FAQ

Full Diploma Programme learners take 6 subjects, 3 at higher level and 3 at standard level. Learners must choose one subject from each of groups 1 to 5 (see subject selections), thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 2, 3 or 4. Higher Level (HL) subjects have 240 teaching hours approximately which give students the opportunity to study these subjects in great depth, while Standard Level (SL) courses cover 150 teaching hours.  

A learner who has elected to take fewer than six subjects, is awarded a certificate for each of the subjects completed.  We can help learners design a course that meets their needs and skills. Nexus has a good track record of supporting learners who take the Course option to access university successfully. 

Higher Level (HL) subjects have 260 teaching hours approximately which give students the opportunity to study these subjects in great depth, while Standard Level (SL) courses cover 170 teaching hours. At Nexus, learners have 8 x 60 minute lessons per fortnight for each HL subject and 5 x 60 minute lessons per fortnight for each SL subject. 

The marks awarded for each subject range from 1 (lowest) to 7 (highest). Learners can also be awarded up to three additional points for their combined results on Theory of Knowledge and the Extended Essay. The full diploma is awarded to learners who gain at least 24 points, and have satisfactory participation in Creativity, Action, and Service (CAS). The highest total that a Diploma Programme learner can be awarded is 45 points. Learners are assessed both internally and externally. The percentage of internal and external assessment varies from subject to subject but is usually approximately 20%. The Arts subjects are 100% Portfolio subjects so you are assessed on your coursework across the two years.

Internal assessment is an important component of the IB Diploma assessment process. This recognizes the professional role of the teacher and gives learners a chance to show what they can do over time, not just in the pressured context of a final examination without access to outside resources. 

• Internal assessment usually accounts for 20–30% of the final grade in a subject. 

• Marks awarded for internal assessment are externally moderated by IB examiners to ensure international parity. 

• Internal assessment typically includes teacher evaluation of work done in class, home learning assignments, special projects, notebooks and laboratory procedures.

Examinations form the basis of assessment for most subjects because of their objectivity and reliability. There are also a small number of other externally assessed pieces of work, for example, Theory of Knowledge essays, Extended Essays and world literature assignments. These are completed by students over an extended period under teacher supervision, and are then marked by external examiners. 

• There are a series of written examinations at the end of the course, which may consist of two or three separately written examination papers.

• Conventional external examination techniques are chosen from a variety of options including short responses, structured questions, text responses, data‑based questions, essays and multiple‑choice questions. 

• Taken together, this approach is considered to deliver higher levels of reliability in assessing students.

The short answer to this is no. To meet the CAS requirements, you need to demonstrate sustained engagement over time

TOK and the EE are a compulsory part of the IB Diploma Programme. You need to pass both components to be awarded the Diploma. Learners on IB Courses may opt not to complete one or both of these components.