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IB Diploma Syllabus

IB Diploma Syllabus: Structure, Subjects & Core Components

The IB Diploma Programme is a two-year curriculum designed for students aged sixteen to nineteen. It combines six subject groups with three core components to develop breadth, depth, and critical thinking. This guide explains how the syllabus fits together, what each part requires, and how students can plan their pathway with confidence.

Read the FAQs

Programme Overview

The IB Diploma Programme spans two academic years and is organised around six subject groups and three core elements. Students select one course from each of the first five groups and a sixth course from either group six or a second choice from groups one to five. Three subjects are taken at Higher Level, which involves more teaching hours and deeper content, and three at Standard Level. This structure ensures both specialisation and breadth across languages, humanities, sciences, mathematics, and the arts.

At the centre of the programme sit Theory of Knowledge, the Extended Essay, and Creativity Activity Service. These core components are mandatory and contribute up to three additional points toward the final diploma score of forty-five. They are designed to connect academic disciplines, develop independent research skills, and encourage reflection on learning beyond the classroom. Successful completion of all components, including meeting minimum point thresholds and CAS requirements, leads to the award of the IB Diploma.

Schools design their own two-year calendars within IB guidelines, so internal assessment deadlines, mock examination periods, and core component milestones can vary. Students should obtain their school's specific timeline early and use it to plan workload across terms. Understanding the overall architecture of the programme helps families anticipate busy periods and allocate time for revision, coursework, and core responsibilities in a balanced way.

Six Subject Groups

Group 1: Language and Literature optionsGroup 2: Language Acquisition pathwaysGroup 3: Humanities and social sciencesGroup 4: Experimental and computer sciencesGroup 5: Two mathematics pathwaysGroup 6: Arts or additional subject choice

Core Components: TOK, EE, CAS

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Theory of Knowledge

TOK invites students to reflect on the nature of knowledge and how we claim to know what we know. It is assessed through an exhibition of three objects with a written commentary and a sixteen-hundred-word essay on a prescribed title. The course runs across both years and encourages connections between subject areas. Grades range from A to E and combine with the Extended Essay grade to contribute up to three core points.

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Extended Essay

The Extended Essay is an independent research project of up to four thousand words on a topic chosen from one of the student's Diploma subjects. It develops academic research, writing, and referencing skills under the guidance of a supervisor. The process includes a research proposal, draft, and final submission, with three mandatory reflection sessions. The essay is externally assessed and graded A to E, contributing to the core points matrix alongside TOK.

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Creativity Activity Service

CAS requires students to engage in a range of experiences alongside their academic studies. Creativity covers arts and creative thinking, Activity involves physical exertion, and Service entails collaborative community engagement. Students must maintain a portfolio of evidence and reflections demonstrating seven learning outcomes over eighteen months. CAS is not graded but is a mandatory requirement for the diploma; failure to complete it results in no diploma award regardless of subject scores.

Assessment Model

  1. External and Internal AssessmentEach subject uses a combination of external and internal assessment. External assessment typically includes written examinations taken at the end of the second year, marked by IB examiners. Internal assessment consists of coursework such as investigations, oral presentations, portfolios, or projects, marked by teachers and moderated by the IB. The weighting varies by subject; for example, sciences often allocate twenty percent to internal assessment while some arts subjects may have a higher coursework component.
  2. Grading Scale and Maximum PointsAll subjects are graded on a scale from one to seven, with seven being the highest. The six subject grades yield a maximum of forty-two points. The core components contribute up to three additional points through the TOK and EE matrix, making forty-five the maximum diploma score.
  3. Diploma Award RequirementsTo receive the diploma, students must achieve at least twenty-four points overall, meet minimum requirements in HL and SL subjects, complete CAS, and avoid a grade E in both TOK and EE or a grade one in any subject. Grade boundaries are set after each examination session and can shift slightly year to year.

Choosing Your Courses

Start with University Prerequisites

Course selection should begin with university and career aspirations. Many degree programmes specify required HL subjects and minimum grades. Students should research entry requirements for target courses and countries early, as prerequisites vary widely. For example, medicine often requires HL Biology and Chemistry, while engineering may require HL Mathematics Analysis and Approaches and HL Physics. Checking university websites and speaking with school counsellors helps align choices with future goals.

Balance Workload Across HL Subjects

Workload balance is another critical factor. Three HL subjects demand significant time for deeper content and additional assessments. Students should consider their academic strengths, study habits, and extracurricular commitments when deciding which subjects to take at HL. It is often wise to choose HL in subjects where the student has both interest and a track record of strong performance, while using SL for breadth or supporting interests.

Develop Complementary Skills

Students should also consider subject combinations that develop complementary skills. Pairing a humanities subject with a science can build both analytical and communication abilities. The mathematics pathway choice should reflect the student's comfort with abstract reasoning versus applied modelling.

Confirm Timetable Feasibility

Schools may impose timetable constraints that limit certain combinations, so early discussion with the IB coordinator is essential to confirm feasibility.

Match Mathematics Pathway to Aptitude

The mathematics pathway choice should reflect the student's comfort with abstract reasoning versus applied modelling. Analysis and Approaches suits students who enjoy algebraic rigour and proof, while Applications and Interpretation suits those who prefer modelling, statistics, and technology use.

