At first glance, the International Baccalaureate Diploma Programme (IBDP) may seem complicated and daunting. You might be wondering, ‘What’s a “TOK”? Why are there so many subject groups? What are “CAS requirements”?’ Fret not, as this article will break down the structure of the IBDP so you can understand how it works, and how it will benefit its students. 

The IBDP is made up of a DP core and 6 subject groups. Whilst the 6 subject groups allow students to study traditional academic subjects, the core aims to broaden students’ education by challenging them to apply their knowledge and skills. The DP core is made of 3 elements, namely:

1. Theory of Knowledge, or TOK, where students reflect on the nature of knowledge and how it is acquired and constructed. 

2. The Extended Essay, or EE, where students embark on an independent, self-directed peace of research, finishing with a 4000-word paper. 

3. Creativity, Activity, Service, or CAS, where students complete projects outside of the classroom relating to those three concepts. 

Theory of Knowledge (TOK)

TOK aims to answer the essential questions of “What do we know?” and “How do we know what we claim to know?” By challenging students to ponder and discuss these questions, TOK develops students’ critical thinking skills and awareness of personal and ideological assumptions, whilst simultaneously exposing them to a rich diversity of cultural perspectives unlike their own. 

TOK is assessed through an oral presentation and an essay component, where students apply TOK thinking skills to real-life situations, whilst the essay takes a more conceptual starting point. Some examples of past TOK essay questions are: 

• “To what extent are areas of knowledge shaped by their past? Consider with reference to 2 areas of knowledge.” 

• “There is no such thing as a neutral question. Evaluate this statement with reference to two areas of knowledge.

The Extended Essay (EE)

The EE is a mandatory component of the IBDP wherein each student embarks on an independent piece of research, culminating in a 4000-word paper. One might think of the EE as a mini-thesis, not unlike the research papers that will be required at the undergraduate level. The EE not only teaches students the necessary skills that will prepare them for undergraduate research, but also provides an opportunity for students to investigate a topic of personal interest as it relates to one of the student’s six DP subjects. Students may also take an interdisciplinary approach of a World Studies EE, which bridges the boundary between 2 different subjects. 

Participation in the EE develops a student’s capacity to formulate a research question, conduct effective research, and analyze and evaluate knowledge. Students are supported throughout the process by a supervisor, who is typically a teacher at the school. Additionally, students are required to have three mandatory reflection sessions with their supervisors, where they discuss their experiences and challenges with their supervisor. 

You might be wondering – how is the EE assessed? 

All EEs are externally assessed by IB-appointed examiners, and are marked on a scale from 0 to 34. The score a student receives relates to a band. The bands range from A to E, with A being a work of excellent standard, and E being a work of an elementary standard. TOK is part of the components, together with the EE, that constitutes the 3 bonus points of the IBDP! 

Creativity, Action, Service (CAS)

In order to holistically educate its students, the IBDP prioritizes learning outside the classroom through CAS. Every student must complete CAS as a part of the diploma programme. For those more familiar with the Singaporean education system, you may think of CAS as co-curricular activities (CCAs) that have a reflection component. The three strands of CAS are:

1. Creativity – arts, and other experiences that involve creative thinking. 

2. Activity – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP

3. Service – an unpaid and voluntary exchange that has a learning benefit for the student

Students complete a range of activities that fall under these 3 strands (50 hours per strand) and complete reflections on these activities and evidence of achieving the learning outcomes of CAS. For example, a student may take on Ultimate Frisbee, volunteer tutoring, and Art Club as co-curricular activities that fulfil their CAS requirements. 

The Six Subject Groups

Now that we’ve gotten the DP core out of the way, let’s pivot over to understanding the six subject groups offered in the IBDP.

Group 1: Studies in Language and Literature

Three courses are offered under this group, namely:

• Language A: Literature (offered at Higher Level/Standard Level)

• Language A: Language and Literature (offered at Higher Level/Standard Level)

• Literature and Performance (offered at Standard Level)

The courses offer a broad range of texts that deepen a student’s appreciation of a language’s complexities in a variety of contexts. Whereas Language A: Literature focuses on literature texts, Language A: Language and Literature also provides students with the opportunity to analyse the use of language in media. 

Please refer to your school’s website for more details on which courses are offered, and in which languages. 

Group 2: Language Acquisition

Students are required to study at least one subject from Group 2. These courses accommodate students’ interest in and previous experience of language study. Language ab initio courses are for students who have little or no previous experience of learning the language, and these courses are only available at Standard Level. Language B courses, on the other hand, are intended for students who have had some previous experience of learning the language, and may be studied at either Higher Level or Standard Level. 

