Presentation on theme: "Objective: To develop a general understanding of the IB diploma requirements, what an IB candidate looks like, what courses will be offered at Campus and."— Presentation transcript:
1Objective:To develop a general understanding of the IB diploma requirements, what an IB candidate looks like, what courses will be offered at Campus and to address any questions about the program.
3The History of IBStarted in 1965 to ensure children of parents in highly mobile professions received common education recognized across geographic boundaries.Evolved to providing rigorous curriculum to students interested in a global perspective on education.Provides students from varying cultural, economic, and societal backgrounds with knowledge, critical thinking skills and an international awareness within the context of personalized studies.
4The Mission The International Baccalaureate Organization aims to developinquiring, knowledgeable, andcaring young people who helpto create a better and morepeaceful world throughintercultural understandingand respect. The programencourages students acrossthe world to become activecompassionate and lifelonglearners who understand thatother people with theirdifferences can also be right.
5OVERVIEW OF THE CAMPUS HIGH SCHOOL INTERNATIONAL BACCALAUREATE PROGRAM The IB classes at CHS will be offered during the junior and senior years. There are selected prep classes that we recommend 9th and 10th graders take in preparation for entering the program as juniors.We plan to have open access for students interested in our IB program. The only requirements will be based on curriculum. For example, it is recommended that students be in Spanish 3 by junior year to participate in IB and students must have completed at least Pre-Calculus in math by junior year to participate in Math SL.-Generally, our recommendation is to take as many honors classes as feasible as 9th and 10th graders-Students should attempt to earn as many graduation requirements as possible before junior year.
6Diploma RequirementsStudents must take a minimum of three higher level (HL) and three standard level (SL) courses – all HL classes are two year courses, some SL classes will be taught over two years.Students must enroll in one course from groups 1-5, and a 6th subject from either group 6 or any other group
7Areas of instruction Group 1- World Literature English (HL only) Lisa Wehkamp and Ryan Painter
8IB Language A Higher Level Lisa WehkampRyan PainterIB Language A Higher Level
9IB Literature A Book List All four genres must be represented Drama, Prose, Non-Fiction, PoetrySelections must come from 3 different periods (centuries)Male and Female authors must be representedThree places must be represented
10IB Literature A Typical arrangement of the 4-semester class: Part 4: Free ChoicePart 1: Works in TranslationPart 2: Detailed StudyPart 3: Literary GenresPart 2 and 3 include the most taxing assignments and are therefore pushed to the senior year.
11IB Literature A Part 1: Works in Translation (3) Selections must come from the Prescribed Literature in Translation listInteractive Oral PresentationStudents lead a 30-minute class discussion over a poem, chapter, historical/cultural context, etc.Every student then writes a word reflection based upon what they learned in the IOPOne of these reflections then becomes the basis of a word essayWritten Assignment with reflectionCompleted InternallyGraded Externally
12IB Literature A Part 2: Detailed Study (3) Works chosen from the Prescribed List of AuthorsOne work must be Poetry15-20 poems from the same authorIndividual Oral commentary20 minute oral exam10 minutes for poetry10 minutes for one of the other two texts read in class
13IB Literature A Part 3: Literary Genres (4) 4 works from the same genre (from PLA)Drama, Prose, Non-Fiction, PoetryPaper 2 Exam: Comparative Essay Hourswords long (comparing literary techniques between two texts i.e. voice, themes, symbols, etc)Cannot use notes or text in writing the in-class paper
14IB Literature A Part 4: Free Choice (3) Works of Literary merit are chosenIndividual Oral PresentationStudents choose text and style of presentationStudents are encouraged to be creative
15Areas of instruction cont. Group 2: World LanguagesSpanish (SL only)Tina Foster
16IB Spanish Designed for second language learners Prepares students to use the language appropriately in a range of situations and contexts and for a variety of purposesAllows students to develop an awareness and appreciation of the culture(s) of the countries in which the target language is spoken.
17Difference between regular Spanish classes and IB Spanish IB Spanish is a much more intensive study of the languageIB classes generally require preparation of papers, oral presentations, and written exams in the target language
18Spanish I.B. program offers a wealth of benefits to the students It enhances the lingual fluency of the student by training him/her and preparing him/her for comprehensive study and analysis of the contemporary world utilizing history and literature as the basis of the task. Bilingualism is a notable, professional asset in national and international markets.
