The IB Diploma Curriculum is presented as six academic areas (subject groups) enclosing a central core, thus encouraging an in-depth study covering a broad academic range:

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


Theory of knowledge (TOK),
Extended essay (EE),
Creativity, Activity, Service (CAS)

All IB students are required to choose one subject from each group and complete the requirements of the core elements (TOK essay, Extended essay and CAS activities). Students who are fluent in more than one language can choose a second one from Group 1 instead of Group 2. Further, those who are not interested in art can choose a second subject from any other group.

Each student is required to take three subjects at Higher Level (HL) and three subjects at Standard Level (SL). HL subjects contain additional elements to be taught, allowing a more in depth exploration of the subject. Thus, HL subjects are taught more hours per week than SL subjects. In certain cases, students may choose an additional 7th subject and apply for a non-regular Diploma if they are required to meet specific university requirements.

Language A:    Language and Literature [English A (HL/SL) – Modern Greek Α (HL/SL)]

Literature [English A (SL) – Modern Greek Α (HL/SL)]

Other mother tongues (self-taught)

In Language A – Language and literature courses, various literary genres are taught which serve different purposes and are assessed through the use of different skills. Texts are chosen according to their cultural, artistic and linguistic value in an effort to promote to our students intercultural understanding, the beauty and significance of literature and its direct relationship with history and society.  Texts cover various genres and historical periods from the Anglophone/Greek world. Due to the extensive research that students need to do they gain self-studying and self-learning skills.  Furthermore, a lot of emphasis is placed on oral presentation skills enhancing self-confidence linguistic competence.

Additionally to the literature, the language part of the course examines skills that serve different assessment purposes. Students study texts of different genres addressing a great variety of global issues and depicting language within its cultural context. This part of the course has a linguistic scope and examines how language determines cultural understanding and cultural interpretation via challenging the thinking process.

In Language A – Literature courses students are taught additional literary pieces and focus on analyzing and decoding literature, while also gaining knowledge on literary techniques, artistic movements and criticism. The aim of the course is to instill in students a love for literary understanding and perceptual analysis.

Mother tongue development opportunities are offered to students through the self-study course at Language A level. Students study on their own, under the guidance of a Language A supervisor, whose role is to guide them with the structure of the course, the development of study skills and the execution of assessment; it is the student’s responsibility to study and analyse the literary texts.

Modern Greek (Course outline)

English A (Course outline)

Further reading:

Courses taught by:
Modern Greek (HL/SL)                        Giorgos Apostolou, Theodoros Chiotis

English A (HL/SL)                                 Antonia Sakka

Other mother tongues                        Self-study, supervised by Antonia Sakka

Giorgos Apostolou

Mr. Apostolou studied Ancient Greek and Modern Greek Language and Literature at the University of Athens. He has been teaching Ancient Greek, Modern Greek Language and Literature and Ancient and Modern Greek History at all levels of High school, including the Panhellenic exams, for the past 27 years. For the last 7 years, he has additionally been teaching Modern Greek Literature in the IB Diploma Programme of Platon School. He is the Vice Principal of Platon High School, the Artistic Director of the school and he has a long history of staging and directing school performances, Open Days and Awards Ceremonies. He has received training and has worked with students with learning difficulties. He is an active writer with 3 publications under his name and many more on the way.

Theodoros Chiotis

Mr. Chiotis has studied Classics at the universities of London and Oxford (BA and MSt) and Modern Greek (DPhil) at the University of Oxford. He has worked as researcher in EU funded programs in collaboration with the Greek Open University and the University of Ioannina, as co-ordinator for the digitization of literature textbooks for the Greek Ministry of Education. From 2013 until 2019, he was the project manager and co-ordinator of scholarly research and digital initiatives of the Cavafy Archive (Onassis Foundation) where he spearheaded, amongst other things, the process of digitizing, uploading and making freely available the entirety of the manuscripts of C.P. Cavafy; he also designed and implemented multiple series of educational programmes, events on digital culture and a hackathon for the Onassis Cultural Centre. He is the editor and translator of the anthology Futures: Poetry of the Greek Crisis (Penned in the Margins, 2015). Other publications include two poetry collections, two co-authored books of literary criticism, and a number of academic articles. He is a member of the editorial board of the Greek literary magazine [φρμκ] and contributing editor for Hotel magazine in the UK. He has previously taught at the university of Oxford and is an academic associate at the Department of English at Oxford Brookes. He is currently teaching Modern Greek and Theory of Knowledge and is University Counsellor in the Diploma Programme of Platon School.

