Ridley IB book

THE

INTERNATIONALBACCALAUREATE (IB)Diploma Programme Information Guide for Ridley Students and Parents

TABLE OF CONTENTS

Overview and Brief History of the IB Diploma Programme ................... 3

The IB Learner Profile .............................................................................. 4

Benefits of the IB Diploma ...................................................................... 7

Group Studies ........................................................................................ 10

University Applications .......................................................................... 12

Additional IB Requirements .................................................................. 14

Internal Assessment Deadlines ............................................................ 16

Diploma Points Matrix ........................................................................... 18

Glossary ................................................................................................. 20

OSSD Course Codes .............................................................................. 21

The International Baccalaureate (IB) Programme was devel-oped in Geneva in the 1960s by the International SchoolsAssociation (ISA), an organization established in 1951by UNESCO. IN 1965 the ISA created a specializedservice entitled the “International Schools Examina-tion Syndicate” and in 1967 this body assumed thestatus of a non-profit foundation entitled the Interna-tional Baccalaureate Office.

Today, the IB programme is one of the fastest growing in-ternational curriculum programmes in the world. In 2002

there were 1000 schools offering the programme, in 2008 therewere over 1600 IB schools, and, in 2013, 3,660 schools offered the programme to1,132,000 students in 144 countries around the world. Approximately 120,000 stu-dents graduate every year with an IB diploma, and these graduates are routinely recog-nized 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 correlateswell with success at Harvard. We are pleased to see the credential of the IB DiplomaProgramme 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 andmore peaceful world through intercultural understanding and respect.

To this end the IBO works with schools, governments and international or-ganizations to develop challenging programmes of international educationand 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.

THE INTERNATIONAL BACCALAUREATE - HISTORY

The IB Diploma Programme at Ridley College 3

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 tocreate a better and more peaceful world.

The IB Learner Profile lists the attributes that are nurtured throughout the IB curriculum.The IB programme has evolved to include the Diploma Programme (DP) for studentsaged 16-19 (Grades 11-12) the Middle Years Programme (MYP) designed for studentsaged 11-16 (Grades 7-10) and the Primary Years Programme (PYP) designed for students aged 3-11 years (Grades K-6).

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.

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 differencein 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 interde-pendence 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 weak- nesses in order to support our learning and personal development.


BENEFITS OF THE IB DIPLOMAThe IB aims to provide a balanced programme, which stimulates thought and creativityand enhances the international outlook of students. Students who satisfy the demandsof 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-secondarystudies.

• 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 theirprogress towards a degree.

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

• Promote international understanding, inter-cultural awareness and a communityethic.

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

• Develop critical-thinking and reflective skills through an academically demandingprogram of study that fosters research skills and independent learning, thereforecreating lifelong learners.

“We very much value the learning that IB students have had through their Diploma Pro-gramme. I have personally seen, over the years that I have been in charge of admis-sions 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


BENEFITS OF THE IB DIPLOMA

The curriculum is modeled by a circle with six academic areas surrounding the threecore 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 inde-

pendent research through an in-depth study of a question relating to one of the sub-jects they are studying.

• Follow a Theory of Knowledge course (TOK). A course designed to encourage eachstudent to reflect on the nature of knowledge by critically examining different waysof knowing (perception, emotion, language and reason) and different kinds of knowl-edge (scientific, artistic, mathematical and historical).

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


GROUP STUDIES - Please see insert for specific list of courses available

GROUP ONE – STUDIES IN LANGUAGE AND LITERATUREThe courses offered in this group are available in three languages: English, German andMandarin. Students should undertake the course that is presented in their native lan-guage. There are two types of English courses offered in Group 1: 1) Literature; and 2)Language and Literature. Literature is a course designed around key works of litera-ture and Language and Literature is a course designed around both literature and textfrom non-literary sources. If the student’s native language is other than English, Ger-man or Mandarin, he or she has the option of undertaking Standard Level School Sup-ported Self Taught study with the support of a Literature teacher and a native languagetutor. The School Supported Self Taught option is only available if an appropriate nativelanguage tutor is available.

