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international Baccalaureate

What is International Baccalaureate?

international Baccalaureate^® is a non-governmental organization, non-profit and allied to UNESCO that offers a continuous curriculum from 3 to 19 years.

Its origin is determined by the search for a curriculum that gives children and young people whose parents worked as diplomats or were displaced with international and multinational companies an internationally accepted training.

Initially, his program was aimed at high school students and hence his name. The term International indicates the ability to continue studies in other IB centers around the world. It does not mean that the teachings are taught in English.

The Schools that have implemented at least one of the International Baccalaureate programs^® they are called "IB World Schools". The school San Fernando has been an IB World School since 2013, the year we were authorized to teach the Diploma Programme. Later, in 2020 and 2021, we acquired the authorization of the Middle Years Program (MYP) and the Primary Years Program (PYP).

La Teaching methodology Implying International Baccalaureate^® in each of its programs it is very different from the traditional methodology.

To offer one or more of the International Baccalaureate educational programs^®, colleges must complete an authorization process that is subject to ongoing review. In addition, teachers must receive special training that prepares them to teach their classes according to the IB methodology.

Programs

The educational programs of International Baccalaureate^® they have a globalized approach, in which the student is constantly promoted who comes to knowledge and understands it in a broad context, so that he can relate what he has learned in real future situations.

The School San Fernando has opted for the implementation of three of the four programs offered by the Organization international Baccalaureate^® and that are described in this section.

Note: The information contained in this section is a summary of what was published by the International Baccalaureate^® en su web www.ibo.org

The teaching of our programs does not focus on the exams: we are aware of the importance of the results, but we also know that the best results are obtained by allowing the students to develop their learning and participate in the curriculum.

The students are the fundamental element of our programs. They are taught to think for themselves and to be the architects of their learning process. For teachers, this is a reason for satisfaction; for the students, a constant stimulus.

International Baccalaureate^®

The IB® Program Continuum

The IB® continuum of international education programs, for students ages 3 to 19, is unique in its academic and personal rigor. The school San Fernando has been the first concerted center in Spain in offering their students the methodology of IB continuum. Offering the continuum of IB programs is very beneficial for our students, as it provides a high-quality, coherent and well-coordinated education.

Primary School Program

El PEP o Primary School Program is a program aimed at students from 3 to 12 years of age, based on constructivism: when students deepen their understanding, they build their own learning.

Seeks the integral development of the student fostered their capacity for inquiry and discovery, while promoting a caring education and an open mentality of international character.

Learn more

Middle Years Program

El PAI o Middle Years Program it is a rigorous academic framework that encourages students to establish practical connections between their studies and the real world, and is designed to be an inclusive program: students with very diverse interests and academic aptitudes can benefit from their participation in it.

In our center it is intended for students with ages between 12 and 16 years (1º to 4º of ESO).

Learn more

Diploma Program

El PD o Diploma Program is an educational program with its own evaluation system, designed to students from 16 to 19 years.

The PD is a rigorous and balanced educational program that addresses the intellectual, social, emotional and physical well-being of students, and is recognized in the most prestigious universities around the world.

Learn more

In the following chapters you will find more detailed descriptions of the programs and their implementation in our Center.

Profile of the Learning Community

Primary objective of our Mission as a School. Know it in depth.

Profile of the IB Learning Community

Qualities and values that underpin our formative action

The IB Community of Learning Profile

El Profile of the IB Learning Community is the declaration of principles of International Baccalaureate^® (IB) translated into a set of learning objectives.

At school San Fernando, as IB World School, we continue as a model and fully assume the Profile of the IB Learning Community in our Student Profile, goal of person that we aspire to form.

All the educational actions developed in the School, from Infant Education to Baccalaureate, are aimed at strengthen and strengthen these characteristics in our students. Thus, in all the units of inquiry carried out in Primary Education, in the subject groups and the core components of the Diploma Program, all the attributes that make up the Community of Learning Profile are consciously worked on.

The influence of the attributes established in the Learning Community Profile transcends the school environment, forming part of the education of young people. It is very important that families know the attributes, their meaning, and apply them in a conscious way to work them in the daily life of their children.

The essence of all our programs is the profile of the IB learning community, a global and long-term vision of the education on which the IB educational continuum is based and which places the student at the center of everything we do.

