A Visual Guide

to the IB Diploma
Programme
From Principles to Playbook!

By Sara Al Shami
Table of contents
About our visual guide to the DP 01 Part 3 | Language learning
How every teacher can be a language teacher 19

Part 1 | Introduction Language learning in the DP 20

Understanding the IB programmes 03 Student language placement 21

What connects the DP to the 07

Part 4 | Building a quality curriculum
other IB programmes?
Elements of a significant curriculum 23

Part 2 | The Diploma programme The written curriculum requirements 24

The Diploma Programme model 09 Further guidance on planning the written curriculum 25

Who: IB learners and the IB learner profile 10 Designing effective DP unit plans 26

What: The six DP subject groups 12 Integrating the core 27

The Diploma Programme core 14 Part 5 | Inquiry and skill building in the DP
Pathways for DP students 15 The importance of concepts 35
How: Approaches to teaching and learning skills 16 Inquiry-based learning 37
Why: Global contexts and international mindedness 17 Developing ATL skills 40
T able of contents
Integrating ATL skills 43 Part 6.2 | Assessment approaches in the DP
Teaching ATL skills 44 Best-fit approach 57
Aggregation 59
Part 6 | Assessment
Grade boundaries 60
Assessment components for every subject 46
Grade descriptors 61
Assessment tools in the DP 47
Predicting grades 62
Subject reports 48
The power of feedback 49 Part 7 | The role of the DP coordinator
The DP coordinator 64
Part 6.1 | Understanding the grading system Acing the DP calendars 65
Grading system 53 Inclusion and diversity 69
Core assessment 54 in the DP classroom
Failing conditions 55
About the author 70
About our visual guide to the DP

This guide is written to provide educators, parents, and students with a big picture view of the programme. It breaks
down different elements of the Diploma Programme in a simplified, visual format, providing actionable insights for
efficient programme implementation.

What you can expect inside

An exploration of the different tools required to implement
An introduction to the programme's philosophy and the
the written curriculum.
DP coordinator's role in implementing the programme
A detailed elaboration on different assessment tools 

successfully.
and processes in the DP, including language placement.

A visual representation of the DP model, overviews of roles

of the different stakeholders involved, and the different
processes in place.
An actionable roadmap for designing a quality 

DP curriculum, including core integration.

Disclaimer - This resource has been produced independently of and not endorsed by the IB. Toddle’s resources seek to encourage sharing of perspectives and innovative ideas for classroom teaching & learning. They
are not intended to be replacements for official IB guides and publications. Views and opinions expressed by the authors of these resources are personal and should not be construed as official guidance by the IB. Please
seek assistance from your school’s IB coordinator and/or refer to official IB documents before implementing ideas and strategies shared within these resources in your classroom.
1
 Part 1

Introduction
This section will contextualise the
Diploma Programme and connect it with
the IB philosophy across the continuum.
Understanding the IB programmes

The IB programmes provide students with a range of learning

opportunities. They support conceptual understanding, while
also giving students authentic experiences, enabling them to
make connections to the world outside the classroom. The
programmes hone students’ mindsets and skills, enabling them
to become lifelong learners and make a positive difference in
the world. All four IB programmes are designed to support
students’ development as internationally-minded citizens.

Each programme is designed as an extension of the one before,

building on previously acquired knowledge, understanding and
skills. This is explained in the following pages.

3
Understanding the PYP: A transdisciplinary programme

"What skills and understandings might I need to solve real world problems?"

Represented as a cake where the ingredients are no longer

distinguishable and the result is something completely
CAKE different ( Choi and Pak 2006)

Transdisciplinary themes
Through the essential elements, students go beyond subjects to solve real world problems identified in
the transdisciplinary themes.

Knowledge Concepts Action Approaches to Learner profile

learning attributes

4
Understanding the MYP: An interdisciplinary programme

"What skills and understandings might an expert use to solve problems in my community?"

Represented as stew where ingredients are partially

distinguishable (Choi and Pak 2006)
STEW

Global Contexts
Through the eight subject areas, students learn disciplinary skills to solve real world problems identified in the IB global contexts.

Language
Language & Individual & Sciences
acquisition literature societies

Mathematics Physical &

Arts Design
health education

5
Understanding the DP: A multidisciplinary programme

"How can I show that this is the best model for solving this problem in the real world?"

Represented as a mixed salad where the ingredients remain

seperate and distinguishable (Choi and Pak 2006)
SALAD

Theory of knowledge (TOK)

Six discipline groups are supported by TOK which asks students to use metacognition and understand how we know what we claim
to know.

Language Studies in language Individuals &

acquisition & literature societies

Sciences Mathematics Arts

6
What connects the DP to the other IB programmes?

Teaching and learning in the DP extends the connections students have begun making with the world around them in

Middle School. It prepares students to continue applying their learning towards becoming responsible members of the

global community as they transition to university. This is achieved through the following key elements that work as a

unifying thread across all the IB programmes:

Approaches to teaching & 


Programme Taking action Projects
learning (ATL) skills

PYP Communication skills PYP in action Grade 5 exhibition

Research skills

Community &
MYP Thinking skills Service as action
personal project

Social skills

Extended essay &

DP Self-management skills Creativity, activity, service
TOK exhibition

7
 Part 2

The Diploma

Programme

This section will unpack the key elements of the Diploma

Programme through four lenses: Who, What, How and Why.

The Diploma Programme model
In keeping with the IB philosophy, the DP may be understood as a dynamic interaction between four elements - who the
programme is for, what students do within the programme, how they do it, and why they do it. This is shown in the
illustration below:

Who: IB students develop the I nt er nat i o

nal
IB learner profile attributes m
ATL

i nd
s ki
ll s

edn
What: Students’ engage with D P subj ec

ess
t
six DP subjects & the DP core

sa
nd D ore
IB learners

Pc
How: Students develop
necessary skills to achieve
subject aims and objectives

Why: Students’ pursuit of

knowledge and understanding is
grounded in global contexts to
develop international mindedeness

9
Who IB learners and the IB learner profile

At the heart of the DP model are the IB learners, indicating that they are central to the learning process. The IB has
identified a set of ten attributes that learners develop over the course of the programmes in order to nurture active,
compassionate, and lifelong learners.

These IB learner profiles, illustrated below, are at the heart of all four IB programmes and represent the IB’s mission in action.

Inquirers Open-Minded Knowledgeable Caring Thinker

Risk-taker Communicator Balanced Principled Reflective

Download this poster here!

10
 Who IB learners and the IB learner profile

Ideally, the development of the IB learner profile attributes should be woven into the curriculum instead of planning for it in isolation.

Here are a list of different approaches with examples to help develop the IB learner profile attributes in students.

