International Baccalaureate

Diploma Programme Handbook

and Programme of Studies

Mission Statements

GWA Mission Statement

GEMS World Academy-Dubai develops inquiring, reflective and caring
learners who, through the rigour of the IB programs, have the knowledge,
skills and character to take action and create a better, more peaceful
world. Supported by highly qualified staff in world-class facilities, our
diverse international community is encouraged to develop intercultural
understanding and respect.

International Baccalaureate Mission Statement

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.

The Diploma Programme

The IB Diploma Programme (DP) is an academically challenging and balanced programme
of education with final examinations that prepares students, aged 16 to 19, for success at
university and life beyond. It has been designed to address the intellectual, social,
emotional and physical well-being of students. The programme, has gained recognition and
respect from the worlds leading universities.
The Diploma Programme started in 1968 with first examinations in 1970 and is now
offered by more than 2,450 IB World Schools. The IB works with more than 3,600 schools
in 146 countries to offer the four IB programmes to approximately 1,116,000 students.
There are currently 31 IB schools in the UAE, 26 of which offer the Diploma Programme.

The Two Programme Routes

The Diploma Programme is academically demanding and it may not be the best educational choice
for all students in a school. However, success is possible for a much wider range of students than is
often perceived (The Diploma Programme: From Principles into Practice, p. 20).
Full Diploma Programme:
Students are required to take three Higher Level (HL) courses and three Standard Level (SL)
courses
One course must be taken from each of groups 1-5. The sixth course can be taken from group 6
or a second course may be taken from groups 1-4.
Students must complete all aspects of the core of the Diploma Programme: the Extended Essay,
CAS and the Theory of Knowledge course
Students must complete the above requirements and score at least 24 points when DP results
come out in July. See assessment for further information.
Diploma Courses Route:
Students are not required to take any Higher Level (HL) courses but must take a full schedule of
six courses
Students do not have to engage in the breadth of study required by the Full Diploma
Programme. This means several courses can be taken from one group. For example, a Diploma
Courses student could take three courses from Group 3 if they desired.
Students take a one-year abbreviated Theory of Knowledge course in Grade 11
Students complete, as part of their Theory of Knowledge course, a 1500 word research paper,
where students will be assessed using a modified Extended Essay marking rubric. All students
will need to score 60% (22/36) or higher on the modified research paper to graduate.
Diploma Courses CAS Requirements: Students must participate in one creativity activity (the
school play, MUN, a creative ASA, etc.), one action activity (a sports team, an action oriented
ASA, etc.) and one service project during the two-year programme. As part of the Diploma
Courses CAS Requirements students will be required to complete a full reflection for each of
the three requirements based on modified CAS outcomes. Like the Extended Essay, the Diploma
Courses CAS requirements are a graduation requirement.
GWA Graduation Credit Requirements (required credits from Grades 9-12 in parentheses):
English (4), Science (3), Math (3), Humanities (3).
Combined with other options, students must graduate with total of 23 credits.
The Two Programmes At-A-Glance
Full Diploma
3 HLs & 3 SLs
Must choose one from each of Groups 1-5
Two years of TOK
Extended Essay
Creativity, Action, Service Programme

Diploma Courses
6 SLs (option to replace an SL with up to two HLs)
Not restricted to one from each of groups 1-5 but be
mindful of graduation requirements
One year of a modified Theory of Knowledge course
called Understanding Knowledge
1500-word research paper
Modified CAS Programme

Assessment in the Diploma Programme

Students take written examinations at the end of the programme (May of the Grade 12 year), which
are graded 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 marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be
awarded up to three additional points for their combined results on Theory of Knowledge and the
extended essay. 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 Diploma Programme student can
be awarded is 45 points. For further information on the details of how to score 24 points download
the Programme of Studies from the school website.
The TOK and Extended Essay Bonus Point Matrix

Assessment is criterion-related, which means student performance is measured against prespecified assessment criteria based on the aims and objectives of each subject curriculum, rather
than the performance of other students taking the same examinations. The range of scores that
students have attained remains statistically stable, and universities value the rigour and
consistency of Diploma Programme assessment practice.
Course Candidate Scores/Not Achieving The Diploma:
If a student was not able to meet the requirements for the Diploma their results will be issued as
Course candidates and they will receive their individual subject scores. Those students studying as
a Course candidate will receive individual scores for each of the subjects in which they complete the
assessment
DP Assessment at GWA
Students are assessed throughout the duration of the program by their teachers and this
contributes to their GWA-Dubai grade which is reported as a percentage grade. Formative and
summative assessments that are completed during the two years of the programme are used to
prepare students for the final DP assessments. Students will receive regular feedback on their DP
assessments, using DP criteria, so they understand where they stand on the 1 to 7 grade range used
by the IB.

Predicted Grades at GEMS World Academy

What are predicted grades?
The final grade awarded to a candidate in each subject is on a scale of 1-7, with 7 being the
highest grade. For Theory of Knowledge and the Extended Essay the grades are on a scale
of A to E, with A being the highest grade. A predicted grade is not required for language A
SL school supported self-taught candidates (IBO, 2013).
The predicted grade is the teachers prediction of the grade the candidate is expected to
achieve in the subject, based on all the evidence of IB specific work and the teachers
knowledge of IB standards.
When are predicted grades required?
GWA typically needs predicted grades twice a year. First, a small number will be needed for
early university applications in October and November. Next, the bulk of PGs will be
required for university applications in January. The first round of predicted grades are due
on December 1. In April, a second set of predicted grades will be required for every student
for the IB. This set of PGs is inevitably more accurate (now that all the required IAs have
been submitted and there is a broader sampling of student work), and may be different
from the first round of predicted grades sent to the university. All predicted grades for the
IB are due on April 1.
How are grades predicted?
It is important that each prediction is made as accurately as possible, with a conscious
effort made to not under-predict or over-predict the grade. If a teacher is unable to
decide between two grades they err on the side of the higher of the two, but only if it is
particularly difficult to decide. Only the IB Internal/External Assessments, and assessments
based on Papers 1, 2 and possibly 3, are considered when predicting grades. This is what
the final DP grade will be based on so teachers consider only these elements. In some cases
it will be too early to predict with the inclusion of an Internal Assessment or a particular
style of paper. In this case, teachers can only predict based on the evidence they have. It is
only a prediction, an educated suggestion as to how students will perform, sometimes half
a year down the educational road.
Regarding university predictions, if teachers over predict, this can affect final university
acceptance once grades are awarded in July. If teachers predict too conservatively it can
prevent preliminary university acceptance.
Should teachers feel they do not have the necessary data to make a decision on a predicted
grade (i.e. early university admissions applications), they may require students to complete
one or more sample papers to better inform their decision. The timeframe students will
have to prepare for these papers will correlate to the lead time students have given
teachers for their predicted grades.

If students require predicted grades prior to the final drafts of the Extended Essay being
completed, it is the students responsibility to complete the final draft well enough in
advance of the predicted grade deadline so their supervisor will have time to grade the
paper.
How are predicted grades communicated?
Teachers meet with students prior to predicting their grade and include them in the
prediction pare part of the prediction discussion. All predicted grades are data supported
so that students and parents understand why students are being predicted as they are.
Teachers are happy to discuss predicted grades with parents should there be questions.
Should parents wish to pursue the question of predicted grades beyond their discussion
with the classroom teacher they should arrange to meet with the Diploma Programme
Coordinator.
Prediction scales
The IB scales and, therefore, the only permitted predictions for subjects, are as follows:
7: Excellent performance
6: Very good performance
5: Good performance
4: Satisfactory performance
3: Mediocre performance
2: Poor performance
1: Very poor performance
The IB scale for Theory of Knowledge and the Extended Essay is as follows:
A: Excellent performance
B: Good performance
C: Satisfactory performance
D: Mediocre performance
E: Elementary performance

The Diploma Programme: Core Requirements

The core of the curriculum model consists of the Extended Essay, Theory of Knowledge
(TOK) and Creativity, Action, Service (CAS)
Theory of Knowledge is the only aspect of the three components where students will
participate in a class. However, the teacher of this class will also be the CAS advisor for
their TOK students as well as help students get started on their Extended Essay, though
they will not be students Extended Essay advisor. Theory of Knowledge class will also be a
time where students will reflect on personal academic goals and the Learner Profile.
Extended Essay
The extended essay offers the opportunity for IB students to investigate a
topic of special interest, usually one of the student's six DP subjects, and
acquaints them with the independent research and writing skills
expected at university. It is intended to promote high-level research and
writing skills, intellectual discovery and creativity - resulting in
approximately 40 hours of work. It provides students with an
opportunity to engage in personal research on a topic of their choice, under the guidance of
a supervisor. This leads to a major piece of formally presented, structured writing of no
more than 4,000 words, in which ideas and findings are communicated in a reasoned and
coherent manner, appropriate to the subject.
Theory of Knowledge (TOK)
The interdisciplinary TOK course is designed to develop a coherent
approach to learning that transcends and unifies the academic areas and
encourages appreciation of other cultural perspectives. The Theory of
Knowledge course is in part intended to encourage students to reflect on
the huge cultural shifts worldwide around the digital revolution and the
information economy. The extent and impact of the changes vary greatly
in different parts of the world, but everywhere their implications for
knowledge are profound. Theory of Knowledge encourages critical thinking about
knowledge itself and aims to help young people make sense of that they encounter. Its core
content focuses on questions such as the following:
What counts as knowledge?
How does it grow?
What are its limits?
Who owns knowledge?
What is the value of knowledge?
What are the implications of having, or not having, knowledge?
TOK activities and discussions aim to help students discover and express their views on
knowledge questions. The course encourages students to share ideas with others and to
listen and learn from what others think. In this process students' thinking and their

understanding of knowledge as a human construction are shaped, enriched and deepened.

Connections may be made between knowledge encountered in different Diploma
Programme subjects, in CAS experiences or in extended essay research; distinctions
between different kinds of knowledge may be clarified.
Creativity, Action, Service (CAS)
Creativity, action, service is at the heart of the Diploma
programme, involving students in a range of activities that
take place alongside their academic studies throughout the IB
Diploma Programme. The component's three strands, often
interwoven with particular activities, are characterized as
follows:
Creativity - arts and other experiences that involve creative thinking
Action - physical exertion contributing to a healthy lifestyle
Service - an unpaid and voluntary exchange that has a learning benefit for the student
Creativity, action, service (CAS) encourages students to be involved in activities as
individuals and as part of a team that take place in local, national and international
contexts. Creativity, action, service enables students to enhance their personal and
interpersonal development as well as their social and civic development, through
experiential learning, lending an important counterbalance to the academic pressures of
the rest of the IB Diploma Programme. It should be both challenging and enjoyable - a
personal journey of self-discovery that recognizes each student's individual starting point.
Activities should provide:
real, purposeful activities, with significant outcomes
personal challenge - tasks must extend the student and be achievable in scope
thoughtful consideration, such as planning, reviewing progress and reporting
reflection on outcomes and personal learning.
As students engage in various activities reflection plays a key component and is the
ultimate indication that students have undertaken and completed their CAS requirements
as part of the Diploma Programme. Student CAS goals and reflection must be directly
connected to the following eight CAS learning outcomes:
an increase in your awareness of strengths and areas for growth
undertake new challenges
plan and initiate activities
work collaboratively with others
show perseverance and commitment in activities
engage with issues of global importance
consider the ethical implications of actions
develop new skills

Course Selection
Subjects Currently Offered at GWA (all courses are offered at the Standard Level (SL) and
Higher Level (HL) unless specified)
IB Diploma Programme students must choose one subject from each of five groups (1 to 5),
ensuring breadth of knowledge and understanding in their best language, additional
language(s), the social sciences, the experimental sciences and mathematics. Student may
choose either an arts subject from group 6, or a second subject from groups 1 to 4.
Group 1:
Studies in
Language and
Literature
English
Literature
English
Language and
Literature

Group 2:
Language
Acquisition

Group 3:
Individuals
and Societies

Group 4:
Sciences

Group 5:
Mathematics

Group 6:
The Arts

French B
(ab initio SL,
SL & HL)
Spanish B
(ab initio SL,
SL & HL)
Arabic B
(ab initio SL,
SL & HL)
English B (HL
only)

Business and
Management

Biology

Mathematical
Studies SL

Visual Arts

Economics

Chemistry

Mathematics
SL

Theatre Arts

History

Physics

Mathematics
HL

Music

Psychology

Design
Technology
Environmental
Systems and
Societies
(SL only)

Cancelation of Course Offerings and Scheduling Conflicts

All courses listed in the program of studies and the students registration sheet are subject
to enrollment. If registration numbers are not high enough to offer the class students will
be required to choose another option.
As well, be aware that due to the complications of scheduling the many Diploma
Programme course options there may be times when two desired courses conflict with one
another. This is an inevitable scheduling reality and in this case students will be required to
choose one of the two courses and select a different option.

