Presentation on theme: "Orientation Seminar: Diploma Programme"— Presentation transcript:
1 Orientation Seminar: Diploma Programme International Baccalaureate Americas
2 High quality international education for a better world IB Mission StatementHigh quality international education for a better worldThe 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 InequalityComplexityDiversityInequalityThe IB supports school communities which are involved in world affairs and community service and develops inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.ComplexityThe IB recognizes that future citizens of the world must know how to tolerate more ambiguity and to be less inclined to look for quick solutions. The IB encourages students of all ages to develop critical-thinking and to be actively engaged in their learning. To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.DiversityThe IB provides a network of schools and its programmes, through which students develop cultural awareness, striving to present a broad vision of the world so that students understand that other people, with their differences, can also be right.
4 IB’s Solutions Inequality Complexity Diversity Intercultural understandingServiceInnovationComplexityCritical thinkingCollaborationAgencyDiversityCommunicationCultural AwarenessWorldviewInequalityThe IB supports school communities which are involved in world affairs and community service and develops inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.ComplexityThe IB recognizes that future citizens of the world must know how to tolerate more ambiguity and to be less inclined to look for quick solutions. The IB encourages students of all ages to develop critical-thinking and to be actively engaged in their learning. To this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.DiversityThe IB provides a network of schools and its programmes, through which students develop cultural awareness, striving to present a broad vision of the world so that students understand that other people, with their differences, can also be right.
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 educationplay an active and supporting role in the worldwide community of IB schoolsshare their knowledge and experience in the development of the IB programmesare 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 educationMeaning and importance of culture, starting with one’s own but leading to that of othersThe study of issues of global concernAn exploration of different dimensions of the human condition
8 IB Learner ProfileThe 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.The attributes of the profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the programme and, therefore, the culture and ethos of all IB World Schools.The attributes and descriptors of the learner profile define the type of learner the IBO hopes to develop through its programmes.
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.KnowledgeableThey 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.CommunicatorsThey 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-mindedThey 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-takersThey 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.ReflectiveThey 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 Programme standards and practices Three programmes: one continuum The IB continuum of educationIB mission statementIB learner profileProgramme standards and practicesPYPMYPMYPDPDPThree programmes: one continuum“a common educational framework—a consistent philosophyabout 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 PYPPYPMYPMYPMYPDPDPDPLearners constructing meaningPromotes 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 learningPromotes 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 knowledgePromotes 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 PYPPYPMYPMYPMYPDPDPDPPromotes mother-tongue developmentStudent’s learn an additional language fromage sevenSchools must develop a language policyPromotes mother-tongue/best language and/or Language A developmentStudent’s second language (language B)Schools must develop a language policyPromotes mother-tongue development: school supported, self-taught language A1 coursesStudent’s second language (language B)Schools must develop a language policyThe IB continuum of education
17 INQUIRING KNOWLEDGEABLE CARING PYP MYP DPprogrammes that promote. . .INTERNATIONAL MINDEDNESS including MULTILINGUALISMACTIVE, STUDENT CENTERED LEARNINGAUTHENTIC, CRITERION-RELATED ASSESSMENTinspiring lifelong learners who become more. . .INQUIRING KNOWLEDGEABLE CARING
19 Professional development Programmes: What is the Diploma Programme? The three IB programmes each contain four core elementsDiplomaAgesCurriculumStudent assessmentProfessional developmentSchool evaluationChallenging: The IB Diploma Programme demands the best from both motivated students and teachers.Rigorous: The Diploma Programme offers an assessment model which measure the extent to which students have mastered basic and advanced academic skills.Balanced: The Diploma Programme achieves the depth of study demanded by the best universities, but also the breadth of subject choice that is the best preparation for life.Rewarding: Living, working understanding and collaborating with other people, of other cultures and in other languages is a reality of the 21st century for which Diploma Programme students are well prepared.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 Asia Pacific 346IB Americas 1,189IB Africa, Europe, Middle East 776
