What is the IB Diploma Programme (DP)?
The Diploma Programme (DP) is a curriculum designed by the International Baccalaureate (IB) for students in the final two years of secondary school or sixth form college. The DP is a rewarding and academically challenging programme of education that prepares students for success at university and life beyond study. It has been designed to address the intellectual, social, emotional and physical well-being of students.
All Things Edgewood DP
Why IB
Reasons to be an IB Diploma Student
The IB
Students at International Baccalaureate® (IB) World Schools are given a unique, challenging and diverse education.
IB learners are:
- encouraged to think critically and solve complex problems
- drive their own learning
- a core part in educational programmes that can lead them to some of the highest-ranking universities around the world
- more culturally aware through the development of a second language
- able to engage with people in an increasingly globalized, rapidly changing world.
Research
The International Baccalaureate (IB) Research department collaborates with universities and research institutions worldwide to produce rigorous studies, examining the impact and outcomes of IB programmes. The below findings come from IB-commissioned studies on the Diploma Programme (DP), relating to three key themes: competencies and skills, equity and access, and higher education outcomes.
Read more about DP key findings 2021 (PDF, 263 KB)
Read more about DP key findings 2016 (PDF, 515 KB)
Testimonials
Credits
For the UCs: https://admission.
- Higher-level courses still award 8 credits each if students earn a score of 5 or higher
- If a student is a full Diploma student and earns a total score of 30 or more the student earns a bonus of 6 credits
- Standard-level courses no longer earn credits
For the CSUs: https://www.calstate.
- Higher-level courses with a ranging minimum score (see link above) will earn 6 credits
- CSUs do not have a full Diploma bonus
- Standard-level courses no longer earn credits
For Private schools:
Credits earned vary from school to school. If you google the name of the school and IB credits you should find the information you are looking for.
Scholarships
Scholarships for new IB Graduates: https://blogs.ibo.org/blog/2014/05/06/scholarships/
Expectations
IB students are expected to maintain a high level of academic achievement.
FRESHMEN AND SOPHOMORES:
Students should maintain a 3.0 or higher cumulative grade point average in the Groups 1-5 academic courses. In addition, IB students must meet the prerequisites for the necessary prep and IB courses.
SOPHOMORES:
Students who wish to participate in the IB Diploma program must formally declare their intention in March of their sophomore year. Upon completion of a diploma candidate declaration, all students who meet the prerequisites for the IB courses and have cumulative grade point averages of 3.0 and above in the courses from IB subject groups 1-5 will continue into the IB Diploma Program. Any student who does not meet any IB course prerequisite will not be able to continue.
IB Courses
Full DP Students complete one course from each Subject:
Group 1 - Studies in Language and Literature
English A Literature Higher Level (HL)
Meets the UC/CSU entrance “b” requirement.
IB English HL is a two-year, college-level course in American and world literature, literary analysis, composition, and speaking and listening. This intellectually rigorous International Baccalaureate course equips students with the written and oral skills needed to pass the IB Language A examinations. It also fulfills an HL requirement for those students pursuing the International Baccalaureate Programme Full Diploma.
English A Literature Standard Level (SL)
Meets the UC/CSU entrance “b” requirement.
IB English SL focuses on analysis, composition, speaking, and listening. This International Baccalaureate course covers a variety of literary and non-literary texts, and will equip students with the written and oral skills needed to pass the IB Language A examinations. It may also fulfill an SL component of the International Baccalaureate Programme Full Diploma.
Group 2 - Language Acquisition
Mandarin B SL
This is the fourth course in a series Mandarin courses designed to advance students' learning in Mandarin. The course will focus on developing students’ abilities in communicating accurately and effectively in listening, speaking, reading and writing in the Chinese language. Additionally, the course will help students apply their knowledge of vocabulary words and sentence structures to writing essays. Throughout the course, students will learn to respond in Chinese to complex and high level demands in day-to-day communication for a wide variety of topics.
The course will also examine Chinese culture within an international context, helping students broaden their worldview by comparing Chinese cultural products, practices and perspectives with those of their own society.
Spanish SL
This course will refine students’ ability to communicate in Spanish through activities that integrate reading, writing, speaking, and listening skills, as well as the use of authentic materials and sources. Students will increase their understanding of the Spanish-speaking world through the study of a variety of topics, including communication and the media, global issues, social relationships, cultural diversity, customs and traditions, health, leisure, and science and technology. The topics studied will allow students to access valuable cultural information and develop international-mindedness. This course is designed for students who wish to complete studies comparable in difficulty and content to an advanced level of Spanish language college course.
Group 3 - Individuals and Societies
History of the Americas HL
Meets UC/CSU entrance “a” requirement.
History of the Americas is a two-year higher level International Baccalaureate course. This course is a systematic and critical study of the human experience, including social, economic, political and cultural events through the 19th and 20th centuries. Presenting historical explanations from an international perspective is an objective of this history course and, therefore, candidates will be expected to study the histories of a selection of countries and themes within the chosen region. The study of a country’s national history will be in the comparative, regional framework of the History of the Americas. History of the Americas aims to provide a college level course that will prepare the students.
History SL
Meets UC/CSU entrance “a” requirement.
History of the Americas SL is a two-year standard level International Baccalaureate course. This year of the course traces the political, economic, and cultural growth of American society and America’s changing role in the world. Year 1 emphasizes the 20th century, with a brief review of earlier time periods, their lasting impact, and themes and trends that continue to impact modern America. The study of US history is a graduation requirement that will help to prepare students for the IB history exams. Topics for Year 2 of this course include case studies in rights and protest, 20th century wars, and authoritarian states. Presenting historical explanations from an international perspective is an objective of this history course and, therefore, candidates will be expected to study the histories of a selection of countries and themes within the chosen region. This course also requires that students complete a historical investigation to deepen their understanding of the complex and interconnected nature of past and present events
Global Politics SL (may be taken as an elective)
Meets UC/CSU entrance “g” requirement
The global politics course explores fundamental political concepts such as power, equality, sustainability and peace in a range of contexts. It allows students to develop an understanding of the local, national, international and global dimensions of political activity and processes, as well as to explore political issues affecting their own lives. The course helps students to understand abstract political concepts by grounding them in real-world examples and case studies. It also invites comparison between such examples and case studies to ensure a wider and transnational perspective. The core units of the course together make up a central unifying theme of “people, power and politics”. The emphasis on “people” reflects the fact that the course explores politics not only at a state level but also explores the function and impact of non-state actors, communities, groups and individuals.
Group 4 - Sciences
Biology HL
Meets UC/CSU entrance “d” requirement
This course covers the relationship of structure and function at all levels of complexity. Students learn about cell theory, the chemistry of living things, plant science, genetics and many other topics to further their understanding of and learning about biology in a local and global context. Emphasis will be placed on external and internal assessments.
Physics SL
Meets UC/CSU entrance “d” requirement.
The principles of physics seek to explain the nature of the universe. Physics is the science concerned with the discovery and characterization of the universal laws which govern matter, movement and forces, and space and time, and other features of the natural world. The Diploma Programme physics course allows students to develop traditional practical skills and techniques and increase their abilities in the use of mathematics, which is the language of physics. DP physics will study principles and theories of physics combined with experimental methods. It also allows students to develop interpersonal and digital communication skills which are essential in modern scientific endeavor and are important life-enhancing, transferable skills in their own right.
Sports Health Exercise Science SL
Meets UC/CSU entrance “d” requirement
The IB DP course in sports, exercise and health science standard level (SL) involves the study of the science that underpins physical performance. The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition. Students cover a range of topics and carry out practical (experimental) investigations in both laboratory and field settings. This provides an opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyze human performance. Where relevant, the course will address issues of international dimensions and ethics by considering sport, exercise and health relative to the individual in a global context.
Group 5 - Mathematics
Math Applications and Interpretations SL
Meets UC/CSU entrance “c” requirement
IB Mathematical Studies SL concentrates on mathematics that can be applied to contexts related as far as possible to other subjects being studied, to common real-world occurrences and to topics that relate to home, work and leisure situations. This course is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies.
Math Analysis and Approaches SL (Calculus)
Meets UC/CSU entrance “c” requirement
IB Mathematics SL is a one year course that introduces important mathematical concepts through the study of functions and equations, with the inclusion of trigonometry and sequences and series, statistics and probability, and differential and integral calculus. Students will apply contextual mathematical knowledge to solve realistic problems and will write an exploration report intended to summarize mathematics in the real world, commensurate with the level established by IB. This course is intended for students who expect to prepare for future STEM-related studies.
Group 6 - The Arts
Dance SL/HL
IB DANCE HL Year 1 (Grade 11) 1st Year of Two Year Course
Meets UC/CSU entrance “f” requirement.