Antonia Sakka

Studied at the Universities of Sydney and NSW and completed:

  1. a Bachelor of Arts majoring in Linguistics, English, Modern Greek and French Language and Literature
  2. a graduate Diploma in Education obtaining English, ESL and French teaching methods and
  3. a Master of Arts in Comparative Literature (English and Modern Greek)
  4. Candidate for a PhD in Language and Cultural Affairs

She has worked as an ESL teacher in adult education teaching migrant and refugee children, has taught advanced Modern Greek Language and Grammar at the University of Sydney and Modern Greek Language and Literature and ESL to MYP and IB Diploma students at ISA. Currently teaching English and Modern Greek Language and Literature in the IB Diploma and the MYP of Platon School, where she is also the CAS Coordinator.

Language B: English B (HL/SL)

English B is a language based course which enhances linguistic competency, critical thinking skills, intercultural understanding and exposure to global issues. the students are required to study topics related to: Experiences, Identities, Human ingenuity, Sharing the planet and Social organization. Additional to the above, students study two literature books that exemplify social and cultural values of the English-speaking world. Due to the extensive research that the students perform, they gain self-studying and self-learning skills, together with Reading, Listening comprehension and Writing skills.

Throughout this course the students will gain presentation, communication, research, comprehension, application, experiential, referencing, analytical, decoding and reflective skills. They will learn through emotion, imagination, creativity, perception, intuition, shared knowledge, cultural understanding and interpretation. All these skills are put into practice through Creative Writing Workshops, teaching language skills to younger students, running a literacy programme for kindergarten students and organizing performances.

Upon request, the Language B course can also be offered in Spanish, French and German.

English B (Course outline)

Further reading:

Course taught by:
Antonia Sakka

Business and Management

The IB Diploma Business Management course is an introductory course in business management that aims at developing students’ knowledge and understanding of business theories, as well as enabling students to apply these theories and tools to various real and fictitious business situations. Moreover, in the context of this course, students learn to analyse, discuss and evaluate business decisions as well as propose and recommend possible solutions to problems businesses might be facing.

The organizations examined operate in various industries and geographical areas thus, operate within different socioeconomic contexts. These two characteristics of the course actually broaden students’ minds enabling them to think out of the box and realize the global context within which todays businesses operate.

The course encourages students’ appreciation of ethical concerns. It aims at the development of relevant skills, such as: critical and strategic thinking; ethical and well-informed decision making, conducting qualitative and quantitative analysis in order to form substantiated arguments and draw safe conclusions; appreciating and managing change; undertaking short term and long-term planning, and evaluating business decisions. There are also subject-specific skills that students develop, such as financial analysis.


The IB Diploma Economics mainly focus on dealing with scarcity, resource allocation and the methods and processes by which choices are made towards the satisfaction of the infinite human needs and wants with the use of the scarce resources that are available. Both quantitative and qualitative methodologies are employed in order for the main economic questions of “What to produce?”, “How to produce it?” and “For whom?” to be answered.

The course aims at providing students with knowledge on applying economic theories to real-world issues and it is based on nine concepts: Scarcity, Choice, Efficiency, Equity, Economic well-being, Sustainability, Change, Interdependence, and Intervention. The use of concepts enables students realize the direct connection between the economic theories and economic decisions made by governments, firms and consumers that affect people’s everyday life. Furthermore, they develop international perspectives through examining global economic issues, realizing the interdependence of the economies around the world and the impact of the policies implemented by one country on the economies and ultimately the life of people in other countries on the globe. Finally, students are guided to take into account possible ethical implications that might arise whenever the various economic theories and policies are applied, reflecting on human end-goals and values.