The profile of the learning community is the declaration of principles of the IB in action and offers a set of learning behaviors that aims to inspire, motivate and focus the students, teachers and the entire IB community, uniting them for an objective common.

International Baccalaureate^®

The 10 attributes of the IB Community of Learning Profile

As members of the IB Learning Community, we strive to be:

Inhalers

We cultivate our curiosity, while developing skills for inquiry and investigation. We know how to learn autonomously and together with others. We learn with enthusiasm and we maintain this desire to learn throughout life.

Information and instructions

We develop and use our conceptual understanding by exploring knowledge in a variety of disciplines. We are committed to ideas and issues of local and global importance.

Thinkers

We use critical and creative thinking skills to analyze and act responsibly in the face of complex problems. We act on our own initiative when making reasoned and ethical decisions.

Good communicators

We express ourselves with confidence and creativity in different languages, languages and ways. We collaborate effectively, listening carefully to the perspectives of other people and groups.

Integrity

We act with integrity and honesty, with a deep sense of fairness, justice and respect for the dignity and rights of people throughout the world. We assume responsibility for our own actions and their consequences.

Open minded

We develop a critical appreciation of our own cultures and personal histories, as well as the values and traditions of others. We seek and consider different points of view and are willing to learn from experience.

Solidarity

We show empathy, sensitivity and respect. We commit ourselves to help others and act with the purpose of positively influencing the lives of people and the world around us.

Audacious

We approach uncertainty with foresight and determination. We work autonomously and collaboratively to explore new ideas and innovative strategies. We show ingenuity and resilience when we face changes and challenges.

Balanced

We understand the importance of physical, mental and emotional balance to achieve your own well-being and that of others. We recognize our interdependence with respect to other people and the world in which we live.

Reflective

We carefully evaluate the world and our own ideas and experiences. We strive to understand our strengths and weaknesses in order to contribute to our learning and personal development.

Link to the IB blog with comments from students about the Learning Community Profile

PYP: Primary Years Programme

El Primary School Program (PEP) de international Baccalaureate^® is a curricular framework designed for students from 3 to 12 years that prepares them to face the intellectual challenges that will arise in their subsequent studies and in their professional lives. It focuses on the integral development of the child and its capacity for inquiry and discovery, both in the classroom and in the world that surrounds it.

International Baccalaureate^®

10 Reasons

why the IB Primary Years Programme (PYP) is ideal for training active students who learn throughout their lives
Press the images to enlarge

Traditional versus PEP

The contents go from being THEMES To be CONCEPTUAL. This is the big difference between traditional teaching and learning with IB methodology.

PYP Elementary Program Model

Integral formation

Educating students of these ages necessarily involves stimulating all their areas of development: motor, emotional, cognitive and intelligences, to achieve a harmonious and balanced development of the student.

Constructivism

The process of thinking construction starts from the students' previous knowledge to link them with new learning and thus organize their thinking schemes, deepening understanding. These new mental constructions are enriched by interaction with colleagues, which convert the learning of content into something meaningful.

The teachers

The IB work method transforms the teacher into a guide, ceasing to be the central axis of the classroom and transferring this role to the students, who must be an active part of their learning.

Transdisciplinary

The IB establishes 6 Transdisciplinary Topics which are the basis on which the Program of Inquiry. These topics are addressed from different areas to establish a deeper knowledge and from different perspectives.

Three-dimensional model

This model considers that the isolated content is not the most important, but the acquisition of knowledge, deepening in key concepts, which are the basis for achieving generalization of learning and transfer to situations of daily life, achieving the understanding of great ideas which are the ones that organize the world.

High levels of Thought

The PYP curriculum and all IB programs teach students not only to know but also to think. Prioritize thinking and understanding, promoting the transfer of knowledge and skills. This way of working helps them achieve high levels of thinking.

Source: International Baccalaureate: What is PEP?

The Units of Inquiry

From Infant Education 3 years to 6º of Primary Education, the subjects of natural Sciences y social Sciences they are developed through Units of Inquiry. The LOMCE contents are taught in their entirety forming part of the Program of Inquiry (POI) transdisciplinary

The Inquiry Program is exclusive to each College. The Faculty, together with the Academic Direction and the Guidance Department, have carefully analyzed the contents of these two subjects in the Infant and Primary stages, distributing them in the 6 Transdisciplinary Topics . For each course, each transdisciplinary theme gives rise to a Unit of Inquiry.

