IB Programme Brochure

Island Pacific Academy

A Return on Your Investment: What IB Means After You Leave IPA Volume 1, Number 1 December 2012 Dr. Benjamin Feinstein, Director of Studies 6-12 / IB Diploma Programme Coordinator bfeinstein@ipahawaii.org

Having an IB education is recognized around the world. But what specific payoff will your sons and daughters get? One quick way to see this is how Colleges and Universities treat an IB education.

In 2011, the IB Global Recognition Department conducted the IB Diploma Programme (DP) Graduate Destination Survey in the seven countries with the most IB DP schools: the US, Canada, Mexico, the UK, Spain, India and Australia. Among other findings, the survey showed: •

The average SAT score of Diploma Programme candidates is 1953, and the average for IB Certificate candidates is 1794. The national average SAT score is 1500.

•

The average acceptance rate of DP students into university/college is 22 percentage points higher than the average acceptance rate of the total population.

The full results for the 2011 IB Diploma Programme Graduate Destination Survey are available online at: http://www.ibo.org/recognition/dpdestinationssurvey One state many IPA students consider attending college in is Oregon. Let’s take a look at what has happened at the State level.

On January 7, 2010, The Oregon Joint Boards of Education approved a statewide IB alignment policy. Under this policy, post-secondary credit will be awarded for scores of 5, 6 or 7 on either Standard Level or High Level IB exams. The number of credits awarded is listed in the table on page 15 of the Oregon University System (OUS) College Handbook, which is available at the following link: http://www.ous.edu/sites/default/files/stucoun/counres/files/2012-13CollegeHandbookFinalsmall.pdf A student who earns an IB diploma with a score of 30 or above is eligible to receive additional post-secondary credits beyond the IB score, up to a total of 45 credits. The number of additional credits awarded and the subject area(s) in which they are awarded is up to each OUS institution.

1

Institutions participating in this policy include Eastern Oregon University, Oregon Health Sciences University, Oregon Institute of Technology, Oregon State University, Portland State University, Southern Oregon University, University of Oregon, and Western Oregon University.

For example, let’s look at Oregon State University and Western Oregon University; both schools that IPA graduates have been accepted to.

Oregon State University: OSU grants additional benefits for students who complete the full IB diploma, as follows: • •

Sophomore standing for any student with a total score on IB exams of 30 or higher.

IB Scholarships are available to students with a total score on IB exams of 30 or higher. Students that qualify are eligible to receive a renewable scholarship of $3000.

Western Oregon University: Students completing the full IB Diploma with a score of 30 or higher receive the following: • • • • •

Guaranteed admission to WOU. Students are required to submit ACT (including writing) or SAT scores for placement purposes.

Provost’s Achievement Scholarship (a renewable four-year award of $2,500 per year) and automatic consideration for other WOU scholarships provided the student meets application deadlines.

Sophomore standing - a score of 30 and full IB diploma is required.

Automatic acceptance into the WOU Honors Program.

Priority residence hall housing if housing application is received by June 25th.

If you are interested in finding which Universities have IB Acceptance Policies, that information is available on the IB website at the following link: http://www.ibo.org/country/US/index.cfm Scroll down to the drop-down menu and select the College or University you are interested in.

Coming up in the next exciting issue of A Return on Your Investment: • •

IB Policies at HPU, BYUH, Chaminade, and the UH System How an IB education at IPA prepares your kids to compete and succeed in the 21st-Century Global Workforce

Please contact me if you have any questions or concerns.

Dr. Benjamin Feinstein Director of Studies 6-12 IB Diploma Programme Coordinator bfeinstein@ipahawaii.org

2

The IB Primary Years Programme

21st century education

Students in the 21st century are faced with the challenge of learning about an interconnected world where knowledge is constantly developing.

The International Baccalaureate (IB) Primary Years Programme prepares students to be active participants in a lifelong journey of learning.

