:: Diploma Programme at EISB ::

Diploma programme

“On behalf of the International Baccalaureate (IB), it is my privilege to inform you that English International School of Bratislava is now an authorized IB World School, Diploma Programme (DP). Congratulations on your considerable accomplishment.”
Andrew Macdonald Chief Schools Officer, IB

These were the official words in the opening paragraph of our Diploma Programme Authorization letter dated 13/04/2017.

We are extremely proud and gratified of this wonderful achievement after an intensive and in-depth whole school preparation and readiness for DP Authorization. Countless hours, dedication and commitment from our entire EISB team, in providing our students with rigorous preparation in their next stages of learning.
Here within EISB, our Diploma Programme aims to prepares our students to embark upon a path unknown yet familiar, a road untaken yet well-rehearsed.

We look forward to welcoming our first cohort of students to the Diploma Programme in the 2017/2018 academic years.
Colin McDonnell
Head of School

English International School of Bratislava

The IB Diploma as a vision of education

More than just a qualification, the IB DP will provide a distinctive educational experience for EISB students. It allows students to study a wide range of subjects, while giving them the freedom to choose which subjects to study in greater depth. A number of opportunities exist for students to develop specialised knowledge and skills in topics that interest them the most.

The IB DP also provides teachers with the opportunity to engage with students in topics and questions that the students themselves are interested in. While these opportunities are certainly the best preparation for undergraduate studies, IB DP students also develop the ability to take on new ideas from across the disciplines throughout their lives.

Investing in the IB

The school is investing in IB education through the development of a new science laboratory, new school facility in the near future, and a continuous professional training for the DP teachers.

What is Diploma Programme?

Find out more at the official IBO web page.

What people say about DP? College quotes regarding IB DP

    • I am delighted to read that all your students study the IB. This is an excellent qualification – I wish all my students would come with it! It provides an education, rather than just very good knowledge in three areas.
      Dr Mike Dobson FSA, Director, Flexible Combined Honours, 
      University of Exeter


    • We are uniformly impressed by the quality and rigor of the IB curriculum. Students with an IB Diploma are well prepared to make the most of their university experience.”
      C. Bryan Young, Ph.D., P.E., Director and Associate Professor, University of Kansas Honors Program


    • 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. GPA is not nearly as important a factor in university admission as the IB Diploma. If a student has to choose, choosethe Diploma over protecting the GPA.
      Marilyn McGrath Lewis Director of Admissions Harvard University

:: The Diploma Programme explained ::

For over 40 years the IB Diploma Programme has been the gold standard in international education. It was developed in 1968 for schools in Britain and Geneva, and since then has flourished as an international, non-governmental, non-profit making organisation, remaining independent of governmental policies. It continues to grow, having developed programmes for students from three to 18 (PYP, MYP, DP), which are now delivered to nearly one million students across the world in some 4000 schools. The Diploma is an excellent preparation for, and passport to, leading universities and top jobs across the globe.

Breadth and depth

The IB’s distinctive feature is its view that for students to be successful in a changing world, they must have a wide range of skills and abilities to take on new challenges. All IB students develop this breadth by studying six subjects: mother tongue, mathematics, a science, a humanities subject, a modern or classical language and a creative arts subject.

While gaining expertise in this broad range of subjects, students also have the opportunity to specialise in a subject of their own choosing, drawing on their personal strengths and interests. For instance, students choose three of their subjects to study at Higher Level and three at Standard Level; as part of this, they may opt for a second language, science or humanities subject instead of a creative arts subject.

All students write a 4000-word Extended Essay on a topic of their own choosing. This is a key feature of the IB Diploma and allows students to develop as independent learners in a genuine and meaningful way. Through coursework choices students can also make further forays into a deeper understanding of particular subjects.

In addition, IB students pursue a course in critical thinking called Theory of Knowledge. As such, students emerge both literate and numerate, linguistically and scientifically able. Ask any employer, and they will tell you that these are all complementary rather than contradictory talents in today’s world.

