International Baccalaureate Diploma

The IB Diploma Programme is an academically challenging and balanced program of education with final examinations that prepare students for success at university and life beyond. It has been designed to address the intellectual, social, emotional, and physical well-being of students. The program has gained recognition and respect from the world’s leading universities. The Diploma Programme prepares students for effective participation in a rapidly evolving and increasingly global society as they:

• Develop physically, intellectually, emotionally, and ethically
• Acquire breadth and depth of knowledge and understanding, studying courses from six subject groups
• Develop the skills and a positive attitude towards learning that will prepare them for higher education
• Study at least two languages and increase understanding of cultures, including their own
• Make connections across traditional academic disciplines and explore the nature of knowledge through the program’s unique Theory of Knowledge course
• Undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the Extended Essay
• Enhance their personal and interpersonal development through creativity, activity, and service in the CAS program

The IB Philosophy:

• EDUCATION that is broad-based
• EDUCATION for problem-solving
• EDUCATION for the whole person
• EDUCATION towards global citizenship
• EDUCATION for life
• EDUCATION for a better world

Aims of the IB Diploma Programme:

• Internationally accepted qualification
• Promote international education
• Develop a holistic view of knowledge
• Educate the whole person
• Develop inquiry and thinking skills

As IB learners, our students strive to be:

• Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
• Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
• Thinkers: We use critical and creative thinking skills to analyze and take responsible actions on complex problems. We exercise initiative in making reasoned, ethical decisions.
• Communicators: We express ourselves confidently and creatively in more than one language, in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
• Principled: We act with integrity and honesty, with a strong sense of fairness and justice and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
• Open-minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
• Caring: We show empathy, compassion, and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
• Risk-takers: We approach uncertainty with forethought and determination: we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
• Balanced: We understand the importance of balancing different aspects of our lives- intellectual, physical, and emotional – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
• Reflective: We thoughtfully consider the world and our ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Learning how to learn and to evaluate information critically is an important part of the IB Diploma Programme. Students achieve a depth of study within the broad curriculum and flexibility of choice allows students to follow their interests, while the complete nature of the Diploma maintains a breadth of study.

This deliberate combination of breadth and depth equips students with the skills and attitudes they require for higher education or employment and engenders international understanding and responsible citizenship.

Students will develop an understanding of the IB Learner profile. The ten aspirational qualities of the learner profile inspire and motivate the work of teachers, students, and schools, providing a statement of the aims and values of the IB and a definition of what we mean by “international-mindedness.”

According to the IBO, “An authentic piece of work is one that is based on the candidate’s individual and original ideas, with the ideas and work of others fully acknowledged. Therefore, all assignments, written or oral, completed by a candidate for assessment must wholly and authentically use that candidate’s own language and expression. Where sources are used or referred to, whether, in the form of direct quotation or paraphrase, such sources must be fully and appropriately acknowledged” (“Academic Honesty” 2007).

Concepts that relate to academic honesty include but are not limited to the following: Authenticity of work, intellectual property, and proper conduct during testing procedures.

Authenticity of Work

Where sources are used or referred to, whether, in written or oral assessments, they must be fully acknowledged. Students must acknowledge the use of the following: The work and ideas of other versions of another person’s words, CDRom, e-mail messages, Web sites, Chat rooms, Blogs, Electronic media (news feeds, Podcasts, YouTube, etc.) Sources of photographs, maps, illustrations, computer programs, data, graphs, audiovisual, direct quotations, and works of art including film, dance, music, theater arts, and visual arts (“Academic Honesty Policy” 2007)

It is important to note that students are expected to produce authentic pieces of assessed work in all subjects at all times using proper referencing procedures. Another area of concern is the validity of data, particularly in the Sciences. Data must not be fabricated or manipulated falsely to suit a student’s needs. Intellectual Property “The concept of intellectual property is potentially a difficult one for candidates to understand because there are many different forms of intellectual property rights, such as patents, registered designs, trademarks, moral rights, and copyright. Candidates must at least be aware that forms of intellectual and creative expression (for example, works of literature, art or music) must be respected and are normally protected by national and international law” (“Academic Honesty”2007).

