IB Handbook

THE INTERNATIONAL BACCALAUREATE (IB) Information Guide for Parents and Students The International Baccalaureate Diploma Programme | 1

TABLE OF CONTENTS History of the IB Diploma Programme................................................................. 4 The IB Learner Profile............................................................................................... 6 Benefits of the IB Diploma...................................................................................... 8 Group Studies.......................................................................................................... 10 University Applications........................................................................................... 12 Additional IB Requirements................................................................................... 14 Internal Assessment Deadlines............................................................................. 16 Diploma Points Matrix............................................................................................ 17 Glossary of Terms.................................................................................................... 21 OSSD Course Code Index.....................................................................................22

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THE INTERNATIONAL BACCALAUREATE - HISTORY The International Baccalaureate (IB) Programme was developed in Geneva in the 1960s by the International Schools Association (ISA), an organization established in 1951 by UNESCO. In 1965 the ISA created a specialized service entitled the “International Schools Examination Syndicate” and in 1967 this body assumed the status of a non-profit foundation entitled the International Baccalaureate Office.

Today, the IB programme is one of the fastest growing international curriculum programmes in the world. In 2002 there were 1000 schools offering the programme, in 2008 there were over 1600 IB schools, and, in 2013, 3,660 schools offered the programme to 1,132,000 students in 144 countries around the world. Approximately 120,000 students graduate every year with an IB diploma, and these graduates are routinely recognized by the world’s leading universities for their outstanding academic preparedness.

“IB is well known to us as excellent preparation. Success in an IB programme correlates well with success at Harvard. We are pleased to see the credential of the IB Diploma Programme on the transcript.”

— Marlyn McGrath Lewis ASSISTANT DEAN OF ADMISSIONS, Harvard University, USA

The key objectives of the programme are clearly stated in the IBO Mission Statement: 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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THE IB LEARNER PROFILE The aim of all IB programmes is to develop internationally-minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

The IB Learner Profile lists the attributes that are nurtured throughout the IB curriculum:

INQUIRERS We nurture our curiosity, developing the skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

KNOWLEDGEABLE We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

THINKERS We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

COMMUNICATORS We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

PRINCIPLED We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

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Diploma Programme (DP) for students aged 16–19 Middle Years Programme (MYP) for students aged 11–16 Primary Years Programme (PYP) for students aged 3–11

Grades 11–12 Grades 7–10 Grades K–6

OPEN-MINDED We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

CARING We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

RISK-TAKERS We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

BALANCED We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

REFLECTIVE We thoughtfully consider the world and our own ideas and experience.

We work to understand our strengths and weaknesses in order to support our learning and personal development.

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BENEFITS OF THE IB DIPLOMA The IB aims to provide a balanced programme, which stimulates thought and creativity and enhances the international outlook of students. Students who satisfy the demands of the programme demonstrate a strong commitment to learning in terms of knowledge, attitudes and skills.

The purpose of the IB curriculum is to: •

Present a well-rounded education.

•

Develop a skill set that will allow students to meet with success in post-secondary studies.

•

Provide students with a globally recognized university entrance qualification.

•

Boost students’ application profiles, as many universities recognize the enriched nature of the IB diploma when reviewing applications.

•

Give students access to advanced placement at universities to accelerate their progress towards a degree.

•

Challenge students in ways that most do not experience until university, when they will have less parental support.

•

Promote international understanding, inter-cultural awareness and a community ethic.

•

Equip students with a genuine understanding of themselves and others, heightening the capacity for tolerance and respect for different points of view.

•

Develop critical-thinking and reflective skills through an academically demanding program of study that fosters research skills and independent learning, therefore creating lifelong learners. “ We very much value the learning that IB students have had through their Diploma Programme. I have personally seen, over the years that I have been in charge of admissions at HKU, that they do not just have an understanding of their subject areas, but, much more importantly, typically show levels of communication, thinking skills and all around knowledge that equip them very well for tertiary education and beyond.”

—Professor John A. Spinks SENIOR ADVISOR TO THE VICE-CHANCELLOR, University of Hong Kong, Hong Kong

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The curriculum is modeled by a circle with six academic areas surrounding the three core requirements.

Over the course of the two-year programme, students: •

Study six subjects chosen from the six subject groups.

•

Complete an Extended Essay (EE). 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.

•

Follow a Theory of Knowledge course (TOK). 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).