Although the rest of the subjects work in a disciplinary manner, connections will be established, whenever possible, with the units of inquiry.

Panel of the Program of Inquiry . The first line shows the 6 Transdisciplinary Topics. Each box documents one Unit of Inquiry for a certain age group. In 3, 4 and 5 Infant Education years 4 Units of Inquiry are developed per course. In Primary Education, 6 Units of Inquiry are developed per course with a maximum duration of 6 weeks each.

Knowledge ladder Press to expand.

Profile of the Learning Community

It is the expression of a wide range of human attitudes and responsibilities that go beyond academic success. Know it!

The PEP class

The implementation of the PEP Program implies changes in the morphology of the classrooms. Press the images to enlarge.

Forming teams

Knowing how to collaborate and cooperate is a basic learning that enables them for their lives.

Everyone participates

In the processes of inquiry it is essential that students share and carry their previous knowledge in the group, to advance towards the deep knowledge required by each unit of inquiry.

Classroom library

The classrooms have a library where you can find more information about the topics of inquiry. It is composed of textbooks of the subjects of Natural Sciences and Social Sciences of different publishers, and also other books selected to contain relevant information for the inquiries to be made.

Uniting classrooms

On some levels the classrooms communicate through sliding doors. This allows the creation of innovative work spaces that modify the classroom-group concept and achieve the exchange of experiences and peer learning.

Classroom cork

It allows to show the works of the students, while it makes visible the key aspects of the research program in which they are at that moment.

ICT, one more resource

New technologies and, especially, tablets and computers, are classroom resources that favor access to information more immediately and updated.

The PEP and families

Many parents have consulted their way of collaborating in the formation of their children before the methodology of the PEP program. Next we make some suggestions that families can value.

The PYP seeks to instill in its children a series of values defined in the Student Profile . It is convenient that from the family establish guidelines consistent with these principles.
From a very young age, encourage your children's personal autonomy and collaboration in housework. That they feel active members of the family and not the center of the universe.
Establish rules that lead to clear routines. Always leave time for rest, family life and also for homework and study. Make sure that your children have a specific site for the study, quiet and without distractions (phones, TVs, etc).
Take the opportunity to make your children think when they ask them questions, trying that, by questions that you do to them, they are the ones that come to the answer. Look for examples of application in other contexts. This will make what they have learned remember it in the future and associate it with new situations.

Ask your children to show you and explain the Inquiry Notebook. Ask questions about what you are working on, as this will reinforce what you have learned.
Keep frequent contacts with the Tutor. The Digital Platform of the School is a good medium. In the PEP program it is essential that parents know and value what their children are learning in each Unit of Inquiry. It is very important that they transmit to the tutor their appreciation of what their children have learned because the method needs a constant evaluation of its generalization, and finding the application of what has been learned in the real world is fundamental.
"Play" the mathematics with the materials they propose. Note that the methods of mathematics have evolved and sometimes the procedures your children use will be different from the ones you know. Have confidence in the new methods that we implant in the School, they are very tested and their results are magnificent.
Supervise that your children do homework but never do it. If you organize them or think for them, you can never do it alone.

Adriana Álvarez

PYP Coordinator

More information?

Fill in the form and we will answer your questions.

El Program of Inquiry (POI) It is organized in a table where the six transdisciplinary themes are located on the horizontal axis and the age groups are located on the vertical axis. The organization of the curriculum around the six transdisciplinary themes contextualizes the students' learning and allows them to develop their understanding of the topics based on a balanced set of knowledge, concepts and skills.

Each transdisciplinary topic includes a description that explains what the students will investigate in the context of the topic. This description is used as a point of reference to ensure the relevance of the central ideas that are addressed. This tool guarantees the balance of the units of inquiry in each topic.

All aspects of the descriptions of transdisciplinary topics are explored at some point in the program of inquiry. The 6 Transdisciplinary Topics and their descriptors are the following:

Who We Are

Where we are in time and space

How we express ourselves

How the world works

How we organize ourselves

How we share the planet

MYP: Middle Years Programme

El Middle Years Programme (MYP) de international Baccalaureate^®, aimed at students from 12 to 16 years, emphasizes the intellectual challenge and provides a framework for learning that encourages students to become creative, critical and reflective thinkers.
It encourages students to establish connections between the traditional disciplines they study and the real world. Likewise, it promotes the development of communication skills, intercultural understanding and global commitment, making students better prepared for the future.