The IB continuum of international education is unique because of its academic and personal rigor. We challenge students to excel in their studies and in their personal growth. We aim to inspire a quest for learning throughout life that is marked by enthusiasm and empathy.

The IB aspires to help schools develop well-rounded students with character who respond to challenges with optimism and an open mind, are confident in their own identities, make ethical decisions, join with others in celebrating our common humanity, and are prepared to apply what they learn in real-world, complex and unpredictable situations.

The IB offers high-quality programs of international education that share a powerful vision, informed by the values described in the learner profile.

The IB program is recognized around the world and ensures increased adaptability and mobility for students.

The curriculum and pedagogy of IB programs focus on international perspectives of learning and teaching while insisting that students fully explore their home culture and language.

IB World Schools must undergo an exhaustive authorization process in order to offer one or more of the programs, which includes a study of the school’s resources and commitment to the IB mission and philosophy.

IB teachers participate in a wide variety of professional development opportunities to constantly update their knowledge and share their expertise with colleagues around the world. Students graduating from the Diploma Programme find that it enhances their opportunities at tertiary institutions. The IB works closely with universities around the world to gain recognition for IB programs.

The core components of IB programs encourage students to participate in creative and service-oriented activities, while at the same time emphasizing the importance of reflection on a personal and academic level.

IB Diploma Programme students must choose one subject from each of five groups (1 to 5), ensuring breadth of knowledge and understanding in their best language, additional language(s), the Social Sciences, the Experimental Sciences, and Mathematics. Students may choose either an arts subject from group 6 or a second subject from groups 1 to 5. Three subjects are taken at a higher level (240 teaching hours), while the other three subjects are taken at a standard level (150 teaching hours). ISR offers English, German, Japanese and Chinese as Language A and English, German, French and Spanish as Language B; Chinese B is planned from the 2027–28 academic year.

In addition to disciplinary and interdisciplinary study, the Diploma Programme features three core elements that broaden students’ educational experience and challenge them to apply their knowledge and skills, the Extended Essay, Theory of Knowledge, and CAS (Creativity, Activity and Service).

The IB curriculum comprises six subject groups. The IB Diploma candidate may select one subject or more from each of the six core groups below. Students in Grades 11 and 12 must successfully complete three Standard Level (SL) courses and three Higher Level (HL) courses: 

The IB grades each subject on a scale of 1 (minimum) to 7 (maximum). Up to three additional points are awarded for Theory of Knowledge and the Extended Essay combined, for a maximum of 45 points. The IB awards the Diploma to candidates with at least 24 points who complete the core (Theory of Knowledge, the Extended Essay and CAS) and meet the IB’s further conditions.

Chinese B in the IB Diploma Programme

From the 2027–28 academic year, our students entering the IB Diploma Programme may also select Chinese B as a language acquisition option, subject to sufficient student interest. The course provides students with the opportunity to further develop their Chinese language proficiency within the IB framework and complements ISR’s existing Chinese first-language pathway.

What is the International Baccalaureate Diploma Programme?

The International Baccalaureate (IB) Program is an internationally recognized curriculum that offers 11th and 12th-grade students an opportunity to earn the IB Diploma. IB programs are offered by more than 6,200 schools in over 160 countries (International Baccalaureate, August 2026).

To earn the IB Diploma, students complete and test in six IB subjects, write an Extended Essay of independent research guided by a faculty mentor, complete 150 hours of CAS (creative, activity, and service activities), and participate in a critical thinking course, Theory of Knowledge.

This advanced, comprehensive program of study offers an integrated approach to learning across the disciplines with an emphasis on meeting the challenges of living and working in a global, technological society.

Students who take IB courses without completing the entire program may earn IB certificates, or “courses”, by testing in selected IB subjects.

What are the benefits of participating in the IB program?

