International Baccalaureate Diploma Program

Why offer DP?

International research shows that there are many benefits to choosing the DP over other 16-19 curricula.

• DP students are better able than their peers to cope with demanding workloads, manage their time and meet the expectations placed on them, according to one study.
• IB students are prepared for academic success.
• IB students are more likely than others to enrol in and graduate from selective higher education institutions
• Based on their experiences, IB students possess a broader range of skills that enhance their ability to adapt and contribute to university life.
• IB students demonstrate a level of emotional and intellectual maturity for managing the demands of challenging coursework and making meaningful contributions
• They have extensive experience doing independent research and presenting what they have learned through presentations, papers and other projects.
• They think critically and draw on diverse perspectives that reflect an international outlook
• Participation in the IB Diploma Programme shows that students have excelled in multiple and diverse academic challenges, which is a strong predictor for success at the university level.

DP Curriculum

The curriculum is made up of the DP core and six subject groups. 

Made up of the three required components, the DP core aims to broaden students’ educational experience and challenge them to apply their knowledge and skills.

The three core elements are:

• Theory of knowledge, in which students reflect on the nature of knowledge and on how we know what we claim to know. TOK, a course unique to the IB programme, is an interdisciplinary course intended to stimulate critical reflection on knowledge and experience gained inside and outside the classroom. The course challenges students to question the bases of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyse evidence. TOK is a key element in encouraging students to appreciate other cultural perspectives. 
• The Extended Essay, which is an independent, self-directed piece of research, finishes with a 4,000-word paper. EE provides each student with an opportunity to investigate a topic of special interest. The essay requirement acquaints diploma students with the kind of independent research and writing skills expected by universities. The IBO recommends that a student devote a total of about 40 hours of private study and writing time to the essay, which may be written in any of the subjects offered. The essay permits students to deepen their programme of study, for example by selecting a topic in one of their higher-level (HL) courses. Students are appropriately supervised throughout writing their EE by a faculty member in the school who can provide academic guidance concerning the subject in which the EE is registered. In addition, the teacher-mentor provides general guidance on time management and the overall structure and presentation of the papers; and ensures that the essay is the student’s work. 
• Creativity, Activity, and Service, in which students complete a project related to those three concepts. CAS is a fundamental part of the Diploma Programme experience. The CAS requirement emphasises the importance of life outside the world of scholarship, providing a refreshing counterbalance to the academic pursuits of the programme. The IB goal of educating the whole person and fostering a more compassionate and active citizenry comes alive in an immediate way when students reach beyond themselves and their books. The CAS requirement encourages students to share their energy and special talents with others: students may, for example, participate in theatre or musical productions, sports and community service activities. Students should, through these activities, develop greater awareness of themselves and concern for others, and the ability to work cooperatively with other people.

Subjects Offered

BGSIAS offers the following subjects. Each diploma student is required to take six subjects chosen from Groups 1 to 5.

• GROUP ONE – Studies in Language & Literature Language & Literature (English)

• GROUP TWO – Language acquisition Hindi B, French. ab initio

• GROUP THREE – Individuals and Societies Business Management, Economics, Psychology                                                                       

• GROUP FOUR – Sciences Biology, Chemistry, Physics, Computer Science

• GROUP FIVE – Mathematics Analysis and Approaches (AA) Approaches and Interpretations. (AI) 

• GROUP SIX – The Arts (Visual Arts)

Assessment and Grading System

The IB diploma subjects are examined by a combination of continuous coursework (Internal Assessments) and written examinations at the end of the two-year programme. Internally assessed work usually accounts for a minimum of 20% of the final grade in a subject. The modes of Internal Assessments are used to evaluate both the content and the process of academic achievement and include portfolios, essays, practical work, oral presentations and oral commentaries.
Each examined subject is graded on a scale of 1 (minimum) to 7 (maximum). To be awarded the diploma, a student must meet defined standards and conditions, including a minimum total of 24 points (based on the notion that grade 4 represents a passing grade) and the satisfactory completion of the three diploma requirements; TOK, EE and CAS activities.
Excellent performance in all six subjects results in a total of 42 points (7 points for each subject). TOK and EE contribute to the overall score through a matrix system that awards up to 3 points based on the student’s combined performance. Thus the maximum diploma point score is 45 points.