19I.B. Spanish students historically test out of many hours of foreign language requirements saving hundreds of dollars in collegiate expenses and reducing graduation requirements. Equally important is the cultural awareness and appreciation of other countries and people so crucial to global understanding and harmony.
20Areas of instruction cont. Group 3: Individuals and societiesHistory of the Americas (HL only)Jim Stenholm and Casey MeierBusiness and Management (SL and HL)Zach Kliewer
2220th Century World History Causes, Practices, & Effects of WarThe Cold WarCommunism in Crisis:
23History of the Americas Emergence of the Americas in global affairs ( )The 2nd World War & the AmericasThe Cold War & the Americas
24Assessments Document based questions Essay Internal assessment : word analytical research paper
25IB- Business and Management Zac KliewerIB- Business and Management
26OverviewThe curriculum model for Diploma Programme business and management is a core curriculum for higher level (HL) and standard level (SL) consisting of five topics with common content and learning outcomes. In addition to the core, HL students are expected to complete extension areas of study, in all five topics. HL students also study one extension topic listed below as topic 6, business strategy.
27HL and SL core Topic 1: Business organization and environment Topic 2: Human resourcesTopic 3: Accounts and financeTopic 4: MarketingTopic 5: Operations management
28HL only Topic 6: Business strategy The business strategy topic is intended to provide a framework and overview for the students to think in an integrated way about the future strategy of a business or businesses. The purpose of the business strategy topic is not to add extra content to the business and management course, but to collect together business ideas, concepts and techniques, which will develop the skills that allow an informed decision to be made about the future direction of an organization. The type of thinking encouraged by this approach will provide a bridge between the Diploma Programme business and management course and higher education or employment.
29Areas of instruction cont. Group 4 : Experimental ScienceChemistry (SL and HL)Kelly OwensBiology (SL and HL)Katie Smithhisler
30Group IV: ScienceCollege science courses are emphasizing process skills during laboratory and testing situationsThe IB curriculum and exams prepare high school students for college science coursesThere is a higher possibility of earning credits for college science courses through the IB Program as opposed to AP courses
31Group IV: Science Students want increased rigor in sciences We have added Chemistry II, AP Chemistry, and three more Anatomy and Physiology classes within the past four yearsAll science courses at CHS have already begun using IB labs allowing a greater number of students to be exposed to a higher level of labsStudents live up to the teachers’ expectations
32Group IV: Science IB Science includes a Group IV Project All students enrolled in IB Science courses work together to do a project on a relevant topic in the community (ex: water quality in Haysville)Real-life scienceStudents are involved with the community
33Areas of instruction cont. Group 5 : Mathematical and Computer ScienceMath Studies SLRegina MillerMath (SL)Bill Roudybush
34Mathematics SL 1) Algebra a) Sequences and Series b) Exponents and Logarithmsc) Binomial Theorem2) Functionsa) Function, Composite, Inverseb) Graphs and Solutionsc) Transformationsd) Reciprocale) Quadratics Graphsf) Quadratics Algebraic Solveg) Logarithms Solve and Inverseh) Natural Logarithms
35Mathematics SL 3) Precalculus a) Unit Circle b) Trig Functions and Identitiesc) Formulasd) Circular and Composite Functionse) Equations and Graphsf) Rules and Area4) Vectorsa) Framework, Sum andDifferences, Unitb) Scalars, Parallel, PerpendicularAngle betweenc) r = a + tbd) Coincident, Intersect
36Mathematics SL 5) Statistics a) Data b) Graphs and Spread c) Centers and Spreadd) Graphs and Percentilese) Basic Probabilityf) Combined Eventsg) Conditional and Independenth) Diagramsi) Probability Distributions andExpected Valuesj) Binomial Distributionsk) Normal Distribution
37Mathematics SL 6) Calculus a) Limits, Convergence, Derivatives b) Differentiation; Chain, Product,and Quotient rulesc) Maximums, Minimums, andOptimizationd) Integratione) Definite Integrals, Areas undercurves and Volumesf) Kinematic problemsg) Graphs, Significance of SecondDerivative and Points of Inflection
38Mathematics SL 7) Matrices Being replaced in 2012 Regression and Integration with Substitution
39Math Department Request to Support Higher Level Classes Algebra HonorsGeometry HonorsAlgebra II Honors
