IB Diploma Programme

AIS offers the International Baccalaureate Diploma Programme for students in grades 11 and 12. The school is proud to state that the key skills of IBDP enrich the curriculum experiences for all students. Students who have successfully sat for IGCSE in Grade 10 have the option to complete the IBDP programme; subject to approval.

The IBDP is a rigorous academic and social programme and its components-TOK, CAS and the Extended Essay- build lifelong learning skills in our students while preparing them for the rigors of university education standards.

Learn more about IBDP at http://www.ibo.org/programmes/diploma-programme/

International Baccalaureate Diploma Programme(IBDP)

Subjects offered

IB DP students concurrently study: two modern languages; a humanities or social science subject; an experimental science; mathematics; one of the creative arts. Students have flexibility in their choices with a wide range of subjects, making the Diploma

Programme a demanding but rewarding course of study designed to prepare students effectively for university entrance. Students choose 3-4 courses at a higher level and 2-3 at a standard level. In addition, all students undertake the core of IB: Theory of knowledge, CAS and the extended essay research project.


Prerequisite: minimum of 6 years previous study, For Arab Nationals Only. Exceptions apply. Refer to the Language Policy.

Arabic Language A: language and literature comprises four parts—two relate to the study of language and two to the study of literature. The study of the texts produced in a language is central to an active engagement with language and culture and, by extension, to how we see and understand the world in which we live. A key aim of the Arabic language A: language and literature course is to encourage students to question the meaning generated by language and texts, which, it can be argued, is rarely straightforward and unambiguous. Helping students to focus closely on the language of the texts they study and to become aware of the role of each text’s wider context in shaping its meaning is central to the course.

The language A: language and literature course aims to develop in students skills of textual analysis and the understanding that texts, both literary and non-literary, can be seen as autonomous yet simultaneously related to culturally determined reading practices. The course is designed to be flexible. Students will have the opportunity to explore the interests and concerns that are relevant to them while developing in them a range of transferable skills.

Prerequisite: English Grades 9 & 10 or equivalent; PSAT, TAP, or equivalent.

English A Literature is a rigorous two-year pre-university program in world literature through which we explore the texture and meaning of the human experience, the relationship between literature and social experience, and the common threads that reveal our shared humanity and global community not only to better understand ourselves but also to develop international awareness and attitudes of tolerance, empathy, and a genuine respect for perspectives different from our own. Students are required to engage in detailed, intense study of various literary works of different periods, genres, styles, and contexts from the IB Prescribed Lists, giving attention to close reading, discussion, interpretation, literary criticism, and written and oral analysis. This course is designed on the assumption that literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works.

Through the study of a wide range of literature, the English language A: literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the English language A: literature course does not limit the study of works to the products of one culture or the cultures covered by the English language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language.

A customized aptitude test (oral and written) will be administered before the start of the IB year I to make sure that the student is selecting the appropriate level of additional language. French ab initio (For Arab and Non-Arab Nationals), Arabic ab initio (For Non-Arab Nationals). Some Rare Exceptions apply, so please refer to the school’s Language Policy.

The ab initio courses offer students the chance to take up a new language and to reach a reasonable level of communication in only two years. The three themes: Individual and society, leisure and work, and urban and rural environment, provide opportunities to practice and develop language, as well as intercultural understanding. This is a good course for students who are interested in learning how to communicate effectively in everyday situations and for students who have little or no previous experience of learning a foreign language.

Prerequisite: some previous study/learning of the French language. For Arab and Non Arab Nationals. A customized aptitude test (oral and written) will be administered before the start of the IB year I to make sure that the student is selecting the appropriate level of additional language.

The French Language B course intends to provide students with a high degree of proficiency in their chosen language and to further develop their understanding of different cultures and ways of life. The objective of the French language B course is for students to communicate clearly and effectively in different styles and contexts while studying the cultures associated with the language. Students will gain a better understanding and use of grammatical structures and vocabulary through studying a variety of topics. These topics all offer a cultural perspective and enable students to take part in discussions on a wide variety of issues. Examples of such topics include communication and media, global issues, and social relationships. Students will be encouraged to reflect upon their own perspectives, those of the school and those of the target language culture.

IB Economics aims to develop the disciplined skills of economic reasoning and understanding of how individuals and societies organize themselves in pursuit of economic objectives, to evaluate economic theories, concepts, situations and data, and to develop an appreciation of international perspectives which feature tolerance and understanding of diversity of economic realities. Microeconomics concepts such as scarcity, efficiency, the gains from specialization, and the principle of comparative advantage will be crucial concepts as long as scarcity itself exists. Moreover, students of macroeconomics must receive a firm grounding in the concepts of aggregate supply and demand and must understand the role of national and international monies. Not only will students learn the widely accepted theory of economic growth, but they will also understand the controversial theories of the business cycle.