Please refer to your school’s website for more details on which languages are offered.

Group 3: Individuals and Societies 

Common subjects offered under Group 3 in Singapore’s IB schools include Geography, Economics, History, and Business Management (among others). The study of Group 3 aims to develop a student’s ability to critically analyse and engage with various theories, concepts, and arguments as they relate to the nature and activities of individuals and societies. 

These subjects are offered at Higher and Standard Level. For a full list of subjects that fall under Group 3, click here. Otherwise, please refer to your school’s website for more details on which subjects are offered. The syllabi and course breakdown for the aforementioned common subjects are hyperlinked. 

Group 4: Sciences

Students are required to study at least one subject from Group 4. The common subjects offered under this group include Biology, Chemistry, and Physics (among others). Students explore the theories, concepts, and models of each science to develop their understanding of the scientific method. Additionally, they embark on a compulsory project where students conduct research on a particular topic of interest within that science, whilst ensuring consideration for the ethical implications of scientific research. 

These subjects are offered at Higher and Standard Level. For a full list of subjects that fall under Group 4, click here. Otherwise, please refer to your school’s website for more details on which subjects are offered. The syllabi and course breakdown for the aforementioned common subjects are hyperlinked. 

Group 5: Mathematics

The courses offered under group 5 are: 

• Mathematics: Analysis and Approaches (offered at Standard Level and Higher Level)

• Mathematics: Applications and Interpretation (offered at Standard Level and Higher Level)

The 2 courses offered under Group 5 are new, after a review of the Mathematics curriculum was conducted as part of the IB’s 7-year teaching cycle review. Prior to this change, the courses offered under Group 5 were Mathematical Studies (SL), Mathematics (SL and HL), and Further Math (HL). 

Those of you who are more familiar with the older syllabus may be slightly confused as to how these 2 new courses differ, so we’re here to clarify any doubts you have! 

Mathematics: Applications and Interpretation focuses on solving practical, real-life problems with mathematical skills. It was designed to appeal to students who would have been interested in taking Mathematical Studies! On the other hand, Mathematics: Analysis and Approaches is geared towards students who are interested in pursuing mathematics - or subjects which require a good deal of mathematical skills - at university level. It entails developing mathematical arguments, solving abstract problems and is a development from the standard Mathematics SL and HL courses. 

Further Mathematics HL is no longer offered by the IB, so the closest course to it would be Mathematics: Analysis and Approaches HL. 

Students may only study one course in mathematics, and all mathematics courses require students to become proficient with graphic display calculators. Please refer to your school’s website for more details on which subjects are offered. The syllabi and course breakdown for the aforementioned common subjects are hyperlinked. 

Group 6 : The Arts

Students may opt to study an additional sciences, individuals and societies, or languages course, instead of a course in the arts. There are five courses offered in Group 5, all of which are available at higher level or standard level:

• Dance 

• Music

• Film

• Theatre

• Visual Arts

These courses are designed to develop students’ ability to critically engage with the dynamic and changing nature of the arts, whilst allowing them to express themselves with confidence and competence. Please refer to your school’s website for more details on which subjects are offered. The syllabi and course breakdown for the aforementioned common subjects are hyperlinked. 

Grading and Assessment

Now that we understand the detailed breakdown of the IBDP, you might be wondering how students are graded. 

The IB utilizes both external and internal assessment. 

External assessments are essentially examinations, and they form the basis of the assessment for most courses. They include essays, structured problems, case-study questions, multiple-choice questions and more. Internal assessments, on the other hand, are conducted by students across their course of study and are assessed by teachers within the school. 

The use of internal assessment in the IB is a key differentiating factor from other curricula you may be familiar with, such as the Singapore-Cambridge GCE ‘A’ Levels that are typically offered by other local junior colleges. In the internal assessment, students embark on:

• Oral work in Languages (Group 1 and 2)

• Fieldwork in Geography (Group 3) and analytical case study work in other Group 3 subjects

• Laboratory work in the Sciences (Group 4)

• Investigations in Mathematics (Group 5)

• Artistic performances and showcases (Group 6)

The IBDP is graded out of a maximum total score of 45 points. This can be further broken down according to the DP core and the six subject groups. Each of the six subjects is graded out of a maximum of 7 points, with 1 being the lowest point. One’s Extended Essay (EE) and Theory of Knoweldge (TOK) grades are then used to calculate bonus points, which range from 0 to 3, and can be calculated using the matrix shown below. 

We have also published a video on our Youtube Channel on how one can go about choosing his/her subject combination during the IBDP HERE!