GROUP 1: STUDIES IN
LANGUAGE AND LITERATURE
English Literature
English Language and Literature
Language A: Self-Taught Literature

English Language A: Language and Literature

Description: Do you like reading both non-fiction and fiction? In the
English Language and Literature class, we read a wide range of texts
including opinion columns, plays, novels, editorials, speeches, tweets
and blogs. In English A: Language and Literature students explore the
power of language, how language can be used to persuade, manipulate,
discriminate and empower. We focus on how the writer uses language
in both fiction and non-fiction and explore how context influences the use of language.
Topics Studied:
The Evolution of Language
Language and the Individual
Language and Gender
Language and Power
Introduction to Close Reading and analysis of Literature
The Language of Persuasion
Mass Media Institutions
Language of Campaigns
Sensationalism and Bias
Cultural influence on the creation of Literature
Contextual influence on the creation of Literature
IB Assessments:
Higher Level:
Two Presentations (10-15 Minutes)
Two Creative Writing Tasks (800-1000 words)
Two Analytical Essays (800-1000 words)
One Individual Oral Commentary (10 Minutes)
Paper 1 (Comparative Commentary)
Paper 2 (Essay)
Standard Level:
Two Presentations (10-15 Minutes)
Three Creative Writing Tasks (800-1000 words)
One Individual Oral Commentary (10 Minutes)
Paper 1 (Commentary)
Paper 2 (Essay)

English Language A: Literature

Description: Do you like reading works of imagination? In the
English literature class, we read a wide range of fiction (and some
non-fiction) including plays, novels, poetry and memoir. The
readings are challenging, but accessible. In this class we focus on
how the writer does what he or she does in order to create the
experience the reader has when interacting with the literature. The
IB assessments include an oral commentary, an oral presentation,
an un-timed literary essay and two timed exam essays.
Topics Studied:
An introduction to Close Reading and the skills of literary analysis
Reading literature in a cultural context
Acquiring a detailed knowledge of literary works both in content and technique
Genre study of the conventions of the novel
IB Assessments:
10-15 Minute Presentation
10 minute oral commentary for SL; 20 minute oral commentary for HL
1500 word Literary Analysis Paper
Essay on an unseen text (prose or poetry)
Essay about genre conventions in 2 novels

Language A: Self-Taught
Students can choose to study Language A: Literature in their mother tongue.
However this course is only offered at the SL level. They will be expected to
meet almost all the same syllabus requirements as for taught SL Literature
students
Self-taught Language A is an independent study of a rigourous Diploma
Programme curriculum. Only students who are highly motivated, well organized and have
demonstrated exceptional time management skills should consider the self-taught route.
Students wanting to do a self-taught programme who have been placed in English Language A
MUST take the Literature course. This course teaches students all of the necessary skills to
prepare for their self-taught exams in ways that the Language and Literature course does not.
The school does not provide tutors for the self-taught programme, but does recommend students
work with a tutor. A teacher of language A: literature is appointed to supervise and advise the selftaught candidate. Self-taught students will be expected to regularly attend scheduled classes to
meet with their self-taught supervising teacher.
The teacher, in collaboration with the DP coordinator, will:
advise the candidate on choosing a course of study that conforms to IB regulations
ensure that the candidate has access to the works chosen before starting the course of study
ensure that the candidate is studying the works agreed upon with the supervising teacher
provide guidance on the techniques required for such tasks as essay writing and the
commentary
give the candidate a clear idea of the course of study, the papers to be taken, their format and
link to the course studied
provide the candidate with the document Language A: literature school supported self-taught
alternative oral assessment procedures and past examination papers
provide the candidate with the published genre questions for the formal oral commentary
specific to the examination session.
supervise the work required for part 1 works in translation
ensure that the candidate has regular access to the Language A: literature guide and is familiar
with the assessment criteria for all assessed components.
If more than one student is taking the same self-taught language
the booklists must be the same. The teacher, in collaboration with
the DP coordinator, will work with students and possibly tutors to
choose an appropriate booklist
Students planning to complete the self-taught programme may
only begin in September of a students Grade 11 year. Booklists
will not be approved until the start of the Diploma Programme.
The languages listed here have historically been available for
study though the list does change to a limited degree on a yearly
basis so students should check with the Diploma Programme
Coordinator before selecting the self-taught route:

GROUP 2: LANGUAGE
Arabic Ab Initio, SL & HL
French Ab Initio, SL & HL
Spanish Ab Initio, SL & HL
English B HL

Language B: Ab Initio (SL ONLY)

Description: The Ab Initio language acquisition course (Latin for
from the beginning) focuses on intercultural understanding as well
as oral and written communication by developing language skills for
learners with little or no experience of the target language. The most
important consideration is that the language Ab Initio course should
be a challenging educational experience for the student. If it has been
deemed that a student has the degree of experience and capabilities
for which Ab Initio would no longer be a challenging educational experience then GWA
students have two options. First, they can continue in the recommended level of the
programme (Language B SL) or they can take an Ab Initio course in a language with which
they have little or no prior experience. Please see the language placement procedures
that follow.
Language B Ab Initio courses are offered in the following languages at GWA:
Arabic
French
Spanish
Topics Studied:
Individual and Society: Personal details, appearance and character; education; daily
routines; shopping; relationships; food and drink; physical health
Leisure and Work: employment; sport; entertainment, transport; holidays; media,
technology
Urban and Rural Environment: Physical geography; neighborhood; town and services;
weather; environmental concerns; global issues
IB Assessments:
External Assessment
Paper 1 (1 hour 30 minutes): Comprehension skills - 40 questions based on four written
texts.
Paper 2 (1 hour): Production of a written text - two compulsory writing exercises.
Written assignment (2 hours): Comprehension and production of text - a piece of writing,
200300 words, in the target language carried out in class under teacher supervision
Internal Assessment
Recorded individual oral discussion:
Part 1: Presentation of a picture by the student
Part 2: Follow-up questions
Part 3: General conversation

Language B: Standard and Higher Level

Description: Language B is an additional language-learning course
designed for students with some previous learning of that language.
It may be studied at either SL or HL. The main focus of the course is
on language acquisition and development of language skills. These
language skills will be developed through the study and use of a
range of written and spoken material. Such material will extend
from everyday oral exchanges to literary texts and will be related to the culture(s)
concerned. The material should be chosen to enable students to develop mastery of
language skills and intercultural understanding. It should not be intended solely for the
study of specific subject matter or content.
Language B courses are offered in the following languages at GWA:
Arabic
French
Spanish
English (HL Only)
Distinction Between SL and HL
The courses give students the possibility of reaching a high degree of competence in an
additional language while exploring the culture(s) where that language is spoken. The
courses aim to develop the students linguistic competence and intercultural
understanding.
There is a common syllabus at SL and HL (with literature as an additional component of the
HL course). The differences between levels are determined by the assessment objectives,
the depth and breadth of syllabus coverage, the assessment details, the assessment criteria,
literature coverage and suggested teaching hours.
Prior Learning
Many factors determine the group 2 course that a student should take: the students best
language, the language(s) spoken at home and at school, and any previous knowledge of
the language of study. The most important consideration is that the Language B course
should be a challenging educational experience for the student, offering not only the
opportunity to learn an additional language, but also the means of learning, appreciating
and effectively interacting in a culture different from the students own. All final decisions
on the appropriateness of the course for which students are entered are taken by the
Diploma Programme Coordinator in liaison with teachers using their experience and
professional judgment to guide them.

Course
Language
ab initio SL

International Baccalaureate DP Language Course Placement Rubric

Receptive Skills
Productive Skills
Interactive Skills
Understand, both aurally
and in writing, simple
sentences and some more
complex sentences
related to the three
themes and related topics.
Understand simple
authentic (adapted
where appropriate)
written texts and
questions related to
them in the target language.

Language B
SL

Understand
straightforward
recorded or spoken
information on the
topics studied.
Understand authentic
written texts related to
the topics studied and
that use mostly everyday
language.

Language B
HL

Understand complex
recorded or spoken
information on the topics
studied.
Appreciate literary works
In the target language.
Understand complex
authentic written texts
related to the topics
studied

Express information fairly

accurately, in both writing and in
speech, using a range of basic
vocabulary and grammatical
structures.

Understand and respond

clearly to some information
and ideas within the range of
the three prescribed themes
and related topics.

Communicate orally and respond

appropriately to Most questions
on the three prescribed themes
and related topics.

Engage in simple
conversations.

Communicate clearly, in writing,

some simple information and
ideas in response to a written
task.
Communicate orally in order
to explain a point of view on a
designated topic
Describe with some detail
and accuracy experiences,
events and concepts.
Produce texts where the use
of register, style, rhetorical
devices and structural elements
are generally appropriate to the
audience and purpose.
Communicate orally in order to
explain in detail a point of view.
Describe in detail and accurately
experiences and events, as well as
abstract ideas and concepts.
Produce clear texts where the use
of register, style, rhetorical
devices and structural elements
are appropriate to the audience
and purpose.
Produce clear and convincing
arguments in support of a point of
view.

Demonstrate some
intercultural understanding by
reflecting on similarities and
differences between the target
culture(s) and the students
own and by providing some
appropriate examples and
information.
Demonstrate interaction
that usually flows coherently,
but with occasional
limitations
Engage in conversations on the
topics studied, as well as
related ideas.
Demonstrate some
intercultural engagement with
the target language and
culture(s).
Demonstrate interaction that
flows coherently with a degree
of fluency and spontaneity.
Engage coherently in
conversations in most
situations.
Demonstrate some
intercultural engagement with
the target language and
culture(s).

Topics Studied:
SL and HL:
Social relationships
Information communication technology
The media
Leisure activities
Health
Science and technology
Customs, celebrations and traditions
Global issues with a specific focus on fair trade and environmental sustainability
Cultural diversity: language, culture and emigration
Literature Study (HL Only):
French - 99 francs by Frdric Beidbeger; LEtranger by Albert Camus
Spanish - Bodas de Sangre by Federico Garca Lorca; La casa de los espiritus by Isabel
Allende
Arabic - Selected ancient and modern poetry
English - Frankenstein by Mary Shelley, Unique by Alison Allen-Gray, Hamlet by William
Shakespeare, Utopia by Thomas More and Lord of the Flies by William Golding
IB Assessments:
Paper 1 (1 hour 30 minutes): Comprehension skills
SL: 45 comprehension questions on four written texts.
HL: 60 questions based on five written texts.
Paper 2 (1 hour): Production of a written text
SL: One writing task of 250-400 words from a choice of five
HL: Two compulsory writing tasks
A. 250-400 written task selected from a choice of five
B. Response of 150-250 words to a stimulus text
Written Assignment (2 hours): Comprehension and production of a text
SL: Reading of 3 texts followed by a written exercise of 300-400 words plus a 100 word
rationale.
HL: Creative writing of 500-600 words, plus a 150 words rationale, based on the literary
texts read.
Internal Assessment: SL&HL
Individual Oral: 15 minutes preparation time and a 8 to 10 minute presentation and
discussion with the teacher on a topic provided by the teacher.
Interactive Oral Activity: Three class room activities on a topic provided by the teacher
assessed by the teacher

Language Placement Procedures

It is our goal at GWA to provide our students with the best education we can and help them
be as successful as possible. As an authorized International Baccalaureate school it is
essential that we abide by IB standards and procedures. To this end, it is important that we
share with you the Diploma Programme language placement procedure and policy outlined
for us by the IB.
Regarding student placement the IB says the following: All final decisions on the
appropriateness of the course for which students are entered are taken by coordinators in
liaison with teachers, using their experience and professional judgment to guide them.
The beginner level course in the Diploma Programme is the ab initio course (Latin for from
the beginning). Regarding placement in this course, the IB explains that it is designed for
students with little or no prior experience [emphasis original] of the language they wish
to study...The most important consideration is that the language ab initio course should be
a challenging educational experience for the student.
If it has been deemed that a student has the degree of experience and capabilities for which
ab initio would no longer be a challenging educational experience then GWA students
have two options. First, they can continue in the recommended level of the programme or
they can take an ab initio course in a language with which they have little or no prior
experience.
Students who are fluent in a language and are no longer at the acquisition stage
cannot be enrolled in a Language B course in that language, no matter the level.
Language B courses are meant for language learners; once fluency has been achieved
students are then required to study that language in Group 1: Studies in Language and
Literature. In most cases this would mean studying literature in the language of fluency
independently via the self-taught route that the Diploma Programme makes available in a
variety of languages. The other option is to take a Language B course that is appropriate to
a students capabilities. For example, they could take an ab initio course in a language with
which they have little or no prior experience.
It is our goal to help students to be as successful as possible while at the same time
ensuring the Diploma Programme is rigourous and academically challenging both of
which are goals of the IB in general and the DP in particular.