21 IB Americas1,189 Diploma Programmes in 29 countries and territoriesNorth America and the Caribbean: 967 programmes in 13 countries and territoriesCentral America: 20 programmes in 6 countriesSouth America: 202 programmes in 10 countries
22 The Diploma Programme Curriculum Model The programme is presented as six academic areas with three core requirements enclosing the student at the centre.It encourages the concurrent study of a broad range of academic areas. Students study: two languages; a humanities or social science subject; an experimental science; mathematics; and one of the creative arts or other academic area.Three core elements – the extended essay, theory of knowledge and creativity, action, service – are compulsory and central to the philosophy of the programme.Subject groupsGroup 1 and Group 2 – Best language/additional languageStudents select two languages: one from group 1 and an additional language normally from group 2Group 3 – Individuals and societiesBusiness and management; Economics; Geography; History; ITGS; Philosophy; Psychology; Social and cultural anthropology; World ReligionsGroup 4 – Experimental sciencesBiology; Chemistry; Design Technology; Physics; Environmental systems and societies (interdisciplinary subject groups 3 and 4)Group 5 – Mathematics and computer scienceMathematics Studies; Mathematics; Further Mathematics; Computer ScienceGroup 6 – The artsMusic; Theatre; Visual arts; Film
23 Core Requirements Extended Essay (EE) Theory of Knowledge (TOK) 4000 word essay, on a topic of student interestProvides excellent preparation for independent study at university levelTheory of Knowledge (TOK)Critical reflection on how we know and what we knowDevelops awareness of cultural perspectives and biasesAllows for connections to be established between disciplinesCreativity, Action, Service (CAS)A framework for experiential learning, involving students in new and active rolesDevelops 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 coursesOne course from groups 1-5, and a 6th subject from either group 6 or any other groupHigher Level240 recommended hoursExams taken in senior yearStandard Level150 recommended hoursA maximum of two subjects may be anticipated by Diploma Programme studentsComplete core requirements: EE, CAS, TOKAdditionally an interdisciplinary standard level subject meets the requirements of two groups through a single subject. A sixth subject must then be chosen to meet the requirements of the diploma. This additional subject may be chosen from any of the hexagon groups, including a group already covered by another academic area (e.g. a student may take two courses from the same group and use one of those courses as his or her Group 6 course).Anticipated: for candidates intending to complete the requirements for one or two standard levelsubjects (excluding languages ab initio and pilot subjects) at the end of their first year of the DiplomaProgramme. They must complete all remaining IB diploma requirements in the correspondingexamination session (May or November) in the following year.To earn the Diploma a candidate must:Successfully complete the extended essay, ToK, and CAS requirementsSuccessfully complete the internal and external requirements of 3 HL courses and 3 SL coursesEarn a minimum of 24 points (each subject is graded on a 1-7 scale + a maximum of 3 points for the core requirements of the programme)
26 Assessment Underlying philosophy: Criterion-related performance – students are assessed against criteria not against one anotherFormative — many of the assessment instruments (particularly the internal assessment tasks) can be used formativelySummative — 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 AssessmentAssessment 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 FINAL GRADE AWARD MEETING AT IB CARDIFF The Assessment ModelInternal assessmentrecognizes the role of the teachergives students a chance to show what they can do over timemoderated by external examinersusually 20-30% of the final gradeExternal assessmentCompleted by students over an extended period under supervisionMarked by external examinersExaminations chosen for high levels of objectivity and reliabilityChosen from short response,essays, etc.Assessment of each subject must include a suitable range of tasks and instruments/components that ensure all objectives for the subject are assessed. These include:Short-response questionsExtended-response questionsEssaysProjectsPortfolios of pieces of workReportsPerformancesExhibitionsFINAL GRADE AWARD MEETING AT IB CARDIFF
29 Curriculum ReviewTo 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 worldCurriculum reviews are announced ahead of time and teacher support material and training are made availableAssessment 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 togain recognition for the IB diploma:Direct online access for university admissions officers and government officials to syllabuses and recent examination papersA database of university admission policies onRecognition in over 100 countriesRecognition by over 2,000 universitiesSome universities offer scholarships and advanced placement for IB studentsStudents applying to a particular university can access their gradesdirectly from the IB’s secure web site.