IB students also extend their learning out of the classroom and into the community through the completion of the creativity, action and service (CAS) programme.

A coherent set of values

The Diploma enjoys a coherent set of values. At its heart is a Learner Profile, which encourages students to be open-minded inquirers, reflective learners and intellectual risk-takers, as well as caring citizens of the world. With its emphasis on independent and lifelong learning, and with internationalism as a central ethic, it has drawn support from an increasing number of schools in norther hemisphere .

Is the IB for everyone?

The short answer is ‘yes’. It suits the intellectually curious, those who want to develop not just academically but also personally, and for those who are versatile or ambitious – which, we believe, describes any young learner, provided they are inspired and engaged by the instruction they receive.

For more information visit: http://www.ibo.org/

:: The IB Diploma as a qualification ::

The IB Diploma is recognised by all UK and US universities, and in surveys Admissions Tutors regularly support the claim that the IB provides an excellent – and better – preparation for university and the world of work. Leading universities like the fact that the IB results allow them to discriminate at the top end and that, unlike other qualifications, there has been no grade inflation over the last 20 years.

Research into the success of IB Diploma graduates

In 2016 the Higher Education Statistics Agency conducted and published research on the relative success rates of IB students and concluded that:

    • IB Diploma Programme (DP) students have a 57% greater likelihood of attending one of the top twenty UK universities than students who study traditional A Levels
    • IBDP students have a larger probability of achieving both a first and second class degree compared to their A Level peers – 23% of DP students achieve a first-class degree compared with 19% of A Level students
    • IBDP students are considerably more likely to be engaged in further study, such as a Masters or PhD after leaving higher education, while A Level students are more likely to enter the world of work – 30% of DP students participate in postgraduate study compared to 15% of A Level students


    • IBDP students have greater post education prospects, on average earning more than their A Level counterparts. The highest median salary for a Diploma Programme leaver who holds a degree in Mathematical Sciences is £30,000, compared to £22,000 for A Level students who graduate with the same degree


    • 18% of IBDP alumni are employed in professional, scientific and technical activities, compared to 13% of A Level students.


:: IB MYP Learner Profile ::

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help create a better and more peaceful world.

The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century.

The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.


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.


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.


We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.


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.


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.


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.


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.


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.


We understand the importance of balancing different aspects of our lives – intellectual, physical, and emotional – to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.


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.

Learner Profile

:: IB DP Student Subject Choices ::

Student should choose three subjects at Higher Level (5 periods a week) and three subjects at Standard Level (3 periods a week).

Student should choose one subject from each of the first 5 groups plus one more from group 2, 3, 4 or 6. Slovak Literature cannot be chosen in more than in one group.

EISB reserves the right to change the range of subjects offered or availability of some subject combinations.

Group Subject Choice Level
Studies in language
and literature
English Language and Literature
Slovak Literature
Chinese Language and literature
Externally tutored language (must be negotiated)
English B
French B
Spanish Ab Initio
and societies
Business & Management
Mathematical Studies
The Arts or Electives
Visual Arts
Or Elective:

Explanation of Terms:

G1: Studies in language and literature: or mother tongue (a literature course)
Language acquisition: at least 2 years’ knowledge
Language Ab Initio: beginners, SL only
Mathematics: mathematics for engineers, mathematicians, scientists, doctors.
Mathematical Studies: mathematics in society, less demanding, not for further study, not all universities recognize it.
Elective: a second subject from groups 2, 3, 4 or 6.

:: Creativity, Action and Service ::

What does IBO say about CAS projects? Read more on their IBO web site.

Creativity, Action, Service (CAS) is one of the core requirements for the IB Diploma Programme. For most, this will involve music, drama, sport and service. While students must complete a minimum number of hours in each area, the emphasis should not be on counting hours but learning through meaningful experiences.

For many students, this is the most enjoyable area of school life; it is here they spend much of their time and make many of their friends.

Creative activities include art, design, drama, photography, music, working on the school magazine, theatre design, and initiating and planning service projects.

