Online International Baccalaureate Philippines

Why Study Online International Baccalaureate Diploma Programme IBDP in Southville?

Over 5,000 schools in over 150 countries offer the IB Diploma Programme, aiming to produce globally caring and logical inquirers who will shape the 21st Century workforce and world leaders. Southville has been an authorized IB World School since 2005. The IB Programme at Southville is offered to students aged 16-19 designed to prepare them for the much awaited life at the university. IBDP at Southville features a small class size guaranteed with certified IB faculty. Southville IBDP Division is home to students attending the IVY League Schools such as Harvard University and Top Filipino Champion Scholars recognized at the World Scholar’s Cup – Tournament of Champions, Yale University. Graduates with IB Diploma are highly recognized by world-class universities and employment industries.

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The International Baccalaureate Diploma Programme (IBDP) develops the learners’ intercultural understanding and respect. There are six subject groups namely Language Acquisition, Studies in Language and Literature, Individuals and Societies, Mathematics, The Arts, and Sciences. The Diploma Programme (DP) core comprises Theory of Knowledge (TOK), Creativity-Activity-Service (CAS), and Extended Essay. At the end of the term, students are assessed through an internal and external examination conducted by the International Baccalaureate Organization (IBO)

The Core

1. Theory of Knowledge
Students reflect on the nature of knowledge and on how we know what we claim to know.

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

3. Creativity, activity, service

Students complete a project related to those three concepts.


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Group 1: Studies in Language and Literature

English A Language and Literature

This course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. It will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language.

Korean A Literature

This course aims at exploring the various manifestations of literature as a particularly powerful mode of writing across cultures and throughout history. It aims at developing an understanding of factors that contribute to the production and reception of literature—the creativity of writers and readers, the nature of their interaction with their respective contexts and with literary tradition, the ways in which language can give rise to meaning and/or effect, and the performative and transformative potential of literary creation and response.

Group 2: Language Acquisition

English B

This course is designed for students with some previous experience of the target language. Students further develop their ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet.

Language ab initio

  •  French ab initio
  • Mandarin ab initio
  • Spanish ab initio

This course is designed for students with no previous experience in—or very little exposure to—the target language. It aims to develop the student’s receptive, productive and interactive skills while learning to communicate in the target language in familiar and unfamiliar contexts.

Group 3: Individuals and societies

Business Management

This course aims to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques. Students learn to analyse, discuss and evaluate business activities at local, national and international levels.


This is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility.


This course is an introduction to three different approaches to understanding behaviour: the biological, cognitive and sociocultural approaches. Students study and critically evaluate the knowledge, concepts, theories and research that have developed the understanding in these fields.

Group 4: Sciences




This course helps students become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, it is the emphasis on a practical approach through experimental work that characterizes the sciences. Teachers provide students with opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings.

Group 5: Mathematics

Mathematics: analysis and approaches

This course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. The focus is on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach.

Mathematics: applications and interpretation

This course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling.

Group 6: The  Arts


This course gives students the opportunity to actively engage in theatre as creators, designers, directors and performers. It emphasizes working both individually and collaboratively as part of an ensemble.

Visual arts

This course encourages students to challenge their own creative and cultural expectations and boundaries. It develops student’s analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media.



The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful worthrough 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.