Students choose a course from within each subject group.

Made up of the three required components, the DP core  aims to broaden students’ educational experience and challenge them to apply their knowledge and skills. The three core elements are:

As part of the Diploma Programme (DP), students take at least one subject from studies in language and literature.

Through each course, students are able to develop:

• a personal appreciation of language and literature

• critical-thinking skills in their interaction with a range of texts from different periods, styles, text-types and literacy forms

• an understanding of the formal, stylistic and aesthetic qualities of texts

• strong powers of expression, both written and oral

• an appreciation of cultural differences in perspective

• an understanding of how language challenges and sustains ways of thinking.

It is a requirement of the programme that students study at least one subject from group 2.

The main emphasis of the modern language courses is on the acquisition and use of language in a range of contexts and for different purposes while, at the same time, promoting an understanding of another culture through the study of its language.

• Language ab initio courses are for beginners (that is, students who have little or no previous experience of learning the language they have chosen). These courses are only available at standard level.

• Language B courses are intended for students who have had some previous experience of learning the language. They may be studied at either higher level or standard level.

Students are required to choose one subject from each of the six academic areas, including one from Individuals and societies. They can choose a second subject from each academic area except the arts.

Studying any one of these subjects provides for the development of a critical appreciation of:

• human experience and behaviour

• the varieties of physical, economic and social environments that people inhabit

• the history of social and cultural institutions.

In addition, each subject is designed to foster in students the capacity to identify, to analyse critically and to evaluate theories, concepts and arguments relating to the nature and activities of individuals and societies.

It is a requirement of the programme that students study at least one subject from group 4.

Students explore the concepts, theories, models and techniques that underpin each subject area and through these develop their understanding of the scientific method.

A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary and provides an opportunity for students to explore scientific solutions to global questions.

It is a requirement of the programme that students study at least one course in mathematics.

All Diploma Programme (DP) mathematics courses serve to accommodate the range of needs, interests and abilities of students, and to fulfill the requirements of various university and career aspirations.

The aims of these courses are to enable students to:

• develop mathematical knowledge, concepts and principles
• develop logical, critical and creative thinking
• employ and refine their powers of abstraction and generalisation.

Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives.

Students choose courses from the following subject groups: studies in language and literature; language acquisition; individuals and societies; sciences; mathematics; and the arts. Students may opt to study an additional sciences, individuals and societies, or languages course, instead of a course in the arts.

The subjects in the arts allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genres.

In addition, each subject is designed to foster critical, reflective and informed practice, help students understand the dynamic and changing nature of the arts, explore the diversity of arts across time, place and cultures, and express themselves with confidence and competence.

Social Emotional Learning and Mindfulness (SELM) is one of the 5 core pillars of the UWC Thailand Educational Model.

The Social Emotional Learning and Mindfulness curriculum in the secondary school is driven by 3 overarching goals for our students.

UWC Thailand Students firstly explore these goals, then are supported to develop skills associated with these goals, as they practice, apply and reflect on their experiences and what they have learnt. Social Emotional Learning and Mindfulness education is incorporated into all learning experiences as a way to continually live our Motto of ‘Good Heart, Balanced Mind and Healthy Body’ in pursuit of our UWC Thailand Mission.

Below are the UWC Thailand Social and Emotional Learning and Mindfulness Goals which are scaffold by grade level to broaden the depth and inquiry as students appropriately explore each goal: