, and an internally assessed and externally moderated exhibition where students are required to select one prompt from the list of 35 internal assessment prompts provided in the subject guide and then curate an exhibition of three objects connected to their chosen prompt. Students who choose not to assess externally in the course can elect to sit the first year only.
DP Sciences subject group
Are you enrolling in the appropriate science courses for the universities of your choice?
Are you applying for Medicine, which in a few countries (such as India, Pakistan and some Scandinavian countries) will require three HL science courses and you will need to consider the non-regular Diploma?
Through the study of molecular biology, genetics, ecology, evolution, and physiology, students will understand the structure and function of living things at all levels of complexity and will appreciate the nature of science. The selection of an additional option allows teachers some flexibility to tailor the course to meet the needs of their students. Students will be required to complete a range of tests and assignments, a specified number of laboratory hours, one externally moderated ten-hour investigation of their choice, and three mandatory externally assessed exams that will demonstrate mastery of the above content outcomes, concepts and skills. The study of IBDP Biology will formalize students’ understanding of the major concepts of change, relationships and systems in experimental science. Students who complete this course will be able to clearly demonstrate an understanding of the content covered, will be proficient in the use of an appropriate range of lab techniques and equipment, will be able to successfully undertake independent primary and/or secondary research tasks (including database sources), will understand the limits of scientific knowledge, and will be able to describe the ways that science and society interact.
Through the study of quantitative chemistry, periodicity, kinetics, atomic theory, bonding, energetics and equilibrium students will understand the principles that define and describe the chemistry of the physical environment and biological systems. The selection of an additional option, allows teachers some flexibility to tailor the course to meet the needs of their students. Students will be required to complete a range of tests and assignments, a specified number of laboratory hours, one externally moderated ten-hour investigation of their choice, and three mandatory externally assessed exams that will demonstrate mastery of the above content outcomes, concepts and skills. The study of IBDP Chemistry will formalize students’ understanding of the major concepts of change, relationships and systems in experimental science. Students who complete this course will be able to clearly demonstrate an understanding of the content covered, will be proficient in the use of an appropriate range of lab techniques and equipment, will be able to successfully undertake independent primary and/or secondary research tasks (including database sources), will understand the limits of scientific knowledge, and will be able to describe the ways that science and society interact.
Through the study mechanics, thermal energy, waves, electromagnetism, energy production and quantum physics students will understand the fundamental principles that underpin the phenomena that we have observed to exist in the physical world. The selection of an additional option, allows teachers some flexibility to tailor the course to meet the needs of their students. Students will be required to complete a range of tests and assignments, a specified number of laboratory hours, one externally moderated ten-hour investigation of their choice, and three mandatory externally assessed exams that will demonstrate mastery of the above content outcomes, concepts and skills. The study of IBDP Physics will formalize students’ understanding of the major concepts of change, relationships and systems in experimental science. Students who complete this course will be able to clearly demonstrate an understanding of the content covered, will be proficient in the use of an appropriate range of lab techniques and equipment, will be able to successfully undertake independent primary and/or secondary research tasks (including database sources), will understand the limits of scientific knowledge, and will be able to describe the ways that science and society interact.
IBDP Design is a rigorous course of study focusing on utilizing the design process to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of a solution. Students will develop their Design and Technological literacy as they apply critical thinking and design skills to practical situations and build their understanding of design in the global context. They will be required to selectively apply research and information in an ethical manner when creating solutions and tackling problems. Many key Design concepts are integral to the course of study, including ergonomics, modeling, sustainability and user-centered design.
DP Sports, Exercise, and Health Science SL/HL - 1.0 SCI credit
Through the study of anatomy, exercise physiology, energy systems, motion analysis, skills and performance evaluation, and one additional optional topic, students will develop a sound understanding of the importance and role of science in sports. Students will be required to complete lab designs, lab experiments and evaluations, open self-directed extended research tasks, regular readings, discussions, essays and formal tests that will demonstrate mastery of the processes and content of the study. The study of Sports, Exercise and Health Science will draw on students’ understanding of the major concepts of change, relationships and systems to reinforce the analytical nature of the discipline. Students who complete this course will be able to demonstrate an understanding of the content covered, will be proficient in the use of an appropriate range of lab techniques and equipment, will be able to successfully plan and undertake independent lab and field based investigations, will know how to undertake secondary source investigations, and will be able to critically analyze human performance.
