IB Diploma Programme

Creativity, Activity, Service (CAS)

Creativity, activity, service (CAS) is one of the three essential elements that every student must complete as part of the Diploma Programme (DP).

Studied throughout the Diploma Programme, CAS involves students in a range of activities alongside their academic studies. 

 

How is CAS structured? 

The three strands of CAS, which are often interwoven with particular activities, are characterised as follows:

• Creativity – arts, and other experiences that involve creative thinking.
• Activity – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP.
• Service – an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.

In order to demonstrate these concepts, students are required to undertake a CAS Project. The project challenges students to:

• show initiative
• demonstrate perseverance
• develop skills such as collaboration, problem solving and decision making.

 

What is the significance of CAS?

CAS enables students to enhance their personal and interpersonal development by learning through experience.

It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work.

At the same time, CAS is an important counterbalance to the academic pressures of the DP.

 

IB guidance on CAS

A good CAS programme should be both challenging and enjoyable – a personal journey of self‑discovery.

Each student has a different starting point, and therefore different goals and needs, but for many their CAS activities include experiences that are profound and life‑changing.

CAS is a component of the DP core.

https://www.ibo.org/programmes/diploma-programme/curriculum/creativity-activity-and-service/

 

Extended Essay (EE)

The extended essay is a required component of the International Baccalaureate Diploma Programme (IBDP). 

It is an independent piece of research, culminating with a 4,000-word paper.

 

What is the significance of the extended essay?

The extended essay provides:

• practical preparation for undergraduate research
• an opportunity for students to investigate a topic of personal interest to them, which relates to one of the student's six DP subjects, or takes the interdisciplinary approach of a World Studies extended essay.

Through the research process for the extended essay, students develop skills in:

• formulating an appropriate research question
• engaging in a personal exploration of the topic
• communicating ideas
• developing an argument. 

Participation in this process develops the capacity to analyse, synthesize and evaluate knowledge.

An extended essay can also be undertaken in world studies, where students carry out an in-depth interdisciplinary study of an issue of contemporary global significance, across two IB diploma disciplines.

 

How is study of the extended essay structured?

Students are supported throughout the process of researching and writing the extended essay, with advice and guidance from a supervisor who is usually a teacher at the school.

Students are required to have three mandatory reflection sessions with their supervisors. The final session, a concluding interview, is also known as viva voce.

The extended essay and reflection sessions can be a valuable stimulus for discussion in countries where interviews are required prior to acceptance for employment or for a place at university.

 

How is the extended essay assessed?

All extended essays are externally assessed by examiners appointed by the IB. They are marked on a scale from 0 to 34.

The score a student receives relates to a band. The bands are:

A – work of an excellent standard.

B – work of a good standard.

C –work of a satisfactory standard.

D – work of a mediocre standard.

E – work of an elementary standard.

https://www.ibo.org/programmes/diploma-programme/curriculum/extended-essay/what-is-the-extended-essay/

 

 

Theory of Knowledge (TOK)

Theory of knowledge (TOK) plays a special role in the International Baccalaureate Diploma Programme (IBDP), by providing an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know.

It is one of the components of the DP core and is mandatory for all students. The TOK requirement is central to the educational philosophy of the DP.

 

How is TOK structured?

As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed almost entirely of questions.

The most central of these is "How do we know?", while other questions include:

• What counts as evidence for X?
• How do we judge which is the best model of Y?
• What does theory Z mean in the real world?

Through discussions of these and other questions, students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives.

 

Assessment of TOK

The TOK course is assessed through an oral presentation and a 1600 word essay.

The presentation assesses the ability of the student to apply TOK thinking to a real-life situation, while the essay takes a more conceptual starting point.

For example, the essay may ask students to discuss the claim that the methodologies used to produce knowledge depend on the use to which that knowledge will be used.

 

What is the significance of TOK?

TOK aims to make students aware of the interpretative nature of knowledge, including personal ideological biases – whether these biases are retained, revised or rejected.

It offers students and their teachers the opportunity to:

• reflect critically on diverse ways of knowing and on areas of knowledge
• consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.

In addition, TOK prompts students to: 

• be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
• recognize the need to act responsibly in an increasingly interconnected but uncertain world. 

TOK also provides coherence for the student, by linking academic subject areas as well as transcending them.

It therefore demonstrates the ways in which the student can apply their knowledge with greater awareness and credibility.