GROUP 3: INDIVIDUALS AND

SOCIETIES
Business and Management
Economics
History
Psychology

Business and Management

Description: The course gives students an overview of how
businesses operate and the strategies they use to reach their
objectives. Students are given the opportunity to apply theory, make
business decisions and be creative. Contemporary case studies are
used to bring the subject to life.
Topics Studied:
Business organization and environment: How to set up a business and the associated
challenges.
Human resources: Organizing, training, recruiting and motivating people for businesses.
Accounts and finance: Constructing and interpreting financial statements.
Marketing: The 4 ps price, product, place and promotion.
Operations management: Project management, production methods and quality assurance.
Business strategy: Links made to each of the above topics, finding the best methods to be
successful.
IB Assessments:
Standard Level: Two written exams and one internal assessment. Paper one is a 1 hour 15
minute exam based on a pre-read case study and paper 2 is a 1 hour 45 minute exam
focused on short case studies. Both exams give the candidate a choice of questions to
answer. The internal assessment is a 1500 word written commentary about a problem or
an issue a particular business is facing. Students write the research question and select the
business they wish to research.
Higher Level: Two written exams and one internal assessment. Paper one is a 2 hour 15
minute exam based on a pre-read case study and paper 2 is a 2 hour 15 minute exam
focused on short case studies. Both exams give students a choice of questions to answer.
The internal assessment is a 2000 word written report advising a business on a decision.
The report is based on primary research meaning students will have to directly contact the
business. Students write the research question and select the business they wish to
research.

Economics
Description: If you have ever wondered why China is the fastest developing
country in the world; why less developed countries dont simply print more
money; why 2 percent of the world controls 50 percent of the worlds wealth;
why sports stars are paid $500,000 per week when 1.4 billion people live on
less than $9 per week or why exchange rates change then DP Economics is the course for
you.
Topics Studied:
Microeconomics: How markets work, how prices are set and how the role of the
government in providing good and services.
Macroeconomics: What the governments economic targets are and what tools they can use
to achieve them.
International Economics: How and why countries trade with each other.
Development Economics: Why some countries develop faster than others and what
developing countries can do to develop faster.
IB Assessments:
External Assessments
SL Two 1.5 hour exams with supporting case studies where students respond to a range
of short and long answer questions based on the topics listed above.
HL Two 1.5 hour exams and one 1-hour exam with supporting case studies where
students respond to a range of short and long answer questions based on the topics listed
above.
Internal Assessments
Both HL and SL students are required to complete three internal assessments for HL and SL
will be 750 word commentaries based on articles of your choice.

History
Description: History is more than the study of the past. It is the
process of recording, reconstructing and interpreting the past
through the investigation of a variety of sources. It is a discipline that
gives people an understanding of themselves and others in relation to
the world, both past and present.
Students of history will learn how the discipline works. It is an exploratory subject that
poses questions without providing definitive answers. In order to understand the past,
students must engage with it through both exposure to primary historical sources and the
work of historians. Historical study involves the selection and interpretation of data and
critical evaluation of it. Students of history should appreciate that historical knowledge
changes as each generation applies a different lens to history and as more evidence
emerges. A study of history requires and develops an individuals understanding of, and
empathy for, people living in other periods and contexts.
Topics Studied
Standard Level (SL) and Higher Level (HL) students will study:
Peacemaking, peacekeeping-international relations 1918-36
Causes, practices and effects of wars (20th Century)
Origins and development of authoritarian and single party states (20th Century)
HL students will study:
Aspects of the history of Europe and USSR (1853-1924)
Interwar years: conflict and cooperation (191939)
The Soviet Union and Eastern Europe (19242000)
The Second World War and post-war Western Europe (19392000)
IB Assessments
External Assessments
Paper 1 (SL & HL): Students respond to five questions based on five documents
Paper 2 (SL & HL): Two essay questions
Paper 3 (HL only): Three essay questions
Internal Assessment
Historical investigation: In-depth, 2000-word investigation into a topic of a students
choosing.

Psychology
Description: The IB Psychology course aims to scientifically explore human
behavior and mental processes. It looks at the different factors that influence
human behavior, like biology, genetics, information processing, environment
and culture. There is a large emphasis on research methods and how
psychology, as a science, gathers data.
Topics Studied:
The biological level of analysis (brain, nervous system, genetic, evolution)
The cognitive level of analysis (information processing, memory processes)
The sociocultural level of analysis (attitudes, stereotype theories, conformity, group
processes, culture differences)
Human relationships (altruism, attraction and mating, violence)
Research methods in used psychology (experiments, correlations, statistics)
At HL level students are required to study:
Abnormal psychology (defining mental disorders, symptoms, diagnosis, treatment)
Qualitative research methods (case studies, interviews, observations)
IB Assessments:
Paper 1: Three short essays and one long essay on biological, cognitive and sociocultural
levels of analysis
Paper 2: One long essay on human relationships
HL Only: One long essay on abnormal psychology
Paper 3 (HL only): Three short essays on use of qualitative research methods in psychology
Internal Assessment (SL & HL): Replication of a simple psychological study and a research
paper based on the results

GROUP 4: SCIENCES
Biology
Chemistry
Design Technology
Environmental Systems and Societies
Physics

Biology
Description: Students who have a natural curiosity about the living world
and a desire to seek answers to open-ended questions in an international
context will enjoy DP Biology. Students who enjoy the company of other
living things and ask the how questions are likely to enjoy Biology.
Students should be able to carry out supported theoretical and practical
research while sharing ideas and wishing to see biological principles drive the development
and conservation of all species.
At the centre of the biology course is an emphasis on the nature of science that promotes an
understanding of how scientists justify knowledge claims and an understanding of the scientific
world view. Through experience, knowledge and reflection the student will become trained to
approach uncertainty scientifically and will develop aspects of the learner profile.
Topics Studied:
Cell and molecular biology
Genetics
Ecology
Evolution
Biodiversity
Human physiology
Additional HL topics are:
Nucleic acids
Metabolism
Cell respiration and photosynthesis
Plant physiology
Animal physiology
Students will also study one of the following options:
Biotechnology and bioinformatics
Ecology and conservation.
IB Assessments:
The practical activities programme of the courses is central component of the course and
consists of 40 hours at the SL level and 60 at the HL level. As well, there is a project where all
students studying science will work together on various collaborative scientific investigations.
The Internal Assessment: This task will consist of one major investigation or scientific
exploration.
Paper 1: multiple choice questions
Paper 2: structured longer answer questions
Paper 3: This component also has longer answer questions based on the options component of
the course

Chemistry
Description: Chemistry is an experimental science that combines
academic study and the acquisition of practical and investigational
skills. This course is suited to students who have an enquiring mind and
want to better understand the nature of the living and physical world,
who would enjoy developing their experimental and investigative skills
and who are logical and analytical thinkers. Students who enjoy
exploring the social and ethical responsibilities of science and scientists are developed
throughout the course.
At the centre of the chemistry course is an emphasis on the nature of science that promotes an
understanding of how scientists justify knowledge claims and an understanding of the scientific
world view. Through experience, knowledge and reflection the student will become trained to
approach uncertainty scientifically and will develop aspects of the learner profile.
Topics Studied:
Stoichiometric relationships
Atomic structure
Periodicity
Chemical bonding and structure
Energetics and thermochemistry
Chemical kinetics
Equilibrium
Acids and bases
Redox processes
Organic chemistry
Measurement and data processing
Students will also study one of the following options:
Materials: introduction to material science, metals, catalysts, liquid crystals,
polymers, nanotechnology and environmental impact.
Biochemistry: introduction to biochemistry, proteins, enzymes, lipids,
carbohydrates, nucleic acids, biological pigments, vitamins, energy cycles and biochemistry and
the environment.
IB Assessments:
The practical activities programme of the courses is central component of the course and
consists of 40 hours at the SL level and 60 at the HL level. As well, there is a project where all
students studying science will work together on various collaborative scientific investigations.
The Internal Assessment: This task will consist of one major investigation or scientific
exploration.
Paper 1: multiple choice questions
Paper 2: structured longer answer questions
Paper 3: This component also has longer answer questions based on the options component of
the course

Design Technology
Description: In Design Technology, students combine practical and
technological skills with creative thinking to design and make products and
systems that meet human needs. They learn to use current technologies, like
Computer Aided Design (CAD) and Computer Aided Manufacture (CAM), and
consider the impact of future technological developments. Students learn to
think creatively while developing real-world skills in problem solving, project planning,
communication and time management.
Design Technology is an ideal choice for those students interested in a future design-related
education or careers, whether that be industrial, product, fashion, architecture, automotive or
graphic design, as well as any engineering or manufacturing industries. With obvious links to
Science and Arts, it also has strong connections with Business Management as a lot of the
theoretical knowledge taught examines modern manufacturing and business strategies used in
modern industry.
Prerequisites: It is highly recommended that only students who have taken Design Technology in
the Grades 9 and 10 register for Diploma Programme Design Technology.
Topics of Study:
During the 2 year course, seven core topics will be studied by both Standard Level (SL) and Higher
Level (HL) students plus the CAD-CAM sub topics. Higher Level students will study an additional 5
Topics plus an additional 3 CAD-CAM sub-topics.
Core topics studied by all students:
Design Process
Product Evaluation
Product Design
Product Development
Product Innovation
Green Design
C.A.D and C.A.M Topics 1-5

Topics for HL students only:

Energy
Mechanical Design
Structures
Advanced Manufacturing
Techniques
Sustainable Development
Additional CAD & CAM Topics 6-8

IB Assessments
External Assessments: The theoretical topics listed above are assessed in three separate exam
papers. Higher level students exams are longer, involve more questions, and cover the wider range
of Topics.
Paper 1 SL: 30 multiple choice questions
Paper 1 HL: 40 multiple choice questions
Paper 2: Section A: one data-based question and several short answer questions
Paper 2: Section B: one extended response question (from a choice of 3)
Paper 3: Several short answer questions and extended response question based on chosen
CAD/CAM option
Internal Assessments: These are a series of design and make tasks that begin in Grade 11 and
culminate in a Major Design Project in Grade 12. As Higher Level students have more time for their
coursework as it is expected to be more thorough in comparison to Standard Level students and is
assessed accordingly. Sample of past design projects are available at:
http://prezi.com/klawjctntoja/ib-diploma-design-technology/

Environmental Systems & Societies (ES&S): SL ONLY

Description: The prime intent for the course is to provide students with
a perspective on the interrelationships between environmental systems
and societies; one that enables students to adopt an informed personal
response to the wide range of pressing environmental issues that
students will inevitably come to face. The teaching approach is such that
students are allowed to evaluate the scientific, ethical and socio-political
aspects of environmental issues. ES&S is for those who are interested in
the future. We can think about this in terms of probable and preferable futures. If you are
interested in using your knowledge and understanding of the world now to imagine what
the future will be like, and to suggest how it could be better, then the ES&S course is for
you.
Topics Studied:
Environmental systems and models
The Ecosystem
Human population, carrying capacity and resource use
Conservation and biodiversity
Pollution management
Global warming
Environmental value systems
IB Assessments:
The practical activities programme of the courses is central component of the course and
consists of 30 hours. As well, there is a project where all students studying science will
work together on various collaborative scientific investigations.
The Internal Assessment: This task is comprised of several smaller investigations and one
major investigation or scientific exploration.
Paper 1: Short answer and data-based questions
Paper 2: A case study and 2 essay questions.