DP Mathematics subject group
Are you enrolling in the appropriate mathematics courses for the universities of your choice?
DP Mathematics: Analysis and Approaches SL/HL - 1.0 MATH credit
The Mathematics: Analysis and Approaches course content has been developed to meet the requirements of the new IB Diploma Subject Guide (first exams May 2021). There is a strong emphasis on calculus and on algebraic, graphical and numerical approaches. In this course, students will develop strong skills in mathematical thinking and become fluent in the construction of mathematical arguments. The Mathematics: Analysis and Approaches course is designed for students who wish to study mathematics as a subject in its own right or to pursue their interests in areas related to mathematics. It will appeal to students who are interested in exploring real and abstract applications of mathematical concepts. They will enjoy problem solving and generalisation. This course is suitable for students who may go on to further study in subjects that have a significant level of mathematics content, for example mathematics itself, engineering, physics, business or economics (finance and accounting).
DP Mathematics: Applications and Interpretations SL/HL - 1.0 MATH credit
The Mathematics: Applications and Interpretations course has been developed to meet the requirements of the new IB Diploma Subject Guide (first exams May 2021). The course emphasises the applied nature of the subject and is designed for students who wish to understand how mathematics relates to the real world and to other subjects. It will appeal to students who enjoy mathematics in a practical context. Students who take this course will be interested in developing their skills in solving practical problems, harnessing technology and exploring mathematical models. This course is suitable for students who may go on to further study in subjects that utilise mathematics in this way such as social sciences, natural sciences, statistics, business, psychology or design.
UK Recognition of new math curriculum via UCL
DP Arts subject group
Do the universities you are interested in applying to consider the arts subjects?
If not, should you take a course in another subject group? (It is rare that this is an issue, but for example, this needs to be considered if you are applying to Swiss universities)
DP Theatre SL/HL - 1.0 ARTS credit
Through the study of theater theorists, theater traditions, live theater performances, production elements, theater in context, theater processes and performance styles students will become aware of the historical, societal, political and cultural diversity of theater in the world. Students will understand the processes involved in creating theater, the conventions of world theater practices and the impact theater theorists have made on theater. Standard level students will be required to complete 3 final assessment tasks including: creating a collaboratively devised theater project with an accompanying process journal, an individual theater tradition presentation, and a director’s notebook based on a published play text that outlines the student’s artistic responses, directorial vision, production and performance concepts. Higher Level students complete an additional task, which involves researching a theater theorist, presenting a solo theater presentation based on this theory and writing a 3000 word accompanying report. All of these tasks are developed through detailed research, critical reflection and practical exploration. The study of Theater will reinforce students' understanding of theater as a dynamic, collaborative and live art form. Students who complete this course will be able to understand their own and others’ personal and cultural perspectives and have an appreciation of theater across time, place and culture. They will research, analyze and perform scripts, create devised projects and apply improvisation techniques. They will be to apply theory to practical exploration and present research, creative ideas, and discovery through performance, presentation and portfolio documentation.
This two-year course is designed for the art student who enjoys the production of visual art and the contextual investigations behind one’s art. This is an advanced art course where students develop their creative abilities as well as their critical analysis, appreciation, and enjoyment of visual art. During the first year, the students will be make investigations into light and the art of “seeing”. This will be combined with numerous two and three-dimensional projects. The creation and continued additions to the student process journal is a necessary element of the course to help the student develop their thoughts into visual cues. The second year involves student independent inquiry, allowing the student the freedom to explore visually the topics that are of interest. Monthly project deadlines can be expected for both process and product development. The final assessment for the course is internally and externally assessed according to IB requirements.
The DP Music curriculum has been designed to prepare the 21st century music student for a world in which global musical cultures and industries are rapidly changing. The course is grounded in the knowledge, skills and processes associated with the study of music and offers a strengthened approach to student creativity through practical, informed and purposeful explorations of diverse musical forms, practices and contexts. The course also ensures a holistic approach to learning, with the roles of performer, creator and researcher afforded equal importance in all course components.