40Mathematical Studies SL 1) Introduction to the Graphic Calculatora) Arithmetic Calculationsb) Use of Graphic Calculator tograph a variety of functions2) Number and Algebraa) Number Setsb) Approximation and Percent Errorc) Expressing numbers & Operationsd) SI units of measuree) Sequences with applicationsf) Use of formulaeg) Systems of Equations with Solutionsh) Quadratic Equations with Solutions
41Mathematical Studies SL 3) Sets, Logic and Probabilitya) Set Theory basicsb) Venn Diagrams with applicationsc) Sample spaced) Symbolic Logic basicse) Compound Statementsf) Truth Tablesg) Implication and Logic equivalenceh) Probabilityi) Venn Diagrams in Probabilityj) Laws of Probability
42Mathematical Studies SL 4) Functionsa) Function Mapping definingDomain and Rangeb) Linear Functions with Graphingc) Quadratic Functions with Graphingd) Exponential Expression & Functionse) Graphs and Properties of Sine andCosine Functionsf) Accurate graph drawingg) Use of Graphing Calculator tosketch & analyze unfamiliar functionsh) Use of Graphing Calculator to solvecombinations of functions
43Mathematical Studies SL 5) Geometry and Trigonometrya) Coordinates, midpoints & distancesb) Equations of Lines and Slopesc) Ratios of Sine, Cosine & Tangentd) Rules of Sine and Cosinee) Construction and area of polygonsf) Parts, Surface Area and Volume ofthree-dimensional shapes
44Mathematical Studies SL Statisticsa) Classification of datab) Discrete data with frequency chartsc) Grouped data with values inhistograms & stem and leaf diagramsd) Box and whisker plots withpercentiles and quartilese) Measures of central tendencyf) Measures of dispersiong) Scatter plots with line of best fitand correlationsh) Regression line and predictioni) Formulas for independence andformulation of hypotheses
45Mathematical Studies SL 7) Introductory Differential Calculusa) Gradient of a line through twopoints and tangent to a curveb) Derivative of integer functionsc) Equation of the tangent at a pointd) Increasing and decreasing functionse) Local maximum and minimumpoints
46Mathematical Studies SL 8) Financial Mathematicsa) Currency conversionsb) Simple interestc) Compound interestd) Construction and use of tables formodeling loan repayments,investments, savings, and inflation
47Areas of instruction cont. Group 6: The ArtsVisual Arts (SL and HL)Christi Robert and Martha Brohammer
48International Baccalaureate Fine Arts (Group 6): Putting Research into Practice.International Baccalaureate
49Because …The Arts are practiced and valued in our complex and diverse society as important outlets for the communication of ideas, feelings and beliefs and as a major source of intellectual, physical, spiritual, and emotional development, understanding and enjoyment.
50Through an arts program students: Develop their intellectual, imaginative and expressive potential.Develop skills, techniques and a knowledge of processes as a basis for personal expressionCreate, perform or present arts worksDevelop critical skills and an understanding of aestheticsDevelop an understanding of how the arts evolve within particular social, cultural and historical contextsEnjoy participating in the processes of creating, presenting and responding to the arts.
51IB Visual Arts is divided into two areas Product:Students seem to gain most satisfaction by completing products of quality. Not only do they see quality in terms of their own expectations but also in the responses of their teacher, other students and their parents. Students who do not receive positive feedback on their work seldom continue with art beyond the compulsory years.Process:An important process which is developed in art activities is creative problem solving.Whenever students are engaged in art making activities, they are confronted by enormousChallenges and problems. They practice making decisions after first thinking and researchingAbout the various solutions available.
52Option ADesigned for student who wishes to concentrate on studio practice. Investigation workbooks (IWB) will support, inform, develop and refine studio work through sustained contextual, visual and critical investigation.Studio Product is 60%IWB 40%
53Option BResearch orientated, designed for students who wish to concentrate on contextual, visual and critical investigation. IWB’s are used to fully integrate a range of ideas and produce studio work based on their visual and written investigation. This option is more suitable for a student who has a strong interest in art history and in critical thinking and writing.Studio Product is 60%IWB 40%
61Candidate Record Book Contains Artist statement of purpose. Sample pages from IWBDigital Images from Student Exhibit.
