INTERNATIONAL BACCALAUREATE

DIPLOMA PROGRAMME
STUDENTS’ HANDBOOK
(2024-2026)

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 Content Page
IB Mission / DPS International Vision and Mission 3
School Motto / School Values 3
Global Citizenship / Digital Citizenship 3
IB Learner Profile 4
IB Diploma Programme Model 5
Approaches to Learning and Approaches to Teaching 6
Admission Policy 7
IB subjects offered at DPS International 10
Guidelines for subject selection for the Diploma Programme 11
The Core of the Diploma Programme 12
Overview of the Extended Essay Process 17
Assessment in the IB Diploma Programme 18
Passing Criteria in the Diploma Programme 21
Diploma Programme Grade Descriptors 22
IB Diploma Programme recognition by universities in India and abroad 23
Parental involvement of parents in Diploma Programme at DPS 24
International
Role of Diploma Programme Coordinator 25
Role of Head of College Advisory and Higher Education 25
Academic integrity in the Diploma Programme 25
Penalty Matrices 28
Important rules and information 38
Student Awards at DPS International 42
Clubs@ DPS International 43
Raise a concern 44
Subject overview 46 - 107
Bibliography 108
Review 108

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 IB 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.

Vision of DPS International

To offer an exceptional educational environment that develops compassionate, ethical and global
citizens who are equipped to achieve their potential in education, work and life.

Mission of DPS International

● To prepare students for an ever-changing and challenging world.
● To instil in them a passion for learning and a spirit of inquiry that integrates practical and
intellectual perspectives.
● To help students grow into responsive and responsible global citizens.
● To foster in them respect and care towards others and the environment.
● To provide the school community with an environment that is a blend of universal values,
pedagogy and innovation.
School Motto
Service Before Self

School Values
Fairness, Integrity, Resilience, Empathy

Global Citizenship
At DPS International, we define Global Citizenship as a mindset of intercultural understanding,
environmental and economic awareness that creates an inclusive and sustainable world. Our learning
environments proactively promote lifelong pursuit of the ideals of fairness, empathy and collective
well-being.

Digital Citizenship
Digital Citizenship at DPS International aims at offering an exceptional technology-driven educational
environment with the purpose of developing open-minded, aware and responsible digital citizens who
will act and model in ways that are ethical, safe, and legal while promoting the well-being of self and
others.

High Quality Learning and Teaching

High quality learning and teaching at DPS International is defined as the pedagogical practice
of learning through inquiry and conceptual understanding. It nurtures learner diversity and variability
while fostering their academic growth and enhancing their overall wellbeing. It facilitates acquisition
of knowledge, skills and is experiential, enabling students to make real life connections, leading to
responsible action.

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 IB Learner Profile
The learner profile stresses the importance of inquiry. Students are expected to develop their natural
curiosity, together with the strategies and skills needed to become autonomous lifelong learners.
Students are also expected to think for themselves so that they can approach complex problems and
apply their knowledge and skills critically and creatively to arrive at reasoned conclusions or answers.
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 will strive to be:
INQUIRERS: 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.

KNOWLEDGEABLE: 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.

THINKERS: We use critical and creative thinking skills to analyse and take responsible action on
complex problems. We exercise initiative in making reasoned, ethical decisions.

COMMUNICATORS: 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.

PRINCIPLED: We act with integrity, 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.

OPEN-MINDED: 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.

CARING: 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.

COURAGEOUS: 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.

BALANCED: We understand the importance of balancing different aspects of our lives-

intellectual, physical and emotional-to achieve well-being for ourselves and others. We recognize
our interdependence with other people and with the world in which we live.

REFLECTIVE: 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.
@ International Baccalaureate Organisation

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 The Diploma Programme Model
The IBDP is a two-year pre-university course designed to facilitate the mobility of students and to
promote international understanding. Students select from a range of courses on offer to develop
a programme that is both achievable and personally challenging. For students pursuing the full
Diploma, in addition to studying six subjects (three at Higher Level, three at Standard Level) they
also complete an Extended Essay (EE), the Theory of Knowledge (TOK) course, and the Creativity,
Activity, Service (CAS) programme. At DPS International, all students complete the EE, TOK
Course and the CAS Programme, and some students not taking the full diploma also complete the
CAS Programme (highly recommended but optional).

IB ATL (Approaches to Learning)

These cognitive, metacognitive and affective skills are grouped into five ATL categories:

Thinking Skill: The Diploma Programme lays emphasis on thinking skills through reflective essays,
reading logs, analysis of case studies, oral presentations, video diaries, discussions. DP subjects place
a premium on the development of higher-order thinking skills rather than on simple memorization
of content. This skill also enhances open mindedness and curiosity.

Communication Skills: Communication is the ability to understand or make others understand

messages, to speak concisely and clearly, to write, read and understand different texts, to formulate

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convincing arguments and take full account of others’ viewpoints. The elements of the DP core
require effective interaction and communication with members of the local community which means
that there is a particularly strong link between communication skills and social skills.

Social Skills: Central to the Diploma Programme is teamwork and collaborative planning that allows
an individual to initiate and maintain positive social relationships. Students are able to contribute to
peer acceptance and this skill allows an individual to cope effectively with the social environment.
This creates a strong link to the affective skill associated with self-management.

Self-Management Skills: Self-management is the key to acquiring all other skills. Students are
trained to be organized and punctual, to work methodically throughout the year and to meet all
deadlines without last minute panic. This helps them achieve their goals.

Research Skills: Good-quality research skills have always been at the heart of academic endeavour.
Various strategies are employed, ranging from the Librarian’s team-teaching with subject teachers,
short courses/seminars being offered, or workshops on specific technological applications and tools
to further the research skill in learners.

IB ATT (Approaches to Teaching)

What is of paramount importance in the pre-university stage is ‘not what is learned but learning how
to learn’. What matters is not the absorption and regurgitation either of fact or pre-digested
interpretations of facts, but the development of powers of the mind or ways of thinking which can be
applied to new situations and new presentations of facts as they arise. Peterson (1972)

Following are the six key pedagogical principles that underpin all IB programmes:

1. based on inquiry
2. focused on conceptual understanding
3. developed in local and global contexts
4. focused on effective teamwork and collaboration
5. differentiated to meet the needs of all learners
6. informed by assessment (formative and summative)

Admission Policy for the IB Diploma Programme

ADMISSION CRITERIA
• Availability of seats
• Age of the student
• Successful completion of the school’s admission process.
Subject to availability of seats, DPS International, Gurgaon offers education to children of all
nationalities.
Minimum age on 1st August in the year of entry are as follows:
DP 1 Grade XI 151/2 -161/2
DP 2 Grade XII 161/2 -171/2
Reasonable exceptions may occasionally be made to this policy at the discretion of the Head of
School.
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ADMISSION PROCEDURE
DPS International School, Gurgaon, is an autonomous school under the aegis of DPS Society and
admission is a matter of judgement and discretion of the Head of School.

Application for admission is completed by filling the Admission Form available with the Admissions
Office of the school.

If there are no seats available in the desired grade, students will be placed on a waiting list and
considered for the first available vacancy.

DPS International MYP Candidates seeking admission in Grade 11 (DP 1):

Learners who have been a part of the Middle Years Programme at DPS International are eligible
for admission to DP 1 on the condition that they have been awarded their IB MYP Certificate or
have completed the IB MYP Course requirements.

Subject choices involve a two tier process:

1) Grade 10/MYP 5 results

2) Interaction with Secondary School Principal/DP Coordinator/Head of College Advisory and
Higher Studies

Candidates from other schools:

Admission will be three tier process

1. Last two years result along with a Character Certificate from the previous school.
2. Placement assessment in Mathematics and English.
3. There is an interview for shortlisted candidates (along with their parents) with the Secondary
School Principal, DP Coordinator and Head of College Advisory and Higher Studies.
Overseas students have the assessment done by special arrangement on Zoom. An online
meeting or WhatsApp interview is conducted for short listed applicants after the written
assessment.

The candidates should demonstrate the ability to meet the requirements of the IB Diploma.
Language acquisition and other subject levels are decided based on results of the grade 10
assessments, which reveal the student’s level of proficiency (HL / SL for all subjects and Ab Initio
SL for language B).
Students having prior experience of studying any of the Group 6 subjects, till Grade 10, with a
certain level of mastery are preferred for subject allocation in this group.

The Secondary School Principal interacts with the prospective candidates and notes her/his
comments on the interaction sheet. For admission in DP 1 the choice of subjects/stream is
considered based on the results of the placement tests as well as the result of board exams.

Mid-session Admission:
Admission in Grade 11 – (DP 1) - Candidates from other schools:

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DPS International accepts in grade 11 (year 1 of the Diploma Programme) external candidates from
another IB school on the condition that the candidates have been studying the subjects that DPS
International is offering (specially the texts in Language A: Language and Literature). In case the texts
are different, then students as well as the parents are expected to sign an undertaking that he / she
will study the literary texts in Group 1: Language A Language and Literature that have been selected
for the DPS International students. Also, the candidate should be taking the May session examination
and the subject combination should be viable within the confines of the time table for that particular
batch.

The students appear for placement tests in English and Mathematics. If the students are seeking
admission after Term 1(in the month of January) then admission process will also involve assessments
in HL subjects.

In both the cases above, when students select the language at Standard Level to fulfil college
requirement but have little or no prior understanding, then the students are required to show a
minimum proficiency level so as to be able to cope up with the language at standard level before the
start of the session. In the best interest of the students, the school recommends that the students
should strengthen the basics of the language as per the Ab Initio level (minimum A2). A placement
test is conducted to test the level of understanding after which the Language B facilitators advise on
the appropriate level that should be offered to the students. Syllabus of the placement test is shared
before the test.

In addition to the other mandatory documents the students have to produce the following:

• All transcripts from grade 9 onwards till the preceding term along with the Character
Certificate;
• Internal assessments in all six subjects;
• Extended Essay (a tentative topic should have been decided and a record of research work
and data collected should be submitted);
• CAS Journal with evidence and reflections of all projects undertaken at the time of admission.

The Secondary School Principal interacts with the prospective candidates along with the DPC and
Head of College Advisory and notes all comments on the admission sheet of each candidate.

Admission in Grade 12 – (DP2):

DPS International accepts in Year 2 of the Diploma Programme external candidates from another
IB school on the condition that the candidate has been studying the subjects that DPS International
is offering and the combination should be viable within the confines of the time table charted out
for that particular batch of DP. The candidates must be taking the May session examination. In this
case the student’s academic (guidance and supervision on core components and internal
assessments, and completion of course content) and administrative (registration for May
examination session) responsibility is that of DPS International, provided the child has not been
registered with the IB. It is further clarified that the candidates are registered for the May
examination session by DPS International and therefore the candidates must apply one month
before the first registration deadline i.e. latest by October 15. The students have to appear for the
placement tests in English and Maths as well as all the HL subjects. In addition to the other
mandatory documents the students have to produce the following:

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 • All transcripts from grade 9 onwards till the preceding term;
• Internal assessments in all six subjects;
• Extended Essay (record of research work / data collected and the written matter should be
submitted);
• CAS Journal with evidences and reflections of all projects undertaken at the time of
admission;
• TOK Essay and Exhibition commentary;
• Collaborative Science Project reflections duly signed by the DP Coordinator of the previous
school;
• The student as well as the parents are expected to submit a form ‘Record from Previous
School’ signed by the Head of School / Principal and DP Coordinator of the previous school.

• Students and parents have to sign an undertaking that he / she has to study the literary texts
in Group 1: Language A Language and Literature that have been selected for the DPS
International students.
However, producing the above documents may not necessarily mean that the candidates have been
granted admission at DPS International. The subject teachers at DPS International are consulted
before the final decision is taken.

The Secondary School Principal, DPC and Head of College Advisory interact with the prospective
candidates and note all comments on the admission sheet.

Prior to the interaction, parents or guardians are required to submit the required forms, pay the
registration fee, submit copies of the scholastic records of the previous years, proof of birth,
citizenship and a declaration from parents stating the country of employment.

IB Subjects offered at DPS International

The IBDP's educational aims are embodied in the structure and content of the Programme itself. The IBDP
curriculum model contains six academic areas or subject groups surrounding a core of diploma
requirements.

Group 1: Group 2: Language Group 3: Group 4: Group 5: Group 6:

Studies in Acquisition Individuals and Sciences Mathematics The Arts
Language and Societies
Literature

Hindi B Business Management Physics Application and Visual Art

English A: HL / SL HL / SL HL / SL Interpretation HL / SL
Language and HL / SL
Literature
HL / SL Analysis and Theatre
English B Economics Chemistry Approaches HL / SL
HL / SL HL / SL HL / SL HL / SL

German B Geography Biology

HL / SL / Ab Initio HL / SL HL / SL

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 French B HL / SL / Psychology Computer Science
Ab Initio SL HL / SL HL / SL

Hindi A:
Language and Spanish B HL / SL / History Sports Exercise and
Literature Ab Initio SL HL /SL Health Sciences
HL / SL HL / SL

Language A Global Politics Design Technology

as a HL / SL SL
Self-Taught
Language
Only SL Digital Society
HL /SL

Environmental Systems & Societies (ESS)

HL / SL (interdisciplinary)
*Note:
1. New subjects will be added and below mentioned bands will change as per the requirement of the students and the
availability of teachers for the respective cohort.

2. The following bands should be kept in mind while selecting the subjects from Group 3 and 4, and group 6 (optional). These
are based on the DP time table at DPS International. One subject from each band can be opted for, as far as the condition of
selecting one subject each from group 3 and 4 is met, and one more subject from either group 3, 4 or 6.

Band 1: Psychology / Economics / Physics / Environmental Systems and Societies / Chemistry / Visual Arts
Band 2: Economics / Chemistry // History / Sports Exercise and Health Sciences / Computer Science / Design Technology / Theatre Arts /
Business Management
Band 3: Psychology / Biology / Business Management / Geography / Digital Society / Physics / Global Politics

3. Separate classes for English A, Language B, Mathematics, TOK and CAS are already mentioned in the time table.

Guidelines for Subject Selection for the Diploma Programme

1. Candidates have to select 6 subjects (3 Higher Level+3 Standard Level).

2. TOK, EE and CAS are mandatory.
3. HL (Higher Level) entails a total of 240 hours and SL (Standard Level) entails a total of 150 hours
of teaching in the entire Diploma Programme.
4. The Ab Initio SL course in Language B is for beginners and is considered equivalent to Language B
SL.
5. Maths Application and Interpretation HL / SL is recommended for students who want to pursue
humanities at University as against Maths Analysis and Approaches HL / SL which is recommended
for students wanting to pursue science at University.
6. Since Mathematics is mandatory Application and Interpretation SL is recommended for students
not wanting to pursue Mathematics at college.
7. Same language cannot be opted in both Group 1 and 2, e.g. If English is opted in Group 1 as
Language A, then Hindi can be opted in Group 2 as Language B and vice versa.
8. Environmental Systems and Societies is an interdisciplinary subject, therefore available in both
Group 3 and 4.
9. Changes in subject choices and their level are allowed only within the first two weeks of the
commencement of the session, provided the timetable and class size allow.
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10. Subjects offered in any year are dependent on sufficient student demand and are at the school’s
discretion.
11. One subject from each of the first 5 Groups is mandatory for Diploma Candidates. It is not
mandatory for them to select a subject from Group 6 therefore one more subject may be selected
from either of the following groups 2, 3, 4 or 6.
12. A maximum of 3 science subjects can be opted from Group 4 by Non-regular Diploma candidates
and the remaining three subjects should be one each from Groups 1, 2 and 5. However, opting for
Non-regular Diploma does not confirm the registration with IB. It is subject to the discretion of
the school followed by the final acceptance by IB on submission of valid proof of the need to select
such a combination of subjects.
13. Subject selection is a critical decision hence it is taken up under the ICAP (Individualised Career
Advisory Programme) on a case by case basis keeping the interest, aptitude, career choice and
college / course options in mind.

The Core of the Diploma Programme

All Diploma Programme students participate in the three elements that make up the core of the
programme:
• Theory of Knowledge
• Creativity, Activity, Service
• The Extended Essay
These three elements of the core complement each other, working together to achieve the following
common aims:
• to support, and be supported by, the academic disciplines;
• to foster international-mindedness; and
• to develop self-awareness and a sense of identity.

Theory of knowledge (TOK)

The theory of knowledge (TOK) course provides students with an opportunity to explore and reflect
on the nature of knowledge and process of knowing. It is a core element of the Diploma Programme
(DP) to which learners are required to devote at least 100 hours of class time. Learners reflect on
the knowledge, beliefs and opinions that they have built up from their years of academic studies and
their lives outside the classroom. The course is intended to be challenging and thought provoking as
well as empowering for students.
The TOK course centres on the exploration of knowledge questions. These are contestable
questions about knowledge itself. This is fundamentally about critical thinking and inquiry into the
process of knowing rather than about learning a specific body of knowledge. This course examines
the nature of knowledge and how we know what we claim to know. It does this by encouraging
students to analyze knowledge claims and explore questions about the construction of knowledge.
The TOK curriculum is made up of three deeply interconnected elements as can be seen below:

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The Core theme – knowledge and the knower: This theme encourages learners to reflect on
themselves as knowers and thinkers, and to consider the different communities of knowers to which
we belong.
Optional themes: This element provides an opportunity to take a more in-depth look at two of
the themes of a particular interest to teachers and learners. The given themes all have a significant
impact on the world today and play a key role in shaping people’s perspectives and identities.
Teachers select two optional themes from a choice of five: knowledge and technology, knowledge
and language, knowledge and politics, knowledge and religion, and knowledge and indigenous
societies.
Areas of knowledge: The areas of knowledge (AOK) are specific branches of knowledge, each of
which can be seen to have a distinct nature and use different methods of gaining knowledge. Learners
will explore all five areas of knowledge: History, Human Science, Natural Science, Mathematics and
The Arts.
In order to explore the three key elements of TOK curriculum, guidance and suggested knowledge
questions are provided. These knowledge questions are organized into a framework of four elements:
scope, perspectives, methods and tools, and ethics.
There are two assessment tasks in the TOK course

External Assessment:
All Diploma candidates are required to submit a 1600 word TOK Essay, the titles for which are
released by IB on September 1 for the May session and on March 1 for the November session
examination. The titles are made available to the students on the school website and are also mailed
to parents and students. Guidance is provided to the students by their mentors and the originality of
the work submitted is ensured by rigorous referencing to foster academic integrity by the Subject
Teachers as well as the Librarian. The response language of the Essay is English, the working language
of the school. The TK/PPF (Theory of Knowledge Planning and Progress Form) is to be submitted to
IB.
Internal Assessment
The TOK exhibition assesses the ability of the learner to show how TOK manifests in the world
around us. The exhibition is an internal assessment component, it is marked by the TOK facilitator
and is externally moderated by the IB. Learners are required to create an exhibition of three objects
that connect to one of the 35 IA prompts provided in the IA prompts section of the IB TOK guide.
They must select just one IA prompt on which to base their exhibition, and all three objects must be

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 linked to the same IA prompt. Students are required to create an exhibition comprising three objects,
or images of objects, and an accompanying written commentary on each object.
Learners are required to produce a single file containing:
● a title clearly indicating their selected IA prompt
● images of their three objects
● a typed commentary on each object that identifies each object and its specific real-world
context, justifies its inclusion in the exhibition and links to the IA prompt (maximum 950 words)
● appropriate citations and references.
In case a candidate fails to submit either the essay or the exhibition the candidate shall be awarded
the IB certificate and shall not be eligible for the IB Diploma.
A retake candidate may:
● improve TOK grade by either carrying forward his or her exhibition mark or present a new
exhibition;
● submit an essay based on one of the prescribed titles for the session for which the candidate
is registered;
● decide to withdraw from TOK completely, which will mean that the registration category will
change from Diploma to Course.

Creativity Activity Service (CAS)

CAS is at the heart of the Diploma Programme. The three strands of CAS are:
• creativity (arts and other experiences that involve creative thinking)
• activity (physical exertion contributing to a healthy lifestyle)
• service (an unpaid and voluntary exchange that has a learning benefit for the student).

The emphasis in CAS is on helping students to develop their own identities, in accordance with the
ethical principles embodied in the IB mission statement and the IB learner profiles. It involves students
in a range of activities alongside their academic studies throughout the Diploma Programme.
Possibly, more than any other component, CAS contributes to the IB’s mission to create a better
and more peaceful world through intercultural understanding and respect.

At DPS International the CAS programme is mandatory for all Diploma students but optional for
Course candidates. It is carefully designed and monitored by the CAS Coordinator from the start
of year 1 till the end of year 2. This is a student-led programme hence they are guided by the CAS
Coordinator and a team of CAS Advisors who are responsible for involving them in a range of
enjoyable and significant experiences, as well as a one-month CAS project. To this effect the CAS
Coordinator along with the CAS Advisors is expected to encourage students in exploring issues
of global significance to create links between the local and the global community thereby being
principled, caring and sensitive individuals throughout their lifetime.

It is important to mention that among the three core requirements of the Diploma Programme
CAS is not assessed but its completion is mandatory for the award of the Diploma. The CAS is
planned over a span of 18 months.

CAS is linked to other subjects that are offered by IB. Teachers of Group 1 at DPS International
conduct creative writing activities /competitions and encourage students to take up challenging
tasks of educating others about CAS. They are shown relevant movies that could be self-directed
and read or sing self-composed poems and songs. Students are even encouraged to write a skit on
issues of global relevance and perform it before other students and teachers.

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As a part of Group 2 Language Acquisition students educate others in developing skills in a language
other than the one they are conversant in. For this purpose, sometimes websites / mobile
applications have been designed by the DPS International students.

As a part of a bigger community our students and Teachers of Group 3 have worked in
collaboration with both profit as well as non-profit organisations to provide basic facilities to old
age homes, orphanages, slums and blind schools in the vicinity. Along the nearby roads students
have created green stretches / patches as an endeavour to work towards a clean and green
environment. Cleanliness drives have also been organised with the help of some enterprises for a
safer tomorrow.