Physics
Description: Physics is the most fundamental of the sciences as it seeks to
explain the universe itself; from the smallest particles to vast galaxies. The
course is suited to students who have an enquiring mind and want to
better understand the fundamental nature of the physical world and who
enjoy developing their experimental and investigative skills. Students who
are logical and analytical thinkers and enjoy solving mathematical
problems will find this course exciting. Students will also explore the social and ethical
responsibilities of science and scientists.
At the centre of the physics course is an emphasis on the nature of science that promotes
an understanding of how scientists justify knowledge claims and an understanding of the
scientific world view. Through experience, knowledge and reflection the student will
become trained to approach uncertainty scientifically and will develop aspects of the
learner profile.
Topics Studied:
Measurements and uncertainties
Mechanics
Thermal physics
Waves
Electricity and Magnetism
Basic relativity and gravitation
Atomic, nuclear, and particle physics
Energy production

Additional HL topics are:

Thermodynamics
Wave phenomena
Electromagnetic induction
Quantum and nuclear physics
Fields at work

Students will also study one of the following options:

Engineering physics: introduction to rigid bodies; rotational dynamics; materials;
thermodynamic cycles; fluids and their dynamics.
Communications and imaging: Imaging the universe (lenses and telescopes); imaging the
earth (satellites); fibre optics; imaging the body.
IB Assessments:
The practical activities programme of the courses is central component of the course and
consists of 40 hours at the SL level and 60 at the HL level. As well, there is a project where
all students studying science will work together on various collaborative scientific
investigations.
The Internal Assessment: This task will consist of one major investigation or scientific
exploration.
Paper 1: multiple choice questions
Paper 2: structured longer answer questions
Paper 3: This component also has longer answer questions based on the options
component of the course

GROUP 5: MATHEMATICS
Mathematical Studies (SL)
Mathematical SL
Mathematical HL

Mathematical Studies (SL ONLY)

Description: The IB Diploma Programme Mathematical Studies course,
available in standard level only, is for students with varied
backgrounds and abilities. The course is designed to build confidence
and encourage an appreciation of mathematics in students who do not
anticipate a need for mathematics in their future studies. Math Studies
emphasizes the application of mathematics and a large section of the
content is on statistical techniques. Students who choose this course
are well prepared for careers or further studies in social sciences, humanities, languages
and arts. Students will be able to utilize statistics and the logical reasoning that they have
learned as part of this course.
Topics Studied:
Number and algebra: this topic introduces basic elements and concepts of mathematics
and links them to financial applications
Descriptive statistics: this topic aims to develop techniques to describe and interpret
sets of data in preparation for further statistical applications.
Logic, sets and probability: this topic aims to introduce students to the principles of
logic, to use the set theory and introduce probability by solving the likelihood of
random events.
Statistical applications: students will develop techniques in inferential statistics in
order to analyze sets of data, interpret and conclude. Topics link to other courses such
as biology and psychology.
Geometry and trigonometry: students will learn to draw clear diagrams in two
dimensions and to apply appropriate geometric and trigonometric techniques to
problem solving.
Mathematical models: Students will learn mathematical functions that can be used to
model practical situations. The graphic display calculator will be used extensively as
part of this topic.
Introduction to differential calculus: introduces the derivative of a function concept and
how to apply it to optimization and other problems.
IB Assessments:
External Assessment:
Paper 1 (1.5 hours) 15 short response questions with a graphic display calculator used
Paper 2 (1.5 hours) 6 extended response questions with a graphic display calculator used
Internal Assessment: The internal assessment is an individual project; a piece of written
work based on personal research involving the collection, analysis and evaluation of data.
Projects may involve modeling, investigations, applications or statistical surveys. Students
must demonstrate the ability to use mathematics learned during the course.

Mathematics Standard Level

Description: This course caters for students who already possess a
good knowledge of many mathematical concepts and who are
equipped with the skills needed to apply mathematical techniques
correctly. Many students taking Mathematics SL will expect to need a
sound mathematical background as they prepare for their future
studies. The course focuses on introducing important mathematical concepts through the
development of mathematical techniques. The intention is to introduce students to these
concepts in a comprehensible and coherent way, rather than insisting on the mathematical
rigour required for mathematics HL
Topics Studied:
Algebra: The aim of this topic is to introduce students to some basic algebraic concepts and
applications.
Functions and equations: Students will explore the notion of a function as a unifying theme
in mathematics, and to apply functional methods to a variety of mathematical situations. It
is expected that extensive use will be made of technology in both the development and the
application of this topic, rather than elaborate analytical techniques
Circular functions and trigonometry: Students will explore circular functions and solve
problems using trigonometry.
Vectors: this topic will provide a basic introduction to vectors that will include both
algebraic and geometric approaches.
Calculus: This topic will introduce students to the basic concepts and techniques of
differential and integral calculus and their applications.
IB Assessments:
External Assessment:
Paper 1: A non-calculator exam with one section of short response questions and a second
section with extended response questions
Paper 2: A graphic calculator is required for this exam and it has 2 sections with short
response and extended response questions
Internal Assessment:
Mathematical exploration: Students will select a topic of their own choosing to investigate
that may be a mathematical problem or a math issue connected to the real-world.

Mathematics Higher Level (HL)

Description: This course caters to students with a very strong
background in mathematics who are competent in a range of analytical
and technical skills. The majority of these students will be expecting to
include mathematics as a major component of their university studies,
either as a subject in its own right or within courses such as physics,
engineering and technology. Others may take this subject because they have a strong
interest in mathematics and enjoy meeting its challenges and engaging with its problems.
Topics Studied:
Algebra: The aim of this topic is to introduce students to some basic algebraic concepts and
applications.
Functions and equations: Students will explore the notion of a function as a unifying theme
in mathematics, and to apply functional methods to a variety of mathematical situations. It
is expected that extensive use will be made of technology in both the development and the
application of this topic, rather than elaborate analytical techniques
Circular functions and trigonometry: Students will explore circular functions and solve
problems using trigonometry.
Vectors: this topic will provide a basic introduction to vectors that will include both
algebraic and geometric approaches.
Calculus: This topic will introduce students to the basic concepts and techniques of
differential and integral calculus and their applications.
Selected option statistics and probability: This option allows students the opportunity to
approach statistics in a practical way, to demonstrate a good level of statistical
understanding and to interpret the given results.
IB Assessments:
External Assessments
Paper 1 (2 hours) No calculator allowed
Section A: short-response questions
Section B: extended-response questions
Paper 2 (2 hours) Graphic display calculator required
Section A: short-response questions
Section B: extended-response questions
Paper 3 (1 hour) Graphic display calculator required
Extended-response questions based mainly on the selected option (see topics studied)
Internal Assessment
Mathematical exploration: Students will select a topic of their own choosing to investigate
that may be a mathematical problem or a math issue connected to the real-world.

GROUP 6: THE ARTS

Music
Theatre Arts
Visual Arts

Music

Description: the aims of the Diploma Music course are to provide:

The exploration and study of music existing throughout the world.

A breadth of musical experiences whereby candidates will analyze,

identify, compare, and contrast a variety of musical genres

Support in developing creativity in knowledge, abilities, and

understanding of performance and composition
Assistance in developing awareness of the skill set required for holistic musicians.

All candidates are expected to develop and demonstrate skills and knowledge in the
following areas:
Performance (group or solo)
Composition
Musical contexts
Analysis of Music
Musical terminology and vocabulary
Music theory
Topics Studied:
Music history (styles, genres, context/time and place)
Theory (note reading, key centers, score reading, instrument identification)
Performance techniques
Compositional approaches.
All learning engagements/topics use the elements of music i.e. Pitch, Duration, Tone
Color, Texture, Dynamics and Expressive Techniques, and Structure.
IB Assessments:
Creating (3 compositions)
Performing (20min solo for HL, 20min group for SL)
Musical Links Investigation (2000 word script comparing works from two musical
cultures)
Listening analysis (3 hour listening exam)

Theatre Arts

Description:
Theatre arts will enable students to:

experience and participate in a wide and varied range of theatre

activities e.g. acting, lighting, sound, etc.

become familiar with styles of theatre from familiar and different

cultures
explore different theatre traditions (verbal and non-verbal) in their historical contexts
become reflective and critical practitioners in theatre
develop the confidence to explore, experiment and work individually and collaboratively on
innovative theatre projects
understand the dynamic, holistic and evolving nature of theatre and its relationship with
other arts

Topics Studied:
Theatre in the Making: Explore 2 different stimuli and develop 2 action plans of
performance based on them. Take part in devising, designing, presenting and watching.
Theatre in Performance: Perform at least 3 different roles in 3 different productions as
director, performer, designer or member of production team
Theatre in the World: Explore a range of different theatre and cultural practices around
the world. Study 2 contrasting practices in depth.
IB Assessments:
Research Investigation: Write a research essay on a theatre style that is unfamiliar to the
student. Outline how this style could be used to produce a play. SL: 1000-1750 words; HL:
2000-2500 words.
Practical Performance Proposal: Based on a stimulus provided by the teacher, students
must act as a director and outline and describe a proposal for staging a production. SL: 250
word proposal with supporting visuals; HL: 250 word proposal with supporting visuals as
well as a 1000-1250 word report.
Theatre Performance and Production Presentation: An oral presentation reflecting on skills
acquired/developed during the 2 year course. SL: A 20 minute oral presentation with 5-7
images; HL: A 30 minute oral presentation with 7-10 images.
Independent Project Portfolio: A written portfolio that details the process and development
of the independent project. SL: 2000 word portfolio; HL: 3000 word portfolio

Visual Arts
Description: in the DP Visual Arts course students will choose a broad
theme that will act as the lens through which they will explore a variety of
artistic mediums. Individual exploration of the Visual Arts through a
guided criteria is the focus of this course. This approach results in a unique
personal investigation and studio production where assessment focuses
on knowledge, understanding and application or expression of the topic
through various media, techniques and skills.
Visual Arts topics of study depend on a students selected theme, exploration and intention.
Most students use various drawing, painting, printmaking, textiles, 3-D form, ceramics and
digital mediums to develop their theme, skills and techniques.
Prerequisites: the IB does not recommend students take visual arts unless they have had
previous experience.
Topics Studied:
Art history
Contemporary artists
Ancient and modern cultures through
the window of the chosen theme
Art media (materials) and techniques
Art symbolism and criticism

The social constructs and context of

art
Art vocabulary
Meaning and interpretation of art

IB Assessments:
Investigation: Independent Research and Reflection - Each studio work investigation
includes the study of various artists, depending on the theme students have chosen. The
investigation reflects on different attempts or ideas, analyses various works and explore
choices, processes and results. This reflective process supports the studio production.
Studio Production- Similar to a final paper in other subjects, each studio work is assessed
based on successfully developing a visual message or idea as well as demonstrating an
awareness of oneself and other culture issues. Furthermore, development of ideas and
technical competence with various media will be assessed as will growth in the artistic
process. The ability to develop unique art and a demonstration of mastery as an artist is all
part of the assessment process.
HL students will typically complete 18 studio works during the 2 years of the program
while SL students produce 14 works. HL students are held to a higher standard of
assessment in both their investigation and studio work.

University Recognition and Preparation

For information on university recognition of the IB Diploma Programme and course

credits students can receive for DP courses visit:
www.ibo.org/recognition/university/index.cfm
University Guidelines:
Whether you are thinking of applying to universities in the UK, Canada, USA, Asia or
Europe, it is important to understand the entry requirements prior to choosing your
courses. Our goal is to match you with the most challenging courses for which you are
prepared be it you follow the Full IB Diploma or IB Diploma Courses.
Typically a Full IB Diploma enables you to enter 3 year degree programs in some countries
such as the UK, Australia, Asia and some universities in the US (if you earn credit for the HL
subjects you sit). IB Diploma Courses at the HL may provide you with waiver of first year
courses and give you credit at universities in the USA and Canada.
Choosing your Higher Level Courses should be based on your career interests, academic
strengths, where you plan on pursuing your degree (which country) and teacher approval.
Below is a guide for the top 8 university courses/majors. If you know you will be applying
to universities in the UK or Canada please make sure to review the university course
requirements prior to completing your course request form. Both the UK and Canada may
have universities with very specific course requirements. Meeting with your high school
counselor to help determine this will be helpful and welcome.
Medical and Veterinary Sciences
o HL Biology
o HL Chemistry
o Math HL or Math SL (not math studies)
Law and Politics, two of:
o HL History
o Economics
o Psychology
Engineering
o HL Physics
o HL/SL Chemistry
o HL Math (SL Math)

Architecture and Industrial Design

o HL Visual Arts
o HL/SL Design Technology
o HL/SL Physics
o SL Math (HL for highly selective universities)
Business and/or Economics
o HL Business and Management
o HL Economics
o SL Math (some universities accept Math Studies)
o Language B
Computer Science
o HL Math (some universities accept Math SL with score of 7)
Psychology
o HL Psychology
o HL/SL Biology or Chemistry
o SL Math or Math Studies

If you are not sure what you want to study yet that is perfectly okay. Choose courses that
you are strongest in and most interested in learning about for HL. You should do well on
them and your overall IB Predicted Grade should be strong.
What to do now:
Research university entry requirements
Talk to your current teachers about your potential to succeed in the subjects you are
thinking about taking
Talk to current DP1 and 2 students about the course demands
Talk to the teachers who teach the DP courses that interest you
Meet with your counselor
Your counselors have introduced you to Naviance our online university database and career
search. Make sure you complete the Do What You Are survey and the Career Inventory.
Completing both of these will help you in determining which subjects you are better
matched for.
What is Naviance and Family Connection?
Naviance Family Connection is a web-based service designed especially for students and
parents. GWA Counselors use Naviance extensively to assist students with college and
career planning, scholarships as well as the college application process.
Naviance Family Connection also lets Counselors Mrs. Thomas and Mr. Taskin share
information with you about meetings and events, local scholarship opportunities, and other
web resources for college and career information.
Family Connections has a multitude of functions including:
Learning styles inventory
Personality inventory

Maintain accomplishments and activities

Course, college and career planning
Scholarship and financial aid opportunities
University information, search and sort capabilities
Parent brag sheet

Grade 10 students just completed an online personality survey on Naviance called: Do

What You Are. Ask them to log in and show it to you!
The report from this survey will give students and parents a lot of very important
information about what kind of future career choices may be best suited for them and the
related college majors that apply to those careers.
A couple of questions you could use to get the conversation started:
1. What is one aspect of your personality type that came out on the assessment that you
would agree is true of you?
2. What is one job/career that this assessment identified that might be a real possibility
for your future?

