The International Baccalaureate Diploma Programme was the first programme established within the IB, and is still the best-known.
It began in 1975 after a six-year pilot project.
All IB programmes are focused on developing an international mindset and the “learner profile”, which outlines that IB pupils are inquirers, thinkers, communicators and risk-takers who are knowledgeable, principled, open-minded, caring, balanced and reflective.
IB Diploma Programme
The Diploma Programme is the IB’s equivalent of A levels in England and is well-recognised by university admissions teams.
The programme is considered by many to be more demanding than A levels for a number of reasons.
Students are required to study all six subjects in the curriculum: language and literature, language acquisition, individuals and societies, sciences, mathematics and the arts.
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They can, however, prioritise certain subjects by choosing to study at least three at higher level (HL) and the remaining at standard level (SL).
Perhaps the most rigorous aspect of the Diploma Programme is the “DP Core”. This comprises three elements: the theory of knowledge (TOK), the extended essay (EE), and creativity, activity, service (CAS).
Theory of knowledge
The theory of knowledge is assessed through an exhibition, accompanied by a 1,600-word essay.
Students are asked to reflect on the concept of knowledge, examining how we know what we know.
Extended essay
The extended essay is similar to a university dissertation. In 4,000 words, students must cover an independent, self-directed piece of research, preparing them for the kind of research-led essays they will need to produce at university.
The process includes mandatory reflection sessions with their supervisors and a concluding interview known as a viva voce.
Creativity, activity, service
Students are required to undertake a CAS project alongside academic studies. These projects are not assessed but should have real social impact in students’ communities. CAS is broken down into:
Creativity: arts and other experiences that involve creative thinking.
Activity: physical exertion contributing to a healthy lifestyle, complementing students’ academic work.
Service: an unpaid and voluntary exchange that has a learning benefit for the student.
Students are encouraged to start their own activities that fit into one or more of these categories.
Projects can range from musical shows to sports coaching or recycling drives. The emphasis is on the process of planning, researching, reviewing, reporting and reflecting on the project.
Together the theory of knowledge and extended essay are worth up to three additional points towards a student’s overall diploma score.
CAS does not make up part of the overall diploma score but authenticated participation is required before the diploma is awarded.
Diploma Programme assessment
Students achieve grades ranging from 7 (the highest) to 1 for each of their six subjects. Their final diploma score is made up of the combined score for each subject (a maximum of 42 points, with up to three additional points coming from the theory of knowledge and extended essay).
The diploma is awarded to students who gain at least 24 points, as long as they have satisfied certain minimum levels of performance.
Diploma Programme vs A levels
The Diploma Programme is designed to help students to develop the skills they will need for challenges in higher education and the world of work.
Many believe the Diploma Programme better meets the demands of a more internationally connected working landscape when compared with A levels.
Research suggests that Diploma Programme students are more likely to attend one of the UK’s top 20 universities compared with students who take A levels.
They are also more likely to achieve a first-class degree and to go on to further study, such as a Master’s degree or PhD.
Find more information about the International Baccalaureate Diploma Programme here.
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