Business and Management (Course outline)

Economics (Course outline)

Further reading:

Courses taught by:

Konstantinos Manitsas

Mr. Konstantinos Manitsas holds a Marketing and Public Relations Bachelor’s degree from Athens University of Economics and Business, a Home Economics Bachelor’s degree and a Social Geography Master’s degree from Harokopeion University of Athens. He has working experience in the fields of Public Relations and Banking, besides being a teacher for more than ten years in the Greek educational system, as well as PYP and MYP of the IB. He is currently teaching Business – Management and Economics in the IB Diploma Programme of Platon School. He is interested in learning, traveling and the arts.

Global Politics

The triptych ‘people, power, politics’ in a volatile international context is the dynamic response to developing a better understanding of the often ‘raw’ modern times, real politic. Students, as active citizens, are called to critically explore complex political challenges with equally complex global dimensions. Thorough study and application of political theories aids the exploration of the intricacies of current real-life examples. Comparative case studies evaluation acts as a medium for students to attain a much valuable international perspective. Knowledge is stimulating and often provocative as evidence is primarily sought from diverse and frequently controversial primary sources, i.e. media.

Global Politics (Course outline)

Further reading:


The IB Diploma History course is so far gone from the mere learning of dates and endless lists of sterile facts to stimulating students’ curiosity and need to explore their past. In so doing opportunities are offered to pupils to take on the challenge and attempt to complete the jigsaw of intricacies of past events. The History course is an in depth critical exploration of the nature of human behaviour resulting to meaningful and often controversial, layers of interpretation. Delivery of history is focused onto seeking evidence from a diverse pallet of sources, where students are called to draw upon limitations and raise multiple perspectives in order to understand how a historian works. The course is complemented with the comparative evaluation of case studies which encourages global engagement and an intercultural understanding.

History (Course outline)

Further reading:

Courses taught by:

Tanya Petratou

Konstantina-Tanya Petratou

Graduate of Queen Mary University, University of London 1994 – 1997, awarded a BA (Hons) in History and Politics. Career in history involves teaching: GCE European Union Politics at Geitonas School in Vari 1997-1998; A-Level Diploma, IGCSE History along with AP (advanced placement) Art History at the International School of Athens
1998 – 2008; Served as head of the Social Studies department coordinating respective knowledge disciplines, acting as a liaison between the Diploma and Middle Years Program at the International School of Athens 2003 – 2008; Diploma History, Global Politics, Theory of Knowledge in addition to MYP E-Assessment Certificate History, as well as serving as the Extended Essay coordinator and Diploma assistant examiner at Platon School, 2011 to present.


Psychology is a course that combines academic and investigative skills. It explains human behavior from a social, physiological and cognitive perspective. It provides the skills and basis for understanding qualitative research and for conducting a quantitative research study. Psychology is often a prerequisite for many courses in higher education, as well as a major on its own.

Psychology students learn how scientists work and investigate the everyday human mind, brain and behavior, as well as how technology is used for the above exploration. The variety of interactions in human life, from chemical substances to culture, are investigated, giving a holistic and multisided perspective of psychology. Students learn how to use critical, synthetic and comparative thinking so as to evaluate their reading material, always taking into consideration the role of ethics and responsibility towards the human being.

Psychology (Course outline)

Further reading:

Course taught by:

Tina Stathopoulou

Tina Stathopoulou graduated from the American College of Greece with a B.A. in Psychology, from the University of Tennessee, Knoxville, USA, with an M.A. and a Ph.D. in Experimental Psychology, and from Chestnut Hill College, Philadelphia, USA, with a M.Sc. in Counseling Psychology. She worked as a postdoc researcher at the University of Pennsylvania and at Drexel University, Philadelphia. She has published her research in books and peer-reviewed journals and has presented at conferences in the USA and Greece. She has taught at the University of Tennessee, at Chestnut Hill College and at the American College of Greece, both at the undergraduate and graduate level. She has been teaching Psychology at the IB Diploma Programme of Platon School since 2016.


