IB Diploma Programme Courses Description


The Core

Creativity, Activity, Service (CAS)

CAS is at the heart of the Diploma Programme. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning from the PYP and MYP. CAS is organized around the three strands of creativity, activity and service defined as follows.

  • Creativity—exploring and extending ideas leading to an original or interpretive product or performance
  • Activity—physical exertion contributing to a healthy lifestyle
  • Service—collaborative and reciprocal engagement with the community in response to an authentic need
As a shining beacon of our values, CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals and to recognize their role in relation to others. Students develop skills, attitudes and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities and perspectives.

CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment. CAS enables students to enhance their personal and interpersonal development. A meaningful CAS programme is a journey of discovery of self and others. For many, CAS is profound and life-changing. Each individual student has a different starting point and different needs and goals. A CAS programme is, therefore, individualized according to student interests, skills, values and background. The school and students must give CAS as much importance as any other element of the Diploma Programme and ensure sufficient time is allocated for engagement in the CAS programme. The CAS stages offer a helpful and supportive framework and continuum of process for CAS students. Successful completion of CAS is a requirement for the award of the IB Diploma. While not formally assessed, students reflect on their CAS experiences and provide evidence in their CAS portfolios of achieving the seven learning outcomes. The CAS programme formally begins at the start of the Diploma Programme and continues regularly, ideally on a weekly basis, for at least 18 months with a reasonable balance between creativity, activity, and service. All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is a collection of evidence that showcases CAS experiences and for student reflections; it is not formally assessed. Completion of CAS is based on student achievement of the seven CAS learning outcomes. Through their CAS portfolio, students provide the school with evidence demonstrating achievement of each learning outcome. Students engage in CAS experiences involving one or more of the three CAS strands. A CAS experience can be a single event or may be an extended series of events. The nature of CAS Creativity, activity, service guide 9. Further, students undertake a CAS project of at least one month’s duration that challenges students to show initiative, demonstrate perseverance, and develop skills such as collaboration, problem-solving, and decision-making. The CAS project can address any single strand of CAS, or combine two or all three strands. Students use the CAS stages (investigation, preparation, action, reflection and demonstration) as a framework for CAS experiences and the CAS project. There are three formal documented interviews students must have with their CAS coordinator/adviser. The first interview is at the beginning of the CAS programme, the second at the end of the first year, and the third interview is at the end of the CAS programme. CAS emphasizes reflection which is central to building a deep and rich experience in CAS. Reflection informs students’ learning and growth by allowing students to explore ideas, skills, strengths, limitations and areas for further development and consider how they may use prior learning in new contexts.he ethics of choices and actions.

Theory of Knowledge (TOK)
The Theory of Knowledge course is one that embodies the IB program with all its values and learner outcomes. The course truly challenges the students to look once again at all that they have learned and to become aware of themselves as thinkers. The course focuses on several central questions such as "What is knowledge?” and "How do we know what we know? Due to this, students will continually be asked to reflect critically on how and what they have learned. TOK explores questions about knowledge and the process of knowing. TOK emphasizes comparisons and connections between areas of knowledge (history; the human sciences; the natural sciences; mathematics; and the arts) and encourages students to become more aware of their own perspectives and the perspectives of others. During the course, class time will be devoted to examining questions and engaging in discussions based on research and the students’ own knowledge and experiences. Moreover, students must synthesize their thoughts in speaking and writing.

There are two assessment tasks in the TOK course.

  • The TOK exhibition assesses the ability of the student to show how TOK manifests in the world around us. The exhibition is an internal assessment component; it is marked by the teacher according to a rubric provided in the guide and is externally moderated by the IB.
  • The TOK essay engages students in a more formal and sustained piece of writing in response to a title focused on the areas of knowledge. The essay is an external assessment component; it is marked by IB examiners.

Extended Essay (EE)
Based on the "IB Extended Essay Guide,” the extended essay is an in-depth study of a focused topic chosen from the list of available Diploma Programme subjects for the session in question. This is normally one of the student’s six chosen subjects for those taking the IB diploma, or a subject that a course student has a background in. It is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (an appropriately qualified member of staff within the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. It is mandatory that all students undertake three reflection sessions with their supervisor, which includes a short, concluding interview, or viva voce, with their supervisor following the completion of the extended essay. An assessment of this reflection process is made under criterion E (Engagement) using the Reflections on planning and progress form.


The extended essay is assessed against common criteria, interpreted in ways appropriate to each subject.

Subject Groups

Group1 – Studies in Language and Literature

English and Arabic A Language and Literature
Language and Literature comprises the study of a range of texts and text-types, literary and non-literary, in various media. It involves the close study of language itself as well as the ways whereby it defines culture and identity, and is defined by them.

Diverse approaches will be taken: literary theory, sociolinguistics, media studies and the analysis of critical discourse. Students study a range of non-literary texts, plus four or six literary works, at SL and HL respectively. Time spent teaching and learning at each level are in a similar ratio. In line with the international flavor of the IB, these texts are drawn not only from the target language but promote understanding of a range of cultures by including some in translation.

