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The mission statement of the International
Baccalaureate Organization (IBO)
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.
IBCA: Curriculum & Assessment Centre, Cardiff, Wales
IBA offices in Maryland and Vancouver
IBAP office in Singapore
IBO headquarters & IBAEM regional office, Geneva
247 247 Canadian Canadian SchoolsSchools
759 US 759 US SchoolsSchools
5 DP Schools in the 5 DP Schools in the Caribbean: Caribbean: Bahamas 1, Bahamas 1, Bermuda 2, Bermuda 2, Dominican Republic Dominican Republic 1, & Curaçao 1 1, & Curaçao 1
IB in North America: 1006 schoolsIB in North America: 1006 schools
2661 schools in 136 countries2661 schools in 136 countries
D 119
M 121
P 28D 554
M 185
P 106
Inquirers-natural curiosity is nurtured. They acquire the skills necessary
to conduct constructive inquiry and research, and become independent active learners. They actively enjoy learning and this love of learning will be sustained throughout their lives.
IB Learner Profile
Knowledgeable
-They explore concepts, ideas and issues which have global relevance and importance. In so doing, they acquire, and are able to make use of, a significant body of knowledge across a range of disciplines.
IB Learner Profile
Critical thinkers
-They exercise initiative in applying thinking skills critically and creatively to approach complex problems and make reasoned decisions.
Communicators
-They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.
IB Learner ProfileRisk-takers
-They approach unfamiliar situations with confidence and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.
Principled
-They have a sound grasp of the principles of moral reasoning. They have integrity, honesty, a sense of fairness and justice and respect for the dignity of the individual.
IB Learner ProfileCaring
– They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to action and service to make a positive difference to the environment and to the lives of others.
Open-minded
-Through an understanding and appreciation of their own culture, they are open to the perspectives, values and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view.
IB Learner ProfileWell-balanced
-They understand the importance of physical and mental balance and personal well-being for themselves and others. They demonstrate perseverance and self-discipline.
Reflective
-They give thoughtful consideration to their own learning and personal development. They are able to analyze their strengths and weaknesses in a constructive manner.
Diploma Programme Ages 16-19 • two year programme
Middle Years Programme (MYP)Ages 11-16 • five year programme
Primary Years Programme (PYP)Ages 3-12 • inquiry based
Primary Years Programme
Ages 3 to 12
Excellent introduction to the
Middle Years Programme of the IBO
but not a prerequisite
Primary Years Programme
The Primary Years Programme offers a framework to meet children’s needs
Primary Years Programme
academic
social
physical
emotional
cultural
The philosophy
The Primary Years Programme
defines characteristics of students
who are aware of and sensitive to
the experiences of others
Primary Years Programme
help teachers and students explore knowledge in the
broadest sense
Sharing the planet
Who we are
Where we are in place and time
How we express ourselves
How the world works
How we organize ourselves
Six transdiciplinary themes
Primary Years Progrmme
concepts
skills
attitudes
action
The PYP identifies a body of knowledge for all students in all cultures, in six subject areas
Who we are
Where we are in place and time
How we express ourselvesHow the world works
How we organize ourselves
Sharing the planet
knowledge
arts
language
mathematics
social studies
science and technology
personal, social and physical education
The PYP portfolios of student achievement document progress
Individual portfolios
Students aged 10 to 12, in the final year of the programme, participate in a culminating
project called the PYP exhibition
It demonstrates their proficiencies in all areas of the programme
The PYP exhibition
Middle Years Programme
A five-year programme
Academic challenge and life skills
Middle Years Programme (MYP)
For students aged 11 to 16
A critical phase of personal and intellectual development
A time of uncertainty, sensitivity, resistance and questioning
Middle Years Programme (MYP)
The MYP in brief
Technology
The MYP provides a thorough study of various disciplines
It accentuates their interrelatedness
It acknowledges the role of the disciplines and transdisciplinary study
Middle Years Programme
areas of interaction
these five perspectives are at the core of the MYP
approaches to learning
community service
health and social education
environment
The curriculum
Middle Years Programme
human ingenuity
personal project
an independent piece of work the culmination of the student’s involvement with the five areas of interaction
Middle Years Programme
The curriculum
personal project topic chosen in consultation with teachers
It may take the form of an essay an artistic production other form of expression
Middle Years Programme
The curriculum
Provided by the IBO for students completing the programme
accomplishments, noted during the assessment process, are recorded in the portfolio of achievement
Middle Years Programme
The portfolio of achievement
. . . MYP students are prepared emotionally and intellectually for the
demands made on older students
Middle Years Programme
Diploma Programme
The IBO’s goal:
to provide students with the values and opportunities that will enable them to develop sound judgment,
make wise choices, respect others in the global community
What is the What is the International International
Baccalaureate Diploma?Baccalaureate Diploma?
What is the What is the International International
Baccalaureate Diploma?Baccalaureate Diploma?Pre-university diploma Pre-university diploma and international and international admissions credentialadmissions credentialUtilizes international Utilizes international standardsstandardsBased on an integrated Based on an integrated curriculumcurriculum
Which schools have adopted the International
Baccalaureate?
