Presentation on theme: "The IB diploma programme"— Presentation transcript:
1The IB diploma programme IB Diploma overview - Nick Lee – May 2011The IB diploma programmeOverview
2What is the IB?The International Baccalaureate® is a nonprofit educational foundation, motivated by its mission, focused on the student.Our three programmes for students aged 3 to 19 help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world.Founded in 1968, we currently work with 2,731 schools in 138 countries to develop and offer three challenging programmes to over 752,000 students aged 3 to 19 years.Accessed 16 January 2009IB Diploma overview - Nick Lee – May 2011
3What is the IB’s Mission? 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.20 Sept 2009IB Diploma overview - Nick Lee – May 2011
4The Learner Profile Expressed through…….. With thanks to Pete Kino, Jill Rutherford and Sue Austin
5The Learner Profile10 attributes that all IB students should develop throughout the continuum of learning that is the IB.= The PYP, the MYP, and the Diploma Programme= and beyond as a lifelong learner.
6Thus ….. From The Learner Profile Booklet, IBO, 2006 The learner profile provides a tool for whole-school reflection and analysis.Individual teachers, faculty groups, school administrators and school governors should ask themselves“To what extent do our philosophy, our school structures and systems, our curriculum and units of work enable students, and the adults who implement the programmes, to develop into the learner described in the profile?”
8Inquirers They develop their natural curiosity Inquirers They develop their 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.
10Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
14Communicators 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.
16Principled 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.
18Open-minded They understand and appreciate their own cultures 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.
20Caring 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.
22Risk-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.
24Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
25And last 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.
27What programmes does the IB run? The Primary Years Programme for pupils aged 3 to 12 focuses on the development of the whole child in the classroom and in the world outside.The Middle Years Programme for pupils aged 11 to 16 provides a framework of academic challenge and life skills, achieved through embracing and transcending traditional school subjects.The Diploma Programme for students aged 16 to 19 is a demanding two-year curriculum leading to final examinations and a qualification that is welcomed by leading universities around the world.20 Sept 2009IB Diploma overview - Nick Lee – May 2011
28Standards & PracticesThe standards are general requisites established for schools to implement any IB programme. Practices are further definitions of the standards. Requirements are programme specific as each programme has unique features and demands specific requirements. These programme requirements are detailed under the related practice and are also referenced in other programme- specific documentation. The common standards and practices and the programme-specific requirements are necessary for the successful implementation of the relevant IB programme.IB Diploma overview - Nick Lee – May 2011
29Section A: PhilosophyA: The school’s educational beliefs and values reflect IB philosophy.1. The school’s published statements of mission and philosophy align with those of the IB.and 8 other practicesIB Diploma overview - Nick Lee – May 2011
30Section B: Organization B1: Leadership and structuresThe school’s leadership and administrative structures ensure the implementation of the IB programme(s).1. The school has developed systems to keep the governing body informed about the ongoing implementation and development of the programme(s).and 6 other practicesB2: Resources and supportThe school’s resources and support structures ensure the implementation of the IB programme(s).2. The school provides qualified staff to implement the programme(s).and 11 other practicesIB Diploma overview - Nick Lee – May 2011
31Section C: Curriculum C1: Collaborative planning Collaborative planning and reflection supports the implementation of the IB programme(s).1. Collaborative planning and reflection addresses the requirements of the programme(s).and 8 other practicesC2: Written curriculumThe school’s written curriculum reflects IB philosophy.1. The written curriculum is comprehensive and aligns with the requirements of the programme(s).and 10 other practicesIB Diploma overview - Nick Lee – May 2011
32C3: Teaching and learning Teaching and learning reflects IB philosophy. 5. Teaching and learning supports students to become actively responsible for their own learning.and 15 other practicesC4: AssessmentAssessment at the school reflects IB assessment philosophy.3. The school uses a range of strategies and tools to assess student learning.and 8 other practicesIB Diploma overview - Nick Lee – May 2011
33What is the IB Diploma Curriculum? IB Diploma overview - Nick Lee – May 2011