The course offers interesting possibilities to help complete the CAS program: through learning about characters in such a range of texts, students can enhance their aptitude for empathy for real people, thus helping them to plan and reflect on the experiences and effects of their projects. The TOK course encourages IB students to reflect on their general learning, and the ways whereby knowledge is constructed, and the Language & Literature course similarly encourages them to think about the nature of human experience and the ways that one’s personal vision is created and conveyed to others.

The Learner Portfolio is an individual collection of student work compiled during the course and is a mandatory and central element of Language A: Language and Literature. Although it is not assessed, it is a basis for assessment, a collection of evidence of the student’s work, and a space to explore and reflect on the studied texts and the student’s responses to them.

Group 2 – Language Acquisition

French AB initio
Ce cours de langue ab initio est un cours d’acquisition de la langue française destiné aux apprenants qui ne connaissent pas cette langue ou qui en ont un aperçu très limité. Le Programme du diplôme s’étend sur deux ans.

Dans ce cours, les élèves développent leur capacité à communiquer dans la langue cible à travers l’étude de la langue, de thèmes et de textes. Ils développent également une compréhension conceptuelle du fonctionnement de la langue. La communication est démontrée par des compétences réceptives, productives et interactives utilisées dans divers contextes et dans des buts variés.

Cinq thèmes seront traités avec quatre sujets chacun ; par conséquent un total de 20 sujets variés seront couverts dans ce cours de langue ab initio.

Les cinq thèmes prescrits sont les suivants :

Identités ;

  • Expériences ;
  • Ingéniosité humaine ;
  • Organisation sociale ;
  • Partage de la planète.

Le programme ainsi conçu initie les apprenants à:

  • développer leur capacité à communiquer en français dans des contextes différents
  • développer leur sensibilisation internationale
  • favoriser leur curiosité, leur créativité et l’apprentissage des langues tout au long de la vie
  • avoir une prise de conscience des liens entre les différentes cultures

Au cours de leur apprentissage, les apprenants seront amenés à passer par différentes formes d’évaluations, les préparant, entre autres, à l’évaluation qui aura lieu à la fin de la deuxième année. Cette dernière est composée d’une :

  • évaluation interne (orale)
  • évaluation externe constituée de 2 épreuves (Production écrite/ Compréhension orale/Compréhension écrite)

En somme, ce programme, comme tous les programmes de l’IB d’ailleurs, a pour mission de former des apprenants ouverts d’esprit, informés, chercheurs, commu

At the core of the DP psychology course is an introduction to three different approaches to understanding behaviour: the biological, cognitive, and sociocultural approaches. Students study and critically evaluate the knowledge, concepts, theories, and research that have developed their understanding in these fields.

The interaction of these approaches to studying psychology forms the basis of a holistic and integrated approach to understanding mental processes and behavior as a complex, dynamic phenomenon, allowing students to appreciate the diversity as well as the commonality between their own behavior and that of others.

The contribution and the interaction of the three approaches is understood through the four options in the course, focusing on areas of applied psychology: abnormal psychology, developmental psychology, health psychology, and the psychology of relationships. The options provide an opportunity to take what is learned from the study of the approaches to psychology and apply it to specific lines of inquiry.

Psychologists employ a range of research methods, both qualitative and quantitative, to test their observations and hypotheses. DP psychology promotes an understanding of the various approaches to research and how they are used to critically reflect on the evidence as well as assist in the design, implementation, analysis, and evaluation of the students’ own investigations. Surrounding the approaches and the options are the overarching themes of research and ethics. A consideration of both is paramount to the nature of the subject.

The aims of the psychology course at SL and at HL are to:

  • develop an understanding of the biological, cognitive, and sociocultural factors affecting mental processes and behaviour.
  • apply an understanding of the biological, cognitive, and sociocultural factors affecting mental processes and behaviour to at least one applied area of study.
  • understand diverse methods of inquiry z understand the importance of ethical practice in psychological research in general and observe ethical practice in their own inquiries.
  • ensure that ethical practices are upheld in all psychological inquiry and discussion.
  • develop an awareness of how psychological research can be applied to address real-world problems and promote positive change.
  • provide students with a basis for further study, work, and leisure through the use of an additional language.
  • foster curiosity, creativity and a lifelong enjoyment of language learning.

Business Management SL
The business management course is designed to meet the current and future needs of students who want to develop their knowledge of business content, concepts, and tools to assist with business decision-making. Future employees, business leaders, entrepreneurs or social entrepreneurs need to be confident, creative, and compassionate as change agents for business in an increasingly interconnected global marketplace. The business management course is designed to encourage the development of these attributes.

Through the exploration of four interdisciplinary concepts: creativity, change, ethics and sustainability, this course empowers students to explore these concepts from a business perspective. Business management focuses on business functions, management processes and decision-making in contemporary contexts of strategic uncertainty.