What is the IB Primary Years Programme?

The IB Primary Years Programme, for students aged 3 to 12, focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside.

• emphasizes, through the learner profile, the development of the whole student–physically, intellectually, emotionally and ethically.

The programme:

The IB Primary Years Programme frames the learning activities of the school community. Typically, the framework is flexible enough to incorporate national curriculum requirements. It is used in national and international, state and privately funded schools.

• encourages international-mindedness in IB students • encourages a positive attitude to learning by engaging students in inquiries and developing their awareness of the process of learning so that they become lifelong learners • reflects real life by encouraging learning beyond traditional subjects with meaningful, in-depth inquiries into real issues

The written curriculum The most significant and distinctive feature of the IB Primary Years Programme is the six transdisciplinary themes.

These themes are about issues that have meaning for, and are important to, all of us. The programme offers a balance between learning about or through the subject areas, and learning beyond them. The six themes of global significance create a transdisciplinary framework that allows students to “step up” beyond the confines of learning within subject areas: • Who we are • Where we are in place and time • How we express ourselves • How the world works • How we organize ourselves • Sharing the planet

The programme puts great emphasis on learning about these transdisciplinary themes. Each theme is addressed each year by all students, with the exception of students aged 3 to 5, who may engage explicitly with four of the themes each year. The themes provide the opportunity to incorporate local and global issues into the curriculum The traditional disciplines retain a role in the IB Primary Years Programme. The six specified subjects are language, mathematics, science, social studies, arts, and personal, social and physical education. The overall expectations for each subject area are defined for each year of the programme.

The taught curriculum The six transdisciplinary themes help teachers to develop a programme of inquiries–in-depth investigations into important ideas, identified by the teachers, and requiring a high level of involvement on the part of the students.

These inquiries are substantial, in-depth and usually last for several weeks.

and friends through literature and the arts. To support this inquiry, students would develop knowledge and acquire skills derived from social studies, arts, and personal, social and physical education. In addition, they would develop transdisciplinary skills such as decision-making, listening, collecting data and working cooperatively.

For example, in an inquiry about “Sharing the planet” for students aged 8 to 9, we might look at “Finite resources–infinite demands”. In order to understand better the central idea that “Our planet has limited resources that are unevenly distributed” and using water as an example, we would inquire into where water comes from, how different people and countries use water, how much water we use, what happens after we have used it, the distribution of usable water around the world, how human activity has affected the availability of water, and our responsibility for water conservation. To support this inquiry, students would develop knowledge and acquire skills derived from science and social studies. In addition, they would develop transdisciplinary skills such as critical thinking, communication and time management.

Since these ideas are related to the world beyond the school, students see the relevance of the content and connect with it in ways that are engaging and challenging. Students who learn in this way begin to reflect on their roles and responsibilities as learners and become actively involved with their learning.

In an inquiry about “Who we are” for students aged 4 to 5, we might look at “Families and friends”. In order to understand better the central idea that “People need families and friends” we might look at how families are similar and different across cultures, how we make and keep friends, why we need families and friends, and families

All students will know that a unit of inquiry will involve them in in-depth exploration of an important idea, and that the teacher will be collecting evidence of how well they understand that idea. They will expect to be able to work in a variety of ways, including on their own and in groups, to allow them to learn to their best advantage.

Students and parents will develop an understanding of the IB learner profile. The ten aspirational qualities of the learner profile inspire and motivate the work of teachers, students and schools, providing a statement of the aims and values of the IB and a definition of what we mean by “internationalmindedness”. IB learners strive to be inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, open-minded, caring, balanced and reflective.

The assessed curriculum Assessment is an important part of each unit of inquiry as it both enhances learning and provides opportunities for students to reflect on what they know, understand and can do. The teacher’s feedback to the students provides the guidance, the tools and the incentive for them to become more competent, more skillful and better at understanding how to learn.

