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International Baccalaureate course structure and progression policy

 

Course structure 

Students choose one subject from each of the 6 subject groups as displayed in the hexagon below.  A second subject from groups 3 or 4 may be studied as an alternative to a group 6 subject.

At least three but not more than four subjects must be studied at a higher level with the others being taken at a standard level.




*Please note – Subjects offered based on demand
**Languages –  Mother tongue and previously studied languages recognised.
The IB Diploma Hexagon outlining the structure and core components of the IB Diploma Programme.

Core Components

Students must also complete 3 additional course requirements:
  • Creativity, Action, Service (CAS)
  • Theory of Knowledge (TOK)
  • Extended Essay (EE)

Creativity, Action, Service

Creativity Action Service helps students become responsible, compassionate citizens of the world. 
Creativity – participation in arts activities as well as the creativity shown in designing and implementing service projects.
Action – participation in individual and team sports but also taking part in expeditions, local and international projects.
Service – community and social service.

Possible CAS Activities

Creativity Action Service
Model United Nations delegate
School Magazine
Speech and Debating
Art Projects
School Musical
Photography
Music Lessons and performance
Choir
Kids Biz Program at MCSS  
MCSHS Team Sport
Individual Sport
Student Leadership
Sub-school leadership
Relay for Life
Hosting Visiting International Students
Maths competition 
Personal hobbies
Outdoor pursuits e.g.: rock climbing, trekking
Community Projects  
Young Scholars’ Programme
World Vision
Relay for Life
Tutoring
Environmental Activities
Coaching or assistant coaching
International Student Programme promotion
Maths competition
School leadership

Theory of Knowledge

Theory of Knowledge is central to the philosophy of the IB Diploma.  This course of study is designed to:
  • stimulate critical reflection on knowledge and experience
  • encourage students to examine the grounds for moral, political and aesthetic judgements
  • challenge students to question the bases of knowledge
  • challenge students to be aware of subjective and ideological biases
  • develop in students the ability to analyse evidence

The Extended Essay

The extended essay acquaints candidates with the kind of research, analysis and essay writing skills expected by universities.  The extended essay is a chance for students to undertake study and research in an area of their choice and provides opportunities for students to broaden their understanding through study of a subject in more depth. 

Progression policy in the IBDP

Students’ academic progress, behaviour, effort and attention to homework will be closely monitored throughout the programme.  A student who does not meet the rigorous standards required in a particular subject will be asked to show cause and work with their subject teacher to put strategies in place for success.  Students who continue to not meet the standard or do not meet the standard in two or more subjects will be required to meet with the IB Coordinator to consider their continuing registration in the IBDP.