International Baccalaureate^®

10 Reasons

why the IB Middle Years Programme (MYP) encourages students to be creative, critical and reflective
Press the images to enlarge

Distinctive characteristics of the EPI in the School San Fernando

In the MYP, students study eight subject groups:

Language and literature

Language and literature

Acquisition of Languages

English

Individuals and Societies

Geography and History
Philosophy

Science

Biology
Physics and chemistry

Maths

Maths

Fine Arts

Plastic and visual education
Music

Ed. Physics and Health

Physical education

Integrated

Technology

The curriculum in the MYP

Concepts

Concepts are important ideas that have disciplinary and interdisciplinary relevance. MYP students use concepts as a means to explore issues and ideas of personal, local and global importance, and to examine knowledge in a holistic manner.

Approaches to the Teaching

This unifying element that encompasses all MYP subject groups forms the basis of independent learning and encourages the application of knowledge and skills in unfamiliar situations. The development and application of these skills help the student learn to learn.

Global Contexts

Students learn optimally when their learning experiences have context and are related to their lives and the world they know. Through the use of global contexts, MYP students explore human identity, global challenges and what it means to have an international mindset.

Service as an action

Action (learning through practical experience) and service have always been shared values of the IB community. The student undertakes actions when he applies what he is learning in the classroom and outside of it. Members of the IB learning community strive to help others and positively influence people's lives and the environment.

Profile of the Learning Community

It is the expression of a wide range of human capacities and responsibilities that go beyond academic success. Know it!

The Personal Project and the Evaluation

The Personal Project

The MYP projects allow students to demonstrate what they have learned during the program.

El Personal project It is a culminating experience in which seniors apply their learning approach skills to perform a broad and independent work. This mandatory component subject to external evaluation, allows to demonstrate the learning in a creative and really personal way.

The Evaluation in the MYP

The MYP evaluation standards are uniform throughout the world. In order to maintain the rigor that characterizes the IB, the MYP evaluation model is based on established criteria. The evaluation meets three criteria:

Internal evaluation Teachers organize the evaluation according to the criteria established by the IB for each subject.
External evaluation of the Personal Project. Evaluation made by samples.
Electronic evaluation Optional. It is an external evaluation for the students of the last year of the MYP through which you can obtain the MYP certificate and the results of the MYP courses, which have international recognition. The electronic evaluation of the MYP represents a balanced and adequately demanding model that includes exams and class work.

These innovative assessments focus on conceptual understanding and the ability to apply knowledge in unfamiliar and complex situations. With them, the achievements of the students in the MYP are measured reliably.

Source: International Baccalaureate: What is the MYP?

Lucía González

PAI Coordinator

More information?

Fill in the form and we will answer your questions.

PD: Diploma Programme

El Diploma Program (PD) of the international Baccalaureate^® is an educational program with its own evaluation system, aimed at students from 16 to 19 years. Rigorous and balanced, addresses the intellectual, social, emotional and physical well-being of students, and is recognized in the most prestigious universities around the world.

International Baccalaureate^®

10 Reasons

for which the IB Diploma Program is the ideal preparation for the university
Press the images to enlarge

Advantages of studying the IB

The International Baccalaureate^® (IB) aims to offer better opportunities than other programs to train solidarity, informed and knowledge-hungry young people, who feel motivated to achieve their goals.

IB programs also encourage students to participate actively in their communities, as well as to make learning an experience that transcends their academic studies.

One of the strengths of all the IB programs is that they encourage students to become people capable of learning independently.

At school San Fernando, students complete their Baccalaureate studies with accreditation of two degrees: National Baccalaureate (LOMCE) and International Baccalaureate Diploma^®.

The IB can help students to enter the most prestigious universities in the world. In addition, IB students obtain better results at the University.

The IB maintains its independence from governments and education systems, adopting best practices from a wide variety of educational frameworks and curricula in different countries.

El Diploma Program not only brings knowledge to the students, but also prepares them for the University and encourages them to:

Pose and solve complex questions.
Think critically and question what is being said.
Develop a strong personal and cultural identity.
Develop research skills that, as has been demonstrated, will be useful in higher education.
Develop the ability to understand people from other countries and cultures, to communicate with them by examining both the local and international environment.