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

GROUP TWO – LANGUAGE ACQUISITIONThe aim of this course is to allow students to use a second language in a range of con-texts for various purposes. The focus of the course is on written and spoken communi-cation.

There are three levels of language study in Group 2:• Language B HL (approaching fluency)• Language B SL (advanced foreign language)• Language ab initio SL (beginner)

All Diploma candidates must study at least two languages; one from Group 1 and thesecond from either Group 1 or Group 2.

The Bilingual IB DiplomaStudents earn a bilingual diploma when they complete all of the diploma requirementsand study two languages at the Group 1 level.

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

GROUP THREE – INDIVIDUALS AND SOCIETIESRidley 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 in-clude: a written examination and a portfolio of written tasks.

10 The IB Diploma Programme at Ridley College

GROUP FOUR – SCIENCESA range of subjects, including the three core sciences, are available in this group. Environmental Systems and Societies is a transdisciplinary course available at the SLlevel 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 writtenexamination and a portfolio of laboratory work.

GROUP FIVE – MATHEMATICSMathematics is offered at three levels: Mathematics Studies SL, Mathematics SL andMathematics HL. Mathematics Studies is designed for students of diverse backgroundsand abilities. The objective of this course is to build confidence and encourage appreci-ation of Mathematics in students who do not anticipate a need for Mathematics in future studies. Mathematics SL is designed for students who have an understanding offoundational mathematical concepts. Mathematics HL is designed for students whohave an advanced understanding of foundational mathematical concepts. The objectiveof both Mathematics SL and HL courses is to prepare students who envision futurestudies involving mathematics.

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

GROUP SIX – THE ARTS Courses available in this group encompass a range of disciplines. In all of thesecourses, students will focus on practical production and the exploration of a range ofcreative 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 the Group 4 course Environmental Systems and Soci-eties may elect to take two Group 6 courses.

Major assessments will be externally examined or moderated.



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

The chart below can assist students when they are selecting courses in their IB pro-gramme that will support their pathway to university acceptance. However, this chart isonly a general guide, check with each university to ensure you meet their prerequisitesfor specific programmes of study.

() Ontario Ministry of Education course code index can be found in glossary.

Life, HealthSciences,Physical Education,Kinesiology

Literature orLanguage andLiteratureSL/HL(ENG4U

ChemistrySL/HL(SCH4U)

Math SL(MHF4U,MCV4U)

Biology SL/HL(SBI4U)

IB

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

Arts, SocialSciences, Humanities

Literature orLangauge andLiteratureSL/HL(ENG4U)

Architecture

Literature orLanguage andLiteratureSL/HL(ENG4U)

Physics SL(SPH4U)

Math SL/HL(MHF4U,MCV4U)

Visual ArtSL/HL(AVI4M)

Applied Sciences, Engineering


ChemistrySL/HL(SCH4U)


Physics SL/HL(SPH4U)

Sciences


Any ScienceSL/HL(SBI4U,SCH4U,SPH4U)


Any ScienceSL/HL(SBI4U,SCH4U,SPH4U)

Commerce,Business


Math SL(MHF4U,MCV4U)

ARTS SCIENCES BUSINESS


3 Higher LevelCourses

Literature HL

Visual Art HL

History HL

+3 Standard LevelCourse

French SL

Environmental Systemsand Societies SL

Mathematics Studies SL

+ The Core

Creativity, Action, Service

Extended Essay

Theory of Knowledge

A sample course selection for a sciences student:


Geography HL

Chemistry HL

English Literature A HL


Spanish ab initio

Biology SL

Mathematics SL

+ The Core


Extended Essay

Theory of Knowledge

A sample course selection for a business student with a mother tongue other thanEnglish:


Music HL

Mandarin Literature HL

Economicst HL


Language and LiteratureSL

Physics SL

Mathematics SL

+ The Core


Extended Essay

Theory of Knowledge

A sample course selection for a liberal arts student:


THE THREE ADDITIONAL IB DIPLOMA CORE REQUIREMENTS

1 THEORY OF KNOWLEDGE (TOK)

TOK is an interdisciplinary requirement intended to stimulate critical reflection on theknowledge and experience gained inside and outside the classroom. TOK is unique tothe 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 ofothers and in the wider world.