Deciding on how best to teach and how best to assess student learning is a collaborative process within the school. The IB has developed a planning tool to support effective collaboration on the part of all teachers and the programme coordinator.

Quality assurance and professional development Any school wishing to offer the Primary Years Programme and attain IB World School status must first go through the authorization process. The requirements for authorization are the same for all schools, even though the process is administered slightly differently in each IB region. The process is designed to ensure schools are well prepared to implement the programme successfully.

This is a challenging programme that demands the best from both motivated students and teachers. Schools can access an extensive package of IB professional development for teachers and administrators and commit to ongoing professional development. Teams from the

• • • •

Become an IB student Teach at an IB World School Become an IB World School Volunteer or work for the IB

Support our mission and join the IB community at http://www.ibo.org or contact your IB regional office:

© International Baccalaureate Organization 2007 This document has been produced on ECF (Elemental Chlorine Free) pulp sourced from certified and managed forest plantations. It is totally recyclable, biodegradable and acid-free.

organization visit IB World Schools from time to time in order to support an ongoing process of review and development, using standards and practices that apply to all IB World Schools.

IB teachers are challenged to constantly reflect upon and improve their practice. All teachers in IB World Schools have access to the online curriculum centre, which provides programme documentation, examples of student work, and also acts as the hub of an international online community. Teachers can talk to other teachers in IB World Schools around the world, give and receive advice, and post their own example resources for other teachers to share.

IB Africa, Europe and Middle East IB Asia-Pacific IB Latin America IB North America and the Caribbean

ibaem@ibo.org ibap@ibo.org ibla@ibo.org ibna@ibo.org

The IB Middle Years Programme

21st century education

Life in the 21st century places many changing demands on students making the transition through adolescence.

They are at a crucial period of personal, social, physical and intellectual development, of uncertainty and of questioning.

The International Baccalaureate (IB) Middle Years Programme is designed to help them find a sense of belonging in the ever-changing and increasingly interrelated world around them and to foster a positive attitude to learning.

What is the IB Middle Years Programme?

The IB Middle Years Programme, for students aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers.

The programme: • encourages international-mindedness in IB students, starting with a foundation in their own language and culture • encourages a positive attitude to learning by challenging students to solve problems, show creativity and resourcefulness and participate actively in their communities

• reflects real life by providing a framework that allows students to see the connections among the subjects themselves, and between the subjects and real issues • supports the development of communication skills to encourage inquiry, understanding, language acquisition, and to allow student reflection and expression • emphasizes, through the learner profile, the development of the whole student–physically, intellectually, emotionally and ethically.

The IB Middle Years Programme may be taught as a standalone programme but it is flexible enough to accommodate the demands of most national or local curriculums.

The curriculum The programme consists of eight subject groups integrated through five areas of interaction that provide a framework for learning within and across the subjects.

Students are required to study their mother tongue, a second language, humanities, sciences, mathematics, arts, physical education and technology. In the final year of the programme, students also engage in a personal project, which allows them to demonstrate the understandings and skills they have developed throughout the programme.

Students and parents will develop an understanding of the IB learner profile. The ten aspirational qualities of the learner profile inspire and motivate the work of teachers, students and schools, providing a statement of the aims and values of the IB and a definition of what we mean by “international-mindedness”. IB learners strive to be inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, open-minded, caring, balanced and reflective.

Teachers organize the curriculum through the five areas of interaction: Approaches to learning is concerned with developing the intellectual discipline, attitudes, strategies and skills that will result in critical, coherent and independent thought and the capacity for problem solving and decision-making.

Community and service starts in the classroom and extends beyond it, requiring students to participate in the communities in which they live. The emphasis is on developing community awareness and concern, a sense of responsibility, and the skills and attitudes needed to make an effective contribution to society.

Homo faber allows students to focus on the evolution, processes and products of human creativity. It considers their impact on society and on the mind. Students learn to appreciate the human capacity to influence, transform, enjoy and improve the quality of life. This area of interaction encourages students to explore the relationships between science, aesthetics, technology and ethics.

