IBDP syllabus: A teacher's guide

What is the IBDP Syllabus?

The International Baccalaureate Diploma Programme (IBDP) is a comprehensive two-year educational program aimed at students aged 16 to 19, available in over 100 countries worldwide. Recognized for its rigorous academic standards and global acceptance, the IBDP prepares students for entry into higher education institutions around the globe, offering a diploma that many universities internationally hold in high regard.

Central to the IBDP's ethos is the delivery of a balanced education that emphasizes not only academic achievement but also the holistic development of students. This includes fostering a range of skills beyond traditional academic subjects, such as art, athletics, personal growth, and communication abilities. Students engage with a variety of subjects, with the option to study up to four at a higher level (HL), providing a depth of knowledge in chosen areas. The program distinguishes between higher and standard level (SL) courses, with HL courses presenting a more in-depth and challenging curriculum.

The IBDP's core curriculum encompasses English Language Arts, Mathematics, Science, and Social Studies, alongside two elective subjects from an extensive selection, reflecting the program's commitment to offering a diverse and comprehensive education. This structure supports the development of critical thinking, effective communication, and an appreciation for cultural diversity, equipping students with the necessary tools for success in a rapidly globalizing world.

Available in both fully accredited IB World Schools and Associate Schools with partial access to the curriculum, the IBDP maintains a consistent syllabus across all institutions, although specific requirements may vary by school type. Regardless of the setting, the program's international education philosophy aims to cultivate knowledgeable, inquisitive, and compassionate young adults ready to make their mark on the world.

Key takeaways include:

• Global Recognition: Facilitates entry into higher education with a diploma respected worldwide.
• Holistic Education: Balances academic rigor with personal development in areas like arts and athletics.
• Diverse Curriculum: Offers a rich selection of subjects and electives, fostering a broad skill set and global awareness.

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What are the components of the IBDP syllabus?

The IBDP syllabus includes six subject groups and Diploma Programme (DP) core.

The Diploma Programme (DP) core is consisting of 3 components, aimed at widening students’ academic experience and challenge them to use their skills and knowledge.

Following are the 3 Diploma Programme (DP) core elements:

1. Theory of knowledge: Through this programme, learners reflect on the character of knowledge and on how they understand what they claim to understand
2. The extended essay: The extended essay is a self-directed piece of research with self-directed essay questions, and ends up with an article of about 4,000-words.
3. Creativity, activity, service: In this programme, students take part in a project involving those 3 concepts.

The six subject groups in IBDP Curriculum Model are as follows.

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IBDP Studies in language and literature

To fulfil the core requirements of the IB programme, students must choose a single subject from studies in language and literature. Students may choose to obtain a bilingual diploma by choosing two different languages.

The courses include a wide range of texts, and students learn to use a language with great complexity and subtleties in various contexts across their education. With the guidance of their school, students choose to study a language in which they are academically strong. Different types of school have differing ways of approaching this.

There are 3 courses on this diploma subject:

1. Language A: literature, present in 55 different languages and, if asked especially, any other language with adequate written literature;
2. Language A: literature and language, which is present in 17 different languages.
3. Literature and performance: literature and language, automatically present in English, and on special request in French and Spanish.

All of these courses, allow students to create:

• an individual appreciation for literature and language;
• Awareness of aesthetic, stylistic and formal qualities of texts;
• critical-thinking skills with regards to a variety of texts from different eras, text-types literacy forms and styles;
• a fondness for cultural institutions;
• A dominant power of expression, both oral presentation and written;
• knowledge about challenges of language and sustainable ways of thinking;

Academic studies about literature and language, enable students to build an IB Diploma Programme students' lifelong interest in literature and language, and a fondness for the variety of human expression.

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Language acquisition in the IBDP

One of the core requirements of IB Diploma Programme is that learners must study 1 diploma subject (at a minimum ) from Language Acquisition (Group 2)

The primary focus of the course of modern language is on the usage and acquisition of language in a variety of contexts such as oral presentation and for various purposes as well as promoting an awareness of a new culture by way of studying its language.

