The four-year educational pathway in the international sections of VIII PALO consists of two stages: the preDP preparatory programme, delivered in Years 1 and 2, and the International Baccalaureate Diploma Programme, delivered in Years 3 and 4.
This structure is particularly beneficial for students who do not yet wish to choose a narrow subject profile or give up certain areas of study at the beginning of upper secondary school. Traditional profiling is not used in the preDP years. Students receive a broad general education, develop their language and academic skills, and gradually discover their interests and strengths.
Specialisation begins in Year 3. Its scope is broader than in a typical Polish upper secondary school programme because, instead of following one predefined subject profile, students choose an individual combination of six subjects. Some of these are studied at Higher Level, allowing students to focus on the areas most relevant to their interests and intended field of university study.
During the preDP years, students follow a broad general education programme. They do not select a single predefined subject profile, which allows decisions about future specialisation to be made at a later stage, based on experience across different subjects, academic performance and developing interests.
Selected subjects are taught bilingually, in Polish and English. The use of English increases gradually so that language development remains closely connected with subject knowledge and specialist vocabulary.
The organisation of classes makes it possible to take differences in students’ prior preparation into account. Foreign language instruction may be differentiated by level, and in Year 2 mathematics may also be taught in groups reflecting students’ future educational plans and the pathways they are considering within the DP.
The preDP programme includes classes designed to develop skills required for further study, including Public Speaking and Academic Writing. Students learn how to structure their ideas, construct arguments, work with sources, formulate research questions, cite correctly and present the outcomes of their own work.
Particularly in Year 2, students become familiar with different methods of learning, organising their work and monitoring their own progress. An important element of this preparation is long-term project work divided into stages and checkpoints. This allows students to practise planning, consistency, collaboration, reflection and the timely completion of successive parts of a task.
The Year 2 programme also includes preparation for making informed DP subject choices, becoming familiar with the nature of individual courses and analysing requirements connected with further education.
In Years 3 and 4, students follow the full two-year International Baccalaureate Diploma Programme. They select six subjects from the groups defined by the IB. Usually, three subjects are studied at Higher Level and the remaining three at Standard Level. In justified cases, and with the approval of the school’s IB Coordinator, students may be permitted to take four subjects at Higher Level.
Classes are taught entirely in English, with the exception of Polish Literature. Language subjects are taught in accordance with the nature and requirements of the relevant course.
Theory of Knowledge, or TOK, develops students’ ability to think critically about knowledge, its sources, limitations and the ways in which claims are justified. The issues explored in TOK are connected with content studied in other subjects.
The Extended Essay, or EE, is an independent research paper completed under the supervision of a teacher. The student selects an area and topic, formulates a research question, analyses sources or data, and presents well-supported conclusions. The essay is academic in nature and has a maximum length of 4,000 words.
CAS includes experiences related to creativity, physical development and community engagement. Students plan activities, complete experiences and projects, and document their development and reflection. CAS is undertaken regularly over a period of at least 18 months of the programme.
Study in the DP includes not only preparation for final examinations, but also projects, written assignments, oral assessments, laboratory investigations, data analysis and internally assessed components. The programme requires consistency, independence, responsible planning and adherence to the principles of academic integrity.
Students select one subject from each of Groups 1 to 5. The sixth subject may be an arts subject from Group 6 or, in accordance with IB regulations and the school’s offer, an additional subject from another group.
Standard Level, or SL, generally comprises 150 teaching hours over the two-year programme. Higher Level, or HL, generally comprises 240 teaching hours, which means a broader range of content, more time for in-depth study and a higher level of academic demand.
The choice of level should take into account the student’s previous preparation, interests, strengths and the admissions requirements of their intended university courses.
Students are not required to choose an arts subject. Instead of a Group 6 subject, they may select an additional subject from the individuals and societies group or the sciences group.
Students may take the final examination in a subject only after completing the full two-year course at the selected level. This includes not only covering the required syllabus content, but also regular attendance and completion of the required number of teaching hours.
For this reason, subject choices should be carefully considered before the start of the DP. Changing a subject or level during the programme is very difficult, as it would require the student to catch up on both missed content and teaching hours, while also ensuring compatibility with the timetable and school and IB deadlines. At a later stage of the programme, such a change may no longer be possible.
Group 1 subjects develop students’ ability to interpret literature, analyse language, construct arguments, and produce extended written and oral responses.
The course involves in-depth analysis of literary works representing a range of genres, periods and cultural contexts. It develops students’ ability to interpret texts, compare works and construct independent literary arguments.
This course is intended for students whose command of English enables them to engage in advanced literary analysis. It includes the interpretation of literary texts, analysis of literary techniques, discussion, and the preparation of written and oral responses in English.
Language B courses are intended for students who have previously studied the relevant language. They develop communication skills, comprehension of written and spoken texts, the ability to produce students’ own responses, and knowledge of the cultures associated with the language.
