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KWYA Curriculum
The Diploma Programme (IBDP) (Grade 11-12)


The IB Diploma Programme is a challenging two-year program for students between the ages of 16 and 19.  The IBDP is popular with most world-renowned universities.

Students gain more in this program than knowledge itself. They experience the pace of university learning in advance and learn to excel in the following areas:

• willingness to ask challenging questions

• Utilize effective learning methods

• Develop individuality and national cultural pride

• Gradually master the core requirements for communicating with and understanding people from different national and cultural backgrounds.

The two-year Diploma Programme consists of three core courses—Creativity, Action, and Service (CAS), an Extend Essay (EE), and Theory of Knowledge (TOK) plus six academic areas.

DP students select six courses from six groups of subjects. Generally, three of them are high-level courses requiring 240 hours of teaching; the other three are standard level courses requiring 150 hours of teaching. The three core courses are compulsory and reflect the core values of the DP project.


Preparatory College
monographs
Monographs require students to develop a research topic based on the subject they are studying, and then conduct independent, in-depth research and research.
TOK
The aim of the TOK course is to develop critical thinking and encourage students to think about the nature of knowledge, to reflect on the learning process of all subjects and to build connections between them.
CAS
Creation, action, service (CAS) enables students to engage in experimental learning through a range of arts, sports, physical fitness, and service activities.
Six academic fields
Including language and literature studies, language acquisition, scientific subjects, individual and society, mathematics, arts and six disciplines.
Assessment

At the end of the two-year preparatory course, a comprehensive assessment will be carried out both inside and outside the university to measure whether students' academic performance and achievements meet the teaching requirements and assessment standards of each subject.

Part of the evaluation of each subject is conducted by the teachers of the subject in our school, and their evaluation accounts for a certain proportion of the students' evaluation results. For example: oral practice performance in language discipline, subject project report, student portfolio, study report, class presentation performance, experimental homework, mathematical inquiry process and art display, etc.


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