IBO Mission Statement

The International Baccalaureate Organization 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 IBO 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.
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The International Baccalaureate Diploma Diploma Programme (DP) was created in 1968. It is a demanding pre-university course of study that leads to examinations. It is designed for highly motivated secondary school students aged 16 to 19.

The programme has earned a reputation for rigorous assessment, giving IB diploma holders access to the world’s leading universities.

The DP’s grading system is criterion-referenced, which means that each student’s performance is measured against well-defined levels of achievement. These are consistent from one examination session to the next and are applied equally to all schools.

The IBO has shown, over the course of 30 years, that students are well prepared for university work. They are accepted by universities all over the world.

The programme is a comprehensive two-year international curriculum, available in English, French and Spanish.

It generally allows students to fulfill the requirements of their national or state education systems. The DP incorporates the best elements of national systems, without being based on any one.

Internationally mobile students are able to transfer from one DP school to another. Students who remain closer to home benefit from a highly respected international curriculum.(See below)

The programme was born of efforts to establish a common curriculum and university entry credential for students moving from one country to another. International educators were motivated by practical considerations but also by an idealistic vision. They believed that students should share an academic experience that would emphasize critical thinking, intercultural understanding and exposure to a variety of points of view.
(All from IBO.org)

The Curriculum
The Diploma Programme (DP) has the strengths of a traditional and broad curriculum, but with three important additional features, shown at the centre of the hexagonal programme model.

Theory of Knowledge (TOK)
TOK is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. The course challenges students to question the bases of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyse evidence that is expressed in rational argument.

TOK is a key element in encouraging students to appreciate other cultural perspectives. The course is unique to the IBO, which recommends at least 100 hours of teaching time spanning the programme’s two years.

Creativity, Action, Service (CAS)
The IBO’s goal is to educate the whole person and foster responsible, compassionate citizens. The CAS component encourages students to share their energy and special talents with others. Students may, for example, participate in theatre or musical productions, sports and community service activities.

Students should, through these activities, develop greater awareness of themselves, concern for others, and the ability to work cooperatively with other people.

An extended essay of 4,000 words
Each student has the opportunity to investigate a topic of special interest. The essay requirement acquaints DP students with the kind of independent research and writing skills expected by universities.

The IBO recommends that a student devote a total of about 40 hours of private study and writing time to the essay. It may be written in one of 60 subjects, including many languages.

The essay permits students to deepen their programmes of study, for example by selecting a topic in one of their higher level (HL) courses. Or they might add breadth to their academic experience by electing to write in a subject not included in their programme choices.

The six academic subjects:

These are studied concurrently. Students are required to study both the humanities and the sciences.

Diploma Programme (DP) students must select one subject from each of the six groups. At least three and not more than four are taken at higher level (HL), the others at standard level (SL). HL courses represent a recommended minimum of 240 teaching hours, SL courses cover 150 hours.

Students are thus able to explore some subjects in depth and others more broadly, a deliberate compromise between the early specialization of some national systems and the breadth found in others. The science-oriented student is challenged to learn a foreign language and the natural linguist becomes familiar with laboratory procedures.

Active citizenship and global perspectives are encouraged in each area of the curriculum.

The subjects are continually reviewed and revised to meet contemporary needs. The list below serves as a current guide only.

Group 1 – language A1
More than 80 languages have been offered for examination as part of the IBO’s policy of encouraging students to maintain strong ties to their own cultures. Students ideally develop strong written and oral skills, respect for the literary heritage of their first language, and an international perspective.

Group 2 – second language
All DP students are examined in a second language. Several options accommodate bilingual students with a very high level of fluency, genuine second language learners with previous experience of learning the language, and beginners. The principal aim for the subjects in group 2 is to enable students to use the language in a range of contexts and for many purposes; the courses focus on written and spoken communication.

Latin and classical Greek are also available in group 2.

Group 3 – individuals and societies
Subjects included in this group are: business and management, economics, geography, history, Islamic history, information technology in a global society, philosophy, psychology, and social and cultural anthropology.

Group 4 – experimental sciences
The subjects available in group 4 are: biology, chemistry, physics, environmental systems (SL), design technology. Practical laboratory skills are developed and collaborative learning is encouraged through an interdisciplinary group project. Students develop an awareness of moral and ethical issues and a sense of social responsibility is fostered by examining local and global issues.

Group 5 – mathematics and computer science
All DP students are required to complete a mathematics course, and four options are available to cater for different abilities and levels of student interest. These are: mathematics HL, mathematics SL, further mathematics SL, mathematical methods, mathematical studies. Details are provided in the Schools guide to the Diploma Programme. (pdf 790 kb)

Each course aims to deepen a student’s understanding of mathematics as a discipline and to promote confidence and facility in the use of mathematical language. Computer science is an elective subject in group 5; it is not compulsory.

Group 6 – the arts
This group includes visual arts, music and theatre arts, with emphasis placed on practical production by the student and exploration of a range of creative work in a global context.

Options: Instead of a group 6 subject, a student may select an additional subject from groups 1 to 4, or further mathematics SL, or computer science from group 5.

School-based syllabus (SBS): In consultation with the IBO curriculum and assessment centre, schools may design a standard-level SBS that can be substituted for a subject in groups 2, 3, 4 and 6. SBSs have historically been a rich source of curriculum innovation. Many of these have enabled schools to meet national educational requirements without imposing an additional workload on Diploma Programme students.

Assessing student work and awarding the diploma
Classroom teachers and IB examiners work in partnership to ensure that students have ample opportunity to demonstrate what they have learned. Grades reflect attainment of knowledge and skills relative to set standards, which are applied equally to all schools. Top grades are not, for example, awarded to a certain percentage of students.

Responsibility for all academic judgments about the quality of candidates’ work rests with over 5,000 IB examiners worldwide, led by chief examiners with international authority in their fields. Each year approximately 80% of candidates who attempt the diploma succeed in earning it. Examinations are offered in May for northern hemisphere schools and in November for those in the southern hemisphere.