•

Participate in Creativity, Action, Service (CAS). This requires that students actively learn from the experience of engaging in real tasks beyond the classroom.

Students can combine all three components or do activities related to each one of them separately.

Normally:

•

Three of the six subjects are studied at higher level (courses representing 240 teaching hours)

•

The remaining three subjects are studied at standard level (courses representing 150 teaching hours).

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GROUP STUDIES Please see insert for specific list of courses available

GROUP ONE – Studies in Language and Literature The courses offered in this group are available in three languages: English, German and Mandarin. Students should undertake the course that is presented in their native language.

There are two types of English courses offered in Group 1: 1) Literature 2) Language and Literature Literature is a course designed around key works of literature, and Language and Literature is a course designed around both literature and text from non-literary sources.

If the student’s native language is other than English, German or Mandarin, he or she has the option of undertaking Standard Level School Supported Self Taught study with the support of a Literature teacher and a native language tutor. The School Supported Self Taught option is only available if an appropriate native language tutor is available.

Major assessments will be externally examined or moderated, and will include a taped oral component, a written examination and a world literature essay.

GROUP TWO – Language Acquisition The aim of this course is to allow students to use a second language in a range of contexts for various purposes. The focus of the course is on written and spoken communication.

There are three levels of language study in Group 2: 1) Language B HL (approaching fluency) 2) Language B SL (advanced foreign language) 3) Language ab initio SL (beginner) All Diploma candidates must study at least two languages; one from Group 1 and the second from either Group 1 or Group 2.

The Bilingual IB Diploma Students earn a bilingual diploma when they complete all of the diploma requirements and study two languages at the Group 1 level.

Major assessments will be externally examined or moderated, and can include: a taped oral component, a written examination and a portfolio of writing tasks.

GROUP THREE – Individuals and Societies Ridley offers a wide range of courses in this subject group for students with diverse interests.

Major assessments will be externally examined or moderated, and can include: a written examination and a portfolio of written tasks.

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GROUP FOUR – Sciences A range of subjects, including the three core sciences, are available in this group.

Environmental Systems and Societies is a transdisciplinary course available at the SL level only. In all courses, practical laboratory skills are developed along with collaborative learning and problem-based enquiry.

Major assessments will be externally examined or moderated, and will include a written examination and a portfolio of laboratory work.

GROUP FIVE – Mathematics Mathematics Studies are designed for students of diverse backgrounds and abilities.

The objective of these courses is to build confidence and encourage appreciation of Mathematics in students who do not anticipate a need for Mathematics in future studies.

Mathematics is offered at three levels: 1) Mathematics Studies SL 2) Mathematics SL 3) Mathematics HL Mathematics SL is designed for students who have an understanding of foundational mathematical concepts. Mathematics HL is designed for students who have an advanced understanding of foundational mathematical concepts. The objective of both Mathematics SL and HL courses is to prepare students who envision future studies involving mathematics.

Major assessments will be externally examined or moderated, and will include a written examination and a portfolio of mathematical investigations.

GROUP SIX – The Arts Courses available in this group encompass a range of disciplines. In all of these courses, students will focus on practical production and the exploration of a range of creative work from different periods and cultures.

Students may elect to take another course in Groups 1–4, instead of a Group 6 course.

Conversely, students who take Group 4: Environmental Systems and Societies, may elect to take two Group 6 courses.

Major assessments will be externally examined or moderated.

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UNIVERSITY APPLICATIONS Students can visit the website of the IB Organization at www.ibo.org, where they will find a database of universities that have specific statements about admissions policies in relation to the IB diploma.

The chart below can assist students when they are selecting courses in their IB programme that will support their pathway to university acceptance. However, this chart is only a general guide, check with each university to ensure you meet their prerequisites for specific programmes of study.

