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International Baccalaureate as a Pathway Dr. Barbara M. Surash Hilton Central School District.

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Presentation on theme: "International Baccalaureate as a Pathway Dr. Barbara M. Surash Hilton Central School District."— Presentation transcript:

1 International Baccalaureate as a Pathway Dr. Barbara M. Surash Hilton Central School District

2 What is the International Baccalaureate Programme? The IB continuum of international education is unique because of its academic and personal rigour, challenging students to excel in their studies and in their personal growth. Primary Years Programme (PYP) Middle Years Programme (MYP) Diploma Programme (DP) Career-related Programme (CP)

3 How does the IB define "international education"? The International Baccalaureate® (IB) chooses to define "international education" according to the following criteria. Developing citizens of the world in relation to culture, language and learning to live together Building and reinforcing students' sense of identity and cultural awareness Fostering students' recognition and development of universal human values Stimulating curiosity and inquiry in order to foster a spirit of discovery and enjoyment of learning Equipping students with the skills to learn and acquire knowledge, individually or collaboratively, and to apply these skills and knowledge accordingly across a broad range of areas Providing international content while responding to local requirements and interests Encouraging diversity and flexibility in teaching methods Providing appropriate forms of assessment and international benchmarking

4 Two Programmes Diploma Programme Career-related Programme

5 Readiness

6 Diploma Programme

7 IB Diploma Assessments The International Baccalaureate® (IB) assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme courses. The Diploma Programme goals provide students with: a broad and balanced, yet academically demanding, programme of study the development of critical-thinking and reflective skills the development of research skills the development of independent learning skills the development of intercultural understanding a globally recognized university entrance qualification.

8 Diploma Programme Assessments Diploma Programme assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling these goals, for example: analysing and presenting information evaluating and constructing arguments solving problems creatively. Basic skills are also assessed, including: retaining knowledge understanding key concepts applying standard methods. Student results are determined by performance against set standards, not by each student's position in the overall rank order.

9 Approved IB Alternatives RegentsApproved Alternative Year Assessment GivenResults Received Comprehensive English IB English A1 Standard Level May of Junior Or Senior Year July between Jr. and Sr Year July after graduation Comprehensive English IB English A1 Higher Level May of Senior YearJuly after graduation Integrated Algebra IB Math Studies Standard Level May of Junior or Senior Year July between Jr. and Sr Year July after graduation Integrated Algebra IB Mathematics Standard Level May of Junior or Senior Year July between Jr. and Sr Year July after graduation Integrated Algebra IB Mathematics Higher Level May of Senior YearJuly after graduation

10 Subject AreaSpecific Subject IB AssessmentWho assesses Language and Literature-HL Language and Literature Paper 1-Comparative Analysis of two unseen texts (2hours) Paper 2-Essay based on at least two studied texts (2 hours) Four written tasks based on course material—two for external assessment Individual Oral Commentary and Interview (20 minutes) Further Oral Activity Externally assessed Internally assessed LiteraturePaper 1-Literary Commentary and Analysis on unseen text (2 hours) Paper 2-Essay based on at least two studied texts (2 hours) Reflective statement and literary essay on one studied text Individual Oral Commentary and Interview (20 minutes) Individual Oral Presentation (10-15 minutes) Externally assessed Internally assessed

11 Subject AreaSpecific Subject IB AssessmentWho assesses Language and Literature-SL Language and Literature Paper 1-textual analysis of one unseen texts (1.5hours) Paper 2-essay based on at least two studied texts (1.5 hours) Three written tasks based on course material—one for external assessment Individual Oral Commentary and Interview (20 minutes) Further Oral Activity Externally assessed Internally assessed LiteraturePaper 1-Guided Literary Analysis—one prose, one poetry (1.5 hours) Paper 2-Essay based on each literary genre (1.5 hours) Reflective statement and literary essay on one studied text Individual Oral Commentary (10 minutes) Individual Oral Presentation (10 minutes) Externally assessed Internally assessed

12 Subject AreaSpecific Subject IB AssessmentWho assesses Mathematics HL MathematicsPaper 1 (2 hours—non-calculator) Section A-Compulsory short-response questions based on the core syllabus Section B-Compulsory extended-response questions based on the core syllabus Paper 2 (2 hours—graphical display calculator required) Section A-Compulsory short-response questions based on the core syllabus Section B-Compulsory extended-response questions based on the core syllabus Paper 3 (1 hour—graphical display calculator required) Compulsory extended-response question based on syllabus option Mathematical Exploration—individual written work that involves investigation an area of mathematics Externally assessed Internally assessed

13 Subject AreaSpecific Subject IB AssessmentWho assesses Mathematics SL Mathematical Studies Paper 1-Fifteeen compulsory short-response questions based on the whole syllabus (1.5 hours—graphical display calculator required) Paper 2—Six compulsory extended-response questions based on the whole syllabus (1.5hours—graphical display calculator required) Individual piece of work involving the collection of information or the generation of measurements, and subsequent analysis and evaluation Externally assessed Internally assessed MathematicsPaper 1 (1.5 hours—non-calculator) Section A-Compulsory short-response questions based on the whole syllabus Section B-Compulsory extended-response questions based on the whole syllabus Paper 2 (1.5hours—graphical display calculator required) Section A-Compulsory short-response questions based on the whole syllabus Section B-Compulsory extended-response questions based on the whole syllabus Mathematical Exploration—individual written work that involves investigation an area of mathematics Externally assessed Internally assessed

14 Additional Examples IB Assessments Sciences—data-based responses, scientific investigations History—short-responses, extended-responses, historical investigation Music—musical investigation, listening paper, creation, performance Art—comparative study, process portfolio, exhibition Business—structured and extended-response questions, written commentary on real organizational issue Psychology—question responses, essay, experimental study Language Other Than English—written exercise, intertextual reading, individual oral presentation, interactive oral activity

15 Career-related Programme

16 Career-related Programme The CP framework allows students to specialize in, and focus on, a career-related pathway leading to higher education, further education, work or apprenticeships. The programme’s three-part framework comprises: the study of at least two Diploma Programme courses career-related studies distinctive CP core

17 IB Career-related Programme Assessments Can be a stand alone program—do not need to have the Diploma Programme in your school A career and technical education pathway assessment approved by the Commissioner, following successful completion of an approved CTE program

18 IB Learner Profile and Approaches to Learning Learner ProfileApproaches to Learning A set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose. Students are provided with tools to enable them to take responsibility for their own learning. Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective Communication Social Self-Management Research Thinking

19 Diploma Programme Core Extended Essay Theory of Knowledge Creativity, Action, Service

20 Career-related Programme Core Approaches to learning (ATL) course Community and service Reflective project Language development

21 IB Related Policies and Legislation in the US

22 IB Student Preparedness for Success in the 21 st Century

23 IB DP Candidate Educational Attainment

24 Questions and Comments


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