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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.

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Presentation on theme: "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."— Presentation transcript:

1 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.

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3 Started 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.

4 The International Baccalaureate Organization aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. The program encourages students across the world to become active compassionate and lifelong learners who understand that other people with their differences can also be right.

5 OVERVIEW 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 9 th and 10 th 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 9 th and 10 th graders -Students should attempt to earn as many graduation requirements as possible before junior year.

6 Students 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 6 th subject from either group 6 or any other group

7 Group 1- World Literature English (HL only) Lisa Wehkamp and Ryan Painter

8 Lisa Wehkamp Ryan Painter

9 Book List All four genres must be represented Drama, Prose, Non-Fiction, Poetry Selections must come from 3 different periods (centuries) Male and Female authors must be represented Three places must be represented

10 Typical arrangement of the 4-semester class: Part 4: Free Choice Part 1: Works in Translation Part 2: Detailed Study Part 3: Literary Genres Part 2 and 3 include the most taxing assignments and are therefore pushed to the senior year.

11 Part 1: Works in Translation (3) Selections must come from the Prescribed Literature in Translation list Interactive Oral Presentation Students 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 IOP One of these reflections then becomes the basis of a word essay Written Assignment with reflection Completed Internally Graded Externally

12 Part 2: Detailed Study (3) Works chosen from the Prescribed List of Authors One work must be Poetry poems from the same author Individual Oral commentary 20 minute oral exam 10 minutes for poetry 10 minutes for one of the other two texts read in class

13 Part 3: Literary Genres (4) 4 works from the same genre (from PLA) Drama, Prose, Non-Fiction, Poetry Paper 2 Exam: Comparative Essay 2 Hours words long (comparing literary techniques between two texts i.e. voice, themes, symbols, etc) Cannot use notes or text in writing the in-class paper

14 Part 4: Free Choice (3) Works of Literary merit are chosen Individual Oral Presentation Students choose text and style of presentation Students are encouraged to be creative

15 Group 2: World Languages Spanish (SL only) Tina Foster

16 Designed for second language learners Prepares students to use the language appropriately in a range of situations and contexts and for a variety of purposes Allows students to develop an awareness and appreciation of the culture(s) of the countries in which the target language is spoken.

17 IB Spanish is a much more intensive study of the language IB classes generally require preparation of papers, oral presentations, and written exams in the target language

18 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.

19 I.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.

20 Group 3: Individuals and societies History of the Americas (HL only) Jim Stenholm and Casey Meier Business and Management (SL and HL) Zach Kliewer

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22 Causes, Practices, & Effects of War The Cold War Communism in Crisis:

23 Emergence of the Americas in global affairs ( ) The 2 nd World War & the Americas The Cold War & the Americas

24 Document based questions Essay Internal assessment : word analytical research paper

25 Zac Kliewer

26 The 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.

27 Topic 1: Business organization and environment Topic 2: Human resources Topic 3: Accounts and finance Topic 4: Marketing Topic 5: Operations management

28 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.

29 Group 4 : Experimental Science Chemistry (SL and HL) Kelly Owens Biology (SL and HL) Katie Smithhisler

30 College science courses are emphasizing process skills during laboratory and testing situations The IB curriculum and exams prepare high school students for college science courses There is a higher possibility of earning credits for college science courses through the IB Program as opposed to AP courses

31 Students want increased rigor in sciences We have added Chemistry II, AP Chemistry, and three more Anatomy and Physiology classes within the past four years All science courses at CHS have already begun using IB labs allowing a greater number of students to be exposed to a higher level of labs Students live up to the teachers expectations

32 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 science Students are involved with the community

33 Group 5 : Mathematical and Computer Science Math Studies SL Regina Miller Math (SL) Bill Roudybush

34 Mathematics SL 1) Algebra a) Sequences and Series b) Exponents and Logarithms c) Binomial Theorem 2) Functions a) Function, Composite, Inverse b) Graphs and Solutions c) Transformations d) Reciprocal e) Quadratics Graphs f) Quadratics Algebraic Solve g) Logarithms Solve and Inverse h) Natural Logarithms

35 Mathematics SL 3) Precalculus a) Unit Circle b) Trig Functions and Identities c) Formulas d) Circular and Composite Functions e) Equations and Graphs f) Rules and Area 4) Vectors a) Framework, Sum and Differences, Unit b) Scalars, Parallel, Perpendicular Angle between c) r = a + tb d) Coincident, Intersect

36 Mathematics SL 5) Statistics a) Data b) Graphs and Spread c) Centers and Spread d) Graphs and Percentiles e) Basic Probability f) Combined Events g) Conditional and Independent h) Diagrams i) Probability Distributions and Expected Values j) Binomial Distributions k) Normal Distribution

37 Mathematics SL 6) Calculus a) Limits, Convergence, Derivatives b) Differentiation; Chain, Product, and Quotient rules c) Maximums, Minimums, and Optimization d) Integration e) Definite Integrals, Areas under curves and Volumes f) Kinematic problems g) Graphs, Significance of Second Derivative and Points of Inflection

