Years 12 and 13 - International Baccalaureate Diploma Programme (IBDP)
In Years 12 and 13 students study the International Baccalaureate Diploma Programme (IBDP), the world's premier pre-university course of study.
Having the IB Diploma has allowed our GIS graduates to go on to study at some of the world’s leading universities.
What is the International Baccalaureate Diploma Programme (IBDP)?
The International Baccalaureate Diploma Programme is a challenging two-year course that comprises six subjects and the interdisciplinary core components of TOK (Theory of Knowledge), CAS (Creativity, Activity and Service) and the EE (Extended Essay).
Why study IB at GIS?
Garden International School Rayong is the most experienced IB school in Thailand’s Eastern Seaboard. For 20 years GIS has been at the forefront of delivering the Diploma Programme, boasting an excellent coordinating team and enthusiastic, experienced staff whose high standards and practices reflect the demands of the Diploma.
The ‘IB’, as it is known globally, is proud of its pursuit of lifelong learning, academic excellence, and the celebration of cultural diversity. By adopting the IB’s Learner Profile into our own Core Values, GIS is the ideal school for IB Diploma students.
At GIS we are proud of our 100 per cent pass rates, but IB is more than just academic success. An important part of the IBDP is ‘CAS’. CAS stands for Creativity, Activity and Service and encourages IB students to complete a range of challenges. These can range from teaching English at a local Thai school to learning new skills or organising fundraising events. CAS is often about helping others, and these ideals are mirrored by the caring, nurturing atmosphere which exists at GIS. These are also qualities which universities regularly rank as highly important, alongside academic excellence.
You can learn more about studying for the IB Diploma at Garden International School by watching this video:
The International Baccalaureate Diploma Programme – Overview
The International Baccalaureate Organisation’s (IBO) Diploma Programme is a demanding pre-university course of study that leads to examinations in the final year of school. It is designed for highly-motivated secondary school students aged 16 to 19.
The programme has earned a reputation for rigorous assessment, giving IB Diploma holders access to the world’s leading universities. The IBO has shown, over more than 40 years, that graduate IB students are extremely well prepared for university study.
Recent decisions by the Thai Government have recognised the IB Diploma as appropriate for advanced placement in Thai universities. This gives Thai students the best of both worlds. With the IB Diploma, they have their choice of universities abroad or they can stay at home and enjoy the dividends of their excellence with advanced placement.
Candidates may study towards either the full International Baccalaureate Diploma or the International Baccalaureate Courses.
The IB Diploma Programme Curriculum
The programme has the strengths of a traditional and broad curriculum, but with three important additional features, shown at the centre of the circular curriculum model: Theory of Knowledge (TOK), the Extended Essay and Creativity Activity, Service (CAS)
Students choose six subjects from the six academic areas around the circular curriculum model. Students are required to study Humanities, Mathematics and Science subjects, as well as a second language.
There are three other features to IB that make it unique and highly respected:
Creativity, Activity, Service (CAS)
The IBO’s goal is to educate the whole person and develop compassionate citizens. The CAS programme encourages students to share their energy and special talents with others: students may, for example, participate in theatre or musical productions, sports and community service activities.
Students should develop greater awareness of themselves, concern for others, and the ability to work with people in their community. See P14 for more details.
Theory of Knowledge (TOK)
Theory of Knowledge is intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. The course challenges students to question the bases of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyse evidence that is expressed in rational argument. It is a key element in encouraging students to appreciate other cultural perspectives. The course is unique to the IBO, which recommends at least 100 hours of teaching time.
Extended Essay (4,000 words)
Each student has the opportunity to investigate a topic of special interest. The Extended Essay requirement acquaints Diploma candidates with the kind of independent research and writing skills expected by universities. The IB recommends that a student devotes a total of about 40 hours of private study and writing time to the essay, which may be written in one of 60 subjects, including many languages. The essay allows students to deepen their programmes of study, for example, by selecting a topic in one of their higher level (HL) courses.
Read the full guide below to learn more about the IB Diploma Programme at Garden International School:
What is CAS?
Creativity, Activity, Service (CAS) is intended to be a collection of enjoyable and challenging experiences determined by you to extend your abilities.
Creativity is exploring and extending ideas, leading to an original or interpretive product or performance. Music, theater, film, design technology, visual arts, dance, fashion and other experiences that involve creative thinking fall under creativity (for example, joining a choir or engaging with fashion design).
Activity is physical exertion contributing to a healthy lifestyle. Taking on a new sportor extending your ability (for example, with football, yoga, dance, aerobics classes, biking or hiking), counts as activity.
Service is collaborative and reciprocal community engagement in response to an authentic need. By investigating and identifying a community need, then determining a plan of action that respects the rights, dignity and autonomy of all involved (for example, reading to the aged or advocating for a cause), you are performing service.
CAS experiences may cover more than one strand; for example, planning sports events for disadvantaged children may involve both service and activity. Some CAS experiences may involve all three strands; for example, choreographing a performance that promotes the work of a non-profit organization involves creativity, activity and service.
Through any or all activities, you must provide evidence of meeting seven outcomes.
Your outcomes are to:
Increase your awareness of your own strengths and areas for growth You are able to see yourself as an individual with various skills and abilities, some more developed than others, and understand that you can make choices about how you wish to move forward. Undertake new challenges, developing new skills in the process A new challenge may be an unfamiliar activity, or an extension to an existing one. Plan and initiate activities Planning and initiation will often be in collaboration with others. However, you yourself must be in a leadership role. Show perseverance and commitment in activities At a minimum, this implies attending regularly and accepting a share of the responsibility for dealing with problems that arise in the course of activities. Collaboration can be shown in many different activities, such as team sports, playing music in a band, or helping in an after school elementary programme. Your project needs to be a collaborative experience. Engage with issues of global importance You may be involved in international projects, but there are many global issues that can be acted upon locally or nationally (for example, environmental concerns, hunger or caring for elderly). Consider the ethical implications of your actions Ethical decisions arise in almost any CAS activity of dedicated time engagement. Examples are in unique club experiences such as Model UN, leadership roles, and in relationships with others, particularly children. Evidence of thinking about ethical issues can be shown in various ways which should include reflective writing.
Some may be demonstrated many times, in a variety of activities, but completion requires only that there is some evidence for every outcome. The focus on learning outcomes emphasizes that it is the quality of a CAS activity (its contribution to your development) that is of most importance.