 

https://www.ibo.org/programmes/diploma-programme/curriculum/theory-of-knowledge/what-is-tok/

 

Resources

Students follow a broad and balanced curriculum, organised into the 6 subject groups:

	Courses Offered
Group 1 Language and Literature	English Language and Literature SL & HL
	Self - Taught Language A SL
Group 2 Language acquisition	Arabic ab initio SL
	Arabic B SL & HL
	Spanish ab initio SL
	Spanish B SL & HL
	French ab initio SL French B SL & HL
	English B SL
Group 3 Individuals and societies	Business Management SL & HL
	Global Politics SL & HL
	Economics SL & HL
	Psychology SL & HL Environmental Systems & Societies SL
Group 4 Sciences	Biology SL & HL
	Chemistry SL & HL
	Physics SL & HL
	Design Technology SL & HL
	Sports Science SL & HL
	Computer Science SL & HL Environmental Systems & Societies SL
Group 5 Maths Analysis and Maths Application	Math Analysis and Approaches SL & HL
	Math Applications and Interpretations SL Math Applications and Interpretations HL
Group 6 The arts	Theatre Arts SL & HL
	Music SL & HL
	Visual Arts SL & HL

GPA Equivalency Scale

We do not report a GPA, but do provide a suggested equivalency scale below:

GEMS World Academy - Dubai Grade	Achievement Descriptor	Suggested Equivalent Letter Grade	Suggested GPA Calculation
7	Exceptional	A+	4.00
6	Superior	A/A-	4.00
5	Very Good	B+/B/B-	3.50
4	Satisfactory	C+/C	3.00
3	Mediocre	C-	2.00
2	Poor	E	0.00
1	Very Poor	F	0.00

Average Candidate Diploma Score

We are proud to show that our average scores have been increasing throughout the years (out of 45 points)

  

Diploma Score Distributions in 2020

A distribution of the percentage of students who received specific scores

   

External Norm-Referenced Testing 

In keeping with our college preparatory mission to inspire academic excellence in all students, GEMS World Academy - Dubai collects data on students every year to determine how the school’s programme is performing in relation to other like schools. GEMS World Academy - Dubai uses the Measures of Academic Progress (MAP) standardized achievement testing programme of skills in Grades 1 - 9 to assess competency in core content areas. Testing occurs three times per year, in line with KHDA requirements. Additionally, students in Grades 4, 6, 8, and 10 are required to take the CAT- 4 assessment as part of KHDA requirements.

The IBDP requires externally assessed examinations of IBDP students during their final year (Grade 12) in which those who qualify will receive both a standard GEMS World Academy - Dubai graduation diploma and the IB Diploma.

 

Further Reading

GEMS World Academy - Dubai Diploma and the IB Diploma

Students graduating from GEMS World Academy - Dubai will receive their High School Diploma at the time of graduation; this is based on their final grade in their GEMS World Academy - Dubai classes and final exams but not the World Exams. The IB results are not issued until July and these scores will not impact a student’s graduation requirements from GEMS World Academy - Dubai.

The DP is a demanding university preparatory programme that leads to external exams. It is designed for highly motivated students in their final two years of school. The DP curriculum emphasises critical thinking, intercultural understanding, research skills and community service. Approximately 80% of GEMS World Academy - Dubai students in Grades 11 and 12 are enrolled in the full DP, with the remainder enrolled in Diploma Courses or the High school Diploma route.

The IB Diploma will be awarded to a candidate provided all the following requirements have been met: all CAS requirements, the candidate’s total points are 24 or more, there is no grade E awarded for Theory of Knowledge and/or the Extended Essay, there is no grade 1 awarded in a subject/level, there are no more than two grade 2’s awarded (HL or SL), there are no more than three grade 3’s or below awarded (HL or SL), the candidate has gained 12 points or more in HL subjects, and the candidate has gained 9 points or more on SL subjects.

 

Courses Programme

The Courses Programme is an alternative pathway to the DP. Courses students complete 6 subjects at the SL and sit IB World Exams in May. Courses students must fulfill all of their SL courses requirements, and complete a modified CAS portfolio requirement. DP Courses candidates receive a transcript of results issued by the IB.

 

Evaluation Scheme

GEMS World Academy - Dubai conforms to the IB system with grades ranging from 7 (high) to 1 (low), with the exception of TOK and EE which is reported A (high) to E (low). The system is used for all internal and external assessments and on official transcripts.

A detailed description of Grade Descriptors is located here.

GEMS World Academy - Dubai only provides end of year grades on High School transcripts. Should a mid-year transcript be required for Grade 12 students, it should be noted that the grades are only preliminary and an updated transcript with final grades will be provided at the end of Grade 12.

The Diploma Programme at GEMS World Academy - Dubai has minimum entrance requirements for Grade 10 students. Students who do not qualify for the full DP can enrol in the Diploma Courses

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