About Our High School Diploma
Our high school diploma continues to develop the atmosphere fostered in the Primary School of a truly international and multicultural family. Our small size allows us to get to know students and parents better, as well as provide more individual attention where necessary. All students at ISS receive the physical, emotional and social support that compliments their studies and academic progress.
ISS High School Diploma
The ISS High School Diploma (HSD) programme empowers students to take ownership of their educational journey by crafting a personalised pathway tailored to their academic and professional aspirations. This American-style, two-year programme is fully accredited and globally recognized, providing students with a rigorous and innovative platform that blends academic excellence with real-world application. Designed for senior students who seek to explore their interests, strengths, and passions, the HSD programme at ISS fosters critical thinking, encourages social responsibility, and equips students to become agents of change within their communities.
Structure and Components of the High School Diploma
Our High School Diploma programme is structured to provide a balanced combination of academic foundation and personal exploration, preparing students for tertiary education or career pathways. The programme has been recognised by WASC (Western Association of Schools & Colleges) and CIS (Council of International Schools) since it was created in 2018/2019, and the most recent review of the HSD curriculum was accredited in 2022.
- Core Subjects
These typically include English, Mathematics, Science, and Social Science. Core subjects form the academic foundation and are compulsory for all students. Students may choose to sit the IB examinations at either Standard Level or Higher Level in English (Language A or Language B) and Mathematics (Analysis & Approaches or Applications & Interpretation), provided they meet the relevant requirements.
- Elective Subjects
In addition to the core subjects, students study two Specialised Courses, Music and Visual Arts and their Mother Tongue or a foreign language. These subjects allow students to explore their creativity, areas of personal interest, and potential career paths. Students may choose to sit the IB examinations at either Standard Level or Higher Level in their Mother Tongue or another foreign language, provided they meet the relevant requirements. Mother Tongue courses available include: Chinese A/B, Japanese A, Language A School Supported Self-Taught (Korean/Thai/etc.), and Chinese/French/Spanish ab initio.
- Credit Requirements
To graduate, students have to accumulate a specific number of credits, usually distributed among core subjects, electives, and other required areas. The exact credit requirement is for 24 total credits across subjects from Grade 9 to Grade 12.
- Grade Levels
The diploma programme is typically structured over four years – from Grade 9 to Grade 12. Each grade builds upon the knowledge and skills acquired in the previous year. Each semester passed provides credit towards the final High School Diploma.
- Assessment and Exams
Students are assessed through a combination of formative and summative tasks, including coursework, tests, projects, and final examinations. Performance in these assessments contributes to semester grades, which appear on transcripts for university applications and determine qualification for the IB Diploma certificate.
- Capstone Project
The ISS High School Diploma includes a final year project in Grade 12 that encourages students to apply their learning to a real-world issue or research topic. This provides flexibility, nurtures their passions, and develops skills relevant to future careers. In Grade 11, students participate in Genius Hour, which harnesses their intrinsic motivation to explore a current or new interest as a ‘passion project’. This approach emulates industry leaders such as Google, which allocates employees 20% of their working time to explore ideas or interests in the spirit of innovation.
- Portfolio
An integral part of the High School Diploma, the Portfolio is a collection of projects including Capstone, awareness and action initiatives, the Entrepreneurship Project, career planning, and service volunteering. Through the Portfolio, students develop their sense of self and leadership abilities, preparing them to make informed choices about tertiary education and future pathways.
At the heart of the HSD programme is a commitment to student-centred learning. Our teachers are not just instructors but mentors and guides who inspire and support students to become self-directed learners, critical thinkers, and problem solvers. As an international baccalaureate high school, we integrate content knowledge with skill development, providing opportunities for students to engage in real-world projects and authentic learning experiences. This approach ensures that students not only grasp academic concepts but also apply them to create meaningful impact both locally and globally.