ARTS

IB

Arts, Social Sciences, Humanities

GROUP Literature or

1

Language and Literature SL/HL (ENG4U)

SCIENCES

BUSINESS

Architecture

Applied Sciences, Engineering

Sciences

Life, Health Sciences, Physical Education, Kinesiology

Commerce, Business

Literature or Language and Literature SL/HL (ENG4U)

Literature or Language and Literature SL/HL (ENG4U)

Literature or Language and Literature SL/HL (ENG4U)

Literature or Language and Literature SL/HL (ENG4U)

Literature or Language and Literature SL/HL (ENG4U)

Physics SL (SPH4U)

Chemistry SL/HL (SCH4U)

Any Science SL/HL (SBI4U, SCH4U, SPH4U)

Chemistry SL/HL (SCH4U)

Math SL/HL (MHF4U, MCV4U)

Math SL/HL (MHF4U, MCV4U)

Math SL/HL (MHF4U, MCV4U)

Math SL (MHF4U, MCV4U)

Visual Art SL/HL (AVI4M)

Physics SL/HL (SPH4U)

Any Science SL/HL (SBI4U, SCH4U, SPH4U)

Biology SL/HL (SBI4U)

GROUP

2 GROUP

3 GROUP

4 GROUP

5 GROUP

6

Math SL (MHF4U, MCV4U)

Ontario Ministry of Education course code index, e.g. (ENG4U) can be found on pages 22–23.

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A sample course selection for a liberal arts student: 3 HIGHER LEVEL COURSES

+ 3 STANDARD LEVEL COURSE

+ THE CORE

Literature HL

French SL

Creativity, Action, Service

Visual Art HL

Environmental Systems and Societies SL

Extended Essay

History HL

Mathematics Studies SL

Theory of Knowledge

A sample course selection for a sciences student: 3 HIGHER LEVEL COURSES

+ 3 STANDARD LEVEL COURSE

+ THE CORE

Geography HL

Spanish ab initio

Creativity, Action, Service

Chemistry HL

Biology SL

Extended Essay

English Literature A HL

Mathematics SL

Theory of Knowledge

A sample course selection for a business student with a mother tongue other than English: 3 HIGHER LEVEL COURSES

+ 3 STANDARD LEVEL COURSE

+ THE CORE

Music HL

Language and Literature SL

Creativity, Action, Service

Mandarin Literature HL

Physics SL

Extended Essay

Economics HL

Mathematics SL

Theory of Knowledge

ADDITIONAL IB DIPLOMA CORE REQUIREMENTS 1 THEORY OF KNOWLEDGE (TOK) TOK is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. TOK is unique to the IB programme and central to the educational philosophy of the programme.

It offers students and their teacher the opportunity to: • Reflect critically on diverse ways of knowing and on areas of knowledge.

• Consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.

In addition, it prompts students to: • Be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge.

• Recognize the need to act responsibly in an increasingly interconnected but uncertain world.

As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed almost entirely of questions. The most central of these is, “How do we know?”

It is a stated aim of TOK that students should become aware of the interpretative nature of knowledge, including personal ideological biases, regardless of whether, ultimately, these biases are retained, revised or rejected. TOK also has an important role to play in providing coherence for the student as it transcends and links academic subject areas, thus demonstrating the ways in which they can apply their knowledge with greater awareness and credibility.

2 CREATIVITY, ACTION, SERVICE (CAS) The CAS requirement is a fundamental part of the programme and takes seriously the importance of life outside the world of scholarship, providing a refreshing counterbalance to academic studies.

• Creativity is interpreted broadly to include a wide range of arts activities as well as the creativity students demonstrate in designing and implementing service projects.

• Action can include not only participation in individual and team sports but also taking part in expeditions and in local or international projects.

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• Service encompasses a host of community and social service activities.

Some examples include helping children with special needs, visiting hospitals and working with refugees or homeless people.

Students are expected to be involved in CAS activities for the equivalent of at least three hours each week during the two years of the programme and to maintain a journal of their experiences.

3 EXTENDED ESSAY (EE) The extended essay is an independent, self-directed piece of research, culminating in a 4,000-word paper.

As a required component, it provides: • Practical preparation for the kinds of undergraduate research required at the tertiary level.

• An opportunity for students to engage in an in-depth study of a topic of interest within a chosen subject.

Emphasis is placed on the research process: • Formulating an appropriate research question • Engaging in a personal exploration of the topic • Communicating ideas • Developing an argument.

Participation in this process develops the capacity to: • Analyze • Synthesize, and • Evaluate knowledge.

Students are supported throughout the process with advice and guidance from an EE supervisor (usually a teacher at the school). The time allocation for this component of the Diploma Programme is 40 hours.

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INTERNAL ASSESSMENT DEADLINES A series of deadlines is distributed to Ridley students at the beginning of their IB 1 (Grade 11) and IB 2 (Grade 12) years. These deadlines represent agreed-upon schedule to ensure due dates are not concentrated at any one time. As is currently the case, a student who does not comply with these deadlines may be withdrawn from co-curricular activities or may receive an Academic Detention.