This rigorous dance course takes a holistic approach to dance and embraces a variety of dance traditions, genres, and dance cultures. Through performance, composition (choreography), and world studies, students will develop performance, creative, and analytical skills. Whether students want to develop as performers, choreographers, or seek life enrichment through dance, this course offers students an opportunity to create, participate in, and reflect upon dance forms and styles from a range of cultures and traditions, both familiar and unfamiliar. Students will be expected to write in this class by way of personal reflection, research, and comparative investigations. This course is designed to prepare students for the IB Dance exam, either as an IB diploma candidate, or as a (HL) Dance certificate candidate (option for those not pursuing the full IB diploma). Students are expected to participate in our Edgewood dance productions: The Winter Dance Showcase, and the year-end Spring Dance Concert.
IB DANCE HL Year 2 (Grade 12) 2nd Year of Two Year Course
Meets UC/CSU entrance “f” requirement.
This rigorous dance course takes a holistic approach to dance and embraces a variety of dance traditions, genres, and dance cultures. Through performance, composition (choreography), and world studies, students will develop performance, creative, and analytical skills. Students will include personal reflection, research, and comparative investigations. This course is designed to prepare students for the IB Dance examination, either as an IB Diploma Candidate, or as a HL certificate candidate. Students are expected to participate in our Edgewood dance productions: The Winter Dance Showcase, and the year-end Spring Dance Concert
Visual Arts SL/HL
Meets UC/CSU entrance “f” requirement
A comprehensive two-year course where students will prepare for a senior year Exhibition, and develop a Portfolio of their creative process. Students will work on developing a personal artistic style in a professional studio environment, while conceptualizing and creating a body of work that reflects their particular artistic skills and interests. Students will also extensively study works of art-historical significance, as well as explore pieces by various contemporary artists; all while developing a wide range of techniques and use of media including drawing, painting, sculpture, installation art, photography and more. Exhibition, process portfolio and comparative study are required to take the IB external exam in Visual Arts.
Film HL
Meets UC/CSU entrance “f” requirement.
In the two-year IB Film course, students will analyze and create films. No film background is necessary--just curiosity and a desire to learn! While this course, like any IB course, is designed to be challenging, it is also accessible and valuable. Students will acquire a greater appreciation and understanding of film as an artform by viewing and analyzing a variety of older and contemporary films and learning about film elements (cinematography, sound, screenwriting, editing, acting, etc.). Students will also learn about film history and film theory, and will get to express their own creative visions with productions inspired by the films and directors studied. The class will culminate in an EHS Film Festival exhibition, where students are able to showcase their work. The class will prepare students for the IB assessment, and may be taken for an IB certificate or to fulfill the SL or HL requirement for students pursuing the International Baccalaureate Programme Full Diploma
IB DP Staff
Diploma Program (DP) Teachers - As of 12/9/2021
Higher Level (HL)
Higher Level (HL) DP Teachers
Teacher | Subject | Course | Contact Information |
---|---|---|---|
Cave, Lauren |
Science |
IB Biology HL 1 IB Biology HL 2 |
lcave@wcusd.org |
Lindbergs, Ainsley |
Visual and Performing Arts (VAPA) |
IB Visual Art HL 1 IB Visual Art HL 1 |
alindbergs@wcusd.org |
McPhee, Kaely |
Visual and Performing Arts (VAPA) |
IB Dance HL 1 IB Dance HL 2 |
kmcphee@wcusd.org |
Michael, Craig |
English Visual and Performing Arts (VAPA) |
IB English IV HL IB Film HL |
cmichael@wcusd.org |
Nugent, Samantha |
Individuals & Societies |
IB History of America HL 1 IB History of America HL 2 |
snugent@wcusd.org |
Pirraglia, Chris |
English |
IB English III HL |
cpirraglia@wcusd.org |
Standard Level (SL)
Standard Level (SL) DP Teachers
Teacher | Subject | Course | Contact |
---|---|---|---|
Anderson, Jon |
English |
IB English SL |
janderson@wcusd.org |
Du, Kerri |
Language |
IB Mandarin SL |
kdu@wcusd.org |
Farrell, Stephanie |
Science |
IB Sports |
sfarrell@wcusd.org |
Ferrel, James |
Individuals & Societies |
IB Global Politics |
jferrel@wcusd.org |
Galvan, Jesus |
Math |
IB Math Analysis SL |
jgalvan@wcusd.org |
Mena, Melina |
Math |
IB Math Applications SL |
melina.mena@wcusd.org |
Nolley, Adrien |
Science |
IB Physics SL |
anolley@wcusd.org |
Ousterhout, Tim |
Individuals & Societies |
IB History of America SL |
tousterhout@wcusd.org |
Pirraglia, Chris |
English |
Comparative Literature SL |
cpirraglia@wcusd.org |
Shields, Hannah |
English |
Comparative Literature SL |
hshields@wcusd.org |
Vara, Susan |
Language |
IB Spanish SL |
svara@wcusd.org |
Theory of Knowledge (TOK)
Core
The three core elements are:
Theory of Knowledge (TOK)
Theory of knowledge, in which students reflect on the nature of knowledge and on how we know what we claim to know.