Two-Year Timeline Planning

  1. Year OneThe first year typically focuses on covering core syllabus content, beginning internal assessments, and launching the Extended Essay process. Students often finalise their EE research question by the end of the first year and complete a substantial draft over the summer. TOK exhibition usually takes place in the first year, while the TOK essay is written in the second year on a prescribed title released in September. CAS experiences should begin early and continue regularly throughout both years.
  2. Year TwoThe second year brings a convergence of deadlines. Internal assessments across subjects are finalised and submitted for moderation, often between January and March. The Extended Essay final submission typically occurs in the autumn or winter of year two. Mock examinations usually take place in the winter or early spring, providing practice for the final exams in May. Final examinations span approximately three weeks, with results released in early July.
  3. Master CalendarStudents should create a personal master calendar that integrates school deadlines, internal assessment milestones, EE draft dates, TOK deadlines, CAS reflections, and revision periods. Regular weekly planning sessions help prevent bottlenecks. Building in buffer time for unexpected delays, teacher feedback cycles, and personal wellbeing is essential. A realistic timeline reduces last-minute pressure and supports consistent performance across all components.

Common Challenges and Strategies

Challenges

  • Time management across six subjects and three core components
  • Core component integration feeling abstract at first
  • Assessment overlap creating pressure points in year two
  • Extended Essay scope creep without focused research question
  • CAS documentation backlog from delayed reflections

Strategies

  • Use weekly planner with fixed study blocks and break large tasks into weekly micro-goals
  • Discuss EE topic early with supervisor and map all IA deadlines at start of year two
  • Protect regular rest and recovery periods; treat the diploma as a marathon
  • Practise timed past papers throughout course to build examination stamina
  • Schedule CAS experiences in advance and reflect promptly to avoid backlog

Academic Integrity and Referencing

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Authentic Work and Acknowledgement

All submitted work must be authentic and acknowledged. This applies to written examinations, internal assessments, the Extended Essay, TOK exhibition and essay, and CAS reflections. Schools are required to have an academic integrity policy and to educate students on citation conventions, paraphrasing, and the use of detection software.

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Subject-Specific Referencing Styles

Referencing styles vary by subject; for example, sciences often use a numbered system while humanities may use author-date. Students should confirm the required style with each teacher and apply it consistently. The Extended Essay requires a formal bibliography and in-text citations meeting IB standards.

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Supervisor Role in Ethical Research

Supervisors check drafts for proper attribution and guide students on ethical research practices. Plagiarism, collusion, and fabrication of data are serious breaches that can lead to loss of the diploma.

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Teacher Authentication and Student Habits

Teachers and supervisors authenticate student work, monitor the development of coursework, and verify that the final submission represents the student's own effort. Students should maintain organised research notes, keep drafts showing progression, and seek clarification whenever unsure about citation rules.

Support and Resources

Schools provide the primary layer of support through subject teachers, the IB coordinator, EE supervisors, TOK teachers, and CAS advisors. Regular check-ins with these staff members help students stay on track with deadlines and address difficulties early. Many schools also offer study skills workshops, peer mentoring programmes, and dedicated library sessions for research support. Students should take full advantage of these structures and communicate proactively when challenges arise.

Official IB publications are authoritative references for syllabus content, assessment criteria, and administrative regulations. The subject guides, available through the school's IB coordinator or the IB website, detail aims, objectives, syllabus outlines, and assessment models for each course. The Diploma Programme assessment procedures document explains examination conduct, grade award processes, and results services. Familiarity with these documents empowers students to understand exactly what is expected.

FAQs

How many subjects do I take in the IB Diploma and at what levels?

You take six subjects total: three at Higher Level and three at Standard Level. One subject comes from each of groups one to five, and the sixth from group six or a second choice from groups one to five.

What are the three core components and do they count toward my final score?

The core components are Theory of Knowledge, the Extended Essay, and Creativity Activity Service. TOK and EE are graded A to E and together contribute up to three bonus points. CAS is not graded but must be completed to receive the diploma.

How is the final IB Diploma score calculated?

Each of the six subjects is graded one to seven, giving a maximum of forty-two points. The TOK and EE grades combine via a matrix to add up to three core points. The maximum possible diploma score is forty-five.

When should I start my Extended Essay and how long is it?

The Extended Essay process usually begins in the first year with topic selection and research question development. The final essay is up to four thousand words and is typically submitted in the autumn or winter of the second year.

What happens if I fail to complete CAS requirements?

CAS is a mandatory requirement for the IB Diploma. If you do not complete CAS and demonstrate the seven learning outcomes, you will not receive the diploma regardless of your subject grades.

Can I change my subject levels or choices after the programme starts?

Changes may be possible early in the first year but depend on school policy, timetable constraints, and IB registration deadlines. Any change should be discussed immediately with the IB coordinator and subject teachers.

Plan Your IB Diploma with Confidence

Understanding the syllabus is the first step toward a successful two years. If you would like personalised guidance on subject selection, timeline planning, or core component support, our team is ready to help you map a clear path forward.