IB DP Curriculum
The IB DP Curriculum model consists of six subject groups and a core programme. At the center of the program is the IB Learner Profile.
IB diploma students are required to study six subjects chosen from the six subject groups concurrently for two years. A student has to take at least one subject from each group except for group six (arts and electives), which allows the option of taking another subject from groups 1 - 4.
The IB requires that all students choose at least 3 and no more than 4 subjects at Higher Level (HL), and the rest at Standard Level (SL). The difference between the Standard Level and Higher Level courses is in depth and breadth. The HL courses compromise at least 240 teaching hours compared to 150 hours for the SL subjects. The choice of SL and HL courses is based on students’ interests, strengths, and future plans.
IB DP Courses Offered at ACS Beirut
Group 1: Studies in Language and Literature
Group 2: Language Acquisition
Students are placed in appropriate language courses based on their proficiency.
IB French Ab Initio SL
IB Arabic Ab Initio
Group 3: Individuals and Societies
Group 4: Sciences
Group 5: Mathematics
IB Mathematical Studies SL
Group 6: The Arts and Other Electives
Another Subject from Groups 3 or 4
The Core Programme
In addition to the six academic subjects, the three elements of the Core Program — Theory of Knowledge, Extended Essay, and Creativity, Action, Service — are an integral part of the diploma programme.
- Theory of Knowledge is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical). (IBO, 2007)
- The Extended Essay is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying. (IBO, 2007)
- Creativity, Activity, Service requires that students actively learn from the experience of doing real tasks beyond he classroom. Students can combine all three components or do activities related to each one of them separately. (IBO, 2007)