Senior School (Diploma Programme)

Spooner Daniella 1
Daniella Spooner Lagos
  • DP Coordinator / Science Teacher

Had the Diploma Programme been an option in my school, it surely would have been my choice. I moved to Chile when I was 10 years old and by then I had already lived in three different countries, multiple cities, transferred to various international schools and lived invaluable experiences that enhanced my cultural sensitivity and knowledge. Once I was introduced to the IB continuum in my first-ever teaching experience, I was confident that this was the way forward. I am fortunate to have practiced pedagogy from day one in IB World Schools in Chile, Spain and now in Russia. I have had the privilege of practicing teaching methodologies that enhance higher order thinking, which is something that the Diploma Programme seeks to enhance, together with a core curriculum that builds XXI century skills through meaningful learning and assessment. Other international and national curriculums have been revised and incorporated a number of strategies that have been pioneered by the IB continuum, which goes through thorough reviews and is continuously built upon research and practice. Coordinating this programme here at Brookes has been an amazing experience, especially having been here to witness our first-ever DP graduating cohort in May 2022. I am confident that our experienced team will continue to support our growing learning community, and make sure our students are successful in their exams and in their future endeavors.

Benefits of Choosing the Diploma Programme
The Diploma Programme provides an opportunity to learn and practice a set of skills and mindset that best prepares for the years to come in university
This programme offers a wide range of choices that allow students to develop to their fullest potential, building character through creativity, service as action within the community and beyond, and an understanding of the need to care for one’s physical and mental wellbeing
Diploma Programme graduates show higher levels of persistence, and are therefore more likely to continue to their second year of university
In the UK, DP students were 3 times more likely to enroll in a top 20 university in 2021
Additionally, DP students have higher educational outcomes in universities. Research shows that DP graduates are 40% more likely to obtain a first or upper second-class honors degree than other graduates
A study in Australia, England and Norway found that DP students had significantly higher levels of critical thinking, compared to their peers in other curriculums. This difference was more noticeable in Year 13, the second year of the programme
Research in Canada has shown that DP graduates earn higher university degrees, were less likely to drop out of their courses or programs and were more likely to graduate according to schedule
Studies in 21st Century skills conducted in universities in Australia and East Asia have indicated that Diploma Programme graduates have higher capacities in time management, cultural sensitivity, leadership and global mindedness
Assessment in the Diploma Programme is designed for learning as well as evidencing it, as it enables students to develop communication, research and thinking skills effectively
The Core Components of the Diploma Programme

TOK: Theory of Knowledge presents students the chance to reflect on the nature of knowledge and to think critically about the roles of knowledge in their own culture, and of other cultures around the world.

Extended Essay: The Extended Essay is an independent research essay that investigates a topic of a student’s personal interest.

Creativity, Activity, Service: Creativity, Activity, Service (CAS) gets students involved in an array of activities alongside their academic studies, to enhance their personal and interpersonal development through experiential learning.

Theory of Knowledge

Through discussion and inquiry, students learn more about their own personal assumptions and beliefs, and develop an appreciation of varied, cultural perspectives. The structure of TOK is designed and arranged almost wholly of questions, and further assessed through an exhibition and 1,600 word essay. Students showcase three objects in the exhibition to investigate how Theory of Knowledge is present and evident in the world we live in, and the essay concentrates on a conceptual matter. Becoming more aware of and familiar with the intricacies of knowledge encourages students not only to be better thinkers but also to understand the importance of acting responsibly. TOK enables students to distinguish between what is speculation and what is credible or factual, what is subjective and objective, and how beliefs and perceptions affect them as inquirers and thinkers, factors that continue to support their personal development in higher education and throughout life.

