Most students attending UWC between the ages of 16 and 19 study the globally recognised International Baccalaureate Diploma Programme (IBDP), which is offered at all UWC schools and colleges. It is a challenging curriculum that allows students to explore a range of subjects and ideas, while developing their creativity and learning about the importance of activity and service in the community.
In fact, UWC played a key role in crafting the IBDP back in the 1960s, and the ties between the IB and UWC remain close decades later.
The IBDP aims to “encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.” It is respected in the best universities worldwide for the balance it strikes between breadth and depth of subjects and its focus on service, communication, teamwork, leadership and critical thinking.
“Although the IBDP was quite overwhelming at times and there was a lot to be learned, overall it made me a lot more confident and taught me how to study. My first year at college felt much easier than my second year of IBDP. I’m much more sure of the things I say because I research them, and I’m so much better at writing.”
– Leonor, UWC Mahindra College alumna
Which subjects can students take for the IBDP?
IBDP students take a total of six subjects, one chosen from each of the following groups:
Students generally study three subjects at standard level and three subjects at a higher level. At a higher level, they are expected to demonstrate a greater body of knowledge, understanding and skills. Subjects available may vary between UWC schools, often reflecting their geographic location and focus areas. Apart from exams, IB courses also involve coursework components that allow students to pursue their own topics of inquiry within a subject. Many students connect their academic learning to their wider interests in areas such as sustainability, intercultural understanding and social justice.
IBDP subjects at UWC (in English)
As well as the six subject groups, students complete three core components of the IBDP, which are central to the philosophy of the programme. These are:
Extended Essay (EE): Students choose and investigate a topic of special interest, and develop the independent research and writing skills required at university level. The essay is typically written in one of the student’s six subjects and must be no more than 4,000 words in length. Students are supported in the research and writing process by an academic supervisor.
Theory of Knowledge (TOK): The course encourages students to reflect on the nature of knowledge and strengthen connections between their different subject areas. It is assessed through an exhibition and a written essay.
Creativity, Activity, Service (CAS): Taking responsibility, developing social, creative and outdoor skills, as well as learning to approach others with empathy are at the heart of the programme. Students engage in a variety of projects that aim to develop these skills, while at the same time actively engaging with their local community.
Other academic options at UWC
Once a UWC national committee-selected student is accepted by the college, they are able to apply to attend other IB programmes available at some of our UWC schools. Options available include:
- Programme à orientation professionnelle du Baccalauréat International (IBCP) – au Pearson College UWC et à UWC Maastricht
Like the IBDP, the IBCP is a rigorous educational programme that offers students the opportunity to specialise in a specific field. At UWC, IBCP students undertake a minimum of two IBDP courses, a career-related study and an IBCP core.
- Programme pilote UWC : Parcours de transformation des systèmes (STP) – à UWC Atlantique et à UWC Asie du Sud-Est
Students pursuing the STP are working towards a full IB Diploma, but are studying a combination of four regular IB subjects alongside a bespoke interdisciplinary programme designed to develop the skills, attitudes and abilities they need to tackle complex and interdependent systemic challenges. This bespoke course counts for two standard level IB subjects and is assessed not through exams, but through authentic impact analyses, reflections and project portfolios.