Through the Diploma Program, the colleges form students who:

Achieve an excellent breadth and depth in your knowledge.
Grow physically, intellectually, emotionally and ethically.
They can relate to others in an increasingly globalized and rapidly changing world.
They excel in traditional academic subjects.
Explore the nature of knowledge through the course of Theory of Knowledge, which is exclusive to the program.

The Diploma Program Curriculum

The curriculum of Diploma Program de international Baccalaureate^® It consists of six subjects from different areas and three compulsory components (Monograph, Theory of Knowledge and Creativity, Activity and Service).

International Baccalaureate^®

Diploma Program Model
Press to know it in depth

El Diploma Program provides integral formation, so that students work different areas of knowledge (linguistic, scientific, mathematical and humanistic areas).
It offers a greater depth in those subjects more related to the subsequent studies of the students.
The subjects are divided into Upper level y Medium level according to the level of depth with which they are raised. Of the six subjects studied, three must belong to the Higher Level.

Profile of the Learning Community

It is the expression of a wide range of human capacities and responsibilities that go beyond academic success. Know it!

CAS: Creativity, Activity and Service

Creativity, Activity and Service (CAS) It is one of the three core elements that all students must complete as part of the Diploma Program (DP). CAS engages students in a variety of experiential learning and service-learning activities that foster personal and interpersonal development. It encourages the student's contact with the arts, creative thinking, healthy lifestyles and a feeling of social responsibility.

CAS, one of the main components of the PD, is taught throughout the Diploma Program and involves students in a variety of activities simultaneously with the study of academic disciplines.

CAS is not formally evaluated, but students reflect on their CAS experiences as part of the PD and provide evidence of having achieved all eight learning outcomes.

What is the CAS Structure?

The three areas of CAS, which are usually interrelated with specific activities, are characterized as follows:

Creativity: The arts and other experiences that involve creative thinking.
Activity: Activities that involve a physical effort or challenge and that contribute to a healthy lifestyle; they complement the academic work carried out in other subjects of the PD.
Service: A voluntary and unpaid exchange that means learning for the student, and in which the rights, dignity and autonomy of all the people involved are respected.

In order to demonstrate these concepts, students must carry out a CAS project. The project encourages students to:

Show initiative
Demonstrate perseverance
Develop skills such as collaboration, problem solving and decision making.

What is the importance of CAS?

CAS allows students to enhance their personal and interpersonal development through learning through experience. It also provides opportunities for self-determination and collaboration with other people, while fostering a sense of satisfaction and enjoyment of their work. At the same time, CAS has the important function of counteracting the academic pressure of the PD.

IB Guidance on CAS

A good CAS program should be enjoyable and at the same time be a challenge, a path to personal discovery. Although each student has a different starting point and, therefore, different goals and needs, for the majority, CAS activities constitute profound and transformative experiences, of great importance for their lives.

TOK: Theory of Knowledge

Theory of Knowledge (TOK) asks students to reflect on the nature of knowledge and how we know what we claim to know. It is a course that deals with critical thinking and establishes connections between different academic disciplines, while exploring the nature of knowledge.

Theory of Knowledge is one of the core components of the Diploma Program (PD) of the international Baccalaureate^® and, as such, it is mandatory for all students. It is evaluated by an oral presentation and a trial of 1.600 words.

What is the ToC Structure?

Being an investigation specifically oriented to reflect on the different ways of knowing and on the different types of knowledge, the ToC program consists almost entirely of questions. The central question is "How do we know?", And these are some of the other questions:

What is an X test ?.
How do we judge which is the best Y model?
What does Z theory mean in the real world?

Through discussions about these and other questions, students develop a greater understanding of their own personal and ideological assumptions, and appreciate the diversity and richness of cultural perspectives.

TdC evaluation

The TdC course is evaluated by an oral presentation and an essay of 1.600 words. The presentation assesses the student's ability to apply ToC thinking to a real-life situation, while the essay has a more conceptual starting point. For example, in the essay students may be asked to discuss the claim that the methodologies used to produce knowledge depend on the use of that knowledge.

What is the importance of ToC?

