Diploma Programme
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Diploma Programme
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.
New Challenges in the 21st Century
§ Inequality § Complexity § Diversity § Globalization
IB’s Solutions § Inequality
• Intercultural understanding • Service • Innovation
§ Complexity • Critical thinking • Collaboration • Agency
§ Diversity • Communication • Cultural Awareness • Worldview
§ Globalization • International Education
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.
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
INQUIRING KNOWLEDGEABLE THINKERS
PRINCIPLED COMMUNICATORS CARING
BALANCED OPEN-MINDED
REFLECTIVE RISK-TAKERS
AUTHENTIC, CRITERION-RELATED ASSESSMENT
INTERNATIONAL MINDEDNESS including MULTILINGUALISM ACTIVE, STUDENT CENTERED LEARNING
programmes that promote. . .
inspiring lifelong learners who become. . .
The IB Diploma Programme
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.
Number of Diploma Programmes: 2,599
IB Asia Pacific 426
IB Americas 1,380
IB Africa, Europe, Middle East 793
North America and the Caribbean: 1066 programmes in 13 countries and territories
Central and South America: 314 programmes in 18 countries
IB Americas 1,380 Diploma Programmes in 31 countries and territories
The Diploma Programme Curriculum Model
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
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)
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
Page 14
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
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)
Assessment and Curriculum Review
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
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.
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
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
University recognition: How well is the diploma recognized by universities?
IB courses are widely recognized 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 decsions
§ 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
University recognition: How well is the diploma recognized by universities?
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 recognize this through the policies that recognize these strengths: § 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
IB Career Related Certificate
IBCC Core Approaches
to learning (ATL) course
Community and Service
Language development
Reflective project
2-4 DP
Courses
Career-related
courses
IBCC: Enhancing IB Access
IBCC: Enhancing Access
Approaches to Learning Life skills that can be used across a variety of
contexts
Language Development Access and exposure to a second language program to enhance a greater understanding
of the world
Community & Service Principles of ‘service learning to enhance
social, knowledge, civic and personal development
Reflective Project Culminating project of critical analysis,
exploration, discussion and evaluation of an ethical issue
IBCC
For Additional Information
Got Questions? We’ve Got Answers!
Contact the IB Outreach Desk by phone at (301) 202 3000 or by email at [email protected]
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