Through this course, students will:

• Explore a diverse range of literary works from around the world

• Develop critical thinking and interpretive skills

• Learn to communicate their ideas effectively, both orally and in writing

• Appreciate the creativity involved in literary expression

The course is offered at two levels:

• Standard Level (SL): Requires a minimum of 150 class hours. Students study at least 7 literary works.

• Higher Level (HL): Requires a minimum of 240 class hours. Students study at least 10 literary works.

Through this course, students:

• Strengthen their receptive (listening and reading), productive (speaking and writing), and interactive(conversation and discussion) language skills

• Gain a deeper understanding of how language functions in different contexts and for various purposes

• Build both their vocabulary and grammar, while also exploring how language adapts to audience, setting, and intention

The course is offered at two levels:

• Standard Level (SL): Recommended 150 class hours

Higher Level (HL): Recommended 240 class hours

The course aims to help students:

• Understand the interconnected relationships between people, spaces, environments, and societies at different scales

• Develop critical thinking skills and the ability to evaluate complex geographic problems

• Examine how human and natural processes shape the world

• Propose informed solutions based on evidence, planning, and sustainability principles

The course is offered at two levels:

• Standard Level (SL): A foundational course exploring key topics and case studies

• Higher Level (HL): A more advanced course with additional depth and complexity, suitable for students seeking deeper specialization

The course aims to:

• Develop an understanding of the biological, cognitive, and sociocultural influences on mental processes and behaviour

• Apply these approaches to at least one applied area of study, such as health, abnormal, or developmental psychology

• Understand and evaluate research methods used in psychological inquiry

• Emphasize the importance of ethical practice in psychological research and ensure ethical standards are followed in all student work

• Encourage students to consider how psychological knowledge can address real-world issues and contribute to positive change

The course is available at two levels:

• Standard Level (SL): A strong introduction to core concepts and applied studies

• Higher Level (HL): Includes more in-depth content and additional research-based learning

The course aims to:

• Build a conceptual understanding of computer systems, including hardware, software, and data

• Develop proficiency in algorithmic thinking and computer programming

• Learn to apply the computational thinking process to analyze problems and create effective, real-world solutions

• Explore advanced topics such as machine learning

• Examine the ethical, environmental, cultural, and societal implications of technology

The course is available at two levels:

• Standard Level (SL)

• Higher Level (HL)

The course aims to:

• Develop curiosity, enjoyment, and confidence in using mathematics

• Understand and apply key mathematical concepts and principles

• Communicate mathematics clearly in a variety of formats and contexts

• Strengthen logical, creative, and critical thinking skills

• Apply and transfer mathematical understanding to new situations and other subject areas

• Appreciate how mathematics and technology influence each other and shape the modern world

• Reflect on the ethical, cultural, and historical dimensions of mathematics

• Collaborate and work independently to extend and deepen mathematical understanding

The course is available at two levels:

• Standard Level (SL)

• Higher Level (HL)

TOK is a core part of the International Baccalaureate Diploma Programme that helps students develop critical thinking and reflection skills.

The Theory of Knowledge course encourages students to:

• Critically reflect on various ways of knowing and different areas of knowledge.

• Explore the nature and role of knowledge within their own culture, other cultures, and the broader global context.

·       Through TOK, students are also guided to:

• Develop self-awareness as thinkers, gaining insight into the complexity and limitations of knowledge.

• Recognize the importance of acting responsibly in an increasingly interconnected and uncertain world.

Additionally, TOK helps bring coherence to the student's overall learning experience by linking different academic disciplines and encouraging interdisciplinary understanding.

The TOK course is assessed through two components: an exhibition and a 1,600-word essay.

• The TOK Exhibition
  Students are required to create an individual exhibition featuring three objects. This task explores how TOK concepts are experienced and reflected in the real world.

• The TOK Essay
  Students write a formal, 1,600-word essay on one of six prescribed titles. The essay focuses on a conceptual issue related to the nature of knowledge and ways of knowing.

One component of the International Baccalaureate® (IB) Diploma Programme (DP) core, the extended essay is mandatory for all students. It is an independent piece of research, culminating with a 4,000-word paper.

The extended essay provides:

• Practical preparation for undergraduate research

• An opportunity for students to investigate a topic of personal interest to them, which relates to one of the student's six DP subjects, or takes the interdisciplinary approach of a World Studies extended essay.

• Through the research process for the extended essay, students develop skills in:

• Formulating an appropriate research question

• Engaging in a personal exploration of the topic

• Communicating ideas

• Developing an argument.

Participation in this process develops the capacity to analyze, synthesize and evaluate knowledge. Students are supported throughout the process of researching and writing the extended essay, with advice and guidance from a supervisor who is usually a teacher at the school.

Creativity, activity, service (CAS) is one of the three essential elements that every student must complete as part of the Diploma Programme (DP).

Studied throughout the Diploma Programme, CAS involves students in a range of activities alongside their academic studies.

It is not formally assessed. However, students reflect on their CAS experiences as part of the DP, and provide evidence of achieving the seven learning outcomes for CAS.

The three strands of CAS, which are often interwoven with particular activities, are characterized as follows:

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

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

• Service – an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.

CAS enables students to enhance their personal and interpersonal development by learning through experience.

It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work.