DP students must choose one course from each of five subject groups delivering a breadth of knowledge and understanding in language and literature, individuals and societies, the sciences and mathematics. Furthermore, students must also choose either an arts course from the arts group or a second course from one of the other subject groups.

DP courses can be taken at higher level (HL) or standard level (SL). At least three, and not more than four, are taken at HL (240 teaching hours), while the remaining courses are taken at SL (150 teaching hours). SL courses ensure students are exposed to a range of disciplines that they might otherwise opt out of, and HL courses allow students to spend more time with subjects they are more interested in by exploring options in addition to the SL core curriculum. In this sense, all DP courses, regardless of whether they are SL or HL, are integral to the programme.

In addition to this, the DP features three core elements ( EE, TOK and CAS) that broaden students’ educational experience and challenge them to apply their knowledge and skills.

Students take written examinations at the end of the programme, which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners. The grades awarded for each course range from 1 (lowest) to 7 (highest).

Students can also be awarded up to three additional points for their combined results on TOK and the EE. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the CAS requirement as well as meeting TOK and EE requirments.

The highest total that a DP student can be awarded is 45 points. Assessment is criterion-related, which means student performance is measured against specified assessment criteria based on the aims and objectives of each subject’s curriculum, rather than the performance of other students taking the same examinations

How are ATL skills related to the development of learner profile?

The IB curriculum and philosophy are consistent and interrelated in both theory and practice. Taking this practical perspective into account we can connect the Learner profile attributes and approaches to learning in a meaningful way.

THINKING SKILLS

•  are clearly related to LP thinker attribute as they focus not only on students' ability to formulate a reasoned argument but also to support their opinion ( thinker, communicator)
• they develop learners' higher- order thinking, such as analysis and evaluation ( thinker)
• they require students to take an unfamiliar point of view into account (risk taker)
• they often include a reflection activity ( reflective)

RESEARCH SKILLS

• require students to search the answer using variety of resources ( knowledgeable) using correct citing and referencing ( principled)
• provide opportunities for students to reflect on the relevance of the sources and in-depth analysis ( reflective) using critical thinking ( thinker)
• make students construct focused research questions working on the task individually or within a group ( inquirer, communicator)

COMMUNICATION SKILLS

• focus on explaining students' understanding of a text or an idea to each other ( communicator)
• fulfilling a task differentiated in terms of vocabulary and examples when speaking to different audiences ( communicator)
• build students' confidence in giving presentations without using their notes ( risk taker)

SOCIAL SKILLS

• involve students in variety of tasks such as peer assessment or project work which provide opportunity to adjust to different classroom dynamics ( communicator)
• encourage students to acknowledge and consider alternative points of view or take a different perspective ( caring, balanced)

SELF- MANAGEMENT SKILLS

• cater for students' autonomy through setting their own learning goals ( knowledgeable, reflective)
• model positive skills such as being well organized and punctual ( principled, caring)
• often involve breaking down a larger task into specific steps ( inquirer, risk taker)

We have to bear in mind that students' ability to apply ATL skills depends on their personality and teaching style but at the same time it is up to teacher's initiative and teaching methods to provide as many opportunities to develop these skills as possible.