Teachers and students of Group 4 subjects have organised nature walks in self-developed nature
reserves/gardens in the areas. Nature / environment protection and preservation drives have also
been organised for the targeted learning outcomes. Special blood camps / medical check-up camps
have been organised by the DPS International students for the needy, in collaboration with
hospitals / private doctors in the local community.

A range of activities to promote the importance of mathematics in daily life have been conducted
by Group 5 students and teachers under the CAS Programme. Students have helped the differently
abled to start their own micro businesses by helping them raise finance and also design and educate
them on financial recording systems. Activities to promote the use of Mathematics have been
designed especially during the ‘Mathematics week’. Extra lessons are conducted by DPS
International students for the underprivileged students who find Mathematics a challenging subject.

Group 6 students put up a stall around festive seasons to provide artefacts for the children and
adults in the blind school/orphanages/old age homes. Dance lessons to the underprivileged leading
to a small theatre performance / selling paintings and art works for collecting funds for charity have
been taken up as an effective CAS initiative.

CAS related engagements assist in building ethical practices and values in students which reflect in
the TOK assessments and the Extended Essays of the students.

At DPS International, ManageBac is used for recording the planning, evidence and reflections
related to CAS, and also for reporting the outcomes to parents and students. This enables prompt
availability of appropriate information for each CAS experience that is submitted by students.
Details of ‘in school’ or ‘out of school’ activity and ‘the date’ or ‘date range’ for completion, along
with the ‘learning outcomes’ can be easily filled in by students and monitored by the CAS Advisors
and CAS Coordinator.

Some examples of CAS

Creativity Activity Service

Photography Basketball Model United Nations

Speech and Debate Marathon Environmental Clubs

Musical Instruments Soccer Gardening

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 Creative Writing Martial Arts Peer Tutoring

Clay Work Choreography Life Saving

Compositions Aerobics Recycling

Class Websites Sports Students’ Council

Drama Production Swimming Fund raising Project

Jazz rock band Tennis Orphanages

Fashion Show Dancing Helping visually impaired

Arts / Crafts Cycling Beach clean-up

Pottery Volleyball Recycling

Needle Work Gymnastics (and the like)

This system makes the CAS programme and its learning outcomes more meaningful as all students
are regular hence prompt recording and reporting can be established.

Typically, a student’s CAS Programme must be a series of planned/unplanned single or ongoing

experiences. In addition to this it is mandatory for each student at DPS International to be involved
in at least one CAS project of a minimum of one month from planning to completion.

A minimum of three interviews are recorded between the students and the CAS Advisor. One is
held at the start of year one, second is at the start of year two and the third and last interview is
at the completion of the CAS programme in year 2.
Extended Essay
Extended Essay (EE), including the world studies extended essay, offers the opportunity for IB
students to investigate a topic of special interest, in the form of a 4,000-word of independent
research. Students select an area of research from Diploma Programme subjects, or in the case of
the interdisciplinary world studies essay from two subjects, and become acquainted with the
independent research and writing skills expected at university. This leads to a major piece of
formally presented, structured writing, in which ideas and findings are communicated in a reasoned
and coherent manner, appropriate to the subject or subjects chosen. It is intended to promote
high-level research and writing skills, intellectual discovery and creativity. As an authentic learning
experience, the extended essay provides students with an opportunity to engage in personal
research on a topic of their choice under the guidance of the Extended Essay Supervisor.
At DPS International the Extended Essay requirements are explained to the students close to the
end of year one so that they may select a suitable subject and topic for the Extended Essay by the
start of year 2. A formal presentation is given by the EE Coordinator followed by Subject Specific
Supervisors to help the students in deciding a suitable subject for their EE. The entire process of
completion of EE, grade descriptors, assessment criteria, academic integrity, format of EE, subject
specific requirements, reflections, submission procedure, etc. are discussed in the Extended Essay
Presentations.

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Students are expected to follow the timeline for the first draft and the final draft spending a
maximum of 5 hours with the Supervisor and 40 hours of their own for data collection and writing
of the EE.

There is no formal time set for interaction of students and the Supervisor as the need of each student
/ Supervisor varies. Students are expected to approach their supervisors during free time for
guidance. An Extended Essay timeline is prepared at the start of every EE process by the DP
Coordinator in consultation with the Dy DP Coordinator and EE Coordinator and EE Supervisors.
Students are required to make a presentation on the outline of their Extended Essay and seek
approval from their respective Supervisors before they start working as per their planning. Students
must keep in mind the subject specific ethical guidelines for carrying out research.
The general advice by IB during adverse conditions such as Pandemic is that students can work on
secondary data and avoid including the elements of primary research that involves direct physical
interaction with others. Online survey tools and interviews may be conducted.

For sciences in which the EE involves experimentation, the school lab should be used. However, if
required the investigation could be managed in the home environment also under the remote
guidance of the Supervisor or a research topic using secondary data can be explored. The modelling
task is also accepted by the IB.
Overview of Extended Essay Process
1. Introducing students to the Extended Essay
(the aim is to familiarise students with concepts of research and academic integrity)

2. Supervision Process
(a process of 3-5 recommended supervision hours including three formal
reflection sessions and check in sessions)

(a) First Reflection Session

Discussions of the students’ extended essay presentation. This helps create a mind
map and the preliminary bibliography which assists in the method and approach to be
adopted for research. Simultaneously the students must complete the first reflection
on the Reflection on Planning and Progress Form.

(b) Interim Reflection Session

After informal conversations with the subject teachers and librarian the students
and the supervisor must discuss the challenges and potential solutions. By now there
must
be clear research questions, viable arguments and range of sources. Student’s
comment section of Reflection on Planning and Progress Form. Now the students
work on the final completion of the EE.

16
 (c) Final Reflection Session
After having read the final version of the EE make further changes to the EE. It must
meet formatting / submission requirements before the final upload. The final reflection
session (viva voce) is a mandatory conclusion. It lasts 20-30 minutes. Now the final
comment can be filled on the reflection form.

3. Authenticating Students’ Work

(The student and the Supervisor at the time of uploading the on the e-coursework system must
authenticate that the EE is the authentic work of the student. The Reflections on Planning and
Progress Form are also uploaded)

Assessments in the IB Diploma Programme

Assessment is an essential element in evaluating the degree of success of the teaching and learning
process. All stakeholders work in partnership to make the Diploma Programme students lifelong
learners. Assessment evaluates the attainment of goals, objectives and standards set for each
learner through rubrics, benchmarks and subject specific grade descriptors. It is ongoing and
continuously demonstrates experience and skill of the learners’ achievement level and the teaching
ability of the Diploma Programme faculty.

Assessment in DP aims to:

• indicate the level of learning of students and the quality of teaching in the classroom;
• support and encourage teaching and learning by providing feedback;
• promote positive attitude in students regarding learning;
• develop tools for effective teaching;
• exhibit analytical skills of students in the subject specific internal and external assessments as
also in the core elements of DP;
• equip students with varied experiences that gives them an opportunity to relate to issues of
global relevance;
• make students reflective and internationally minded in varied cultural and linguistic settings;
• make the learners thinkers and inquirers leading them into a whole new journey of
exploration;
• ensure that all students with learning support requirements have the right to explore their
skills and experience a sense of accomplishment in their specially designed assessment tasks.

Assessment Practices in DP:

• The DP assessments are criterion based as against norm referenced and these are shared
with students and their parents;
• Command terms are used in all subjects by all instructors and they are expected to explain
the significance of these terms to the students;
• Each subject has its grade descriptors distinct from the overall grade descriptors which are
discussed with the students.
• All formative and summative assessments are designed so as to make the activities interesting
yet focus on the purpose of assessment which is to make a clear link between the ‘taught’ and the
‘learnt’.

17
• Since assessment is meaningful when coupled with feedback, teachers are expected to share
their opinion within two days of the submission of tasks.
• To make the assessment in the Diploma Programme effective, peer assessment and self-
assessment is conducted for the students. Feedback of Teachers is also taken from students and
parents.
• All subject teachers observe each other’s classes for regular feedback on the teaching and
learning process.
• All IB faculty are considered to be Language Teachers therefore they are expected to lay
emphasis on punctuations, spellings, grammar as well as the subject content.
• Apart from the regular formative assessments in every subject there are unit end assessments
during the two years of the diploma programme and also summative assessments (Term 1 End
Assessments and Term 2 End Assessments) in all subject areas.

Forms of Assessment in DP:

At DPS International a variety of assessments are put in use for an accurate and holistic measure of
students’ learning, progress and achievement. These assessment categories are as follows:

Placement Assessment: This is for students seeking admission to DPS International in the
Diploma Programme in year 1 or year 2. Prospective students are given admission in DPS
International on the basis of their performance in English and Mathematics placement tests. For
students aspiring to study Science subjects (Physics, Chemistry and Biology) a discussion with the
Secondary School Principal is mandatory to gauge the conceptual understanding. For mid-term
admissions placement test is also conducted in HL subjects. Students who wish to pursue language
B at SL without prior knowledge of the language have to appear for a proficiency test. This gives
an insight into the subject combination that is in the best interest of the student. The subjects and
their levels are also decided based on the students’ interest, capability and the career choice.

Formative Assessments: These are conducted on a regular basis at DPS International to

measure the students’ knowledge and skill. These assessments help teachers in taking the lesson /
unit forward as it gives a clear insight into the level of knowledge and helps in reaching the learning
of each student. A variety of assessment tools are employed, from verbal to written, to monitor
the learning of the student. Formative assessment results are shared with students and parents and
other subject teachers so that the outcome of teaching and learning can be reviewed and modified
as per the diverse needs of each student. Formative assessments reinforce the work covered in all
subjects and help develop self-discipline, organisational skills and self- reliance in students. The
performance of all students is shared with all concerned through ManageBac.

The following list illustrates some practices that may be used:

• student’s self-evaluation assisted by the teacher;
• appropriate use of detailed assessment criteria (rubrics, matrices);
• peer evaluation supervised by the teacher (either face-to-face or using an ICT resource such
as a blog);
• assessment tools which are primarily used for summative assessment adapted to use as
formative assessment;
• other forms of assessments like worksheets, presentations, quizzes, debate, etc.

18
Summative Assessments:

At DPS International the summative assessment in the Diploma Programme is conducted at the end
of every unit in all subjects and also as Term End Assessments (TEA) twice a year. In DP Year 1 the
TEA 1 is conducted in the month of December and TEA 2 is conducted in the month of May whereas
in Year 2 of the Diploma Programme TEA 3 is conducted in December followed by TEA 4 (more
commonly termed as Mock 1) in the month of March. Students are awarded their predicted grades
on the basis of their performance in the formative as well as summative assessments. Summative
assessments are designed to support and encourage appropriate student learning which results in
the final examinations. During the course of one school year DPS International aims to formally
report to all parents on various occasions. After TEA1, 2, 3, and 4 (mock examination) parents are
invited to meet the subject teachers with their wards to discuss their academic progress to date.

The performance reports after each TEA are available on ManageBac that contains the following
information:
• an examination grade comprising 40% of formative assessments and 60% of summative assessments
in all subjects (40% of formative assessments comprises of 15% of regular FAs and 25% of unit end
summative assessment);
• teachers’ comments on approaches to learning that are adopted by the students, their level of
understanding of the students and forward strategies that include targets for improvement and the
way these can be achieved.
• Students’ own performance feedback reflects their level of knowledge and understanding and the
strategies for improvement identified by them.
ManageBac also provides a detailed report for year 2 students that contain a semester grade based
on the work done by the students till the date of the report card, teachers’ comments including
the performance of the students, their future preparation strategy for the mock examinations and
approaches to learning expectations.
IB predicted grades based on the student’s performance and the internal assessment grades are not
disclosed to the students and parents as per the predicted grade policy of the school. They are made
available to the IB DP Coordinator for uploading onto IBIS and also to the Head of College Advisory
and higher Studies for submitting to universities and colleges.

Recording Assessment results in the Diploma Programme:

Teachers maintain a regular record of the progress of all students on ManageBac. All concerned
stakeholders have access to these records. They are simple, clear and precise which make them
self-explanatory. Semester grades are awarded on the basis of performance of students as indicated
by the grade boundaries in each subject for the May session preceding the start of the session at
DPS International. Predicted Grades must be based on a range of evidence including formative,
unit end summative assessments and the TEA. The analysis of the results as generated by
ManageBac is reviewed in detail by subject teachers, the DP Coordinator, Dy DP Coordinator and
also the Secondary School Principal during the Term End Assessment Meeting (TEAM). The
outcome of this discussion is a clear strategy that needs to be adopted by both the students and
teachers for improvement of students' grades. As mentioned above these predicted grades are not
shared with students and parents as per the DPS International predicted grade policy. Undue
pressure on teachers and the Coordinator to reveal the predicted grade is considered as academic
malpractice.

19
 Predicted Grades:
These are awarded on the following basis:
· student’s two-year performance in the formative assessments as well as summative assessments in all
subjects;
· teachers’ observation and perception;
· subject specific grade boundaries released by the IB for the May Session of the preceding year.
Since a number of colleges expect predicted grades for early decision, till mid-September (DP Year 2), for this
purpose the grades are carefully decided by the Subject Teachers in collaboration with the DP Coordinator
and Dy DP Coordinator, and comprise the following:

TEA 1 (DP 1) TEA 2 (DP 1)

25% 75%

However, students who require the predicted grades starting from October to November will be
awarded grades as below:

TEA 1 (DP 1) TEA 2 (DP 1) MID TERM ASSESSMENT (DP 2)

20% 40% 40%
FA UESA IA
10% 50% 40%

Students could apply for another set of predicted grades for college applications that are dispatched in
the last week of December (middle of DP Year 2). These predicted grades comprise the following:

TEA 1 (DP 1) TEA 2 (DP 1) TEA 3 (DP 2)

10% 40% 50%

The predicted grades for IB are awarded after the mock examinations in the month of April (end of DP
Year 2). They are calculated on the following basis:

TEA 1 (DP 1) TEA 2 (DP 1) TEA 3 (DP 2) TEA 4 (DP 2)

10% 20% 30% 40%

Predicted grades are not shared with students. The final predicted grades are the responsibility of the IB DP
Coordinator and are reviewed by the Head of School and Secondary School Principal to ensure that there is
all fairness.

Passing Criteria in the Diploma Programme

For the IB Diploma a total of six subjects must be studied, with a combination of three standards and
three higher levels (SL and HL). Students must also complete the Core.
Each subject is graded 1–7, with 7 being the highest grade and are used in determining if the diploma
can be awarded.
TOK and the EE are graded A–E, with A being the highest grade. These two grades are then combined
in the diploma point matrix to contribute between 0 and 3 points to the total.

20
 CAS is not assessed but must be completed in order to pass the Diploma.
The overall maximum points from subject grades and TOK/EE are therefore 45 ([6 × 7] + 3). The
minimum threshold for completing the programme is 24 points, below which the diploma is not
awarded.
The additional requirements are as follows:
• CAS requirements have been met.
• There is no ‘N’ awarded for TOK, the EE, or for a contributing subject.
• There is no grade E awarded for TOK and/or the EE.
• There is no grade 1 awarded in a subject/level.
• There are no more than three grade 2s awarded in any HL or SL subject and there are no more
than four grade 3s or below awarded in any HL or SL subject.
• The candidate has gained 12 points or more on HL subjects, and the candidate has gained 9 points
or more on SL subjects.
• The candidate has not received a penalty for academic misconduct from the Final Award Committee.
In addition, students who have completed these conditions through multiple languages may be eligible
for a bilingual diploma.

PROMOTION POLICY in DP BASED ON ACADEMIC PERFORMANCE AND

ATTENDANCE

1. Attendance of 75 % is mandatory for all students in DP 1 and in DP2.

2. If a student falls short of attendance, an undertaking by both the student and parent has to be
given to the school. The student has to ensure that his /her attendance is above 75% in the
subsequent term.
3. Re-tests will be conducted in July for students who have not met the criteria for promotion
(minimum 4 in HL subjects, minimum 3 in SL subjects), failure to clear the retest will result in the
student being detained in DP 1. Promotion on compassionate grounds with warning may be granted
at the discretion of the Head of school.
4. No change in the report will be made after the retest, however, reports for students who are
appearing for the retest will be released only after the retest has been attempted.

21
 Diploma Programme Grade Descriptors
Grade 7:
The student demonstrates excellent content knowledge and understanding, conceptual and
contextual awareness and critical, reflective thinking. Highly effective research, investigation and
technical skills are evident, as is the ability to analyse, evaluate and synthesize qualitative and
quantitative evidence, knowledge and concepts to reach valid conclusions or solve problems. In
collaborative exercises, the student works very well with others, ethically and responsibly, and
with perseverance. Responses are highly insightful, accurate, clear, concise, convincing, logically
structured, with sufficient detail, precise use of appropriate terminology and with appropriate
attention to purpose and audience. Responses are creative, make very effective use of well-selected
examples, demonstrate awareness of alternative points of view and provide clear evidence of
intercultural understanding.

Grade 6:
The student demonstrates very good content knowledge and understanding, conceptual and
contextual awareness and critical, reflective thinking. Competent research, investigation and
technical skills are evident, as is the ability to analyse, evaluate and synthesize evidence, knowledge
and concepts. In collaborative exercises, the student works well with others, ethically and
responsibly, and with perseverance. Responses are mainly accurate, clear, concise, convincing,
logically structured, with sufficient detail, using consistent terminology and with appropriate
attention to purpose and audience. Responses show creativity, make effective use of examples,
demonstrate awareness of alternative points of view and provide evidence of intercultural
understanding.

Grade 5:
The student demonstrates sound content knowledge and understanding, good conceptual and
contextual awareness and evidence of critical, reflective thinking. Research, investigation and
technical skills are evident and sometimes well developed. Analytical ability is evident, although
responses may at times be more descriptive than evaluative. In collaborative investigations, the
student generally works well with others, ethically and responsibly, and with perseverance.
Responses are generally accurate, clear, logically structured and coherent, with mainly relevant
material, using suitable terminology, and are sometimes well developed. Responses show
reasonable creativity, use of examples, awareness of audience and evidence of intercultural
understanding.

Grade 4:
The student demonstrates, with some gaps, secure content knowledge and understanding, some
conceptual and contextual awareness and some evidence of critical thinking. Research, investigation
and technical skills are evident, but not thoroughly developed. Analysis is generally valid, but more
descriptive than evaluative. The student solves basic or routine problems, but with limited ability
to deal with new or difficult situations. In collaborative exercises, the student works within a team
and generally approaches investigations ethically and responsibly, but requires supervision.
Responses are mostly accurate and clear with little irrelevant material. There is some ability to
logically structure responses with adequate coherence and use of appropriate terminology.
Responses sometimes show creativity, and include some awareness of the audience and evidence
of intercultural understanding.

22
 Grade 3:
The student demonstrates basic knowledge and understanding of the content, with limited
evidence of conceptual and contextual awareness. Research and/ or investigation is evident, but
remains undeveloped. There is some ability to comprehend and solve problems. Collaborative
investigations are approached ethically and responsibly, but require close supervision. Responses
are only sometimes valid and appropriately detailed. There is some expression of ideas and
organization of work and basic use of appropriate terminology, but arguments are rarely
convincing. Responses lack clarity and some material is repeated or irrelevant. There is limited
creativity, awareness of context or audience and limited evidence of intercultural understanding.

Grade 2:
The student demonstrates little knowledge or understanding of the content, with weak
comprehension of concepts and context and little evidence of application. Evidence of research
and/or investigation is only superficial. There is little ability to comprehend and solve problems.
Responses are rarely accurate or valid. There is some attempt to express ideas, use terminology
appropriate to the subject and organize work, but the response is rarely convincing. There is very
little creativity, awareness of context or audience and little evidence of intercultural understanding.

Grade 1:
The student demonstrates very rudimentary knowledge or understanding of the content, with very
weak comprehension of concepts and context. Ability to comprehend and solve problems or to
express ideas is not evident. Responses are rarely accurate or valid. Organization is lacking to the
point that responses are confusing. Responses demonstrate very little to no appreciation of
context or audience, inappropriate or inadequate use of terminology, and little to no intercultural
understanding.

IB Diploma recognition by Universities in India and abroad

Universities in India and abroad give credit for IB courses taken and indeed admissions officers seek
out applicants who have studied the IB. This is because IB students are well prepared for university
study. Their ability to complete such a rigorous course speaks well of their academic interest,
stamina and research skills.

The Diploma Programme received recognition by the Association of Indian Universities in 1983,
which is now applicable to all universities in India. The number of students completing the IB and
applying to higher education institutes in India has grown substantially in the past few years.
Universities in India give provisional admission on the basis of predicted grades as the admissions in
most Indian universities are completed by the end of June and the Diploma Programme results are
declared on July 6. Some of the popular higher education destinations in India are University of
Mumbai, University of Delhi, NMIMS University, University of Pune, Christ University, Ashoka
University, Manipal University and VIT. Students must talk to the Head of College Advisory and
Higher Education to help them through the process of admission to universities.

As the IB Diploma is recognised by all universities in India, students might take entrance tests for
professional courses. Most of the entrance tests are conducted in the month of April/May, however
some are held several times throughout the year. Since the IB Diploma exams (both internal and
external) are in the months of May and December, students should ideally plan entrance tests in
months other than the school and IB examination months. Also students need to balance the
preparation of the entrance exams along with the Diploma examinations. In case any such public
23
examination/interview is on a day of a school assessment, it is expected that the DPC is informed
well in advance and the Career Counselling Centre has information of the same.

IB maintains a current list of universities with written statements recognizing the IB Diploma, which
can be accessed here: ‘Guidance on university recognition in India (2016)’. The written statements
are evidence of the awareness and support by these universities.

Parental involvement in the Diploma Programme at DPS

International
The International Baccalaureate requires a commitment on the part of parents as they play an
important role during the crucial years of the Diploma Programme.

They must appreciate and encourage the students for their achievements yet counsel them wherever
required. It is important to remember at this point that the Diploma Programme is rigorous and
hence as parents and teachers we at DPS International must make our students realize that we
appreciate the grit in them that has motivated them to select the IB programme over other available
curriculums. Parents must encourage them as this is just a stepping stone for the students to explore
their capabilities.

