The mission statement of the International Baccalaureate Organization (IBO)

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The mission statement of the International
Baccalaureate Organization (IBO) The
International Baccalaureate Organization 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 IBO
works with schools, governments and international
organizations to develop challenging programmes
of international education and rigorous
assessment.   These programmes encourage students
across the world to become active, compassionate
and lifelong learners who understand that other
people, with their differences, can also be right.
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IBA offices in Maryland and Vancouver
IBCA Curriculum Assessment Centre, Cardiff,
Wales
IBO headquarters IBAEM regional office, Geneva
IBAP office in Singapore
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IB in North America 1006 schools
D 119 M 121 P 28
247 Canadian Schools
D 554 M 185 P 106
759 US Schools
5 DP Schools in the Caribbean Bahamas 1,
Bermuda 2, Dominican Republic 1, Curaçao 1
2661 schools in 136 countries
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IB Learner Profile

• Inquirers
• -natural curiosity is nurtured. They acquire the
  skills necessary to conduct constructive inquiry
  and research, and become independent active
  learners. They actively enjoy learning and this
  love of learning will be sustained throughout
  their lives.

Knowledgeable -They explore concepts, ideas and
issues which have global relevance and
importance. In so doing, they acquire, and are
able to make use of, a significant body of
knowledge across a range of disciplines.
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IB Learner Profile

• Critical thinkers
• -They exercise initiative in applying thinking
  skills critically and creatively to approach
  complex problems and make reasoned decisions.

• Communicators
• -They understand and express ideas and
  information confidently and creatively in more
  than one language and in a variety of modes of
  communication.

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IB Learner Profile

• Risk-takers
• -They approach unfamiliar situations with
  confidence and forethought, and have the
  independence of spirit to explore new roles,
  ideas and strategies. They are courageous and
  articulate in defending those things in which
  they believe.

Principled -They have a sound grasp of the
principles of moral reasoning. They have
integrity, honesty, a sense of fairness and
justice and respect for the dignity of the
individual.
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IB Learner Profile

• Caring
• They show empathy, compassion and respect towards
  the needs and feelings of others. They have a
  personal commitment to action and service to make
  a positive difference to the environment and to
  the lives of others.

Open-minded -Through an understanding and
appreciation of their own culture, they are open
to the perspectives, values and traditions of
other individuals and cultures and are accustomed
to seeking and considering a range of points of
view.
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IB Learner Profile

• Well-balanced
• -They understand the importance of physical and
  mental balance and personal well-being for
  themselves and others. They demonstrate
  perseverance and self-discipline.

Reflective -They give thoughtful consideration to
their own learning and personal development. They
are able to analyze their strengths and
weaknesses in a constructive manner.
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Middle Years Programme (MYP)
Diploma Programme
Ages 16-19 two year programme

• Ages 11-16 five year programme

Primary Years Programme (PYP)
Ages 3-12 inquiry based
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Primary Years Programme
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Ages 3 to 12
Primary Years Programme

• Excellent introduction to the
• Middle Years Programme of the IBO
• but not a prerequisite

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The Primary Years Programme offers a framework to
meet childrens needs
Primary Years Programme

• academic
• social
• physical
• emotional
• cultural

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The philosophy
Primary Years Programme

• The Primary Years Programme
• defines characteristics of students
• who are aware of and sensitive to
• the experiences of others

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Six transdiciplinary themes
Sharing the planet Who we are Where we are in
place and time How we express ourselves How the
world works How we organize ourselves

• help teachers and students explore knowledge in
  the broadest sense

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Primary Years Progrmme
The PYP identifies a body of knowledge for all
students in all cultures, in six subject areas
Who we are
Sharing the planet
language
personal, social and physical
education
social studies
concepts
Where we are in place and time
How we organize ourselves
knowledge
skills
action
science and technology
attitudes
mathematics
arts
How we express ourselves
How the world works
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Individual portfolios

• The PYP portfolios of student achievement
  document progress

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The PYP exhibition

• Students aged 10 to 12, in the final year of the
  programme, participate in a culminating project
  called the PYP exhibition
• It demonstrates their proficiencies in all areas
  of the programme

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Middle Years Programme
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Middle Years Programme (MYP)

• A five-year programme
• Academic challenge and life skills

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For students aged 11 to 16
Middle Years Programme (MYP)

• A critical phase of personal and intellectual
  development
• A time of uncertainty, sensitivity, resistance
  and questioning

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The MYP in brief
Middle Years Programme

• The MYP provides a thorough study of various
  disciplines
• It accentuates their interrelatedness
• It acknowledges the role of the disciplines and
  transdisciplinary study

Technology
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The curriculum
Middle Years Programme
areas of interaction these five perspectives are
at the core of the MYP
approaches to learning
community service
health and social education
environment
human ingenuity
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personal project
Middle Years Programme
The curriculum

• an independent piece of work
• the culmination of the students
  involvement with the five areas of
  interaction

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personal project topic chosen in consultation
with teachers
Middle Years Programme
The curriculum

• It may take the form of
• an essay
• an artistic production
• other form of expression

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Middle Years Programme
The portfolio of achievement

• Provided by the IBO for students completing the
  programme
• accomplishments, noted during the assessment
  process, are recorded in the portfolio of
  achievement

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Middle Years Programme
. . . MYP students are prepared emotionally and
intellectually for the demands made on older
students
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Diploma Programme
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• The IBOs goal
• to provide students with the values and
  opportunities that will enable them to develop
  sound judgment, make wise choices, respect others
  in the global community

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What is the International Baccalaureate Diploma?

