About IB
The International Baccalaureate® (IB) is a non-profit educational foundation, motivated by its mission, focused on the student.
Our three programmes for students aged 3 to 19 help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world. Founded in 1968, we currently work with 3,258 schools in 141 countries to develop and offer three challenging programmes to over 942,000 students aged 3 to 19 years.
Over the course of the two-year programme, students:
- study six subjects chosen from the six subject groups
- complete an extended essay
- follow an IB Core Class (formerly Theory of Knowledge or TOK)
- participate in creativity, action, service (CAS).
Normally:
- three of the six subjects are studied at higher level (courses representing 240 teaching hours)
- the remaining three subjects are studied at standard level (courses representing 150 teaching hours).
Subjects, other than languages, may be taught and examined in:
- English
- Spanish
The IB Diploma Programme
Life in the 21st century, in an interconnected, globalized world, requires critical-thinking skills and a sense of international-mindedness, something that International Baccalaureate® (IB) Diploma Programme students come to know and understand.
What is the Diploma Programme?
The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students, normally aged 16 to 19, for success at university and life beyond. The programme is normally taught over two years and has gained recognition and respect from the world’s leading universities.
The Curriculum
IB Diploma Programme students study six courses at higher level or standard level. Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5.
In addition the programme has three core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding.
The extended essay is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying.
Theory of Knowledge (TOK) is a unique and thought-provoking course at the heart of the IB Diploma Programme. It encourages students to explore how knowledge is constructed and evaluated across different disciplines and cultures. By examining real-world issues through diverse perspectives, TOK develops critical thinking, reflection, and communication skills.
Creativity, action, service requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.
Assessment
Students take written examinations at the end of the programme, which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners.
The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, action, service requirement. The highest total that a Diploma Programme student can be awarded is 45 points.
Quality assurance and professional development
Any school wishing to offer the Diploma Programme and attain IB World School status must first go through the authorization process. The requirements for authorization are the same for all schools, even though the process is administered slightly differently in each IB region. The process is designed to ensure schools are well prepared to implement the programme successfully.This is a challenging programme that demands the best from both motivated students and teachers. Schools can access an extensive package of IB professional development for teachers and administrators and commit to ongoing professional development. Schools are required to participate in an ongoing process of review and development, using standards and practices that apply to all IB World Schools.
Information taken from: www.ibo.org
IB Diploma Course Offerings
Grade 11 and 12 students can choose between a full International Baccalaureate Diploma Program (IBDP) pathway or a combination of IB subjects and the ECA High School courses – the IB Coursework pathway. As well as providing the most stringent academic challenge, the IBDP gives students the opportunity to learn about time management and self-motivation, skills that are especially important for success at university and beyond.
IB Diploma students must take six subjects, one from each of course groups 1–6
| Group 1 Languages | Group 2 Languages | Group 3 Individuals and Society | Group 4 Sciences | Group 5 Maths | Group 6 Fine Arts or Electives |
|---|---|---|---|---|---|
| English Spanish |
English Spanish |
Business Management Economics Psycholog |
Biology Chemistry Physics Environmental Systems and Societies (ESS) |
Maths Studies Standard Mathematics |
Visual Arts Music |
Learner Profile
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.
IB learners strive to be:
- Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
- Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
- Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
- Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
- Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
- Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
- Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
- Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
- Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
- Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
© International Baccalaureate Organization 2006 | PDF Version
IB Diploma at ECA
IB Program
The International Baccalaureate Diploma Program is a rigorous college preparatory course of studies that meets the needs of highly motivated secondary school students. Designed as a comprehensive two-year curriculum that allows its graduates to fulfill requirements of various national education systems, the diploma model is based on the pattern of no single country but incorporates the best elements of many. It is a deliberate compromise between the specialization required in some national systems and the breadth preferred in others.
The IB Diploma program is offered in English at ECA. All students who take IB courses are recommended to take the IB exam at the conclusion of the course. Students may register for individual IB courses or for the full IB diploma.
IB Diploma Subject Requirements
Diploma candidates are required to select one subject from each of six subject groups. Usually three subjects are taken at Higher Level (HL) and three others at Standard Level (SL). Hence, over a two-year period, some subjects are studied in depth and some more broadly. ECA may add or delete courses and offer some courses at HL or SL according to student demand and staff availability.
Additional IB Diploma Requirements
The program offers special features in addition to the six subjects of the curriculum that is central to the diploma. These are:
Theory of Knowledge (TOK)
Students must complete an interdisciplinary course called Theory of Knowledge (TOK). This course is designed to stimulate critical reflection upon the knowledge and experiences gained inside and outside the classroom. TOK challenges students to question the basis of knowledge, to be aware of subjective and ideological biases, and to develop a personal mode of thought based on analysis of evidence expressed in rational argument. The key element in the IBO’s educational philosophy, TOK seeks to develop a coherent approach to learning, which transcends and unifies the academic areas and encourages appreciation of other cultural perspectives.
Extended Essay (EE)
Students must undertake original research and write an extended essay of up to 4,000 words. This offers the opportunity to investigate a topic of special interest from within one of their six examination subjects. It also acquaints students with the kind of independent research and writing skills expected at university. Each student works under the guidance of an appropriate Supervisor and will spend approximately 40 hours of private study and writing time to complete the essay.
Creativity, Action, and Service (CAS)
Participation in the school’s Creativity, Action, Service (CAS) program is intended to develop a student’s creative, artistic and physical well-being. The CAS requirement seriously considers the importance of life outside the world of scholarship, providing a refreshing counterbalance to the academic self-absorption some may feel within a demanding school program. It also considers seriously the goals of educating the whole person and fostering more compassionate citizenship. Through participation in CAS activities, students are encouraged to share their energies and special talents, while developing awareness, concern and the ability to work cooperatively with others.