The purpose of the TdC course is for students to become aware of the interpretative nature of knowledge, including personal ideological tendencies, regardless of whether they are conserved, revised or rejected. It offers students and teachers the opportunity to:

Reflect critically on the different forms and areas of knowledge.
Consider the function and nature of knowledge in its own culture, in other cultures and in the rest of the world.

In addition, TdC encourages students to:

Become aware of themselves as thinkers, encouraging them to know more about the complexity of knowledge.
Recognize the need to act responsibly in an increasingly interconnected but uncertain world.

ToC also brings coherence to the students, since it links the disciplinary areas and transcends them. In this way, it demonstrates the ways in which students can apply their knowledge with greater awareness and credibility.

The Monograph

The Monograph is an in-depth independent research project on a topic chosen by the student, which is externally assessed. This is a work of a maximum of 4.000 words that encourages the development of advanced research and written expression skills, intellectual discovery and creativity.

The Monograph is one of backbone components of the Diploma Program (PD) of the international Baccalaureate^®. It constitutes:

A practical preparation for university research projects.
An opportunity for the students to investigate a topic that interests them especially and that is related to one of the six PD symbols that they are studying.

What is the importance of the Monograph?

Through the research process for the monograph, students develop skills to:

Ask an appropriate research question.
Conduct a personal exploration of the subject.
Communicate ideas
Develop an argument

Participation in this process develops the ability to analyze, synthesize and evaluate knowledge. It is also possible to produce a monograph on Contemporary World Studies, in which students carry out a deep interdisciplinary study on a contemporary topic of global importance that covers two disciplines of the Diploma Program.

What is the structure of the Monograph?

Students receive support during the research and writing process of the Monograph, since they have the advice and guidance of a supervisor, who is usually a school teacher.

The IB recommends that, after completing the writing of the monograph, the students hold a brief final interview with the supervisor. The Monograph and the interview can be a valuable stimulus for debate in countries where it is necessary to conduct an interview before entering a job or to obtain a place at the university.

How is the Monograph evaluated?

All the monographs are evaluated externally by examiners designated by the IB. They are graded according to a scale from 0 to 36. The score awarded to the student is located in a band. The bands are the following:

A. Excellent work.
B. Good work.
C. Satisfactory work.
D. Mediocre work.
E. Elementary work.

Discover how the points obtained by the student in the Monograph contribute to their final Diploma Program score click here .

Evaluation and Exams

The Diploma Program (PD) of international Baccalaureate^® uses components evaluated both internally and externally to evaluate student performance.

The objectivity in the evaluation of the tests and the fact that it meets internationally established criteria are factors that contribute to the prestige of the Diploma Program.

Use of internal and external evaluation

The evaluation of the Diploma Program is done at the end of the two courses, and depends on external proofreaders (approximately 70% of the grade), and on the teachers of the School (approximately 30% of the grade).

External Evaluation

The externally evaluated class work, completed by the students over a prolonged period and under the supervision of the teacher, who verifies its authorship, constitutes a part of the evaluation in several areas of the program; this includes the Theory of Knowledge (TdC) essay and the monograph.

The exams are the basis of the evaluation in most courses. This is due to its high levels of objectivity and reliability. They include the following:

Essays.
Structured problems
Short answer questions
Questions of response to data.
Answer questions to texts.
Case study questions.
Multiple choice questions (although they are rarely used).

Internal Evaluation

In most subjects, students complete assessment tasks in the school, which are either evaluated externally, or corrected by teachers and subsequently moderated by the IB. The evaluation by the teacher includes:

Oral works of languages.
Field work in Geography.
Laboratory work in Sciences.
Research in Mathematics.
Artistic representations

Official IB scale:

Subject qualification: between 1 and 7 points.

Monograph and Theory of Knowledge: 3 points.

Maximum score in the Diploma Program: 45 points.

The IB Diploma is granted from 24 points *.

* With certain conditions of performance and satisfactory participation in CAS activities.

How is the evaluation scored in the PD?

The final score of the student in the Diploma Program combines the scores of all the subjects. The diploma is awarded to students who obtain At least 24 points, in addition to being subject to certain minimum performance levels, among which is included successfully complete the three core components of the PD.

The trunk components of the PD

Individual qualifications are granted for Theory of Knowledge (TOK) and the Monograph and, as a whole, can contribute up to three additional points to the final score of the Diploma Program.

