Diploma Programme

DP ​Coordinator Welcome

As the GPBS IB DP Coordinator, I am delighted to warmly welcome all students, parents, and educators who are starting their journey of academic excellence and personal growth within our IB Diploma Programme.

At GPBS, we are committed to creating an environment where every student is empowered to thrive intellectually, socially, and emotionally. The IB program provides a unique and holistic approach to education, blending rigorous academics with meaningful experiences through CAS (Creativity, Action, Service), Theory of Knowledge (TOK), and the Extended Essay (EE). We fully embrace the IB core, cultivating a community where inquiry, critical thinking, and global awareness are ingrained in our daily lives.

The IB Learner Profile and the spirit of international mindedness guide us in nurturing diverse cultures and responsible citizens who actively engage in their learning and personal development. Our students grow to embody characteristics such as caring, balance, reflection, open-mindedness, and knowledge, all while committing to creating a better, more peaceful world.

As a leader, my goal is to support and empower both students and staff to reach their full potential. I strive to foster a collaborative environment built on mutual trust and respect, which are fundamental to our DP philosophy. The success of our journey reflects the dedication of our students, staff, and teachers.

Let us embark on this DP journey together and embody the positive change of the IB profile and spirit!

DP Coordinator

Laura Wageed

The International Baccalaureate® (IB) Diploma Programme (DP) is an assessed programme for students aged 16 to 19. It is respected by leading universities across the globe.

The DP is preceded by the IB’s Primary Years Programme (PYP) and Middle Years Programme (MYP). The three programmes are philosophically aligned, each centred on developing attributes of the IB learner profile. The programmes are consistent in their pedagogical approach.

Students who have taken the PYP and MYP will therefore be well prepared for the challenges of the DP.

IB mission and philosophy shape and drive our PYP, MYP and DP through exploring four foundational and interrelated elements that are central to all IB programmes.

  • International-mindedness
  • The IB learner profile
  • A broad, balanced, conceptual and connected curriculum
  • Approaches to teaching and learning

How teaching and learning is organized in the DP:

The DP organizes teaching and learning through six subject groups, underpinned by the DP core.

Students choose a course from within each subject group. Read about the six subject groups.

In addition to the six subjects, there is the DP Core. The core is made up of three required components, which aim to broaden students’ educational experience and challenge them to apply their knowledge and skills. Read about the DP Core.

The theory of knowledge (TOK) theory of knowledge (TOK) and extended essay (EE) extended essay (EE) components are awarded individual grades and, collectively, can contribute up to 3 additional points towards the overall diploma score. 

Creativity, activity, service (CAS) – the remaining element in the DP core – does not contribute to the points total but authenticated participation is a requirement for the award of the diploma.

Using external and internal assessment:

The IB uses both external and internal assessment in the DP.

External assessment

Examinations form the basis of the assessment for most courses. This is because of their high levels of objectivity and reliability.
They include: 

  • essays
  • structured problems
  • short-response questions
  • data-response questions
  • text-response questions
  • case-study questions
  • multiple-choice questions—though these are rarely used

Internal assessment

Teacher assessment is also used for most courses. This includes:

  • oral work in languages
  • fieldwork in geography
  • laboratory work in the sciences
  • investigations in mathematics
  • artistic performances

The DP uses both internally and externally assessed components to assess student performance. Externally marked summative assessments at the end of the course typically make up around 80% of the student’s final course grade, although internally marked formative and summative assessments can account for as much as 50% of the grade for some courses. The marks awarded for each course range from 1 (lowest) to 7 (highest) and are awarded based on the extent to which students master basic and advanced academic skills.

Grade Descriptors are generic descriptions of the standard work expected of each candidate for a given grade. HL and SL subjects differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at higher level.

The following grade descriptors are a compilation of the characteristics of performance at each grade for DP courses in general, and are intended to help explain the academic achievement required to achieve a particular grade.

Studies in language and literature

  • Language A: language and literature

Language acquisition

  • Language Ab initio
  • Language B

Individuals and societies

  • Business management
  • Economics
  • History
  • Psychology

Sciences

  • Biology
  • Chemistry
  • Environmental systems and societies*
  • Physics

Mathematics

  • Analysis and approaches
  • Applications and interpretation

Arts

  • Visual arts

DP core

  • Creativity, activity, service
  • The extended essay
  • Theory of knowledge

DP Team

The Diploma Programme team at GPBS School is a remarkable force of commitment and dedication. Each member of this extraordinary team consistently demonstrates an unwavering commitment to the success and growth of their students. With a deep passion for education, they go above and beyond to ensure that every student receives the best possible learning experience and reaches their university goals.