Students examine how business decisions are influenced by factors that are internal and external to an organization and how these decisions impact upon a range of internal and external stakeholders. Emphasis is placed on strategic decision-making and the operational business functions of human resource management, finance and accounts, marketing, and operations management.

Business management is a challenging and dynamic discipline that more than meets the needs of our students growing and developing in a complex business environment. This course prepares students to be global citizens ready to face up to the challenges and opportunities awaiting them in our ever-changing world.

Digital Society HL
We are in a digital revolution that is changing the way people communicate, create and connect. The digital society course invites students and teachers to work together to explore the challenges and changes faced today in technology, media, ethics and policy through conceptual and contextual lenses.
The subject includes an explicit inquiry framework as well as a skills-based toolkit to support student success. This framework guides students as they learn to focus and refine inquiries, explore sources, investigate impacts and implications of digital systems, reflect on emerging trends and share their discoveries.
Subject topics are open-ended rather than limited and can evolve according to new developments, examples, and emerging technologies. The multidisciplinary nature of the subject makes the course appealing to students with very diverse personal and professional pathways.
An inquiry-driven approach

Digital society is driven by a student-centered flexible curriculum model that integrates concepts, content and context through inquiry. Teachers and students are encouraged to let their interests and passions guide their way through the course.

  • Concepts: change, expression, identity, power, space, systems, values and ethics.
  • Content: data, algorithms, computers, networks and the internet, media, artificial intelligence, robots and autonomous technologies.
  • Contexts: cultural, economic, environmental, health, human knowledge, political social.
History HL
The DP history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility.

The course emphasizes the importance of encouraging students to think historically and to develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past. Teachers explicitly teach thinking and re-search skills such as comprehension, text analysis, transfer, and use of primary sources. There are six key concepts that have prominence throughout the DP history course: change, continuity, causation, consequence, significance, and perspectives.

The aims of the DP history course are to enable students to: -
  • develop an understanding of, and continuing interest in, the past
  • encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events, and developments
  • promote international-mindedness through the study of history from more than one region of the world
  • develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of different historical perspectives
  • develop key historical skills, including engaging effectively with sources
  • increase students’ understanding of themselves and of contemporary society by encouraging reflection on the past.
Group 4 -The Sciences

Chemistry HL
The IB DP Chemistry HL course connects academic study with the acquisition and development of practical, investigational and digital technology skills. It is intended to prepare students for a deep comprehensive understanding of chemistry by integrating the ATL skills and developing them across the program.

The Chemistry course promotes critical analysis of scientific literature while developing the students’ manipulative and experimental skills through classwork, the collaborative sciences project and the scientific investigation. Concept-based teaching and learning is promoted through structure and reactivity with 22 subtopics connected through the idea that structure determines reactivity which in turn transforms structure. The course presents links to TOK, NOS, international mindedness and the development of the IB learner profile, which are essential in 21st century scientific endeavor and are important life-enhancing, transferable skills.

Biology HL
The study of life makes progress through not only advances in techniques, but also pattern recognition, controlled experiments and collaboration between scientists. Unifying themes provide frameworks for interpretation and help us make sense of the living world: Form and function, Unity and diversity, Continuity and change, and Interaction and interdependence are four of the themes around which this biology syllabus is constructed, although other frameworks are possible. The scale of life in biology ranges from the molecules and cells of organisms to ecosystems and the biosphere.

Students HL share the following:

  • An understanding of science through a stimulating experimental programme
  • The nature of science as an overarching theme
  • The study of a concept-based syllabus
  • One piece of internally assessed work, the scientific investigation
  • The collaborative sciences project

The HL course requires students to increase their knowledge and understanding of the subject, and so provides a solid foundation for further study at university level. The HL course has a recommended 240 teaching hours.

Some of the HL content is conceptually more demanding and explored in greater depth than that of the SL content. The increased breadth and depth at HL result in increased networked knowledge, requiring the student to make more connections between diverse areas of the syllabus.

Physics HL
The aim of this course is to engage the students in critical thinking and problem solving by challenging them to examine what they already know and learn new concepts and develop new thinking strategies. This course is designed to be inquiry, based on investigation, discussion, interpretation, evaluation, research, and application (conceptual and mathematical) of new knowledge to the understanding of the world around us.

Many of the nature phenomena and problems facing our planet can be investigated and solved by looking at them through the perspective of physics. Our course will challenge students to think about these issues from a global international scale.

The students will be required to demonstrate knowledge and thinking through the use of written assessments, lab reports, and oral assessments.

Group 5 - Mathematics

Mathematics Analysis and Approaches
Mathematics analysis and approaches course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. This course includes topics that are both traditionally part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof, for instance the study of sequences and series and proof by induction.

The course allows the use of technology, as fluency in relevant mathematical software and hand-held technology is important regardless of choice of course.

This course also recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling.

The course makes extensive use of technology to allow students to explore and construct mathematical models.


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