Eligibility for a particular language course depends on the student’s previous knowledge and skills. Both Standard Level and Higher Level Language B courses require prior study of the language and a level of proficiency that enables the student to meet the demands of the programme. Detailed placement procedures, language requirements and information on supporting students’ language development are set out in the school’s Language Policy.
The course develops advanced communication skills in English and the ability to work with a range of text types and cultural materials. It may be selected by students for whom English is not their Group 1 language.
The course develops students’ ability to use German in everyday, educational and social contexts, as well as their understanding of the cultural contexts of German-speaking countries.
The course enables students to develop their knowledge of Spanish further, with particular emphasis on communication, working with texts and exploring the diversity of Spanish-speaking cultures.
The course develops communication skills in French and enables students to explore social and cultural issues related to French-speaking communities.
Group 3 subjects focus on societies, historical processes, economies, human behaviour, and the relationships between people and the environment. Strong emphasis is placed on the analysis of sources and data, the critical evaluation of arguments, and the consideration of different perspectives.
The course develops students’ ability to analyse historical processes, the causes and consequences of events, and different interpretations of the past. Critical source analysis and the construction of evidence-based arguments are important elements of the course.
The course combines elements of human and physical geography. It includes the analysis of contemporary local and global challenges, work with spatial data, and fieldwork.
The course introduces microeconomics, macroeconomics, the global economy, and development economics. Students learn to use economic models to analyse real-life decisions, processes, and socio-economic issues.
The course explores biological, cognitive, and sociocultural explanations of human behaviour. An important element is the study of psychological research methods and the critical analysis of scientific evidence.
The course covers the functioning of organisations, human resource management, finance, marketing, operations management, and strategic decision-making. Topics are explored through case studies and real organisational challenges.
Science and computer science subjects develop students’ understanding of scientific methods, research design, data analysis, evaluation of evidence, and the formulation of well-supported conclusions. Laboratory and practical work play an important role in the experimental sciences.
The course explores the functioning of living organisms at different levels of organisation, from processes occurring within cells to ecological relationships. It combines biological knowledge with experimental design and data analysis.
The course focuses on the structure of matter, chemical change, reactivity, and the relationships between the structure and properties of substances. Laboratory investigations, data processing, and evaluation of the quality of results form an important part of the course.
The course develops students’ understanding of the laws that describe physical phenomena and their ability to use mathematical models. It includes experimental work, analysis of results, and problem-solving requiring logical and quantitative reasoning.
The course develops computational thinking, problem-solving, algorithm design, and programming skills. It also includes the analysis of computer systems, data, networks, and the social and ethical implications of technology.
The course combines elements of biology, physiology, anatomy, biomechanics, sports psychology, and health science. Students analyse factors affecting physical activity, human performance, training, and health.
The IB Diploma Programme offers two distinct mathematics courses. The choice should reflect the student’s interests, prior preparation, and the requirements of the university courses they are considering.
Before selecting a course and level, students should check the detailed admissions requirements of individual universities, as these may vary depending on the country, institution, and field of study.
The course focuses on algebraic reasoning, calculus, functions, proof, and problem-solving. It is particularly suitable for students interested in theoretical mathematics and fields of study that require advanced mathematical reasoning.
The course places greater emphasis on modelling, statistics, data analysis, applications of mathematics, and the use of technology. It is intended for students interested in using mathematics to describe and analyse real-world phenomena.
Group 6 subjects enable students to develop independent artistic practice, creativity, reflection, and the ability to analyse art in its cultural context. Selecting a subject from this group is optional.
The course combines the creation of students’ own artwork with the study of other artists, experimentation with techniques, and documentation of the development process. Students build an individual artistic language and learn to justify their creative decisions.
The course includes the exploration of different theatrical traditions and practices, work on performances, collaboration, and reflection on the creative process. It develops skills in interpretation, communication, planning, and purposeful stage practice.
The selection of IB DP subjects and levels is a process prepared during the preDP2 year. Its purpose is not only to help students understand the scope of individual courses, but also to support them in making choices suited to their abilities and future educational plans.
The school provides, in particular:
Ultimate responsibility for verifying the current requirements of a chosen university rests with the candidate. These requirements may vary between institutions, countries, and degree programmes, and may change over time.
The offer presented above identifies the subjects and levels that the school is prepared to provide. However, this does not mean that every listed subject will be offered in a given academic year.
When confirming subjects and levels for a particular cohort, the following factors are taken into account:
To open a standard group for a particular subject at a specific level, at least three students must select that subject and level. Where fewer than three students are interested, the decision on whether the group may be opened is made by the school’s governing body. Until such a decision is made, the subject choice remains conditional.
The final group offer for a given academic year is confirmed after students’ declarations have been collected. Where a selected subject or level is not opened, the school agrees an alternative feasible combination with the student, chosen to reflect their interests and educational plans as closely as possible.
VIII PALO students completing preDP2 progress to DP1 after successfully completing Year 2 and being promoted to Year 3 in accordance with the School Statute. They do not undergo a separate admissions procedure; however, promotion to Year 3 does not guarantee that every selected subject or level will be offered.