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

• Recognize the need to act responsibly in an increasingly interconnected but uncer-tain world.

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

It is a stated aim of TOK that students should become aware of the interpretative na-ture of knowledge, including personal ideological biases, regardless of whether, ulti-mately, these biases are retained, revised or rejected.

TOK also has an important role to play in providing coherence for the student as it tran-scends and links academic subject areas, thus demonstrating the ways in which theycan 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 theimportance of life outside the world of scholarship, providing a refreshing counterbal-ance to academic studies.

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

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

• Service encompasses a host of community and social service activities. Some exam-ples include helping children with special needs, visiting hospitals and working withrefugees or homeless people.

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

3 EXTENDED ESSAY (EE)

The extended essay is an independent, self-directed piece of research, culminating in a4,000-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 interestwithin 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 EEsupervisor (usually a teacher at the school). The time allocation for this component ofthe Diploma Programme is 40 hours.


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 sched-ule 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 extra-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 theIB2 year. The examinations are externally set and graded by a representative of the In-ternational Baccalaureate Organization (IBO). In all subjects, the course teachers inter-nally assess a part of the programme, and these internal assessments are externallymoderated by IBO appointed moderators.

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


Preparatory Tests and ExaminationsPreparatory tests take place later in Term 3 of IB 1 and Term 2 of IB 2. The second ofthese test sessions allows the teacher to determine a predicted grade for each studentbefore the May examination session. Due to the demands of the IB 2 examination pe-riod, it is advised that students reduce their extra-curricular commitments from Marchthrough to the end of May.

Students do not have formal classes during the May exam period. However, teacherswill be available for extra tutorial assistance, and IB 2 students will follow an alternativetimetable that will include exams, study periods, tutorials and co-curricular activities.

Final Grade ResultsThe examination results are issued online by the second week in July. Security codeswill be issued to students to allow them to access their results online. Examination resultswill 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 bythe student. If a grade is changed, the cost of the appeal is refunded.


GradeA

GradeB

GradeC

GradeD

GradeE

No Grade N

GradeA

3

3

2

2

Failingcondition

Failingcondition

GradeB

3

2

2

1

Failingcondition

Failingcondition

GradeC

2

2

1

0

Failingcondition

Failingcondition

GradeE

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

No Grade N

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

Failingcondition

GradeD

2

1

0

0

Failingcondition

Failingcondition

EXTENDED ESSAY

THEORY OF KNOWLEDGE

DIPLOMA POINTS MATRIX The two core components of the DP Programme, Theory of Knowledge and ExtendedEssay can allow candidates an additional three points in their accumulated grade. Thematrix below displays the scoring process for these two core components.

May 2015 onwards


ACHIEVING THE IB DIPLOMA In order to achieve the IB Diploma, certain requirements must be met. Meeting theOntario Secondary School Diploma (OSSD) requirements is independent of meet-ing the IB Diploma requirements, and it is possible to achieve one qualification andnot the other. Also, it is possible to achieve an IB certificate for each subject groupin 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 ensurethat the requirements for both programMEs are met. It is important to note that the IBDiploma Programme is inclusive and is intended to serve the learning needs of a widevariety of students.

DIPLOMA PROGRAMME FEE The IB Organization levies fees for participation in its programMEs. As a result, thereare additional fees associated with participation in the IB Diploma ProgramME. On theother 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 coursesare, in most cases, more than offset by the tax deduction.

A full IB Diploma Programme (3 HL courses, 3 SL courses, Theory of Knowledge course,Extended Essay and CAS requirement): $2000 per year*

• Each individual HL course: $400 per year*• Each individual SL course: $200 per year

* Tax receipts are issued for each HL course component which, in a full diploma pro-gramme, is 50% of tuition, including the additional IB course fee.

