IBSOM DP Orientation Session
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The International Baccalaureate (IB) aims to develop inquisitive, knowledgeable students who help create a more peaceful world through cultural understanding. It offers challenging academic programs and assessments to encourage lifelong learning and an appreciation of multiple perspectives. The IB Diploma Program is a two-year curriculum for students aged 16-19 that balances exams in six subject groups with projects in theory of knowledge, service, and research. Assessments are criterion-based to evaluate skills rather than compare students, and curricula are reviewed regularly to maintain relevance. Universities widely recognize the diploma for admissions advantages.
IBSOM DP Orientation Session
- 1. Diploma Programme Rick Searing Portage Northern HS www.slideshare.net/RickSearing
- 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 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.
- 3. New Challenges in the 21st Century Inequality Complexity Diversity Globalization
- 4. IB’s Solutions Inequality • Intercultural understanding • Service • Innovation Complexity • Critical thinking • Collaboration • Agency Diversity • Communication • Cultural Awareness • Worldview Globalization • International Education
- 5. IB World School Characteristics The IB does not own or manage any schools. Instead, it works with schools that share a commitment to international education. These schools: share the mission and commitment of the IB to quality international education play an active and supporting role in the worldwide community of IB schools share their knowledge and experience in the development of the IB programmes are committed to the professional development of teachers and administrators.
- 6. International Education Features of an international education Meaning and importance of culture, starting with one’s own but leading to that of others The study of issues of global concern An exploration of different dimensions of the human condition
- 7. INQUIRING KNOWLEDGEABLE THINKERS PRINCIPLED COMMUNICATORS CARING BALANCED OPEN-MINDED REFLECTIVE RISK-TAKERS AUTHENTIC, CRITERION-RELATED ASSESSMENT INTERNATIONAL MINDEDNESS includingMULTILINGUALISM ACTIVE, STUDENT CENTERED LEARNING programmes that promote. . . inspiring lifelong learners who become. . .
- 8. The IB Diploma Programme
- 9. What is the Diploma Programme? Diploma Ages 16 - 19 Philosophy Curriculum Student assessment The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students, normally aged 16 – 19, for success at university and life beyond.
- 10. North America and the Caribbean: 1127 programmes in 13 countries and territories Central and South America: 468 programmes in 18 countries IB Americas 1,595 Diploma Programmes in 31 countries and territories
- 11. The Diploma Programme Curriculum Model
- 12. Core Requirements Extended Essay (EE) • 4000 word essay, on a topic of student interest • Provides excellent preparation for independent study at university level 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 Creativity, Activity, Service (CAS) • A framework for experiential learning, involving students in new and active roles • Develops awareness and a sense of responsibility towards the community
- 13. IB Diploma Requirements Students must take three higher level (HL) and three standard level (SL) courses One course from groups 1-5, and a 6th subject from either group 6 or any other group • Higher Level •240 recommended hours (over two years) •Exams taken in senior year • Standard Level •150 recommended hours •A maximum of two subjects may be studied over the course of one year by Diploma Programme students; at least one SL course must be studied over two years Complete core requirements: EE, CAS, TOK (over two years)
- 14. A sample Diploma programme: Grade 11 • Group 1 – English HL • Group 2 – Spanish SL • Group 3 – History HL • Group 4 – Biology SL • Group 5 - Math SL • Group 6 – Theatre HL • Tok for a part of the year • CAS throughout Note the expectation for concurrency but the many options; including ‘anticipated’ where necessary, and exceptional flexibility in course choices Grade 12 • Group 1 – English HL • Group 2 – Spanish SL • Group 3 – History HL • Group 4 – Biology SL • Group 5 – Math SL • Group 6 – Theatre HL • Tok for a part of the year • CAS throughout • Extended essay completed 14
- 15. Group 1 – Studies in Language and Literature Literature, Language and Literature, Literature and Performance Group 2 – Language Acquisition Spanish B, French B, German ab initio, Chinese B, Arabic B… Group 3 – Individuals and Societies History, Geography, Economics, Psychology, Business Management, World Religions, Philosophy… A Sample of IB Courses
- 16. Group 4 – Experimental Sciences Biology, Chemistry, Physics, Computer Science… Group 5 – Mathematics Mathematical Studies, Mathematics, Further Mathematics… Group 6 – The Arts Dance, Film, Music, Theatre, Visual Arts A Sample of IB Courses (cont’d)
- 17. Assessment and Curriculum Review
- 18. Assessment Underlying philosophy: • Criterion-related performance – students are assessed against criteria not against one another • Formative — many of the assessment instruments (particularly the internal assessment tasks) can be used formatively • Summative — a record of student achievement at or towards the end of the course of study (external) • Attention is given to high-order skills as well as more fundamental cognitive skills
- 19. Assessment Assessment promotes the cross-cultural dimension of the programme. The following are some examples: • In the Literature course students must study works originally written in a language different from the one being followed for their course. • In language acquisition courses (Group 2) 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 pieces from different cultures.