Biology is a vast, exciting and ever-growing body of knowledge that investigates the living world and the complex interactions between living organisms and their environment. In the IB syllabus, the subject of Biology is organized in core concepts, based on the level at which life is studied, from the molecules found in all living organisms and the complex chemical reactions taking place inside cells (molecular and cell biology) to the multiple interactions found within ecosystems (ecology and evolution).

The aim of the course is to help students acquire broad knowledge and understanding of the subject and familiarize them with scientific methods and techniques. It demonstrates how acquired knowledge leads to new questions, while it also addresses the ethical implications arising from scientific research. Although teaching is based on lectures, there is a strong emphasis on practical work, with laboratories and field trips, where students use their understanding of each topic to study and analyze data from existing biological research. On the course of their study, students also learn how to design their own experiments, collect and analyze data and evaluate their findings, as well as effectively communicate their results in reports and presentations.

Biology is a popular choice among IB students* and is the science subject of choice for students wishing to study Medicine, Pharmacology, Biological Sciences, but also Biotechnology, Forensics, Sports Science, Psychology and many more.

*The IB Diploma Statistical Bulletin, ©International Baccalaureate Organization, 2015

Biology (Course outline)

Further reading:

Course taught by:
Athena Makra

Dr. Makra studied Biology at the University of Athens and received a Ph.D. in Zoology from the National University of Ireland, Galway. She has worked as a researcher in EU funded programs in collaboration with the University of Athens, the University of the Aegean and the Greek National Center for Marine Research. Her research focused on the fields of marine biology and the monitoring and conservation of marine ecosystems and gave rise to several scientific papers. She has also worked as a scientific translator/editor. She has taught Biology to undergraduate and postgraduate students at the University of Athens and the National University of Ireland, Galway. She is currently teaching IB Biology in MYP5 and in the Diploma Programme of Platon School.

Miltiadis Kitsos

Dr. Miltiadis Kitsos received his B.Sc. in Biology and Ph.D. in Marine Biology from the Aristotle University of Thessaloniki. He then worked as a researcher in many E.U funded research projects while at the same time teaching Biology for various international examination boards. He is the author of more than 30 research papers in international journals. He has successfully completed more than 5 workshops on the teaching of natural sciences in the IB Diploma. He is teaching Biology and Environmental Systems and Societies for the IB Diploma while he is also an assistant examiner for the IBO in Biology.


Chemistry is a course that combines academic, investigative and hands-on skills. It explains how nature works at the atomic level, in our everyday life, in industry and in natural environments. It is for those students who wish to acquire a more in-depth understanding of life sciences, like biology, biochemistry and biotechnology or medicine (pharmaceutical products, comprehension of health issues) and environmental sciences (agricultural sciences, green chemistry) but also for the curious minds that want to comprehend the properties of matter and how the application of Chemistry is being used in our everyday life. For these reasons, Chemistry is often a prerequisite for many courses in higher education. Students learn how scientists work and communicate in the 21st century and what technology they will meet and deal with, in their future careers.

Teaching is based on interactive lecturing using PowerPoint presentations, videos, simulations and laboratory work. Students develop interpersonal skills, learn how to work individually but also as part of a team, apply theory into practice in the laboratory and present their results using critical thinking. The Chemistry course prepares students to become the scientists of the 21st century.

