As an IB school, the Diploma Programme is critical to preparing our students for life beyond our campus. At UWC Thailand, the DP is designed to be both academically challenging and balanced, with externally marked final examinations that prepare students for success at university and life beyond. The programme is taught over two years and has gained recognition and respect from the world’s leading universities as a world-class college preparatory programme.
The DP curriculum is made up of six subject groups (explained below) and the DP core, comprising Theory of Knowledge (TOK), Creativity, Activity, Service (CAS) and the Extended Essay (EE).
Subjects in the DP are grouped according to their similarity (biology and chemistry for example). To ensure students acquire a breadth of experience, the DP programme is structured so that students must complete at least one course in each subject group from 1-5 (Language and Literature, Language Acquisition, Individuals and Societies, Sciences, and Mathematics). For their sixth course, students may choose a group 6 subject (the Arts), or another course in Sciences, Individuals and Societies, or Languages. Within this course selection, students must also choose between higher level (HL) and standard level (SL) options. When taking higher level courses, students are “expected to demonstrate a greater body of knowledge, understanding and skills”. Higher level courses comprise 240 teaching hours, compared to 150 teaching hours for standard level courses. To complete the full Diploma Programme, at least three subjects (and no more than four) must be taken at higher level, while the other three may be taken at standard level.
The Diploma Programme Core
UWC Thailand DP Curriculum
In each tab below is an overview of the UWC Thailand International School DP curriculum from Grade 11 to Grade 12. The DP organizes teaching and learning through six subject groups, underpinned by the DP core.
Students choose a course from within each subject group.
Made up of the three required components, the DP core aims to broaden students’ educational experience and challenge them to apply their knowledge and skills.
The three core elements are:
- Theory of knowledge, in which students reflect on the nature of knowledge and on how we know what we claim to know.
- The extended essay, which is an independent, self-directed piece of research, finishing with a 4,000-word paper.
- Creativity, activity, service, in which students complete a project related to those three concepts.
As part of the Diploma Programme (DP), students take at least one subject from studies in language and literature.
Through each course, students are able to develop:
- a personal appreciation of language and literature
- critical-thinking skills in their interaction with a range of texts from different periods, styles, text-types and literacy forms
- an understanding of the formal, stylistic and aesthetic qualities of texts
- strong powers of expression, both written and oral
- an appreciation of cultural differences in perspective
- an understanding of how language challenges and sustains ways of thinking.
It is a requirement of the programme that students study at least one subject from group 2.
The main emphasis of the modern language courses is on the acquisition and use of language in a range of contexts and for different purposes while, at the same time, promoting an understanding of another culture through the study of its language.
- Language ab initio courses are for beginners (that is, students who have little or no previous experience of learning the language they have chosen). These courses are only available at standard level.
- Language B courses are intended for students who have had some previous experience of learning the language. They may be studied at either higher level or standard level.
- Latin or Classical Greek coursework provides opportunities for students to study the language, literature and culture of ancient Rome or Greece.
Studying any one of these subjects provides for the development of a critical appreciation of:
- human experience and behaviour
- the varieties of physical, economic and social environments that people inhabit
- the history of social and cultural institutions.
In addition, each subject is designed to foster in students the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments relating to the nature and activities of individuals and societies.
It is a requirement of the programme that students study at least one subject from group 4.
Students explore the concepts, theories, models and techniques that underpin each subject area and through these develop their understanding of the scientific method.
A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary and provides an opportunity for students to explore scientific solutions to global questions.
All DP mathematics courses serve to accommodate the range of needs, interests and abilities of students, and to fulfill the requirements of various university and career aspirations.
The aims of these courses are to enable students to:
- develop mathematical knowledge, concepts and principles
- develop logical, critical and creative thinking
- employ and refine their powers of abstraction and generalization.
Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives.
Further mathematics HL (last assessment 2020)
Mathematical studies SL (last assessment 2020)
Mathematics SL/HL (last assessment 2020)
Mathematics: analysis and approaches SL & HL (first assessment 2021)
Mathematics: applications and interpretation SL & HL (first assessment 2021)
Students choose courses from the following subject groups: studies in language and literature; language acquisition; individuals and societies; sciences; mathematics; and the arts. Students may opt to study an additional sciences, individuals and societies, or languages course, instead of a course in the arts.
The subjects in the arts allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genres.
In addition, each subject is designed to foster critical, reflective and informed practice, help students understand the dynamic and changing nature of the arts, explore the diversity of arts across time, place and cultures, and express themselves with confidence and competence.
Social Emotional Learning and Mindfulness (SEL & M)
Social Emotional Learning and Mindfulness’ (SELM) is one of the 5 core pillars of the United World College Thailand Educational Model.
The SELM curriculum in the Secondary School is driven by 3 overarching goals for our students.
UWC Thailand Students firstly explore these goals, then are supported to develop skills associated with these goals, as they practice, apply and reflect on their experiences and what they have learnt. SELM education is incorporated into all learning experiences as a way to continually live our Motto of ‘Good Heart, Balanced Mind and Healthy Body’ in pursuit of our UWC Thailand Mission.
Below are the UWC Thailand Social and Emotional Learning and Mindfulness Goals which are scaffold by grade level to broaden the depth and inquiry as students appropriately explore each goal: