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Orientation Seminar: Diploma Programme International Baccalaureate Americas
© International Baccalaureate Organization 2011 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.
© International Baccalaureate Organization 2011 New Challenges in the 21 st Century Inequality Complexity Diversity
© International Baccalaureate Organization 2011 IB’s Solutions Inequality Intercultural understanding Service Innovation Complexity Critical thinking Collaboration Agency Diversity Communication Cultural Awareness Worldview
© International Baccalaureate Organization 2011 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.
© International Baccalaureate Organization 2011 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
© International Baccalaureate Organization 2011 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
© International Baccalaureate Organization 2011 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.
© International Baccalaureate Organization 2011 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.
© International Baccalaureate Organization 2011 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.
© International Baccalaureate Organization 2011 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.
© International Baccalaureate Organization 2011 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.
© International Baccalaureate Organization 2011 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.
© International Baccalaureate Organization 2011 IB mission statement MYPDP The IB continuum of education PYP MYPDP Programme standards and practices IB learner profile 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
© International Baccalaureate Organization 2011 MYPDPPYP Learning to learn continuum The IB continuum of education MYPDP 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) PYP MYPDP
© International Baccalaureate Organization 2011 MYPDPPYP Language learning continuum The IB continuum of education MYPDP 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 PYP MYPDP
© International Baccalaureate Organization 2011 PYP MYP DP INQUIRING KNOWLEDGEABLE CARING AUTHENTIC, CRITERION-RELATED ASSESSMENT AUTHENTIC, CRITERION-RELATED ASSESSMENT INTERNATIONAL MINDEDNESS including MULTILINGUALISM ACTIVE, STUDENT CENTERED LEARNING programmes that promote... inspiring lifelong learners who become more...
© International Baccalaureate Organization 2011 The IB Diploma Programme
© International Baccalaureate Organization 2011 Programmes: What is the Diploma Programme? The three IB programmes each contain four core elements Diploma Ages Curriculum Student assessment Professional development School evaluation 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.
© International Baccalaureate Organization 2011 Number of Diploma Programmes: 2,311 IB Asia Pacific 346 IB Americas 1,189 IB Africa, Europe, Middle East 776
© International Baccalaureate Organization 2011 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 IB Americas 1,189 Diploma Programmes in 29 countries and territories
© International Baccalaureate Organization 2011 The Diploma Programme Curriculum Model
© International Baccalaureate Organization 2011 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
© International Baccalaureate Organization 2011 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 6 th 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
© International Baccalaureate Organization 2011 Assessment and Curriculum Review
© International Baccalaureate Organization 2011 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
© International Baccalaureate Organization 2011 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.
© International Baccalaureate Organization 2011 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
© International Baccalaureate Organization 2011 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
© International Baccalaureate Organization 2011 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 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.
© International Baccalaureate Organization 2011 Become an IB World School
© International Baccalaureate Organization 2011 Becoming an IB World School School Information form Application for candidacy Application for authorization Authorization
© International Baccalaureate Organization 2011 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 Consideration Phase / Request for candidacy
© International Baccalaureate Organization 2011 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 Candidate Phase / Request for authorization
© International Baccalaureate Organization 2011 Required activities: Finish training all teachers by the time of the verification visit Continue developing and implementing the action plan Host a verification visit Candidate phase / Verification visit
© International Baccalaureate Organization 2011 Candidate Fees *All fees are subject to change 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
© International Baccalaureate Organization 2011 Authorization Fees *All fees are subject to change 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
© International Baccalaureate Organization 2011 *All fees are subject to change 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
© International Baccalaureate Organization 2011 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, 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
© International Baccalaureate Organization 2011 For Additional Information T o find out more about becoming and IB World School please visit the International Baccalaureate website at:
© International Baccalaureate Organization 2011 For Additional Information Got Questions? We’ve Got Answers! Contact the IB Support Desk by phone at (301) or by at
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