IB Mission Statement

1
(No Transcript)
2
IB Mission Statement
High quality international education for a
better world The International Baccalaureate
aims to develop inquiring, knowledgeable and
caring young people who help to create a better
and more peaceful world through intercultural
understanding and respect. To this end the
organization works with schools, governments and
international organizations to develop
challenging programs of international education
and rigorous assessment. These programs
encourage students across the world to become
active, compassionate and lifelong learners who
understand that other people, with their
differences, can also be right.
3

• IB authorizes schools to implement their programs
  when
• They share the mission and commitment of IB to
  develop and implement challenging programs and
  rigorous assessment.
• They want to play an active and supporting role
  in the worldwide community of IB schools.
• They share their knowledge and experience in the
  development of the IB programs.
• They are committed to the professional
  development of teachers and administrators.

4
Number of Diploma Programmes 2004 September 2009
IB Africa, Europe, Middle East669
IB Asia Pacific284
IB Americas1051
5
Common elements of the programs

• All IB programs share these common elements
• Promote international-mindedness
• Draw on content from educational cultures around
  the world
• Require study across a range of subjects
• Establish links among individual subjects
• Require the learning of a second language
• Focus on developing a variety of learning skills
• Provide opportunities for individual and
  collaborative planning and research
• Encourage students to become responsible and
  active members of their community

6
What is the International Baccalaureate Diploma?

• Challenging, rigorous, demanding and fun!
• The Diploma Programme is a two-year course of
  study for students aged 16 to 19. It offers a
  broad and balanced curriculum, which is a
  deliberate compromise between the early
  specialization preferred in some national systems
  and the breadth favoured in others.

7
Languages of Instruction Assessment English,
French, Spanish
8
The curriculum
Group 1 The mother tongue or a language with
the fluency of the mother tongue a world
literature course in which all the genres are
studied. A1 HL or SL A1 school supported self
taught SL
Group 2 A second language, spoken almost like
mother tongue or recently acquired - different
levels are possible A2, SL or HL B, SL or
HL Ab Initio SL Classical languages
9
The Curriculum
Group 3 individuals and societies (all at SL or
HL) History Geography Psychology Social and
cultural anthropology Philosophy Business and
Management Economics Information Technology for
a Global Society
Group 4 experimental sciences (all at SL or
HL) Physics Chemistry Biology Design
Technology
10
The Curriculum
Group 5 Mathematics and computer
science Mathematical studies Math SL or
HL Further math SL Computer science SL or HL
Group 6 The arts (all at SL or HL) Visual
Art Music Film Music
11
IB Diploma Requirements

• Students must take at least two and at most three
  higher level (HL) and at least three and at most
  four standard level (SL) courses all two year
  courses.
• One course from groups 1-5, and a 6th subject
  from either group 6 or any other group
• Higher Level
• 240 recommended hours
• Exams taken in senior year
• Standard Level
• 150 recommended hours
• A maximum of two subjects may be anticipated by
  Diploma Programme students
• Complete Central Elements EE, CAS, TOK

12
Center of the Hexagon

• Extended Essay (EE)
• 4000 word essay, on a topic of student interest
• Provides excellent preparation for independent
  study at university level
• Creativity, Action, Service (CAS)
• A framework for experiential learning, involving
  students in new and active roles
• Develops awareness and a sense of responsibility
  towards the community
• Theory of Knowledge (TOK)
• Critical reflection on how we know and what we
  know
• Develops awareness of cultural perspectives and
  biases
• Allows for connections to be established between
  disciplines

13
To Earn the IB Diploma

• To earn the Diploma a candidate must
• Successfully complete the extended essay, TOK,
  and CAS requirements
• Successfully complete the internal and external
  requirements of all of their courses
• Earn a minimum of 24 points (each subject is
  graded on a 1-7 scale a maximum of 3 points for
  the core elements of the programme)

14
Assessment
15
Assessment

• Underlying philosophy
• All courses finish with external assessment,
  which is summative and is designed to record
  student achievement .
• All courses have an internal assessment
  component, which can and should be used
  formatively.
• It pays appropriate attention to the high-order
  skills as well as the more fundamental cognitive
  skills.

16
Assessment

• Assessment promotes the cross-cultural dimension
  of the programme.
• The following are some examples
• In the literature course (A1) students must study
  works originally written in a language different
  from the one being followed for their course.
• In second-language courses (language B) the
  language should be studied in a strong cultural
  and practical setting.
• The history course includes a compulsory section
  on world history
• In the music course, students must carry out an
  investigation in to the relationship between two
  musical genres from different cultures

17
Assessment

• Range of assessment tasks and assessment
  instruments

• Short-response questions
• Extended-response questions
• Essays
• Projects
• Portfolios of pieces of work
• Reports
• Performances
• Exhibitions

18
The Bottom Line

• A unique international curriculum with widespread
  university recognition
• A curriculum that helps develop in students life
  long learning skills
• A programme designed to fulfill the
  organizations mission statement as articulated
  in the Learner Profile

19

• IB Learner Profile

20
The Learner Profile

• Thinker
• Knowledgeable
• Risk-taker
• Open minded
• Communicator

• Principled
• Reflective
• Inquirer
• Balanced
• Caring

Page 41