62Diploma Requirements cont. Standard Level150 recommended hoursSome exams will be taken during junior yearHigher Level240 recommended hoursExams taken during Senior year
63Unique Features of the IB program Theory of Knowledge (called TOK)Challenges students to question the basis of knowledge, to be aware of subjective biases and to develop the ability to analyze evidence that is expressed in rational arguments.A key element in encouraging students to appreciate other cultural perspectives.Will be taken as a class during seminar.Extended Essay Research AssignmentAn opportunity to investigate a topic of special interest. The essay requirement acquaints students with the kind of independent research and writing skills expected by universities.The IBO recommends a student devote a total of about 40 hours of study and writing time for this 4,000 word essay. It may be written in one of 60 subjects, including many languages.Creativity, Action, and ServiceAllows students to participate in community service and action hours, as well as develop an appreciation of creativity. Students complete a minimum of 150 hours (50 in each area) during the junior and senior years
64Creativity, Action, and Service AIMS of CAS—develop students who are: reflective thinkers, willing to accept new challenges and new roles, aware of themselves as a responsible member of communities, active participants in collaborative projects, balanced in involvement in intellectual, physical, creative and emotional experiences.CAS will require the equivalency of about ½ day per school week (3-4 hours) or approximately 150 hours, about 50 in each area of Creativity, Action, Service. It’s not more of the same—it must meet the learning outcomes. Example—regular practice for football doesn’t count, but mentoring with younger athletes or learning a new position would. Playing in the marching band might qualify for some CAS hours, but working with Ms. Hughes and section leaders to plan and implement a routine definitely would meet the learner outcomes. One has to set a GOAL and reflect on the process and outcomes of the activity.
65CAS cont.Learning Outcomes: At the completion of the CAS experience, students will have evidence to showa. increased awareness of own strengths and areas for growthb. undertaken new challengesc. planned and initiated activitiesd. worked collaboratively with otherse. shown perseverance and commitment in their activitiesf. engaged with issues of global importanceg. considered the ethical implications of their actionsh. developed new skills
66The Diploma Program Curriculum Students take one classfrom each of the sixcore areas and test at the end of the senior year.TOK, CAS, and the Extended Essay are completed over the two years of the IB diploma programEnglishGroup 1Group 2Group 3Individuals and societiesWorld Language1. Theory of Knowledge2. Extended Essay3. Creativity, Action, ServiceGroup 4Group 5ScienceMathGroup 6The Arts
67Who is an IB candidate? Not limited to GTC students Is self-motivated and driven by desire to succeedEnjoys intellectual and academic challengeIs eager to acquire and develop analytic/critical thinking skillsHas the desire to learn and develop proficient written/oral skills in a second languagePossesses or is willing to acquire good time/stress management skillsIs open to new ideas and tolerant of different beliefsParticipates in school and community activities
68Six Qualities of an IB Student MotivatedExercises initiative in exploring concepts of local and global significance.InquiringHas a natural curiosity for a more in-depth study of the world.CommunicatorUnderstands and expresses ideas & works willingly in collaboration with othersPrincipledActs with integrity & honesty with a sense of fairness, justice, & respect. They take responsibility for their actions.Open-MindedOpen to perspectives, values and traditions of others.CaringThey show a personal commitment to make a difference in the lives of others.
69Preparation for College Success A study by the Education Policy Improvement Center has confirmed that IB students have the knowledge and skills for success during their first year of university study.According to data from the National Student Clearinghouse, United States students who receive the IB diploma are 38% more likely to graduate from college with a bachelor’s degree than all other students.
70College Credit for IBCurrently Kansas State University, Kansas University, Wichita State University and Hutchinson Community College offer credit for both higher level and standard level IB courses.Scholarships specifically for IB students are available at The University of Tulsa and The University of Nebraska-Lincoln.
72District Strategic Plan District Vision Statement: "To equip learners with 21st Century Skills to achieve excellence in a continually-changing world“ Support staff through the systematic development and implementation of instructional tools, practices, and technologies to ensure student learning.Develop showcase programs in academics/athletics/ activities while ensuring all students are prepared for life.Pursue and develop the financial resources to support the goals of the district.
73Strategic plan cont.relevance + relationships + rigor = engaged learningschool, community and business partnerships enrich student learningin quality staff committed to excellencein exploration, innovation, collaboration and growthin integrity of word and deedstudents need a rigorous, relevant world class curriculumin data-driven, continuous improvement for alldiversity is an assetmodern technology is an essential tool for teaching and learningin fiscal responsibility