Approach Examples

Create suitable learning Students learn in an inquiry-based Students learn in a project-based Students learn in an
environments learning environment (Thinkers learning environment environment that employs a
and inquirers) (Communicators and caring) variety of learning models

(Risk-takers and open-minded)

Extend theory (taught Students undertake CAS projects Students choose real-world TOK Students explore a case study in
curriculum) to action
and experiences (Reflective and objects and connect to theory the context of a taught subject
(real world) caring) (Reflective and open-minded) curriculum (Inquirers and
knowledgeable)

Promote student agency Students have a choice of Students have a choice of Students plan their own learning
personalized learning assessment tasks (Open-minded) goals and action plans (Balanced
experiences (Open-minded) and reflective)

Design an inclusive curriculum Students are engaged in learning Students are paired together to Students engaged with varied
experiences that target different support each other (Caring and content to target different
learning styles (Balanced and communicators) interests (Balanced and reflective)
open-minded)

11
What The six DP subject groups

Students undertake learning in six subject groups, choosing one subject from each group except for Group 6. A student may choose a

second subject from Group 3 or 4 instead. In other words, students can choose two sciences or two individuals and societies subjects.

Subject availability within the six groups is determined by schools. Schools are not expected to offer all subjects within all groups.

Group 1: Language and literature Group 2: Language acquisition Group 3: Individuals and societies

Subjects offered include language and Subjects offered include language Subjects offered include history;

literature; literature and performance, etc. acquisition; language ab initio, etc. psychology; economics, etc.

Group 4: Sciences Group 5: Mathematics Group 6: Arts

Subjects offered include biology; Subjects offered include math analysis Subjects offered include visual arts;

computer science; etc. and approaches; math applications drama; music; etc.

and interpretation.

Author’s Note: Beyond the six subject groups, schools can also deliver school-based syllabi upon IB approval.

The syllabus has to meet the requirements of one of the DP subject groups, be capable of being assessed

appropriately, and should reflect the IB’s mission in terms of delivering an international perspective.

12
 What Differences between HL and SL subjects

Of the six chosen subjects, students are required to take at least three at higher level and three at

standard level. Below is a comparison of the two levels.

HL Subjects SL Subjects

240 teaching hours 150 teaching hours

Grades are given from 1 (lowest) to 7 (highest) Grades are given from 1 (lowest) to 7 (highest)

Passing grade: 3 Passing grade: 2

Minimum achievement in all HL subjects: 12 Minimum achievement in all SL subjects: 9

Author’s Note: Students can opt to take an additional fourth HL subject if required, for instance, for

specialised university courses.

13
 What The Diploma Programme core

In addition to academic subjects, the DP comprises of three essential elements that students are required to complete. The core
aims to expand and enrich students' educational experience. When planning their subject overviews, subject teachers are
advised to consider authentic links to the DP core.

The components of core

Theory of knowledge (TOK) Creativity, activity, service (CAS) Extended essay (EE)
TOK is taught as an independent The CAS programme engages students The EE is a 4000-word formal academic
course focusing on the nature of in a range of co-curricular activities inquiry into a topic of special interest in
knowledge and how we know characterised by the three CAS strands - any one of the DP subjects, or two in the
what we claim to know. TOK is
creativity, activity, and service. While it is case of world studies. It is written under
assessed through an oral
not assessed, students are required to the guidance of a supervisor and is
exhibition and an essay.
demonstrate achievement of the seven externally assessed.
CAS learning outcomes.

14
 What Pat hways for DP students

There are three available graduation pathways for students - or candidates - undertaking the DP.

The requirements for each pathway are explained below:

Diploma candidate Bilingual diploma candidate Course candidate

Subject At least 6; 3 HL and 3 SL At least 6; 3 HL and 3 SL The IB provides flexible options

for course candidates to enroll in

Language 1 Language A/1 Language B Completes two languages selected any of the offered subjects and/or
requirements from group 1 with the award of a the DP core. This pathway only

grade 3 or higher in both.

earns the student a certificate,

Or
and not a diploma.

Completes one of the subjects from

group 3 or group 4 in a language Schools are advised to consult

that is not the same as the student's with the IB to understand the

nominated group 1 language. The options available for each student

student must attain a grade 3 or on a per case basis. Additionally,

higher in both the group 1 language university admission requirements

and the subject from group 3 or 4. must also be considered when

choosing this pathway. Schools

DP core All three components All three components
should refer to the requirements

of local/national education bodies

out of 45 (3 from EE and TOK) out of 45 (3 from EE and TOK) in the event a local high school
Final grade

certificate is sought.

At least 24 points
 At least 24 points


Passing grade
(a minimum total of 12 points for HL (a minimum total of 12 points for HL

subjects) subjects)

15
 How Approaches to teaching and learning skills

ATL skills are extremely important as they support inquiry-led learning. The vision is to provide students with skills that will

enable them to manage anticipated future problems as well as an ever-evolving work environment.

Diploma students acquire ATL skills in a dynamic setting. Hence, it is extremely important for those skills to be explicitly

developed. The ATL skill framework is divided into 5 categories: communication skills, research skills, thinking skills, social

skills, and self-management skills. Each category contains several skill clusters. Below is an overview of the importance of

ATL skills and how they help students become better learners:

Learn how to learn; Develop the skill of asking Build literacy of available

become future ready necessary questions information sources and media

Actively inquire into creative Set effective goals and Become effective

solutions for real-world problems manage time efficiently communicators

Apply knowledge from one

context to another

Educator’s tip: ATL skills should not be viewed as a separate component of curriculum planning. The development of ATL

skills occurs naturally in conjunction with subject assessment objectives and aims. All you have to do is look for them!

16
 Why Global contexts and international mindedness

The global contexts in the DP are the medium through which learning takes place. They help educators address

and implement international mindedness inside the classroom.

Global contexts make learning more relevant as they provide meaning to what is being taught. This, in turn, engages

students in the learning process through local and global issues. The latter will help students develop an intercultural

understanding of the world and how it works as well as develop multilingualism for the purpose of effective

communication. DP teachers have the freedom to create their own global contexts as they see fit for their subject(s).

