2What 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 educationPartnerships We achieve our goals by working togetherQuality We value our reputation for high standardsParticipation We actively involve our stakeholdersInternational mindedness We embrace diversityLegal statusThe 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
3Not Just Education…But Character IB learners strive to be:InquirersKnowledgeableThinkersCommunicatorsPrincipledOpen-mindedCaringRisk-takersBalancedReflectiveThe 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
4Programme standards and practices Across Grades…The IB continuum inceptionIB mission statementIB learner profileProgramme standards and practicesPYPMYPMYPDPDPIntroduced in 1997For ages 3-12Schools must offer the PYP as an inclusive programme for all studentsIntroduced in 1994for ages 11-16Schools are strongly encouraged to implement the MYP as an inclusive programme for all studentsIntroduced in 1969 forages 16-19Schools may implement the DP as an inclusive programme for all students or identified studentsPage 4
5IB Programs Comparison DPDiploma ProgramThe 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 beyondStudents will take courses in each of the 6 subject areas and Theory of KnowledgeService to the communityExtended EssayThe MYP is:for students aged 11 to 16a framework of academic challenge8 subject groups, plus personal project in the final yeartaught in any languageThe MYP encourages students to:understand the connections between subjects through interdisciplinary learningunderstand the connections between subjects and the real worldbecome critical and reflective thinkers
7The 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 ACHSTOKExtended Essay (4000 words)CAS (Creativity Action Service)Individual ClassesDiploma Program
8Language 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).
9Language A: Assessment Objectives 1. Knowledge and understandingDemonstrate knowledge and understanding of individual literary works as representatives of their genre and period, and the relationship between themDemonstrate an understanding of the ways in which cultural values are expressed in literatureDemonstrate awareness of the significance of the context in which a work is written and receivedSubstantiate and justify ideas with relevant examples2. Analysis, synthesis and evaluationDemonstrate an ability to analyze language, structure, technique and style, and evaluate their effects on the readerDemonstrate an ability to engage in independent literary criticism on both familiar and unfamiliar textsShow an ability to examine and discuss in depth the effects of literary techniques and the connections between style and meaning
10Language A: Assessment Objectives 3. Selection and use of appropriate presentation and language skillsDemonstrate an ability to express ideas clearly and fluently in both written and oral communication, with an effective choice of register and styleDemonstrate command of terminology and concepts appropriate to the study of literatureDemonstrate an ability to express well-organized oral and written argumentsDemonstrate an ability to write a sustained and detailed literary commentary
11Language A: Words Pride and Prejudice - Jane Austen Like Water for Chocolate - Laura Esquivel House of Sand and Myrrh - Hanan Al-ShaykhKitchen Banana YoshimotoBlood Wedding Laura EsquivelPoetry by Wislawa Szymborska2.1 Novel -- Things Fall Apart by Chinua Achebe2.2 Prose (Other than the Novel and Short Story) -- Selected Essays by George Orwell2.3 Poetry by Langston HughesHamlet William ShakespeareThe Importance of Being Earnest Oscar WildeBlood Relations Sharon PollockMaster Harold and the Boys Athol FugardYear 1 TextsYear 2 Texts
12Language A: Assessment Breakdown External Paper Component 50%2 papersWritten in exam modeWorld Literature Assignments20%Written through courseOral Component30%Individual Oral PresentationIndividual Oral CommentaryExternal Assessment (70%)Internal Assessment (30%)
13Language A: Assessments IOP (ongoing throughout semester 1)World Lit Paper 2 assigned beginning of Spring 2012 semesterWorld 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 2013External paper 1 (commentary) and 2 (essay)Year 1Year 2
14Advice 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.
15More 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.