Environment aims to make students aware of their interdependence with the environment so that they become aware of their responsibility, and may take positive, responsible action for maintaining an environment fit for the future.

Health and social education prepares students for a physically and mentally healthy life, aware of potential hazards and able to make informed choices. It develops in students a sense of responsibility for their own well-being and for the physical and social environment.

For example, a group of students in year 1 of the programme could learn about pure substances and mixtures in sciences (chemistry). As part of their laboratory activities, students apply simple techniques to separate different types of mixtures, including techniques for separating impurities from water.

The skills to be developed would include: • using simple equipment • making straightforward observations and measurements • drawing scientific diagrams.

The teacher could then lead the students to explore issues linked to environment and homo faber by posing questions such as: • How pure is pure?

• Can the energy costs involved in the production of pure substances be justified?

• Why is only a fraction of the world’s water directly drinkable?

• How can we produce enough drinkable water to meet our needs?

The teacher could use these questions as a focus for discussion, for written responses or to lead into a further topic. They provide an authentic means of looking critically at an increasingly relevant resource problem with ethical dimensions.

Assessment Assessment is criterion referenced, so students around the world are measured against pre-specified criteria for each subject group. Teachers may modify these criteria to be age-appropriate in the earlier years of the programme.

Teachers set assessment tasks that are assessed internally in the school. External checks (either moderation or

monitoring of assessment by IB examiners) are carried out on this internal assessment to ensure worldwide consistency of standards. For schools that require official IB certification for their students, moderation is carried out every year.

Quality assurance and professional development Any school wishing to offer the Middle Years Programme and attain IB World School status must first go through the authorization process. The requirements for authorization are the same for all schools, even though the process is administered slightly differently in each IB region. The process is designed to ensure schools are well prepared to implement the programme successfully.

This is a challenging programme that demands the best from both motivated students and teachers. Schools can access an extensive package of IB professional development for teachers and administrators and commit to ongoing professional development. Teams from the

• • • •

Become an IB student Teach at an IB World School Become an IB World School Volunteer or work for the IB

Support our mission and join the IB community at http://www.ibo.org or contact your IB regional office:

© International Baccalaureate Organization 2007 This document has been produced on ECF (Elemental Chlorine Free) pulp sourced from certified and managed forest plantations. It is totally recyclable, biodegradable and acid-free.

organization visit IB World Schools from time to time in order to support an ongoing process of review and development, using standards and practices that apply to all IB World Schools.

IB teachers are challenged to constantly reflect upon and improve their practice. All teachers in IB World Schools have access to the online curriculum centre, which provides programme documentation, examples of student work, and also acts as the hub of an international online community. Teachers can talk to other teachers in IB World Schools around the world, give and receive advice, and post their own example resources for other teachers to share.

IB Africa, Europe and Middle East IB Asia-Pacific IB Latin America IB North America and the Caribbean

ibaem@ibo.org ibap@ibo.org ibla@ibo.org ibna@ibo.org

The IB Diploma Programme

21st century education

Life in the 21st century, in an interconnected, globalized world, requires critical-thinking skills and a sense of international-mindedness, something that International Baccalaureate (IB) Diploma Programme students learn to know and understand.

What is the IB Diploma Programme?

The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students, normally aged 16 to 19, for success at university and life beyond. The programme is normally taught over two years and has gained recognition and respect from the world’s leading universities.

Since the late 1960s, the programme has: • provided a package of education that balances subject breadth and depth, and considers the nature of knowledge across disciplines through the unique theory of knowledge course

Language A1and second language

Individuals and societies

Students select two languages: one from group 1 and an additional language normally from group 2. Group 1 is for students’ best language and the course is literature based; Group 2 is designed for students learning the language up to near native speaker level.

