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International Baccalaureate 101

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Presentation on theme: "International Baccalaureate 101"— Presentation transcript:

1 International Baccalaureate 101
Think Globally; Act Locally; Expand Personally

2 What is IB? Mission Core values
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. Motivated by a mission We aim to create a better world through education Partnerships We achieve our goals by working together Quality We value our reputation for high standards Participation We actively involve our stakeholders International mindedness We embrace diversity Legal status The IB is a non-profit making Swiss Foundation registered in The activities of the organization are determined by an Act of Foundation approved by the Swiss authorities. Page 2

3 Not Just Education…But Character
IB learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective The attributes of the learner profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the three programmes and, therefore, the culture and ethos of all IB World Schools. IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge. Page 3

4 Programme standards and practices
Across Grades… The IB continuum inception IB mission statement IB learner profile Programme standards and practices PYP MYP MYP DP DP Introduced in 1997 For ages 3-12 Schools must offer the PYP as an inclusive programme for all students Introduced in 1994 for ages 11-16 Schools are strongly encouraged to implement the MYP as an inclusive programme for all students Introduced in 1969 for ages 16-19 Schools may implement the DP as an inclusive programme for all students or identified students Page 4

5 IB Programs Comparison
DP Diploma Program 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 Students will take courses in each of the 6 subject areas and Theory of Knowledge Service to the community Extended Essay The MYP is: for students aged 11 to 16 a framework of academic challenge 8 subject groups, plus personal project in the final year taught in any language The MYP encourages students to: understand the connections between subjects through interdisciplinary learning understand the connections between subjects and the real world become critical and reflective thinkers

6 Diploma Program Model

7 The Whole Shebang? Classes from 6 subjects at-will +/or TOK
Students who pass earn a certificate and minimal college credit (usually) All of the following requirements must be met: All 6 subjects pursued with coordinating assessments (internal and external) 2 year ACHS TOK Extended Essay (4000 words) CAS (Creativity Action Service) Individual Classes Diploma Program

8 Language A: Why “One of the most effective an humanizing ways that people of different cultures can have access to each other’s experiences and concerns is through works of literary merit” (Salma Jayyusi).

9 Language A: Assessment Objectives
1. Knowledge and understanding Demonstrate knowledge and understanding of individual literary works as representatives of their genre and period, and the relationship between them Demonstrate an understanding of the ways in which cultural values are expressed in literature Demonstrate awareness of the significance of the context in which a work is written and received Substantiate and justify ideas with relevant examples 2. Analysis, synthesis and evaluation Demonstrate an ability to analyze language, structure, technique and style, and evaluate their effects on the reader Demonstrate an ability to engage in independent literary criticism on both familiar and unfamiliar texts Show an ability to examine and discuss in depth the effects of literary techniques and the connections between style and meaning

10 Language A: Assessment Objectives
3. Selection and use of appropriate presentation and language skills Demonstrate an ability to express ideas clearly and fluently in both written and oral communication, with an effective choice of register and style Demonstrate command of terminology and concepts appropriate to the study of literature Demonstrate an ability to express well-organized oral and written arguments Demonstrate an ability to write a sustained and detailed literary commentary

11 Language A: Words Pride and Prejudice - Jane Austen
Like Water for Chocolate - Laura Esquivel        House of Sand and Myrrh - Hanan Al-Shaykh Kitchen    Banana Yoshimoto Blood Wedding Laura Esquivel Poetry by Wislawa Szymborska 2.1 Novel -- Things Fall Apart by Chinua Achebe 2.2 Prose (Other than the Novel and Short Story) -- Selected Essays by George Orwell 2.3 Poetry by Langston Hughes Hamlet    William Shakespeare The Importance of Being Earnest  Oscar Wilde Blood Relations Sharon Pollock Master Harold and the Boys Athol Fugard Year 1 Texts Year 2 Texts

12 Language A: Assessment Breakdown
External Paper Component 50% 2 papers Written in exam mode World Literature Assignments 20% Written through course Oral Component 30% Individual Oral Presentation Individual Oral Commentary External Assessment (70%) Internal Assessment (30%)

13 Language A: Assessments
IOP (ongoing throughout semester 1) World Lit Paper 2 assigned beginning of Spring 2012 semester World Lit Paper 1 assigned end of Spring semester, with revisions over summer, completed paper due early Fall 2012 semester  Individual Oral Commentary to be administered end of Fall 2012/beginning of Spring 2013 External paper 1 (commentary) and 2 (essay) Year 1 Year 2

14 Advice from previous DP seniors
Always take notes - they will help you in class. And keep them from every book. Stay on top of the reading. Don’t procrastinate!! Ever!! Ask for help when you need it - from peers and the teacher. Set up an organizational system and stick to it! Do not read ahead, stay with your class. Ask questions about everything - and questions that will help you understand the book. Get to know your own study habits. Always do your best and ask for help. Stay caught up with the reading and always try to participate in class conversations. DO YOUR HOMEWORK (otherwise you’ll fall behind). Revise, revise, revise! Your essays can always get better. It is important to know all literary terms. If you are overwhelmed, don’t be afraid to ask for help. Always work your hardest, and stay caught up in class. Talk to the teacher when you feel overwhelmed. They will understand. Make sure you understand how important the IOP is.

15 More advice... Work with your friends - share, compare, and contrast ideas. Don’t assume you know everything when really you don’t. It’s okay to make mistakes, simply learn from them and move on. Practice talking in front of people. Have fun with it and try not to stress. Study buddies. Notes. Use them. Timelines are evil, looming things. Don’t mess with them. Don’t be nervous about doing your IOP. If you took good note on the books, you should be ok! Pick an aspect that interests you and you know about when doing your IOP.

16 When I think of IB, I think of…
Effort & Reward

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