To be eligible for the IB Diploma at the end of the senior year, candidates must fulfill the following during Grades 11 and 12:

❶ Successfully complete prescribed coursework, and take an examination from each of the course groups:

• GROUP 1 – Studies in Language and Literature 
• GROUP 2 – Language Acquisition ( Only for FULL IB Candidates)
• GROUP 3 – Individuals and Societies
• GROUP 4 – Experimental Sciences
• GROUP 5 – Mathematics
• GROUP 6 – The Arts

❷ Complete the three core elements:

• Submit an Extended Essay (EE) of 4,000 words in one of the subjects of the IB curriculum.

  Each student has the opportunity to investigate a topic of special interest. The essay requirement acquaints Diploma candidates with the kind of independent research and writing skills expected by universities. The IBO recommends that students devote a total of approximately 40 hours of private study and writing time for the essay, which may be written in one of sixty subjects, including in many languages. The essay permits students to deepen their Programme of study, for example, by selecting a topic in one of their HL courses. Or, they might add breadth to their academic experience by electing to write in a subject not included in their Programme choices. The process of producing the essay will follow a series of due dates, and will be supervised by a qualified advisor. Due dates will be appropriately spaced throughout the 6-7 months the students are given to complete the paper. It is important that students fully meet all EE deadlines set by the IB Coordinator. After the third missed deadline, the candidate will be withdrawn from the IB Diploma Programme.

• Complete the Theory of Knowledge (TOK) course

  TOK is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. The course challenges students to question the bases of knowledge, to be aware of subjective and ideological biases, and to develop the ability to analyze evidence that is expressed in rational argument. It is a key element in encouraging them to appreciate other cultural perspectives. The course is unique to the IBO, which recommends at least 100 hours of teaching time spanning the Programme’s two years. This class does not have a formal IB examination, but the teacher does evaluate the Diploma candidate's performance for the IB Organization, and one class essay is evaluated by IB examiners, to be included in the awarding of bonus points when assessed along with the Extended Essay (EE). A maximum of 3 bonus points may be awarded for very good essays produced in both TOK and the EE components. Please refer to the matrix on the following page for further explanation on the bonus points awarded.

• Complete Creativity, Activity, and Service (CAS) according to IB guidlines

  The IBO’s goal is to educate the whole person and foster responsible, compassionate citizens. The CAS Programme encourages students to share their energy and special talents with others; for example, students may participate in theatre or musical productions, or sports and community service activities. Through these activities, students should develop greater awareness of themselves, concern for others, and the ability to work cooperatively with other people. A minimum of 150 hours during the two-year Diploma Programme is required.

Difference between Higher Level (HL) and Standard Level (SL)

Whether students pursue IB courses or the full IB Diploma, they usually have somewhat of a choice of whether to take classes at Higher Lever (HL) or Standard Level (SL).

In the IB curriculum, the numerous differences in terms of content, standards, and class requirements taken at HL or SL varies between subjects.  In some subjects, HL and SL vary substantially in degree of difficulty and material covered.  However, for most IB subjects, the levels differ primarily in the amount of material covered rather than degree of difficulty. 

SL courses require approximately 150 class hours, while HL courses require approximately 240 class hours.  In practice, SL students usually receive less reading, have fewer assignments, cover fewer units, or have fewer demands in regard to their Internal Assessment (IA).

In general, students who pursue any course at the HL should do so because they have a particular aptitude or high-level of motivation in this class. Students taking HL classes must be exceptionally organized and ready to meet additional challenges that are not presented to SL students.  Universities are more likely to give exemption or credit for classes taken at the HL. 

In making the final decision about the level of coursework, students need to carefully balance their interests and abilities with projected university entrance requirements. In all our departments at BBS, there are experienced IB teachers who can counsel students on the expectations of HL and SL classes, and the relative difficulty at each level.

At BBS, all IB subjects are taught over a two-year period, and IB examinations are given each May. The subjects are continually reviewed and revised to meet contemporary needs. Bahrain Bayan School is committed to offering variety of courses that match our students' interests and abilities.

Current IB courses that are offered for Grades 11 and 12:

• GROUP 1 – Studies in Language and Literature

• • English Language & Literature HL & SL
  • Arabic Language & Literature HL & SL

  GROUP 2 – Language Acquisition

• GROUP 3 – Individuals and Societies

• GROUP 4 – Experimental Sciences

  • Biology HL & SL
  • Physics HL & SL
  • Chemistry HL & SL
  • Environmental Systems & Societies SL
  • Computer Science HL & SL

• GROUP 5 – Mathematics

  • Mathematics HL
  • Mathematics SL
  • Math Studies SL

• GROUP 6 – The Arts

  • Visual Arts HL & SL
  • Additional Subject from group1 to 5

Important Notes

• Some courses may not be offered due to insufficient student enrollment. 
• It is not always possible to accommodate all course selections due to scheduling conflicts. Every effort will be made to accommodate student preferences, but sometimes compromise choices must be made by the students.

How the IB Programme Standards and Practices Defines Well- Being?

