IB Diploma Program 

The International Baccalaureate (IB) Diploma Program is widely recognized as the worldwide standard for high school (pre-university) education. From its student-centered philosophy to its emphasis on depth and breadth of knowledge,  independent research, international understanding, and critical thinking skills, the IBDP offers students academically rigorous two-year courses, studied individually as IB Certificates or within an IB Diploma.

ICS Addis has been authorized to offer the IB Diploma since 1982. The philosophy and mission of ICS align closely with the IB Diploma Program and recognizes the need for 21st century high school students to challenge themselves, particularly in their pre-university learning in grades 11-12. For many, this means pursuing the IB Diploma. For a variety of reasons, some students will opt for IB Certificates in individual subjects. We encourage all students—regardless of their previous academic performance—to enter the IB Diploma Program in grade 11, in order to be knowledgeable, well-balanced, and internationally minded citizens when they graduate from ICS.

“Life in the 21st century, in an interconnected, globalized world, requires critical-thinking skills and a sense of international-mindedness, something that International Baccalaureate® (IB) Diploma Programme students come to know and understand.”

To find out more about the IB Diploma Program, visit the IBO public website. http://www.ibo.org/diploma/. The IB General Regulations are available here (155KB).

To download a copy of the ICS IBDP brochure, click here.

On this page:

“I'd love to fill an entire freshman class with students prepared by an IB curriculum. It challenges students to think critically and analytically.”
Michael Steidel Director of Admission, Carnegie Mellon University

"IB is well known to us for excellent preparation. Success in an IB programme correlates well with success at Harvard. We are always pleased to see the credentials of the IB Diploma Programme on the transcript."
Marilyn McGrath Lewis, Director of Admissions, Harvard University

Mission of the International Baccalaureate
“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their difference, can also be right.”

Philosophy of the IB Diploma Program at ICS Addis
The IB Diploma Program provides a challenging, internationally focused, broad and balanced educational experience for students aged 16 to 19. The IB’s mission statement and Learner Profile capture important aspects of this experience. In their studies, students are expected to make connections between different academic disciplines and to develop international-mindedness from their own perspectives. The Creativity, Action, and Service (CAS) component also provides students with opportunities for sustained personal growth.

At ICS Addis, we believe that students of all abilities benefit from this coherent, holistic approach to learning. A student’s past academic preparation and performance are useful when planning a course of studies in grades 11-12, but we do not restrict participation in the IB Diploma on the basis of ability or grades.

The IB Learner Profile
The IB learner profile is the heart of IB programs for all ages. Essentially, it is the IB mission statement into 10 attributes: it aims to define the type of learner the IB aspires to develop. The learner profile provides a focus for all of the ICS Addis community—teachers, parents, and students from ages 3 to 19—to reflect on what is most important in teaching and learning. View the IB Learner Profile.

IB Diploma Program Courses at ICS Addis

  • IB Diploma students must choose six DP courses, one course from Groups 1-6. At least three of those courses must be studied at Higher Level (HL).
  • IB Diploma Candidates also must complete the Theory of Knowledge course and an Extended Essay, an independent research project in an IB subject with a teacher mentor.
  • IB Certificate students may study any combination of courses at any level, timetable permitting.
  • Click on the course to read a profile of the course: description, aims and objectives, and assessment outline.

Group 1
Best Language and Literature

Group 2
Second Language
Group 3
Individuals and Societies
Group 4
Experimental Sciences
Group 5
Group 6
The Arts
Core Requirements

English A Literature

English A Language & Literature
(both at SL/HL)

*Other languages A
(by arrangement with IBDP Coordinator, self-taught or with private tuition)

French B SL/HL

Spanish B SL/HL

Spanish ab initio SL

History SL/HL

Geography SL/HL


Biology SL/HL

Chemistry SL/HL

Physics SL/HL


Mathematics HL

Mathematics SL

Math Studies SL

Visual Arts SL/HL

(or a second
subject from Groups 1-4

Theory of Knowledge


Extended Essay


Pamoja Online IB Courses 

Are you a self-directed learner, happy in an online environment? Do you want to study an IB course not offered at ICS, or one that does not fit your timetable? If so, then an online IB course, offered by Pamoja Education, might be for you.

For more information about available Pamoja IB courses, click here.

For an application to study a Pamoja online IB course at ICS, click here.

Psychology SL (online)

Economics SL (online)

Economics HL (online)

Business and Management SL (online)

Creativity, Action, and Service (CAS)

All students in grades 11-12 at ICS Addis participate in a wide range of service, active, and creative activities throughout the last two years of high school. The IB’s CAS framework challenges students to reflect on their own personal growth through the activities they select, by aiming for the following CAS learning outcomes.

Through participation in CAS activities, students provide evidence that they have:

  • increased their awareness of their own strengths and areas for growth.
    They are able to see themselves as individuals with various skills and abilities, some more developed than others, and understand that they can make choices about how they wish to move forward.
  • undertaken new challenges
    A new challenge may be an unfamiliar activity, or an extension to an existing one.
  • planned and initiated activities
    Planning and initiation will often be in collaboration with others. It can be shown in activities that are part of larger projects, for example, ongoing school activities in the local community, as well as in small student‑led activities.
  • worked collaboratively with others
    Collaboration can be shown in many different activities, such as team sports, playing music in a band, or helping in a kindergarten. At least one project, involving collaboration and the integration of at least two of creativity, action and service, is required.
  • shown perseverance and commitment in their activities
    At a minimum, this implies attending regularly and accepting a share of the responsibility for dealing with problems that arise in the course of activities.
  • engaged with issues of global importance
    Students may be involved in international projects but there are many global issues that can be acted upon locally or nationally (for example, environmental concerns, caring for the elderly).
  • considered the ethical implications of their actions
    Ethical decisions arise in almost any CAS activity (for example, on the sports field, in musical composition, in relationships with others involved in service activities). Evidence of thinking about ethical issues can be shown in various ways, including journal entries and conversations with CAS advisers.
  • developed new skills
    As with new challenges, new skills may be shown in activities that the student has not previously undertaken, or in increased expertise in an established area.

From IB CAS guide

IB Diploma and ICS Addis High School Diploma requirements

All our high school students prepare for an ICS High School Diploma. Based on the North American model, this diploma requires students in grades 9-12 to study a series of mandatory and elective courses over their four years of high school, along with completing additional graduation requirements including Creativity, Action, and Service (CAS) in grades 11-12. The high school courses offered at ICS Addis include IBDP courses in grades 11-12.

Most of our high school students aim for the IB Diploma concurrently with the High School Diploma. Beyond the ICS High School Diploma graduation requirements, IB Diploma Candidates meet the IB Diploma requirements as well, including a critical thinking course called Theory of Knowledge, an independent research project called the Extended Essay, and a balanced combination of IB courses.

Can I take individual IB courses without doing the full IB Diploma?
The IB awards scores for successful completion of individual subjects, studied over two years in grades 11-12, and culminating in examinations. Students who do not choose to pursue the IB Diploma will sit the exams for individual subjects they study. Depending on the student’s university destination, satisfactory scores for IB courses may meet entry requirements or be awarded college credit.

IBDP Examinations and Assessments
Assessment in the IBDP includes work assessed internally (by the ICS teacher) and externally (by examiners). Internal assessment in each course are assigned, guided, and marked by our IBDP teachers during the course, and may take the form of lab reports, portfolios, oral presentations, research workbooks, or other forms of authentic assessment. This internally assessed work, combined with the student’s results on May examination papers, forms the final IB score awarded in July by the IBO. IB scores range from 1-7, with 7 being the highest.

2013-14 IBDP Examination Information for Students