University Preparation and the Diploma Programme

Universities consider the IB Diploma to be one of the most demanding secondary school
curricula, offering ideal preparation for post-secondary studies. A student's participation in
IB courses is, therefore, a very important consideration in admission decisions.
It is to a student's distinct advantage to have completed IB courses, but especially so if the
student is completing the IB Diploma.
If the student is to benefit during the admission process, it is essential for universities to
have the applicant's status as either an Full Diploma Student or at least a Diploma Courses
Student.
A Statement from The College and University Task Force (CURT) comprised of
university admissions officers from colleges and universities throughout North
America.
The DP and University Standards: Study Results
The results of this study clearly confirm the strong relationship between the IB
Programme and standards for college readiness and success. The IB standards
demonstrate a very high degree of alignment with the Knowledge and Skills for University
Success (KSUS) standards in all subject areas. In addition, many of the individual IB
standards are at a level more advanced than entry-level college courses. . In short,
students who participate successfully in IB should be well prepared to succeed in entrylevel college general education courses and in some cases to have already learned material
covered in such courses.
David Conley and Terri Ward, Educational Policy Improvement Center, Eugene, Oregon

IB learner profile
IB learner profile IB learn
IB learner prof
IB learner profile IB lear
IB learner profile
IB learner profile
IB learner profile IB lear
IB learner profil
IB learner profile
IB learner pro

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The aim of all IB programmes is to develop internationally minded people who, recognizing their
common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
As IB learners we strive to be:
We nurture our curiosity, developing skills for inquiry and
research. We know how to learn independently and with others.
We learn with enthusiasm and sustain our love of learning
throughout life.

We critically appreciate our own cultures and personal histories, as

well as the values and traditions of others. We seek and evaluate a
range of points of view, and we are willing to grow from the
experience.

We develop and use conceptual understanding, exploring

knowledge across a range of disciplines. We engage with issues
and ideas that have local and global significance.

We show empathy, compassion and respect. We have a

commitment to service, and we act to make a positive difference
in the lives of others and in the world around us.

We use critical and creative thinking skills to analyse and take

responsible action on complex problems. We exercise initiative in
making reasoned, ethical decisions.

We approach uncertainty with forethought and determination;

we work independently and cooperatively to explore new ideas
and innovative strategies. We are resourceful and resilient in the
face of challenges and change.

We express ourselves confidently and creatively in more than

one language and in many ways. We collaborate effectively,
listening carefully to the perspectives of other individuals and
groups.
We act with integrity and honesty, with a strong sense of fairness
and justice, and with respect for the dignity and rights of people
everywhere. We take responsibility for our actions and their
consequences.

We understand the importance of balancing different aspects of

our livesintellectual, physical, and emotionalto achieve
well-being for ourselves and others. We recognize our interdependence
with other people and with the world in which we live.
We thoughtfully consider the world and our own ideas and
experience. We work to understand our strengths and weaknesses
in order to support our learning and personal development.

The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like
them, can help individuals and groups become responsible members of local, national and global communities.
3

recognition

offers
academic
breadth
and depth

10

reasons
why the
ib diploma

programme

is
ideal
preparation
for university

From academic rigour to a compassionate

viewpoint, presenting an at-a-glance guide to why
higher education institutions are so enamoured of
Diploma Programme students

14 IBworld

We know graduates do well.

In 2011, figures from the UKs
Higher Education Statistics
Agency found that IB
graduates were much more
likely to be enrolled at one of
the top 20 higher education
institutions than entrants
holding other qualifications.
Studying six subjects means
students arent forced to
narrow their choices while
still at school, and can keep
university options open. That
doesnt come at the expense
of academic rigour, though.
IB Diploma Programme
students follow three
subjects at Higher Level,
where they receive 240
teaching hours in each. And
learning a second language
has been linked in studies to
a higher level of achievement
at both school and university.

2. Graduates

care about
more than
just results

The creativity, action, service

(CAS) requirement in the
Diploma Programme
encourages experiential
learning acquiring
knowledge through direct
experience. That could mean
anything from building new
homes in Africa to creating
a newspaper for your local
community. It gives students
a perspective on the world,
and the drive to plan their
own activities all skills that
help distinguish IB alumni
in the university admissions
process. As IB graduate
Gregoire-Francois Legault,
now studying at McGill
University in Canada, puts it:
While some see [CAS] at first
as a pain, most do way more
than the 150 required hours.

5. Universities
4. Its

a
genuinely
international
qualification

3. It

creates
independent
learners who
feel prepared

Every Diploma Programme

graduate will have written
an Extended Essay an
immersive research paper
of up to 4,000 words that
requires independent
research and excellent
organizational skills. A
2011 survey of university
admissions staff undertaken
by Cardiff University, UK
found they valued the
Extended Essays role in
developing cognitive,
research, writing and
communication skills. Dr
David Conley, Professor
of Educational Policy and
Leadership in the College of
Education at the University
of Oregon and founder
of the Educational Policy
Improvement Center, says
the IB exceeds standards
in critical thinking and
research skills required
for college-readiness in the
USA. And many Extended
Essays are presented at
admissions interviews,
to demonstrate students
analytical skills. Perhaps
all that college-readiness
is why research by SRI
International found the
graduation rate for IB
alumni after four and
six years studying in US
universities was higher
than the national average.

VSO/Shutterstock, VikaSuh/Shutterstock

1. It

Good study
habits create
learners who
hit the ground
running in
university

Major global challenges

require global solutions
and the Diploma
Programme aims to balance
local and national identity
with an international
mindset as part of its
commitment to building
a better future. Students
learn to see the world
from different cultural
perspectives, while learning
another language that will
help them communicate
with peers from different
backgrounds. Like all IB
programmes, the Diploma
Programme aims to
encourage students to
become internationally
minded people who
recognize their common
humanity and shared
guardianship of the planet,
explains Robert Harrison,
Curriculum Manager for
Continuum Development. IB
World Schools help students
engage in inquiry, action
and reflection on locally and
globally significant issues
across the curriculum. And
fittingly, the qualification is
internationally benchmarked,
allowing graduates to
continue their studies
anywhere in the world.

Learning
a second
language
has been linked
in many studies
to higher
achievement
at both school
and university

recognize it
and give
credit for it

The number of higher

education institutions
recognizing the Diploma
Programme grew 21 per
cent in 2011, backed by
a proactive campaign of
engagement, including
a range of professional
materials made available
on the official IB website
(www.ibo.org/recognition).
And IB students are at
an advantage with elite
institutions: in the US, IB
graduates are 21.4 per cent
more likely to be admitted
into 10 of the countrys most
prestigious universities,
including Harvard, Princeton,
Yale and Stanford.

9. Subjects
7. Youll

arent taught
in isolation

All that rigorous,

independent study leads
to vital organizational
techniques that only become
more important when
students reach university.
Good study habits create
learners who hit the ground
running in higher education.
The 2012 Chicago study
of Diploma Programme
students found that they
were able to set aside time
for homework and resist
going out with their friends
when they needed to study.

One of the main differences

between the Diploma
Programme and other
curricula is Theory of
Knowledge (ToK) classes
that encourage students to
make connections between
subjects and gain the skills
they need to become critical
thinkers and more effective
learners, rather than simply
repositories of knowledge.
But ToK is only part of the
picture: teachers in IB World
Schools are encouraged
to plan interdisciplinary
classes. Seeing connections
between subjects also helps
prepare students for higher
education studies, where
learning is becoming less
compartmentalized.

never need
to learn time
management

IB graduates were much more likely to be enrolled

at one of the top 20 higher education institutions
than entrants holding other qualifications
6. The

IB
encourages
critical
thinking

8. It

Students learn to look

beyond the facts: to analyse
sources, link one subject to
another and question the
consensus. Inquisitiveness
and interpretation are among
the key cognitive properties
of an IB education: a 2012
study of Diploma Programme
students in Chicago found
strong academic skills,
especially related to
analytical writing. Leading
thinkers such as Professor
Howard Gardner have
identified the ability to
reflect and critique as
vital to effective 21st
century learners.

Diploma Programme
assessments are summative,
largely taking place over
the two years of the
programme, focusing on
what students have learned
and their abilities, rather
than what they havent
learned or cant do. Testing
is rigorous, backed by highlevel evidence and is based
on performance against set
standards. As well as
helping give a true picture
of student performance, it
also assists universities in
the admissions process
with no grade inflation for
more than 30 years, the
Diploma Programme is a
reliable and internationally
consistent measure of
academic excellence.

assesses 10. And

more than
here are
examination 10 more
techniques
The IB learner profile offers 10

qualities underpinning the

Diploma Programme and the
learners who embrace it. From
open-minded to balanced,
they form a framework for
an international education
that goes much deeper in
meeting the needs of
a changing world.

Use
this article in
your school.
Download a PDF or
JPEG version from
www.ibo.org/ibworld
IBworld 15

Diploma Programme

General regulations:
Diploma Programme
For students and their legal guardians

Diploma Programme
General regulations: Diploma Programme

Published March 2011

International Baccalaureate
Peterson House, Malthouse Avenue, Cardiff Gate
Cardiff, Wales GB CF23 8GL
United Kingdom
Phone: +44 29 2054 7777
Fax: +44 29 2054 7778
Website: http://www.ibo.org
International Baccalaureate Organization 2011
The International Baccalaureate (IB) offers three high quality and challenging
educational programmes for a worldwide community of schools, aiming to create
a better, more peaceful world.
The IB is grateful for permission to reproduce and/or translate any copyright
material used in this publication. Acknowledgments are included, where
appropriate, and, if notified, the IB will be pleased to rectify any errors or omissions
at the earliest opportunity.
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted, in any form or by any means, without the prior
written permission of the IB, or as expressly permitted by law or by the IBs own
rules and policy. See http://www.ibo.org/copyright.
IB merchandise and publications can be purchased through the IB store at
http://store.ibo.org. General ordering queries should be directed to the sales and
marketing department in Cardiff.
Phone: +44 29 2054 7746
Fax: +44 29 2054 7779
Email: sales@ibo.org

I General
Article 1: Scope
1.1

The International Baccalaureate Organization (hereinafter the IB Organization) is a foundation

that has developed and offers three programmes of international education entitled the Primary
Years Programme (PYP), the Middle Years Programme (MYP) and the Diploma Programme (DP). It
authorizes schools to offer one or more of these programmes to their students.

1.2 An IB World School (hereinafter school) is a school that has been authorized by the IB Organization
to offer one or more of its programmes.
1.3 This document describes the regulations that apply to the Diploma Programme and is intended for
schools, students and their legal guardians.
1.4 When used herein the term legal guardians encompasses parents and individuals with guardianship
of any IB student enrolled in the Diploma Programme. If a student (hereinafter candidate(s)) is of
legal age, the schools duties towards legal guardians specified herein also apply to the candidate.