• Pre-university diploma and international
  admissions credential
• Utilizes international standards
• Based on an integrated curriculum

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Which schools have adopted the International
Baccalaureate?

• public and private
• magnet schools
• comprehensive high schools
• international schools
• schools looking to redesign

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Group 1 Language A1
Extended Essay TOK Creativity, Action Service
Group 3 Individuals and Societies
Group 2 Languages A2, B, ab initio, Classical
Languages
Group 5 Mathematics and Computer Science
Group 4 Experimental Sciences
Group 6 Arts
Languages of Instruction Assessment English,
French, Spanish New pilot courses in film, dance
transdisciplinary subjects
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IB Diploma Requirements

• Take three Higher Level (HL) and three Standard
  Level (SL) courses
• One course from groups 1-5, and a 6th subject

Standard Level 150 Hours Exams Taken in Junior
or Senior Year
Higher Level 240 Hours Exams Taken in Senior
Year

• Complete Central Elements EE, CAS, ToK

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Sample Diploma Program
Higher Level Standard Level Higher Level Higher
Level Standard Level Standard Level
English A1 French B History (Americas) Biology Mat
h Studies Visual Arts
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Sample Extended Essays
English A1 Dance An extended metaphor in Pride
and Prejudice
History The Soviet famines of 1932-33 The
anti-war movement and its influence on Nixons
Vietnam policy
Physics A study of Globular Clusters.
Mathematics A proof to Fermats Equation
Visual Arts Revealing the reality behind visible
things How does Paul Klees artwork portray his
metaphysical view of reality?
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Sample CAS Activities
Building houses with Habitat for
Humanity Participating in or coaching sports
teams Creating and performing a play for
elementary school students Writing for the school
newspaper Organizing and participating in
fundraisers for organizations fighting disease,
poverty or other issues in the local, national or
international community
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Sample Theory of Knowledge Questions
How can you or your society decide ethically
which knowledge should or should not be
pursued? Which sources of knowledge books, web
sites, the media, personal experience,
authorities or some other do you consider most
trustworthy and why?
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Assessment in the IB Diploma Programme

• Internal
• Teacher assigns using IB guidelines
• Student completes assignment
• Teacher marks
• Moderator examines samples
• Marks are moderated if necessary

• External
• Student is examined
• External grader (assistant examiner) marks
• Moderator examines samples
• Marks are moderated if necessary

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Assessment

• External assessment using over 4000 examiners
  worldwide
• Internal assessment evaluated by teachers in the
  school and moderated by external examiners
• Transparency assessment using criterion
  referenced grading criteria
• Multiple methods of assessment for each course
• Varied skills tested across disciplines
• Balance between independent and teacher
  supervised work
• Students maintain control over many aspects of
  assessment

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Assessment varies across disciplines

• Language A1
• In class oral presentation
• Taped face to face oral commentary
• World literature papers
• Two written examinations

• Experimental Sciences
• Laboratory investigations
• Group 4 project
• Three written examinations multiple choice,
  problem solving and short essay

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Assessment varies across disciplines

• Language B
• In-class oral assessment and written work
• Face to face oral assessment based on portfolio
• Two written examinations text handling and essay

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Assessment varies across disciplines

• Project in Math Studies
• Research study in Psychology
• Research workbook, portfolio face to face oral
  assessment in Visual Arts
• Performance and composition in Music

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Assessment in the IB Diploma Programme
Predicted Mark Internal Assessment (marked by
teacher) Examination
Grade Award Meeting
Moderation
External marking
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To Earn the IB Diploma

• Complete EE, ToK, and CAS
• Complete all IB assessments
• Take six courses, one from each group (or
  substitute Groups 2-5 for Group 6), and six exams
• Assessments are on 1-7 scale
• Must accumulate 24 points total on six assessments

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University Recognition Rumors

• Colleges and universities in the USA and Canada
  have never heard of the IB
• IB is perceived as inferior to AP
• IB is a disadvantage in the college admissions
  process

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University Recognition Realities

• 850 colleges and universities in the USA and
  Canada have specific IB policies 95 of students
  covered
• Colleges and universities consistently equate AP
  and IB
• Study of 2001 IB graduates shows IB substantially
  increases chances of admission

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University Acceptance Rates
University Average Acceptance IB
student acceptance rate
rate
76 60 58 83 50 70 42 60

• NYU
• UC Berkeley
• Penn
• Johns Hopkins
• Duke
• Cornell
• MIT
• Dartmouth

29 25 22 33 26 27 17 23
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IBO Web Site www.ibo.org Information on IBO
programs University recognition