Action must involve physical activity and is usually a sport such as hockey, squash, tennis or athletics. These activities should be focused on achieving a personal goal. Service activities may count as action if they are physical, such as environmental work or sports clubs in primary schools, or for the disabled or disadvantaged.

Service activities might be helping the elderly, working with adults with learning disabilities, hospital visiting, environmental work, helping in charity shops, involvement with Amnesty International, helping run school activities, or gaining first aid qualifications. Some service activities might be large projects where the students spend a longer time running e.g. a summer programme of activities for disabled schoolchildren. They also plan, raise funds and correspond throughout the year.

The CAS programme gives the students a broad and balanced education for life. It allows them to explore their talents and discover their strengths outside the classroom. It encourages them to try new activities and it develops their cooperation and leadership skills.

:: Theory of Knowledge ::

What does IBO say about TOK? Read more on their IBO web site.

IB Diploma students develop expertise in a wide range of knowledge, but this can lead to an uncritical approach to this knowledge and the processes with which it was developed. In the IB’s Core, Theory of Knowledge students critically engage with the complexities inherent in constructing knowledge in the world.

The traditional academic disciplines each approach the complexities of the natural and human world with their own set of tools, starting points and basic assumptions. Theory of Knowledge offers an opportunity to critically explore these methods, giving the students the opportunity to take a step back from the content and sometimes artificial distinctions between disciplines and explore how we build our understanding of the world.

In TOK, we look at what we believe to be true and critically evaluate the reasons we have for holding these beliefs. The course sits within the IB Diploma Core, meaning that it draws together a number of academic, communication and presentation skills encouraged by the programme as a whole.

It is an extremely wide ranging course and deals with:

    • Subject-related issues: Does art explain certain aspects of human experience better than science? How reliable are History textbooks)


    • Personal and contemporary issues: Can I know what is right? When should we trust the media? How are my beliefs influenced by my culture?


    • Perennial philosophical problems: Are humans predictable? Do our senses provide the truth? How might religious beliefs orientate and offer significance to our lives?


While Theory of Knowledge helps to develop rigour and logical analysis, it goes well beyond a critical thinking course. It introduces students to a range of ideas and allows them to recognise and develop their own independent perspective in relation to others. As such it demands openness, respect and a collaborative approach.</span>

TOK is unique to the IB programme and provides students the opportunity to explore the higher order thinking associated with weighing up the various approaches to knowledge that they are presented with.

:: Extended Essay ::

What does IBO say about EE? Read more on their IBO web site

The Extended Essay is a unique opportunity for students to engage in independent research. As part of the diploma each student chooses a topic that interests them and undertakes an in-depth 4000-word study.

The essay structure demands – including citations, bibliography, abstract – is a very effective preparation for university dissertations, projects and theses. It is a distinctive feature of the IB Diploma, and universities regularly comment positively on the scope, depth and structure of argument that the Extended Essay inspires.

We hope to publish the most imaginative, innovative and creative essays of our students at EISB for special recognition. We intend to share them in the book form to demonstrate the academic rigour and potential of our students.

Read some complementary information:

:: IB DP Scholarships ::


Our ambition is to promote excellent quality education. Through our commitment to nurturing talented students EISB offers up to five
scholarships each academic year; two full tuition fee scholarships and three to the value – determined by the school – of between 30
and 75% of the tuition fee a year.

Our Scholarship programme specifically aims to support and guide top students to achieve their potential, and in doing so, boost the
performance of the school.

We are looking to select candidates who display what we consider to be the most important attributes and characteristics.

We hope in return, successful candidates will act as Ambassadors for EISB
• work towards representing the school and their country
• be passionate and ambitious in all that they do
• have a genuine desire to contribute to the school community and school life
• be prepared to be a leader

Scholarships are reviewed annually and their continuance depends on attitude, conduct, participation and progress.

How to Apply:

Download the EISB IB DP Application form and return it along with all relevant documents to dpcoordinator@eibratislava.org by 31st
March the latest. Successful applicants will be invited to the school in the course of the next two months where a test of English level as
well as an interview will be conducted by the senior pedagogical team.