34What does this mean for each individual subject? Most subjects are offered at Higher level (recommended hours = 240).And at Standard level (recommended hours = 150).IB Diploma overview - Nick Lee – May 2011
35Example: How does Chemistry fit into the DP curriculum? IB Diploma overview - Nick Lee – May 2011
36Exercise: What combination of subjects would a potential chemist take? IB Diploma overview - Nick Lee – May 2011
37How does this work for the student? #1 Sample programme 1:A potential ChemistHigher level: Chemistry, Physics, MathsStandard level: Language L & L (first language), Language B (language acquisition), Individuals & Societies subject e.g. Economics.(Will do for chemical engineer, or engineer, or physicist.)IB Diploma overview - Nick Lee – May 2011
38How does this work for the student? # 2 Sample programme 2:A potential lawyerHigher level: History, Psychology, English Lang & Lit.Standard level: Biology, Language B (language acquisition), Maths.IB Diploma overview - Nick Lee – May 2011
39How does this work for the student? # 3 Sample programme 3:A potential business person:Higher level: Economics, English B, MathsStandard level: Language L & L (first language), Physics, Maths.IB Diploma overview - Nick Lee – May 2011
40How does this work for the student? # 4 Sample programme 4:A potential linguist:Higher level: Russian Lang & Lit, English B, Spanish B.Standard level: Geography, Chemistry, MathsIB Diploma overview - Nick Lee – May 2011
41How does this work for the student? # 5 Sample programme 5:A potential ArtistHigher level: Visual Arts, Psychology, English B.Standard level: Spanish L & L, Maths, ChemistryIB Diploma overview - Nick Lee – May 2011
42Exercise: What subjects would you have done yourself? Group Subject H or S1Literature / Lang & Lit2Language acquisition3I & S4Science5Maths6Arts or anotherIB Diploma overview - Nick Lee – May 2011
43What do IB subject programmes consist of? Typically:Aims and objectivesSubject Core – for Standard AND Higher levelAdditional Higher Level material – for Higher level onlyIB Diploma overview - Nick Lee – May 2011
44What is the assessment for IB subjects? Both external assessment (exams) and internal assessment (IA)are used.Internal assessment is generally 20 – 30%The are no modular exams.IB Diploma overview - Nick Lee – May 2011
45What resources does a school need? ClassroomsWith ICTA libraryLabs with standard basic equipment & with some sophisticated equipment – especially dataloggers.Arts studios dittoIB-specific textbooksIB Diploma overview - Nick Lee – May 2011
46IB Diploma ‘points’Each subject (Higher or Standard) is graded on a scale from 1 to 7, where:7 = excellent6 = very good5 = good4 = satisfactory3 = mediocre2 = poor1 = very poorThe points are then added together, which gives a maximum of 42 for the six subjects.Newcomers to the IB sometimes express surprise that SL subjects receive the same weighting as HL subjects. This is because it has been felt historically that this attaches appropriate emphasis to subjects which are required for the Diploma, even if they do not receive as much teaching time as HL subjects.IB Diploma overview - Nick Lee – May 2011
47Core pointsPoints are then available for Theory of Knowledge and the Extended Essay.Each is scored on 5 bands:ExcellentGoodSatisfactoryMediocreElementaryThese are then combined on a matrix, which gives a maximum of 3 Core points that can be added to the points for the subjects.Core points should not be considered as peripheral to the DP. They are, as the name given here indicates, a key recognition of the importance of these elements of the Diploma.IB Diploma overview - Nick Lee – May 2011
48The Core Points Matrix B C 3 2 1 + Fail 1 Fail T H E O R Y O F K N O W L E D G EEXTNDSAYBC321 + Fail1FailA candidate who obtains an E in the EE or in ToK but achieves 28 points or more is allowed to pass the Diploma.
49Maximum points 42 – for the subjects 3 – for the Core = 45 Achieved by about 0.2% of students – 1 in 500.IB Diploma overview - Nick Lee – May 2011
50Examples of student outcomes: The slides that follow show some possible results for students on the Diploma programme.
51Candidate A – potential medical student Chemistry HL 6Biology HL 6French B HL 5English L & L SL 5History SL 6Maths SL 7Core 2Total 37This candidate has done really well, despite only achieving the top grade in one subject. In fact they come out as being within the top 11% of all candidates. (IBDP Statistical Bulletin, 2008)
52Candidate B – potential business Business & Management HL 5Geography HL 4Maths HL 5German L & L SL 6English B SL 5Biology SL 3Core 1Total
53Candidate C – potential artist Visual arts HL 6Biology HL 4Philosophy HL 5Armenian L & L SL 6English A2 SL 4Maths Studies SL 3Core 2Total 30Armenian? Why not! This candidate is clearly not so strong on the analytical subjects, but they still come out with a very good Diploma.
54Candidate D – a potential journalist Mandarin B HL 4Spanish B HL 5English L & L HL 5Chemistry SL 3Philosophy SL 6Maths Studies SL 2Core 0Total 25Another candidate who is not so strong on analytical subjects, but who still shows strengths in Languages and Philosophy. The ‘2’ is permissible at Standard level.