Article 2: Role and responsibilities of schools

2.1 In addition to articles in these General regulations: Diploma Programme (hereinafter general
regulations), schools must comply with the Rules for IB World Schools: Diploma Programme, which are
detailed in a separate document, and with the administrative requirements detailed in the Handbook
of procedures for the Diploma Programme (hereinafter handbook), which is the handbook for Diploma
Programme coordinators and teachers and is supplied to schools by the IB Organization.
2.2 The IB Organization has developed the Diploma Programme as a pre-college/university programme
aimed at candidates in the 16-19 age range. The Diploma Programme is designed to lead to the
International Baccalaureate Diploma (hereinafter IB diploma) or a certificate of results (hereinafter
certificate) for subjects forming part of the Diploma Programme.
2.3 The IB Organization sets the curriculum and assessment requirements leading to the award of the IB
diploma or a certificate and is the sole organization entitled to award IB diplomas and certificates. The
IB diploma or a certificate is awarded to candidates who have satisfied the assessment requirements
in accordance with these general regulations and the administrative requirements detailed in the
handbook. Schools must comply with the details, deadlines and procedures stated in the handbook
for the relevant examination session.
2.4 To qualify for the award of the IB diploma a candidate must follow the course of study and assessment
for the Diploma Programme. To qualify for a certificate the candidate must follow the course of study
and assessment for the subject(s) selected. In addition to subject requirements, the IB diploma has
further requirements (collectively known as the core) of an extended essay and theory of knowledge
(hereinafter TOK), as well as activities known as creativity, action, service (hereinafter CAS) that
are not assessed. Subjects that comprise the Diploma Programme include both internal and external
assessment.
2.5 Because the IB Organization is not a teaching institution and does not provide teaching services to
candidates, the Diploma Programme is implemented and taught by IB World Schools. The schools are
entirely independent from the IB Organization and are solely responsible for the implementation and
quality of teaching of the Diploma Programme, whether courses are provided solely in the classroom
or by means of a combination of classroom-based and online courses, provided that such online
courses are offered through the engagement of an IB-approved online course provider.
2.6 Schools are responsible for informing candidates and legal guardians regarding the general
characteristics of the Diploma Programme and how the school implements it. Additionally, schools
must inform candidates and legal guardians of the services offered by the IB Organization and any
restrictions or prohibitions that apply to the Diploma Programme.

General regulations: Diploma Programme

2.7 Schools are responsible for appointing a Diploma Programme coordinator to manage the implementation of the programme in the school and for identifying an appropriate contact person who
will be available when results are issued to ensure that all candidates receive their results, request the
enquiry upon results service on their behalf and/or register them for the forthcoming examination
session, if the coordinator is not available for that purpose. Before submitting an enquiry upon results
that may result in a change of grade for a candidate, the school must first obtain the consent of the
candidate or his/her legal guardian.
2.8 Schools are responsible for ensuring that candidates comply with all assessment requirements for the
Diploma Programme. Non-compliance with these requirements can lead to the disqualification of
candidates registered by the school.
2.9 The IB Organization cannot guarantee that a school will remain capable and willing to implement
the Diploma Programme. Consequently, schools bear sole responsibility towards candidates and
legal guardians if, for any reason, a schools authorization to implement the Diploma Programme is
withdrawn by the IB Organization or a school decides to terminate its authorization.

Article 3: Candidates and their legal guardian(s)

3.1

Except where provided otherwise in these general regulations or the handbook, candidates and
their legal guardian(s) must use the schools Diploma Programme coordinator as the intermediary for
any communication with the IB Organization. If either a candidate or his/her legal guardian(s) has a
question about the general characteristics of the Diploma Programme or how the school implements
it, they must raise the matter with the schools Diploma Programme coordinator.

3.2 Candidates, whether for the diploma or for certificate(s), must complete all requirements for the
Diploma Programme within the two-year period of the programme.
3.3 Candidates are required to act in a responsible and ethical manner throughout their participation in
the Diploma Programme and must be in good standing at the school at the time of the examinations.
3.4 The IB Organization is entitled to refuse to mark or moderate assessment material if a candidate
has acted in an irresponsible or unethical manner in connection with that part of assessment for
the Diploma Programme, for example if a candidate includes offensive or obscene material that is
unrelated to the content of the assessment. In such cases the final award committee is entitled to
award a mark of zero for the component or part(s) of the component that are not marked or moderated
due to such irresponsible or unethical behaviour.

Article 4: Equal opportunities statement

It is the policy of the IB Organization to make its curriculum and assessment available to all candidates
from IB World Schools who have fulfilled the schools academic requirements to be registered for an IB
examination session. No candidate will be excluded by the IB Organization on the grounds of nationality,
ethnicity, culture, gender, sexual orientation, religious affiliation or disability. The IB Organization will make
all reasonable efforts to enable candidates to participate in its assessments.

Article 5: Recognition of the IB diploma

The IB Organization actively promotes wide recognition and acceptance of the IB diploma as a basis for
exit of secondary/high school education and/or entry to courses at universities and other institutions of
higher/further education, but the requirements of individual institutions and the relevant authorities
of a country are subject to change beyond the IB Organizations control. The IB Organization, therefore,
does not guarantee recognition of IB diplomas or certificates and does not accept responsibility for the
consequences of any change of practice by a university or other institution or relevant authorities in a
country. Consequently, candidates and legal guardians bear the sole responsibility for verifying the entry
requirements of the universities and other institutions of higher/further education to which they are
interested in applying.

General regulations: Diploma Programme

Article 6: Property and copyright in materials produced by candidates

6.1 Candidates produce materials in a variety of forms that are submitted to the IB Organization as part of
the assessment requirements. These assessment materials (hereinafter materials) include all forms
of written work, audio and visual materials, computer programs and data and, in certain cases, may
contain images of the candidates.
6.2 Candidates retain copyright in all materials submitted for assessment purposes, but by submitting
those materials, subject to article 6.4, candidates thereby grant the IB Organization a non-exclusive,
charge-free, worldwide licence, for the duration of the statutory copyright protection, to reproduce
submitted materials in any medium for assessment, educational, training and/or promotional
purposes relating to the IB Organizations activities, or to those related activities of which it approves.
Such licence shall become effective from 1 June following the May examinations and 1 December
following the November examinations.
6.3 Where the IB Organization uses these materials for purposes other than assessment, it may modify,
translate or otherwise change them to meet particular needs and will anonymize them before
publication in print or in electronic form. If the purpose of the publication is to focus on work of
a particularly high standard the candidate and school may be identified and the school informed
beforehand.
6.4 Under exceptional circumstances a candidate may withdraw the licence referred to in article 6.2 for
a specific piece of work. In such case the IB Organization must be notified in accordance with the
procedure described in the relevant handbook. The candidate must submit a written notification to
the schools Diploma Programme coordinator, who has the duty to inform the IB Organization by the
due date. In these cases the IB Organization will use the material only for assessment purposes.
6.5 For assessment purposes, the IB Organization may electronically scan or reproduce submitted
materials in different media, such as photographing works of art. It may also copy materials in the
same medium, such as printing or photocopying examination scripts and essays. These materials
are either internally assessed by teachers in the schools (whose marks are moderated) or externally
assessed by IB examiners. Wherever the materials are held during their assessment, for example by the
school or a third party, they are always held on behalf of the IB Organization.
6.6 All materials submitted to the IB Organization for assessment, whether in the hands of a school, an
examiner or a third party acting on behalf of the IB Organization, become the property of the IB
Organization, which, once the assessment is complete, is entitled to retain the materials for recordkeeping purposes or to destroy them according to its needs. Candidates are entitled to request the
return of their externally assessed work, including a copy of their examination scripts, provided such
application is made for a May session by 15 September in the same year and for a November session
by 15 March of the following year. In all cases, to be valid, the application must be submitted to the IB
Organization by the schools Diploma Programme coordinator according to the procedures stated in
the handbook.

Article 7: Use of student data

The IB may use data in ways relevant to carrying out its legitimate purposes and functions, such as research
on IB students success in colleges and universities, and will take due care in the use, collection and storage
of data and do its utmost to keep all data accurate, timely and secure.

General regulations: Diploma Programme

II The Diploma Programme

Article 8: Content of the Diploma Programme
8.1 Candidates for the IB diploma must satisfy assessment requirements in six subjects and the core. All
higher level subjects, the core and at least one standard level subject must be taught over the two
years of the programme. Up to two standard level subjects may be taught, should circumstances
require, during the first year and assessed at the end of that first year as anticipated subjects. It is also
permissible, should circumstances require, to teach one standard level subject during the first year
and one standard level during the second year, with assessment requirements met at the end of each
corresponding year. Languages ab initio and pilot subjects must be taught over the two years of the
programme.
8.2 The six subjects must be selected from six groups as described in the relevant handbook for the
examination session, at least three and not more than four subjects being offered at higher level
and the others at standard level. Recommended teaching time is 240 hours to complete higher level
courses and 150 hours to complete standard level courses.
8.3 In addition to the six subjects, candidates must complete the following core requirements:
a.

Take a course in, and complete the required assessment in, TOK, for which the IB Organization
recommends at least 100 hours of teaching over the two-year period of the Diploma Programme.

b.

Complete the programme of CAS activities, for which the IB recommends at least 150 hours for
the combination of activities.

c.

Complete and submit for assessment an extended essay in a subject available for this purpose.
Work on the essay, which is expected to occupy approximately 40 hours, must be done under
the direct supervision of a teacher at the school who has appropriate qualifications and/or
experience in the subject chosen by the candidate and is familiar with the Diploma Programme.

8.4 The IB Organization may develop new subjects on a pilot basis, which a limited number of schools may
offer on the understanding that the syllabus content and assessment methods may change during
the lifetime of the syllabus. A pilot subject must be taught over the two years of the programme and
therefore cannot be taken as an anticipated subject.
8.5 A transdisciplinary subject meets the requirements of two groups through a single subject. A further
subject must then be chosen to meet the requirement of six subjects for the diploma. The additional
subject may be chosen from any group, including one already covered by the transdisciplinary subject.
8.6 A school-based syllabus (hereinafter SBS) may be designed by a school according to its own needs
and teaching resources and is developed in consultation with and approved by the IB Organization.
A SBS may only be offered at standard level. Only schools that have already entered candidates for
two Diploma Programme examination sessions may offer a SBS. The syllabuses are subject to periodic
review and have to be approved by the IB Organization before teaching can commence. Subject to
the appropriate group criteria being satisfied, a SBS may be authorized as an alternative to a subject
in groups 2, 3, 4 or 6. In such circumstances an individual candidate may use the subject to fulfill the
requirements of either group, but not both. No candidate may be registered for more than one SBS, or
for a SBS and a pilot subject for the IB diploma. A SBS cannot contribute to a bilingual diploma.
8.7 If the special conditions of entry into an institution of higher/further education require an IB diploma
candidate to offer a choice of subjects different from that specified in the current handbook, a
candidate may be allowed to make a reasonable substitution on presentation of appropriate university
documentary evidence to the IB Organization. This is referred to as a non-regular diploma and the
combination of subjects must be authorized by the IB Organization.

General regulations: Diploma Programme

Article 9: Extended essays

9.1

Only candidates registered under the diploma or retake categories may submit an extended essay.
Retake candidates wishing to improve the grade for their extended essay may submit either a revised
or new extended essay. A new extended essay can be registered in the same or in a different diploma
subject. However, if a retake candidate is submitting a new or revised extended essay in the session six
months after the session in which an extended essay was submitted, it must be registered in the same
diploma subject.

9.2 It is the schools responsibility to ensure that each candidate submitting an extended essay is
supervised by a teacher at the school with appropriate qualifications and/or experience in the diploma
subject chosen by the candidate. Neither a relative of the candidate nor a person who is not a teacher
at the school may undertake the role of the supervisor.
9.3 An extended essay must be registered for one of the Diploma Programme subjects listed in the
handbook as available for the relevant examination session. A candidate need not submit an extended
essay in a subject that has been selected as one of that candidates six diploma subjects, subject to the
approval of the school.
9.4 A candidate who is studying a language A literature SL as a school-supported, self-taught subject is
not permitted to register for an extended essay in that subject.
9.5 Extended essays in group 2 are intended for language acquisition learners. Candidates are not
permitted to submit a group 2 extended essay in their group 1 language(s).

Article 10: Response languages

10.1 Candidates must write their examinations and other forms of assessment in subjects in groups 3, 4, 5
and 6 of the Diploma Programme in English, French or Spanish as the response language. Assessed
work in TOK and the extended essay must also be presented in English, French or Spanish, except
that an extended essay in a group 1 or group 2 subject must be written in the language of the subject
chosen. However, an extended essay in Latin or classical Greek (group 2) must be written in English,
French or Spanish.
10.2 The same response language must be used for all components of a subject.
10.3 For certain IB projects offering alternative response language, candidates may be permitted to write
their examinations and other forms of assessment in languages other than English, French or Spanish,
in groups 3 and 4, TOK and the extended essay. If the conditions detailed in article 14 are met, this will
lead to the award of a bilingual diploma.

III Assessment
Article 11: Candidate registration
11.1 A candidate for the IB diploma or certificate must be registered by a school for each intended
examination session and must take the requisite courses and assessments at that school. The school
must complete the registration requirements on behalf of the candidate and pay the related fees by
the relevant deadlines. It is the responsibility of the school to ensure that candidates are registered
correctly for an examination session.
11.2 A school may accept an external candidate from another IB school if the school that the candidate
normally attends does not offer a particular IB subject. However, all academic and administrative
responsibility for that candidate will remain with the school that has registered or will register that
candidate for an IB Diploma Programme examination session. The candidate must not be registered
by both schools, unless advised to do so by the IB Organization. Similarly, in the case of a retake
candidate, the school at which he or she is registered must accept all academic and administrative

General regulations: Diploma Programme

responsibility for that candidate and cannot delegate it elsewhere. In this case the course need not
be taught or followed at the registering school. Candidates taking online courses are subject to the
conditions specified in the current handbook.
11.3 The following categories of registration are available.
a.