Parents have the opportunity to monitor the independent school work performed by their children
while still being available to provide additional guidance as needed. Parents are advised to show an
interest and express this to their children. They are expected to help students explore topics in
depth, and are encouraged to help their wards seek their expert advice. Parents who feel they have
skills, hobbies or access to facilities that may be of use to other students are heartily invited to share
this information with the school.

Parent communication is critical hence periodic meetings are scheduled making it mandatory for
parents to attend the same with their wards. Self-advocacy skills are developed as a part of the
Diploma Programme hence students must learn to advocate with the Teachers for their academic
and personal needs.

In addition to the above, parents play a crucial role in ensuring that the CAS programme of their
ward reaches the completion stage by assisting them with appropriate contacts and transportation
to and from events.

Parents must reinforce the importance of academic integrity and ensure that they practice it so as
to be role models for their wards. They must support the efforts of the school in making their wards
understand the importance of academic integrity and also support the remedial action in case their
ward is found guilty of academic misconduct.

Parents are also advised to be firm with their wards especially where assessment practices are
concerned. Leave taking on days of assessments and requests for rescheduling assessments are highly
discouraged and parents are advised to refrain from sending request mails on behalf of their ward.
No benefit will be given to any student if absence from an assessment is not supported with a valid
medical certificate from a practicing doctor.

24
 Role of Diploma Programme Coordinator
The International Baccalaureate Diploma Programme Coordinator (DPC) is responsible for leading
the IB Diploma Programme at DPS International and for the academic as well as pastoral needs of the
students. In addition he/she is a member of the Senior School Pedagogical Leadership Team who also
works closely with the Dy DP Coordinator related to academics and Head of College Advisory and
Higher Education related to career counselling.

It is the DP Coordinator and Dy DP Coordinator who organise parent meetings to:

• advise parents on the suitability of the IB Programme for their children;
• inform parents about the requirements of the programme;
• inform parents of their child's progress in all subjects including Theory of
Knowledge, Extended Essay and the CAS programme.
• advice on enquiry upon result after receipt of result on July 6.

Role of Head of College Advisory and Higher Education

Students must contact the Head of College Advisory and Higher Education for profile building,
selecting the ideal subject choices, process of applying to university, references and letters of
recommendation for higher studies. Requests for transcripts to institutes of higher education
should be placed with the counselling centre. A mail to this effect is sent to the students and parents
as per IB directives, before the final examinations.

Academic Integrity in the Diploma Programme

In keeping with the mission of DPS International and requirements of the International Baccalaureate,
an Academic Integrity Policy has been agreed upon by the teaching faculty to promote, nurture and
establish academic integrity as a core principle. All students, teachers and employees need to
understand and adhere to this policy. DPS International inculcates and supports academic integrity
in teaching and learning as well as in administering all its programmes.

We are guided in our expectations and practices by two of the Learner Profile attributes which
describe students as:

Principled: They act with integrity, with a strong sense of fairness, justice and respect for the dignity
of the individuals, groups and communities. They take responsibility for their own actions and the
consequences that follow them.
Reflective: They give thoughtful consideration to their own learning and experiences. They are able
to assess and understand their strengths and limitations in order to support their learning and
personal development.

Understanding Malpractice:
The IBO 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.

The school does not tolerate academic dishonesty of any kind. The responsibility for ensuring
academic integrity rests with the students, teachers and administrators as well as with parents. The
school makes every effort to fully investigate instances of transgression of the academic integrity
25
policy. Infringement of the policy, whether intentional or unintentional is malpractice, which is fully
investigated and dealt with according to this policy.

Malpractice includes:
• Plagiarism: The representation of the ideas or work of another person as the candidate’s
own, without appropriate acknowledgement. This includes any kind of work of art whether
music, dance or visual arts.
• Collusion: Supporting malpractice by another candidate, as in allowing one’s work to be
copied or submitted for assessment by another.
• Duplication of work: The presentation of the same work for different assessment
components and / or requirements.
• Taking unauthorised material into an examination room.
• Misconduct during an examination, including any attempt to disrupt the examination or
distract another student.
• Copying from another student or getting information available to another student during a
test or examination.
• Interfering in the scholastic work of another student, for example, by stealing or misusing
project reports, computer files and library materials.
• Altering grades awarded by a teacher.
• Using an unauthorised calculator during a test or an examination, failing to comply with
the instructions of any member of the school’s staff responsible for the conduct of the
examination.
• Stealing or misusing examination papers.
• Fabricating or falsifying research data.
• Offering gifts or any kind of bribery to teachers or any school member to gain unfair
advantage over other students.
• Assistance provided by parents or guardians that grant an undue advantage to the
beneficiary over other students.

Academic Integrity in the Diploma Programme

Keeping the IBO recommendations in mind it is our endeavour to carry forward the ethos of
Academic Integrity that has been practiced since formative years. The Diploma Programme
strengthens the culture of academic integrity that thrives in the campus at the level of PYP and
MYP. In the Diploma Programme this core principle culminates into a lifelong practice in all future
pursuits.

Students:
• must understand the academic integrity policy and the consequences of violating the ethos that
has been cultivated in DPS International;
• must develop the habit of citing / referencing / acknowledging the work of others or AI like
ChatGPT if used in any of their assessments in all subject groups in MLA format;
• must ensure that all stages of their assessments are discussed and the planning documents for
the Internal Assessments, TOK Essay and the Extended Essay are approved by the supervisors/
teachers;
• sign an undertaking that all work submitted by them is their original work;
• are not permitted to re-track their submitted work once it is submitted for evaluation and are
advised to refrain from reusing their own work.
26
 Teachers:
• always keep in mind the importance of academic integrity and the consequences of its violation;
• along with the School Counsellor organize counselling sessions for students to reinforce the
importance of academic integrity policy and ensure that students have understood the
repercussions of not adhering to the policy;
• along with the school librarian provide appropriate referencing and acknowledge matter taken
from various sources for presentations, or formative and summative assessments in the form
of footnotes or endnotes;
• keep track of students’ planning and progress forms for the extended essay as well as the
internal assessments;
• and the librarian maintains an online database or citation generator to keep plagiarism under
check.

School:
• The Senior Management Team believes in the academic integrity policy so that the culture at
DPS International can have a strong base;
• School organizes workshops for teachers and the librarian on issues relating to referencing,
citing and acknowledging resources in MLA format;
• School invests in ‘Turnitin’, for a thorough check of plagiarism;
• All stakeholders strictly follow the procedure that has been set for penalizing students when
found guilty of malpractice;
• The document ‘General Regulations: Diploma Programme’ outlines the need and practices
related to academic integrity and consequences of malpractice.

Penalty matrices

Penalty 1 Warning to the student. Two sessions with the counsellor and one with the
school librarian to understand Academic Misconduct. No grade awarded to the
piece of work if it is an assessment.

Penalty 2 Written warning to the student. Two sessions with the counsellor and two
with the school librarian to understand Academic Misconduct. No grade
awarded to the whole assignment if it is an assessment.

Penalty 3 Red card issued to the student. Two sessions with the counsellor and two
with the school librarian to understand Academic Misconduct. No grade
awarded to the whole assignment if it is an assessment.

Examples of Penalty matrices

Infringements DP 1 and 2

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Plagiarism Penalty 2
Copying external sources.
Between 40–50 consecutive words and incomplete acknowledgement of copied
source(s).

Peer plagiarism Penalty 2

(i) Copying work from another student.
Between 40–50 consecutive words with no acknowledgement and/or attempt to cite
the copied source(s).

Peer plagiarism Penalty 1

(ii) Students lending or facilitating their work. Penalty 2

Students shared their work before during an assessment without being aware that their
work is copied or took no steps to prevent their work being copied or actively
encouraged the copying of their work.

Collusion Penalty 1
Coursework only and when working collaboratively. Penalty 2
Work of students has similarities and/or identical sections.

Inclusion of inappropriate, offensive, or Penalty 3

obscene material

Duplication of Work Penalty 1

Presentation of the same work for different assessment components or subjects. Penalty 2
Partial reuse of materials; penalties will be applied to both subjects with reused materials.

Falsification of Data Penalty 1

Presentation of work based on false or fabricated data. Penalty 2

Explanatory notes
1. Levels of penalty is awarded according to the seriousness of the incident
2. Any incident repeated more than 3 times calls for the highest level of penalty for any grade and any
infringement.

DP Scenarios / Examples of good practice

Situation Example

Extended Essay - A student submits a complete bibliography and includes all references in MLA
Citing sources and format in the extended essay. The same are also uploaded on ManageBac.
bibliography

28
 Creativity Activity Students complete all CAS experiences throughout the 18 months journey and
and Service include them in their portfolio, these are genuine experiences with valid
reflections and evidence.

Internal Assessments Students use varied primary and secondary research methods and summarize the
data collected in their own words followed by their own analysis, evaluation and
conclusion with substantial evidence.

Collaborative tasks For collaborative tasks, students provide their original ideas and respect other's
ideas by giving them credit for the same in any document

Plagiarism—external sources

Diploma Programme

Subject Example Outcome

Extended A candidate submitted an extended essay
Essay (EE) which contained two sections of
verbatim copied text from two internet
sources, more than 100 words in total;
the correct links to the sources were
included in the bibliography.
While the correct sources were
included in the bibliography, the
candidate did not include appropriate
reference at the point of use in the
body of the essay. Penalty level 2 was
applied and no grade, an “N”, was
awarded for the EE.

Visual arts As part of the exhibition, a candidate Penalty level 3 was applied to the
higher level submitted artistic work which was copied exhibition component, which resulted
(HL)— from a painter known for his sketches of in no grade, an “N”, being awarded for
exhibition renowned singers and actors. During the visual arts HL.
investigation process, the candidate
claimed that they were inspired to work
on similar techniques after attending an
exhibition of the painter; however, the
candidate did not acknowledge the
source.
English A A candidate presented their oral The candidate received a penalty 3 for
language and assessment based exclusively on the oral component which resulted in
literature memorized material from internet no grade, an “N”, being awarded for
HL—oral sources. No reference was made at any English A language and literature HL.
component point in the recording to these sources
and the candidate stated that they were
not aware that memorized materials had
to be referenced during an oral
presentation.
Diploma Programme

29
 Subject Example Outcome

History of the Four candidates registered at the same
Americas school included memorized information
HL—paper from internet sources in their responses
3 to questions on the paper 3 examination.
No references or citations were included
at any point on the examination scripts.
Theory of A candidate submitted an essay that was
knowledge almost entirely plagiarized from an
(TOK)— essay English source which they translated into
Spanish.
All four candidates received a penalty
3 for paper 3 and no grade, an “N”,
was awarded for History of the
Americas HL.
The candidate first claimed that they
did not plagiarize but later stated that
they were not aware of the need to
reference translated sources. The
candidate received a level penalty 3 for
the essay component which resulted
in no grade for the subject concerned.

Peer plagiarism

Diploma Programme

Subject Example Outcome

Economics Candidate A was under pressure to finish Candidate A received penalty 3 and no
HL— internal their internal assessment task and asked grade, an “N”, was awarded for
assessment a peer, candidate B, from the same school economics HL. Candidate B received
for support. Candidate B shared a draft penalty 1.
of their work with candidate A so they
could gain a better understanding of the
structure, but specifically asked them not
to use or copy their work. Candidate A
submitted the shared draft work as their
own.
TOK—essay Candidate A was working on their final Both candidates received penalty 3 for
version of the TOK essay and had a the component which resulted in no
conversation with a friend, candidate B, grade, an “N”, for the subject
who attended a different IB school. concerned.
Candidate B complained about the
difficulty of the task; candidate A shared
their draft advising it was fine to use part
of it, as it was unlikely that any similarities
would be discovered. Candidate B
rewrote part of candidate A’s essay but
left many sections unchanged.

Collusion
30
 Diploma Programme

Subject Example Outcome

Environment Two candidates submitted identical Both candidates received penalty 3

al Systems work for assessment despite the for the component which resulted in
and Societies subject teacher advising that candidates no grade, an “N”, for environmental
standard must collect and record their own data systems and societies SL.
level (SL)— and write their own conclusions.
internal
assessment

Submission of externally commissioned work

Diploma Programme

Subject Example Outcome

TOK—essay Two candidates registered in different Both candidates received penalty 3

IB schools and who were unknown to for the component which resulted
each other submitted almost identical in no grade, an “N”, for the TOK
TOK essays. Candidate A admitted subject.
hiring a third-party essay writing
service. Candidate B maintained that
they were the author of the essay.

Inclusion of inappropriate, offensive or obscene materials

Diploma Programme

Subject Example Outcome

Theatre During the completion of the 15 Candidate received a penalty 2
HL— minutes video, a candidate used warning letter.
research offensive and derogatory language
presentation against women in front of a live
audience.

Duplication of work

Diploma Programme
Subject Example Outcome

31
 Environmental The candidate reworked their Candidate received penalty 3
Systems and internal assessment and expanded it which resulted in no grade, an “N”,
Societies— to create their extended essay; being awarded for both subjects.
extended however, both pieces showed
essay and extensive similarities.
Mathematics
AA/AI SL—
internal
assessment

Breaches occurring during an examination

Possessing unauthorized material in the examination room

Diploma Programme

Subject Example Outcome

Biology SL— After candidates had entered the The candidate received a level 1
paper 2 examination room and the instructions penalty warning letter.
had been read by the invigilator, they
were asked to surrender any
unauthorized materials or electronic
devices that they may have in their
possession before the examination papers
were distributed. Due to extreme
anxiety, one candidate forgot to hand in
his mobile phone. He realized his error
during the five minutes reading time and
volunteered it to the invigilator.
Chemistry HL— After candidates had entered the There was no evidence that the
paper 1 examination room and the instructions candidate had used the device during
had been read by the invigilator, the examination, the browsing history
candidates were asked to surrender any being reviewed by the school’s IT
unauthorized materials or electronic department. As the candidate was in
devices that they may have in their possession of unauthorized material,
possession. The invigilator insisted that they received penalty 2 and zero marks
all candidates check for a second time for the examination paper.
that all phones and devices were
removed from pockets and clothing.
Approximately halfway through the
examination, an alarm from a mobile
phone sounded. The device was located
inside the sweatshirt pocket of a
candidate.

32
 Business After candidates had entered the Candidate received penalty 3 —no
Management examination hall and the instructions had grade for the subject—as there was
— been read by the invigilator, they were evidence of possession and use of the
paper 2 asked to surrender any unauthorized mobile phone.
materials or electronic devices that they
may have in their possession.
Approximately 15 minutes after the
examination had started, an invigilator
noticed a candidate moving suspiciously in
their seat and trying to cover something
under their leg. The invigilator approached
the candidate and discovered a mobile
phone; after reviewing the browser history,
it was confirmed that the candidate was
using the internet to search for answers to
the examination questions.
Mathematics An examiner identified an uncharacteristic On the balance of probabilities, the
HL— paper 1, answer that could not have been achieved evidence supported the likelihood that
non-calculator without using a calculator. An investigation the candidate used a calculator in order
exam was launched and both the school to arrive at the answer given. The
administration and the candidate denied candidate received penalty 3 for paper
the occurrence. As the evidence was not 1 and no grade, an “N” was awarded for
conclusive, subject matter experts were mathematics HL.
consulted to confirm or dismiss the
allegation.

Exhibiting misconduct or disruptive behaviour during an examination

Diploma Programme

Subject Example Outcome

Physics SL— When entering the examination hall, a The candidate received a penalty 3: zero
paper 1 candidate refused to sit at his allocated marks for the component.
desk. After being verbally reprimanded by
the invigilator, the candidate was allowed
to start the examination; however, he
maintained his disruptive behaviour. He
was warned by the invigilator but became
increasingly aggressive and was eventually
removed from the examination hall.

Facilitating the exchange of live content during the examination completion time

Diploma Programme

33
 Subject Example
Psychology SL— Halfway through the examination, an
paper 2 invigilator had noticed and become
suspicious of Candidate A’s behaviour.
Candidate A was coughing repeatedly
while putting their hands to their ears.
Candidate A was approached and
requested to lift up their hair. It became
evident that Candidate A was receiving
information via a pair of wireless
headphones from another candidate,
Candidate B, who was in a different
room. Through a “cough code”,
Candidate B identified and read subject
relevant information to assist Candidate
A in completing the examination.
Breaches that threaten the integrity of the examination
Gaining access to examination papers before scheduled start time
Diploma Programme
Subject Example
English A One day before the examination was
language and scheduled, three candidates
literature approached their teacher to ask how
SL—paper 2 to “tackle” a poem they were using in
a revision session. The teacher did not
recognize the poem from lessons
during the teaching cycle. Twenty-four
hours after the examination, the
teacher reviewed the examination
paper and saw that the exact same
poem was included in the paper.
Sharing examination content before or during an examination, or within 24 hours of scheduled
ending
Diploma Programme
34
Outcome
Candidate A received penalty 3 — no
grade for subject—and was not
permitted to retake the subject, being
permanently disqualified. Candidate B,
who was providing assistance, was also
penalized and permanently disqualified.
Please also see below under “Assisting
another candidate(s) in committing an
act of academic misconduct” category.
Outcome
After further investigation by the IB, a
website was found where the specific
text was being discussed, albeit not in
an IB context. One of the three
candidates had commented in the
discussion thread on that website. The
IB was unable to prove whether the
candidates had access to the paper
before it was completed. The balance
of probabilities approach was applied.
All candidates received penalty 2: zero
marks for component.
 Subject Example
History HL— Within a 24-hour period after the
paper 1 examination ending had elapsed, a
candidate posted a message on a
social media platform expressing
how happy they were that one of the
questions was the same topic of their
extended essay. Details of the
question were posted.
Chemistry HL— Within a 24-hour period after the
paper 3 examination ending had elapsed, a
candidate shared on a social media
platform the content of the paper.
The group with access to that chat
was composed of candidates in
different time zones.
Biology SL— A whistle-blower report was
paper 2 and received by the IB with evidence that
paper 3 a candidate who had completed
examination papers was offering
fragmentary information on exam
content. The source was located and
the candidate in question identified.
Assisting other candidates in committing an act of academic misconduct
Diploma Programme
Subject Example
Business A candidate assisted a peer
Management completing a psychology paper from
HL the outside by reading pre prepared
responses to exam questions using a
wireless headset.
Failing to report an incident of academic misconduct
Diploma Programme
Subject Example
35
Outcome
Candidate received penalty 3 for the
subject concerned and IB will be
informed of the action.
Candidate received a level 3 penalty
for the component concerned.
The candidate received penalty 3
across all subjects, with no retake
possible in any future session, being
permanently disqualified. The IB also
imposed penalties to other candidates
identified in the group and that had
access to the circulated materials.
Outcome
Candidate received penalty 3, no
grade for parallel subject as they were
not registered for the subject being
assisted, and were not allowed to
retake the subject, being permanently
disqualified. The candidate receiving
the information was also penalized
and permanently disqualified.
Outcome
History SL, Biology A candidate was part of a closed Candidate received penalty 3 for three
HL and group on social media composed of parallel subjects and was not allowed to
Mathematics candidates in different time zones. retake any of them in future sessions,
SL There were clear attempts by many being permanently disqualified.
of the group members to obtain live
exam content from those candidates
that had already completed the
examination papers. While the
candidate in question was not
registered for any of the subject
contents being shared, they failed to
report the incident to the IB.

Important Rules / Information

Lockers
During physical school lockers are available for students outside their classrooms. They may store
their backpack and PE kit, taking only what they need for the class inside the room. Students are
responsible for their lockers and are charged a penalty in case of damage to the lock/locker. Students
must leave valuables at home. The school does take responsibility for valuables left unattended.
Students should not share their locker key code with any other student/s. Lockers are the property
of DPS International and therefore, are subject to inspection and search at any time for any reason.
It is the student’s obligation to keep them neat and orderly at all times. No locker is to be altered
in any manner. No stickers, posters, or ornaments of any type should be placed on any locker.
Lockers must be cleaned out and left empty and unlocked at the end of the school year.

Attendance
Regular attendance is essential for a student to make the most of his or her education. Absence
from class may result in disruption of student’s learning / understanding and participation in school
activities. Therefore, the student and parent should make every effort to avoid unnecessary leaves.
It is mandatory for all Diploma Programme students to have completed 240 hours of learning in
each higher level subject and 150 hours of learning in each standard level subject. Moreover,
completion of EE in 40 hours, 100 hours of TOK and the CAS Programme (150 recommended hours
at DPS International) are also a mandate for the student to be eligible for the IB Diploma.

Laptops
All diploma programme students have to bring a personal laptop to school each day as they use it
regularly in the learning process. Students are also expected to come to school with a fully charged
laptop battery as charging-stations are limited at school. Rules regarding the usage of laptops are
outlined in school Student Laptop Policy, a document that will be shared with all stakeholders.
Students and parents have to sign the Digital Citizenship Agreement and acknowledge that they
are familiar with the laptop policy of the school.

Library
The library is an integral part of the student’s learning in the Diploma Programme. Students are
encouraged to issue books, e-resources, magazines and journals to aid their research. The library is
open during school hours and students can issue /return /read /refer to books at any time of the
36
day. Research and reference under the guidance of the teacher takes place from time to time. Three
books can be issued to a student fortnightly. The school is a member of the British Council library
and students can issue books from BCL with the help of the school librarian. There will
consequences /sanctions that arise due to loss or damage to books on case by case basis as decided
by the Secondary School Principal.
(Click on the link to go to virtual library resources)

Formative Assessments
Formatives are a necessary adjunct to classroom teaching, and all students can expect to receive
these assessments in various forms on a regular basis. This is intended to reinforce work covered in
class and to help students develop important habits of self-discipline, organisation and self-reliance.
Innovative and brainstorming assignments are given to prepare students for the next day's lesson or
to offer students the opportunity to practice newly acquired skills. Announcement of formative
assessments is posted on ManageBac/TEAMS (during virtual school)/email at least one week before
the due date.
General guidelines for formative assessments for home tasks:
• approximately 120 minutes per day should be devoted to self-study.
• students are responsible for organising their time appropriately to manage long-term
projects. Parents are encouraged to assist in monitoring student progress towards the completion of
the assignments but should not do the student’s work for them.
• students are responsible for finding out about any and all missed assignments and must ensure
that they are attempted. Assignments due during an absence should be submitted during the first
lesson upon return. Any work assigned during an absence is due on the regular due date unless prior
arrangements have been made with the teacher.
• any assignments due on the day of a field trip must be submitted prior to the field trip or
immediately after as decided by the subject teacher.