IB EXAMINATIONS All examinations leading to the IB Diploma at Ridley College take place in May in the IB 2 year. The examinations are externally set and graded by a representative of the International Baccalaureate Organization (IBO). In all subjects, the course teachers internally assess a part of the programme, and these internal assessments are externally moderated by IBO appointed moderators.

Each examined subject is graded on a scale of 1 (minimum) to 7 (maximum). The awarding of the IB Diploma requires a minimum total of 24 points and the satisfactory completion of the three additional requirements. A student may earn up to three additional points for superior performance in Theory of Knowledge and the Extended Essay.

Table of Equivalence for IB and OSSD course standing: IB GRADE

OSSD GRADE EQUIVALENT

IB GRADE DESCRIPTOR

7

97–100%

Excellent Performance

6

93–96%

Very Good performance

5

84–92%

Good Performance

4

72–83%

Satisfactory Performance

3

61–71%

Mediocre Performance

2

50–60%

Poor Performance

1

R = needs remediation

Very Poor Performance

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Preparatory Tests and Examinations Preparatory tests take place later in Term 3 of IB 1 and Term 2 of IB 2. The second of these test sessions allows the teacher to determine a predicted grade for each student before the May examination session. Due to the demands of the IB 2 examination period, it is advised that students reduce their co-curricular commitments from March through to the end of May. Students do not have formal classes during the May exam period. However, teachers will be available for extra tutorial assistance, and IB 2 students will follow an alternative timetable that will include exams, study periods, tutorials and co-curricular activities.

Final Grade Results The examination results are issued online by the second week in July. Security codes will be issued to students to allow them to access their results online. Examination results will be issued to “top choice” universities for each student directly from Ridley College. Final IB course results constitute 30% of the student’s matching OSSD course mark. Students may request an appeal of their results and the cost of the appeal is borne by the student. If a grade is changed, the cost of the appeal is refunded.

DIPLOMA POINTS MATRIX The two core components of the DP Programme, Theory of Knowledge and Extended Essay can allow candidates an additional three points in their accumulated grade.

The matrix below displays the scoring process for these two core components: THEORY OF KNOWLEDGE

EXTENDED ESSAY

May 2015 onwards Grade A

Grade A

Grade B

Grade C

Grade D

3

3

2

2

Grade E F/C

No Grade N F/C

Grade B

3

2

2

1

F/C

F/C

Grade C

2

2

1

0

F/C

F/C

Grade D

2

1

0

0

F/C

F/C

Grade E

F/C

F/C

F/C

F/C

F/C

F/C

No Grade N

F/C

F/C

F/C

F/C

F/C

F/C

F/C = Failing condition

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ACHIEVING THE IB DIPLOMA In order to achieve the IB Diploma, certain requirements must be met. Meeting the Ontario Secondary School Diploma (OSSD) requirements is independent of meeting the IB Diploma requirements. It is possible to achieve one qualification and not the other. it is also possible to achieve an IB certificate for each subject group in which the candidate has scored a 4 or above.

ONTARIO REQUIREMENTS IB courses at Ridley College are designed to allow students to earn a dual qualification: an Ontario Secondary School Diploma and an IB Diploma. Great care is taken to ensure that the requirements for both programmes are met.

It is important to note that the IB Diploma Programme is inclusive and is intended to serve the learning needs of a wide variety of students.

DIPLOMA PROGRAMME FEE The IB Organization levies fees for participation in its programmes. As a result, there are additional fees associated with participation in the IB Diploma Programme. On the other hand, because each HL course can lead to exemption from a university course, participation in an HL course is tax deductible, and the fees associated with HL courses are, in most cases, more than offset by the tax deduction.

Full IB Diploma Programme: $2,000 per year* (3 HL courses, 3 SL courses, TOK course, Extended Essay and CAS) • Individual HL courses: $400 each, per year* * Tax receipts are issued for each HL course component which, in a full diploma programme, is 50% of tuition, including the additional IB course fee.

For more information, please contact the Business Office: business_office@ridleycollege.com

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Glossary of Terms CAS The co-curricular programme entitled Creativity, Action and Service that is associated with the Diploma Programme.

DP The Diploma Programme that runs in Grades 11 and 12 and involves students taking a specific range of courses and other activities.