Business Management is the rigorous study of the ways in which individuals and groups interact in a dynamic business environment. The Business Management course is designed for students to assimilate business terminology, concepts and practices and to become critical and effective participants in local and world affairs. It introduces students to business organizations and their different functions as well as the external environment that drives changes in an interdependent and multicultural world. The six sections covered are: Business organization and environment, Human resource management, Finance and accounts, Marketing, and Operations management.

Prerequisite: History – Grades 9 and/or 10

From an international perspective within a global context, IB DP History offers studies of historical changes in the 20th century. Emphasis will be on comprehending, analyzing and evaluating historical facts and opinions as well as evaluating historical sources and providing historical evidence that are well presented focused and analyzed in well-structured history essays and supported by details and examples from at least 2 regions.

History is more than the study of the past. It is the process of recording, reconstructing and interpreting the past through the investigation of a variety of sources. It is a discipline that gives people an understanding of themselves and others in relation to the world, both past and present. Students of history will learn how the discipline works. It is an exploratory subject that poses questions without providing definitive answers. In order to understand the past, students will engage with it both through exposure to primary historical sources and through the work of historians. Historical study involves both selection and interpretation of data and critical evaluation of it. Students of history will definitely appreciate the relative nature of historical knowledge and understanding, as each generation reflects its own world and preoccupations and as more evidence emerges. A study of history both requires and develops an individual’s understanding of, and empathy for, people living in other periods and contexts.

Diploma Programme history consists of a standard level (SL) and higher level (HL) core syllabus comprising an in that encompasses the main developments in 20th century world history (Communism in Crisis), Topics studied in our school include: wars, Cold War, single rule parties, and revolutionary changes. HL students will cover and study also the aspects of the history of Asia and Oceania Option.

Thus Diploma Programme history provides both structure and flexibility, fostering an understanding of major historical events in a global context. It prepares and requires students to make comparisons between similar and dissimilar solutions to common human situations, whether they are political, economic or social. It invites comparisons between, but not judgments of, different cultures, political systems and national traditions. The content of the history course is intrinsically interesting and it is hoped that many students who follow it will become fascinated with the discipline, developing a lasting interest in it, whether or not they continue to study it formally. The international perspective in Diploma Programme history provides a sound platform for the promotion of international understanding and, inherently, the intercultural awareness necessary to prepare students for global citizenship. Above all, it helps to foster respect and understanding of people and events in a variety of cultures throughout the world.

Prerequisite: IGCSE Biology or HS General Biology.

This course is expected to provide the appropriate learning experiences that after completion, the student should be able to use scientific methods and experimental design to demonstrate an understanding of the following: Cell biology, molecular biology, genetics, ecology, evolution and biodiversity, human physiology, nucleic acids, metabolism, cell respiration and photosynthesis, plant biology, genetics and evolution, animal physiology, plus optional topics.

Prerequisite: IGCSE Chemistry or HS Chemistry

IB DP Chemistry focuses on the understanding of all concepts related to physical, environmental, biological, and medicinal organic chemistry. Students use scientific methods and experimental design to demonstrate an understanding. Some topics include: stoichiometry, atomic structure, periodicity, chemical bonding, energetics/thermochemistry, chemical kinetics, equilibrium, acids and bases, oxidation and reduction, organic chemistry, measurement, plus optional topics.

This exciting standard level course provides students a balanced perspective on the wide range of inter-relationships between the environment and different societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they may very well come to face in later life. The course also encourages students to evaluate the scientific, ethical and sociopolitical aspects of environmental issues. ESS takes a look at the environment from a systems viewpoint and attempts to understand its dynamic yet self-controlled nature. It leads to an understanding of humans as an integral part of the global environment and addresses issues such as population growth, resource usage, pollution management, conservation and sustainability. The course is suitable for those with an environmental interest but does require some scientific ability.

Prerequisite: IGCSE Physics or HS Physics

IB Physics offers opportunities for scientific study and creativity within a global context which will stimulate and challenge students, provide a core of knowledge, methods and techniques which characterize science and technology; enable the students to apply and use a body of knowledge, methods and techniques which characterize science and technology; develop experimental and investigative scientific skills; encourage an understanding of the relationship between scientific disciplines and the overlapping nature of the scientific method. Some topics include: physics and physical measurements, mechanics, thermal physics, waves, electricity and magnetism, circular motion and gravitation, atomic, nuclear and particle physics and energy production. Higher level students also learn about wave phenomena, fields, electromagnetic induction, quantum physics and nuclear physics. The option of astrophysics is also taken.