Chemistry (Course outline)

Further reading:

Course taught by:
Jenny Douvogianni

Dr. Douvogianni studied at the National Technical University of Athens in the Department of Electrical Engineering and Computer Engineering, conducting research on novel materials for application in photovoltaic devices. She received the Monbukagakusho Scholarship from the Japanese government and continued her MSc studies in the University of Kyoto, Japan, in the field of organic chemistry and the fabrication of organic photovoltaic devices. Her research focused on the synthesis of organic polymers which could enhance electron transfer in photovoltaic devices. She completed her Ph.D. in the University of Groningen, Netherlands, in the Department of Biomolecular Devices where she focused on high dielectric organic materials and soft non damaging contacts for application on thin film organic devices. She has published several scientific articles on organic synthesis and photovoltaic devices during all her years of research. She is currently teaching IB Sciences in MYP1 to 4 and IB Chemistry in the Diploma Programme of Platon School.

Computer Science

The course of Computer Science caters for students from all backgrounds. It assists students in understanding the fundamental concepts of computational thinking, as well as offering knowledge on how computers and digital devices operate.  Computer Science gives students the opportunity to understand various problems, make recommendations, design a prototype and assess a proposed solution, use different methodologies and techniques and develop computational solutions. The aim of the course is to help students develop and understand the range and organisation of computer systems, demonstrate initiative to identify and resolve various problems, use and communicate various technology skills, applications, disciplines and contexts, as well as become aware of any ethical, economic and social implications of using computer science and technology.

Teaching is based on lectures. However, various other methodologies are used such as brainstorming, problem-solving and computer-assisted learning. This gives students the opportunity to think logically or abstractly, while simultaneously developing different skills to identify and resolve problems.

Computer science (Course outline)

Further reading: computer-science/

Course taught by:
Nikos Yiankos

Nikos Giankos holds a BA (Hons) Business Information Systems degree from Lincoln University (UK). He has taught Computer Science courses in various schools, Vocational Training Institutes (IEK) and institutes. He has teaching experience in various computing programs such as Microsoft Office, Operating Systems, Web Design platforms, Programming Languages. For the last years he has been teaching Computer Science (Standard and Higher Level) for Foundation courses and for the IB Diploma.


Physics is at the root of all sciences. It reflects the timeless journey of humans in search of answers to all the fundamental questions that mystified them throughout the millennia: “who are we?”, “where do we come from?”, “how does the universe and all things in it work?”. The scope of IB Physics is to offer students the opportunity to approach some possible answers to these questions, as well as the triggers to ask new questions.

Physics cannot be separated from the exploration of knowledge in other disciplines. And this is exactly what IB students are exposed to, through a course that is aiming in creating well rounded and balanced personalities. An IB Physics student is not merely the passive accumulator of scientific knowledge. He is the communicant and communicator of the everlasting aspiration of humans to go further and explore the world they live in. International issues of immense importance such as global warming, the use of Nuclear Energy etc. are also unavoidably addressed and thoroughly discussed throughout the course. The students will eventually get to realize that it is the responsibility of good scientists to be principled and balanced in order to offer their best to the global community.

Apart from gaining knowledge on several areas of Physics, students develop a wide range of valuable skills. For example, they will take the risk of working independently in an experimental project of their own choice and conception. Not only they will learn how to do research but also how to overcome difficulties and adapt to change. Through their work, students will also develop a variety of transferable skills, such as presentation skills, report writing, time management, the use of spreadsheets, and ways into effective communication of scientific knowledge.

Overall, the IB Diploma Physics course will provide students with a rich knowledge base in a variety of areas of Physics but it will also offer them an opportunity to develop a well-balanced personality and equip them with skills that they will use throughout their life.

Physics (Course outline)

Further reading:

Course taught by:
Apostolos Efstathiou

Dr Apostolos Efstathiou graduated with a B.Sc. (Honours) in Physics from Lancaster University and an M.Sc. in Optics & Photonics from Imperial College.

During his Ph.D. at University College London he worked at NPL, the UK‘s National Laboratory for Weights and Measures, taking part in the Euro50 Telescope Project and developing novel instrumentation for the measurement of large telescope optics. He has co-authored various publications and has presented his work in conferences, in Greece and abroad.

Upon his return to Greece, he worked as an Optical Engineer at the R&D Department of Theon Sensors S.A., developing Night Vision Optical Devices for the Defense Industry. He also worked as a Physics Lecturer at higher education colleges. He has been teaching Physics in the IB Diploma Programme of Platon School since 2011.