IBDP Courses: Students in the HSD programme have access to a range of IBDP courses in Language and Literature (Chinese, Japanese, Korean, and English), Mathematics, and English Acquisition. These courses adhere to the International Baccalaureate content and assessment framework, enabling students to develop their skills and academic knowledge. Additionally, students have the option to pursue IB Diploma certificates in these areas, further enhancing their academic profile and university readiness.
Specialised Courses: The HSD programme features specialised courses structured around essential themes that allow students to delve into their interests in Sustainability, Leadership, Entrepreneurship, and Civic Engagement. These courses are challenging, transdisciplinary, and inquiry-based, encouraging students to engage in project-based learning that has real-world applications. Evidence of student learning is captured through a broad range of assessments and a comprehensive learning portfolio, showcasing the depth and breadth of their academic and personal growth.
Portfolio: The experiential portfolio is a cornerstone of the HSD programme, enabling students to extend their learning beyond the classroom and address real-world challenges. This portfolio is a dynamic compilation of global stewardship projects, awareness campaigns, entrepreneurial ventures, and personal and professional profile development. Through this process, students transfer and apply their knowledge, honing competencies that positively impact local and global issues. The portfolio also serves as a powerful tool for presenting competitive profiles during university applications.
Capstone Project: The capstone project represents the pinnacle of the HSD learning experience at ISS. This cumulative project challenges students to create impactful, innovative, and authentic solutions to real-world problems. Students begin by reviewing the skills necessary to undertake the project, selecting a topic, formulating a central research question, and conducting initial research. They then propose a practical application of their project, developing a comprehensive plan for its completion during their final year. Throughout this process, students collaborate closely with academic mentors and field experts, ensuring their projects are rigorous and relevant.
The ISS High School Diploma programme is more than just an academic pathway; it is a transformative experience that empowers students to take charge of their education, develop a global perspective, and impact the world around them. Through a combination of innovative teaching, specialised courses, and real-world application, the HSD programme prepares students for success in higher education and beyond, equipping them with the skills and knowledge to thrive in an ever-changing global landscape.
Students who choose the ISS HSD pathway can take a combination of International Baccalaureate (IB) and ISS HSD courses. Regardless of their subject choice, students are required to attain a minimum of 24 credits over their 4-year journey in order to graduate. A student must also complete the Service as Action programme in Grades 9 and 10, and a Creativity, Activity, and Service (CAS) programme in Grades 11 and 12.
1. English
2. Mathematics
3. Social Studies
4. Science
5. Language other than English
6. Electives
Total minimum credits
4
4
3
3
2
8
24
Key Differences Between Diplomas
The High School Diploma and the International Baccalaureate (IB) Diploma differ significantly in their structure, academic demands, and the pathways they prepare students for. These are three ways the qualifications differ:
1. Curriculum Structure
The High School Diploma typically offers a more flexible approach, with students selecting courses based on their interests or vocational goals. It is often tailored to a specific career path, allowing for a focus on vocational or technical skills. In contrast, the IB Diploma is a two-year, internationally recognised pre-university programme that prepares students for higher education with a broad-based, holistic curriculum. Students must study six subjects from various disciplines, including languages, sciences, and the arts, in addition to completing core components like the Theory of Knowledge, Creativity, Activity, Service (CAS), and the Extended Essay.
2. Assessment Approach
High School Diploma assessments are based on a combination of classwork, projects, and exams, typically with a focus on the subjects chosen by the student. The IB Diploma, however, employs both internal assessments and external exams, with a global grading system from 1 to 7. Students must also complete the core components, which are designed to develop critical thinking, research skills, and a sense of global responsibility.
3. University Recognition
Both diplomas are accepted by universities worldwide. However, the IB Diploma is often regarded as more academically rigorous and holistic, with universities offering advanced placement or credit for IB courses. The broader, interdisciplinary nature of the IB programme fosters skills such as independent research, global awareness, and critical thinking—qualities highly valued by universities.