· Business and management · Economics · Geography · History

Students select the language courses based on their language proficiency and the outcomes of the course.

· Information technology in a global society · Philosophy · Psychology · Social and cultural anthropology · Environmental systems and societies*

Mathematics and computer science

Experimental sciences · Biology

• encouraged international-mindedness in IB students, starting with a foundation in their own language and culture

· Chemistry

· Mathematical studies standard level

· Design technology

· Mathematics standard level

· Environmental systems and societies*

· Mathematics higher level

· Physics

• developed a positive attitude to learning that prepares students for university education • gained a reputation for its rigorous external assessment with published global standards, making this a qualification welcomed by universities worldwide • emphasized the development of the whole student– physically, intellectually, emotionally and ethically.

The arts · Music · Theatre · Visual arts · Film

The availability of these subjects will vary in each IB World School and students should consult their Diploma Programme coordinator.

Subject availability may also vary from year to year.

· Further mathematics standard level · Computer science (elective)

*transdisciplinary subject

The curriculum IB Diploma Programme students study six courses at higher level or standard level. Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics.

The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5.

At least three and not more than four subjects are taken at higher level (recommended 240 teaching hours), the others at standard level (150 teaching hours). Students can

study these subjects, and be examined, in English, French or Spanish.

Students will develop an understanding of the IB learner profile. The ten aspirational qualities of the learner profile inspire and motivate the work of teachers, students and schools, providing a statement of the aims and values of the IB and a definition of what we mean by “internationalmindedness”. IB learners strive to be inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, open-minded, caring, balanced and reflective.

In addition the programme has three core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding.

• The extended essay is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying.

• Theory of knowledge is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical).

• Creativity, action, service requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.

Life in the 21st century, in an interconnected, globalized world, requires critical-thinking skills and a sense of international-mindedness, something that International Baccalaureate (IB) Diploma Programme students learn to know and understand.

What is the IB Diploma Programme?

The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students, normally aged 16 to 19, for success at university and life beyond. The programme is normally taught over two years and has gained recognition and respect from the world’s leading universities.

Since the late 1960s, the programme has: • provided a package of education that balances subject breadth and depth, and considers the nature of knowledge across disciplines through the unique theory of knowledge course

Language A1and second language

Individuals and societies

Students select two languages: one from group 1 and an additional language normally from group 2. Group 1 is for students’ best language and the course is literature based; Group 2 is designed for students learning the language up to near native speaker level.

· Business and management · Economics · Geography · History

Students select the language courses based on their language proficiency and the outcomes of the course.

· Information technology in a global society · Philosophy · Psychology · Social and cultural anthropology · Environmental systems and societies*

Mathematics and computer science

Experimental sciences · Biology

• encouraged international-mindedness in IB students, starting with a foundation in their own language and culture

· Chemistry

· Mathematical studies standard level

· Design technology

· Mathematics standard level

· Environmental systems and societies*

· Mathematics higher level

· Physics

• developed a positive attitude to learning that prepares students for university education • gained a reputation for its rigorous external assessment with published global standards, making this a qualification welcomed by universities worldwide • emphasized the development of the whole student– physically, intellectually, emotionally and ethically.

The arts · Music · Theatre · Visual arts · Film

The availability of these subjects will vary in each IB World School and students should consult their Diploma Programme coordinator.

Subject availability may also vary from year to year.

· Further mathematics standard level · Computer science (elective)

*transdisciplinary subject

The curriculum IB Diploma Programme students study six courses at higher level or standard level. Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics.

The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5.

At least three and not more than four subjects are taken at higher level (recommended 240 teaching hours), the others at standard level (150 teaching hours). Students can

study these subjects, and be examined, in English, French or Spanish.

Students will develop an understanding of the IB learner profile. The ten aspirational qualities of the learner profile inspire and motivate the work of teachers, students and schools, providing a statement of the aims and values of the IB and a definition of what we mean by “internationalmindedness”. IB learners strive to be inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, open-minded, caring, balanced and reflective.