Creativity, Activity and Service (CAS), the other main component of the PD, does not contribute to the total points, but the participation verified in this component is a requirement for obtaining the diploma.

Higher Level and Middle Level Courses

The IB awards the same number of points for both the Upper Level (NS) and the Medium Level (NM) courses, reflecting the IB's belief in the importance of achievement in a wide variety of academic disciplines.

The NS and the SL courses differ in their scope, but both are evaluated with respect to the same final grade descriptors, with the exception that NS students are expected to demonstrate the different elements of the descriptor in a range. broader knowledge, understanding and skills.

Maria Fernandez

Coordinator Diploma Program

More information?

Fill in the form and we will answer your questions.

Subjects of the Diploma Program in the College San Fernando

Ask us! We will help you design your training itinerary by selecting those subjects most suited to the university education you wish to study.

Important:

All subjects are taught in Spanish except for foreign language subjects.

Students are required to study at least two languages.

The mandatory common trunk includes three different components: CAS, Theory of Knowledge y Monograph, and it is an essential part of the experience of PD students.

The PD model at the School includes a large number of subjects from the six groups, which guarantee breadth and depth of knowledge and understanding.

The students will select one subject of each group of subjects. The subject of the 6 Group will be replaced by another subject from the 1 groups to 4.

The subjects can be Upper level and Medium level. In the Higher Level (NS) must attend at least three subjects, usually 240 teaching hours. The subjects of Average Level (NM) usually have 150 teaching hours.

All the subjects are designed to be taught over two years and to be evaluated with the same rigor and weighted in the same way.

The total number of teaching hours per week is 34.

Click on the title to obtain more information about the subject

1 Group: Language and Literature Studies

Language A: Language and Literature SUPERIOR LEVEL, 4 hours / week

2 Group: Language Acquisition

Language B: English SUPERIOR LEVEL, 4 hours / week

3 Group: Individuals and Companies

Philosophy SUPERIOR LEVEL, 4 hours / week

Business Management MIDDLE LEVEL, 4 hours / week

4 Group: Sciences

Physics MIDDLE LEVEL, 4 hours / week

Chemistry MIDDLE LEVEL, 4 hours / week

Biology MIDDLE LEVEL, 5 hours / week

5 Group: Mathematics

Mathematics: Analysis and Approaches SL MIDDLE LEVEL, 4 hours / week

Mathematics: Applications and Interpretation, SL MIDDLE LEVEL, 4 hours / week

Access to the University with the Diploma Program

Universities and institutions of higher education enjoy the advantages of selecting and accepting students from IB programs in many ways, since IB programs develop the knowledge, skills and willingness that students need to succeed in his university studies

The students who have obtained the Diploma Program (PD) of the international Baccalaureate^® They are highly valued in the best universities in the world. In this sense, many universities and higher education institutions design recognition policies that explain how IB students can access the studies they offer.

Below we summarize different itineraries that students who have obtained the Diploma can go through:

Direct access with the Diploma Program
- The average grade of their grades in the 6 DP subjects is converted to the Spanish scale and replaces the note in the General Phase.
- In some universities in the Spanish territory, students who want to increase their grade can:
  - Show up at SPECIFIC TESTS of the subjects they need.
  - Request the UNED that the qualification obtained in the PD in these two subjects, or in one of them, is also recognized as a qualification for the SPECIFIC PROOF.
  These two options are compatible.
Conversion of qualifications

The conversion note of the score obtained in the different subjects of the Diploma Program of the international Baccalaureate^® Access to the University is done through the application of a formula that results in the equivalences that are reflected in the following table:

International Baccalaureate Score Spanish rating

7 10

6 9

5 8

4 7

3 6

2 5

International Baccalaureate Score	Spanish rating
7	10
6	9
5	8
4	7
3	6
2	5

Spanish Private Universities
- They access the Diploma of International Baccalaureate. They should do the "internal test" that each university usually has.
Public Spanish Universities
- General Phase: EXEMPT. The note will be the one in the file.
- Specific phase: They can perform specific tests in the UNED, or request two PD subjects as a grade for the specific test. These two options are compatible and depending on the University, the specific test may not be necessary.
Foreign Universities

They have their particular conditions and depend on the country and the university studies to be taken. They do not need proof of Spanish access.