Introduction to The Diploma Programme (DP)
Elite International School is a Candidate School* for the Diploma Programme (DP). This school is pursuing authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that [School Name] believes is important for our students.
*Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit http://www.ibo.org
The IB DP Philosophy
The Diploma Programme was established to provide students with a balanced education, facilitate geographic and cultural mobility and to promote international understanding.
It was created by teachers at the International School of Geneva, with assistance from several other international schools.
Since then, innovative and committed teachers and examiners from around the world have played a significant role in the development of the programme.
The programme aims to develop students who have excellent breadth and depth of knowledge – students who flourish physically, intellectually, emotionally and ethically.
The Diploma Programme at EIS
Elite International School adopted the IB DP because the philosophy and objectives of this program reflect those of the school. In addition, the IB DP:
- Is an international program with no bias towards any particular national system;
- Provides a continuum, vertical consistency, to the PYP and MYP programmes already offered at Elite;
- Provides rigorous assessment, within the IB MYP subjects, which share a common approach by being criterion-based and inquiry-led;
- Is flexible enough to allow EIS to design the curriculum to fit student needs;
- Supports curriculum development and external evaluation;
- Is a pathway to universities: The International Baccalaureate® (IB) Diploma Programme (DP) is recognized and respected by the world’s leading universities, and evidence suggests that higher rates of DP students go on to university and higher education study than non-IB students.
The IB DP curriculum model
© International Baccalaureate Organization 2018
Approaches to teaching and learning (ATL) skills
The DP extends IB approaches to learning (ATL) skills categories into
10 developmentally appropriate clusters. This framework provides
common ground from which schools can develop their own ATL planning
based on DP units, student needs, and local circumstances and
ATL skills are often interconnected. Individual skills and skills clusters
frequently overlap and may be relevant to more than one skill category.
Some of the key questions to be answered by students with respect to
ATL skills include the following.
• What are my present skills in this area and what evidence do I have of my
• What skills can I improve?
• What new skills can I learn?
When specific ATL skills become an explicit focus for teaching and
learning, students can begin to take responsibility for their own
development. Over time, students can identify themselves and their
competence in any learning strategy using terms like the following.
– Novice/beginning—students are introduced to the skill, and can
watch others performing it (observation)
– Learner/developing—students copy others who use the skill and use
the skill with scaffolding and guidance (emulation)
– Practitioner/using—students employ the skill confidently and
– Expert/sharing—students can show others how to use the skill and
accurately assess how effectively the skill is used (self-regulation)
A concept-driven curriculum that uses ATL skills effectively enables all
students to become stronger, more self-regulated learners.