Group 3-4 – Interdisciplinary subject

Environmental Systems and Societies (SL only)

Environmental systems and societies is an interdisciplinary course that can be chosen both as a Group 3 or a Group 4 subject. It encompasses a scientifically-driven approach to the exploration of natural environment which however, is harmonically sewn with an anthropocentric approach, that integrates elements of economics, politics, sociology and ethics. This allows students to understand the essential processes driving the function of the ecosystems at different scales, while at the same time, evaluate the impact of human societies on the ecosystems. In this context, students are asked to engage with controversy underpinning the rapid development of the human society and the unsustainable use of the natural resources. The aim of the course is to help students develop a system’s approach to the natural environment and global environmental issues, while at the same acquire the ability to make informed decisions and take action in issues pertaining to the environment.

Teaching is based on lectures, lab practicals and field trips for observation and data collection. During lectures the big ideas of each topic are laid down and then explored through global case studies. In the lab students are offered the chance to do hands-on research with carefully selected experiments. Students are also given the opportunity to collect data on the filed through own-designed questionnaires and research apparatus.

At the end of year 1 students carry out research in the framework of an individual investigation. In this context they are given the chance to apply the knowledge and skills they have already acquired and even, come up with solutions on environmental problems of local or global scale.

ESS (Course outline)

Further reading:

Course taught by:
Miltiadis Kitsos

Mathematics: Analysis and Approaches (SL/HL)

Mathematics: Applications and Interpretation (SL/HL)

Group 5 is consisted of two categories “Mathematics: Analysis and Approaches” and “Mathematics: Applications and Interpretation”. Both branches are offered in Standard and Higher Level. All students are required to select the course of mathematics. The choice of category and level should be in accordance with the area that the student wants to study at the university. A few details for each category:

Mathematics: Analysis and Approaches is for students who enjoy developing their mathematics to become fluent in the construction of mathematical arguments and develop strong skills in mathematical thinking. They will also be fascinated by exploring real and abstract applications of these ideas, with and without technology. Students who take Mathematics: Analysis and Approaches will be those who enjoy the thrill of mathematical problem solving and generalization.[1]

Mathematics: Applications and Interpretation is for students who are interested in developing their mathematics for describing our world and solving practical problems. They will also be interested in harnessing the power of technology alongside exploring mathematical models. Students who take Mathematics: Applications and Interpretation will be those who enjoy mathematics best when seen in a practical context.[2]

Teaching is based on lectures through which students are called to combine various skills, such as writing, keeping notes, listening and developing their critical thinking. Since in mathematics practice is the most important aspect, students are provided with various sets of exercises, based on different levels of difficulty.

Applications and Interpretation (Course outline)

Analysis and Approaches (Course outline)

Further reading:

[1] IB official guide: Mathematics: analysis and approaches guide;

[2] IB official guide: Mathematics: applications and interpretation guide;

Course taught by:
Panagiota Fouseki

Mrs Panagiota Fouseki studied Mathematics at the University of Patras (B.Sc.) and holds a Master degree (M.Sc.) in Mathematics Education and Methodology from the National and Kapodistrian University of Athens. She has attended various seminars and workshops. She works as a Maths teacher since 2008 in various private schools. She has been teaching the British Curriculum and IGSCE since 2015. She is an examiner to the Panhellenic exams.

Creativity, Activity, Service (CAS)

All IB Diploma students are required to engage in CAS activities to enhance the characteristics of the IB student profile and further develop their personalities through experiential learning. In a way, CAS counterbalances the strict academic demands of the IB Diploma Programme, encouraging students to get involved in a range of intellectual, creative, physical and emotional activities.

Through a series of challenging yet enjoyable projects, CAS students embrace new roles and explore a world of new possibilities relevant to their strengths and interests, while also becoming active and responsible members of their local and international communities.