Which schools have adopted the International
Baccalaureate?•public and private•magnet schools•comprehensive high
schools• international schools•schools looking to redesign
Languages of Instruction & Assessment: English, French, Spanish
New pilot courses in film, dance & transdisciplinary subjects
Group 1: Language A1
Group 2: Languages A2,
B, ab initio, Classical
Languages
Group 4:Experimental Sciences
Group 6: Arts
Group 5: Mathematics and Computer Science
Group 3: Individuals and Societies
IB Diploma Requirements• Take three Higher Level (HL) and
three Standard Level (SL) courses• One course from groups 1-5, and
a 6th subject
• Take three Higher Level (HL) and three Standard Level (SL) courses
• One course from groups 1-5, and a 6th subject
Higher Level
240 Hours Exams
Taken in Senior Year
Higher Level
240 Hours Exams
Taken in Senior Year
Standard Level
150 Hours
Exams Taken in Junior or
Senior Year
Standard Level
150 Hours
Exams Taken in Junior or
Senior Year•Complete Central Elements: EE, CAS, ToK•Complete Central Elements: EE, CAS, ToK
Sample Diploma Program
Higher LevelStandard LevelHigher LevelHigher Level
Standard LevelStandard Level
English A1French BHistory (Americas)BiologyMath StudiesVisual Arts
Sample Extended Essays
Sample Extended Essays
English A1: Dance: An extended metaphor in Pride and Prejudice
English A1: Dance: An extended metaphor in Pride and Prejudice
Visual Arts: Revealing the reality behind visible things: How does Paul Klee’s artwork portray his metaphysical view of reality?
Physics: A study of Globular Clusters. Mathematics: A proof to Fermat’s Equation
History: The Soviet famines of 1932-33The anti-war movement and its influence on Nixon’s Vietnam policy
Sample CAS Activities
Sample CAS Activities
Building houses with Habitat for Humanity
Participating in or coaching sports teamsCreating and performing a play for
elementary school studentsWriting for the school newspaperOrganizing and participating in
fundraisers for organizations fighting disease, poverty or other issues in the local, national or international community
Building houses with Habitat for Humanity
Participating in or coaching sports teamsCreating and performing a play for
elementary school studentsWriting for the school newspaperOrganizing and participating in
fundraisers for organizations fighting disease, poverty or other issues in the local, national or international community
Sample Theory of Knowledge Questions
Sample Theory of Knowledge Questions
How can you or your society decide ethically which knowledge should or should not be pursued?
Which sources of knowledge – books, web sites, the media, personal experience, authorities or some other – do you consider most trustworthy and why?
How can you or your society decide ethically which knowledge should or should not be pursued?
Which sources of knowledge – books, web sites, the media, personal experience, authorities or some other – do you consider most trustworthy and why?
Assessment in the IB Diploma Programme
InternalInternal
Teacher assigns using Teacher assigns using IB guidelinesIB guidelines
Student completes Student completes assignmentassignment
Teacher marksTeacher marks
Moderator examines Moderator examines samplessamples
Marks are moderated Marks are moderated if necessaryif necessary
ExternalExternal
Student is examinedStudent is examined
External grader External grader (assistant examiner) (assistant examiner) marksmarks
Moderator examines Moderator examines samplessamples
Marks are Marks are moderated if moderated if necessarynecessary
Assessment• External assessment using over 4000 examiners
worldwide• Internal assessment evaluated by teachers in
the school and moderated by external examiners
• Transparency: assessment using criterion referenced grading criteria
• Multiple methods of assessment for each course• Varied skills tested across disciplines• Balance between independent and teacher
supervised work• Students maintain control over many aspects of
assessment
Assessment varies across disciplines
Language A1:•In class oral presentation•Taped face to face oral commentary•World literature papers•Two written examinations
Experimental Sciences:•Laboratory investigations•Group 4 project•Three written examinations – multiple choice, problem solving and short essay
Assessment varies across disciplines
Language B:•In-class oral assessment and written work•Face to face oral assessment based on portfolio•Two written examinations: text handling and essay
Assessment varies across disciplines
•Project in Math Studies•Research study in Psychology•Research workbook, portfolio & face to face oral assessment in Visual Arts•Performance and composition in Music
Assessment in the IB Diploma Assessment in the IB Diploma ProgrammeProgramme
Predicted Predicted MarkMark
Internal Internal Assessment Assessment (marked by (marked by teacher)teacher)
ExaminationExamination
ModerationModeration
External External markingmarking
Grade Grade Award Award MeetingMeeting
To Earn the IB Diploma
To Earn the IB Diploma
•Complete EE, ToK, and CAS•Complete all IB assessments•Take six courses, one from each
group (or substitute Groups 2-5 for Group 6), and six exams
•Assessments are on 1-7 scale•Must accumulate 24 points total
on six assessments
University Recognition University Recognition
RumorsRumors::•Colleges and universities in the USA Colleges and universities in the USA and Canada have never heard of the IBand Canada have never heard of the IB•IB is perceived as inferior to APIB is perceived as inferior to AP•IB is a disadvantage in the college IB is a disadvantage in the college admissions processadmissions process
•850 colleges and universities in the 850 colleges and universities in the USA and Canada have specific IB USA and Canada have specific IB policies: 95% of students coveredpolicies: 95% of students covered•Colleges and universities consistently Colleges and universities consistently equate AP and IBequate AP and IB•Study of 2001 IB graduates shows IB Study of 2001 IB graduates shows IB substantially increases chances of substantially increases chances of admissionadmission
University Recognition University Recognition
RealitiesRealities::
University Acceptance Rates
• NYUNYU
• UC BerkeleyUC Berkeley
• PennPenn
• Johns HopkinsJohns Hopkins
• DukeDuke
• CornellCornell
• MITMIT
• DartmouthDartmouth
29%29%
25%25%
22%22%
33%33%
26%26%
27%27%
17%17%
23%23%
76%76%
60%60%
58%58%
83%83%
50%50%
70%70%
42%42%
60%60%
University Average Acceptance IB University Average Acceptance IB student acceptance rate student acceptance rate rate rate
IBO Web Site:
www.ibo.org
Information on IBO programs &
University recognition