Anticipated: for candidates intending to complete the requirements for one or two standard
level subjects (excluding languages ab initio and pilot subjects) at the end of their first year of
the Diploma Programme.

b.

Diploma: for candidates intending to complete the requirements for the award of an IB diploma.

c.

Certificate: for candidates taking one or more subjects who are not seeking the award of the IB
diploma.

d.

Retake: for previous IB diploma candidates who are seeking to improve on their results. The
highest grade for a subject will contribute towards the IB diploma.

11.4 A subject or subjects taken by a candidate in addition to the six subjects for the IB diploma cannot
contribute to the award of an IB diploma. Similarly, a certificate subject that was not taken as a subject
in addition to the six subjects for the IB diploma cannot subsequently contribute to the award of an IB
diploma.
11.5 At the discretion of the school, a certificate candidate may pursue the course in TOK, undertake an
extended essay and/or engage in CAS, but the IB Organization will not accept the registration of
certificate candidates for these IB diploma requirements.

Article 12: Grades

Performance in each subject is graded on a scale of 1 point (minimum) to 7 points (maximum). For the IB
diploma, a maximum of 3 points is awarded for combined performance in TOK and the extended essay. The
maximum total Diploma Programme points score is 45.

Article 13: Award of the IB diploma

13.1 All assessment components for each of the six subjects and the additional IB diploma requirements
must be completed in order to qualify for the award of the IB diploma, except under the conditions
stipulated in articles 23 and 24 of these regulations.
13.2 If a diploma candidate is awarded a grade E for TOK or a grade E for the extended essay, the candidate
must achieve 28 points or more to be eligible for the diploma. However, if a candidate is awarded an
E for both TOK and the extended essay requirement, the candidate will not qualify for the diploma
regardless of the total number of points achieved.
13.3 The IB diploma will be awarded to a candidate whose total score is 24, 25, 26 or 27 points, provided all
the following requirements have been met.

a.

Numeric grades have been awarded in all six subjects registered for the IB diploma.

b.

All CAS requirements have been met.

c.

At least a grade D has been awarded for both TOK and the extended essay.

d.

There is no grade 1 in any subject.

e.

There is no grade 2 at higher level.

f.

There is no more than one grade 2 at standard level.

g.

Overall, there are no more than three grades 3 or below.

h.

At least 12 points have been gained in higher level subjects (candidates who register for four
higher level subjects must gain at least 16 points at higher level).

General regulations: Diploma Programme

i.

At least 9 points have been gained on standard level subjects (candidates who register for two
standard level subjects must gain at least 6 points at standard level).

j.

The candidate has not been found guilty of malpractice by the IB Organization.

13.4 The IB diploma will be awarded to a candidate whose total score is 28 points or above, provided all the
following requirements have been met.
a.

Numeric grades have been awarded in all six subjects registered for the IB diploma.

b.

All CAS requirements have been met.

c.

Grades A (highest) to E (lowest) have been awarded for both TOK and an extended essay, with a
grade of at least D in one of them.

d.

There is no grade 1 in any subject.

e.

There is no more than one grade 2 at higher level.

f.

There are no more than three grades 2 at standard level.

g.

Overall, there are no more than three grades 3 or below.

h.

At least 11 points have been gained on higher level subjects (candidates who register for four
higher level subjects must gain at least 14 points at higher level).

i.

At least 8 points have been gained on standard level subjects (candidates who register for two
standard level subjects must gain at least 5 points at standard level).

j.

The candidate has not been found guilty of malpractice by the IB Organization.

13.5 A maximum of three examination sessions is allowed in which to satisfy the requirements for the
award of the IB diploma. The examination sessions need not be consecutive.

Article 14: Form of the IB diploma

14.1 Successful IB diploma candidates will receive an IB diploma and a document (diploma results) listing
the total IB diploma points score, the subject grades, the completion of all CAS requirements and any
points awarded and individual grades for the combination of TOK and the extended essay.
14.2 A bilingual diploma will be awarded to a successful candidate who fulfills one or more of the following
criteria.
a.

Completion of two languages selected from group 1, with the award of a grade 3 or higher in
both.

b.

Completion of one of the subjects from group 3 or group 4 in a language that is not the same
as the candidates group 1 language. The candidate must attain a grade 3 or higher in both the
group 1 language and the subject from group 3 or 4.

14.3 Pilot subjects in groups 1, 2, 3 or 4, and transdisciplinary subjects, can contribute to the award of a
bilingual diploma. A SBS cannot contribute to a bilingual diploma.
14.4 A subject or subjects taken by a candidate in addition to the six subjects for the diploma cannot
contribute to the award of a bilingual diploma.

Article 15: Form of a certificate

Certificate candidates receive a certificate (a certificate of results) indicating the results obtained in individual
subjects. An IB diploma candidate who fails to satisfy the requirements for the award of an IB diploma will
receive a certificate indicating the grades obtained in individual subjects, together with results in TOK and
the extended essay and the completion of all CAS requirements, as appropriate.

General regulations: Diploma Programme

Article 16: Assessment by examiners

Examiners appointed by the IB Organization mark candidates work in Diploma Programme examinations
and other forms of external assessment using common markschemes or assessment criteria. This external
assessment is complemented by the internal assessment, which is other required work marked by teachers
and moderated by examiners.

Article 17: Enquiry upon results

17.1 A candidates assessment material may be re-marked and/or returned to the school (in electronic
format or as a photocopy) as part of the enquiry upon results service, the details and fees for which
are specified in the relevant handbook. The categories and conditions of this service are subject to
change and therefore are in accordance with the details given in the handbook for the examination
session concerned.
17.2 Re-marking a candidates assessment material may lead to a higher or a lower grade for the subject.
Therefore, before submitting a request for an enquiry upon results service that may result in a change
of grade, the school must obtain the consent of the candidate(s) or his/her legal guardian(s).
17.3 If a candidate believes the process leading to the grade upon re-marking did not respect the
procedures defined in these general regulations and/or the handbook, the schools Diploma
Programme coordinator may request on behalf of the candidate a review by the assessment director,
or his/her nominee, of the assessment. A fee is payable to the IB Organization by 31 December
following a May session and 30 June following a November session. Before requesting a review, the
school must obtain the consent of the candidate(s) or his/her legal guardian(s).
17.4 Beyond the re-marking and review process defined in article 17, the candidate is not entitled to request
a reconsideration of the assessment. However, the candidate is entitled to submit an appeal under the
conditions defined in article 30.

Article 18: IB final award committee

18.1 The IB final award committee is the body that formally awards the IB diplomas and certificates on the
basis of the grades determined by grade award procedures.
18.2 The final award committee consists of representatives of the IB Board of Governors, of the examining
board and of senior IB staff, and is chaired by the chair of the examining board.
18.3 The final award committee may delegate decisions on alleged breaches of regulations to a subcommittee, but the final award committee is the body that has authority to make the final decision in
all special cases with respect to the award of IB diplomas and certificates.

IV Special cases
A: Special circumstances
Article 19: Candidates with special needs
A special need is any permanent or temporary diagnosed need that could put a candidate at a disadvantage
and prevent him or her from being able to demonstrate their skills and knowledge adequately.

Article 20: Applicable procedure for candidates with special needs

20.1 Although the IB Organization is able to offer guidance on special needs, the school is responsible for
carefully considering the options available to candidates and must be aware of any barriers that may
deny access to any part of the Diploma Programme.
20.2 Special needs must be reported by the candidate or his/her legal guardian to the schools Diploma
Programme coordinator before the candidate starts the programme, with appropriate professional

General regulations: Diploma Programme

documentation. Temporary special needs resulting from illness or accident must be reported to
the Diploma Programme coordinator as soon as possible after they arise, together with supporting
professional documentation and other relevant information.
20.3 If a candidate with a special need requires special assessment arrangements, the Diploma Programme
coordinator must make such necessary arrangements and, where appropriate, request authorization
for special arrangements from the IB Organization according to procedures stated in the handbook.

Article 21: Candidates affected by adverse circumstances

Adverse circumstances are defined as those beyond the control of the candidate that might be detrimental
to his or her performance, including severe stress, exceptionally difficult family circumstances, bereavement,
disruption during examinations or events that may threaten the health or safety of candidates. The same
circumstances may affect a group of candidates or all candidates within a school. Adverse circumstances do
not include shortcomings on the part of the school at which the candidate is registered.

Article 22: Applicable procedure for candidates affected by adverse circumstances

22.1 Any application for special consideration in cases of adverse circumstances must be submitted to the
IB Organization by the schools Diploma Programme coordinator on behalf of the candidate(s). The
application must be received within ten days of the completion of the final assessment component
of the subject concerned and must be supported by a statement written by the Diploma Programme
coordinator as well as by appropriate evidence.
22.2 If the final award committee accepts that the performance of a candidate(s) has been affected by
adverse circumstances, the committee may give special consideration to the case, provided that this
would not give an advantage in comparison with other candidates.

Article 23: Candidates with incomplete assessment

Incomplete assessment exists when a candidate has not submitted one or more components of the
assessment requirements in the subject.

Article 24: Applicable procedure for candidates with incomplete assessment

24.1 Any application for special consideration in cases of incomplete assessment must be submitted to
the IB Organization by the schools Diploma Programme coordinator on behalf of the candidate. The
application must be received within ten days of the completion of the final assessment component
of the subject concerned and must be supported by a statement written by the Diploma Programme
coordinator as well as by appropriate evidence.
24.2 In cases of incomplete assessment in a subject, the final award committee may, at its discretion, award
a grade for the subject if both of the following circumstances are established.
a.

An acceptable reason is provided by the school for the incomplete assessment being beyond
the candidates control, such as illness or injury, the death or funeral of a close relative, or
unavoidable attendance at a hospital or law court.

b.

The candidate has submitted sufficient work, leading to at least 50% of the total marks available
in that subject and including an externally assessed component.

24.3 If the foregoing conditions are fulfilled, marks for the missing component(s) will be calculated using
a procedure based on the candidates marks for completed components and on the distribution of
marks of other candidates in the same subject.
24.4 The grounds for incomplete assessment, such as forced school closure during the written examinations
in May or November, may affect a group of candidates or all candidates in the school. In a case where
more than one candidate is affected the final award committee will give the same consideration to all
candidates.

General regulations: Diploma Programme

B: Academic infringements
Article 25: Definition of an academic infringement
There can be instances where work submitted by a candidate for assessment contravenes the standard
academic practice of clearly acknowledging all ideas and words of other persons without the candidate
having made a deliberate attempt to gain an unfair advantage, for example where a candidate has not
used some means of indicating a quotation, but has cited the source of the text in the bibliography or in a
footnote. The final award committee may designate a case of this type as an academic infringement and not
as malpractice.

Article 26: Applicable procedure for academic infringements

If the final award committee decides that an academic infringement has been established, no marks will be
awarded for the component or part(s) of the component. The candidate will still be eligible for a grade in the
subject or IB diploma requirement concerned. The head of school will be notified that this action has been
taken. The case will not be recorded as malpractice.

C: Malpractice
Article 27: Definition of malpractice
The IB Organization defines malpractice as behaviour that results in, or may result in, the candidate or any
other candidate gaining an unfair advantage in one or more assessment components. Malpractice includes
the following.
a.

Plagiarism: this is defined as the representation of the ideas or work of another person as the
candidates own.

b.

Collusion: this is defined as supporting malpractice by another candidate, as in allowing ones work to
be copied or submitted for assessment by another.

c.

Duplication of work: this is defined as the presentation of the same work for different assessment
components and/or IB diploma requirements.

d.

Any other behaviour that gains an unfair advantage for a candidate or that affects the results of
another candidate (for example taking unauthorized material into an examination, misconduct during
an examination, falsifying a CAS record, disclosure of information to and receipt of information from
candidates about the content of an examination paper within 24 hours after a written examination).

Article 28: Applicable procedure for malpractice

28.1 The schools Diploma Programme coordinator must inform the IB Organization if he or she identifies
any malpractice (for example, plagiarism) in relation to a candidates work after the candidate has
signed the cover sheet to the effect that it is his or her own work and constitutes the final version
of that work. In such cases, or when an examiner or the IB Organization suspects malpractice, the
school will be required to conduct an investigation and provide the IB Organization with relevant
documentation concerning the case. If questions arise about the authenticity of a candidates work
before the cover sheet has been signed, that is, before the work has reached its final stage, the
situation must be resolved within the school.
28.2 Candidates suspected of malpractice will be invited, through the schools Diploma Programme
coordinator, to present a written explanation or defence.
28.3 Cases of suspected of malpractice will be presented to the final award committee, or a sub-committee
of the final award committee. After reviewing all evidence collected during the investigation, the
committee will decide whether to dismiss the allegation, uphold it or ask for further investigations to
be made.

