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At NBPS. The IB Diploma Programme is an academically challenging and balanced program of education that prepares students, normally aged 16–19, for success.

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Presentation on theme: "At NBPS. The IB Diploma Programme is an academically challenging and balanced program of education that prepares students, normally aged 16–19, for success."— Presentation transcript:

1 At NBPS

2 The IB Diploma Programme is an academically challenging and balanced program of education that prepares students, normally aged 16–19, for success at university and life beyond. 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. IBO Mission Statement

3 IB learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective “The IB learner profile is the IBO mission statement translated into a set of learning outcomes for the 21 st century... IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge. By focusing on the dynamic combination of knowledge, skills, independent critical and creative thought and international- mindedness, the IBO espouses the principle of educating the whole person for a life of active, responsible citizenship.”

4 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 Harvard: “GPA is not nearly as important a factor in university admission as the IB Diploma. If a student has to choose, choose the Diploma over protecting the GPA. Success in an IB program correlates well with success at Harvard. We are always pleased to see the credentials of the IB Diploma Program on the transcript.” The University of Michigan: A transcript that reveals a student’s enrollment in IB courses serves notice to the admissions officer that the applicant is someone who accepts rather than avoids educational challenges. Unquestionably, a school that graduates each year a number of students with International Baccalaureate diplomas has demonstrated its commitment to high educational standards and that commitment will serve to influence admissions decisions at the University of Michigan. A sample from what universities think:

5 The curriculum contains six subject groups and a core of three parts. Students study three subjects at higher level (240 hours) and three subjects at standard level (150 hours). Assessment is both internal and external, and not merely comprised of end of course examinations

6 The aim of this course is “to stimulate critical reflection on knowledge gained inside and outside the classroom”, to ask the question: ‘How do we know what we know?’ “ The TOK course, a flagship element in the DP, encourages critical thinking about knowledge itself, to try to help young people make sense of what they encounter” (TOK Guide) It is a unique course, as it has no prescribed content. Instead it asks teachers and students to ask a series of questions in their pursuit of critical understanding. For example: What counts as knowledge? How does it grow? What are its limits? Who owns knowledge? What is the value of knowledge? What are the implications of having, or not having, knowledge? (TOK Guide) Thus, ToK courses are often wide-ranging and involve a lot of discussion in class. They look at the methodology of different subjects so that students can understand the basis on which knowledge claims are made. They are also concerned with interrelationships between one area of knowledge and another. In this respect, the ToK course is often described as the glue which holds the Diploma together

7 In seeking to balance depth and breadth in the Diploma, the Extended Essay provides the greatest depth of all. It is a research essay written in the style of an academic paper, with such ingredients as an abstract and a bibliography. The extended essay is an in-depth study of a focused topic chosen from the list of approved Diploma Programme subjects— normally one of the student’s six chosen subjects for the IB diploma. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. (EE Guide) This may seem like a challenging requirement for students at this level, but the experience is that they often perform very well, especially if they choose their research question well and are sensitively supervised. The requirement is for 4000 words, no more, which can be managed well by students if they are organized.

8 Creativity, Action, Service It is not typical for an educational program to include extra-curricular activities. However, the IB is about the whole person, and this means that activities are recognized, and valued highly within the Diploma “to enable students to enhance their personal and interpersonal development through experiential learning” (CAS Guide). Thus, every school is required to set up a CAS program, with a range of activities that come under the heading of Creativity, Action and Service. Students are asked to reflect on the activities that they undertake, and are expected to plan and initiate activities, working towards a set of 8 Learning Outcomes. For example, students should have: Increased their awareness of own strengths and areas for growth. Undertaken new challenges. Worked collaboratively.

9 Group 1: Studies in Literature English, German, Self-Study in Chinese, Czech, Portuguese, Spanish, Vietnamese, Swedish, Russian, Korean Group 2: Language Study Spanish, French, English Group 3: Individuals and Societies History HL/SL Environmental Systems and Societies

10 Group 4: Experimental Sciences Biology, Chemistry, Physics, Environmental Systems and Societies Group 5: Mathematics and Computer Sciences Math Studies, Mathematics HL/SL Group 6: The Arts Theater, Art, Music, Film

11 NBPS offers students the choice to take individual IB courses rather than the complete diploma program. Successfully completing the IB course results in a certificate from the IBO, which universities may recognize as fulfilling certain prerequisites or result in advanced placement. Taking a certificate can enhance flexibility, allowing a student’s schedule to be tailored to his/her individual needs.

12 Academic Rigor Grow as a Whole Person University Recognition International Recognition Challenge Learner Profile! Cost Time Organization Stress/Academic pressure Not the easy path!


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