Examples of global contexts

Explore the effectiveness Explore similarities and differences Explore the transformation of concepts

of legal systems among cultures across different social communities

Explore how technology transforms Explore different approaches to

the way we reach solutions sustainability based on available resources

17
 Part 3

Language learning

This section will focus on the language learning options

offered in the Diploma Programme and student placement

within each.
How every teacher can be a language teacher Identify the language
required to communicate
Every teacher is a language teacher. Teachers can develop student language by subject-specific content
connecting the taught content to language and designing practical language
strategies. Below are strategies that can be used to make sure language learning
is integral to every subject:
Collaborate with teachers
experienced in language
Provide language support through Understand the process of development
the use of visuals, connecting language development to
phrases, writing frames, & other understand how students learn
types of scaffolding

Create lessons that require a Extract language objectives

Slow down the learning
variety of literacy skills from content objectives
process to allow students to
process the information

Differentiate what is a Develop a robust

Model to students end language-related issue versus understanding of own language
product highlighting subject- a learning-related issue & the metalanguage in order to
specific language & structure discuss it with students

19
Language learning in the DP

Depending on which academic programme the student is

registered for, the options for langauge learning are as follows: Classical

languages

For the standard Diploma Programme: student chooses 


Ab
ge
gua Language &
Lan Lang
uag
io e B 

Init Literature
one language A and one language B optio HL/S
L

&
For the course programme: student chooses two gua
ge
Lan Lite
ratu
nce re
forma
Language B per
Language B option

For the bilingual Diploma Programme: student chooses Language A

two language A options or one language A and one

language B, if other requirements are met.

Educator’s tip: Wherever possible, schools should offer students the possibility of studying their mother tongue as a language

A option. Depending upon the student’s proficiency in the language of instruction of the school, he or she could complete

another subject in that area or study language B in the school’s language of instruction.

20
Student language placement

It is extremely important that students are appropriately placed into DP language courses. Appropriate

placement into language courses allows for a suitable degrees of challenge for language development.

Misplacement of a student into a language course which does not provide an appropriate degree of challenge

may provide the student with an unfair advantage over those who are appropriately placed into the course.

Intentional misplacement may be considered school maladministration according to the IB academic integrity policy.

Schools should set systems in place to evaluate students’ language proficiencies and place them in the suitable

language courses accordingly. You can utilise Toddle’s DP language placement rubric to get started with this process!

DP Language
Placement Rub
ric
Language Course
Skill
Language A*
Language B HL
Receptive skills
Demonstrate a Language B SL
good
Demonstrate a Language Ab Initio
understanding good SL*
of the meaning
and purpose of understanding Demonstrate ade
oral texts of the meaning quate
and purpose of understanding The student has no
oral texts of the meaning prior
Demonstrate a
good and purpose of experience in or
Demonstrate a oral texts has had
understanding good very limited previo
of the meaning us
and purpose of understanding Demonstrate ade
written texts of the meaning quate exposure to the
and purpose of understanding target
Recognize some written texts of the meaning language
subtleties of and purpose of
written texts
specific language
use & their effects
Productive skills
Speak mostly clearly
and fluently
and use a varied Speak generally
range of clearly
language mostly Develop some
accurately ideas using a
Respond appro
priately to most logical structure
Write fairly detailed questions but strugg
texts le with Use a range of
demonstrating responding to basic
a good command difficult questio
of ns
vocabulary with cohesive device
a good level of Demonstrate an s
adequate

DP language placement rubric

grammatical accura Use basic gramm
cy command of vocab atical
ulary and structures accura
Show a reasonable grammatical accura tely
ability to adapt cy
their writing to Use basic and some Use a range of
suit the intended complex basic vocabulary
audience and purpo language correc and appropriate
se tly register
Interactive skills
Handle ideas mostly
effectively
with generally full Express ideas and
interaction organize work
appropriately Respond appro
Exhibit some difficu priately & gener
ally
lties with more demonstrate comp
difficult questio Respond appro rehension
ns priately and
demonstrate comp Use pronunciatio
rehension n & intonation
which often facilita

Download here!
Use pronunciatio te the
n and understanding
intonation which of the message
facilitate the
understanding Make some indep
of the message endent
Make independen contributions;
t contributions;
Produce mostly
Produce clear messa clear messa ges
ges.
*Language A: literatur
e or Language
A: language and
literature or Literature
and performance |
*Language Ab
Initio: offered at
standard level (
SL) only. | Adapted From
: DP language courses
: overview and
placement guidanc
e

52
2 1
 Part 4

Building a quality
curriculum
This section will unpack the elements for
building a quality DP curriculum.
Elements of a significant curriculum

A quality DP curriculum should exhibit the following elements as outlined in the table below:

All-inclusive Grounded in ATL skills Explores contexts and concepts Focuses on significant content

Focuses on character Provokes curiosity in order Creates opportunities to engage Develops multidisciplinary

development through to structure and sustain with multiple perspectives understanding

the IB learner profile inquiry

Values and develops individual Explores authentic

Offers opportunities for Grounded in authentic real- students’ language profiles to learning that connects

collaborative learning
world learning to initiate promote multilingualism individual subjects

principled action
Focuses on learning 
 Derived from the aims
Promotes intercultural

how to learn and objectives of each

Fosters creativity and understanding by exploring

human commonality, diversity subject (group)

imagination and promotes
Promotes differentiated

instruction
fl
critical re ection and thinking and interconnection Assures content aligned

with varied, meaningful

Offers opportunities to Explores local, national and
assessments
communicate in a variety global challenges

of ways
Promotes conceptual

understanding and transfer of

knowledge to new contexts

23
The written curriculum requirements
To develop a quality curriculum, you may like to consider the requirements outlined below.

Content Action Real-world context

Identify the knowledge, concepts, skills, Allow for meaningful student action. This Promote students’ awareness of individual,
and attitudes. These can be taken from can be achieved by drawing a link to the local, national, and world issues. This can
the DP subject guides. CAS learning programme. be achieved by integrating current issues
into the taught syllabus.

Learning experiences Reflection IB learner profile

Incorporate relevant learning experiences Provide opportunities for reflection on
Foster development of the IB learner
for students by integrating authentic real- human commonality, diversity and multiple
profile attributes by creating learning
life situations into the taught syllabus. perspectives. This can be achieved
experiences and environments that
through integrating continuous reflection
cater for those.
opportunities.

iew template
DP Subject overv
Core Integration/

s ATL Skills (with links to other Sub
Objectives and Ai
m
(As stated as Assessment description)
Syllabus Content ding (Subject Related
Date 
 in the guide inclu in the guide)

Topic/Syllabus pts) stated

Component
Duration subject-related conce
TOK Integration
Category cluster
ms Formative
HL) Group/Subject ai
Topic 1(SL and/or
Summative

IA/EA/(Paper 1/2/3)

Consider timeline

Download this Curriculum planning template to get started!

for assessment

CAS Integration
Mapping to
resources and
textbooks

Links to other
Focus IB subjects

Download here!
Subject assessm
ent learner profile
Concept(s) objective
ng
Concept understandi

24
Further guidance on planning the written curriculum
When planning the DP written curriculum for a particular subject, the steps outlined below may be considered:
1 2 3 4
Consider the nature Address the subject group Implement the syllabus Identify differences between

of the subject aims & assessment objectives outline in the subject guide SL and HL and contact hours

8 7 6 5
Integrate and develop Share exemplars and Use command terms in class Draw links to prior learning
relevant ATL skills specimen papers instruction and assessment and the TOK course

9 10 11 12
Reinforce ATL
Collaborate in planning and Integrate the
Address and develop

skill development moderating assessment DP core authentically IB learner profile

Author’s Note: Ensure you regularly review IB publications for updates to incorporate into the programme.

