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What is IB Education?

Nord Anglia School Nantong is a candidate school* for the Diploma Programme. This school is pursuing authorization as an IB World School.

Nord Anglia School Nantong is a candidate school* for the Diploma Programme. This school is pursuing authorization as an IB World School.

IB World Schools share a common philosophy- a commitment to high-quality, challenging, international education- that we believe is important for our students.


What is International Baccalaureate (IB)?

International Baccalaureate is a non-profit, international educational organization that aims to equip young people with the necessary knowledge and skills to create a better and more peaceful world. The International Baccalaureate® (IB) founded in 1968 in Geneva, Switzerland, currently works with over 5,000 schools in 150 countries to develop and offer challenging programmes to over a million students aged 3 to 19 years.

What is IB Mission?

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

What is IB Diploma Program?

The IB Diploma Program, created in 1968, is designed for highly motivated middle school students aged 16 to 19 years. The program aims to equip students with 21st century skills prior to university. In addition, it aims to educate students as global citizens who are aware of the problems of the world, respectful to different cultures, can use their mother tongue and at least one foreign language effectively. The IB Diploma Program focuses on the development of students' critical thinking, creative thinking, communication, collaboration, self-management skills.

The schools must undergo an exhaustive authorization process in order to offer one or more of the IB programmes, which includes a study of the school’s resources and commitment to the IB mission and philosophy.

The IB Learner Profile:

  • INQUIRERS: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
  • KNOWLEDGEABLE: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
  • THINKERS: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
  • COMMUNICATORS: We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
  • PRINCIPLED: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
  • OPEN-MINDED: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
  • CARING: We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
  • RISK-TAKERS: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
  • BALANCED: We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
  • REFLECTIVE: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

IB Diploma Program Curriculum

The Diploma Programme is offered in three languages: English, French and Spanish. Therefore, the second language levels of the students are extremely important to be successful in this programme.

The Diploma Programme (DP) curriculum is made up of six subject groups and the DP core, comprising theory of knowledge (TOK), creativity, activity, service (CAS) and the extended essay.


Students will take some subjects at higher level (HL) and some at standard level (SL).  HL and SL courses differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at higher level.

Each student takes at least three (but not more than four) subjects at higher level, and the remaining at standard level.

Students choose courses from the following subject groups: 

GROUP 1: Studies in Language and Literature

GROUP 2: Language Acquisition

GROUP 3: Individuals and Societies

GROUP 4: Sciences

GROUP 5: Mathematics

GROUP 6: The Arts

All core elements are mandatory for all DP students

Core Subjects

Theory of Knowledge - It is a course about reflecting on the nature of knowledge and on how we know what we claim to know. Students are assessed by writing a TOK essay and creating an exhibition.

Extended Essay – It is an independent, self-directed piece of research, finishing with a 4,000-word paper.

Creativity, Activity, Service - CAS involves students in a range of activities alongside their academic studies. It is not formally assessed. However, students reflect on their CAS experiences as part of the DP, and provide evidence of achieving the seven learning outcomes for CAS.

What are the benefits of IB Diploma?

IB Diploma Program students will be encouraged to think independently and drive their own learning, take part in programmes of education that can lead them to some of the highest ranking universities around the world, become more culturally aware, through the development of a second language, be able to engage with people in an increasingly globalized, rapidly changing world.

According to the recent researches, students on the IB Diploma Programme (DP) are likely to enroll at top universities.


DP assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling analysing and presenting information evaluating and constructing arguments solving problems creatively.

The IB uses both external and internal assessment in the DP. As external assessments, examinations form the basis of the assessment for most courses. They include essays, structured problems, short-response questions, data-response questions, text-response questions, case-study questions and although rarely used, multiple-choice questions. Besides, teacher assessment is also used which includes oral work in languages, fieldwork in geography, laboratory work in the sciences, investigations in mathematics, artistic performances.

In the DP, students receive grades ranging from 7 to 1, with 7 being highest. Students receive a grade for each DP course attempted.

A student’s final Diploma result score is made up of the combined scores for each subject. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance including successful completion of the three essential elements of the DP core. The theory of knowledge (TOK) and extended essay (EE) components are awarded individual grades and, collectively, can contribute up to 3 additional points towards the overall Diploma score.


For further information please visit the web site www.ibo.org.