1. International Baccalaureate Programmes
Jeanette LaFevers
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2. The mission statement of the International Baccalaureate Organization (IBO)
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.
 To this end the IBO 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.
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© IBO 2005

3. Middle Years Programme (MYP)
Diploma Programme (DP)
Ages • two year programme
Middle Years Programme (MYP)
Ages • five year programme
Primary Years Programme (PYP)
Ages 3-12 • inquiry based
The Three IB Programmes
© IBO September 2005

4. All IB Programmes
Require application, authorization and evaluation of schools
Require age-appropriate moderated criterion-referenced assessments
Require inclusion of international-mindedness in the curriculum
Require of students a culminating product
Require transdisciplinary (or interdisciplinary) initiatives within the curriculum
Require students to act in their communities as a result of their learning
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© IBO 2005

5. Fees for authorization 2009 DP: Part A = $8,500 Part B = $8,500
MYP: Part A=$8,500
Part B=$8,500
3, 5-year evaluation=$3,500
PYP: Part A=$8,500
Part B= $8,500
Presentation Title recommended size is 20 point Trebuchet, all caps.
Minimum Title size:18 point Trebuchet, all caps. Can be stacked in two lines if necessary.
Maximum Title size 24 point Trebuchet, all caps.
© IBO 2005

6. Annual Fees 2008 DP: $9,150 MYP: $6,620 PYP: $6,620
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Minimum Title size:18 point Trebuchet, all caps. Can be stacked in two lines if necessary.
Maximum Title size 24 point Trebuchet, all caps.
© IBO 2005 6

7. The Primary Years Program
An Overview
Let’s focus now on the PYP program only.

8. Themes, Subjects & Essential Elements
Sharing the planet
Who we are
language
personal,
social &
physical
education
social
studies
Concepts
Skills
How we organize ourselves
Knowledge
Where we are in place and time a
Attitudes
science &
technology
All three IB programs have a visual representation of their program. This is the one for the PYP program
The basic subjects required by all states’ curriculum are taught and in addition the arts and a second languange. All are taught through 6 prescribed themes and five essential elements are required in all curriculum planning. There are forms called “planners” to assist the teachers in planning the curriculum to assure the use of the themes and inclusion of the essential elements. All instructors us an inquiry based delivery system (center of the visual.
Action
mathematics
arts
How the world works
How we express ourselves

9. The Middle Years Program
An Overview

10. The Middle Years Program
This visual of the program shows us the student in the center; each concentric circle represents one or more of the five areas of interaction; or essential elements through which the subject areas on the outside are taught; always remembering that the student is at the center of everything we do.

11. The IB Diploma Program
An Overview

12. creativity, action, service
THE CURRICULUM
Theory of Knowledge
the arts
group 4
group 1
language A1
extended essay
experimental sciences
group 6
group 3
group 5
group 2
second language
creativity, action, service
individuals and societies
mathematics
The visual for the DP program…no more kids in the center. The heart of DP is extended essay, Theory of Knowledge (TOK) and the CAS component .All of these are required components for a IB diploma. Students seeking a diploma are required to select one subject from each of the six subject groups. At least 3 but no more than 4 courses from the content groups must be taken at the Higher level and the rest at Standard level.

13. CRITERION REFERENCED ASSESSMENT
PYP MYP DIPLOMA
Transdisciplinary Integration Concurrency of learning
Programme of Inquiry Areas of Interaction TOK
Action Community Service CAS
CRITERION REFERENCED ASSESSMENT
LANGUAGES
Exhibition Personal Project Extended Essay
© IBO September 2005

14. IB Learner Profile
IB programmes aim to develop internationally minded people who are striving to become:
© IBO September 2005

15. Inquirers
They acquire the skills necessary to conduct purposeful, constructive inquiry and research
© IBO September 2005

16. Critical Thinkers
They exercise initiative in applying thinking skills critically and creatively to make sound decisions and to solve complex problems
© IBO September 2005

17. Communicators
They receive and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication

18. Risk takers They approach unfamiliar situations with confidence
have independence of spirit to explore new roles, ideas and strategies
are courageous and articulate in defending things in which they believe
© IBO September 2005

19. Knowledgeable
They
explore concepts, ideas, and issues which have global relevance
acquire, and are able to make use of, a significant body of knowledge across a range of disciplines
© IBO September 2005

20. Principled
They have a sound grasp of the principles of moral reasoning, integrity, honesty and a sense of fairness and justice
© IBO September 2005

21. Caring
They show empathy, compassion and respect towards the needs and feelings of others and have a personal commitment to action and service
© IBO September 2005

22. Open minded
They respect the views, values and traditions of other individuals and cultures and
They are accustomed to seeking and considering a range of points of view
© IBO September 2005

23. Balanced
They understand the importance of physical and mental balance and personal well-being.
They demonstrate perseverance and self-discipline.
© IBO September 2005

24. Reflective They give thoughtful consideration to their own learning
And they analyze their personal strengths and weaknesses in a constructive manner
© IBO September 2005