Presentation is loading. Please wait.

Presentation is loading. Please wait.

Orientation Seminar: Diploma Programme

Similar presentations


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 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.

3 New Challenges in the 21st Century
Inequality Complexity Diversity Inequality The 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. Complexity The 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. Diversity The 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 understanding Service Innovation Complexity Critical thinking Collaboration Agency Diversity Communication Cultural Awareness Worldview Inequality The 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. Complexity The 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. Diversity The 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 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.

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 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

8 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. 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. 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.

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. 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.

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-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.

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-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.

13 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.

14 Programme standards and practices Three programmes: one continuum
The IB continuum of education IB mission statement IB learner profile Programme standards and practices PYP MYP MYP DP DP 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

15 Learning to learn continuum
PYP PYP MYP MYP MYP DP DP DP 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) The IB continuum of education

16 Language learning continuum
PYP PYP MYP MYP MYP DP DP DP 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 The IB continuum of education

17 INQUIRING KNOWLEDGEABLE CARING
PYP MYP DP programmes that promote. . . INTERNATIONAL MINDEDNESS including MULTILINGUALISM ACTIVE, STUDENT CENTERED LEARNING AUTHENTIC, CRITERION-RELATED ASSESSMENT inspiring lifelong learners who become more. . . INQUIRING KNOWLEDGEABLE CARING

18 The IB Diploma Programme

19 Professional development
Programmes: What is the Diploma Programme? The three IB programmes each contain four core elements Diploma Ages Curriculum Student assessment Professional development School evaluation Challenging: 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 346 IB Americas 1,189 IB Africa, Europe, Middle East 776

21 IB Americas 1,189 Diploma Programmes in 29 countries and territories 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

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 groups Group 1 and Group 2 – Best language/additional language Students select two languages: one from group 1 and an additional language normally from group 2 Group 3 – Individuals and societies Business and management; Economics; Geography; History; ITGS; Philosophy; Psychology; Social and cultural anthropology; World Religions Group 4 – Experimental sciences Biology; Chemistry; Design Technology; Physics; Environmental systems and societies (interdisciplinary subject groups 3 and 4) Group 5 – Mathematics and computer science Mathematics Studies; Mathematics; Further Mathematics; Computer Science Group 6 – The arts Music; Theatre; Visual arts; Film

23 Core Requirements Extended Essay (EE) Theory of Knowledge (TOK)
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

24 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 6th 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 Additionally 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 level subjects (excluding languages ab initio and pilot subjects) at the end of their first year of the Diploma Programme. They must complete all remaining IB diploma requirements in the corresponding examination session (May or November) in the following year. To earn the Diploma a candidate must: Successfully complete the extended essay, ToK, and CAS requirements Successfully complete the internal and external requirements of 3 HL courses and 3 SL courses Earn 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)

25 Assessment and Curriculum Review

26 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

27 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.

28 FINAL GRADE AWARD MEETING AT IB CARDIFF
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. 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 questions Extended-response questions Essays Projects Portfolios of pieces of work Reports Performances Exhibitions FINAL GRADE AWARD MEETING AT IB CARDIFF

29 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

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 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.

31 Become an IB World School

32 Becoming an IB World School
School Information form Application for candidacy Application for authorization Authorization The 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 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 This 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 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

35 Candidate phase / Verification visit
Required activities: Finish training all teachers by the time of the verification visit Continue developing and implementing the action plan Host a verification visit During 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 Fees 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 A 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 guides Subscription to IB World magazine Subscription to the online curriculum centre for all teachers and school staff Ongoing counseling services A 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 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 The 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 Fee The 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 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 The 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 Desk by phone at (301) or by at


Download ppt "Orientation Seminar: Diploma Programme"

Similar presentations


Ads by Google