IB Programme at EARJ

The International Baccalaureate® (IB) Diploma Programme (DP) is an assessed programme for students aged 16 to 19. It is respected by leading universities across the globe. International Baccalaureate® programmes aim to do more than other curricula by developing inquiring, knowledgeable and caring young people who are motivated to succeed.




At EARJ the IB Programme offers two distinct options for students in grades 11 and 12. Students can choose to be  full diploma candidates or to take individual diploma courses (certificates).

Full IB Diploma Programme

The DP Full Diploma students take six classes comprised of: three classes at the Standard Level and three classes at the Higher Level. Five classes are taken from Groups 1-5 while the sixth class is taken from Groups 1 to 6.

This allows students to be holistic in their approach while still permitting them to specialize in an area of interest. In addition to their academic courses, full Diploma students will: complete an independent research project called the Extended Essay commit to the Creativity, Action and Service programme engage in the Theory of Knowledge classes.

Group 1: Studies in Language and Literature (English/Portuguese)
Group 2: Language Acquisition (Portuguese/French/Spanish)
Group 3: Individuals and Societies (History/Economics/Global Politics/Brazilian Studies)
Group 4: Experimental Sciences (Biology/Chemistry/Physics)
Group 5: Mathematics
Group 6: The Arts
Core: Creativity, Activity, Service (CAS) Extended Essay (EE) and Theory of Knowledge (ToK)

It starts with the three core elements of the program:

Theory of Knowledge

Theory of Knowledge (TOK) plays a special role in the International Baccalaureate® Diploma Programme, by providing an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know. 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.

In addition, TOK prompts students to: be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge recognize the need to act responsibly in an increasingly interconnected but uncertain world.

TOK also provides coherence for the student, by linking academic subject areas as well as transcending them. It therefore demonstrates the ways in which the student can apply their knowledge with greater awareness and credibility.

EARJ students in a classroom

Extended Essay

The extended essay is a required component of the International Baccalaureate® Diploma Programme. It is an independent piece of research, culminating with a 4,000-word paper.

The extended essay provides:

  • practical preparation for undergraduate research
  • an opportunity for students to investigate a topic of personal interest to them, which relates to one of the student’s six DP subjects, or takes the interdisciplinary approach of a World Studies extended essay.

Through the research process for the extended essay, students develop skills in:

  • formulating an appropriate research question;
  • engaging in a personal exploration of the topic;
  • communicating ideas;
  • developing an argument.

Participation in this process develops the capacity to analyse, synthesize and evaluate knowledge.

Creativity, activity, service (CAS)

Creativity, activity, service (CAS) is one of the three essential elements that every student must complete as part of the Diploma Programme. Studied throughout the Diploma Programme, CAS involves students in a range of activities alongside their academic studies. It is not formally assessed. However, students reflect on their CAS experiences as part of the DP, and provide evidence of achieving the seven learning outcomes for CAS.

CAS enables students to enhance their personal and interpersonal development by learning through experience. It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work. At the same time, CAS is an important counterbalance to the academic pressures of the DP.

EARJ students in the Blood Drive campaign for blood donation

The three strands of CAS, which are often interwoven with particular activities, are characterized as follows:

  • Creativity – arts, and other experiences that involve creative thinking.
  • Activity – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP.
  • Service – an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.

The CAS element of the full IB Diploma Program requires students to engage in experiences that involve creativity, physical activity and service over an 18-month period. Throughout this self-directed two-year program, students must provide evidence of the seven learning outcomes shown below.

Learning Outcomes:

  1. Identify own strengths and areas for growth
  2. Demonstrate undertaking new challenges and learning new skills
  3. Demonstrate how to plan and initiate a CAS experience
  4. Show commitment to and perseverance in CAS experiences
  5. Demonstrate skills and recognize the benefits of collaboration
  6. Demonstrate engagement with issues of global importance
  7. Recognize and consider the ethics of choices and actions

IB Diploma candidates are assigned a CAS adviser who will help them develop an appropriate plan for the completion of their CAS requirement.

EARJ band


A challenging, broad-based and balanced program, leading to externally assessed certificates.

A student may choose to complete individual IB subject courses at a standard level or higher level but not complete the requirements of the Full Diploma Programme. Students completing all of the components and the final exam for a course may be awarded a certificate from the International Baccalaureate.


Source: IB Official Website