Absence from school in DP

• In case any child is absent, parents must inform the form tutor through an email.
• In case of more than 3 days of leave, the Secondary School Principal must sanction the leave.
• Half day / short leave will be only granted to a student under circumstances of emergency and approval
from the Secondary School Principal is sought in advance.
• No child will be allowed to leave the school premises on telephonic request or with servant/driver or
anyone else without the parent I-card/exit card.

Missed assignments and assessments due to absence from school in DP

• It is the student’s responsibility to contact teachers to clarify any questions regarding the missed teaching
and the assignments.
• Students are given only one extra day to submit their missed assignments.
• Retest of Formative assessment is conducted within two days of student rejoining but only in case of a
leave taken on medical grounds where parents have submitted a medical certificate or in case the student
is on an on-duty leave. No retest is conducted and no grade is awarded for any missed Summative
Assessment.

Field Trips
Field trips play an important part in a student’s education and are included in the curriculum when
appropriate. Parents will be notified about the same in advance.

Students’ Voice as DPS International

37
To include students' voice, in all matters pertaining to students at DPS International, students are
invited each year to be a part of the School Senate. The Head of School, Ms Rima Singh, announces
the leadership positions that the students can apply for by filling the Self Nomination Form. The Self
nominated candidates, from grades MYP4 and DP1 can apply for the Core Senate positions by filling-
up the Letter of Intent. Short listed candidates render their speeches before the school community
where they introduce themselves, talk about their ideas, roles and their plans to enrich the school
community. All the MYP and DP students and Secondary School teachers vote for the candidate of
their choice. For the class Senate selection process, teachers nominate students from each grade
based on feedback from the previous teachers and Form Tutors. The Senate for each year is sworn
in on the Investiture ceremony on Founder's Day. The DPS International Student Senate plays an
important role in bringing to fore student concerns, aspirations and hopes.

Approach to Bullying
DPS International has an anti-bullying policy that aims to create an environment where students and
other members of the school community can grow and flourish without fear. Each school member
has the right to be safe in and out of school and to be protected when he/she is feeling vulnerable.
DPS International is committed to each student’s success in learning within a caring, responsive, and
safe environment that is free of discrimination, violence, and bullying.
The school ensures that every allegation of bullying, be it verbal, social, physical or cyber is taken
seriously.

Bullying is unacceptable in DPS International, it will not be tolerated and will be

addressed seriously. Where students do not respond to preventive strategies to combat bullying,
tougher actions will be taken to deal with persistent and violent bullying. DPSI has a Discipline
Committee consisting of the Head of Pastoral Care and senior teachers to investigate discipline
matters (online and offline).
Sanctions might include:
• Writing a letter of apology
• Withdrawal of break and lunchtime privileges
• Written warning letter, issuance of pink/red card
• Withholding participation in any school trip or sports events that are not an essential
part of the curriculum
• Fixed term suspension and permanent expulsion from school. An expulsion would only
be considered in a case of extreme and continuing bad behaviour, bullying, sexual
harassment etc. The Head of the School would sanction any expulsion for even a short
period.

Reporting Bullying
Students are encouraged to report bullying in any way that they feel comfortable. Tell a teacher, form
tutor, counsellor or parent or ask a friend to report it. The formal complaints may be reported to
the Head of Pastoral Care – Ms. Meenakshi Sharma on her email: meenakshi.sharma@dpsiedge.edu.in

Consequences for misconduct /acts of bullying are classified as follows -

Level 1
Level I offenses are minor acts of misconduct that interfere with the orderly operation of the
classroom, a school function, co-curricular activities or transportation.

38
• Late-coming • Oral warning and Counselling
• Littering • Detention from favourite classes
• Improper attire • Warning letter issued
• Improper appearance • Corrective Work Order/Community service
• Rudeness with teachers • Confiscation of items related to appearance
• Disruptive behaviour in class or in bus such as, additional ear studs, coloured hair-clips,
• Consumption of food outside the dining hall wrist bands etc. (non-returnable).
• Bringing banned electronic gadgets • Incompletion • Confiscation of banned electronic gadgets (for
of assignments one term)
• Use of rude / vulgar / abusive language / Bullying / • Any other appropriate follow-up actions
name calling, excessive texting
• Inability to provide school identity card
• Using school-issued ids of Gsuite or Office 365 on
other platforms without permission
• Using school-issued id to send bulk/group emails
without permission
• Using school information on any online platform
without permission
• Posting unnecessary comments and remarks
during online classes
• Initiating private conversation/chat/call during the
online class

Level 2
Acts of misconduct that are more serious or disruptive examples of the offenses in Level I. Level II
also includes repeated acts of misconduct from Level I and acts directed against people or property
that may endanger the health or safety of others. The misconduct must be reported to the
appropriate school administrator for disciplinary action. The administrator will follow the procedure
designated for minor violations (Level I) in investigating the situation and deciding on disciplinary
action.

• Persistent late-coming • Detention after school

• Skipping class • Suspension (in school)
• Academic dishonesty • Warning letter issued
• Truancy • Contract Signing by the student
• Disruptive Behaviour in class/bus • Corrective Work Order
• Defiance • Counselling (in-house)
• Leaving school without permission
• Parent Involvement
• Body Piercing
• Pink card given
• Hazing
• Sexual misconduct including harassment • Any other appropriate follow-up
• Indecent exposure actions
• Stalking
• Offensive touching
• Physical assault and discrimination
• Misconduct that is sex and gender based
• Public display of affection
39
• Unauthorized access or entry in school or in school led
events /camps
• Tampering, misuse of school property, Graffiti
• Repeated Level 1 offence
• Cyber Bullying of any form
• Sharing links of meetings/online classes with the outside
community without permission

Level 3
Level III infractions are major acts of misconduct. They include repeated misconduct acts from
Level II; serious disruptions of school order; threats to the health, safety, and property of others;
and other acts of serious misconduct. The misconduct must be reported right away to the school
administrator, who may remove the student from the school or activity immediately.

• Persistent truancy • Detention after school

• Forging of Signature / false and fraudulent making or • Suspension (in/out of school)
altering of a document or the use of such a document • Warning letter issued
• Cheating during assessments/ exams • Parent Involvement
• Academic dishonesty • Contract signing by the student and
• Outright Defiance parent
• Corrective Work Order
• Vandalism / Issuing a false bomb threat
• Counselling (in-house / external agency
• Arson / Participating in a mob action • Red card given
• Stealing (in and out of school) • Expulsion
• Use of threat / bullying / Participation in any gang activity • The school holds the right(may choose)
• Assaulting / fighting / an attempt or reasonable threat to to file an official complaint with Cyber
inflict injury on someone with a show of force cell after evaluating the severity and
• Extortion by trying to obtain money or information from gravity of the incident/issue. regarding
another by coercion or intimidation cybersecurity, reported
• Possession and/or distribution of Pornographic or
objectionable materials / using school internet/intranet
for accessing non educational material like games,
pornography and other inappropriate material
• Possession / consumption of drugs, alcohol or cigarettes
• Drinking alcohol on campus or outside
• Drunken driving/underage driving
• Possession of dangerous objects
• Persistent acts of Hazing
• Sexual misconduct including harassment
• Indecent exposure
• Stalking
• Offensive touching
• Physical assault and discrimination
• Public display of affection
• Unauthorized access or entry in school or in school led
events/camps
• Tampering, misuse of school property

40
 • Posting unauthorized comments on school social media
sites
• Misconduct that is sex and gender based
• Repeating Level 2 offence Impersonating or using other
student's id to post inappropriate
material(picture/text/video)
• Creating fake id
• Threating someone online
• Persistent Cyber Bullying of any form

Note: The above-mentioned list is not at all exhaustive, and a student committing an act of misconduct
that is not listed will still be subject to the authority of the Head of School or Designee. The range of
consequences may be modified depending on the individual circumstances presented at the discretion
of the Head of School or Designee.

Damage to school property

Common types of damage Types of Penalties

Vandalism:
• Graffiti on walls, furniture, etc.
• Broken windows, furniture
• Destruction of classroom and
washroom materials
• Misuse of technology and equipment
• Monetary Fines: Cost of repairs
billed to parents.
• Community Service: Hours
dedicated to school maintenance or
any other community service as
suggested.
• Behavioral Consequences: Written
/Verbal warning, issuance of disciplinary
card (Red/ Pink), written apology to
SSP, detention or suspension.
• Counselling: Sessions to understand
the impact of their actions.

Student awards at DPSI

DP 1 end Award Details

of year 1
Roll of Honor Students with high academic performance which is sustained and consistent are
eligible for the ‘Roll of honor.’ The required criteria for the Roll of honor are
as follows:
• An overall score of 38 out of a maximum of 42 (score in six subjects) with
minimum of 6 points in HL subjects, minimum of 5 points in SL subjects in
the two terms.
• A completed reflection of community service (either personal or school led
project)
• Should not have received any pink card /red card.
• Appeared for all term end assessments.

41
 Excellence in • For subject awards the student should have secured a consistent 7 in each
Subject award Term.
• Appeared for all term end assessments.
DP 2 Award Details

Valedictorian The chosen valedictorian will be a student with the highest overall ranking.
Regularity, work ethics, overall conduct and discipline will be considered in
addition, candidate should have taken all Term End Assessments.

Salutatorian The chosen salutatorian will be a student with the second highest overall
ranking. Regularity, work ethics, overall conduct and discipline will be
considered in addition, candidate should have taken all Terms end assessments.

Excellence in Subject • For subject awards the student should have secured a consistent 7 in each
award of the 4 Terms.
• Appeared for all term end assessments.
Excellence award for Significant contribution to community service that promotes social change,
Social Consciousness development, cohesion and the empowerment of people and communities.

Digital Students who model responsible, ethical digital etiquettes, innovation, and
Citizenry award creativity in the digital world throughout their Diploma Programme and have
spread awareness about cyber bullying, plagiarism etc

Student Leadership Student who has leadership skills and is committed, passionate, empathetic,
award honest and upholds integrity.

Excellence in Sports Sportsmanship (State/National/International achievement in at least one sport)

award

Innovation and Student who has created a business model, done fund raising for a start-up
Entrepreneurship enterprise or any activity that is innovative and scalable.
award

Environmental Refers to responsible use and protection of the natural environment through
Stewardship award conservation and sustainable practices.

Creative Expression Student who has gone beyond expectations to learn and showcase creativity.
award

DP 2 New Initiative award Student who begin or follow through energetically with a plan or task with
enterprise and determination and leave behind a legacy for the coming batches
to keep alive.

DP 2 Appreciation award Student who has made considerable effort to grow in an area and has shown
consistent desire to continue improvising and making progress towards a goal.

42
 Clubs at DPSI
DPSI believes in providing opportunities to develop entrepreneur skills in students beyond the
classroom and programme related activities. At present we have 3 student led clubs running at DPSI.

Model United Nations Club: Students collaborate to prepare for MUN opportunities. Point of
contact: gunjan.tomar@dpsiedge.edu.in .

Technology Club: Students collaborate to enhance their technical skills. Opportunities are provided
to participate in technology events. Point of contact: shipra.kalra@dpsiedge.edu.in .

Book Club: Students interested in literacy activities may enrol in this club. Point of contact:
titiksha.goswami@dpsiedge.edu.in .

Dance Club: Students interested in any dance production including music editing, videography,
photography, dramaturgy, conceptualization and script writing, video editing, costumes and makeup,
set designing and making props, social media marketing, backstage management (lighting, tech support
etc), and connecting with prospective organisations, may enrol in this club. Point of contact:
tamanna.chandak2234@dpsiedge.edu.in . (name to be suggested by Seema Ma’am)

Environment Club: Students who may enrol in this student-driven initiative that will pursue many
projects to make the school more environmentally friendly for years to come. Point of contact:
rishi.garhyan@dpsiedge.edu.in . (name to be suggested by Seema Ma’am)

43
 Raise a concern
Team DPS International values the views of parents and students and aims to make continuous
improvements based on the feedback received. Both positive and negative feedback is welcome and
we do our best to turn issues into action.
The advisory below can be used to for enquiries and concerns for the appropriate department. The
parent body must adhere to the protocol while raising a concern for swift and appropriate action.

Feedback & Concern

Internal Feedback/ Concern External Feedback/Concern

Administrative Academic DP results
IB related matters

1 Mr Fideles Vaz Form Tutor: DP Coordinator:

● Transport ● Subject
● Book Store ● Class Dynamics jyotika.singh@dpsiedge.edu.in
● Uniform ● Social Emotional Issues
● Accounts ● Health and
● Safety and other personal
fideles.vaz@dpsied issues Dy DP Coordinator:
ge.edu.in Subject Teacher:
● specific subject related issues preeti.singhal@dpsiedge.edu.in

Email to Form Tutor or Subject

Teachers (List has been shared in
the welcome mail)

2 Academics DP Coordinator and Dy DP Meet the programme coordinator,

Coordinator
● Exam and subject
performance
Head of Pastoral Care:
● Bullying
● Academic Chase Up
meenakshi.sharma@dpsiedge.
edu.in
Head Of School Welfare and
Wellness
● Social emotional issues
roma.gill@dpsiedge.edu.in
3 Discipline and Continued bullying and non-
Behaviour resolution of issues
Secondary School Principal:
seema.kaushal@dpsiedge.edu.i
n Head of School:
deputy coordinator and secondary
principal to get further clarity
Secondary School Principal:
seema.kaushal@dpsiedge.edu.in
DP Coordinator:
jyotika.singh@dpsiedge.edu.in
Dy DP Coordinator:
preeti.singhal@dpsiedge.edu.in
Concern raised to Head of School
for approval, concerned authorities
are thereafter communicated the
concern
rima.singh@dpsiedge.edu.in

44
4 IT related For matters related to IT like For matters beyond those
Gmail account / ManageBac / mentioned alongside, the IT Manager
laptop configuration will be involved
Head of Educational Mr. Suryamani Jena
Technology suryamani.jena@dpsiedge.edu.i
preeti.singhal@dpsiedge.edu.i n
n
5 Career guidance For matters related to the Career guidance and college applications
and College students and parents can contact:
applications Head of College Advisory and Higher Studies
naghma.khan@dpsiedge.edu.in

6 Institution related, unresolved issues and all matters that need escalation:
Head of School : rima.singh@dpsiedge.edu.in

45
 Subject Overviews

Group 1: English A / Hindi A (Language and Literature SL / HL)

Nature of the Subject:

In this course, students study a wide range of literary and non-literary texts in a variety of media.
By examining communicative acts across literary form and textual type alongside appropriate
secondary readings, students will investigate the nature of language itself and the ways in which it
shapes meaning, and also how it is influenced by identity and culture. Approaches to study in the
course are meant to be wide ranging and can include literary theory, sociolinguistics, media studies
and critical discourse analysis among others. SL students are required to study four literary works
and a number of non-literary texts that is equivalent in teaching and learning time, whereas HL
students are required to study six literary works and a number of non-literary texts that is
equivalent in teaching and learning time.
The aims of Language A: language and literature standard level courses are to:
• engage with a range of texts, in a variety of media and forms, from different periods, styles, and
cultures;
• develop skills in listening, speaking, reading, writing, viewing, presenting and performing;
• develop skills in interpretation, analysis and evaluation;
• develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they
contribute to diverse responses and open up multiple meanings;
• develop an understanding of relationships between texts and a variety of perspectives, cultural
contexts, and local and global issues, and an appreciation of how they contribute to diverse
responses and open up multiple meanings;
• develop an understanding of the relationships between studies in language and literature and
other disciplines;
• communicate and collaborate in a confident and creative way;
• foster a lifelong interest in and enjoyment of language and literature.

The distinction between SL and HL is summarized below.

Works read SL HL

Works in translation written by Study of a minimum of one Study of a minimum of two

authors on the Prescribed work works
Reading List

Works originally written in the Study of a minimum of one Study of a minimum of two
language studied, by authors on work works
the prescribed reading list

Free choice works Study of two works freely Study of two works freely
chosen chosen

Total works studied 4 6

External assessment SL HL

46
Paper 1: Guided textual analysis A guided analysis of a Two guided analyses of
previously unseen non-literary previously unseen non-
extract or text from a choice literary extracts or texts
of two

HL essay A 1200-1500 word essay

exploring a line of inquiry in
connection with a studied
text or work

Syllabus Component Teaching Hours

SL HL

Readers, writers and texts 50 80

Non-literary texts are chosen from a variety of sources and media to
represent as wide a range of text types as possible, and works are chosen
from a variety of literary forms. The study of the non-literary texts and
works focuses on the nature of language and communication and the
nature of literature and its study. This study includes the investigation of
how texts themselves operate as well as the contexts and complexities
of production and reception. Focus is on the development of personal
and critical responses to the particulars of communication.

Time and space 50 80

Non-literary texts and literary works are chosen from a variety of
sources, literary forms and media that reflect a range of historical and/or
cultural perspectives. Their study focuses on the contexts of language use
and the variety of ways literary and non-literary texts might both reflect
and shape society at large. The focus is on the consideration of personal
and cultural perspectives, the development of broader perspectives, and
an awareness of the ways in which context is tied to meaning

Intertextuality: connecting texts 50 80

Non-literary texts and literary works are chosen from a variety of
sources, literary forms and media in a way that allows students an
opportunity to extend their study and make fruitful comparisons. Their
study focuses on intertextual relationships with possibilities to explore
various topics, thematic concerns, generic conventions, modes or literary
traditions that have been introduced throughout the course. The focus is
on the development of critical response grounded in an understanding of
the complex relationships among texts.

Total teaching hours 150 240

47
Assessment model:
Having followed the language and literature course, students will be expected to demonstrate the
following.
Know, understand and interpret:
• response to a previously unseen non-literary passage requires students to show their knowledge
and understanding of texts and text types and their ability to establish their own interpretation
from the text and to come to conclusions about it.
• essay on two works to show their knowledge and understanding of the works and interpret
their implications, and their similarities and differences, in connection with a given focus.
• one non-literary text and one work in their course of studies and interpret them in relation to
a global issue.
• one of the texts or works studied in relation to a line of inquiry they have selected.
Analyse and evaluate:
• a previously unseen non-literary passage and write a response to it analysing and evaluating how
the writer’s choices have contributed to meaning.
• a comparative analysis and evaluation of two of the works studied in terms of the demands of
a given question.
• one non-literary text and one work studied in terms of a global issue present in both of them,
and one of the texts or works studied in relation to a line of inquiry of their own choice.
• one of the texts or works studied in relation to a line of inquiry of their own choice.

Communicate:
• write a formal, well-organized and well-focused response using language appropriate to a formal
essay.
• formal essay which is well organized, which offers a balanced comparison between two works,
and which is clearly focused on a given question.
• well organized, coherent, convincing and balanced oral which focuses on a global issue of their
own choice.
• formal essay exploring a line of inquiry in relation to a text or work. The essay should be formal,
well-structured and should evidence good citation and referencing skills.

Assessment at a glance (SL):

Type of Format of Assessment Time Weighting of

Assessment (hours) final grade (%)

External 3 70

Paper 1 Consists of two non-literary passages, from 1hr 15 35

two different text types, each accompanied min
by a question. Students choose one passage
and write an analysis of it. (20 marks)

Paper 2 Consists of four general questions. In 1hr 45 35

response to one question, students write a min
comparative essay based on two literary
works studied in the course. (30 marks)
48
 Internal 30

Individual Supported by an extract from one non- 15 min 30

oral literary text and one from a literary work,
students will offer a prepared response of
10 minutes, followed by 5 minutes of
questions by the teacher, to the following
prompt:
Examine the ways in which the global issue
of your choice is presented through the
content and form of two of the texts that
you have studied. (40 marks)

Assessment at a glance (HL):

Type of Format of Assessment Time Weighting of

Assessment (hours) final grade (%)

External 4 80

Paper 1 Consists of two non-literary passages, from 2 hrs 15 35

two different text types, each accompanied min
by a question. Students write an analysis of
each of the passages. (40 marks)

Paper 2 Comparative essay: Consists of four general 1 hr 45 25

questions. In response to one question min
students write a comparative essay based on
two works studied in the course. (30 marks)

HL essay: Students submit an essay on one

non-literary text or a collection of non-
literary texts by one same author, or a 20
literary text or work studied during the
course. The essay must be 1,200-1,500
words in length. (20 marks).

Internal 20

49
Individual Supported by an extract from both one 15 min 20
oral non-literary text and one from a literary
work, students will offer a prepared
response of 10 minutes, followed by 5
minutes of questions by the teacher, to the
following prompt:
Examine the ways in which the global issue
of your choice is presented through the
content and form of two of the works that
you have studied. (40 marks)

Group 2: Language Acquisition SL/HL

Nature of the Subject:

Language B is designed for students who possess a degree of knowledge and experience in the
target language. High performing standard level students should be able to follow university courses
in other disciplines in the language B that is studied.
The aims of the language B standard level course are to:
• develop students’ intercultural understanding
• enable students to understand and use the language they have studied in a range of contexts
and for a variety of purposes
• encourage, through the study of texts and social interaction, an awareness and appreciation
of the different perspectives of people from other cultures
• develop students’ awareness of the role of language in relation to other areas of knowledge
develop students’ awareness of the relationship between the languages and cultures with which
they are familiar
• provide students with a basis for further study, work and leisure through the use of an
additional language
• provide the opportunity for enjoyment, creativity and intellectual stimulation through
knowledge of an additional language.
For all three syllabuses, language acquisition programmes will be delivered through the use of five
prescribed themes, which are related to the Primary Years Programme trans disciplinary themes
and the global contexts used in the Middle Years Programme, in order to enhance the learning
continuum in IB programmes.