Students who participate in IB courses will benefit by:

• an emphasis on developing critical thinking skills
• practice and encouragement in independent inquiry
• a focus on oral and written expression
• an emphasis on understanding cultures throughout the world
• fluency in a second language
• the high regard for IB course work by college admissions officers
• awarding of college credit by most universities
• increased success of IB students in post-secondary schooling

I’ve never heard of the International Baccalaureate before. Is it an organization?

The International Baccalaureate Program is governed by the International Baccalaureate Organization in Geneva, Switzerland, and administered by the International Baccalaureate Curriculum and Assessment Center in Cardiff, Wales. The organization originated over fifty years ago in Europe as an effort by international schools to assure quality educational standards for students, regardless of where they lived.

The IB sounds like a great deal of work. What are the advantages of taking an IB curriculum?

There are numerous advantages to taking the IB curriculum. First, the IB curriculum was originally designed to ensure a cohesive, comprehensive education for students, no matter where they lived in the world. Today, that goal is still at the forefront of the IB mission.

Students who complete this program are preparing not only for success in college but for success in life. Students gain a broader world view, follow in-depth approaches to the academic disciplines, develop time management, problem-solving, research, and organizational skills that will remain with them long after the IB experience is over. Programs like CAS activities provide opportunities for student involvement in the larger community beyond the classroom walls.

How is the IB different from AP? Is one better than the other?

The IB is a comprehensive secondary curriculum that requires students to demonstrate knowledge and skills through both in-class and outside assessments in six academic areas (Core Curriculum). Schools that offer IB must be prepared to offer the total program upon initial implementation.

AP, on the other hand, permits students to pick and choose from over 30 offerings. While neither program is better than the other, they each have different aims. The AP offers a university curriculum in Grade 12 only, resulting in college credit for successful results.

Students whose main goal is preparation for either a career with an international perspective or college in another country may prefer IB because of its recognition at overseas universities. Also, IB Diploma students who plan to attend selective colleges may receive preferential admissions consideration and/or college credit for satisfactory IB exam scores. With the subject combination required by the KMK, the IB Diploma also gives access to German universities.

How do IB courses compare to other high school courses?

IB courses are more challenging. They are aimed at highly motivated students who seek extra challenge and involvement in their education beyond the classroom.

Why should I encourage my child to take IB courses?

The IB Diploma Programme develops the research, writing and time-management skills that university study requires, through the Extended Essay, Theory of Knowledge and demanding final examinations.

Furthermore, university admissions officials expect students to take the most challenging courses of which they are capable in secondary school. Students who take IB courses learn to see the world from a variety of perspectives, examine different points of view, and see themselves as part of the world community.

How and when do IB students test in their subjects?

All tests are taken in May of senior year. Higher Level tests are longer and more challenging than Standard Level tests; these are the tests that may qualify for college credit. All examinations are administered by the high school, which is responsible for ensuring that IB standards for testing conditions are met.

What scores must a student earn in order to gain the diploma?

Diploma candidates must earn a total of 24 points (out of a possible total of 45) on their six IB examinations, including bonus points that may be awarded for excellent extended essays, and for excellent Theory of Knowledge work. A score of 3 is considered to be a passing score on an IB examination. Though every university has its own criteria, most universities that award credit for IB courses require a score of 5 or better on higher-level exams.

Will my child receive college credit for IB tests?

Every college has its own credit policies concerning AP and IB test scores, and students should research individual college policies. No high school can promise college credit based on test scores.

How does an IB student qualify for “Allgemeine Hochschulreife” and entrance to a German University?

The Standing Conference of the Ministers of Education (KMK) requires, among other things: six subjects including two languages, a science and mathematics; three subjects at Higher Level, one of them a language, mathematics or a science; all subjects taken for both years; and at least 4 points in every subject (one grade of 3 can be compensated by a 5 or more at the same or a higher level, with at least 24 points in total). ISR has been listed in Annex 1 of the KMK agreement since May 2021, so Mathematics at Standard Level also leads to the general university entrance qualification. Details: “Recognition of the IB Diploma in Germany” on this page and the official KMK agreement.