International Baccalaureate

1. International Baccalaureate The IB Diploma Program

2. AGENDA for the EVENING • Introduction to IB • Why IB? • Authorization Process • The IB Learner Profile • Components & Requirements of the IB Program • Teachers, staff, training • Recap • Initial Course Offerings & • Sample student schedules • IB and Advanced Placement (AP) • IB and Beyond • Facts and Figures • Is IB right for my child? • How Parents Like You Can Make a Difference • Final thoughts…. • Q & A

3. Introduction to the International Baccalaureate • The International Baccalaureate Organization (IBO) is a nonprofit educational foundation established in 1968. • IB currently works with 2,650 schools (56% public) in 136 countries to develop and offer three challenging programs to over 560,000 students aged 3 to 19 years. • IB helps develop the intellectual, personal, emotional and social skills to live, learn, and work in a rapidly globalizing world.

4. Introduction to the International Baccalaureate • 1965 Diploma Program (for 16-19 year olds) established as the International Schools Examination Syndicate (ISES) • 1967 Named International Baccalaureate Organization as a high school credential that could be earned in any country and interpreted in any country, sharing characteristics with many national systems, participating in none • 1994 Middle Years Program (for 11-16 year olds) added • 1997 Primary Years Program (for 3-11 year olds) added

5. Organization: What does the IBO offer?The IBO develops three programs of international education for students aged 3 to 19, working in cooperation with IB World Schools. The three programs span the years of kindergarten to pre-university. The programs can be offered individually or as a continuum. • The Primary Years program (PYP) for students aged 3 to 12. • The Middle Years program (MYP) for students aged 11 to 16. • The Diploma program (DP) for students aged 16 to 19.

6. Mission 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.

7. IB Philosophy • “Through high quality education we create a better world.” • Quality program, high-level standards • Culturally-aware graduates • Idealistic, peace promoting mission • University recognition & challenge

8. The IBO’s goal: To provide students with the values and opportunities that will enable them to develop sound judgment, make wise choices, and respect others in the global community.

9. Students learn more than a collection of facts. The Diploma Programme prepares students for university and encourages them to: • learn how to learn • ask challenging questions • develop a strong sense of their own identity and culture • develop the ability to communicate with and understand people from other countries and cultures • become independent, self-motivated learners.

10. Why IB for CHS? To provide the students of Carrollton High School an opportunity to benefit from the academic rigor, international perspective, and authentic, service-oriented experiences surrounding the International Baccalaureate Organization. Having a systemic expectation to uphold our tradition of excellence, the Carrollton City School System is excited about the possibility of offering the Diploma Programme and is committed to supporting students, parents, teachers, and staff on this journey.

11. Diploma Programme—School Authorization • Schools wishing to offer the Diploma Programme must be authorized by the IB. The process is the same for all schools, even though it is administered slightly differently in each IB region. • To become eligible for authorization, schools must fill in an Interested schools form and successfully complete a number of stages. These include the following three key stages:

12. 1. Feasibility study and identification of resources To complete this stage, which leads to the filing of Diploma Programme application form part A, a school should acquaint itself thoroughly with the programme by: • obtaining the Diploma Programme publications • examining the programme's philosophy and curriculum to determine whether these meet the needs of its students • conducting a feasibility study on the possible consequences of implementing the programme • arranging for teaching and administrative staff to undertake IB-approved professional development.

13. 2. Candidate status • Following acceptance of Diploma Programme application form part A, the school is designated an IB candidate school. • At this stage, the school has access to the IB online curriculum resources, teachers attend IB-approved professional development, and the school prepares itself administratively and educationally for the programme.

14. 3. Authorization visit by an IB team Provided previous stages have been completed successfully, the school files Diploma Programme application form part B and the regional office arranges for the school to be visited by an IB team. The purpose of this visit is to: • consult those involved in the implementation of the programme • evaluate the school's preparedness to implement the programme • complete a report on the school's commitment and ability to deliver the programme.

15. The IB Learner Profile—The IBO Mission Statement translated into a set of learning outcomes for the 21st century. IB learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective The Learner Profile promotes the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge.

16. IB Learners strive to be: • Inquirers - They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

17. IB Learners strive to be: • Knowledgeable - They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

18. IB Learners strive to be: • Thinkers - They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

19. IB Learners strive to be: • Communicators - They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

20. IB Learners strive to be: • Principled - They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

21. IB Learners strive to be: • Open-minded - They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

22. IB Learners strive to be: • Caring - They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

23. IB Learners strive to be: • Risk-takers - They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

24. IB Learners strive to be: • Balanced - They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

25. IB Learners strive to be: • Reflective - They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

26. The IB Program model

27. Over the course of the two-year program, students: • Study six subjects chosen from the six subject groups • Complete an extended essay • Complete a theory of knowledge course • Participate in creativity, action, service

28. Program Levels/Assessments: • 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) • Internal and External Assessments.

