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About The IBDP


The philosophy about the nature of education is the driving force behind the International Baccalaureate Diploma Programme and is expressed through three elements: The IB mission statement, learner profile and the fundamental principles on which the curriculum is based and which continue to inspire its development.

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The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. 

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. 
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Learner Profile
The IB learner profile is the embodiment of the IB mission statement in 10 attributes and aims to define the type of learner the IB aspires to develop in its three programmes. The learner profile is located at the heart of the programme so as to provide a focus for reflection on what is most important in IB World Schools and the IB teaching profession.

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Students study six courses at Higher Level (HL) or Standard Level (SL):
  • Three HL and three SL
  • One subject is chosen each from Groups 1 to 5
  • Sixth subject may be an Arts subject from Group 6, or another subject from Groups 1 to 5
  • Three Core subjects (Theory of Knowledge, Extended Essay and CAS)

Subject Groups

Group 1: Studies In Language And Literature

English A: Language and Literature HL/SL
Chinese A: Language and Literature SL


Group 2: Language Acquisition

Malay B SL
Mandarin B HL/SL
Tamil B SL
Malay/Mandarin B ab initio SL


Group 3: Individuals And Societies

Economics HL/SL
Geography HL/SL
History HL/SL


Group 4: Sciences

Biology HL/SL
Chemistry HL/SL
Physics HL/SL
Sports, Exercise and Health Science HL/SL


Group 5: Mathematics

Mathematics HL/SL


Core Programme

Theory Of Knowledge

Theory of Knowledge (TOK) plays a special role in the IBDP by providing an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know.

It is one of three mandatory components of the DP core. The TOK requirement is central to the educational philosophy of the DP.

In addition, TOK prompts students to:
  • be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
  • recognise the need to act responsibly in an increasingly interconnected but uncertain world

TOK also provides coherence for the student by linking academic subject areas as well as transcending them.

It therefore demonstrates the ways in which the student can apply their knowledge with greater awareness and credibility.


Extended Essay

The Extended Essay (EE) is a required component of the IBDP. It is an independent, self-directed piece of research, finishing with a 4,000-word paper.

The EE provides:
practical preparation for undergraduate research
an opportunity for students to investigate a topic of special interest to them, which is also related to one of the student's six DP subjects

Through the research process for EE, students develop skills in:
formulating an appropriate research question
engaging in a personal exploration of the topic
communicating ideas
developing an argument

Participation in this process develops the capacity to analyse, synthesise and evaluate knowledge.

How is study of the Extended Essay structured?
Students are supported throughout the process of researching and writing the EE, with advice and guidance from a supervisor who is usually a teacher at the school.

The IB recommends that students follow the completion of the written essay with a short, concluding interview with their supervisor. This is known as viva voce.

The EE and interview can be a valuable stimulus for discussion in countries where interviews are required prior to acceptance for employment or for a place at university.


Creativity, Activity, Service

Creativity, Activity, Service (CAS) is one of the three essential elements that every student must complete as part of the DP.

Studied throughout the Diploma Programme, CAS involves students in a range of activities alongside their academic studies.

It is not formally assessed. However, students reflect on their CAS experiences as part of the DP, and provide evidence of achieving the seven learning outcomes for CAS.

How is Creativity, Activity, Service structured?
The three strands of CAS, which are often interwoven with particular activities, are characterised as follows:
Creativity – Arts, and other experiences that involve creative thinking
Activity – Physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP
Service – an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.

In order to demonstrate these concepts, students are required to undertake a CAS Project. The project challenges students to:
  • show initiative
  • demonstrate perseverance
  • develop skills such as collaboration, problem solving and decision making

What is the significance of CAS?
CAS enables students to enhance their personal and interpersonal development by learning through experience.

It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work.

At the same time, CAS is an important counterbalance to the academic pressures of the DP.



IBDP Assessment Structure and Point System
Point System
  • Grades awarded for each course range from 1 (lowest) to 7 (highest)
  • Maximum a student can score for six subjects is 42 points
  • Up to 3 additional points are awarded for combined results on Theory of Knowledge and Extended Essay
  • Highest total: 45 points
  • To obtain the Diploma, a student has to gain at least 24 points, subject to certain minimum levels of performance across the whole programme, including TOK and EE, and to satisfactory participation in Creativity, Activity, Service