Prerequisite: Sound grades in mathematics

This two-year course is intended for those students whose interests do not lie in a field where a high level of mathematical skills and techniques is needed. The emphasis is on the application of mathematics to real life situations. The Mathematical Studies course is equivalent in status to Mathematics SL, but addresses different needs.
The course syllabus focuses on important mathematical topics that are interconnected. The syllabus is organized and structured with the following tenets in mind: placing more emphasis on student understanding of fundamental concepts than on symbolic manipulation and complex manipulative skills; giving greater emphasis to developing students’ mathematical reasoning rather than performing routine operations; solving mathematical problems embedded in a wide range of contexts; using the calculator effectively. The course includes project work, a feature unique to mathematical studies SL within group 5. Each student completes a project, based on their own research; this is guided and supervised by the teacher. The project provides an opportunity for students to carry out a mathematical study of their choice using their own experience, knowledge and skills acquired during the course. This process allows students to take sole responsibility for a part of their studies in mathematics.

This course is relevant for students seeking a career in social sciences, humanities, languages or arts.

Compulsory topics include: Number and algebra, Descriptive statistics, Logic, sets and probability, Statistical applications, Geometry and trigonometry, Mathematical models, and introduction to differential calculus.

Prerequisite: Sound grades in mathematics

Mathematics is a course for students who anticipate a need for a sound mathematical background in preparation for their future studies in fields such as chemistry, economics and business administration, or who do not wish to take math at a higher level. The program focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on the mathematical rigour required for mathematics HL. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

Topics include: Algebra, Functions and equations, Circular functions and trigonometry, Vectors, Statistics and probability, and Calculus. Graphical calculators are actively used to develop solutions to problems.

Prerequisites: Algebra I, Algebra II, Geometry. High grades in Mathematics.

A demanding course, IB HL Mathematics is designed for students who have a good a background in mathematics and are competent in a range of analytical and technical skills. The majority of these students will expect to include mathematics as a major component of university studies, as a subject or within courses such as mathematics, engineering, etc.

The course focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. This is achieved by means of a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students embarking on this course should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. They are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments.
The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas.

This course is a demanding one, requiring students to study a broad range of mathematical topics through a number of different approaches and to varying degrees of depth. Students wishing to study mathematics in a less rigorous environment should therefore opt for one of the standard level courses, Mathematics SL or Mathematical Studies SL.

The core syllabus consists of 7 topics to include: Algebra, Functions and equations, Circular functions and trigonometry, Vectors, Statistics and probability, and Calculus. Additionally, the seventh topic, Calculus, is chosen from the option syllabus content.

Film is both a powerful communication medium and an art form. The Diploma Programme film course aims to develop students’ skills so that they become adept in both interpreting and making film texts. Through the study and analysis of film texts and exercises in film-making, the Diploma Programme film course explores film history, theory and socio-economic background. The course develops students’ critical abilities, enabling them to appreciate the multiplicity of cultural and historical perspectives in film. To achieve an international understanding within the world of film, students are taught to consider film texts, theories and ideas from the points of view of different individuals, nations and cultures. The IB film course emphasizes the importance of working individually and as a member of a group. Students are encouraged to develop the professional and technical skills (including organizational skills) needed to express themselves creatively in film. A challenge for students following this course is to become aware of their own perspectives and biases and to learn to respect those of others. This requires willingness to attempt to understand alternative views, to respect and appreciate cultural diversity, and to have an open and critical mind. Thus, the IB film course can become a way for the student to celebrate the international and intercultural dynamic that inspires and sustains a type of contemporary film, while appreciating specifically local origins that have given rise to cinematic production in many parts of the world. For any student to create, to present and to study film requires courage, passion and curiosity: courage to create individually and as part of a team, to explore ideas through action and harness the imagination, and to experiment; passion to communicate and to act communally, and to research and formulate ideas eloquently; curiosity about self and others and the world around them, about different traditions, techniques and knowledge, about the past and the future, and about the limitless possibilities of human expression through film. At the core of the IB film course lies a concern with clarity of understanding, critical thinking, reflective analysis, effective involvement and imaginative synthesis that is achieved through practical engagement in the art and craft of film.

The differences between SL and HL are both quantitative and qualitative. The nature of the course enables HL students to develop creative skills, theoretical understanding and textual analysis more fully. An HL student should display a continuous resolve of personal challenge and a sustained engagement with the ideas, practices and concepts encountered within the course over the extended learning time available. An HL student has extra time for these encounters, extra time to reflect and to record evidence of growth. It is understood that ensuing developments may be only partially evident within the framework of the assessment process.

The 3 major outcomes of the Film course are: The Independent Study, film Production and Documentation in relation to the film production, Presentation (Textual Analysis).

Student Achievement

Comparison of 2016 AIS Subject Results to World Wide Averages

  • Average AIS IB Grade
  • IB Average World Wide

AIS Subject Results vs Worldwide Averages

  • Average AIS IB Grade
  • IB Average World Wide