In addition the programme has three core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding.

• The extended essay is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying.

• Theory of knowledge is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical).

• Creativity, action, service requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.

Assessment Students take written examinations at the end of the programme, which are marked by external IB examiners.

Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners.

The marks awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on theory of knowledge and the extended essay. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, action, service requirement. The highest total that a Diploma Programme student can be awarded is 45 points.

Assessment is criterion-related, which means student performance is measured against pre-specified assessment criteria based on the aims and objectives of each subject curriculum, rather than the performance of other students taking the same examinations. Statistically the range of scores that students have attained has remained stable and universities value the rigour and consistency of Diploma Programme assessment practice.

Students can choose to study for individual subject certificates, rather than the full diploma, if the diploma combination does not best meet their individual needs or circumstances.

Quality assurance and professional development Any school wishing to offer the Diploma Programme and attain IB World School status must first go through the authorization process. The requirements for authorization are the same for all schools, even though the process is administered slightly differently in each IB region. The process is designed to ensure schools are well prepared to implement the programme successfully.

This is a challenging programme that demands the best from both motivated students and teachers. Schools can access an extensive package of IB professional development for teachers and administrators and commit to ongoing professional development. Schools are

• • • •

Become an IB student Teach at an IB World School Become an IB World School Volunteer or work for the IB

Support our mission and join the IB community at http://www.ibo.org or contact your IB regional office:

© International Baccalaureate Organization 2008 This document has been produced on ECF (Elemental Chlorine Free) pulp sourced from certified and managed forest plantations. It is totally recyclable, biodegradable and acid-free.

required to participate in an ongoing process of review and development, using standards and practices that apply to all IB World Schools.

IB teachers are challenged to constantly reflect upon and improve their practice. All teachers in IB World Schools have access to the online curriculum centre, which provides programme documentation, examples of student work, and also acts as the hub of an international online community. Teachers can talk to other teachers in IB World Schools around the world, give and receive advice, and post their own example resources for other teachers to share.

IB Africa, Europe and Middle East IB Asia-Pacific IB Latin America IB North America and the Caribbean

ibaem@ibo.org ibap@ibo.org ibla@ibo.org ibna@ibo.org

IB Americas

Action KitPafor rents education for a better world

Introduction Thank you for taking the time to learn about the IB The International Baccalaureate has developed this Parent Action Kit to provide IB World Schools in the United States with information for parents on each of our three programmes: The IB Primary Years Programme, for students aged 3 to 12, focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside.

The most significant and distinctive feature of the IB Primary Years Programme is the six transdisciplinary themes. These themes are about issues that have meaning for, and are important to, all of us. The six themes of global significance create a transdisciplinary framework that allows students to “step up” beyond the confines of learning within subject areas: who we are, where we are in place and time, how we express ourselves, how the world works, how we organize ourselves, and sharing the planet.

Students aged 10 to 12 who are in their final year of the programme are expected to carry out an extended, collaborative inquiry project, known as the exhibition, under the guidance of their teachers. The exhibition represents a significant event in the life of both the school and student, synthesizing the essential elements of the programme and sharing them with the whole school community.

For more information on the IB Primary Years Programme, please visit the IB website: http://www.ibo.org/pyp/ The IB Middle Years Programme, for students 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers.

The programme consists of eight subject groups integrated through five areas of interaction (approaches to learning, community and service, human ingenuity, environments, and health and social education) that provide a framework for learning within and across the subjects. Students are required to study their

I n t r o d u c t i o n

© International Baccalaureate Organization 2009-2010

1

.

mother tongue, a second language, humanities, sciences, mathematics, arts, physical education and technology. In the final year of the programme, students also engage in a personal project, a significant piece of work that is the product of the student’s own initiative and creativity. The personal project allows them to demonstrate the understandings and skills they have developed throughout the programme.

