Students study six subjects selected from the subject groups. Normally three subjects are studied at higher level (courses representing 240 teaching hours), and the remaining three subjects are studied at standard level (courses representing 150 teaching hours).

All three parts of the core—extended essay, theory of knowledge and creativity, action, service—are compulsory and are central to the philosophy of the Diploma Programme.

The Core Requirements:

All Diploma Programme students must engage in these three activities.

Extended Essay (EE) For more info click here

The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at university.

Theory of Knowledge (TOK) For more info click here

The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other cultural perspectives.

Creativity, Action, Service (CAS) For more info click here

Participation in the school’s CAS programme encourages students to be involved in artistic pursuits, sports and community service work, thus fostering students’ awareness and appreciation of life outside the academic arena.

The Six Academic Subjects: for more info click here

All students must study at least one subject from each of the six groups.  Students may choose to study another subject from Groups 1 - 5 and opt out of Group 6.

Group 1: Language A1

Language A1 is the study of literature in a student’s first language, including the study of selections of world literature.

Group 2: Second Language

The aim is to promote an understanding of another culture through the study of a second language.

The main emphasis of the modern language courses is on language acquisition and use in a range of contexts and for different purposes.

Group 3: Individuals and Societies 

Studying this area provides for the development of a critical appreciation of:

• human experience and behavior
• the varieties of physical, economic and social environments that people inhabit
• the history of social and cultural institutions

In addition, each subject is designed to foster in students the capacity to identify, to analyze critically and to evaluate theories, concepts and arguments relating to the nature and activities of individuals and societies.

Group 4: Experimental Sciences

Each subject contains a body of knowledge together with scientific methods and techniques which students are required to learn and apply. In their application of scientific methods, students develop the ability to:

• analyze
• evaluate
• synthesize scientific information

A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary: students analyse a topic or problem which can be investigated in each of the science disciplines offered by the school. It is also an opportunity for students to explore scientific solutions to global questions.

Group 5: Mathematics and Computer Science

Mathematics: 

The aims of these courses are to enable students to:

• develop mathematical knowledge, concepts and principles
• develop logical, critical and creative thinking
• employ and refine their powers of abstraction and generalization

Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives.

Computer Science: 

The aims of computer science are to develop an understanding of:

• the range and organization of computer systems
• the use of computers in a variety of disciplines, applications and contexts

Group 6: The Arts

The subjects in group 6 allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genres.

The assessment of these subjects reflects an eclectic attempt to combine contrasting aesthetics and forms of assessment from around the world. In particular, there is no indication of a western-oriented bias.