IB Diploma Program students must choose one subject from each of five groups (1 to 5), ensuring breadth of knowledge and understanding in their best language, additional language(s), the social sciences, the experimental sciences and mathematics. Student may choose either an arts subject from group 6, or a second subject from groups 1 to 5.

At least three and not more than four subjects are taken at higher level (240 teaching hours), while the other subjects are taken at standard level (150 teaching hours). Students can study and take examinations, in English, French or Spanish.

In addition to disciplinary and interdisciplinary study, the Diploma Program features three core elements that broaden students’ educational experience and challenge them to apply their knowledge and skills.

The IB Subjects offered at DPSG

GROUP 1 : Studies in language and literature

  • English A : Literature (HL/SL)
  • Hindi A : Literature (HL/SL)

GROUP 2 : Language acquisition

  • Hindi B (HL/SL)
  • French ab initio SL Only

GROUP 3 : Individuals and Societies

  • Business and Management (HL/SL)
  • Economics (HL/SL)
  • Geography (HL/SL)
  • History (HL / SL)

GROUP 4 : Sciences

  • Physics (HL/SL)
  • Biology(HL/SL)
  • Chemistry (HL/SL)
  • Computer Science (HL/SL)

GROUP 5 : Mathematics

  • Mathematics (HL/SL)
  • Mathematical Studies (SL Only)

GROUP 6 : The arts

  • Theatre Arts (HL/SL)
  • Visual Arts (HL/SL)

The Diploma Core

The Extended Essay

The extended essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies extended essay option allows students to focus on a topic of global significance which they examine through the lens of at least two DP subjects.

The extended essay is an independent, self-directed piece of research, culminating in a 4,000-word paper. As a required component, it provides:

  • Practical preparation for the kinds of undergraduate research required at tertiary level
  • An opportunity for students to engage in an in-depth study of a topic of interest within a chosen subject.

Theory of Knowledge

Theory of knowledge develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction. The theory of knowledge (TOK) requirement is central to the educational philosophy of the Diploma Programme. It offers students and their teachers the opportunity to

  • Reflect critically on diverse ways of knowing and on areas of knowledge
  • Consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.

Creativity, Activity and Service CAS

Creativity, Activity, Service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Program. Creativity encourages students to engage in the arts and creative thinking. Action seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for a new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.

The CAS requirement is a fundamental part of the programme and takes seriously the importance of life outside the world of scholarship, providing a refreshing counterbalance to academic studies.

  • Creativity is interpreted broadly to include a wide range of arts activities as well as the creativity students demonstrate in designing and implementing service projects.
  • Action can include not only participation in individual and team sports but also taking part in expeditions and in local or international projects.
  • Service encompasses a host of community and social service activities. Some examples include helping children with special needs, visiting hospitals and working with refugees or homeless people.
  • Students are expected to be involved in CAS activities for the equivalent of at least three hours each week during the two years of the programme.

A system of self-evaluation encourages students to reflect on the benefits of CAS participation to themselves and to others, and to evaluate the understanding and insights acquired.