32 Becoming an IB World School School Information formApplication for candidacyApplication for authorizationAuthorizationThe application and authorization process averages 2 years for the Diploma Programme.School Information Form (6 months)A serious consideration and feasibility study of the programme must take place by the school, as well they must allocate the appropriate resources to support the implementation and development of the programme. It is recommended that a school take a minimum of 6 months to complete this study. During this time a school will submit the School Information Form, normally at the point that the school is certain that it will be applying for a specific deadline.Application for Candidacy (6 months)The submission and acceptance of the Application for Candidacy leads a school to the candidate phase; at this time schools work to develop the programme in order to prepare for authorization and ultimately implementation. There are 6 months in between the submission of the Application for Candidacy and the Application for Authorization.Application For Authorization (1 year)The school continues it status as a candidate school until the point of authorization. After the submission of the Application for Authorization, schools prepare to receive an authorization site-visit . After the successful completion of the visit with favourable observations, a school receives authorization and begins teaching the programme to the next incoming class of students.
33 Consideration Phase / Request for candidacy Required activities:Submit School information formInvestigate IB philosophyIdentify resources for implementationAnalyze programme requirementsGain support from teachers, head of school, school district/board and studentsOrder IB publicationsDesignate a coordinatorDevelop an action plan for successful implementationHead of school attends a category 1 workshop on AdministrationPrepare and submit Application for candidacyThis begins a process that requires a considerable investment of time and effort from the school, during which schools will undertake a variety of tasks.The interested schools form is ed to the Bethesda office via
34 Candidate Phase / Request for authorization Required activities:Work with an IB appointed consultantSet up OCC accounts for teachersDevelop systems for teacher collaborative planningFurther develop the action planDevelop supporting documents (policies, scheduling, course and CAS outlinesPrepare and submit Application for authorization
35 Candidate phase / Verification visit Required activities:Finish training all teachers by the time of the verification visitContinue developing and implementing the action planHost a verification visitDuring this period, which leads to the submission of the Application for Authorization with the regional office, schools may describe themselves as an 'IB Candidate school‘. The school will be granted access to the Online Curriculum Centre (OCC) and will be assigned a consultant to work with the during the candidate phase.
36 Candidate FeesUSD 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 AmericasReading and feedback for applicationsSubscription to the online curriculum centre for all school staffA two-day on-site consultation visitThe remote services of a consultant for up to 20 hoursA two-day on-site verification visitA non-refundable application fee ($4000) is charged to the school at the time of submission of the Application for Candidacy. The candidate fee ($9500) is payable every year thereafter until school authorization. A school may remain a candidate for a maximum of three years. This fee is subject to change each calendar year.*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 guidesSubscription to IB World magazineSubscription to the online curriculum centre for all teachers and school staffOngoing counseling servicesA non-refundable fee is charged to the school annually due upon authorization from 1 September.*All fees are subject to change
38 Student Assessment Fees Student Registration FeeUSD 135* for each studentSubject FeeUSD 92* per assessed subjectWhat you receive:Moderation of internal assessmentsExternal assessments (exams)Transcripts of results and diplomasReports on subject areasThe student registration fee is paid once for each student to take one or more examinations in a particular examination session. Diploma category students who take anticipated subjects in year one of the programme do not pay a second time.Subject FeeThe student subject fee is paid for each assessed subject taken by an individual student. There is no fee for theory of knowledge or the extended essay assessment for Diploma category students.*All fees are subject to change
39 Additional Budgetary Items Ongoing teacher professional development at IB workshopsRegular collaborative planning time for teachers (including media specialists, librarians)IB publications for teachers (see the publications catalogue on the IB website,The position of the Diploma Programme coordinator, which must include non-teaching timeResources for inquiry, second language teaching and international- mindednessThe position of the CAS (community, action, service) coordinatorExtended essay and CAS supervisionPostage for examination mailingsThe cost of the above items will vary dependent on available resources and the size of the proposed programme. Costs are ongoing after authorization.
40 For Additional Information To find out more about becoming and IB World School please visit the International Baccalaureate website at:
41 For Additional Information Got Questions?We’ve Got Answers!Contact the IB Support Deskby phone at (301)or by at