- 20. The Assessment Model Internal assessment • recognizes the role of the teacher • gives students a chance to show what they can do over time • Work done by students over the two years, assessed by the teacher and moderated by external examiners • usually 20-30% of the final grade External assessment (marked by external examiners) • Work done by students over the two years • Examinations chosen for high levels of objectivity and reliability (short response, essays, etc.) FINAL GRADE AWARD MEETING AT IB ASSESSMENT CENTRE
- 21. Curriculum Review To make sure that the curriculum for each subject is relevant and current, a curriculum review process exists: • Each curriculum is revised every seven years by committees made up of teachers and educators from around the world • Curriculum reviews are announced ahead of time and teacher support material and training are made available • Assessment instruments are revised with every curriculum review
- 22. University recognition: How well is the diploma recognised by universities? IB courses are widely recognised by the world’s leading universities. The IB works closely with universities in all regions of the world to gain recognition for the IB diploma, providing: Direct online access for university admissions officers (and government officials) to syllabuses, recent examination papers, and transcripts in order to facilitate recognition decisions Guidance on policy development through model policies and exemplars Seminars and workshops on policy development Research specifically focused on matters directly impacting student success at University A database of university admission policies on www.ibo.org Recognition in over 100 countries and by over 2,000 universities Some universities offer scholarships and advanced placement for IB students
- 23. Research shows that IB students succeed at University in many ways including higher GPA’s, higher graduation rates, high retention rates, and higher engagement. Students have the skills and knowledge necessary for University success. Universities recognise this through the policies such as these: through admissions advantages, scholarships, placement and credit, as well as through access to special programs and ancillary considerations, such as preferred housing or course selection. targeted recruitment efforts specifically for IB students. These are facilitated by the IB. IB students are admitted at virtually every noteworthy North American institution at a higher rate than the general applicant pool. IB supports recognition through; A database of university admission policies on www.ibo.org Currently there is recognition in over 100 countries and by over 2,000 universities
- 25. For Additional Information Got Questions? We’ve Got Answers! Contact the IB Outreach Desk by phone at (301) 202 3000 or by email at iba@ibo.org
Editor's Notes
- #4: Inequality The IB supports school communities which are involved in world affairs and community service and develops inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. Complexity The IB recognizes that future citizens of the world must know how to tolerate more ambiguity and to be less inclined to look for quick solutions. The IB encourages students of all ages to develop critical-thinking and to be actively engaged in their learning. To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. Diversity The IB provides a network of schools and its programmes, through which students develop cultural awareness, striving to present a broad vision of the world so that students understand that other people, with their differences, can also be right.
- #5: Inequality The IB supports school communities which are involved in world affairs and community service and develops inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. Complexity The IB recognizes that future citizens of the world must know how to tolerate more ambiguity and to be less inclined to look for quick solutions. The IB encourages students of all ages to develop critical-thinking and to be actively engaged in their learning. To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. Diversity The IB provides a network of schools and its programmes, through which students develop cultural awareness, striving to present a broad vision of the world so that students understand that other people, with their differences, can also be right.
- #10: Challenging: The IB Diploma Programme demands the best from both motivated students and teachers. Rigorous: The Diploma Programme offers an assessment model which measure the extent to which students have mastered basic and advanced academic skills. Balanced: The Diploma Programme achieves the depth of study demanded by the best universities, but also the breadth of subject choice that is the best preparation for life. Rewarding: Living, working understanding and collaborating with other people, of other cultures and in other languages is a reality of the 21st century for which Diploma Programme students are well prepared.
- #12: The programme is presented as six academic areas with three core requirements enclosing the student at the centre. It encourages the concurrent study of a broad range of academic areas. Students study: two languages; a humanities or social science subject; an experimental science; mathematics; and one of the creative arts or other academic area. Three core elements – the extended essay, theory of knowledge and creativity, action, service – are compulsory and central to the philosophy of the programme. Subject groups Group 1 and Group 2 – Best language/additional language Students select two languages: one from group 1 and an additional language normally from group 2 Group 3 – Individuals and societies Business and management; Economics; Geography; History; ITGS; Philosophy; Psychology; Social and cultural anthropology; World Religions Group 4 – Experimental sciences Biology; Chemistry; Design Technology; Physics; Environmental systems and societies (interdisciplinary subject groups 3 and 4) Group 5 – Mathematics and computer science Mathematics Studies; Mathematics; Further Mathematics; Computer Science Group 6 – The arts Music; Theatre; Visual arts; Film
- #14: Additionally an interdisciplinary standard level subject meets the requirements of two groups through a single subject. A sixth subject must then be chosen to meet the requirements of the diploma. This additional subject may be chosen from any of the hexagon groups, including a group already covered by another academic area (e.g. a student may take two courses from the same group and use one of those courses as his or her Group 6 course). Anticipated: for candidates intending to complete the requirements for one or two standard level subjects (excluding languages ab initio and pilot subjects) at the end of their first year of the Diploma Programme. They must complete all remaining IB diploma requirements in the corresponding examination session (May or November) in the following year. To earn the Diploma a candidate must: Successfully complete the extended essay, ToK, and CAS requirements Successfully complete the internal and external requirements of 3 HL courses and 3 SL courses Earn a minimum of 24 points (each subject is graded on a 1-7 scale + a maximum of 3 points for the core requirements of the programme)
- #15: I would expect that the presenter would use this slide for some discussion of all the different ways by which the “rules” for the diploma can be tailored to the student and the school.
- #21: Assessment of each subject must include a suitable range of tasks and instruments/components that ensure all objectives for the subject are assessed. Assessment is varied to account for different students’ strengths and skills. These include: Short-response questions Extended-response questions Essays Projects Portfolios of pieces of work Reports Performances Presentations Exhibitions