The Extended Essay

The Extended Essay is a 4,000 word composition that delves into a topic personally chosen by the student, a topic that is connected to one of their six Diploma Programme subjects, or a World Studies essay emphasizing a topic of global significance. The process of the essay allows students to develop analytical skills, communicative expression, and the ability to evaluate knowledge. Supervisors and teachers in the DP provide guidance and counsel to aid students throughout the research process and also conduct three mandatory reflection sessions with them that discuss their successes and difficulties they encountered while researching and also what they have learned. Both the extended essay and reflection sessions give students practical and valuable preparation to navigate interviews for university acceptance or employment opportunities.

Creativity, Activity, Service

The three components of CAS are distinguished by specific characteristics: arts and other activities that necessitate creative thinking for Creativity, physical exercise and activities that lead to healthy life choices for Activity, and voluntary and unpaid work or aid for Service. CAS projects challenge students to take initiative, collaborate with others, persevere, develop better self-determination, and enhance their problem solving and decision making skills. Although CAS is not formally assessed, students often experience a deep and meaningful journey of self-discovery and overcome obstacles to reach the specific needs and goals required in the programme.

Outstanding IB Diploma Results at Brookes Moscow

Brookes Moscow are extremely proud of all our Graduates and our first ever Diploma Programme results for 2021/22. It was truly an honour to celebrate the founding students results and their outstanding achievements since the opening of our school.

Our May 2022 cohort Diploma programme points average stands at over 35 points, above the world average. Furthermore, special mention should go to 3 students who achieved above 40: Alexandra, Julija and Maria; scores of 43, 42 & 41 respectively.

Our students this year have set the bar very high, and they are all looking forward to beginning the next part of their journey at their chosen universities. We wish them all our very best, long into the future.

DP Graduates Results
Diploma Points Average
World points average
The average score
Top Score Achievers
Students scored 40-45 points
Total Points Distribution, %
Achieved higher than the international average
Diplomas Awarded in 2022
6 Bilingual Diplomas awarded
Academic Staff of Diploma Programme
Campion Craig
Craig Ronald Campion
  • Сhemistry Teacher
  • BSc (University of Canterburry)

I work as a teacher to enjoy the company of the students. I enjoy the interactions we have in class both during practicals and in more formal situations. I have taught all the Sciences at Brookes School at various levels but I really enjoy the awe and excitement of Chemistry. As a teacher, I have worked in Schools in New Zealand , Australia, Sweden and Russia.

Sandip Kulkarni
Sandip Narayan Kulkarni
  • Biology & Science Teacher
  • BEd (Dr. Babasaheb Ambedkar Marathwada University), Master of Computer Management (Dr. Babasaheb Ambedkar Marathwada University)

Sandip was born and brought up in India. After completing the Master degree and a Bachelor degree in Education later, his passion for teaching drove him in the dynamic world of international schools.

Gary Stephen Gerardo Matos
  • Media and English Language & Literature Teacher
  • BA in Media Arts (University College London), PGCE (University College London)

I trained as a teacher at the UCL Institute of Education where I received a PGCE. My teaching experience has mostly been within international schools and my experience encompasses a range of different levels and disciplines. I have taught GCSE, A Level, and I have also prepared students for their English as a Second Language exam for the Cambridge exam board. I have taught English as a Second Language, Humanities, Media Studies and Film Studies.

Domenico Galizia
  • Business & Economics Teacher
  • Diploma in Natural Science (Scuola Leonardo da Vinci Turin), Professional retraining "Teaching of Italian" (Interregional Academy of Construction and Industrial Complex)

"In my previous job I was a project manager, working for international companies, across Europe and Russia. I bring 25 years of experience in the teaching of Business Management. I handle my classes in the same ways I handled my projects: a goal, a schedule, deadlines and milestones. I am passionate about my subject and in my lessons I teach students also the importance of effectivity over efficiency, and how to achieve it."

Subrahmanyam Atchula
Subrahmanyam Atchula
  • English language & Literature teacher
  • BEd (English) (Central Institute if English and Foreign Languages), Certificate in teaching English to Speakers of Other Languages (Trinity College London)

We are excited to welcome Mr. Subrahmanyam Atchula to strengthen the academic team at Brookes Moscow. He hails from Chennai, India.