25
Designing effective DP unit plans

All DP teachers should engage in explicit planning of their teaching. The IB provides flexible formats for how this planning should be

undertaken. You may like to consider the principles of unit planning outline below when designing your own. Every unit plan should:

Demonstrate Drive Engage

Enable students to demonstrate Be driven by inquiry that is Involve students in a range of learning

development against assessment conceptually based and experiences planned in response to

objectives contextually framed inquiry-based questions

Employ Develop Promote

Make responsible and relevant use of Build on the prior Promote positive attitudes and

technology when appropriate knowledge of the students development of the IB learner profile

attributes

Assess Encourage

Have a summative assessment that Require students to reflect on their

gives the students the opportunity to learning and encourage them to

demonstrate achievement of the DP engage in principled action or service

assessment objectives set for the unit

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Integrating the core

Teaching and learning in the IB is unique and part of its uniqueness lies in the DP core. When approaching the core, it is
important to adopt an integrated approach. However, before we delve into how the different elements of the core can be
integrated into DP subjects, let’s first talk about how these elements can be integrated with one another. This can be
achieved using a variety of approaches as illustrated in the table.

Integration approach Target core components

Use TOK concepts as windows to CAS experiences and/or projects CAS & TOK

Anchor an extended essay in TOK concepts and/or subject concepts TOK & EE

Utilize a CAS project as the focus of an extended essay CAS & EE

Evaluate extended essay arguments, findings, and conclusions using the TOK knowledge
TOK & EE
framework

Create a link between students’ ethical responsibilities in the application of knowledge in the
CAS & TOK
TOK and the CAS learning outcome - ‘consider the ethics of choices and decisions’

27
Planning for CAS integration

CAS fosters internationally-minded students. CAS is the unit's action component, requiring students to interact with
real-world issues. The real world does not operate in silos, necessitating an interdisciplinary approach to CAS
integration. Different subjects must plan CAS integration together, not separately. Here are some ideas that you can
utilize at your school:

1 In an all-faculty meeting, encourage DP subject teams to explore interdisciplinary linkages. These links will assist
teachers to find CAS learning experiences or projects for students. Note, however, that student-led CAS experiences
are more meaningful. Hence, it is proposed to set time aside in student schedules to consider teachers' CAS
integration ideas and discuss how they may be implemented, adjusted, or extended.

2 Make provisions for CAS teacher training for all DP teachers. Enrolling all of your teachers in a Cat 3 workshop such as
"The DP core" or a Cat 3 “CAS: The transforming power of experiential learning” can help you achieve this. Alternatively,
you can train 3 to 4 teachers who will then be in charge of conducting in-house training for the rest of the faculty.

3 Have teachers consider the CAS learning outcomes in their planning and draw links between these and their subject
assessment objectives and aims.

28
Here is an example of an interdisciplinary approach to CAS integration that necessitates collaborative planning
meetings amongst DP faculty. You can also utilize our CAS integration tool for this purpose!

Subject Action or product Process Links to CAS Subject content utilized

Psychology
Plan an awareness Students develop Creativity
Psychology

Film
campaign on how to awareness content in and service
Abnormal psychology, anxiety disorders, trauma,
Visual arts deal with teenage stress a variety of and stress related disorders

and anxiety modalities including

a video and a Visual arts

number of posters.
Theoretical practice: Communicating visual art

Art-making practice: Communicating visual art

A plan of how and

when to share these Film

will be put in place. Core: Collaboratively producing film

Educator’s tip: A CAS exhibition at the end of the year

Download our CAS where DP subject teachers share successful integrations
integration tool! of CAS experiences into the curriculum is one way to
highlight the importance of CAS!

29
Planning for TOK integration

TOK is the heart of the IBDP and integrating it with DP subjects is crucial. TOK develops critical thinking, raises
awareness of how we know what we know, and challenges existing knowledge. Like CAS, TOK should be
interdisciplinary, connecting concepts and disciplines.

However, this integration process must begin with increasing the value of TOK among DP teachers. Here are some
ideas that you can utilize at your school:

1 Create an opportunity for DP subject teams to complete a blank template for a relevant AOK knowledge framework
during an all-faculty meeting. This helps teachers see the value of their subjects beyond their technical requirements,
encourages lively debate, and assists teachers in learning about TOK requirements.

2 Make provisions for all DP teachers to receive TOK teacher training. This can be accomplished by enrolling all of
your teachers in a Cat 3 "TOK for subject teachers" course or by training 3 to 4 teachers who will then be in charge of
conducting in-house training for the rest of the faculty.

3 Utilize TOK prescribed titles as discussion starters in collaborative meetings.

30
Now that DP teachers understand the underlying principles of TOK, it is time to make things more 'official’.

Here are some methods for incorporating TOK into the curriculum:

1 Map prescribed titles across subjects to incorporate them into the curriculum. This will encourage the

development of critical thinking skills.

2 Use TOK icons or indicators in both the written curriculum of DP subjects and student subject-specific material

to indicate TOK elements such as TOK concepts, knowledge framework elements, or real-life situations.

3 Use knowledge questions as TOK exit tickets at the end of DP subject lessons to help students approach the

content of the lesson through a conceptual lens and connect it to real life.

4 Map TOK concepts across DP subjects as appropriate to the nature of the subjects.

5 Use TOK terminology in DP subject classes.

Alternatively, you can ask teachers to map all their syllabus content against TOK knowledge questions and TOK concepts.

31
Here is an example of of this integration. You can use our TOK integration tool for this purpose!

Subject Syllabus Content Knowledge question Aligned TOK Resource & Materials for discussion
connection concept

Chemistry Topic 11: Measurement Does the precision of Certainty

The Certainty Of Uncertainty: Scientists
and data processing: the language used in Know Exactly How Well We Don't Know
Approximations in the natural sciences Things by Chad Orzel
calculations successfully eliminate
all ambiguity?

Download our TOK

integration tool

32
Integrating the extended essay

Of the DP core components, the EE tends to integrate with DP

Educator’s reflection
subjects most naturally. Here's an overview of ways in which
these natural links get established in the DP:
Which ATL skill category(ies) are the most
important for the completion of an
1 DP subject teachers indirectly integrate the extended essay by
extended essay?
helping students build subject-specific ATL skills. This is because
the same ATL skills will be utilized to effectively complete the
extended essay in that subject.
Educator’s tip
2 The nature of the extended essay in a particular subject aligns
with the nature of that said subject that the student has been Remember that the extended essay is
studying for two years. essential for university preparation because it
is many students' first attempt at a university-
3 Finally, extended essays are usually an extension of topics level research paper. As a result, devising a
taught in class. plan for students to develop necessary ATL
skills is critical.