38 Mathematics SL 7) Matrices Being replaced in 2012 Regression and Integration with Substitution

39 Math Department Request to Support Higher Level Classes 1)Algebra Honors 2)Geometry Honors 3)Algebra II Honors

40 Mathematical Studies SL 1) Introduction to the Graphic Calculator a) Arithmetic Calculations b) Use of Graphic Calculator to graph a variety of functions 2) Number and Algebra a) Number Sets b) Approximation and Percent Error c) Expressing numbers & Operations d) SI units of measure e) Sequences with applications f) Use of formulae g) Systems of Equations with Solutions h) Quadratic Equations with Solutions

41 Mathematical Studies SL 3) Sets, Logic and Probability a) Set Theory basics b) Venn Diagrams with applications c) Sample space d) Symbolic Logic basics e) Compound Statements f) Truth Tables g) Implication and Logic equivalence h) Probability i) Venn Diagrams in Probability j) Laws of Probability

42 Mathematical Studies SL 4) Functions a) Function Mapping defining Domain and Range b) Linear Functions with Graphing c) Quadratic Functions with Graphing d) Exponential Expression & Functions e) Graphs and Properties of Sine and Cosine Functions f) Accurate graph drawing g) Use of Graphing Calculator to sketch & analyze unfamiliar functions h) Use of Graphing Calculator to solve combinations of functions

43 Mathematical Studies SL 5) Geometry and Trigonometry a) Coordinates, midpoints & distances b) Equations of Lines and Slopes c) Ratios of Sine, Cosine & Tangent d) Rules of Sine and Cosine e) Construction and area of polygons f) Parts, Surface Area and Volume of three-dimensional shapes

44 Mathematical Studies SL 6)Statistics a) Classification of data b) Discrete data with frequency charts c) Grouped data with values in histograms & stem and leaf diagrams d) Box and whisker plots with percentiles and quartiles e) Measures of central tendency f) Measures of dispersion g) Scatter plots with line of best fit and correlations h) Regression line and prediction i) Formulas for independence and formulation of hypotheses

45 Mathematical Studies SL 7) Introductory Differential Calculus a) Gradient of a line through two points and tangent to a curve b) Derivative of integer functions c) Equation of the tangent at a point d) Increasing and decreasing functions e) Local maximum and minimum points

46 Mathematical Studies SL 8) Financial Mathematics a) Currency conversions b) Simple interest c) Compound interest d) Construction and use of tables for modeling loan repayments, investments, savings, and inflation

47 Group 6: The Arts Visual Arts (SL and HL) Christi Robert and Martha Brohammer

48 Fine Arts (Group 6): Putting Research into Practice.

49 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.

50 Develop their intellectual, imaginative and expressive potential. Develop skills, techniques and a knowledge of processes as a basis for personal expression Create, perform or present arts works Develop critical skills and an understanding of aesthetics Develop an understanding of how the arts evolve within particular social, cultural and historical contexts Enjoy participating in the processes of creating, presenting and responding to the arts.

51 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 enormous Challenges and problems. They practice making decisions after first thinking and researching About the various solutions available.

52 Designed 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%

53 Research orientated, designed for students who wish to concentrate on contextual, visual and critical investigation. IWBs 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%

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61 Contains Artist statement of purpose. Sample pages from IWB Digital Images from Student Exhibit.

62 Standard Level 150 recommended hours Some exams will be taken during junior year Higher Level 240 recommended hours Exams taken during Senior year

63 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 Assignment An 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 Service Allows 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

64 AIMS of CASdevelop 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. Its not more of the sameit must meet the learning outcomes. Exampleregular practice for football doesnt 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.

65 Learning Outcomes: At the completion of the CAS experience, students will have evidence to show a. increased awareness of own strengths and areas for growth b. undertaken new challenges c. planned and initiated activities d. worked collaboratively with others e. shown perseverance and commitment in their activities f. engaged with issues of global importance g. considered the ethical implications of their actions h. developed new skills

66 The Diploma Program Curriculum Group 1 Group 2Group 3 Group 4 Group 6 Group 5 1. Theory of Knowledge 2. Extended Essay 3. Creativity, Action, Service Students take one class from each of the six core areas and test at the end of the senior year. English Individuals and societies Math World Language Science The Arts TOK, CAS, and the Extended Essay are completed over the two years of the IB diploma program

67 Not limited to GTC students Is self-motivated and driven by desire to succeed Enjoys intellectual and academic challenge Is eager to acquire and develop analytic/critical thinking skills Has the desire to learn and develop proficient written/oral skills in a second language Possesses or is willing to acquire good time/stress management skills Is open to new ideas and tolerant of different beliefs Participates in school and community activities

68 Motivated Exercises initiative in exploring concepts of local and global significance. Inquiring Has a natural curiosity for a more in-depth study of the world. Communicator Understands and expresses ideas & works willingly in collaboration with others Principled Acts with integrity & honesty with a sense of fairness, justice, & respect. They take responsibility for their actions. Open-Minded Open to perspectives, values and traditions of others. Caring They show a personal commitment to make a difference in the lives of others.

69 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 bachelors degree than all other students.

70 Currently 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.

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72 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.

73 relevance + relationships + rigor = engaged learning school, community and business partnerships enrich student learning in quality staff committed to excellence in exploration, innovation, collaboration and growth in integrity of word and deed students need a rigorous, relevant world class curriculum in data-driven, continuous improvement for all diversity is an asset modern technology is an essential tool for teaching and learning in fiscal responsibility

74 Todd Ray, IB Coordinator

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