10

General regulations: Diploma Programme

28.4 If the final award committee deems evidence of malpractice insufficient, the allegation will be
dismissed and a grade will be awarded in the normal way.
28.5 If the final award committee decides that a case of malpractice has been established, no grade will be
awarded in the subject(s) concerned. No IB diploma will be awarded to the candidate, but a certificate
will be awarded for other subject(s) in which no malpractice has occurred. The candidate will normally
be permitted to register for future examination sessions, which may include the session that follows
six months later if the relevant registration deadlines are met.
28.6 If a case of malpractice is very serious, the final award committee is entitled to decide that the
candidate will not be permitted to register for any future examination session.
28.7 If the candidate has already been found guilty of malpractice in a previous session, this will normally
lead to disqualification from participation in any future examination session.
28.8 An IB diploma, or a certificate, may be withdrawn from a candidate at any time if malpractice is
subsequently established.

VII Decisions of the final award committee

Article 29: Reconsideration
29.1 The reconsideration of final award committee decisions does not include the review of the assessment
of candidates work, such process being regulated by the enquiry upon results procedure defined in
article 17.
29.2 Final award committee decisions are only open to reconsideration if the candidate establishes the
existence of facts that were unknown to the final award committee when making its original decision.
To be admissible the request for reconsideration must:
a.

be filed by the candidate or his/her representative via the schools Diploma Programme
coordinator, who must inform the head of school

b.

be received by the IB Organization from the school within three months of the date of the
original decision by the final award committee

c.

contain a full description of the new facts invoked and reasons for which a reconsideration is
being requested

d.

contain the name and address of the candidate or his/her representative to whom the IB
Organization may send all communications and decisions concerning the request.

29.3 All requests for reconsideration will be examined and decided by a sub-committee of the final
award committee. The sub-committee will comprise at least the chair of the final award committee,
a member of the examining board and the assessment director, assessment operations director or
academic director, all of whom must have served on the final award committee for the examination
session to which the reconsideration relates.
29.4 The sub-committee is entitled to refuse to reconsider the matter if it deems that the request is not
based on new facts. If the sub-committee refuses to reconsider the matter it will inform the candidate
or his/her representative at the address indicated in the request, with a copy to the Diploma
Programme coordinator.

General regulations: Diploma Programme

11

29.5 If the sub-committee accepts to reconsider the matter it may ask the candidate and/or the school
for whatever additional explanations and evidence it deems useful but will not be obliged to
accept further written submissions by the candidate and will not hear the candidate orally. The subcommittee will render its decision upon reconsideration, in principle, within one month of the date
that the IB Organization receives the request for reconsideration.
29.6 The sub-committees decision upon reconsideration will contain summary reasons and will be notified
by the IB Organization to the candidate or his/her representative at the address in the request, with a
copy to the Diploma Programme coordinator.

Article 30: Appeals

30.1 In cases where a request for reconsideration is possible, as defined under article 29, the reconsideration
must precede any appeal.
30.2 Subject to article 30.1, appeals are possible against any decision of the final award committee and
against any decisions upon review of the re-marking of a candidates assessment material, as defined
under article 17.3, but only on the grounds that the procedures defined in these general regulations
and/or the handbook, and which led to the decision of the final award committee being appealed,
were not respected.
30.3 The appeals panel is formed of three members: one member independent from the IB Organization,
the chair or vice-chair of the examining board and a chief examiner who was not on the final award
committee, or sub-committee of the final award committee, that made the decision being appealed.
The head of assessment operations, or his/her nominee, will act as the secretary of the appeals panel,
without being involved in making any decision.
30.4 The independent member is appointed on an annual basis and will not have been a Diploma
Programme teacher or examiner, or an employee of the IB Organization at any time during the past
five years.
30.5 The panel makes its decisions based on the views of the majority of the three members. The
independent member will act as chairperson of the panel and will make the decision alone if a majority
decision cannot be reached.
30.6 The appeal must be lodged using a form of recorded delivery and be addressed to the head of
assessment operations at the IB Organization. It must be lodged within one month from the date the
candidate received the decision being appealed.
30.7 The appeal must contain, in English:
a.

the name, postal address, telephone number and email address of the appellant

b.

a statement of all the facts and the reasons for the appeal

c.

the appellants request for relief

d.

a copy of the decision being appealed

e.

all written evidence on which the appellant intends to rely

f.

any request for the holding of a hearing and for the examination of (a) witness(es).

30.8 Upon receiving the appeal, the IB Organization will request a non-reimbursable handling fee that
must be paid before the appeal procedure begins.
30.9 The appeals panel will begin by issuing directions regarding how the procedure will be run. Subject
to the panel respecting due process and to it holding a hearing if so requested by the appellant, the
panel will be free to determine how the procedure is to be run. The panel may ask both the appellant
and the final award committee to submit clarifications and information. Any hearing that takes place
shall be held on the premises of an IB Organization office, the location of which will be determined by
the IB Organization, and will be held on a date fixed by the panel after consultation with the appellant.

12

General regulations: Diploma Programme

30.10 The procedure is in English. The appellant may, at his/her own expense, be represented by legal
counsel.
30.11 In making its determinations on issues in dispute, the appeals panel will base its decision on what it
deems most probable in light of the evidence (balance of probabilities) and it will make its decision on
the basis of these general regulations and principles of fairness, without applying any rules of law.
30.12 The panel will issue a written, dated and signed final decision with summary reasons, in principle,
within three months of the date that the IB Organization received the appeal. The IB Organization will
notify the final decision to the appellant, with a copy to the head of school.

VII Final provisions

Article 31: Governing law
Swiss law governs these general regulations and all other procedures relating to the assessment
requirements.

Article 32: Arbitration

Any dispute arising from or in connection with these general regulations and/or handbook that has not
been finally resolved by means of the reconsideration or appeal procedures defined in articles 29 and 30 of
these general regulations, or which is not subject to those procedures, shall be finally settled by arbitration,
taking place in and in accordance with the rules applicable in Geneva, Switzerland. The proceedings shall be
confidential and the language of the arbitration shall be English.

Article 33: Entry into force and transitory rules

This version of General regulations: Diploma Programme shall enter into force on 1 September 2011 for May
session schools, for candidates starting the programme in August/September 2011, or 1 January 2012 for
November session schools, for candidates starting the programme in January/February 2012, with the
exception of anticipated candidates being registered for May 2012 or November 2012 for whom the extant
general regulations apply. The IB Organization may amend these general regulations from time to time.
Each amended version applies to candidates starting the Diploma Programme after the date of entry into
force of the amended version.

General regulations: Diploma Programme

13

As the legal guardian of a Diploma

Programme student, how can I support
my son or daughter?
Encourage your son or daughter to plan each assignment.
Provide support with the scheduling of their work, as your
son or daughter may have many assignments to complete.
Let your son or daughter do his or her own work, but show
them how to research and plan their work.
Establish a good level of communication with the school
so that you understand the requirements of the Diploma
Programme and what is expected of students.
If your son or daughter is having difficulty with their work,
encourage him or her to ask a teacher for advice.

What is academic honesty?

Academic honesty in the International Baccalaureate (IB) is a
principle informed by the attributes of the IB learner profile. In
teaching, learning and assessment, academic honesty serves to
promote personal integrity and engender respect for others and
the integrity of their work. Upholding academic honesty also
helps to ensure that all students have an equal opportunity to
demonstrate the knowledge and skills they acquire during their
studies.
Academic honesty is an essential principle of the IBs academic
programmes that enhances the organizations credibility and
position as a leader in international education. As stated in the
IB learner profile, all members of the IB community strive to be
principled, acting with integrity and honesty, with a strong
sense of fairness, justice and respect for the dignity of the
individual, groups and communities. In all their studies for the
Diploma Programme, students must demonstrate academic
honesty and avoid any form of academic misconduct.

For more information,

please view the IB learner profile at
http://www.ibo.org/programmes/profile/

International Baccalaureate Organization 2013

International Baccalaureate | Baccalaurat International | Bachillerato Internacional

Academic
in the

honesty

Diploma Programme

Why cite?

What is academic misconduct?

Proper citation is a key element to academic scholarship and

intellectual exchange. When you cite, you:

Academic misconduct is a behaviour that results in, or may

result in, the student or any other student gaining an unfair
advantage (or a behaviour that disadvantages other students)
in one or more assessment components. Unfortunately in every
Diploma Programme examination session there are students
who are investigated for alleged academic misconduct.

show respect for the work of others

give the reader the opportunity to follow up your references
help the reader distinguish your work from the work of others

Of all cases investigated during examination session (on

average):

give the reader the opportunity to check the validity of your

interpretation

52% concern plagiarism

receive proper credit for your research process

25% concern collusion

demonstrate that you are able to use reliable sources and

critically assess them to support your work

12% concern misconduct during an examination

11% concern other forms of academic misconduct, such as
the duplication of work.
Plagiarism is defined as the representation, intentionally or
unwittingly, of the ideas, words or work of another person
without proper, clear and explicit acknowledgment. The use of
translated materials, unless indicated and acknowledged, is also
considered plagiarism.

Good practicerecommendations
for students

establish credibility and authority of your own knowledge and

ideas

Ensure that all sources you have consulted are acknowledged

in your work using the referencing style agreed with your
teacher.

demonstrate that you are able to draw your own conclusions.

Plagiarism misrepresents the work of another person as your own.

Make sure that information you have used is acknowledged

in the body of the text and is fully listed in the bibliography.

Essentials!

Collusion is defined as supporting academic misconduct by

another student, for example allowing ones work to be copied
or submitted for assessment by another.

Use quotation marks or indentation to show all text that is

someone elses exact words and do not forget to show whose
words they are.

Examples of misconduct during an IB examination include:

taking unauthorized material into an examination (whether the
student uses it or not), behaviour that disrupts the examination
or may distract other students and communicating with another
student during the examination.

Cite your sources so that readers can find them; if you cannot
state the origin of the source it is probably better not to use it.

Give credit for copied, adapted and paraphrased material.

The IB has no means of knowing whether an act of academic

misconduct was deliberate or not. The IB expects students
to know what is and is not acceptable behaviour in the
examination room, and expects students to know how to
indicate and cite material originally developed by others. For
these reasons, a students intent cannot be taken into account
when investigating an alleged breach of the General regulations:
Diploma Programme.

You must cite the source of images, maps, charts, tables, data sets,
musical compositions, movies, computer source codes and song
lyricsany material that is not your own.

Duplication of work is defined as the presentation of the same

work for different assessment components and/or Diploma
Programme requirements.

Make clear which words, ideas, images and works are not your
own.

If you paraphrase an ideathat is if you restate it, but alter the exact
wordingyou must still cite that source.

Make clear where the borrowed material starts and finishes;

this can be done by using quotation marks, using an opening
indication and a closing page number.
All sources cited in the text must also be listed in the
bibliography (or reference list/list of works cited) and all sources
listed in the bibliography (or reference list/list of works cited)
must be cited in the text.

Are you completing your IB assignments

The IB expects Diploma Programme candidates to

exercise academic honesty in all of their work, which
includes acknowledging any sources used within
an assignment.
The IB General Regulations: Diploma Programme defines
malpractice as behaviour that results in, or may result in,
the candidate or any other candidate gaining an unfair
advantage in one or more assessment components.

ASK FOR Advice

As a Diploma Programme candidate
you are responsible for ensuring that
all of the work you submit is authentic
and that any sources used are
appropriately acknowledged. If you have
any doubts please ask for advice.

Examples of
malpractice
Plagiarism - the representation of the ideas or work
of another person as your own.
Collusion - supporting malpractice by another
candidate, as in allowing your work to be copied or
submitted for assessment by another candidate.
Duplication of work - the presentation of the same
work for different assessment components and/or IB
diploma requirements.
Misconduct during an examination, including the
possession of unauthorized material.
Disclosing information to another candidate, or
receiving information from another candidate,
about the content of an examination paper
within 24 hours after the examination.

How to avoid
plagiarism
Credit all the sources you use, even if you have
paraphrased or summarized.

Things to remember
IB students are principled and act with
integrity and honesty.

Clearly distinguish between your work and

the source being used (using quotation
marks, indentation or a similar method).
Use a style of referencing that is
appropriate for the subject.

IB students should be content creators

not content imitators.
If you engage in any form of malpractice you
may not be eligible for a grade in the
subject concerned.
Do it right, remember to cite!
Credit where credit is due!

The IB takes academic honesty very seriously!

International Baccalaureate Organization 2012.