As such, if students are provided with enough opportunities to develop

their ATL skills and exposed sufficiently to the nature of the subject, no
additional integration of the EE is required with DP subjects.

33
 Part 5

Inquiry and skill

building in the DP
This section will focus on the importance of inquiry, ATL skills
and inclusion in the teaching and learning process.
The importance of concepts

Concepts are an integral part of the DP and should not be approached as an add-on. They should be viewed as the core that drives

the learning process. Below is an unpacking of what concepts are, why we need them and how to implement them.

What? Why? How?

Concepts are big, significant Concepts ensure students thrive in a Connect prior learning to new learning

ideas that are universal in nature complex and unknown future; it gives experience

and transfer across place, time meaning to the learning process. It Ask provocative, conceptual question

and space. deepens their understanding of topics Teach through inquir

and allows for interdisciplinary learning. Expose students to content that

stretches and deepens thinkin

Foster dialogue and collaboratio

Ask students to generalize and transfer

ideas to new contexts

Extend conceptual learning beyond

classroom

Educator’s tip: Many teachers assume that conceptual learning will jeopardize the content. On the contrary, content is

equally important. Consider concepts as the packaging in which you deliver content! Their role is to help students make

sense of the knowledge and skills they are learning.

35
 Professional development idea

When developing a professional development workshop on conceptual understanding,

it is recommended that DP coordinators adopt some of the following ideas.

Use Teaching conceptual understanding by Corwin and Julie Stern’s What is Conceptual Understanding?

to highlight the value of conceptual learning

Have teachers engage in a hands-on activity to differentiate between concepts, contexts and topics

Have teachers engage in a hands-on activity to identify the different types of concepts: content-centric

concepts, skill-centric concepts, universal concepts, course-long themes concepts

Explain the process of writing effective conceptual questions

Implement the same concepts across subjects and in multiple contexts to highlight the transferability of concepts

Have teachers reflect on the value of teaching through concepts

Educator’s tip: In many DP guides, the IB compiled lists of concepts for teachers to tap into.

Use these as a starting point for conceptual lesson planning.

36
Inquiry-based learning
All IB programmes are inquiry driven. Both teachers and students have to inquire to learn.
The role of students and teachers in the inquiry process entails the following:

Teachers: Promote questions Students: Ask and answer questions

Teachers: Design learning experiences whereby Students: Engage in learning

facts and theories are viewed through a conceptual experiences using the available tools
lens and are explored within real world contexts and thinking routines

Teachers: Support students to develop necessary

Students: Use these skills to identify
ATL skills sources of information

Teachers: Provide evaluative tools for Students: Use these tools to evaluate own
students to check progress conclusions and reflect on next step of work

37
Inquiry-based learning in the DP classroom
You can find some age-appropriate inquiry based teaching lessons in different subjects here. Note how there is a
shift of some of the learning responsibility from teachers to students and promotes inquiry-based learning.

Sample lesson plan: History

Concurrent topic: The COVID-19 pandemic

Learning process: A collaborative investigation to compare, investigate, and examine pandemic history

1 The teacher introduces a historical timeline of events of the 1918 Spanish Influenza by showing a short video clip.
Alternatively, reading tasks can be utilized to initiate the topic.

2 The students are divided into smaller groups and conduct research to compare and contrast the Spanish pandemic
with the existing one.

3 Students are encouraged to engage in deep learning by asking questions about how individuals may have
reacted back then and/or now. Here are some examples of questions
What caused the plague and how well did people understand it
Did people disapprove of quarantining measures in that era, and what were the political implications then?

4 Based on the research and classroom discussions, students complete a presentation focused on their research
question in whatever format they deem appropriate.

5 Students reflect on the process, the methods, research, actions, and next steps to further improve the final product.

6 Students share projects with their teacher, peers, and/or the world at large via social media as a video, post, or website.

38
 Sample lesson plan: Language acquisition

Concurrent topic: Scientific innovation-Brave New World and CRISPR

Learning process: A collaborative investigation to explore the impact of science on human lives

1 The teacher introduces the topic of scientific innovation and CRISPR through a short video or an infographic.

2 The students are divided into smaller groups and conduct research to identify the advantages and disadvantages of CRISPR.

3 Students compare and contrast real scientific innovations with those presented in Brave New World and consider
the extent to which literature is a reflection of our realities.

4 Students are encouraged to engage in deep learning by asking questions about how science changes lives, in
the novel and in real life. Here are some examples of questions
How does CRISPR work and what are its ramifications?
In reality, what is the impact of this discovery?
To what extent does literature foresee scientific paradigm shifts?

5 Based on the research and classroom discussions, students complete a written presentation focused on their
research question in the assigned format.

6 Students reflect on the process, the methods, research, actions, and next steps to further improve the final product.

7 Students share projects with their teacher, peers, and/or the world at large via social media as a video, post, or website.

39
Developing ATL skills

To support inquiry-based learning, the IB introduced the ATL skills to all IB programmes. In the DP, ATL skills are embedded within
the assessment objectives and ultimately help achieve them. Ideally, schools should map skills to subject aims and assessment
objectives during curriculum planning. Some skills lend themselves well to certain subjects while others have a more universal
applicability. Here are some ways in which this may be imagined across subjects:

Alignment with IB 

ATL skill category ATL skill indicator Alignment with assessment objective (AO)/aim (A)
learner profile attributes

Communication Write scientific reports and papers Chemistry AO: Demonstrate knowledge and Communicators
understanding of communicating scientific
information.

Use and interpret a range of discipline- Mathematics: analysis and approaches AO: Communicators
specific terms and symbols Communication and interpretation: use appropriate
notation and terminology.

Research Design a research question around a History AO: Formulate an appropriate, Inquirers and communicators
chosen topic focused question to guide a historical inquiry

Identify primary and secondary History AO: Demonstrate evidence of research skills, Inquirers and reflective
sources organization, referencing, and selection of
appropriate sources

History A: Develop key historical skills, including

engaging effectively with sources

40
 Alignment with IB 

ATL skill category ATL skill indicator Alignment with assessment objective (AO)/aim (A)
learner profile attribute

Thinking Interpret data Physics AO: Formulate, analyze and evaluate Thinkers
primary and secondary data

Make unexpected or unusual TOK AO: Identify and explore links between Thinkers
connections between objects knowledge questions and the world around us
and/or ideas

Consider ethical, cultural, and TOK A: Prompt students to consider the importance Principled and caring
environmental implications of values, responsibilities, and ethical concerns
relating to the production, acquisition, application,
and communication of knowledge.

