Overview of IB Diploma Programme
This unique course gives students the best possible preparation for college or university, opening the door to their top choices and a successful future. At this most vital stage of their education, the IB programme represents a rewarding chapter for students aged 16–18.
The IB Diploma programme at Northbridge is a challenging course which sees students develop in six core subjects and gain important life skills. Our state-of-the-art facilities, leading results, and highly qualified teachers make Northbridge the finest IB school in Cambodia. The wide variety of curriculum choices available to students helps them hone their interests while receiving a comprehensive education in the core subjects.
Studying the IB means going beyond just collecting facts and parroting them at a later date. It means learning how to flourish in an ever more connected and globalised world. Students are challenged, develop a strong sense of identity and culture, and learn to understand and communicate with people different from them. And by studying Creativity, Action, Service (CAS), students grow holistically through leadership opportunities, collaborative work, and community service.
Students also lend knowledge acquired over their school career to their younger peers. In Grades 11 and 12, they become engaged in the university planning process, attending fairs on campus. They meet regularly with our University and Careers Guidance Counsellor, receiving guidance and support with their university applications, essays, and transcripts.
And on the other side of Grade 12 lies uncharted territory for students. But enriched by our personalised instruction and renowned international curriculum, they graduate from Northbridge equipped with the skills, knowledge, and ambition they need to achieve more than they’d ever thought possible, be that academically, socially, or personally.
Understanding the curriculum
Students in Grade 11 and 12 follow one of two routes, based on prior attainment requirements.
Students study six IB subjects: three at Standard-Level, and three at Higher-Level. They must successfully complete the IB Diploma Programme Core Requirements to attain both the IB Diploma and WASC-accredited NISC High School Diploma.
High School Diploma
Students study six subjects. They also complete Creativity, Activity, Service (CAS), Theory of Knowledge (100 hours, essay, and presentation), a project-based piece of research.
Students take one subject in each of Groups 1–6, which ensures they experience a breadth of languages, social studies, experimental sciences, mathematics, and the arts. In addition, the IB Diploma comprises three Core Requirements: Extended Essay, Theory of Knowledge, and Creativity, Activity, Service (CAS). These aim to broaden students’ education by challenging them to apply their knowledge and skills to real-world situations.
Purpose of assessment
Your child’s performance is analysed based on what they know, understand, and can do. This information is then used by teachers to instruct them at a level that resonates with them most. Assessment is a daily part of school life, and helps children develop the skills and knowledge they need to succeed.
The IB Diploma Programme (IBDP) culminates in written examinations marked by external IB examiners. Students also complete assessment tasks in school. These are either sent direct to external examiners, or else initially marked by teachers and then moderated by external examiners.
IB subjects are assessed using a points system from 1 to 7. The IBDP is awarded to students who have achieved at least 24 points (subject to minimum levels of performance across the whole programme) and have completed the three Core Requirements (Extended Essay, Theory of Knowledge, and Creativity, Activity, Service [CAS]) to at least a satisfactory standard. The highest total an IBDP student can achieve is 45 points.
Regardless of their previous academic achievement, students are expected to make appropriate progress and continually improve. Our teachers are highly trained in estimating academic targets which challenge student learning and use students’ results to set tough but achievable academic targets.
Students also reflect on their academic achievements during lessons and after homework assignments and assessments. If a teacher identifies a student whose progress is slowing, the school administers an individual learning plan to help them get back on track by the next report.
Academic reports describe students’ academic and social development, and list targets in every subject for them to concentrate on before the next report. Teachers communicate with families about student achievement and progress via reports during the school year.
We use results from the reports to evaluate which course route each student should pursue. Any transitions between course routes must be discussed among the student, parents, teachers, and School Leadership Team. Parent consultations with teachers are scheduled throughout the school year, although parents may also meet with teachers outside these dates if necessary.
The school year has two semesters. At the end of each, students receive a grade for each subject, which reflects their attainment over the semester. The subject grades for both semesters are published on the students’ official transcripts.