EE The Extended Essay undertaken as part of the Diploma Programme.

It is an independent, self-directed piece of research.

External Assessment Examinations undertaken at the completion of IB courses.

HL Higher Level course, taken over two years within an allotted time of 240 hours.

IBO International Baccalaureate Organization IB Certificate A certificate awarded by the IBO after a student who is not enrolled as a diploma candidate completes the requirements for a single course.

IB Diploma The accreditation granted by the IBO after a student successfully completes six IB courses, the Theory of Knowledge course, the Extended Essay and the CAS component.

Internal Assessment Course work, not including the final examination, that is graded by Ridley teachers and moderated by an IBO appointed moderator.

OSSD Ontario Secondary School Diploma SL Standard Level course, taken over two years within an allotted time of 150 hours.

TOK The Theory of Knowledge course undertaken as part of the DP. This course involves critical reflection on knowledge and knowing.

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OSSD Course Code Index ENG3U ENG4U EWC4U

English Grade 11, University Preparation English Grade 12, University Preparation The Writer’s Craft, Grade 12, University Preparation

IDC4U

Film Studies, Grade 12, University Preparation

FIF3U FIF4U FSF3U FSF4U FSF30 FSF40

French Immersion Grade 11, University Preparation French Immersion Grade 11, University Preparation Core French, Grade 11, University Preparation Core French, Grade 12, University Preparation French, Grade 11, Open French, Grade 12, Open

LWACU LWADU LWGCU LWGDU

German Immersion Grade 11, University Preparation German Immersion Grade 12, University Preparation German, Grade 11, University Preparation German, Grade 12, University Preparation

LKACU LKA4U LKMCU LKMDU

Mandarin Immersion Grade 11, University Preparation Mandarin Immersion Grade 12, University Preparation Mandarin, Grade 11, University Preparation Mandarin, Grade 12, University Preparation

LWSCU LWSDU

Spanish, Grade 11, University Preparation Spanish, Grade 12, University Preparation

CHT30 CHY4U

World History Since 1900, Grade 11, Open World History: The West and the World, Grade 12, University Preparation

CGF3M CGW4U CGR4M

Physical Geography, Grade 11, University Preparation Canadian and World Issues: A Geographic Analysis, Grade 12, University Preparation The Environment and Resource Management, Grade 12, University Preparation

CIE3M CIA4U

The Individual and the Economy, Grade 11, University Preparation Analysing Current Economic Issues, Grade 12, University Preparation

HSP3M HSB4M HZT4U

Intro. to Anthropology, Psychology, and Sociology, Grade 11, University Preparation Challenge and Change in Society, Grade 12, University Preparation Philosophy: Questions and Theories, Grade 12, University Preparation

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BDP30 BOH4M

Entrepreneurship: The Enterprising Person, Grade 11, Open Business Leadership: Management Fundamentals, Grade 12, University Preparation

MCR3U MCF3M MHF4U MCV4U MDM4U

Functions, Grade 11, University Preparation Functions and Applications, Grade 11, University Preparation Advanced Functions, Grade 12, University Preparation Calculus and Vectors, Grade 12, University Preparation Mathematics of Data Management, Grade 12, University Preparation

SBI3U SBI4U

Biology, Grade 11, University Preparation Biology, Grade 12, University Preparation

SCH3U SCH4U

Chemistry, Grade 11, University Preparation Chemistry, Grade 12, University Preparation

SPH3U SPH4U

Physics, Grade 11, University Preparation Physics, Grade 12, University Preparation

SVN3M

Environmental Science, Grade 11, University Preparation

ICS3U ICS4U

Introduction to Computer Science, Grade 11, University Preparation Computer Science, Grade 12, University Preparation

PPZ30 PSE4U

Health for Life, Grade 11, Open Exercise Science, Grade 12, University Preparation

ADA3M ADA4M

Drama, Grade 11, University Preparation Drama, Grade 12, University Preparation

AVI3M AVI4M

Visual Arts, Grade 11, University Preparation Visual Arts, Grade 12, University Preparation

ASM3M

Media Arts, Grade 11, University Preparation

AMU3M AMU4M

Music, Grade 11, University Preparation Music, Grade 12, University Preparation

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P.O. Box 3013 - 2 Ridley Road, St. Catharines, Ontario, Canada L2R 7C3

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