Syllabus Component Teaching Hours

SL HL

Themes Guiding Principles 150 240

Identities The guiding principle of this theme is to explore

the nature of the self and what it is to be
human. Students could investigate the theme
through a range of optional recommended
topics such as: lifestyles, health and wellbeing,

50
 beliefs and values, subcultures, language and
identity.

Experiences The guiding principle of this theme is to explore

and tell the stories of the events, experiences
and journeys that shape our lives. Students
could investigate the theme through a range of
optional recommended topics such as: leisure
activities, holidays and travel, life stories, rites
of passage, customs and traditions, migration.

Human The guiding principle of this theme is to explore

ingenuity the ways in which human creativity and
innovation affect our world. Students to
investigate the theme through a range of
optional recommended topics such as:
entertainment, artistic expressions,
communication and media, technology,
scientific innovation.

Social The guiding principle of this theme is to explore

organization the ways in which groups of people organise
themselves or are organised through common
systems or interests. Students could investigate

the theme through a range of optional

recommended topics such as: social
relationships, community, social engagement,
education, the working world, law and order.

Sharing the The guiding principle of this theme is to explore

planet the challenges and opportunities faced by
individuals and communities in the modern
world. Students could investigate the theme
through a range of optional recommended
topics such as: the environment, human rights,
peace and conflict, equality, globalization,
ethics, urban and rural environment.

Literature: Read 2 works of Literature

Assessment Model:

The assessments aim to test all students’ ability to understand and use the language of study as well
as key concepts through:
• learning a language by engaging with its use and meaning within a social framework
• developing receptive, productive and interactive skills in the language of study.
Students will be assessed on their ability to:

51
• communicate clearly and effectively in a range of situations, demonstrating linguistic
competence and intercultural understanding
• use language appropriate to a range of interpersonal and/or cultural contexts
• organize ideas on a range of topics, in a clear, coherent and convincing manner
• understand and use language to express and respond to a range of ideas with accuracy and
fluency
• understand, analyse and respond to a range of written and spoken texts.

Assessment at a glance (SL):

Type of Format of Assessment Time Weighting of

Assessment (hours) final grade (%)

External 3 75

Paper 1 Writing (1 response from choice of 3. 1 hr 15 min 25

Students will select a text type from a list
provided. Length of response: 1 x 250-400
words / character equivalent.) (30 marks)

Paper 2 Receptive skills – listening and reading 1 hr 45 min 50

(separate sections of 25% each)
Listening comp. – 45 min (25 marks)
Reading comp. – 1 hr (40 marks)

Internal

Individual Oral Individual oral 12-15 min + 15 min of 30 min 25

preparation (30 marks)

Assessment at a glance (HL):

Type of Format of Assessment Time Weighting of

Assessment (hours) final grade (%)

External 3.5 75

Paper 1 Writing (1 response from choice of 3. 1 hr 30 min 25

Students will select a text type from a list

provided. Length of response: 1 x 450-600

words / character equivalent.) (30 marks)

Paper 2 Receptive skills – listening and reading 2 hrs 50

(separate sections of 25 % each)
Listening comp. – 1 hr (25 marks)
Reading comp. – 1 hr (40 marks)

52
 Internal

Individual Oral Individual oral 12-15 min + 20 min of 35 min 25

preparation

Group 2: Language Acquisition Ab Initio SL

Nature of the Subject:

The IB DP language ab initio course is designed to provide students with the necessary skills and
intercultural understanding to enable them to communicate successfully in an environment where
the language studied is spoken. This process encourages the learner to go beyond the confines of
the classroom, expanding an awareness of the world and fostering respect for cultural diversity.
The language ab initio course develops students’ linguistic abilities through the development of
receptive, productive and interactive skills by providing them opportunities to respond and interact
appropriately in a defined range of everyday situations. Language Ab Initio is available at standard
level only.

The aims of the language ab initio course are to:

• develop students’ intercultural understanding

• enable students to understand and use the language they have studied in a range of contexts and
for a variety of purposes
• encourage, through the study of texts and through social interaction, an awareness and
appreciation of the different perspectives of people from other cultures
• develop students’ awareness of the role of language in relation to other areas of knowledge
• develop students’ awareness of the relationship between the languages and cultures with which
they are familiar
• provide students with a basis for further study, work and leisure through the use of an additional
language
• provide the opportunity for enjoyment, creativity and intellectual stimulation through knowledge
of an additional language.

Curriculum model overview:

Three areas of study – language, themes and texts – provide the basis of the language ab initio
course. These three fundamental areas, as well as intercultural understanding, are all interrelated
and should be studied concurrently.

Syllabus Component Teaching Hours

150

Identities Experiences Human Social Sharing the

Personal Daily routine Ingenuity organization Planet
attributes Leisure Transport Neighbourhood Climate
Personal Holidays and Entertainment Education Physical

53
relationships tourism Media The workplace Geography
Eating and Festivals and Technology Social issues Environment
drinking celebrations Global issues
Physical
wellbeing

All three syllabuses (HL, SL and Ab Initio) will retain the use of text types. The guiding principle
for their use in DP language acquisition classes is to develop students’ receptive, productive and
interactive skills in the target language by focusing attention on the ways in which good
communicators consider audience, context and purpose in the process of choosing and developing
an appropriate text type to convey a message. To achieve this, texts have been divided into three
categories according to their communicative functions and include, but are not limited to, those
indicated in the table below. These three categories will be used, as appropriate, across all three
syllabuses:

Personal Texts Professional texts Mass Media Texts

Blog, Diary, Email, Blog, Brochure, Catalogue,
Invitation List, Email, Essay, Formal letter,
Personal letter, Interview, Invitation, Literature
Postcard, Social Maps / diagrams, Menu, Online
media posting / chat forum, Personal statement /
room, Text message, CV, Proposal, Questionnaire,
Timetable Recipe, Supporting letter,
Report Set of instructions/
Guidelines, Survey, Timetable
Advertisement, Article (newspaper,
magazine), Blog, Brochure, Film, Flyer,
Interview, Leaflet, Literature, News
report, Newsletter, Opinion column /
Editorial, Pamphlet, Podcast, Poster,
Public commentary, (editorial/readers’
letters), Radio program, Review, Social
media posting, Speech, Travel guide,
TV / drama / music, Web page

Assessment at a glance (Ab Initio SL):

Type of Format of Assessment Time Weighting of

Assessment (hours) final grade (%)

External 2 hrs 45 75
min

Paper 1: Writing: 2 written tasks 70-150 words from a 1 hr 25

choice of three tasks choosing a text type.
(30 marks)

Paper 2: Receptive skills – listening and reading (separate 1 hr 45 50

sections of 25 % each): min
Listening comp. – 45 min (25 marks)
Reading comp. – 1 hr (40 marks)

Internal 25 min 25

Individual oral Individual oral (7-10 min + 15 min of 25 min 25

preparation) (30 marks)

54
Group 3: Individuals and Societies:
Business Management (SL / HL)
Nature of Subject:
The business management course is designed to meet the current and future needs of students who
want to develop their knowledge of business content, concepts and tools to assist with business
decision making. Future employees, business leaders, entrepreneurs or social entrepreneurs need
to be confident, creative and compassionate as change agents for business in an increasingly
interconnected global marketplace. The business management course is designed to encourage the
development of these attributes. Through the exploration of four interdisciplinary concepts—
creativity, change, ethics and sustainability —this course empowers students to explore these
concepts from a business perspective. Business management focuses on business functions,
management processes and decision-making in contemporary contexts of strategic uncertainty.
Students examine how business decisions are influenced by factors that are internal and external to
an organization and how these decisions impact upon stakeholders. Emphasis is placed on strategic
decision-making and the operational business functions of human resource management, finance
and accounts, marketing, and operations management.
Business management is a challenging and dynamic discipline that more than meets the needs of our
students growing and developing in a complex business environment. This course prepares students
to be global citizens ready to face the challenges and opportunities awaiting them in our ever-
changing world.

The three components of concepts, content and contexts are of equal relevance and the teacher
may choose any one as a starting point for teaching. Concepts are anchored in the content of
business management—its tools and theories—and are given context through the study of case
studies and real-world examples. Together these components help students to acquire a holistic
and integrated understanding of business management as a discipline.
The business management course is focused on inquiry-based teaching and learning, where students
are given the opportunity to explore business tools and theories using case studies and create their
own questions and formulate their own solutions to problems or issues facing an organization.

The aims of the business management course at HL and SL are to:

1. develop as confident, creative and compassionate business leaders, entrepreneurs, social
entrepreneurs and as change agents
2. foster an informed understanding of ethical and sustainable business practices
55
3. explore the connections between individuals, businesses and society
4. engage with decision-making as a process and a skill.

Syllabus Component Teaching Hours

SL HL

Unit 1: Introduction to Business Management 20 20

1.1 Introduction to business management
1.2 Types of organizations
1.3 Organizational objectives
1.4 Stakeholders
1.5 Growth and evolution
1.6 Organisational Planning Tools (HL Only)

Unit 2: Human resource management 20 35

2.1 Introduction to human resource management
2.2 Organizational structure
2.3 Leadership and management
2.4 Motivation and demotivation
2.5 Organisational Corporate Culture (HL Only)
2.6 Communication
2.7 Industrial / employee relations (HL Only)

Unit 3: Finance and accounts 30 35

3.1 Introduction to finance
3.2 Sources of finance
3.3 Costs and revenues
3.4 Final accounts
3.5 Profitability and liquidity ratio analysis
3.6 Efficiency Ratio Analysis (HL Only)
3.7 Cash flow
3.8 Investment appraisal
3.9 Budget (HL only)

Unit 4: Marketing 30 35
4.1 Introduction to marketing
4.2 Marketing planning
4.3 Sales Forecasting (HL Only)
4.4 Market research
4.5 The 7 Ps of marketing mix
4.6 International Marketing (HL Only)

Unit 5: Operations management 10 30

5.1 Introduction to operations management
5.2 Operations methods
5.3 Lean production and quality management (HL only)
5.4 Location

56
 5.5 Break-even analysis
5.6 Production planning (HL only)
5.7 Crisis management and contingency planning (HL only)
5.8 Research and development (HL only)
5.9 Management information systems (HL only)

Business Management Toolkit 10 35

Research time allocated for the pre-released statement in paper 1 5 5

Internal Assessment 20 30

Assessment model:

By the end of the business management course, students are expected to achieve the following
assessment objectives.
Demonstrate knowledge and understanding of:
• business management tools and theories
• course topics and concepts
• business problems, issues and decisions
• HL extension topics (HL only).
Apply and analyse:
• business management tools and theories
• course topics and concepts
• business problems, issues and decisions
• business decisions and issues through the selection and use of appropriate data
• HL extension topics (HL only).
Synthesize and evaluate:
• business management tools and theories
• course topics and concepts
• business problems, issues and decisions
• stakeholder interests to reach informed business decisions
• recommendations for competing future strategic options (HL only)
• HL extension topics (HL only).

Use and application of appropriate skills:

• select and apply relevant business management tools, theories and concepts to support research
into a business issue or problem.
• select, interpret and analyse business materials from a range of primary and secondary sources.
• create well-structured materials using business management terminology.
• communicate analysis, evaluation and conclusions of research effectively.

Assessment at a glance (SL):

Type of Format of Assessment Time Weighting of

Assessment (hours) final grade
(%)

57
 External 3 70

Paper 1 Structured questions on pre 1 hr 30 35

seen case study (30 marks) min

Paper 2 Structured and unseen material 1 hr 30 35

questions min

Internal 20 30

Business Students produce a research project 20 hrs 30

research project about a real business issue or problem
facing a particular organization using a
conceptual lens. Maximum 1,800 words.
(25 marks).

Assessment at a glance (HL):

Type of Format of Assessment Time Weighting of

Assessment (hours) final grade (%)

External 4 hrs 30 80
min

Paper 1 Structured questions on pre seen case 1 hr 30 25

study (30 marks) min

Paper 2 Structured and extended response 1 hr 45 30

questions (50 marks) min

Paper 3 Students answer one compulsory 1 hr 15 25

question based on the unseen stimulus min
material (25 marks)

Internal 20 20

Business Students produce a research project 20 hrs 20

Research about a real business issue or problem
Project facing a particular organization using a
conceptual lens. Maximum 1,800 words.
(25 marks)

Group 3: Individuals and Societies

Economics (SL / HL)
Nature of Subject
Economics is an exciting, dynamic subject that allows students to develop an understanding
of the complexities and interdependence of economic activities in a rapidly changing world.
58
At the heart of economic theory is the problem of scarcity. While the world’s population
has unlimited needs and wants, there are limited resources to satisfy these needs and wants.
As a result of this scarcity, choices have to be made. The economics course, at both SL and
HL, uses economic theories to examine the ways in which these choices are made:
● at the level of producers and consumers in individual markets (microeconomics)
● at the level of the government and the national economy (macroeconomics)
● at an international level where countries are becoming increasingly interdependent through
international trade and the movement of labour and capital (the global economy)

By further focusing on the six real-world issues through the nine key concepts (scarcity, choice,
efficiency, equity, economic well-being, sustainability, change, interdependence and intervention),
students of the economics course will develop the knowledge, skills, values and attitudes that will
encourage them to act responsibly as global citizens.

The three components of inquiries are of equal relevance and teachers may choose any one as a
starting point for their teaching. Concepts are anchored in the content of economics—its theories,
models, ideas and tools—and are given context through the study of real-world issues and
examples. Together these components help students to acquire a holistic and integrated
understanding of economics as a discipline.

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

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

Syllabus Component Teaching Hours

SL HL

59
Unit 1: Introduction to economics 10 10
1.1 What is economics?
1.2 How do economists approach the world?

Unit 2: Microeconomics 35 70
2.1 Demand (includes HL only sub-topics)
2.2 Supply (includes HL only sub-topics)
2.3 Competitive market equilibrium
2.4 Critique of the maximizing behaviour of consumers and producers
2.5 Elasticity of demand (includes HL only sub-topics)
2.6 Elasticity of supply (includes HL only sub-topics)
2.7 Role of government in microeconomics (includes HL only
calculation)
2.8 Market failure—externalities and common pool or common
access
resources (includes HL only calculation)
2.9 Market failure—public goods
2.10 Market failure—asymmetric information (HL only)
2.11 Market failure—market power (HL only)
2.12 The market’s inability to achieve equity (HL only)

Unit 3: Macroeconomics 40 75
3.1 Measuring economic activity and illustrating its variations
3.2 Variations in economic activity—aggregate demand and aggregate
supply
3.3 Macroeconomic objectives (includes HL only calculation)
3.4 Economics of inequality and poverty (includes HL only
calculation)
3.5 Demand management (demand side policies)—monetary
policy (includes HL only sub-topics)
3.6 Demand management—fiscal policy (includes HL only sub-
topics)
3.7 Supply-side policies

Unit 4: The global economy 45 65

4.1 Benefits of international trade (includes HL only subtopics and
calculation)
4.2 Types of trade protection (includes HL only calculations)
4.3 Arguments for and against trade control/protection
4.4 Economic integration
4.5 Exchange rates (includes HL only sub-topic)
4.6 Balance of payments (includes HL only sub-topics)
4.7 Sustainable development (includes HL only sub-topic)
4.8 Measuring development
4.9 Barriers to economic growth and/or economic development
4.10 Economic growth and/or economic development strategies

Internal assessment 20 20
Portfolio of three commentaries

Total teaching hours 150 240

60
Assessment model:
By the end of the economics course, students (HL/SL) are expected to achieve the
following assessment objectives (AOs).
1. Knowledge and understanding (AO1)
• Demonstrate knowledge and understanding of specified content
• Demonstrate knowledge and understanding of the common SL/HL syllabus
• Demonstrate knowledge and understanding of current economic issues and data
• At HL only: demonstrate knowledge and understanding of the extension topics
2. Application and analysis (AO2)
• Apply economic concepts and theories to real-world situations
• Identify and interpret economic data
• Analyse how economic information is used effectively in particular contexts
• In the internal assessment task: explain the link between key economic concepts and economic
commentaries
• At HL only: demonstrate application and analysis of the extension topics
3. Synthesis and evaluation (AO3)
• Examine economic concepts and theories
• Use economic concepts and examples to construct and present an argument
• Discuss and evaluate economic information and theories
• At HL only:
demonstrate economic synthesis and evaluation of the extension topics
select and use economic data using economic theory to make policy recommendations.
4. Use and application of appropriate skills (AO4)
• Produce well-structured written material, using appropriate economic theory, concepts and
terminology
• Produce and use diagrams to help explain economic theory, concepts and real-world issues
• Select, interpret and analyse appropriate extracts from the news media
• Interpret appropriate data sets
• Use quantitative techniques to identify, explain and analyse economic relationships

Assessment at a glance (SL):

Type Format of Assessment Time Weighting

(hours) of final
of grade (%)
Assessmen
t

External 3 hours 70

Paper 1 An extended response paper (25 marks) 1 hour 15 30

Assessment objectives: AO1, AO2, AO3, AO4 min
Syllabus content (excluding HL extension material)
Students answer one question from a choice of
three.

Paper 2 A data response paper (40 marks) 1 hour 45 40

Assessment objectives: AO1, AO2, AO3, AO4 min
Syllabus content (excluding HL extension material).
Includes some quantitative questions.

61
 Students answer one question from a choice of two.

Internal

Portfolio Students produce a portfolio of three 20 hours 30

commentaries, based on different units of the
syllabus (excluding the introductory unit) and on
published extracts from the news media. Each of the
three commentaries should use a different key
concept as a lens through which to analyse the
published extracts.
Maximum 800 words for each commentary
(45 marks)

Assessment at a glance (HL):

Type of Format of Assessment Time Weighting

Assessment (hours) of final
grade (%)

External 4 hours 80
45 min

Paper 1 An extended response paper (25 marks) 1 hour 20

Assessment objectives: AO1, AO2, AO3, 15min
AO4
Syllabus content including HL extension
material.
Students answer one question from a choice
of three.

Paper 2 A data response paper (40 marks) 1 hour 30

Assessment objectives: AO1, AO2, AO3, 45min
AO4
Syllabus content including HL extension
material. Includes some quantitative questions.
Students answer one question from a choice
of two.

Paper 3 A policy paper (60 marks) 1 hour 30

Assessment objectives: AO1, AO2, AO3, 45 min
AO4
Syllabus content including HL extension
material. Includes both quantitative and
qualitative
questions.
Students answer two compulsory questions.
(30 marks per question)

62
 Internal

Portfolio This component is internally assessed by the 20 hours 20

teacher and externally moderated by the IB at
the end of the course.
Students produce a portfolio of three
commentaries, based on different units of the
syllabus
(excluding the introductory unit) and on
published extracts from the news media.
Each of
the three commentaries should use a different
key concept as a lens through which to
analyse the published extracts.
Maximum 800 words for each commentary
(45 marks)

Group 3: Individuals and Societies:

Psychology (SL / HL)
Nature of Subject:
Psychology is the rigorous and systematic study of mental processes and behaviour. It is a complex
subject which draws on concepts, methods and understandings from a number of different disciplines.
There is no single approach that would describe or explain mental processes and behaviour on its
own as human beings are complex animals, with highly developed frontal lobes, cognitive abilities,
involved social structures and cultures. The study of behaviour and mental processes requires a
multidisciplinary approach and the use of a variety of research techniques whilst recognising that
behaviour is not a static phenomenon, it is adaptive, and as the world, societies and challenges facing
societies change, so does behaviour.

At the core of the DP psychology course is an introduction to three different approaches to

understanding behaviour:
• biological approach to understanding behaviour

63
• cognitive approach to understanding behaviour
• sociocultural approach to understanding behaviour.
The knowledge, concepts, theories and research that have developed the understanding in these fields
will be studied and critically evaluated to answer some of the questions being asked by psychologists
today. Furthermore, the interaction of these approaches to studying psychology will form the basis
of a holistic and integrated approach to understanding mental processes and behaviour as a complex,
dynamic phenomenon, allowing students to appreciate the diversity as well as the commonality
between their own behaviour and that of others.

The aims of the psychology course at SL and at HL are to:

1. develop an understanding of the biological, cognitive and sociocultural factors affecting mental
processes and behaviour
2. apply an understanding of the biological, cognitive and sociocultural factors affecting mental
processes and behaviour to at least one applied area of study
3. understand diverse methods of inquiry
4. understand the importance of ethical practice in psychological research in general and observe
ethical practice in their own inquiries
5. ensure that ethical practices are upheld in all psychological inquiry and discussion
6. develop an awareness of how psychological research can be applied to address real-world
problems and promote positive change.

Syllabus Component Teaching Hours

SL HL

Core: 90 120
• Biological Approach to Understanding Behavior
• Cognitive Approach to Understanding Behavior
• Sociocultural Approach to Understanding Behavior

Options: 20 40
• Abnormal psychology
• Developmental psychology
• Health psychology
• Psychology of human relationships

Additional Higher Level: 20 60

Qualitative research in psychology

Experimental Study: Introduction to experimental research 20 20

methodology

Total Teaching Hours 150 240

Assessment Objectives for Psychology SL and HL:

By the end of the psychology course at SL or at HL, students will be expected to demonstrate the
following.
1. Knowledge and comprehension of specified content
● Demonstrate knowledge and comprehension of key terms and concepts in psychology.
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 ● Demonstrate knowledge and comprehension of a range of psychological theories and research
studies.
● Demonstrate knowledge and comprehension of the biological, cognitive and sociocultural
approaches to mental processes and behaviour.
● Demonstrate knowledge and comprehension of research methods used in psychology.
2. Application and analysis
● Demonstrate an ability to use examples of psychological research and psychological concepts
to
formulate an argument in response to a specific question.
● Demonstrate application and analysis of a range of psychological theories and research studies.
● Demonstrate application and analysis of the knowledge relevant to areas of applied psychology.
● At HL only, analyse qualitative and quantitative research in psychology.
3. Synthesis and evaluation
● Evaluate the contribution of psychological theories to understanding human psychology.
● Evaluate the contribution of research to understanding human psychology.
● Evaluate the contribution of the theories and research in areas of applied psychology.
● At HL only, evaluate research scenarios from a methodological and ethical perspective.
4. Selection and use of skills appropriate to psychology
● Demonstrate the acquisition of skills required for experimental design, data collection and
presentation, data analysis and the evaluation of a simple experiment while demonstrating ethical
practice.
● Work in a group to design a method for a simple experimental investigation, organize the
investigation and record the required data for a simple experiment.
● Write a report of a simple experiment.