Social Build consensus and shared Group 4 A: develop a critical awareness of the need Open-minded and
understanding for, and the value of, effective collaboration and communicators
communication during scientific activities

Give and receive meaningful feedback Generic skill applicable across all subjects Communicators

41
 Alignment with IB 

ATL skill category ATL skill indicator Alignment with assessment objective (AO)/aim (A)
learner profile attribute

Self-management Look for personal relevance in the Generic skill applicable across all subjects Reflective

subject matter

Use appropriate strategies for Generic skill applicable across all subjects Balanced and thinkers

organizing complex information

Educator’s reflection: How does your school approach ATL skill development? How can this approach be tweaked?

42
Integrating ATL skills

It is important to identify and map ATL skills when planning subject curriculums in order to undertake explicit

teaching of said skills. Here is a clear process of how to go about mapping ATL skills with subject aims and

assessment objectives:

1 Study the ATL skill mapping template to get a clear overview of the different skill indicators.

2 DP teachers outline and map the skills students need to achieve subject aims and assessment objectives.

Not all ATL skills have to be mapped to all subjects.

3 DP teachers refer to the competency framework available on the mapping template to understand what the different

levels of competencies entail.

4 DP teachers determine the skill competency level of different ATL skill indicators by making a detailed comparison

between the aims and assessment objective strands’ requirements and the available competency framework. Ideally,

DP students should reach ‘Expert’ competency level in the different ATL skills towards the end of the two years.

5 The DP coordinator publishes ATL subject-specific skill mapping. Mapping is revisited at the end of every year.

Categ
ory

Sub-c
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ATL skill
indica
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Aims/asses
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objective


Practise alignm Level of
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analys
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skills
positive
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ment
Develop
own strate
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anage
for bounc
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mistakes, after adver
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pointm
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Practise

Download the DP ATL skill mapping template! ning

dealin
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chang

to Lear
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s
roache
DP App ol
Becom

ing To
e aware
of own
values
and virtue

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Download here!
nal Baccalau
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From Princip
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Practice
”. Peterso
n House,
2014,
pp. 11
7-124,
, Access
ed 20
Jan 2
022.

43
Teaching ATL skills

When teaching concepts and content, teachers have to draw a clear link between the assessment
objective and what is being taught, and the skills needed to attain mastery.
Relevant opportunities to develop identified skills should be provivded over the course of the unit.

2. Explicitly introduce the

Identify the assessment
ATL skill needed to
objective or aim
achieve objective(s)

6. Mastery of the ATL skill 3. Model the ATL

is achieved by the students
ATL skill life cycle skill to students

5. Transfer ATL skill to be 4. Provide opportunities

implemented implicitly in for students to practice
other subjects the ATL skill

Educator’s reflection: What does inquiry look like in your DP classroom? What tools and strategies do you employ?

44
 Part 6

Assessment

This section will highlight key assessment practices

and components adopted by the IB.

Assessment components for every subject

All DP subjects follow the assessment component design outlined below. Each subject has two assessment components -

internal and external assessments - featuring a variety of assessment tasks, as described below:

Internal Assessment External Assessment

Internal assessments usually comprise 20% to 40% of the final grade

External assessments usually comprise 60% to 80% of the final grade

for each subject for each subject

Internal assessments are marked by teachers and moderated by External assessments are marked by external IB examiners

external IB examiners

Internal assessments are typically based on field work, External assessments are based on examination papers and/or

experimentation, investigations, performances, orals, coursework. Examination papers are provided by the IB and

essays, etc facilitated at school examinations are facilitated at school in keeping with IB

examination protocols.

Internal assessments are completed during the course of the 
 Examinations are conducted at the end of the DP course and include

two-year programme under the guidance of subject teachers papers under different categories such as Paper 1, Paper 2, Paper 3

etc. External coursework is typically completed over the course of the

DP under the guidance of subject teachers.

46
Assessment tools in the DP

When evaluating internal and external assessments, the DP employs a variety of assessment tools. These tools use comparative

judgment as a basis for evaluation. Comparative judgment entails making comparisons between pairs of student work and deciding

which is better fitting in a specific markband. It is important to note that these are relative judgments rather than absolute ones.

Analytic markschemes Assessment criteria Holistic criteria markbands

An analytic markscheme is a scoring Assessment criteria provide details of Holistic markbands are used instead of

guide that outlines the criteria on which aspects or characteristics which should separate criteria for certain assessment

student performance is evaluated. It is be visible in students’ work to measure components. They represent a single

used to standardise evaluation of student performance against asessment holistic criterion applied to a piece of

students’ work and is usually used in objectives. Each descriptor corresponds student work, which is judged as a whole.

external assessments. to a range of marks. These are usually The range of different levels of expertise

used in internal and external which could be demonstrated are

assessments. reflected by level descriptors.

47
Subject reports

After each examination session, the IB releases subject

reports analysing student performance for that session.

DP educators and coordinators are advised to apply

feedback from these reports in the context of their own

teaching. In addition to the tools outlined previously, subject

reports are an equally powerful tool as they:

provide teachers with information about the

performance of the entire student cohort for an

examination session, with question-specific feedback;

provide details on each assessment component and

discuss the overall quality of students’ answers and any

general recommendations for future session

provide the grade boundaries for the DP subjects and

the component boundaries that contributed to mark

the overall result.

48
The power of feedback

A vital step in supporting students in successfully

attempting their assessments is providing them with timely

and meaningful feedback. So what is effective feedback?

Effective feedback falls into three distinct categories:

Feed up which often deals with goal setting and can be

answered by asking, ‘where am I going?’

Feed back which deals with reflection on one’s own work

and can be answered by asking, ‘how am I going?’

Feed forward which deals with the future and can

be answered by asking, ‘where to next?’

Educator’s tip: Teachers have to be aware that the purpose of feedback is not simply justifying a grade but more so to

support student improvement. Check out this case study of Austin’s butterfly that further elaborates on this point.

49
The three feedback categories work in four different levels:

Level 1: Feedback about the task or product- the Educator’s Tip

alignment of work presented against task details

Feedback is not only a teacher skill but also one that

is important for student holistic development. It is

Level 2: Feedback about the process- the effectiveness
one of the ATL skill strands ‘give and receive

of methods used to help students understand and

feedback effectively’.

perform the task

For feedback to be effective, it has to be given in a

timely manner. The closer the proximity of the

feedback to the time of completing the task, the more

Level 3: Feedback about self-regulation- the
effective it is.

quality of work presented against success criteria

Research has shown that constructive feedback fuels
and exemplar
intrinsic motivation.

Level 4: Feedback directed at self- affirmation

and appraisal

50
Feedback can be delivered in different ways

It is delivered face to face It is delivered in the form of a rubric

It is delivered in a combination of a It is iterative, as in the case of

rubric and comments staged assignments

It is delivered in the form of anecdotal

comments (either written or spoken)

Feedback should not be viewed as a teacher task solely. Students have to be equally involved in the process.

