IB World Schools share a common philosophy: a commitment to improve the teaching and learning of a diverse and inclusive international community of students by delivering challenging, high-quality programmes of international education that share a powerful vision.
World Academy of Tirana is authorised to offer the IB Diploma Programme (DP) for grades 11 & 12.
The IB Diploma Programme is a two-year academically rigorous, challenging, international education for students aged 16 to 18. Students must have very good English language speaking, writing and reading skills to participate fully in the IBDP and to succeed academically.
The IBDP is a passport for entrance into elite international universities that welcome the in-depth knowledge, conceptual understanding, independent thinking, creativity, and research skills of IBDP graduates. Students take written examinations in each subject in May of the second year of the two-year programme. Each DP subject examination is taken on the same day by all DP students worldwide. All exam papers are marked by external IB examiners. Students complete Internal Assessment explorations for each subject, which are graded by their teacher, and assessed by the IB. Oral presentations, film productions and artistic performances are recorded and sent to the IB to be marked.
Subject marks range from 1 (lowest) to 7 (highest). The IB Diploma is awarded to students who cumulatively score at least 24 marks, complete the Theory of Knowledge 1,500-word paper, a 4,000-word Extended Essay, and seven learning objectives for Creativity, Activity, and Service (CAS). The highest that an IBDP student can be awarded is 45 marks.
Assessment is criterion-based, meaning student performance is measured against pre-specified assessment criteria, based on each subject’s learning objectives. Thus, all DP students could potentially score a 7.
In addition to six subjects, the IBDP has 3 core requirements to broaden students’ educational experience, and challenge students to apply their conceptual understanding of subject knowledge.
Additional DP Requirements
Theory of knowledge (ToK) is a course designed to encourage students to reflect on the nature of knowledge by critically examining 8 different ways of knowing (language, perception, emotion, sense, reason, faith, intuition, memory) through the lens of the 8 areas of knowledge (ethics, arts, natural and human sciences, history, mathematics, indigenous and religious knowledge systems). Students contemplate the role and nature of knowledge in their own and other cultures, becoming aware of themselves as thinkers, which in turn encourages students to become acquainted with the complexity of knowledge, and to learn to act responsibly in our increasingly interconnected but uncertain world. As a thoughtful, purposeful inquiry into ways of knowing and areas of knowledge, ToK asks the big questions, such as “How do we know?” ToK has two scheduled classes a week.
Creativity, Activity, Service (CAS) requires students to explore, develop and demonstrate artistic and creative talents, personal fitness objectives, environmental stewardship, innovative ideas, and service to the community through real world experiential learning, challenging each to apply their learning beyond the classroom. Students can target all three components in a multi-phase project or undertake separate activities for each component. CAS requires a significant commitment from students of at least 3 hours/week over 18 months to achieve the seven learning outcomes.
Extended Essay (EE) requires students to undertake an independent self-directed research query that relates to one of their subjects, and to write a 4,000-word properly annotated paper to report what they learned. The EE prepares students for the kinds of undergraduate research required at University. It gives students an opportunity to study in-depth a topic of interest to them. Emphasis is given to the research process: formulating an appropriate research question, exploring the topic, communicating ideas through their process journal, and developing an argument. Participation in this process develops students’ capacity to analyze, evaluate and synthesize knowledge.
Students seek an Extended Essay supervisor who is a teacher at school. The teacher will challenge and support the student throughout the process with advice and guidance.