Assessment at a glance (SL):

Type of Format of Assessment Time Weighting

Assessment (hours) of final
grade (%)

External 3 hrs 75%

Paper 1 Three short answer questions and one essay 2 hrs 50%
response question out of three (49 marks)

Paper 2 One question from a choice of three on one 1 hr 25%

option (22 marks)

Internal 20 hrs 25%

Experimental A report of a simple experimental study

study conducted by the student (22 marks)

Assessment at a glance (HL):

Type of Format of Assessment Time Weighting
Assessment (hours) of final
grade (%)

65
 External 5 hrs 80%

Paper 1 Three short answer questions and one essay 2 hrs 40%
response question out of three (49 marks)

Paper 2 Two questions; one from a choice of three 2 hrs 20%

on each of two options (44 marks)

Paper 3 Three short-answer questions from a list of 1 hr 20%

six static questions (published in this guide)
on approaches to research (24 marks)

Internal 20%

Experimental A report of a simple experimental study 20 hrs 20%

study conducted by the student (22 marks)

Group 3: Individuals and Societies:

History (SL / HL)
Nature of Subject:
History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with
the past. It is a rigorous intellectual discipline, focused around key historical concepts such as change,
causation and significance. History is an exploratory subject that fosters a sense of inquiry. It is also
an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a
plurality of opinions. Studying history develops an understanding of the past, which leads to a deeper
understanding of the nature of humans and of the world today.
The IB Diploma Programme (DP) history course is a world history course based on a comparative
and multi-perspective approach to history. It involves the study of a variety of types of history,
including political, economic, social and cultural, and provides a balance of structure and flexibility.
The course emphasizes the importance of encouraging students to think historically and to develop
historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of
critical thinking, and on developing an understanding of multiple interpretations of history. In this
way, the course involves a challenging and demanding critical exploration of the past.
There are six key concepts that have particular prominence throughout the DP history course
(change, perspective, causation, continuity, consequence and significance).

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 The aims of the DP History course is to enable students to:
• develop an understanding of, and continuing interest in the past;
• encourage students to engage with multiple perspectives and to appreciate the complex nature
of historical concepts, issues, events and developments;
• promote international-mindedness through the study of history from more than one region of
the world;
• develop an understanding of history as a discipline and to develop historical consciousness
including a sense of chronology and context, and an understanding of different historical
perspectives;
• develop key historical skills, including engaging effectively with sources;
• increase students’ understanding of themselves and of contemporary society by encouraging
reflection on the past.

Syllabus Component Teaching Hours

SL HL

Prescribed subject: 40 40
Subject 4: Rights and Protest

World History Topics:

Topic 8: Independence Movements (1800-2000) 45 45
Topic 10: Authoritarian States (20th Century) 45 45

HL Option: - 90
Option 3: History of Asia and Oceania
Section 4 – The rise and fall of the Mughal Empire (1526 – 1712)
Section 6 – India Afghanistan and Burma (1750 – 1919)
Section 10 – Nationalism and Independence in India (1919 – 1964)

Internal Assessment: 20 20
Historical Investigation

Total Teaching Hours 150 240

Assessment model:
By the end of the History course, students are expected to reach the following assessment
objectives:

Assessment objective 1: Knowledge and understanding

• Demonstrate detailed, relevant and accurate historical knowledge.
• Demonstrate understanding of historical concepts and context.
• Demonstrate understanding of historical sources. (Internal assessment and paper 1)

Assessment objective 2: Application and analysis • Formulate clear and coherent arguments.
• Use relevant historical knowledge to effectively support analysis.
• Analyse and interpret a variety of sources. (Internal assessment and paper 1)

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 Assessment objective 3: Synthesis and evaluation
• Integrate evidence and analysis to produce a coherent response.
• Evaluate different perspectives on historical issues and events, and integrate this evaluation
effectively into a response.
• Evaluate sources as historical evidence, recognizing their value and limitations. (Internal assessment
and paper 1)
• Synthesize information from a selection of relevant sources. (Internal assessment and paper 1)

Assessment objective 4: Use and application of appropriate skills

• Structure and develop focused essays that respond effectively to the demands of a question.
• Reflect on the methods used by, and challenges facing, the historian. (Internal assessment)
• Formulate an appropriate, focused question to guide a historical inquiry. (Internal assessment) •
Demonstrate evidence of research skills, organization, referencing and selection of appropriate
sources. (Internal assessment)

Assessment at a glance (SL):

Type of Format of Assessment Time Weighting

Assessment (hours) of final
grade (%)

External 2 hrs 30 75
min

Paper 1 Source based paper (24 marks) 1 hr 30

Paper 2 Essay Paper on two different topics (30 marks) 1 hr 30 45

min

Internal Assessment

Historical On a topic of students choice (25 marks) 20 25

Investigation

Assessment at a glance (HL):

Type of Format of Assessment Time Weighting

Assessment (hours) of final
grade (%)

External 5 hrs 80

Paper 1 Source based paper (24 marks) 1 hr 20

Paper 2 Essay Paper on two different topics (30 marks) 1 hr 30 25

min

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 Paper 3 3 essay type questions (45 marks) 2 hrs 30 35
min

Internal Assessment 20

Historical On a topic of students choice (25 marks) 20 hrs 20

Investigation

Group 3: Individuals and Societies

Global Politics (SL / HL)
Nature of Subject:
Global politics is a course for students who want to understand more about how the world they
live in works, what makes it change, or what prevents it from changing. The course draws on a
variety of disciplinary traditions in the study of politics and international relations, and more broadly
in the social sciences and humanities. Students build their knowledge and understanding by critically
engaging with contemporary political issues and challenges that interest them.
The scope of global politics extends over a wide range of topics and areas of study, many of which
will find links with other subjects in the individuals and societies group. Students develop their
understanding of political concepts and their knowledge of specific content by exploring and
researching real-world case studies and examples.
Developing an understanding of power is critical for analysing how political systems work and how
they change. Global politics students encounter the complexity and nuances of power from the
beginning of the course. They build their understanding of how power works across multiple and
interconnected dimensions, affecting the everyday lives of people around the world.

The aims of the DP Global Politics course are to enable students to:
• explore and evaluate power in contemporary global politics
• examine how state and non-state actors operate and interact within political systems
• investigate and analyse contemporary political issues and challenges from multiple perspectives
• develop a lifelong commitment to active global citizenship through collaboration and agency.

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Syllabus Component Teaching Hours

SL HL

Global politics core topics 125 125

Understanding power and global politics
Thematic studies
Rights and justice
Development and sustainability
Peace and conflict
Prescribed content is specified for each theme, with a common framework.
Teachers and students have the flexibility to study the core topics separately
or integrate them with the thematic studies. They can also examine extended
case studies encompassing more than one theme.

Internal assessment engagement project 25 25

A project focused on the analysis of power and agency at a local or community
level, integrating research and experiential learning.
HL students conduct additional research to inform their formulation of a
recommendation to address the identified political issue.

HL extension: global political challenges – 80

Extended inquiries focused on global political challenges.
Students conduct independent research on case studies that connect to the
following HL topic areas:
• Borders
• Environment
• Equality
• Health
• Identity
• Poverty
• Security
• Technology

Total Teaching Hours 150 240

Assessment model:
By the end of the course, students are expected to reach the following assessment objectives:
Assessment objective 1: Knowledge and understanding
Demonstrate knowledge and understanding of:
• power relationships
• political concepts
• relevant source material
• political issues and challenges.
Assessment objective 2: Application and analysis
• apply relevant concepts and tools to analyse contemporary political issues and challenges in a
variety of contexts.
• identify and analyse information, claims and perspectives in source material.
• identify and analyse relevant evidence to formulate, present and sustain an argument.
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 Assessment objective 3: Synthesis and evaluation
• synthesize and evaluate evidence (including source material) about global politics.
• synthesize and evaluate perspectives and approaches to global politics.
• examine and synthesize perspectives on political beliefs, positions and biases.
Assessment objective 4: Use and application of appropriate skills
• research and investigate political issues and challenges.
• communicate analysis of political issues and challenges.
• reflect on the process and results of research and investigation.

Assessment at a glance (SL):

Type of Format of Assessment Time Weighting

Assessment (hours) of final
grade (%)

External 3 70

Paper 1 Stimulus-based paper that draws from the common 1hr 15 30

SL and HL core topics. Candidates answer four min
compulsory structured questions. (25 marks)

Paper 2 Extended response paper based on the common SL 1hr 45 40

and HL thematic studies. min
Candidates must answer two questions: one essay
from section A (comprising questions from each of
the thematic studies) and one essay from section B
(comprising integrating questions).
(30 marks)

Internal Assessment (25 hrs) 20 30

Engagement This component is internally assessed by the teacher 20 30

Activity and externally moderated by the IB at the end of the
course.
Engagement with a political issue chosen by the
candidate—this requires preparatory research,
planning, active engagement, and complementary
research and reflection.
Candidates must submit for assessment a written
report that includes a justification, discussion of
methodology, explanation of the links between the
political issue and course content, discussion of the
engagement activities carried out, and analysis and
synthesis of the political issue and the perspectives
of involved stakeholders.
(24 marks)

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 Assessment at a glance (HL):

Type of Format of Assessment Time Weighting

Assessment (hours) of final
grade (%)

External 4 80

Paper 1 Source-based paper that draws from the common SL 1 hr 15 20

and HL core topics. min
Candidates answer four compulsory structured
questions.
(25 marks)

Paper 2 Extended response paper based on the common SL 1 hr 45 30

and HL thematic studies. min
Candidates must answer two questions: one essay
from section A (comprising questions from each of
the thematic studies) and one essay from section B
(comprising integrating questions).
(30 marks)

Paper 3 Stimulus-based paper related to the HL extension 1 hr 30 30

syllabus (global political challenges). min
Candidates must respond to three questions drawing
from their researched case studies.
(28 marks)

Internal Assessment (35 hrs) 40

Engagement This component is internally assessed by the teacher 20 hrs 20

Project and externally moderated by the IB at the end of the
course.
Engagement with a political issue chosen by the
candidate—this requires background research,
planning, active engagement, and complementary
research and reflection.
Candidates must submit for assessment a written
report that includes a justification, discussion of
methodology, explanation of the links between the
political issue and course content, discussion of the
engagement activities carried out, and analysis and
synthesis of the political issue and the perspectives of
involved stakeholders. Candidates also formulate a
recommendation for addressing the political issue.
(30 marks)

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Individuals and Societies:
Geography (SL / HL)
Nature of Subject:
Geography is a dynamic subject that is firmly grounded in the real world and focuses on the
interactions between individuals, societies and physical processes in both time and space. It seeks
to identify trends and patterns in these interactions. It also investigates the way in which people
adapt and respond to change, and evaluates actual and possible management strategies associated
with such change. Geography describes and helps to explain the similarities and differences
between different places. These may be defined on a variety of scales and from the perspectives
of a different range of actors, with varying powers over decision making processes.

Within individuals and societies subjects, geography is distinctive in its spatial dimension and
occupies a middle ground between social or human sciences and natural sciences. The Diploma
Programme geography course integrates physical, environmental and human geography, and
ensures that students acquire elements of both socio-economic and scientific methodologies.
Geography takes advantage of its position to examine relevant concepts and ideas from a wide
variety of disciplines. This helps students develop life skills and have an appreciation of, and a
respect for, alternative approaches, viewpoints and ideas.

The “Geography concepts” model below shows the six main concepts of the course, with the
four key concepts of place, process, power, and possibility at the centre and the organizing
concepts of scale and spatial interactions connecting them.

The aim of the Geography course is to enable students to:

• develop an understanding of the dynamic interrelationships between people, places, spaces
and the environment at different scales
• develop a critical awareness and consider complexity thinking in the context of the nexus of
geographic issues, including:
• acquiring an in-depth understanding of how geographic issues, or wicked problems, have been
shaped by powerful human and physical processes
• synthesizing diverse geographic knowledge in order to form viewpoints about how these issues
could be resolved
• understand and evaluate the need for planning and sustainable development through the
management of resources at varying scales.
73
Syllabus Content SL hours HL hours

Part one Geographic themes—seven options 60 hours 90 hours

Two options are studied at SL, and three at HL
• Freshwater—drainage basins
• Oceans and coastal margins
• Extreme environments
• Geophysical hazards
• Leisure, tourism and sport
• Food and health
• Urban environments

Part two SL and HL core 70 hours 70 hours

Geographic perspectives— global change
• Population distribution— changing population
• Global climate—
vulnerability and resilience
• Global resource consumption and security

Part two HL HL only 60 hours

core Geographic perspectives— global interactions
extension • Power, places and networks
• Human development and diversity
• Global risks and resilience

Internal SL and HL Fieldwork : 20 hours 20 hours

assessment Fieldwork, leading to one written report based on
a fieldwork question, information collection and
analysis with evaluation

Total teaching hours 150 hours 240 hours

Assessment model:
By the end of the course, students are expected to reach the following assessment objectives:

1. Demonstrate knowledge and understanding of specified content

– Demonstrate knowledge and understanding of the core theme—global change
– Demonstrate knowledge and understanding of two optional themes at SL and three
optional themes at HL
– At HL only, demonstrate knowledge and understanding of the HL extension—global
interactions
– In internal assessment, demonstrate knowledge and understanding of a specific
geographic research topic
2. Demonstrate application and analysis of knowledge and understanding
– Apply and analyse geographic concepts and theories

74
 – Identify and interpret geographic patterns and processes in unfamiliar information, data
and cartographic material
– Demonstrate the extent to which theories and concepts are recognized and understood
in particular contexts
3. Demonstrate synthesis and evaluation
– Examine and evaluate geographic concepts, theories and perceptions
– Use geographic concepts and examples to formulate and present an argument
– Evaluate materials using methodology appropriate for geographic fieldwork
– At HL only, demonstrate synthesis and evaluation of the HL extension—global
interactions
4. Select, use and apply a variety of appropriate skills and techniques
– Select, use and apply the prescribed geographic skills in appropriate contexts
– Produce well-structured written material, using appropriate terminology
– Select, use and apply techniques and skills appropriate to a geographic research question

Assessment at a glance (SL):

Assessment component Time Weighting
(hrs) of final
grade (%)

External assessment : Paper 1 - Geographic themes—two options 1 hr 30

(40 marks) min 35%

1 hr 15 40%
Paper 2 : Geographic perspectives—global change (50 marks) min

Internal assessment 20 hrs 25%

This component is internally assessed by the teacher and
externally moderated by the IB at the end of the course.
Fieldwork : Written report - 25 marks

Assessment at a glance (HL):

Assessment component Time Weighting

(hrs) of final
grade (%)

2 hrs 15
External assessment - Paper 1 Geographic themes—three
min
options (60 marks)
35%

1 hr 15
Paper 2 - Geographic perspectives—global change (50 marks)
min 25%

1 hr
Paper 3 - Geographic perspectives—global interactions (28 marks)
20%

75
 Internal assessment 20 hrs 20%
This component is internally assessed by the teacher and
externally moderated by the IB at the end of the course.
Fieldwork - Written report (25 marks)

Group 3: Individuals and Societies:

Digital Society (SL/ HL)
Nature of Subject:
Digital systems are changing our world and transforming how we think, communicate, collaborate
and create. This course invites young people to better understand this changing world and to imagine
where we might go next. As partners in inquiry, students and teachers explore the impacts and
implications of digital systems for people and communities in diverse real-world contexts.
Rooted in the interdisciplinary perspectives and skills of the social sciences and humanities, the course
develops attributes of the IB learner profile while preparing students for further study in a variety of
fields and professions. The passions, interests and experiences of young people are central to the
course, which aims to empower them to become citizens who not only participate in digital society
but lead it as well.
Concepts, content and contexts
The course integrates concepts, content and contexts through inquiry

Concepts highlight powerful, pervasive and debatable perspectives that provide insight for inquiry.
Content informs inquiry with details related to digital systems. Contexts situate inquiry into areas
significant to life in digital society.

Local and global connections

This course encourages a complex and nuanced understanding of life in a digital society and
emphasizes
the importance of informed engagement with contemporary developments and issues. By exploring
and investigating real-world examples situated in context, students gain an appreciation of the local
and global connections that they share with others. Internationally minded digital society students
think, act and communicate from a position of purposeful responsibility, both locally and globally.

Digital society attributes

Students in digital society aspire to develop the following attributes informed by the IB learner profile:
• innovative thinkers who strive to understand digital society in new ways
76
• resourceful researchers who approach diverse sources of information with insight and imagination
• curious and engaged creators who link practical experiences to their inquiries into digital society
• empathetic collaborators who enrich their learning by working with others, locally and globally
• critical users who evaluate the impacts and implications of digital systems for people and
communities
• principled citizens who act and lead, as guided by ethical values.
Digital society aims
The digital society course invites SL and HL students to develop as ethical, empathetic and creative
people who address the world with individual and shared understanding, imagination and action.

The course aims indicate important milestones on a student’s learning journey as they:
● focus inquiry using course concepts, content and contexts as well as real-world examples
● explore diverse sources relevant to digital society
● investigate impacts and implications of digital systems for people and communities
● reflect on emerging trends, future developments and further insights
● share discoveries about digital society with others.

Introduction

1.1 What is digital society?

SL and HL teaching hours: 10–15 hours

Concepts Content Contexts

2.1 Change 3.1 Data 4.1 Cultural

2.2 Expression 3.2 Algorithms 4.2 Economic
2.3 Identity 3.3 Computers 4.3 Environmental
2.4 Power 3.4 Networks and the 4.4 Health
2.5 Space internet 4.5 Human knowledge
2.6 Systems 3.5 Media 4.6 Political
2.7 Values and ethics 3.6 Artificial intelligence 4.7 Social
3.7 Robots and autonomous
technologies

SL and HL teaching hours: 105–110

Inquiry project (internal assessment) HL extension: challenges and

interventions

An inquiry project into impacts and implications 5.1 Global well-being

of digital systems for people and communities. 5.2 Governance and human rights
The requirements are common to SL and HL 5.3 Sustainable development
students.

SL and HL teaching hours: 30 HL teaching hours: 90

The total teaching time is 150 hours to complete SL courses and 240 hours to complete HL
courses.

Assessment methods

77
External assessment
Two methods are used to externally assess students in the course.
Analytic mark schemes—these are prepared for examination questions that expect a particular
kind of response and/or a given final answer from students. They give detailed instructions to
examiners on how to break down the total mark for each question for different parts of the response.
The analytic mark schemes are specific to each examination and are published separately in a mark
scheme document.

Mark bands—these are comprehensive statements of expected performance against which

responses are judged. They represent a single holistic criterion divided into level descriptors

Internal assessment
Internal assessments are marked by the teacher and submitted for external moderation. Assessment
criteria are used to internally assess students in the course. Assessment criteria are used when
the assessment task is open-ended. Each criterion concentrates on a particular competency or skill
that students are expected to demonstrate. An assessment objective describes what students should
be able to do, and assessment criteria describe how well they should be able to do it. Using assessment
criteria allows discrimination between different answers and encourages a variety of responses.
• Assessment at a glance (SL):

Assessment component Weighting

External assessment (2 hours 45 minutes) 70%

Paper 1 (1 hour 30 minutes) 40%

Four structured questions that address the common SL and HL syllabus and
real-world examples in an integrated way.
Students answer two of four structured questions.
(40 marks)

Paper 2 (1 hour 15 minutes) 30%

Four source-based questions that address the common SL and HL syllabus in an
integrated way. Sources may include text, audio, visuals, data, diagrams and/or
infographics.
Students answer all four questions.
(24 marks)

Internal assessment 30%

Inquiry project (30 hours)

Students conduct an inquiry into impacts and implications of digital systems for
people and communities. The submission requirements for the project include:
• an inquiry process document not to exceed 1500 words
• a recorded multimedia presentation that does not exceed 10 minutes
• a list of references.
(24 marks)

Assessment at a glance (HL):

Assessment component Weighting

78
 External assessment (4 hours 45 minutes) 80%

Paper 1 (2 hours 15 minutes) 35%

Six questions in two sections that address syllabus topics and real-world
examples in an integrated way.
Section A
Students answer two of four structured questions on the common SL and HL
syllabus.
Section B
Students answer one of two extended response questions based on the HL
extension.
(52 marks total)

Paper 2 (1 hour 15 minutes) Four source-based questions that address the 20%
common SL and HL syllabus in an integrated way. Sources may include text,
audio, visuals, data, diagrams and/or infographics.
Students answer all four questions.
(24 marks)

Paper 3 (1 hour 15 minutes) 25%

Questions that address an intervention related to an HL extension challenge
topic. A brief statement indicating the real-world nature of a selected challenge
topic will be released prior to the examination.
Students answer all four questions.
(30 marks)

Internal assessment 20%

Inquiry project (30 hours)

Students conduct an inquiry into impacts and implications of digital systems for
people and communities. The submission requirements for the project include:
• an inquiry process document not to exceed 1500 words
• a recorded multimedia presentation that does not exceed 10 minutes
• a list of references.
(24 marks)

Group 4: Sciences:
Through the overarching theme of the nature of science, the aims of the Science courses is to enable
students to:
1. develop conceptual understanding that allows connections to be made between different areas
of the subject, and to other DP sciences subjects.
2. acquire and apply a body of knowledge, methods, tools and techniques that characterize
science.
3. develop the ability to analyse, evaluate and synthesize scientific information and claims.
4. develop the ability to approach unfamiliar situations with creativity and resilience.
5. design and model solutions to local and global problems in a scientific context.
6. develop an appreciation of the possibilities and limitations of science.
7. develop technology skills in a scientific context.
8. develop the ability to communicate and collaborate effectively.
9. develop awareness of the ethical, environmental, economic, cultural and social impact of
science.
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The Collaborative sciences project:
It is an interdisciplinary sciences project, providing a worthwhile challenge to DP students,
addressing real-world problems that can be explored through the sciences. The nature of the
challenge allows students to integrate factual, procedural and conceptual knowledge developed
through the study of their disciplines. Through the identification and research of complex issues,
students develop an understanding of how interrelated systems, mechanisms and processes impact
a problem. Students then apply their collective understanding to develop solution-focused
strategies that address the issue. With a critical lens they evaluate and reflect on the inherent
complexity of solving real-world problems. This also helps them to develop an understanding of
the extent of global interconnectedness between regional, national, and local communities, which
will empower them to become active and engaged citizens of the world. The collaborative sciences
project not only supports the development of students’ ATL skills, including team building,
negotiation and leadership but also facilitates an appreciation of the environment, and the social
and ethical implications of science and technology.