29. Group 1: Language A1 Language A1 is the study of literature in a student's first language, including the study of selections of world literature. • We will offer Language A1 at the HL level.

30. Group 1: Language A1 English HL • Paper 1 25% • Paper 2 25% • World Lit Papers 20% (2) • IA Oral Exam 30%

31. Group 2: Second language • Language ab initio courses are for beginners (that is, students who have no previous experience of learning the language they have chosen). These courses are only available at standard level. • Language B courses are intended for students who have had some previous experience of learning the language. They may be studied at either higher level or standard level. • Language A2 courses are designed for students who have a high level of competence in the language they have chosen. They include the study of both language and literature, and are available at higher level and standard level.

32. Group 2: Second language Language B courses are intended for students who have had some previous experience of learning the language. They may be studied at either higher level or standard level. We will offer Spanish B at the HL level.

33. Group 2: Second language Spanish HL • Paper 1 40% • Paper 2 30% • IA Oral Exam 30%

34. Group 3: Individuals and Societies Eight subjects are available: • Business and management • Economics • Geography • History: We will offer at the HL Level • Information technology in a global society • Philosophy • Psychology • Social and cultural anthropology (Elective)

35. Group 3: Individuals and Societies History HL • Paper 1 20% • Paper 2 25% • Paper 3 35% • IA Historical Investigation 20%

36. Group 4: Experimental Sciences Four subjects are available: • Biology: We will offer at SL. • Chemistry • Design technology • Physics

37. Group 4: Experimental Sciences Biology SL • Paper 1 20% • Paper 2 36% • Paper 3 20% • IA Experiment & Group 4 Project 24%

38. Group 5: Mathematics and Computer Science • Four courses in mathematics are available: • Mathematical studies standard level • Mathematics Standard Level • Mathematics higher level • Further mathematics standard level. • These four courses serve to accommodate the range of needs, interests and abilities of students, and to fulfill the requirements of various university and career aspirations.

39. Group 5: Mathematics and Computer Science Math SL • Paper 1 40% • Paper 2 40% • IA Portfolio 20%

40. Group 5: Mathematics and Computer Science Computer science • Computer science higher level or standard level, if chosen, must be studied in addition to a mathematics subject. • The aims of computer science are to develop an understanding of: • The range and organization of computer systems • The use of computers in a variety of disciplines, applications and contexts.

41. Group 6: The Arts Four subjects are available: • Visual Arts: We will offer at SL. • Film • Music • Theatre • Dance is in the works • These subjects may be studied at higher level or standard level. • In lieu of taking a Group 6 course, students may choose to take an additional course from Groups 1–4 (we will offer Social and Cultural Anthropology).

42. Group 6: The Arts Visual Arts SL Sociology SL • Studio (practical work) • Research workbookExam • Final Assessment (external and internal) • Paper 1 50% • Paper 2 30% • IA Experimental Study 20%

43. THE IB CORE The extended essay: • 4,000 words • Offers the opportunity to investigate a research question of individual interest with a teacher in that discipline • Further familiarizes students with the independent research and writing skills expected at university

44. THE IB CORE Theory of knowledge: • Interdisciplinary • Explores the nature of knowledge across disciplines • Encourages an appreciation of other cultural perspective Part I – focus on humans as knowers – perceptions, emotions, languages, reason Part II – development of skills to evaluate knowledge claims in the various disciplines.

45. THE IB CORE Creativity, Action and Service (CAS): • Encourages students to be involved in artistic pursuits, sports, and community service • Continues education outside the classroom • Develops the learner profile

46. International mindedness. . . • Stimulates curiosity about the world • Provides opportunities for developing cultural self-confidence • Builds awareness and respect for human dignity and diversity.

47. In today’s highly interdependent world, individuals and nations can no longer resolve many of their problems by themselves. We need one another. We must therefore develop a sense of universal responsibility… It is our collective and individual responsibility to protect and nurture the global family, to support its weaker members, and to tend to the environment in which we all live. (The 14th Dalai Lama of Tibet)

48. An individual has not started living until he can rise above the narrow confines of his individualistic concerns to the broader concerns of all humanity. (Dr. Martin Luther King, Jr.)

49. International Mindedness means • Students are educated in a way that helps them be understand themselves, their community, the country they live in, and the world in general. • Students have a deeper sense and awareness of other peoples, cultures, countries, and customs.

50. I do not want my house to be walled in on all sides and my windows to be stuffed. I want the cultures of all the lands to be blown about my house as freely as possible. But I refuse to be blown off my feet by any of them. (Mohandas Karamchand Gandhi)