Using peer-evaluation and feedback provides students the opportunity to gradually develop their evaluative

judgment through giving and actively processing feedback.

Check out this Effective

feedback criteria template!

Download here!

47
 6.1

Understanding the
grading system
Grading system

When receiving their diplomas, DP students are given points out of a maximum of 45.
This is based on the following:

Students receive grades ranging from 7 to 1, with 7 being the highest for each of the six
chosen subjects. In addition, for both diploma and courses, students have to successfully
complete the DP core components - TOK and extended essay - which are awarded
individual grades and can collectively contribute up to 3 additional points towards the
overall diploma score. The final result score comprises the combined scores for each
subject, and the core components as illustrated below:

Subject Groups

Maximum
Internal + External Assessments

Subjects Six subjects x 7 42

DP core TOK and EE 3

Total 45

53
Core assessment
Unlike the other subjects in the DP, the TOK and the EE are graded from A to E. The third element of the core -
CAS - does not receive a grade. However, evidence of CAS involvement is mandatory for receiving the diploma.
The core contributes up to three points towards the overall diploma score. Student may fail to achieve their IB
diploma if they obtain a grade E in either TOK or EE, or if they do not complete CAS requirements. The number
of points awarded for TOK and EE are calculated using the table below:

Points achieved: 3 Points achieved: 2 Points achieved: 1 Points achieved: 0 Failing

Two As Two Bs Two Cs Two Ds Two Es

One A + One B
One A + One C
One B + One D

One C + One D
One E in TOK/EE

One A in one of the two

One A + One D
OnOe One inOne one of AGHA

One B in one of the two the two

One D in one of the two

One A in one of the two
One B + One C
One B in one of the two
Two Es in both
AGHA

One B in one of the two One D in one of the two

54
Failing conditions

A student will not receive the diploma certificate if any of the following conditions below apply:

1 CAS requirements have not been met

2 Cumulative points out of 45 are less than 24

3 An N (no grade awarded) has been given for TOK, extended essay

and/or for another contributing subject

4 A grade E has been awarded for either TOK or extended essay or both

5 Combined points for three HL subjects are less than 12 (for students

who register for four HL subjects, the three highest grades count)

6 Combined points for three SL subjects are less than 9 (students who

register for two SL subjects must gain at least 5 points at SL)

Author’s Note: Students are allowed to retake IB examinations for all six

academic subjects as long as they are offered by their schools. Students can

retake an exam for a subject up to three times in three different exam sessions.

55
 6.2

Assessment
approaches in the DP
Best-fit approach

The best-fit approach implies that compensation will be made when a piece of work matches different level descriptors in
a markband at different levels. The mark awarded will be one that most fairly reflects the balance of achievement against
the markbands. It is not necessary for every indicator of a level descriptor to be met for that mark to be awarded. Here is a
recommened pathway to achieving best-fit:

Identify appropriate descriptor Decide on placement within descriptor Decide on placement across descriptor
When working with markbands, teachers If student’s work matches 2 of the 3 requirements If a piece of work seems to fall between
should find the descriptor that conveys within a markband, but one is lacking, the student two descriptors, both descriptors should
most accurately the level attained by the should be awarded for the strands that have been be read again, and the one that more
student's work, using the best-fit approach. met well. However, the mark awarded should be appropriately describes the student’s
at the lower end of the markband to compensate work should be chosen.
for what is lacking in one strand.

Decide on higher or lower mark in a level Decide on awarded mark

There are a number of marks available The highest level descriptors do not imply
within a level; you should award the higher faultless performance and should be achievable
mark if the student’s work demonstrates by a student. Hence, you should not hesitate to
the qualities described to a greater extent use the extremes if they are appropriate
and award the lower mark if the student’s descriptions of the work being assessed.
work demonstrates the qualities described
to a lesser extent.

57
Unpacking the best-fit approach

Level Criterion

1-2
Descriptor Indicators

3-4
Markbands

5-6

Student best fit: 3/6

In this example, the student was placed in markband 1-2 for one of the indicators, and band 3-4 in the two remaining indicators.
When reaching a judgment, it was concluded that the student will be placed on the lower range of markband 3-4 and will be
awarded a final mark of 3/6. This is due to the student achievening one of the indicators in markband 1-2 which prevents them from
being placed in the upper range of markband 3-4.

58
Aggregation

Aggregation is the process of combining components to generate an overall result out of 100 marks. Upon completing

assessment for the different components of a subject, aggregation takes place. Here is a sample aggregation for a DP subject:

Whole subject

Component 1 Component 2 Component 3

E.g. Paper 1: 50% E.g. Paper 2: 30% E.g. Internal assessment: 20%

Maximum mark: 50 Maximum mark: 90 Maximum mark: 10

Scaled to 30% Scaled to 20%

Achieved scaled mark: 50 Achieved scaled mark: 30 Achieved scaled mark: 20

Achieved scaled marks of all assessment components are added to reach a final grade out of 100

59
Grade boundaries

Grade boundaries are utilised to convert student achievement out of 100 marks to arrive at the final DP
grade for a subject on a 7 point scale. The IB provides grade boundaries for every examination session.
These grade boundaries change from one examination session to the next. This is because the
examination questions change and grade boundaries need to vary to reflect easier or more difficult
questions as well as the amount of content covered.

Example of grade boundaries

Final IBDP Grade 1 2 3 4 5 6 7

Grade boundary based 0-12 13-26 27-39 40-45 55-68 69-82 83-100
on marks achieved out
of 100

Author’s Note: Grade boundaries are determined after every examination session and
based on overall student performance for the outgoing cohort. Latest IBDP grade
boundaries are available on MyIB in subject reports.

60
Grade descriptors

Grade descriptors consist of characteristics of performance at each grade. The descriptors apply to groups of subjects, but

substantial similarity exists across sets of group grade descriptors. The IB uses these grade descriptors when determining grade

boundaries for examination papers and coursework components. For each grade, qualities of a typical performance are provided.

The grade descriptors are also intended to help teachers explain the academic requirements of the IBDP to students, undertake

formative assessments, report progress, and predict students’ grades.

Final IBDP Grade 1 2 3 4 5 6 7

Grade descriptors 
 Demonstrates: Demonstrates: Demonstrates: Demonstrates: Demonstrates: Demonstrates: Demonstrates:

(Example) very superficial some knowledge adequate good very good excellent

rudimentary knowledge and and some knowledge and understanding understanding understanding

knowledge and understanding understanding of understanding and appreciation & appreciation & appreciation

understanding of the question the question or of the question of the interplay of the interplay of the interplay

of the question or task; task; or task; between form between form between form

or task; responses that and content in and content in

and content

are generally
regard to the regard to the in regard to the

valid in analysis question or task; question or question or

and/or synthesis; task; task;

Author’s Note: Grade descriptors are updated every year by the IB. Latest IBDP grade descriptors are available on M
yIB

61
Predicting grades
DP teachers have to predict student grades towards the end of the
two years. Predicted grades are important for a number of reasons.
Educator’s Tip
Firstly, they indicate teachers’ understanding of assessment criteria.
It is recommended to predict grades in DP Year 2

They are also important for students when applying for universities.
when teachers have enough evidence for all
assessment components.
Predicted grades are usually based on:

teachers’ data-supported professional judgment

based on class work, mock exams, and evidence of student engagement

student performance in all assessment components of the course

To help you with your grade predictions, we have compiled an

assessment tool that simplifies the process.

w template
DP Subject overvie
Core Integration/

ATL Skills (with
Objectives and
Aims links to other Sub
(As stated Assessment description)
Syllabus Content (Subject Related
as
ing
Date 
 in the guide includ stated in the guide
)

Topic/Syllabus concepts)
Component
Duration subject-related
r TOK Integration
Category cluste
Formative
r HL) Group/Subject aims
Topic 1(SL and/o

Download the School reporting and

Summative

IA/EA/(Paper 1/2/3)

Consider timeline
for assessment

predicting grades template!

CAS Integration
Mapping to
resources and
textbooks

Links to other
Focus IB
subjects
Subject assessment learner profile
Concept(s) objective

Download here! Concept understand

ing

62
 Part 7

The role of the

DP coordinator

This section will highlight key

roles of the DP coordinator

The DP coordinator

Schools are required to appoint a DP coordinator who will ensure the implementation of the programme effectively. The

illustration below provides a snapshot of the key aspects of a DP coordinator’s role.

Pedagogical role Administrative role Student-support role

Orient school community about the IB`s Plan for accreditation and evaluation visits Guide students in their subject choices

philosophy
Communicate and orient all stakeholders Set remedial plans for struggling students

Support vertical curriculum development

Create and sustain school policies Guide students in ATL skill development
leading to the DP
Conduct DP-related events Support students in their completion of
Lead, support and evaluate DP
all DP requirements
Schedule DP courses and develop the
curriculum implementation, including
school calendar Facilitate student progression to
the DP core
further education post graduation
Administer the DP budget including
Analyze student data to inform
teacher professional development Support the students in applying for
instruction
access arrangements and/or adverse
Determine admission to the DP and
Establish protocols for collaborative
circumstances when necessary
complete student registrations for the
planning meetings for the DP team
examination session

Plan internal and external professional

Complete all required IB documentation
development for the DP team

64
Acing the DP calendars

Effectively managing all necessary assignments is an important aspect of ensuring students perform

well in their internal and external assessment components. It cannot be overstated how important it is

to get the DP calendar right!

It is recommended that schools create calendars outlining the key milestones that students must achieve

over the course of the two years. DP coordinators should keep the following in mind when doing so:

1 Create a balanced calendar

The DP coordinator must ensure that all subjects are given equal time on the calendar. This

calendar ideally should include final draft submissions only. Students and teachers can then

internalize subject-specific deadlines separately.

2 Involve all stakeholders

The DP coordinator must consult with students and teachers to determine what works and what

does not. This can be accomplished through either discussions or a survey. Ask questions like:

What needs to be brought forward Which deadlines are unnecessary

What needs to be delayed? Which assignments require more or less time?

65
3 Ensure deadlines are spread out
While it is understandable that some deadlines overlap, DP coordinators must ensure that deadlines
are spread out over several months and are not all crammed into a two- to three-week window.

4 Share the calendar early on

DP coordinators should communicate the calendar early on so that all stakeholders can plan accordingly.

5 Set realistic timelines and deadlines

Setting realistic timelines and deadlines entails considering all potential hiccups and making time
allowances for them.

6 Share the calendar electronically

Share the calendar via Google Docs, an app, or a website so that both teachers and students can
make their own copies and create personal timelines and action items based on the timelines in
the main calendar.

7 Make it live and viable for adjustment upon consultation

The calendar should not be set in stone. DP coordinators can schedule folllow-up meetings to check if
approaching deadlines will be met. In the event that they won’t, a remedial plan has to be put in place and
the deadlines adjusted accordingly.

66
8 Include all relevant subject and core deadlines
In addition to internal school deadlines, events, holidays, exams, and so on, the calendar must include the following:

Subject-related deadlines

Written tasks and orals for Groups 1 and IA components and portfolios for Group
Internally assessed coursework and/or Portfolios, presentations, performances, and
fieldwork for Group compositions for Group 6
IA components and lab reports for Group 4

Core-related deadlines

TOK exhibitions and TOK essays

Extended essay completion deadlines including
proposals, first draft, final essay, and viva voc
CAS completion deadlines and submission of evidences

Administrative deadlines

Internal moderation of IA component

Teacher submission of subject-related assessment
components with all necessary documents and feedback

67
9 Check student subject combinations
When setting deadlines for subjects with high student enrollment, avoid having the deadlines for their
assessment components too close together. For example, if a large number of students are enrolled in
both visual arts and psychology, avoid scheduling their assessment component deadlines close together.

Educator’s tip: Ideally, schools have to help students develop their time management skills. This will help
students manage their internal assessments across their DP subjects.

Download our sample DP calendar

for the May session!

Download here!

8
Inclusion and diversity in the DP classroom

The DP coordinator is responsible for ensuring that teachers actively plan for varied student needs through differentiation.

There are four important ways to diffierentiate teaching and learning in order to promote equal access to the curriculum for

all students. These are outlined below:

Differentiating the learning process Differentiating the content

Teaching and learning strategies employed in the DP students have the option of choosing subject groups

classroom should accomodate different learning styles. and as well as the level at which they study said subjects

Classroom activities should include a combination of tools (HL/SL). Content within subjects can be scaffolded to meet

and strategies such as task-specific clarifications, graphic the needs of various learners.

organisers, and annotated exemplars amongst others.

Differentiating the product Differentiating the environment

The product refers to the evidence of learning i.e. student Environment refers to the physical spaces, contexts,

tasks and assessments. Students should have the agency to cultures, and available resources that support learning.

demonstrate their learning in formats and modalities they These have to be varied and promote inquiry.

are most comfortable with.

Download our Differentiation

strategies template here!

Download here!
About the author

Sara Al Shami is an IB educator with over 20 years of

experience. She has assumed various roles in her career having

worked in Qatar, the UAE, and Jordan. She has previously been

an IB DP and MYP teacher, an MYP Coordinator, a Stage

Principal and Head of Training. She was an Extended Essay

Examiner and is currently a History and a TOK Examiner. 


She has delivered various workshops for educators pertaining

to curriculum development and the DP core.

 Curriculum DP Core: CAS,
planning EE, ToK

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