Assessment model: It is the intention of this course that students are able to fulfill
the following assessment objectives:
1. Demonstrate knowledge and understanding of:
● facts, concepts, and terminology, methodologies and techniques, communicating
scientific information.
Apply:
● facts, concepts, and terminology
● methodologies and techniques
● methods of communicating scientific information.
Formulate, analyse and evaluate:
● hypotheses, research questions and predictions
● methodologies and techniques
● primary and secondary data
● scientific explanations.
Demonstrate the appropriate research, experimental, and personal skills necessary to
carry out insightful and ethical investigations

Group 4: Sciences:
Physics (SL/HL)
Nature of subject:
Physics is the most fundamental of the experimental sciences as it seeks to explain the universe
itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting
and extraordinary development of ideas throughout the history of physics, observations remain
essential to the very core of the subject. Models are developed to try to understand observations,
and these themselves can become theories that attempt to explain the observations.
Besides helping us better understand the natural world, physics gives us the ability to alter our
environments. This raises the issue of the impact of physics on society, the moral and ethical
dilemmas, and the social, economic and environmental implications of the work of physicists. By
studying physics students should become aware of how scientists work and communicate with
each other. While the scientific method may take on a wide variety of forms, it is the emphasis
on a practical approach through experimental work that characterizes the subject. Teachers
provide students with opportunities to develop manipulative skills, design investigations, collect
data, analyse results and evaluate and communicate their findings.

80
 Syllabus component Teaching hours

SL HL

Syllabus content 110 180

A. Space, time and motion 27 42

B. The particulate nature of matter 24 32

C. Wave behaviour 17 29

D. Fields 19 38

E. Nuclear and quantum physics 23 39

Experimental programme 40 60

Practical work 20 40

Collaborative sciences project 10 10

Scientific investigation 10 10

Total teaching hours 150 240

Assessment at a glance (SL):

Type of Format of Assessment Time Weighting of
Assessment (hours) final grade (%)

External 3 80

Paper 1 Paper 1 1 hour and 36

Paper 1A—Multiple-choice questions 30 minutes
Paper 1B—Data-based questions
(Total 45 marks)

Paper 2 Paper 2 1 hour and 44

Short-answer and extended-response questions 30 minutes
on standard level material only.
(Total 55 marks)

Internal 10 20

Individual The internal assessment consists of one task: the 10 hrs 20

investigation scientific investigation. This component is
internally assessed by the teacher and externally
moderated by the IB at the end of the course.
(Total 24 marks)
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 Assessment at a glance (HL):

Type of Format of Assessment Time Weighting of

Assessment (hours) final grade
(%)

External 4 hrs 30 min 80

Paper 1 Paper 1 2 hours 36

Paper 1A—Multiple-choice questions
Paper 1B—Data-based questions
(Total 60 marks)

Paper 2 Paper 2 1 hour and 44

Short-answer and extended-response questions on 30 minutes
standard level material only.
(Total 55 marks)

Internal 10 20

Individual The internal assessment consists of one task: the 10 hrs 20

investigation scientific investigation. This component is internally
assessed by the teacher and externally moderated
by the IB at the end of the course.
(Total 24 marks)

Group 4: Sciences:
Chemistry (SL/HL)
Nature of Subject:
Chemistry is an experimental science that combines academic study with the acquisition of
practical and investigational skills. Chemical principles underpin both the physical environment in
which we live and all biological systems. Chemistry is often a prerequisite for many other courses
in higher education, such as medicine, biological science and environmental science. Both theory
and practical work should be undertaken by all students as they complement one another
naturally, both in school and in the wider scientific community. The DP chemistry course allows
students to develop a wide range of practical skills and to increase facility in the use of
mathematics. It also allows students to develop interpersonal and information technology skills,
which are essential to life in the 21st century. By studying chemistry students should become
aware of how scientists work and communicate with each other. While the scientific method
may take on a wide variety of forms, it is the emphasis on a practical approach through
experimental work that characterizes the subject. Teachers provide students with opportunities
to develop manipulative skills, design investigations, collect data, analyse results and evaluate and
communicate their findings.

Syllabus component Teaching hours

SL HL

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Syllabus content 110 180

Structure 1. Models of the particulate nature of matter 17 21

Structure 2. Models of bonding and structure 20 30

Structure 3. Classification of matter 16 31

Reactivity 1. What drives chemical reactions? 12 22

Reactivity 2. How much, how fast and how far? 21 31

Reactivity 3. What are the mechanisms of chemical change? 24 45

Experimental programme 40 60

Practical work 20 40

Collaborative sciences project 10 10

Scientific investigation 10 10

Total teaching hours 150 240

Assessment at a glance (SL):

Format of Assessment Time Weighting

Type of (hours) of final
Assessment grade (%)
External
3 80
Paper 1 Paper 1 1 hour and
Paper 1A—Multiple-choice questions 30 36
Paper 1B—Data-based questions and questions on minutes
experimental work
(Total 55 marks)

Paper 2 Paper 2 1 hour and

Short-answer and extended-response questions on 30 44
standard level material only. minutes
(Total 50 marks)

Internal
10 20
Individual The internal assessment consists of one task: the scientific
investigation investigation. This component is internally assessed by the 10 hrs 20
teacher and externally moderated by the IB at the end of
the course.

(Total 24 marks)

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 Assessment at a glance (HL):
Format of Assessment Time Weighting
Type of (hours) of final
Assessment grade (%)
External 4 hrs 30
min 80
Paper 1 Paper 1 2 hours
Paper 1A—Multiple-choice questions 36
Paper 1B—Data-based questions and questions on
experimental work
(Total 75 marks)
Paper 2 Paper 2 2 hour and
Short-answer and extended-response questions on 30 44
standard level material only. (Total 90 marks) minutes
Internal 10
20
Individual The internal assessment consists of one task: the scientific
investigation investigation. This component is internally assessed by the 10 hrs 20
teacher and externally moderated by the IB at the end of
the course.
(Total 24 marks)

Group 4: Sciences:
Biology (SL/HL)
Nature of Subject:
Biology is the study of life. The vast diversity of species makes biology both an endless source of
fascination and a considerable challenge. Biologists attempt to understand the living world at all
levels from the micro to the macro using many different approaches and techniques. Biology is
still a young science and great progress is expected in the 21st century. This progress is important
at a time of growing pressure on the human population and the environment. By studying biology
in the DP students should become aware of how scientists work and communicate with each
other. While the scientific method may take on a wide variety of forms, it is the emphasis on a
practical approach through experimental work that characterizes the sciences. Teachers provide
students with opportunities to design investigations, collect data, develop manipulative skills,
analyse results, collaborate with peers and evaluate and communicate their findings.

Syllabus component Teaching hours

SL HL

Syllabus content 110 180

A. Unity and diversity 19 33

B. Form and function 26 39

C. Interaction and interdependence 31 48

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D. Continuity and change 34 60

Experimental programme 40 60

Practical work 20 40

Collaborative sciences project 10 10

Scientific investigation 10 10

Total teaching hours 150 240

Assessment at a glance (SL):

Type of Format of Assessment Time Weighting
Assessment (hours) of final
grade (%)
External 3 hours 80
Paper 1 Paper 1 1 hour and 36
Paper 1A—Multiple-choice questions 30 minutes
Paper 1B—Data-based questions
(Total 55 marks)
Paper 2 Paper 2 1 hour and 44
Section A—Data-based and short answer questions 30 minutes
Section B—Extended-response questions
(Total 50 marks)
Internal 10 20
Individual The internal assessment consists of one task: the 10 hrs 20
investigation scientific investigation. This component is internally
assessed by the teacher and externally moderated by
the IB at the end of the course.
(Total 24 marks)

Assessment at a glance (HL):

Type of Format of Assessment Time Weighting

Assessment (hours) of final
grade (%)
External 4 hrs 30 min 80
Paper 1 Paper 1A—Multiple-choice questions 2 hours 36
Paper 1B—Data-based questions (four questions that
are syllabus related, addressing all themes)
(Total 75 marks)
Paper 2 Section A—Data-based and short answer questions 2 hrs 30 min 44
Section B—Extended-response questions
(Total 80 marks)
Internal 10 20
Individual The internal assessment consists of one task: the 10 hrs 20
investigation scientific investigation. This component is internally
assessed by the teacher and externally moderated by
the IB at the end of the course.
(Total 24 marks)
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Group 4: Sciences:
Computer Sciences (SL / HL)
Nature of Subject:
Computer science requires an understanding of the fundamental concepts of computational
thinking as well as knowledge of how computers and other digital devices operate. The Diploma
Programme computer science course is engaging, accessible, inspiring and rigorous. It has the
following characteristics:

• draws on a wide spectrum of knowledge

• enables and empowers innovation, exploration and the acquisition of further knowledge
• interacts with and influences cultures, society and how individuals and societies behave
• raises ethical issues
• is underpinned by computational thinking.

Computational thinking involves the ability to:

• think procedurally, logically, concurrently, abstractly, recursively and think ahead

• utilize an experimental and inquiry-based approach to problem-solving
• develop algorithms and express them clearly
• appreciate how theoretical and practical limitations affect the extent to which problems
can be solved computationally.

During the course the student will develop computational solutions. This will involve the ability
to:

• identify a problem or unanswered question

• design, prototype and test a proposed solution
• liaise with clients to evaluate the success of the proposed solution and make
recommendations for future developments.

Computer science has links with subjects outside of group 4, notably information technology
in a global society (ITGS), but it should be noted that there are clear differences between the
subjects.

Aim of Computer Science syllabus is to:

• provide opportunities for study and creativity within a global context that will stimulate
and challenge students developing the skills necessary for independent and lifelong
learning;
• provide a body of knowledge, methods and techniques that characterize computer
science;
• enable students to apply and use a body of knowledge, methods and techniques that
characterize computer science;
• demonstrate initiative in applying thinking skills critically to identify and resolve complex
problems;
• engender an awareness of the need for, and the value of, effective collaboration and
communication in resolving complex problems;
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• develop logical and critical thinking as well as experimental, investigative and problem-
solving skills;
• develop and apply the students’ information and communication technology skills in the
study of computer science to communicate information confidently and effectively;
• raise awareness of the moral, ethical, social, economic and environmental implications of
using science and technology;
• develop an appreciation of the possibilities and limitations associated with continued
developments in IT systems and computer science;
• encourage an understanding of the relationships between scientific disciplines and the
overarching nature of the scientific method.

Syllabus Component Teaching Hours

SL HL

Core syllabus content: SL/HL core

The topics that must be studied, including some practical work, are: 80 80
Topic 1: System fundamentals (20 hours)
Topic 2: Computer organization (6 hours)
Topic 3: Networks (9 hours)
Topic4: Computational thinking, problem-solving and programming (45
hours) - 45
HL extension: The topics that must be studied, including some
practical work, are:
Topic 5: Abstract data structures (23 hours)
Topic 6: Resource management (8 hours)
Topic 7: Control (14 hours)
Case study - 30
Additional subject content introduced by the annually issued case study

Option: SL/HL core: Students study Option D: Object-oriented 30 45

programming (OOP) with HL extension

Internal assessment
Solution
Practical application of skills through the development of a product and
associated documentation 30 30
Group 4 project
10 10

Total 150 240

Assessment Objectives:
Know and understand:
• relevant facts and concepts
• appropriate methods and techniques
• computer science terminology
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 • methods of presenting information.
Apply and use:
• relevant facts and concepts
• relevant design methods and techniques
• terminology to communicate effectively
• appropriate communication methods to present information.
Construct, analyse, evaluate and formulate:
• success criteria, solution specifications including task outlines, designs and test plans
• appropriate techniques within a specified solution.
Demonstrate the personal skills of cooperation and perseverance as well as
appropriate technical skills for effective problem-solving in developing a specified
product.

Assessment at a glance: (SL)

Type of Format of Assessment Time Weighting
Assessment (hours) of final
grade (%)

External 2 hrs 30 70
min

Paper 1 Two compulsory sections from SL core 1 hr 30 45

(70 marks) min

Paper 2 Linked to Option Studied (45 marks) 1 hr 25

Internal Assessment

Solution (34 marks) 30 hrs 30

Assessment at a glance: (HL)

Type of Format of Assessment Time Weighting
Assessment (hours) of final
grade (%)

External 4 hrs 30 80
min

Paper 1 Two compulsory sections from HL core 2 hr 10 min 40

(100 marks)

Paper 2 Linked to Option Studied (65 marks) 1 hr 20 min 20

Paper 3 Linked to Case Study (30 marks) 1 hr 20

Internal Assessment

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 Solution (34 marks) 30 hrs 20

Group 3 & 4: Individuals and Societies & Sciences:

Environmental Systems and Societies (ESS) – SL/HL
Nature of Subject:
ESS is an interdisciplinary course that is offered at both standard level (SL) and higher level (HL).
The course combines a mixture of methodologies, techniques and knowledge associated with the
subject groups of individual and societies, and sciences. Due to the interdisciplinary nature of the
course, students may study ESS in either subject group, or in both. If ESS is studied in both groups,
students may study an additional subject from any other subject group, including those in the
individuals and societies, and sciences subject groups.
Various disciplines from the sciences and social sciences come together in ESS. These include, but
are not limited to, ecology, economics, chemistry, geography, design, psychology, physics, law,
philosophy, anthropology and sociology. The particular knowledge, concepts, skills and approaches
from these disciplines are combined to enable ESS to be studied from a unique and integrated
perspective.
The course is firmly grounded in both the scientific exploration of environmental systems in terms
of their structure and function, and in the exploration of cultural, economic, ethical, political and
legal interactions of societies with environment and sustainability issues. Consequently, ESS
requires its students to develop a diverse set of skills, knowledge and understandings.
The interdisciplinary nature of the course means students gain a holistic understanding from the
various topics studied; they undertake research and investigations, and participate in philosophical,
ethical and pragmatic discussions about the issues involved, from the local to the global level.
ESS has conceptual connections with the individuals and societies courses in the Middle Years
Programme (MYP) and the Diploma Programme (DP). The concepts in individuals and societies of
scale, power, processes and possibilities are interwoven into the three key concepts of ESS:
perspectives, systems and sustainability.

The aims of ESS is to enable students to:

• develop understanding of their own environmental impact, in the broader context of the
impact of
• humanity on the Earth and its biosphere
• develop knowledge of diverse perspectives to address issues of sustainability
• engage and evaluate the tensions around environmental issues using critical thinking
• develop a systems approach to provide a holistic lens for the exploration of environmental
issues
• be inspired to engage in environmental issues across local and global contexts.

Syllabus component Teaching

hours

SL HL

Topic 1: Foundations of environmental systems and societies 16

1.1 Perspectives (3)
1.2 Systems (5)
1.3 Sustainability (8)

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Topic 2: Ecology 22 35
Topic 3: Biodiversity and conservation 13 26
Topic 4: Water 12 25
Topic 5: Land 8 15
Topic 6: Atmosphere and climate change 10 23
Topic 7: Natural resources 10 18
Topic 8: Human populations and urban systems 9 15

Higher level (HL) lenses 17

HL.a Environmental law (5)
HL.b Environmental economics (7)
HL.c Environmental ethics (5)

Experimental programme 50 50
Practical work (30) (30)
Collaborative sciences project (10) (10)
Individual investigation (10) (10)

Total teaching hours 150 240

Assessment Objectives:

AO1: Knowledge and understanding

• relevant concepts, theories and perspectives
• data and data manipulation
• methods and models
• relevant case studies and real-world examples.

AO2: Application and analysis, explanations, concepts and theories

Explain, analyse and develop:
• relevant concepts, theories and perspectives
• data and data interpretation
• methodologies and models
• clear explanations and arguments
• relevant case studies and real-world examples.

AO3: Evaluation and synthesis

Evaluate and synthesize:
• relevant concepts, theories and perspectives
• data, and use it to inform and justify conclusions
• methodologies and models, recognizing their value and limitations
• arguments and proposed solutions to environmental issues

AO4: Use and application of appropriate skills

• identify an appropriate environmental issue and research question for investigation.
• select and demonstrate the use of appropriate methodologies and skills to carry out ethical
investigations into environmental issues.

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 Assessment at a glance: (SL)

Assessment component Duration (hours) Weightage (%)

External assessment 3 75

Paper 1 1 hr 25
Students will be provided with a range of data in
a variety of forms relating to a specific,
previously unseen case study.
Questions will be based on the analysis and
evaluation of the data in the case study.
All questions are compulsory.
(35 marks)

Paper 2 2 hrs 50
Section A (40 marks) is made up of short-
answer and data-based questions.
Section B (20 marks) requires students to
answer one structured essay question from a
choice of two. Each question is worth 20 marks.
(60 marks)

Internal Assessment (10 hrs)

This component is internally assessed by the 10 hrs 25

teacher and externally moderated by the IB at
the end of the course.
The internal assessment consists of one task:
the individual investigation.
(30 marks)

Assessment at a glance: (HL)

Assessment component Duration (hours) Weightage (%)

External assessment 4.5 80

Paper 1 2 hrs 30
Students will be provided with a range of data in
a variety of forms relating to a specific,
previously unseen case study.
Questions will be based on the analysis and
evaluation of the data in the case study.

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 All questions are compulsory.
(70 marks)

Paper 2 2.5 hrs 50

Section A (40 marks) is made up of short-
answer and data-based questions.
Section B (40 marks) requires students to
answer one structured essay question from a
choice of two. Each question is worth 20 marks.
(80 marks)

Internal Assessment (10 hrs)

This component is internally assessed by the 10 hrs 20

teacher and externally moderated by the IB at
the end of the course.
The internal assessment consists of one task:
the individual investigation.
(30 marks)

Group 4: Sciences:
Sports, Exercise and Health Science (SL/HL)
Nature of Subject:
SEHS is a human science driven by curiosity about what makes humankind flourish, both physically
and mentally. Spanning multiple disciplines, it is the formal study of the impacts of physiology,
biomechanics and psychology on human health and athletic performance. Its most prominent
advances have occurred from the late 19th century onwards, in tandem with similar advances in
other scientific and technological fields.
Like other DP sciences, SEHS is also an experimental science that combines academic study with the
acquisition of practical and investigative skills. Students undertake practical experimental investigations
in both laboratory and field settings. This helps them to acquire the knowledge and understanding
necessary to apply scientific principles to the critical analysis of humankind and its sporting
endeavours.
By studying SEHS, students explore what it means to thrive in terms of physical activity, athletic
performance and personal health. Uniquely among the DP sciences, the course has immediate
everyday applicability outside the classroom. Students can apply what they have learned to their daily
lives, positively impacting their personal health and sporting performance.
Excelling in sports requires a mixture of innate ability and the dedicated pursuit of self-improvement.
Sporting excellence is best achieved through a planned, incremental, long-term programme of physical
and mental training and skills development. This also needs to be accompanied by appropriate
nutrition, rest and sleep. Planning such a programme is the role of the sports, exercise and health
scientist who, regardless of the sport involved, must be equipped with the necessary knowledge to
perform this task competently. The design of a training programme should be considered and
analytical, requiring careful consideration of the physiological, biomechanical and psychological
demands of the individual and the activity they will be involved in.
Through the lenses of both health and performance, students can apply the concepts and skills they
develop in this course to their own sporting endeavours, demonstrating agency in making informed
personal choices. They can also apply these to their broader community. In a world where millions
are physically inactive and afflicted by chronic disease and ill health, the sports, exercise and health
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scientist can be as proficient in prescribing exercise for general health and well-being as they can be
in prescribing it for an aspiring athlete. SEHS is therefore an excellent grounding for more advanced
courses in higher or further education related to sports, fitness and health, and serves as useful
preparation for employment in physical activity fields.

The aim of the course enables students, through the overarching theme of the NOS, to:
• develop conceptual understanding that allows connections to be made between different areas
of the subject, and to other DP sciences subjects
• acquire and apply a body of knowledge, methods, tools and techniques that characterize
science
• develop the ability to analyse, evaluate and synthesize scientific information and claims
• develop the ability to approach unfamiliar situations with creativity and resilience
• design and model solutions to local and global problems in a scientific context
• develop an appreciation of the possibilities and limitations of science
• develop technology skills in a scientific context
• develop the ability to communicate and collaborate effectively
• develop awareness of the ethical, environmental, economic, cultural and social impact of
science.

Syllabus component Teaching hours

SL HL

Syllabus content 110 180

Exercise physiology and nutrition of the human body 47 69

Biomechanics 30 57
Sports psychology and motor learning 33 54

Additional higher level 50

There are seven additional topics for higher level.

7. Further anatomy 7
8. The endocrine system 7
9. Fatigue 6
10. Friction and drag 8
11. Skill acquisition and analysis 9
12. Genetics and athletic performance 7
13. Exercise and immunity 6

Experimental programme 40 60
Practical work 20 40
Collaborative sciences project 10 10
Scientific investigation 10 10

Total teaching hours 150 240

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 Assessment Objectives:
AO 1: Demonstrate knowledge of:
• terminology, facts and concepts
• skills, techniques and methodologies.
AO 2: Understand and apply knowledge of:
• terminology and concepts
• skills, techniques and methodologies.
AO 3: Analyse, evaluate and synthesize:
• experimental procedures
• primary and secondary data
• trends, patterns and predictions.
AO 4: Demonstrate the application of skills necessary to carry out insightful and ethical
investigations.

