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Orientation Seminar: Diploma Programme

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  1. Orientation Seminar:Diploma Programme International Baccalaureate Americas

  2. IB Mission Statement High 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.

  3. New Challenges in the 21st Century • Inequality • Complexity • Diversity

  4. IB’s Solutions • Inequality • Intercultural understanding • Service • Innovation • Complexity • Critical thinking • Collaboration • Agency • Diversity • Communication • Cultural Awareness • Worldview

  5. IB World School Characteristics The 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.

  6. International Education “The International Baccalaureate (IB) provides rigorous academic programs and assessments and an unwavering commitment to prepare students to be citizens in an international community. IB is to be commended for its visionary approach to promoting a more peaceful world by engaging students, staff and community in a greater awareness of, and appreciation for, differences between and among the peoples of the world.” Dr. Gerald Tirozzi, Executive Director, National Association of Secondary School Principals

  7. International Education • Features 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 concern • An exploration of different dimensions of the human condition

  8. IB Learner Profile The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century. The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.

  9. IB Learner Profile Inquirers • They develop 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. • 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 broad and a balanced range of disciplines.

  10. IB Learner Profile Thinkers • They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical 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. They work effectively and willingly in collaboration with others.

  11. IB Learner Profile 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. • Open-minded • They understand and appreciate their own culture 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.

  12. IB Learner Profile 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. • 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.

  13. IB Learner Profile Balanced • They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. 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.

  14. The IB continuum of education IB mission statement IB learner profile Programme standards and practices MYP DP PYP MYP DP Three programmes: one continuum “a common educational framework—a consistent philosophy about teaching and learning that focuses on the development of the whole child, and an overarching concept of how to develop international-mindedness”Towards a continuum of international education, p. 28

  15. Learning to learn continuum MYP DP PYP PYP MYP MYP DP DP Learners constructing meaning Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best) Promotes metacognitive performance (the ability to use self-knowledge to improve) Approaches to learning Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best) Promotes metacognitive performance (the ability to use self-knowledge to improve) Theory of knowledge Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best) Promotes metacognitive performance (the ability to use self-knowledge to improve) The IB continuum of education

  16. Language learning continuum MYP DP PYP PYP MYP MYP DP DP Promotes mother-tongue development Student’s learn an additional language from age seven Schools must develop a language policy Promotes mother-tongue/best language and/or Language A development Student’s second language (language B) Schools must develop a language policy Promotes mother-tongue development: school supported, self-taught language A1 courses Student’s second language (language B) Schools must develop a language policy The IB continuum of education

  17. PYPMYP DP programmes that promote. . . INTERNATIONAL MINDEDNESS includingMULTILINGUALISM ACTIVE, STUDENT CENTERED LEARNING AUTHENTIC, CRITERION-RELATED ASSESSMENT inspiring lifelong learners who become more. . . INQUIRING KNOWLEDGEABLE CARING

  18. The IB Diploma Programme

  19. Programmes: What is the Diploma Programme?The three IB programmes each contain four core elements Diploma Ages 16 - 19 School evaluation Professional development 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.

  20. Number of Diploma Programmes: 2,311 IB Africa, Europe, Middle East776 IB Asia Pacific346 IB Americas1,189

  21. IB Americas 1,189 Diploma Programmes in 29 countries and territories North America and the Caribbean: 967 programmes in 13 countries and territories Central America: 20 programmes in 6 countries South America: 202 programmes in 10 countries

  22. The Diploma Programme Curriculum Model

  23. Core Requirements Extended Essay (EE) • 4000 word essay, on a topic of student interest • Provides excellent preparation for independent study at university level Theory 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, Action, Service (CAS) • A framework for experiential learning, involving students in new and active roles • Develops awareness and a sense of responsibility towards the community

  24. IB Diploma Requirements Students must take three higher level (HL) and three standard level (SL) courses – all two year courses One course from groups 1-5, and a 6th subject from either group 6 or any other group • Higher Level • 240 recommended hours • Exams taken in senior year • Standard Level • 150 recommended hours • A maximum of two subjects may be anticipated by Diploma Programme students Complete core requirements: EE, CAS, TOK

  25. Assessment and Curriculum Review

  26. 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

  27. Assessment Assessment 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.

  28. The Assessment Model • Internal assessment • recognizes the role of the teacher • gives students a chance to show what they can do over time • moderated by external examiners • usually 20-30% of the final grade • External assessment • Completed by students over an extended period under supervision • Marked by external examiners • Examinations chosen for high levels of objectivity and reliability • Chosen from short response, • essays, etc. FINAL GRADE AWARD MEETING AT IB CARDIFF

  29. 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

  30. University recognition: How well is the diploma recognized by universities?The IB diploma is widely recognized 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: • Direct online access for university admissions officers and government officials to syllabuses and recent examination papers • A database of university admission policies on www.ibo.org • Recognition in over 100 countries • Recognition by over 2,000 universities • Some universities offer scholarships and advanced placement for IB students Students applying to a particular university can access their grades directly from the IB’s secure web site.

  31. Become an IB World School

  32. Becoming an IB World School

  33. Consideration Phase / Request for candidacy Required activities: • Submit School information form • Investigate IB philosophy • Identify resources for implementation • Analyze programme requirements • Gain support from teachers, head of school, school district/board and students • Order IB publications • Designate a coordinator • Develop an action plan for successful implementation • Head of school attends a category 1 workshop on Administration • Prepare and submit Application for candidacy

  34. Candidate Phase / Request for authorization Required activities: • Work with an IB appointed consultant • Set up OCC accounts for teachers • Develop systems for teacher collaborative planning • Further develop the action plan • Develop supporting documents (policies, scheduling, course and CAS outlines • Prepare and submit Application for authorization

  35. Candidate phase / Verification visit Required activities: • Finish training all teachers by the time of the verification visit • Continue developing and implementing the action plan • Host a verification visit

  36. Candidate Fees • USD 4,000* with the Application for candidacy and USD 9,500* payable annually commencing from September / March, after the submission of application for candidacy (during a normal authorization process this fee is paid twice) • What you receive: • Ongoing counseling services by IB Americas • Reading and feedback for applications • Subscription to the online curriculum centre for all school staff • A two-day on-site consultation visit • The remote services of a consultant for up to 20 hours • A two-day on-site verification visit *All fees are subject to change

  37. Authorization Fees • USD 10,000* payable annually upon authorization • What you receive: • Creation and development of curriculum materials and teacher support guides • Subscription to IB World magazine • Subscription to the online curriculum centre for all teachers and school staff • Ongoing counseling services *All fees are subject to change

  38. Student Assessment Fees • Student Registration Fee • USD 135* for each student • Subject Fee • USD 92* per assessed subject • What you receive: • Moderation of internal assessments • External assessments (exams) • Transcripts of results and diplomas • Reports on subject areas *All fees are subject to change

  39. Additional Budgetary Items • Ongoing teacher professional development at IB workshops • Regular collaborative planning time for teachers (including media specialists, librarians) • IB publications for teachers (see the publications catalogue on the IB website, http://store.ibo.org/) • The position of the Diploma Programme coordinator, which must include non-teaching time • Resources for inquiry, second language teaching and international-mindedness • The position of the CAS (community, action, service) coordinator • Extended essay and CAS supervision • Postage for examination mailings

  40. For Additional Information To find out more about becoming and IB World School please visit the International Baccalaureate website at: http://www.ibo.org/iba/become

  41. For Additional Information Got Questions? We’ve Got Answers! Contact the IB Support Desk by phone at (301) 202 3000 or by email at iba@ibo.org