Further reading:

CAS Handbook

CAS Policy

Coordinated by:

Antonia Sakka

Theory of Knowledge (ToK)

The TOK course explores how knowledge is constructed and how we come to become the agent of knowledge in our everyday lives.  The TOK course revolves around the exploration of knowledge questions helping students to become independent thinkers who understand that knowledge is and should be contestable with a number of plausible answers. For the duration of the course, students are encouraged not only to think rigorously but also creatively. Students in TOK learn how concepts such as evidence, certainty, values, and interpretation, are central not just to TOK but to the entirety of the IB programme. Indeed, in TOK long-held beliefs are questioned, often challenged and occasionally subverted as students come to understand how their own thinking is much more biased and subconsciously inflected as the result of various social, cultural and political processes. The two assessment tasks of the course—the TOK exhibition and TOK essay—centre on the exploration of how knowledge is produced and its effects on how we live and conduct our lives.

Further reading: of knowledge/

Course taught by

Theodoros Chiotis

Extended Essay (EE)

An intellectual discovery process through which students channel their curiosity and choice to research an academic area of personal interest. A challenging 4,000 words academic piece of writing which encompasses a wide pallet of skills and discipline almost unique, tailor made to all students. experiential learning shaped by practicing investigative research processes, thorough reflection and evaluation of evidence drawn, and a profound understanding of a selected issue of global significance. Students develop a well-grounded expertise as they are trained in interpreting evidence in addition to designing coherent and balanced arguments, in a creative fashion. They make subject and thematic choices end of January of DP year-1 with the guidance of the respective subject teacher and acting supervisor and the extended essay coordinator. They familiarize with stipulations and systemic time planning, as per IB DP regulations, with a series of workshops and one to one consultations. The academic piece produced, is submitted to the IB DP Coordinator at the beginning of December, DP year-2.

Further reading:

Supervised by individual teachers, according to students’ subject of choice

Approaches to Learning

Society through its agents, like family, school, religion or political movements, is trying to effectively accommodate its members. The goal for educational institutions is to assist in this process, i.e., to prepare students to become active, conscientious citizens that will not only function properly within society but will advance society as well. In other words, schools should aim to support and guide students to become inquirers, risk-taking, knowledgeable, thinkers, communicators, principled, open-minded, caring and balanced.

The IB Diploma programme is tailored to the above mentioned goal, providing students with the opportunities to develop, through its educational processes, skills like collaboration, communication, empathy, and critical/creative/reflexive/inquiry thinking. These skills are central in IB philosophy which is “…to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world”* and are related to what is called “Approaches to Learning” (ATL). Within IB philosophy and vision “ATL are deliberate strategies, skills and attitudes that permeate the IB teaching and learning environment” focusing on how one learns.

More specifically the ATL skills are as follows:


Communication, i.e., exchanging thoughts, messages and information effectively through interaction; reading, writing and using language to gather and communicate information


Collaboration skills, i.e., working effectively with others


Organization skills, i.e., managing time and tasks effectively

Affective skills, i.e., managing state of mind

Reflection, i.e., (re-)considering what has been learned; choosing and using ATL skills


Information literacy, i.e., finding, interpreting, judging and creating information

Media literacy, i.e., interacting with media to use and create ideas and information


Critical thinking, i.e., analyzing and evaluating issues and ideas

Creativity and innovation, i.e., the skills of invention – developing things and ideas that never existed before

Transfer, i.e., utilizing skills and knowledge in multiple contexts

The ATL framework improves teaching quality and leads up to effective learning, while also creating a more stimulating, trustworthy and safe educational–classroom environment for both teachers and students. Within classroom processes, assignments, homework, projects and active involvement in the community are effective ways to exchange thoughts, messages and information, work effectively with others, manage time and tasks, find, interpret, judge and create information, interact with media, analyze, evaluate issues and ideas, and think in an out of the box way.  The aim of the IB Diploma programme at Platon is for students to be able to use effectively, that is to transfer the above skills in situations they will face throughout their life.

* What is an IB education,