Assessment at a glance (SL):

Type of Format of Assessment Time Weighting

Assessment of final
grade (%)

External 3 76

Paper 1 Paper 1A—Multiple-choice questions 1 hr 30 36

Paper 1B—Data-based questions minutes
(Total 55 marks)

Paper 2 Short answer and extended response 1hr 30 40

questions (50 marks) minutes

Internal Assessment

Individual The internal assessment consists of one 10 hours 24

investigation task: the scientific investigation.
This component is internally assessed by
the teacher and externally moderated by
the IB at the end of the course.
(Total 24 marks)

Assessment at a glance (HL):

Type of Format of Assessment Time Weighting
Assessment of final
grade (%)

External 4 hrs 15 76
min

Paper 1 Paper 1A—Multiple-choice questions 1 hr 45 36

Paper 1B—Data-based questions minutes
(Total 65 marks)

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 Paper 2 Short answer and extended response 2hrs 30 40
questions (80 marks) minutes

Internal Assessment

Individual The internal assessment consists of one 10 hours 24

investigation task: the scientific investigation.
This component is internally assessed by
the teacher and externally moderated by
the IB at the end of the course.
(Total 24 marks)

Group 4: Sciences:
Design Technology (SL)
Nature Subject:
Design technology aims to develop internationally minded people whose enhanced understanding of
design and the technological world can facilitate our shared guardianship of the planet and create a
better world. It focuses on analysis, design development, synthesis and evaluation. The creative
tension between theory and practice is what characterizes design technology within the Diploma
Programme sciences group. In design technology, a solution can be defined as a model, prototype,
product or system that students have developed independently.

The design cycle represents the methodology of how designers develop products. The process is
divided into the following four stages.
● Analysis of a design opportunity
● Conceptual design
● Development of a detailed design
● Testing and evaluation
This incremental process allows the designer to go from identifying a design opportunity to the testing
and evaluation of a solution. This process leads to invention.

Syllabus Component Teaching Hours

SL
Core:
Human Factors and ergonomics 12
Resource management and sustainable production 22
Modelling 12
Final production 23
Innovation and design 13
Classic design 08
Practical Scheme of Work
Design Project(IA) 40
Group 4 project 10
Teacher-directed activities 10

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Assessment Objectives:
The assessment objectives for design technology reflect those parts of the aims that will be formally
assessed either internally or externally. Wherever appropriate, the assessment will draw upon
environmental and technological contexts and identify the social, moral and economic effects of
technology. It is the intention of the design technology course that students are able to fulfil the
following assessment objectives.
1. Demonstrate knowledge and understanding of:
a. facts, concepts, principles and terminology
b. design methodology and technology
c. methods of communicating and presenting technological information.
2. Apply and use:
a. facts, concepts, principles and terminology
b. design methodology and technology
c. methods of communicating and presenting technological information.
3. Construct, analyse and evaluate:
a. design briefs, problems, specifications and plans
b. methods, techniques and products
c. data, information and technological explanations.
4. Demonstrate the appropriate research, experimentation, modelling and personal
skills necessary to carry out innovative, insightful, ethical and effective designing.

Assessment at a glance (SL):

Type of Format of Assessment Time Weighting

Assessment (hours) of final
grade (%)
External 60
Paper 1 30 multiple choice questions on assessment 45 min 30
objectives 1 and 2 (30 marks)
Paper 2 One data-based question and several short- 1 hr 15 min 30
answer questions on the core material. All
compulsory
One extended-response question on the core
material (from a choice of three).
(50 marks)
Internal Consists of one individual design project. (max. 40 hrs 40
Assessment 38 pages) and not more than 3000 words.

Group 5: Mathematics:
Individual students have different needs, aspirations, interests and abilities. For this reason there
are two different subjects in mathematics, each available at SL and HL These courses are designed
for different types of students: those who wish to study mathematics as a subject in its own right
or to pursue their interests in areas related to mathematics, and those who wish to gain
understanding and competence in how mathematics relates to the real world and to other
subjects. Each course is designed to meet the needs of a particular group of students.
Mathematics: analysis and approaches and Mathematics: applications and interpretation are both
offered at SL and HL. Therefore, great care should be taken to select the course and level that
is most appropriate for an individual student.

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 In making this selection, individual students are advised to take into account the following
factors:
• their own abilities in mathematics and the type of mathematics in which they can be successful
• their own interest in mathematics and those particular areas of the subject that may hold the
most interest for them
• their academic plans, in particular the subjects they wish to study in the future
• their choice of career.

The aims of all mathematics courses in group 5 are to enable students to:
• develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power
• develop an understanding of the concepts, principles and nature of mathematics
• communicate mathematics clearly, concisely and confidently in a variety of contexts
• develop logical and creative thinking, and patience and persistence in problem solving to instil
confidence in using mathematics
• employ and refine their powers of abstraction and generalization
• take action to apply and transfer skills to alternative situations, to other areas of knowledge
and to future developments in their local and global communities
• appreciate how developments in technology and mathematics influence each other
• appreciate the moral, social and ethical questions arising from the work of mathematicians
and the applications of mathematics
• appreciate the universality of mathematics and its multicultural, international and historical
perspectives
• appreciate the contribution of mathematics to other disciplines, and as a particular “area of
knowledge” in the TOK course
Assessment model (SL / HL):
Having followed the mathematics standard level course, students will be expected to
demonstrate the following.
• Knowledge and understanding: recall, select and use their knowledge of mathematical facts,
concepts and techniques in a variety of familiar and unfamiliar contexts.
• Problem-solving: recall, select and use their knowledge of mathematical skills, results and models
in both real and abstract contexts to solve problems.
• Communication and interpretation: transform common realistic contexts into mathematics;
comment on the context; sketch or draw mathematical diagrams, graphs or constructions both
on paper and using technology; record methods, solutions and conclusions using standardized
notation. • Technology: use technology, accurately, appropriately and efficiently both to explore
new ideas and to solve problems.
• Reasoning: construct mathematical arguments through use of precise statements, logical
deduction and inference, and by the manipulation of mathematical expressions.
• Inquiry approaches: investigate unfamiliar situations, both abstract and real-world, involving
organizing and analysing information, making conjectures, drawing conclusions and testing their
validity.

Mathematics: Analysis and Approaches

This course recognizes the need for analytical expertise in a world where innovation is
increasingly dependent on a deep understanding of mathematics. This course includes topics that
are both traditionally part of a pre-university mathematics course (for example, functions,
trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof,
for instance the study of sequences and series at both SL and HL, and proof by induction at HL.
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The course allows the use of technology, as fluency in relevant mathematical software and
handheld technology is important regardless of choice of course. However, Mathematics: analysis
and approaches has a strong emphasis on the ability to construct, communicate and justify correct
mathematical arguments.
Syllabus Component Teaching Hours

SL HL

Topic 1—Number and algebra 19 39

Topic 2—Functions 21 32

Topic 3— Geometry and trigonometry 25 51

Topic 4—Statistics and probability 27 33

Topic 5 —Calculus 28 55

The toolkit and the mathematical exploration 30 30

Investigative, problem-solving and modelling skills development leading
to an individual exploration. The exploration is a piece of written work
that involves investigating an area of mathematics.

Total teaching hours 150 240

Assessment component SL Weighting

External assessment (3 hours) 80%

Paper 1 (90 minutes)
No technology allowed. (80 marks) 40%
Section A
Compulsory short-response questions based on the syllabus.
Section B
Compulsory extended-response questions based on the syllabus.

Paper 2 (90 minutes) 40%

Technology required. (80 marks)
Section A
Compulsory short-response questions based on the syllabus.
Section B
Compulsory extended-response questions based on the syllabus

Internal assessment 20%

This component is internally assessed by the teacher and externally moderated by
the IB at the end of the course.
Mathematical exploration
Internal assessment in mathematics is an individual exploration. This is a piece of
written work that involves investigating an area of mathematics. (20 marks)

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 Assessment component HL Weighting

External assessment (5 hours) 80%

Paper 1 (120 minutes)
No technology allowed. (110 marks) 30%
Section A
Compulsory short-response questions based on the syllabus.
Section B
Compulsory extended-response questions based on the syllabus.

Paper 2 (120 minutes) 30%

Technology required. (110 marks)
Section A
Compulsory short-response questions based on the syllabus.
Section B
Compulsory extended-response questions based on the syllabus.

Paper 3 (60 minutes) 20%

Technology required. (55 marks)
Two compulsory extended response problem-solving questions.

Internal assessment 20%

This component is internally assessed by the teacher and externally moderated
by the IB at the end of the course. Mathematical exploration
Internal assessment in mathematics is an individual exploration. This is a piece of
written work that involves investigating an area of mathematics. (20 marks)

Mathematics: Applications and Interpretation

This course recognizes the increasing role that mathematics and technology play in a diverse range
of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by
focusing on topics that are often used as applications or in mathematical modelling. To give this
understanding a firm base, this course also includes topics that are traditionally part of a pre
university mathematics course such as calculus and statistics.
The course makes extensive use of technology to allow students to explore and construct
mathematical models. Mathematics: applications and interpretation will develop mathematical
thinking, often in the context of a practical problem and using technology to justify conjectures.

Syllabus Component Teaching Hours

SL HL

Topic 1—Number and algebra 16 29

Topic 2—Functions 31 42

Topic 3—Geometry and trigonometry 18 46

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Topic 4—Statistics and probability 36 52

Topic 5—Calculus 19 41

The “toolkit” and Mathematical exploration 30 30

Investigative, problem-solving and modelling skills development leading
to an individual exploration. The exploration is a piece of written work
that involves investigating an area of mathematics.

Total teaching hours 150 240

Assessment component SL Weighting

External assessment (3 hours) 80%

Paper 1 (90 minutes) 40%
Technology required. (80 marks)
Compulsory short-response questions based on the syllabus. (80 marks)

Paper 2 (90 minutes) 40%

Technology required. (80 marks)
Compulsory extended-response questions based on the syllabus. (80 marks)

Internal assessment 20%

This component is internally assessed by the teacher and externally moderated by
the IB at the end of the course.
Mathematical exploration
Internal assessment in mathematics is an individual exploration. This is a piece of
written work that involves investigating an area of mathematics. (20 marks)

Assessment component HL Weighting

External assessment (5 hours) 80%

Paper 1 (120 minutes) 30%
Technology required. (110 marks)
Compulsory short-response questions based on the syllabus.

Paper 2 (120 minutes) 30%

Technology required. (110 marks)
Compulsory extended-response questions based on the syllabus.

Paper 3 (60 minutes) 20%

Technology required. (55 marks)
Two compulsory extended response problem-solving questions.

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 Internal assessment 20%
This component is internally assessed by the teacher and externally moderated by
the IB at the end of the course.
Mathematical exploration
Internal assessment in mathematics is an individual exploration. This is a piece of
written work that involves investigating an area of mathematics. (20 marks)

Group 6: The Arts: Visual Arts (SL / HL)

Nature of Subject:
The IB Diploma Programme visual arts course encourages students to challenge their own
creative and cultural expectations and boundaries. It is a thought-provoking course in which
students develop analytical skills in problem-solving and divergent thinking, while working
towards technical proficiency and confidence as art-makers. In addition to exploring and
comparing visual arts from different perspectives and in different contexts, students are expected
to engage in, experiment with and critically reflect upon a wide range of contemporary practices
and media. The course is designed for students who want to go on to study visual arts in higher
education as well as for those who are seeking lifelong enrichment through visual arts.
The role of visual arts teachers should be to actively and carefully organize learning
experiences for the students, directing their study to enable them to reach their potential and
satisfy the demands of the course. Students should be empowered to become autonomous,
informed and skilled visual artists.
The aims of the arts subjects are to enable students to:
1. enjoy lifelong engagement with the arts
2. become informed, reflective and critical practitioners in the arts
3. understand the dynamic and changing nature of the arts
4. explore and value the diversity of the arts across time, place and cultures
5. express ideas with confidence and competence
6. develop perceptual and analytical skills.
In addition, the aims of the visual arts course at SL and HL are to enable students to:
7. make artwork that is influenced by personal and cultural contexts
8. become informed and critical observers and makers of visual culture and media
9. develop skills, techniques and processes in order to communicate concepts and ideas.

Syllabus Component Teaching Hours

SL HL

101
 Visual arts in context 50 80
• Examine and compare the work of artists from different cultural
contexts.
• Consider the contexts influencing their own work and the work
of others.
• Make art through a process of investigation, thinking critically
and experimenting with techniques.
• Apply identified techniques to their own developing work.
• Develop an informed response to work and exhibitions they
have seen and experienced.
• Begin to formulate personal intentions for creating and
displaying their own artworks.

Visual arts methods 50 80

• Look at different techniques for making art.
• Investigate and compare how and why different techniques have
evolved and the processes involved.
• Experiment with diverse media and explore techniques for
making art.
• Develop concepts through processes informed by skills,
techniques and media.
• Evaluate how their ongoing work communicates meaning and
purpose.

• Consider the nature of “exhibition” and think about the process of

selection and the potential impact of their work on different audiences.

Communicating visual arts 50 80

• Explore ways of communicating through visual and written
means.
• Make artistic choices about how to most effectively
communicate knowledge and understanding.
• Produce a body of artwork through a process of reflection
and evaluation, showing a synthesis of skill, media and concept. •
Select and present resolved works for exhibition.
• Explain the ways in which the works are connected.
• Discuss how artistic judgments impact the overall
presentation.

Assessment model:
Having followed the visual arts course, students are expected to:
1. Demonstrate knowledge and understanding of specified content
• Identify various contexts in which the visual arts can be created and presented
• Describe artwork from differing contexts, and identify the ideas, conventions and techniques
employed by the art-makers
• Recognize the skills, techniques, media, forms and processes associated with the visual arts
• Present work, using appropriate visual arts language, as appropriate to intentions
2. Demonstrate application and analysis of knowledge and understanding
• Express concepts, ideas and meaning through visual communication

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• Analyse artworks from a variety of different contexts
• Apply knowledge and understanding of skills, techniques, media, forms and processes related
to art-making
3. Demonstrate synthesis and evaluation
• Critically analyse and discuss artworks created by themselves and others and articulate an
informed personal response
• Formulate personal intentions for the planning, development and making of artworks that
consider how meaning can be conveyed to an audience
• Demonstrate the use of critical reflection to highlight success and failure in order to progress
work
• Evaluate how and why art-making evolves and justify the choices made in their own visual
practice
4. Select, use and apply a variety of appropriate skills and techniques
• Experiment with different media, materials and techniques in art-making
• Make appropriate choices in the selection of images, media, materials and techniques in art-
making
• Demonstrate technical proficiency in the use and application of skills, techniques, media, images,
forms and processes
• Produce a body of resolved and unresolved artworks as appropriate to intentions.

Assessment at a glance: (SL)

Type of Format of Assessment Weighting of

Assessment final grade (%)

External 60

Comparative • 10–15 screens which examine and compare at least 3 20

study artworks, at least 2 of which should be by different artists • A
list of sources used

Process • 9–18 screens which evidence the student’s sustained 40

portfolio experimentation, exploration, manipulation and refinement of
a variety of art-making activities

Internal • A curatorial rationale that does not exceed 400 words • 4–7 40
Assessment artworks • Exhibition text (stating the title, medium, size and
Exhibition intention) for each artwork

Assessment at a glance: (HL)

Type of Format of Assessment Weighting of

Assessment final grade (%)

External 60

103
 Comparative • 10–15 screens which examine and compare at least 3 20
study artworks, at least 2 of which should be by different artists •
3–5 screens which analyse the extent to which the student’s
work and practices have been influenced by the art and artists
examined
(A list of sources used)

Process • 13–25 screens which evidence the student’s sustained 40

portfolio experimentation, exploration, manipulation and refinement of
a variety of art-making activities

Internal • A curatorial rationale that does not exceed 700 words • 8- 40

Assessment 11 artworks
Exhibition • Exhibition text (stating the title, medium, size and intention)
for each artwork

Group 6: The Arts:

Theatre Arts (SL / HL)
Nature of Subject:
Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages
discovery through practical inquiry, experimentation, risk taking and the presentation of ideas to
others. The IB Diploma Programme theatre course is a multifaceted theatre-making course. It
gives students the opportunity to make theatre as creators, designers, directors and performers.
It emphasizes the importance of working both individually and as part of an ensemble. It offers
the opportunity to engage actively in the creative process of inquiring, developing, presenting and
evaluating. Students are encouraged to work as inquisitive and imaginative artists, transforming
ideas into action and communicating these to an audience. The basis of theatre is inquiry into the
human condition; what makes us human, the actions we take and the stories we tell, how we
interact and how we share our visions.
Theatre is a form of expressive communication to others, and students are therefore required
to think about the responsibilities of theatre-making, considering carefully what they wish to
communicate and how to best present their ideas.
Theatre students learn to apply research and theory to inform and contextualize their work as
they experience the course through practical and physical engagement. They understand that
knowledge resides in the body and that research can be conducted physically through both action
and practice. In this respect, the theatre course encourages students to appreciate that through
the processes of researching, creating, preparing, presenting and critically reflecting on theatre—
as participants and spectators—they gain a richer understanding of themselves, their community
and the world.
Through the study of theatre, students strengthen their awareness of their own personal and
cultural perspectives, developing an appreciation of the diversity of theatre practices, their
processes and their modes of presentation. This enables students to discover and engage with
different forms of theatre across time, place and culture and promotes international-mindedness.
Participation in the DP theatre course results in the development of both theatre and life skills;
the building of confidence, imagination, creativity and a collaborative mind-set.

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 The aims of the subject is to enable students to:
1. inquire into theatre and its contexts
2. develop and practically apply theatre performance and production skills and elements, led by
intentions
3. create, present and evaluate theatre work both independently and collaboratively
4. acquire the perspectives and intentions of an internationally-minded theatre-maker
For HL only:
1. understand, appreciate and explore the relationship between theory and performance.

Syllabus component Teaching hours

SL HL

Staging play texts: 45 45

This area of the syllabus addresses the transformation of play texts into
action. Students examine the ways in which ideas are articulated in texts by
playwrights and the ways in which performance and production elements
can be used to effectively fulfil theatre-maker intentions.

Exploring world theatre traditions: 45 45

This area of the syllabus addresses the authentic exploration of world
theatre traditions through academic and practical research and exploration.
Students inquire into and physically explore world theatre traditions,
performance conventions and performance material from those traditions
in order to acquire a deeper understanding and appreciation of the
traditions through the body and/or voice.

Collaboratively creating original theatre: 60 60

This area of the syllabus addresses the collaborative development and
performance of original theatre as part of an ensemble of theatre-makers.
Students formulate intentions for theatre-making and examine the ways in
which these intentions can be effectively realized through the collaborative
creation of original performance work inspired by a starting point.

Solo Theatre Piece (HL only): - 90

This area of the syllabus addresses the exploration of aspects of theatre
theory and the ways in which theory can inform performance. Students
research at least one theatre theorist, identify an aspect of their theory and
apply this to create and present theatre work that demonstrates this aspect
of theory in performance.

Total teaching hours 150 240

At the end of the theatre course students will be assessed on:

1. Inquiry
a. Carry out academic and physical research and identify valuable information and resources to
support work in theatre
b. Inquire into, and contextualize, the theatrical work and ideas of others
2. Development
a. Develop informed and imaginative theatre-maker intentions for making and staging theatre

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b. Practically and collaboratively explore how performance and production elements combine in
practice to create effective moments of theatre
3. Presentation
a. Present theatre work to others in order to fulfil theatre-maker intentions
b. Communicate theatrical ideas in a variety of forms, formats and contexts
4. Evaluation
a. Reflect on feedback from others and consider their own development as theatre-makers
b. Evaluate the effectiveness of theatre work.

Assessment at a glance: (HL / SL)

Assessment tasks SL HL

Research presentation:
Students at SL and HL plan, deliver and video record an individual research
presentation (15 minutes maximum) in which they provide evidence of their
academic and practical exploration and learning of a world theatre tradition
they have not previously studied. Each student submits the following:
1. A video recording of the student’s research presentation (15 minutes
maximum).
2. A list of all sources cited and any additional resources used by the student
during the presentation. 30% 20%

Collaborative project:
Students at SL and HL collaboratively create and perform an original piece of
theatre (lasting 7–10 minutes maximum) created from a starting point of their
choice. The piece is presented to an audience as a fully-realized production.
40% 25%
Each student submits the following:
1. A project report (a maximum of 10 pages of written text and images, with
written text not exceeding 4,000 words) plus a list of all sources used.
2. A video recording of the final piece (7–10 minutes maximum).

Solo theatre piece (HL only): - 35%

Students at HL research a theatre theorist they have not previously studied,
identify an aspect(s) of theory and create and present a solo theatre piece
(lasting 4–7 minutes maximum) that demonstrates the practical application of
this theory to a theatre piece for an audience. Each student submits the
following. 1. A report (2,500 words maximum) plus a list of all primary and
secondary sources cited. 2. A continuous unedited video recording of the
whole solo theatre piece (4–7 minutes maximum).

Internal assessment 30% 20%

Production proposal:
Students at SL and HL choose a published play text they have not previously
studied and formulate a vision for the design and theoretical staging of the
entire play text for an audience. These ideas are presented in the form of a
proposal. Each student submits the following. 1. A production proposal (a

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maximum of 12 pages of written text and images, with written text not
exceeding 4,000 words) plus a list of all sources used.

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 Bibliography
IB Diploma Programme Handbook of Procedures 2019

Programme Resource Centre – all relevant IB Documents and IB DP Subject Guides

https://www.google.co.in/search?q=mission+statement+of+ib&safe=active&biw=1707&bih=797&source=lnms&tbm=isch&sa=X&v
ed=0ah
UKEwjv4Iy1lPXQAhULi5QKHdb7AVgQ_AUIBigB#safe=active&tbm=isch&q=10+reasons+why++ib&imgrc=oCUog1H4s41r0M%3A

Review

Drafted in March 2018

Reviewed: June 2019
Reviewed: June 2020
Reviewed: June 2021
Reviewed: June 2022
Reviewed: June 2023
Last reviewed: June 2024

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