For more information, please contact the Business Office at Ridley College:[email protected]

Glossary

CAS: The co-curricular programme entitled Creativity Action and Service that is associatedwith 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.

IBO: International Baccalaureate Organization

IB Certificate: A certificate awarded by the IBO after a student who is not enrolled as adiploma candidate completes the requirements for a single course.

IB Diploma: The accreditation granted by the IBO after a student successfully completessix IB courses, the Theory of Knowledge course, the extended essay and the CAS component.

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

SL: Standard Level course taken over two years within an allotted time of 150 hours.

EE: The Extended Essay undertaken as part of the Diploma Programme. It is an independent, self-directed piece of research.

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

External Assessment: examinations undertaken at the completion of IB courses.

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

OSSD: Ontario Secondary School Diploma


OSSD Course Code Index

ENG3U English Grade 11, University PreparationENG4U English Grade 12, University PreparationEWC4U The Writer’s Craft, Grade 12, University PreparationIDC4U Film Studies, Grade 12, University PreparationFIF3U French Immersion Grade 11, University PreparationFIF4U French Immersion Grade 11, University PreparationFSF3U Core French, Grade 11, University PreparationFSF4U Core French, Grade 12, University PreparationFSF30 French, Grade 11, OpenFSF40 French, Grade 12, OpenLWACU German Immersion Grade 11, University PreparationLWADU German Immersion Grade 12, University PreparationLWGCU German, Grade 11, University PreparationLWGDU German, Grade 12, University PreparationLKACU Mandarin Immersion Grade 11, University PreparationLKA4U Mandarin Immersion Grade 12, University PreparationLKMCU Mandarin, Grade 11, University PreparationLKMDU Mandarin, Grade 12, University PreparationLWSCU Spanish, Grade 11, University PreparationLWSDU Spanish, Grade 12, University PreparationCHT30 World History Since 1900, Grade 11, OpenCHY4U World History: The West and the World, Grade 12, University PreparationCGF3M Physical Geography, Grade 11, University Preparation CGW4U Canadian and World Issues: A Geographic Analysis, Grade 12, University PreparationCGR4M The Environment and Resource Management, Grade 12, University PreparationCIE3M The Individual and the Economy, Grade 11, University PreparationCIA4U Analysing Current Economic Issues, Grade 12, University PreparationHSP3M Introduction to Anthropology, Psychology, and Sociology, Grade 11, University PreparationHSB4M Challenge and Change in Society, Grade 12, University PreparationHZT4U Philosophy: Questions and Theories, Grade 12, University PreparationBDP30 Entrepreneurship: The Enterprising Person, Grade 11, OpenBOH4M Business Leadership: Management Fundamentals, Grade 12, University PreparationMCR3U Functions, Grade 11, University PreparationMCF3M Functions and Applications, Grade 11, University PreparationMHF4U Advanced Functions, Grade 12, University PreparationMCV4U Calculus and Vectors, Grade 12, University PreparationMDM4U Mathematics of Data Management, Grade 12, University PreparationSBI3U Biology, Grade 11, University PreparationSBI4U Biology, Grade 12, University PreparationSCH3U Chemistry, Grade 11, University PreparationSCH4U Chemistry, Grade 12, University PreparationSPH3U Physics, Grade 11, University PreparationSPH4U Physics, Grade 12, University PreparationSVN3M Environmental Science, Grade 11, University PreparationICS3U Introduction to Computer Science, Grade 11, University PreparationICS4U Computer Science, Grade 12, University PreparationPPZ30 Health for Life, Grade 11, OpenPSE4U Exercise Science, Grade 12, University PreparationADA3M Drama, Grade 11, University PreparationADA4M Drama, Grade 12, University PreparationAVI3M Visual Arts, Grade 11, University PreparationAVI4M Visual Arts, Grade 12, University PreparationASM3M Media Arts, Grade 11, University PreparationAMU3M Music, Grade 11, University PreparationAMU4M Music, Grade 12, University Preparation


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P.O. Box 3013, 2 Ridley RoadSt. Catharines, ONCanada L2R 7C3

www.ridleycollege.com

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