The DP was established in 1968 to provide students around the world with a balanced education, facilitate geographic and cultural mobility and to promote international understanding.  It is offered in the final two years of high school, grades 11 and 12. The DP follows a two-year curriculum that is made up of the DP core and six subject groups.


The six subject groups are:

  • Group 1:  Studies in language & literature
  • Group 2:  Language acquisition
  • Group 3:  Individuals & societies
  • Group 4:  Natural sciences
  • Group 5:  Mathematics
  • Group 6:  The Arts

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.
  • The extended essay, which is an independent, self-directed piece of research, finishing with a 4,000-word paper.
  • Creativity, activity, service, in which students complete a project related to those three concepts.


Also, here are some dates for the CAS/EE sections:


Nov. 13: CAS Project Proposal

Dec. 4:  3 Reflections and Evidence of Progress

Dec. 11:  Visual Representation of Progress

Dec. 13:  Present Proposal/Progress at GAP

Feb. 14:  6 Reflections and Evidence of Progress

Apr. 24:   9 Reflections and Evidence of Progress

May 14:  Project complete

May 24:  Present at GAP


Extended Essay:

Nov. 27:  Commit to subject

Feb. 28:  Annotated Bibliography of 3 sources due

Mar. 1-25:  Initial meeting with supervisor

Mar 28:  Tentative research question due

May 1:  Summer plan, thesis and detailed outline due; interim meetings with supervisor begin

Summer 2018:  EE camp

September 2018:  Rough draft due

October 2018:  Final draft due; final meetings with supervisor


      • Grade 11- As students embark upon the IB Diploma Programme, they will undergo teambuilding and collaborative explorations. In their Creativity, Activity, and Service experiences (CAS), students will begin to take on leadership roles, spearhead projects and reflect actively on their growth and contributions to the community. For example, a student who loves art may continue to be a part of art club (Creativity), but may also begin and lead a campaign to redesign the school logo (Service), and paint murals of that logo around the school (Activity). For their Extended Essay, students will choose an area of inquiry to explore in an independent academic research paper of roughly 4000 word. In their academic coursework, students will lead interdisciplinary inquiry studies that stretch across different science disciplines.
      • Grade 12- In the second year of the Diploma Programme, students will apply to colleges, complete their CAS experiences, and continue to work on DP internal and external assessments. Students will practice persistence and get ready to pursue their passions in their college and career paths. To re-establish themselves as each other’s’ support networks, students will spend a week in the fall participating in a DP team building week.  Their experience in the Diploma Programme will conclude in May of the twelfth grade year with their IB exams and CAS exit interviews, and be celebrated with a student-selected class trip.
      • Extended Essay- The Extended Essay is one of the three core requirements for the IB diploma. It is, simply put, a [extended] research paper [essay] that you will write. This is roughly between 16-20 double-spaced pages. The format should model that of academic journal articles in your chosen academic discipline. Don’t let the size daunt you! The EE is as much about the process of developing advanced research and writing skills as about the final essay you submit.
      • CAS- CAS stands for Creativity, for Action, and for Service. Think of CAS as the “active” component of your education, outside of the classroom, which will combine aesthetic, athletic, creative and service-minded activities.
      • TOK- TOK plays a special role in the Diploma Programme by providing an opportunity for students to reflect on the nature of knowledge. The task of TOK is to emphasize connections between areas of knowledge and link them to the knower in such a way that the knower can become aware of his or her own perspectives and those of the various groups whose knowledge he or she shares. TOK, therefore, explores both the personal and shared aspects of knowledge and investigates the relationships between them. Students think about how knowledge is arrived at in the various disciplines, what the disciplines have in common and the differences between them. The fundamental question of TOK is “how do we know that?” The answer might depend on the discipline and the purpose to which the knowledge is put. TOK explores methods of inquiry and tries to establish what it is about these methods that makes them effective as knowledge tools. In this sense TOK is concerned with knowing about knowing. The individual knower has to try to make sense of the world and understand his or her relationship to it.