The International Baccalaureate Diploma Programme

The International baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create better and more peaceful world through intercultural understanding and respect.

Our programme encourages students to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

It is a challenging programme of international education and rigorous assessment.

The IB is different from other curricula because:

  • It encourages students to think critically and challenge what they are told
  • It is independent of governments and national systems, and therefore able to incorporate best practice from a range of international frameworks and curricula
  • It encourages students to consider both their local and international environment.

Unlike other programs such as A level and AP, the IB diploma gives not just a thorough academic preparation for university but it also has critical thinking and research skills embedded throughout the course. An IB student graduates as an independent learner ready to meet the challenges of tomorrow as a global citizen.

Our programme helps IB students:

  • To ask challenging questions
  • Think critically
  • Develop research skills to help them in higher education.

IB is a course designed to produce the innovators and thinkers of the future, who will answer those as yet ‘unasked questions’ and rise to ‘new challenges’.
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The IB Diploma Curriculum

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We encourage international-mindedness in IB students. To do this, we believe that students must first develop an understanding of their own cultural and national identity.

The Learner Profile

These are the 10 attributes that all IB students should develop throughout the continuum of learning that is the IB.
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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.

Holistic internationally-minded education

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Subjects on offer at Ascot

Group 1 – Studies in Language and Literature (HL/SL)
English or Thai

Group 2 – Language acquisition (HL/SL)
English or Mandarin

Group 3 – Individuals and Societies (HL/SL)
Business Studies and Management or History

Group 4 – Experimental Sciences (HL/SL)
Biology or Chemistry or Computer Studies or Physics

Group 5 – Mathematics (HL/SL)
Mathematics or Mathematics Studies (SL)

Group 6 – The Arts (HL/SL)and Electives
Visual Arts or an Elective choice from Group 3 or 4.

Most subjects are offered at both:

  • Higher level (HL)(recommended hours = 240).
  • And at
  • Standard level (SL)(recommended hours = 150).
  • Usually over 2 years
  • Both external assessment (exams) and internal assessment (IA)are used.
  • Internal assessment is generally 20 – 30%
  • There are no modular exams.

Each subject (Higher or Standard) is graded on a scale from 1 to 7, where:

  • 7 = excellent
  • 6 = very good
  • 5 = good
  • 4 = satisfactory
  • 3 = mediocre
  • 2 = poor
  • 1 = very poor

The points are then added together, which gives a maximum of 42 for the six subjects.

Points are then available for Theory of Knowledge and the Extended Essay.
Each is scored on 5 bands:

  • A = Excellent
  • B = Good
  • C = Satisfactory
  • D = Mediocre
  • E = Elementary

These are then combined on a matrix, which gives a maximum of 3 Core points that can be added to the points for the subjects.

The Extended Essay EE

  • A piece of individual research carried out by DP students in ONE of their 6 subjects.
  • Written up in the style of an academic paper.
  • Maximum 4000 words.
  • 40 hours

The Theory of Knowledge ToK

  • A critical skills course designed so that DP students can evaluate the knowledge that is presented to them through their subjects, the media, friends and relatives, and so on.
  • 100 hours

Creativity, Activity, Service CAS

  • Experiential learning outside the classroom followed by student reflection
    • For example, a student who sets up and runs a school newspaper, or who learns a new musical instrument.
    • A student who learns a new sport, or who takes charge of a team
    • A student who organises a service activity e.g. Shopping for old people.
  • 8 Learning Outcomes.

University opinions on the IB

  • Princeton University, NJ, USA
    “The IB is a first-rate program, one we are all familiar with, and it prepares students well for a university like ours.”
  • Cambridge University, England
    ‘Because the IB differentiates better than A-levels……, if we are hesitating about making an offer, we would be more likely to make an offer to an IB student than an A-level student.’
  • MIT, CA, USA
    “Send us prepared students (like those from IB). It’s the ‘best’ high school prep curriculum a school can offer.”
  • Harvard University, MA, USA
    “IB is well known to us as excellent preparation. Success in an IB programme correlates well with success at Harvard. We are pleased to see the credentials of the IB Diploma Programme on the transcript.”
  • Research shows that IB students are less likely to drop out of University.

In summary here are the skills that the IB Diploma develops:

  • Research skills – from the EE
  • Critical skills – from ToK
  • Language skills – from the two language sections
  • Analytical skills – from Science
  • Mathematical skills – from Maths
  • Creative skills – from Arts, CAS
  • Personal skills – from CAS
  • Organisation and self-motivation

The IB Diploma is a globally recognized qualification that will open doors for your child anywhere in the World. The IBDP will take your son or daughter where they want to go.