There are 3 subjects aimed to fulfil students’ interest in and experience of language study. The first 2 subjects are taught in several languages.

1. Modern Languages

Language ab courses intend to teach beginners (those with little to no experience of learning the language they have selected). These Language Acquisition (Group 2) courses are taught at a standard level only.

2. Language B

These courses are designed for students with some experience in learning their selected language. The language is taught at either standard or higher level.

3. Classical languages

Classical Greek or Latin coursework offers opportunities for learners to study the culture, literature and language of Greece or ancient Rome.

Following Language Acquisition (Group 2) Individual courses are taught online:

• French ab initial;
• Mandarin ab initial;
• Spanish B SL;
• Spanish ab initial.

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BDP Individuals and Societies

The International Baccalaureate Diploma Programme (IBDP) places a strong emphasis on understanding human behaviour, societal structures, and the interconnectedness of people, cultures, and environments. Within the Individuals and Societies subject group, students select at least one subject, with the option to choose a second subject from this group (provided they do not exceed the maximum subject allocations from other groups).

This subject group equips students with critical thinking skills, global awareness, and analytical capabilities to navigate and make sense of complex social, political, economic, and cultural systems — all essential for success in higher education and beyond.

Subject Options

• Economics
  Students explore microeconomic and macroeconomic concepts, global markets, and the impact of economic policies on different communities and nations.
• Business Management
  This subject focuses on theories of business strategy, marketing, operations management, and the ethical responsibilities of businesses operating in a global economy.
• Global Politics
  Students analyse political structures, international relations, and current global issues, building a strong understanding of power, conflict, and cooperation.
• Geography
  This subject examines physical and human geography, with a focus on urban development, climate change, migration patterns, and sustainable resource management.
• Information Technology in a Global Society (ITGS)
  ITGS explores the ethical, social, and economic implications of technology on individuals, communities, and global systems.
• Social and Cultural Anthropology
  Students investigate cultural practices, social norms, and the evolution of human societies, helping them appreciate cultural diversity and shared human experiences.
• History
  This subject develops historical analysis skills, focusing on source evaluation, historical causation, and comparative studies across different time periods and regions.
• Psychology
  Students delve into the science of human behaviour, exploring biological, cognitive, and sociocultural perspectives, along with applied psychology in contemporary contexts.
• Philosophy
  This subject encourages students to question reality, evaluate ethical dilemmas, and critically assess arguments, fostering logical reasoning and deep reflection.
• World Religions (SL only)
  Students study key world religions, examining belief systems, practices, and the role of religion in shaping cultures and societies.

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Concept-Based Learning and Critical Thinking

The IB Diploma Programme encourages students to develop conceptual understanding across all Individuals and Societies subjects. This approach fosters:

• Critical Engagement with Cultural and Social Institutions
  Students learn to evaluate the historical development and contemporary function of political, economic, and cultural systems.
• Exploration of Human Behaviour Across Contexts
  Through interdisciplinary connections, students gain insights into how individuals and societies adapt, collaborate, and conflict across time and space.
• Analysing Theories and Arguments
  Learners develop analytical skills to critique competing perspectives, assess evidence-based arguments, and draw independent conclusions.

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Online IBDP Courses Available

For students accessing the IB Diploma Programme online, the following Individuals and Societies subjects are typically offered:

• Business Management (HL/SL)
• Economics (HL/SL)
• Information Technology in a Global Society (HL/SL)
• Philosophy (SL)
• Psychology (HL/SL)

These online IBDP courses offer the same rigour and critical thinking focus as their classroom counterparts, giving students flexibility while maintaining the core values and academic integrity of the IB Diploma Programme.

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IBDP Science

Students must also delve into the scientific world by selecting at least one subject from the "Sciences" group, offering paths like IB Physics, Biology, Chemistry, and more. An interdisciplinary subject, "Environmental Systems and Societies," bridges Groups 3 and 4, providing a comprehensive understanding of environmental issues.