''Well-being is a state of harmonious balance: a contented equilibrium that individuals establish within themselves, as well as between themselves and their social and physical environments. Well-being is widely regarded as connected to realizing one’s personal potential, coping with the normal stresses of life, working productively, and contributing meaningfully. Well-being refers generally to having a good quality of life in conditions that make it possible to be satisfied and experience pleasant emotions (including happiness and optimism).

In all the IB’s broad and balanced curriculum frameworks, students explore the human experience as individuals and as part of societies, personal and cultural expression through literature and the arts, and the contributions made by mathematics, science and technology toward the well-being of thriving people and communities. The curriculum frameworks also include physical activity and community involvement to achieve balance and to promote well-being in both individuals and their surroundings.''- (2020  IB Programme Standards and Practices Guide, p. 20)

IB Learners and the IB Learner Profile

''At the centre of international education in the IB are students with their own learning styles, strengths and challenges. Students come to school with combinations of unique and shared patterns of values, knowledge and experience of the world and their place in it.

Promoting open communication based on understanding and respect, the IB encourages students to become active, compassionate lifelong learners. An IB education is holistic in nature—it is concerned with the whole person. Along with cognitive development, IB programmes and qualifications address students’ social, emotional and physical well-being. They value and offer opportunities for students to become active and caring members of local, national and global communities; they focus attention on the processes and the outcomes of internationally minded learning described in the IB learner profile.

The learner profile is the IB’s mission in action. It requires IB learners to strive to become inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers (courageous), balanced and reflective. These attributes of internationally minded people represent a broad range of human capacities and responsibilities that go beyond a concern for intellectual development and academic content. They imply a commitment to implement standards and practices that help all members of the school community learn to respect themselves, others and the world around them.'' ( 2015 Diploma Programme: From Principles into Practice Guide. page 8)

Approaches to Learning ( ATL) in the IB:

''The development of skills such as thinking skills and communication skills is frequently identified as a crucial element in preparing students effectively for life beyond school.

Teaching and learning must align with the requirements and philosophy of the programme. Teaching and learning in the Diploma Programme (DP) engages students as inquirers and thinkers; promotes the understanding and practice of academic honesty; addresses the diversity of students; develops IB learner profile attributes; and addresses language needs, including those for students learning in a language(s) other than mother tongue.

Developing students’ approaches to learning (ATL) skills is about more than simply developing students’ cognitive skills. It is also about developing affective and metacognitive skills, and about encouraging students to view learning as something that they “do for themselves in a proactive way, rather than as a covert event that happens to them in reaction to teaching” (Zimmerman 2000: 65). By developing ATL skills and the attributes of the learner profile, DP students can become “self-regulated learners” (Kaplan 1998). Self-regulated learners have learned how to set learning goals, ask good questions, self-interrogate as they learn, generate motivation and perseverance, try out different learning processes, self-monitor the effectiveness of their learning, reflect on achievement, and make changes to their learning processes where necessary (Zimmerman and Schunk 1989; Wolters 2011; de Bruin et al 2011).

The ATL skills are grouped into five categories:

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

Although these skills areas are presented as distinct categories, there are obviously close links and overlap between them. It is intended that these categories should be seen as interrelated as well as linking closely
with the attitudes and dispositions highlighted in the IB learner profile.'' 

( 2015 Diploma Programme: From Principles into Practice Guide. pages 64-66)

Officially, Bayan School uses traditional grading on students' report cards and transcripts in Grades 6 to 12. However, official IB scores are standard scores.

Official IB Scores

• IB Diploma Students
  Each examined subject is graded on a scale of 1 (minimum) to 7 (maximum). The award of the Diploma requires the following:

  • A minimum total of 24 points for all subjects (with Bonus Points)
  • A minimum total of 12 points for Higher Level Courses
  • A minimum total of 9 points for Standard Level Courses
  • Complete CAS, TOK, or EE requirement.

  Students will not receive their IB Diploma in the following cases:

  • Failure to meet the above requirements
  • Recieving an "E" in the TOK, or the Extended  Essay
  • Recieving a grade of "1" in any subject
  • Recieving a grade of "2" in three or more courses in HL or SL.

   

• IB Course Students

  Students taking IB Courses but are not part of the IB Diploma program are required to the following in order to recieve their IB Certificate in the chosen course:

  • Score 3 points or higher for HL courses
  • Score 2 points or higher for SL courses

ToK & EE Bonus Points

Within the IB Diploma, the ToK, EE and CAS are requirements. Bonus points are awarded for the ToK and EE components only. A maximum of 3 bonus points can be obtained.

Please find below the matrix, adopted since May 2015, highlighting the combination of possible bonus points a candidate may achieve in the ToK and EE components:

Internal IB Scores & Grades

Students  enrolled in IBDP Standard and Higher Level Courses and in Enriched Courses are putting in great determination for success. Bayan school recognizes that these courses are more challenging and require greater effort and the grades must reflect the level of curriculum and effort exerted for these courses. 

Therefore, student GPAs are enriched by 1 point for HL courses and 0.5 points for any SL course according to below table:

Below are some of the publications sent out from the IB Office in Bayan School, if you need more information or have any concerns, kindly contact the IB Office.