Diploma Programme

Rick SearingPortage Northern HS

www.slideshare.net/RickSearing

IB Mission StatementHigh 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 CharacteristicsThe 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 EducationFeatures 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 concernAn 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 MULTILINGUALISMACTIVE, STUDENT CENTERED LEARNING

programmes that promote. . .

inspiring lifelong learners who become. . .

The IB Diploma Programme

What is the Diploma Programme?

DiplomaAges 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.

North America and the Caribbean: 1127 programmes in 13 countries and territories

Central and South America: 468 programmes in 18 countries

IB Americas1,595 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 levelTheory 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 RequirementsStudents 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

Group 1 – Studies in Language and LiteratureLiterature, Language and Literature, Literature and Performance

Group 2 – Language AcquisitionSpanish B, French B, German ab initio, Chinese B, Arabic B…

Group 3 – Individuals and SocietiesHistory, Geography, Economics, Psychology, Business Management, World Religions, Philosophy…

A Sample of IB Courses

Group 4 – Experimental SciencesBiology, Chemistry, Physics, Computer Science…

Group 5 – MathematicsMathematical Studies, Mathematics, Further Mathematics…

Group 6 – The ArtsDance, 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

AssessmentAssessment 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 ModelInternal 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 recognised by universities?

IB courses are widely recognised 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 decisions

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

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 recognise this through the policies such as these:

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

For Additional Information

Got Questions?We’ve Got Answers!

Contact the IB Outreach Deskby phone at (301) 202 3000or by email at iba@ibo.org