55Candidate E – a Candidate who fails the Diploma, receiving Certificates Physics HL 4Business & Management HL 4Swahili B HL 3English L & L SL 3Film SL 6Maths Studies SL 1Core 0TotalThis total is less than the 24 points required for a Diploma PassNote that the candidate still has three very respectable grades.This candidate might still find a Higher education place in some systems e.g. The USA or the UK.
56Candidate F – a Candidate who has only taken 5 subjects as Certificates Physics HL 5Economics HL 4English L & L SL 3Visual Arts SL 6Maths Studies SL 5Core Not takenTotal Not relevant!This candidate has 4 very respectable grades.This Candidate has some strengths, and as with Candidate E might find an HE place. Art School is also a possibility.
57Candidate G – Rare but precious Theatre Arts HL 7Music HL 7English B HL 7Italian L & L SL 7Maths Studies SL 7Environmental Systems & Societies 7Core 3TotalOf course, many of the Candidates described above may have put more into their IB Diploma programme, or indeed have got more out of them. This candidate has to be very bright, but one hopes that they also did wonderful CAS, worked hard, and helped their fellow students, whilst developing their international-mindedness.
58So are we nearly there yet? No,not quite.IB Diploma overview - Nick Lee – May 2011
59What is this international-mindedness thing? Follow the Mission and help your students to look outwards.Whilst it is important that they love their subjects, it is hoped that they can see the place of each subject, and indeed of the Diploma itself, and indeed of themselves as individuals, in the wider world;That they are sympathetic to the needs of others;And that they value peace.IB Diploma overview - Nick Lee – May 2011
60What is this Extended Essay thing? A piece of individual research carried out by DP students in ONE of their 6 subjects.Written up in the style of an academic paper.Maximum 4000 words.40 hoursIB Diploma overview - Nick Lee – May 2011
61What is this Theory of Knowledge thing? A critical skills course designed so that DP students can evaluate the knowledge that is presented to them through their subjects, the media, friends and relatives, and so on.100 hoursIB Diploma overview - Nick Lee – May 2011
62What is this CAS thing? CAS = Creativity, Action, Service Experiential learning outside the classroom followed by student reflectionFor example, a student who sets up and runs a school newspaper, or who learns a new musical instrument.A student who learns a new sport, or who takes change of a teamA student who organises a service activity e.g. Shopping for old people.8 Learning Outcomes.IB Diploma overview - Nick Lee – May 2011
63The Hexagon & international mindedness In pairs, look at the six groups of the hexagon and think how international mindedness can be promoted in eachDo the same exercise for the hexagon coreHow can international mindedness be achieved beyond the hexagon?IB Diploma overview - Nick Lee – May 2011
64The Hexagon & international mindedness # 1 In pairs, look at the six groups of the hexagon and think how international mindedness can be promoted in each?IB Diploma overview - Nick Lee – May 2011
65The Five “F”s Flag-waving Festivals Food Famous people Fashion Can you do better?IB Diploma overview - Nick Lee – May 2011
66The Hexagon & international mindedness # 2 Do the same exercise for the hexagon coreHow can international mindedness be achieved beyond the hexagon?IB Diploma overview - Nick Lee – May 2011
67The Three “C”s: Cultural understanding Communication Collaboration +Emotional Intelligence(Quoted by Prof George Walker, Former IB Director General)IB Diploma overview - Nick Lee – May 2011
68Inspirations Global engage George Walker - XXXXX Boyd Roberts – Global CitizenshipAnthony Skillicorn – Service is a JourneyMore from you?IB Diploma overview - Nick Lee – May 2011
69What do universities think of the IB Diploma? For most parts of the world both HL and SL subjects are considered more than adequate for university studies.For the UK, IB HL subjects are considered equivalent to A2.IB Diploma overview - Nick Lee – May 2011
70So is it all worth it? Look at the skills that the IB Diploma develops Research skills – from the EE plus ...Critical skills – from ToK plus ...Language skills – from 2 Languages plus ...Analytical skills – from I & S and Science plus ....Mathematical skills – from Maths plus ...Creative skills – from Arts, CAS, plus ...Personal skills – from CAS plus ...Organisation and self-motivationAnd more!IB Diploma overview - Nick Lee – May 2011
71The CBI identifiesSeven desired employability skills which graduates should obtain whilst at university.Self managementTeam workingBusiness and customer awarenessProblem solvingCommunication and literacyApplication of numeracyApplication of ICTCannot start too soon!IB Diploma overview - Nick Lee – May 2011
73Return to the Mission Surely we all want: inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.challenging programmes of international education and rigorous assessment.active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.Thank you.IB Diploma overview - Nick Lee – May 2011