Science Subject Options Include:

• IB Physics
• Biology
• Chemistry
• Computer Science
• Sports, Exercise, and Health Science
• Design Technology

Key Components:

• Emphasis on understanding scientific models, theories, and techniques.
• A mandatory project explores the ethical, social, and environmental implications of science, promoting interdisciplinary and collaborative learning.

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IBDP Mathematical Studies

Mathematics courses cater to diverse student needs and aspirations, from "Analysis and Approaches" to "Applications and Interpretation" at both Higher Level (HL) and Standard Level (SL).

Mathematics Enables Students To:

• Develop mathematical knowledge, principles, and concepts.
• Cultivate creative, critical, and logical thinking skills.
• Apply and enhance their generalization and abstraction capabilities.

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The Arts and IBDP

Students have the flexibility to forgo an arts course in favor of an extra language, individuals and societies, or science course, reflecting the program's adaptability to different educational preferences and cultural contexts.

Arts Subject Options:

• Music
• Dance Analysis
• Theatre
• Film
• Visual Arts

Selecting IBDP Subjects involves choices from:

• Language and Literature
• Language Acquisition
• Individuals and Societies
• Sciences
• Mathematics
• The Arts

Assessment in the IBDP combines internal and external methods, with students selecting subjects at HL and SL to demonstrate comprehensive skills, understanding, and knowledge. This balanced approach ensures that students are well-prepared for university admission and global citizenship, capable of expressing themselves confidently across a spectrum of environments and cultures.

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The Arts and IBDP

Secondary school students may choose to study an extra language, individuals and societies, or experimental science course, rather than selecting a course in the arts. The baccalaureate diploma program has long been associated with private schools, but there are now an increasing amount of secondary state schools offering this qualification.

The arts subjects in IB Diploma Programme, allow a high level of adaptability to various cultural contexts. The focus remains on creativity in the context of practical, disciplined research into the related genres.

Also, each subject is developed to nurture reflective, critical, and informed practice, explore the diversity of arts across cultures, places, and times and enable students to understand the vigorous nature of the arts, and express themselves with competence and confidence.

The following subject options are available for students at standard or higher levels:

• Music
• Analysis of Dance
• Theatre
• Film
• Visual arts

There is one course available online I.e. Film SL.

Selecting subjects in the IB Diploma Programme

Secondary school students pick courses from the below subject groups:

• Studies in language and literature;
• Language acquisition;
• Individuals and societies;
• Sciences;
• Mathematics; and
• The arts.

Secondary school students may choose to study supplementary languages, additional science and individuals and societies courses, in place of an individual diploma course in the arts.

IB Diploma Programme utilizes both internal assessment and external assessment.

Students of IB Diploma Programme, will study some subjects at the standard level (SL) and some at a higher level (HL).  SL and HL courses are different in terms of scope but both are assessed under standard assessment conditions with the same grade descriptors, in which individual diploma programme students are required to demonstrate a greater body of skills, understanding and knowledge at an advanced level for admission to universities.

Every student of IB Diploma Programme selects at least 3 (but not greater than 4) subjects at a higher level, and the rest at a standard level.

Students belonging to any physical environment (regions of extreme environments, arid environments or cold environments) may attend an IB programme at the higher level in  240 teaching hours; whereas, standard level subjects take up 150 teaching hours.

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Seven Principles for Delivering the IBDP

Delivering the International Baccalaureate (IB) Diploma Programme (DP) is a profound responsibility, encompassing the development of well-rounded individuals prepared for the complexities of the global landscape. Here are seven guiding principles for teachers and school leaders:

