International Baccalaureate

There are six key pedagogical principles that underpin all IB programmes. Teaching in IB programmes is:

• Based on inquiry
• Focused on conceptual understanding
• Developed in local and global contexts
• Focused on effective teamwork and collaboration
• Differentiated to meet the needs of all learners
• Informed by assessment (formative and summative)

This area develops essential skills that include behavior and emotional management skills, those that allow the student to monitor their own effectiveness in their learning and allow them to process information effectively (often called “study skills” in a school environment). Although these skills may be in use when developing a certain natural ability or talent, they are different from both ability and talent themselves because proficiency in any skill can be increased through the deliberate use of techniques and strategies, feedback, and challenge. These categories should be seen as interrelated, as well as linking closely with the attributes highlighted in the IB learner profile. Teaching and learning in the Diploma Programme (DP) therefore incorporates the development of:

• Thinking skills
• Communication skills
• Social skills
• Self-management skills
• Research skills

The International Baccalaureate® (IB) Diploma Programme (DP) curriculum sets out the requirements for study of the DP. The curriculum is made up of the DP core and six subject groups. The DP core aims to broaden students’ educational experience and challenge them to apply their knowledge and skills. Assessment of subjects is based on a combination of internal/IB moderated assessment and external examinations in April/May of Grade 12. Students receive grades ranging from 1-7. The final diploma result score is made up of the combined scores for each subject.

The DP core consists of:

Theory of knowledge, (TOK) in which students reflect on the nature of knowledge and on how we know what we claim to know. The TOK course is assessed through an exhibition and a 1,600-word essay. The exhibition requires the students to create an exhibition of three objects that explores how TOK manifests in the world around us. The essay focuses on a conceptual issue in TOK. For example, asking students to discuss the claim that the methodologies used to produce knowledge depend on the use to which that knowledge will be used.

Extended essay, (EE) which is an independent, self-directed piece of research, finishing with a 4,000-word paper. The EE should be focused on its approach, but apart from initial teacher supervision and guidance, should be based on the student’s own personal research and appropriately cited.

Creativity, activity, service, (CAS) in which students serve the community and keep a CAS portfolio related to those three strands. Students in the IB Diploma program must organize the three strands of CAS, defined as follows:

• Creativity: exploring and extending ideas leading to an original or interpretative product or performance.
• Activity: physical exertion contributing to a healthy lifestyle.
• Service: collaborative and reciprocal engagement with the community in response to an authentic need.

The Extended Essay and TOK are graded in a letter grade format from E (elementary/failing) to A (excellent). The maximum possible score which can be achieved in the IB Diploma is 45 points: 6 subjects x 7 and the additional 3 points for TOK + EE.

The following option blocks represent the possible subject combinations for Grade 11 in 2025/26 and Grade 12 in 2026/27.

Students must select subjects according to the IBDP framework (1 subject from each group, with the exception of group 2 (if another from group 1 is selected) and group 6 (if another from groups 1-4 is selected).

In addition, students can only select courses that correlate with the TASIS Portugal option blocks as shown below. Students must select one course from each block.