Extended Essay (EE)
The extended essay, which is an independent, self-directed piece of research, finishing with a 4,000-word paper.
Assessed Student Work Samples: Extended Essay
- Language and Literature
- Language Acquisition
- History
- Biology
- Sports, Exercise, and Health Science
- World Studies
- Global Politics
- Mathematics
- Dance
- Visual Arts
- Film
Language and Literature
Language Acquisition
History
Biology
Sports, Exercise, and Health Science
World Studies
Global Politics
Mathematics
Dance
Visual Arts
Film
Creativity, Activity, & Service (CAS)
Creativity, activity, service, in which students complete a project related to those three concepts.
Testing
FAQ
Frequently Asked Questions
- How does the programme work?
- How do colleges and universities view the DP?
- How does the DP prepare students for university?
- What kind of student is a good candidate for the DP?
- What is the difference between the diploma and certificates?
How does the programme work?
![]() Subjects include:
Theory of KnowledgeTheory of Knowledge (TOK) in an interdisciplinary course designed to help students study how individuals from various disciplines view the world in order to develop their own ways of thinking. By stimulating analysis of knowledge across disciplines, TOK seeks to help students make sense of school and the world. TOK is an interdisciplinary course designed to help students question and understand how they know what they know. Students study how individuals from various disciplines view the world in order to develop their own ways of thinking. By stimulating analysis of knowledge across disciplines, TOK seeks to help students make sense of school and the world.Creativity, activity, serviceCreativity, activity and service (CAS) is an experiential learning component of the DP. Students complete a wide variety of extracurricular, community service and athletic options to fulfil this requirement.Extended essayThe extended essay introduces students to the demands and rewards of independent work. Emphasis is placed on doing personal research and communicating ideas effectively in order to write a 4,000 word essay. The extended essay introduces students to the demands and rewards of independent work. Emphasis is placed on doing personal research and communicating ideas effectively in order to write a 4,000-word essay in an area of personal interest |
In addition to these requirements, students must earn a minimum of 24 points out of a possible 45 points on the final assessment which is externally marked and moderated by the IB, in order to receive an IB diploma.
How do colleges and universities view the DP?
World leading universities recognize the DP as one of the highest standards in university preparatory education. Research studies suggest that higher rates of DP students go on to university and higher education study than non-IB students. Further, DP students report being better prepared for post-secondary studies than their peers.
How does the DP prepare students for university?
The DP prepares students for a successful transition to higher education through its challenging and rewarding curriculum, which offers students a global perspective by cultivating internationalmindedness and developing key skills needed to succeed in further studies such as research, inquiry, independent study and critical analysis. The recently published HESA report comparing IB and A Level students’ outcomes in higher education demonstrates that IB students make excellent progress at university. In particular, the report shows:
- Between 2012 and 2013, 46 percent of DP students achieved places to study at a top 20 UK university compared to only 33 percent of A Level students
- DP students have a significantly greater likelihood of earning a first class honours degree compared to their A Level peers (23 percent versus 19 percent respectively)
- Of the students who successfully complete a full-time undergraduate degree at a UK university, DP students are significantly more likely to be engaged with further study.
What kind of student is a good candidate for the DP?
The DP is a rigorous challenging course of study. Success throughout the programme depends on the degree of motivation for students. A student’s dedication to do his or her best, study, willingness to be organised in order to complete the work while leading a full, balanced life, and a strong commitment to learning
in and beyond the classroom. That is more of an indicator of ability to earn the diploma than prior academic success.
What is the difference between the diploma and certificates?
Not all students choose to take the full course load leading to a diploma. Instead, some students choose to take DP subjects only in areas where they have a particular interest or strength. Certificates are awarded on a course-by-course basis to students who choose not to do the full programme. Students who satisfactorily complete a DP course earn a certificate and may be eligible for university credit.
Coordinator
Hello Future and Current Lions!
I am Ms. Perez, your Edgewood IB Coordinator.
I am excited to accompany you on this adventure of becoming more globally minded and increasing your academic opportunities.
Please contact me if you have any questions. I am located in the counseling office or you can email me at vperez@wcusd.org.
Sincerely,
Ms. Veronica Perez
IB Coordinator