1. Embrace Intercultural Understanding: Embed intercultural awareness and understanding within all subjects, fostering a global mindset and respect for diverse perspectives, crucial for nurturing students equipped for international cooperation and admission to universities worldwide.
2. Comprehensive Coverage of Core Requirements: Ensure thorough engagement with the DP's core components, including the Theory of Knowledge (TOK), the Extended Essay (EE), and Creativity, Activity, Service (CAS), reinforcing the program's holistic approach to education.
3. Allocate Adequate Teaching Hours: Adhere to the recommended teaching hours for each subject to ensure students receive the depth of instruction required to meet the IB Diploma's rigorous standards, particularly in demanding areas such as experimental sciences and Mathematics and Computer Science.
4. Promote Experimental Learning: Incorporate practical and experimental learning opportunities, especially in science courses, to meet the experimental sciences core requirements, enhancing students' hands-on learning experiences and scientific inquiry skills.
5. Adopt a Balanced Assessment Approach: Implement a mix of internal and external assessments to evaluate student progress under standard assessment conditions, including special assessment components that cater to individual learning styles and needs.
6. Foster Additional Science and Mathematics Engagement: Encourage students to explore beyond the curriculum by engaging in additional science and mathematics studies, supporting their development in critical STEM areas and enhancing their profiles for university admission.
7. Support Completion of Diploma Courses: Provide robust support systems to assist students in the completion of their diploma courses, from academic counseling to stress management strategies, ensuring all students have the resources to successfully achieve their IB Diploma.

By adhering to these principles, educators can deliver the IB Diploma Programme effectively, preparing students not just for academic success but for meaningful contributions to our global society.

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Final thoughts on the IBDP

The International Baccalaureate Diploma Programme is a rigorously structured academic pathway that does more than prepare students for the challenges of university education; it intricately weaves a tapestry of extracurricular engagements—spanning sports, music, art, drama, and languages—crafting well-rounded individuals equipped for the global stage.

The essence of the IBDP lies in its commitment to fostering a broad, international education grounded in the principles of conceptual thinking. This approach, while presenting its unique challenges in delivery, offers immeasurable rewards as students emerge with a profound understanding of complex concepts and the world around them. Such depth of comprehension is cultivated through learning strategies meticulously designed to encourage students to grasp the 'big picture.'

This educational philosophy beckons educators to transcend traditional methods of rote memorization, urging them to craft learning experiences that inspire students to navigate the curriculum with curiosity, critical thinking, and a robust problem-solving mindset. After all, it is through thinking that we learn, and it is this very process of thoughtful engagement that defines the transformative power of the IBDP.

In embracing the IBDP, we invite not just an academic journey but a voyage of intellectual discovery and personal growth, where the pursuit of knowledge goes hand in hand with the development of the individual. As we look to the future, the IBDP represents a generation of learners who are not only academically accomplished but also globally-minded, empathetic, and ready to make meaningful contributions to our interconnected world.

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Further Reading on the IBDP

Here are five studies focusing on improving the delivery and academic success of students in the International Baccalaureate Diploma Programme (IBDP):

1. Lineham, R. (2013) conducted a study to examine the extent to which the IBDP is effective at delivering the IB mission statement. The study, using interviews and questionnaires among IBDP students, concluded that the values of the students were moving towards those expressed in the IB mission statement, highlighting the program's influence on student attitudes.
2. Mayer, A. (2010) identified factors that promoted the successful implementation of an International Baccalaureate Diploma Program in an urban high school. The study found that practices like staff selection, preservice training, coaching, staff evaluation, program evaluation, and administrative supports were instrumental in overcoming contextual factors that might have hindered model implementation.
3. Mayer, A. (2008) explored how an open admission International Baccalaureate (IB) program was successfully attracting and retaining students from economically disadvantaged backgrounds. The study attributed success to IB teachers' belief in students' abilities and the implementation of academic and social support mechanisms.
4. Gerry, G. B., & Corcoran, T. (2011) evaluated the "Expanding Access, Participation, and Success in IB Programmes" project, funded by the Bill and Melinda Gates Foundation. The project aimed to increase the participation of minority students and students in poverty in the IBDP and found success in broadening access for previously excluded students.
5. Riesbeck, R. R. (2008) investigated the impact of leadership and other factors on successful International Baccalaureate Diploma Programs in the United States. The study highlighted the significance of leadership domains like supporting behaviors, public relations, and IB commitment to the program's success.

These studies provide insights into various strategies for enhancing the implementation and outcomes of the IBDP, focusing on leadership, inclusive practices, and aligning program delivery with the IB mission statement.