For more information on the IB Middle Years Programme, please visit the IB website: http://www.ibo.org/myp/ The sucess of the IB curriculm has led to its adoption on every continent, except Antartica!

The IB Diploma Programme, for students 16 to 19, is an academically challenging and balanced programme of education with final examinations that prepares students for success at university and in life beyond.

The curriculum contains six subject groups together with a core made up of three separate parts. The six subject groups are: language A1, second language, experimental sciences, the arts, mathematics and computer science, and individuals and societies.

Over the course of the two-year programme, students study six subjects chosen from the six subject groups, complete an extended essay, follow a theory of knowledge course (TOK), and participate in creativity, action, service (CAS).

All three parts of the core—extended essay, theory of knowledge and creativity, action, service—are compulsory and are central to the philosophy of the Diploma Programme.

For more information on the IB Diploma Programme, please visit the IB website: http://www.ibo.org/diploma/

A tradition of the highest academic standards Designed more than 40 years ago for internationally-mobile students, the IB today provides a common curriculum worldwide. All of our programmes emphasize global understanding, world history and literature, and foreign language study.

Our integrated programme will provide your child with knowledge and skills that go well beyond typical high school programs. At each grade level and in each content area, we offer detailed and sequenced standards that are continuously tested and refined. In addition, the IB provides teachers with a wealth of high-quality materials while still allowing them considerable flexibility to adapt the curriculum to local interests and needs.

I n t r o d u c t i o n

© International Baccalaureate Organization 2009-2010

2 .

The IB learner profile Perhaps the most concise expression of our core values, the IB learner profile is a collection of attributes that we believe best describe the internationally-minded, lifelong learners the IB seeks to develop through our three programmes.

IB learners are: Inquirers IB learners develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable IB learners explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers IB learners exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators IB learners understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled IB learners act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities.

They take responsibility for their own actions and the consequences that accompany them.

Open-minded IB learners understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

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

Risk-takers IB learners approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced IB learners understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective IB learners give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

I n t r o d u c t i o n

Š International Baccalaureate Organization 2009-2010

3 .

An acclaimed, popular programme in the US IB programmes have gained a reputation for high academic standards as we prepare students for life in a globalized 21st century. All across the world, IB programmes encourage students to become active, compassionate, lifelong learners.

Today, IB programmes can be found in 47 states and the District of Columbia. More than 1,000 US schools have implemented at least one IB programme. In Canada, IB programmes can be found in 9 provinces and in over 280 schools. There are also nearly 150 colleges and universities that offer scholarships to IB Diploma students, and over 1,000 that offer recognition of IB achievement.

IB World Schools serve a diverse range of students in public, private, magnet, charter, international, parochial, and secular schools.

An exciting, challenging programme that will stimulate and invigorate your child Memorizing facts and formulas isn’t enough to help your child succeed in life. In an IB programme, your child will be engaged in compelling topics and real-world problems in all subject areas. Your child will learn to read critically, write persuasively, debate big ideas, design experiments, and present work regularly to peers and teachers.

Active, enthusiastic involvement from administrators, teachers, students and parents At the IB, we believe that educating students is an all-encompassing process that requires active involvement from the entire community, including parents like you. That’s why we encourage and support a wide range of parent forums and organizations that help us shape and adapt our programme to the needs of each community’s children.

One example of strong parent involvement occurs in Robinson High School’s IB Diploma Programme in Tampa, Florida. Parents formed the Robinson IB Link, or RIBLI. The group performs a wide range of services, including connecting parents in car pools, producing an IB directory, helping host freshman orientation and offering student and faculty mini-grants. As IB guidance counselor Betsy Arizu commented, “to be linked with the parents creates a vital partnership that is a crucial component to student success in the IB.”

I n t r o d u c t i o n

© International Baccalaureate Organization 2009-2010

4 .