The International Baccalaureate Diploma Programme (IBDP)and

Career-Related Certificate (IBCC)

Rockville High School

Parent/Student Information Meeting -

History of the IB

founded in Geneva, Switzerland in 1968,

designed to facilitate the international mobility of students

provided schools with a curriculum and diploma recognized by universities around the world

Currently, the IB mission has expanded, and it now seeks to make an IB education available to students of all ages.

The IB Mission Statement

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.

General Information about IB

3485 schools in 143 countries offer the three IB programs to approximately 1,062,000 students.

The Primary Years Programme (PYP) for students aged 3-12 started in 1997 - offered by 558 IB World Schools. 

The Middle Years Programme (MYP) for students aged 11-16 started in 1994 - offered by 468 B World Schools. 

The Diploma Programme for students aged 16 to 19 started in 1968 - offered by 1,811 IB World Schools

IBCC for students aged 16-19 – 11 schools in the pilot program (RHS authorized in September 2012)

What makes the IB unique:

The IB …

Offers a continuum of education H as a reputation for high-quality education Encourages international-mindedness by

developing an understanding of a student’s own cultural and national identity.

Encourages a positive attitude to learning by encouraging students to ask challenging questions, to critically reflect, to develop research skills, to learn how to learn and to participate in community service.

What is so special about IB programmes? Recognition around the world International perspectives of learning and

teaching Exhaustive authorization process Variety of professional development

opportunities Enhancement of opportunities and recognition

for students at the university level Student participation in creative and service-

oriented activities Emphasis on the importance of reflection on a

personal and academic level IB publications for schools to inform and

support them

The IB Diploma Programme What is in the curriculum? SIX subject groups

Three subjects studied at HIGHER LEVEL Three subjects studied at STANDARD

LEVEL CORE: Extended Essay(EE) Theory of Knowledge (TOK) Creativity, Action, Service (CAS) 

    

IBCC: What is in the curriculum?

PLTW classes (five for PLTW certification) Approaches to Learning (ATL) Reflective Project (RP) Community and Service (CS) 2 Diploma Programmes classes (one must

be taken for two years) Language development (MCPS world

language study)

IB DP Subject Groups Language A :LiteratureLanguage A is the study of literature in a student’s first

language, including the study of selections of world literature/RHS offers Language A HL (Literature)

In studying their first language, students are able to develop:

a personal appreciation of the literature skills in literary criticism strong written and oral skills respect for the literary heritage of their first language an international perspective. The range of texts is broad and foster s an appreciation

of a language’s complexity, wealth and subtleties in a variety of contexts , engenders a lifelong interest in literature and a love for the elegance and richness of human expression.

Group 2Language B

It is a requirement of the programme that students study at least one subject from group 2 The aim is to promote an understanding of another culture through the study of a second language / RHS offers Spanish SL/HL and French HL/SL

The main emphasis is on language

acquisition and use in a range of contexts and for different purposes.

Language B courses are intended for students who have had some previous experience of learning the language.

Group 3: individuals and societies

It is a requirement of the programme that students study at least one subject from group 3.

Nine subjects are available/ RHS offers the following history of Europe /Mid-East/Communism (HL) -

required information technology in a global society (SL) psychology (SL)

Studying any one of these subjects provides for the development of a critical appreciation of:

human experience and behavior the varieties of physical, economic and social

environments that people inhabit the history of social and cultural institutions. theories, concepts and arguments relating to the

nature and activities of individuals and societies.

Group 4: experimental sciencesIt is a requirement of the programme that students study at

least one subject from group 4.

Five subjects are available/RHS offers the following biology SL / HL physics SL Chemistry SL Environmental Systems SL

In their application of scientific methods, students develop an ability to:

analyze, evaluate, and synthesize scientific information. A compulsory project encourages students to appreciate

the environmental, social and ethical implications of science. Through this collaborative and interdisciplinary project, students analyze a topic or problem and explore scientific solutions to global questions.

Group 5: mathematics and computer science

It is a requirement of the programme that students study at least one course in Mathematics

Four courses in mathematics are available:/RHS offers mathematical studies SL mathematics SL Mathematics HL

The aims of these courses are to enable students to:

develop mathematical knowledge, concepts and principles develop logical, critical and creative thinking employ and refine their powers of abstraction and

generalization. appreciate the international dimensions of mathematics

and the multiplicity of its cultural and historical perspectives.

 

Group 6: the arts

The study of a subject from group 6 is optional/courses from group 3 or 4 may be substituted

Five subjects are available/RHS offers visual arts HL/ SL Music SL

The subjects in group 6 allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genre

The assessment of these subjects reflects an approach to combine contrasting aesthetics and forms of assessment from around the world.

What are the three core requirements for the IBDP?

Extended essay The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at university.

 

IBDP CORE Requirements

Theory of Knowledge (TOK)

The interdisciplinary TOKcourse is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other cultural perspectives. 

IBDP CORE Requirements

Creativity, action, service (CAS)Participation in the school’s CAS programme encourages students to be involved in artistic pursuits, sports and community service work, thus fostering students’ awareness and appreciation of life outside the academic arena.

 

What are the CORE requirements for IBCC?

Approaches to Learning (ATL)

Emphasizes the development of transferable skills needed to perate successfully in society/ placed in the context of the workforce with an emphasis on the students’ career-related studies

IBCC Core: Reflective Project

An extended piece of reflective work that can be submitted in a variety of formats that emphasizes the ethical dilemma associated with a particular issue drawn from the students career-related studies

An opportunity for the student to draw together the various strands of their study

IBCC core: Community and Service

Encourages service learning, emphasizes the effective development of students and concentrates on the concepts of partnership and learning

Activities undertaken by students should reflect their focus on career-related studies

IBCC Core: Language development

Students are required to continue to improve their language proficiency in a target language other than their mother tongue/best language

What are the Diploma Programme goals? a broad and balanced, yet academically

demanding, programme of study the development of critical-thinking and

reflective skills the development of research skills the development of independent

learning skills the development of intercultural

understanding a globally recognized university

entrance qualification.

What are the IBCC goals?

Develop a range of broad work-related competencies and deepen understanding in general areas of knowledge

Develop flexible strategies for knowledge acquisition and enhancement in varied contexts

Prepare for effective participation in the changing world of work

Foster attitudes and habits of mind that allow students to become true life-long learners willing to consider new perspectives

Get involved in learning that develops the capacity and will to make a positive difference

What are the Diploma Programme assessment procedures?Diploma Programme assessment

procedures measure the extent to which students have mastered advanced academic skills :

analyzing and presenting information

evaluating and constructing arguments

solving problems creatively.

Diploma Programme assessment

Philosophy: The International Baccalaureate (IB) assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses.

What basic skills are assessed? retaining knowledge understanding key concepts applying standard methods. fostering an international outlook and

intercultural skills where appropriate.

designed to support and encourage good classroom teaching and learning.

determined by performance against set standards, not by each student’s position in the overall rank order.

The IB Learner Profile

IB learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective