1. Diploma Programme The unique benefits of the DP

2. © International Baccalaureate Organization 2007 Contents  IB mission statement  Learner profile  What is the IB Diploma Programme?  Diploma Programme curriculum  Subjects offered at Patana  Curriculum  University recognition  IB v A Levels  Where are students study post IB Page 2

3. © International Baccalaureate Organization 2007 Page 3 Mission Organization: What is the IB mission and legal status? The IB is a not-for-profit foundation, motivated by its educational mission, focused on the student. 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. The IB is a non-profit making Swiss Foundation registered in 1968. The activities of the organization are determined by an Act of Foundation approved by the Swiss authorities. Further resources: The Annual Review is available on www.ibo.org. Further resources: The Annual Review is available on www.ibo.org. 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 Core values

4. © International Baccalaureate Organization 2007 Page 4 What do we want at Bangkok Patana? ….our students to be resourceful and creative, know their own and others’ worth and operate as independent, confident learners. ….to provide an environment where everyone is encouraged to develop lively, positive and enquiring minds. ….a place where students learn to value their own cultures and shows understanding and respect for the cultures of others and especially that of our host country, Thailand. ….our students to fulfill their potential. This ties in with the Bangkok Patana Mission statement and ‘Our values’.

5. © International Baccalaureate Organization 2007 Page 5 Programmes : What is the Learner Profile? It’s the IB mission statement translated into a set of learning outcomes for the 21 st century. 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. IB learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective

6. © International Baccalaureate Organization 2007 Page 6

7. © International Baccalaureate Organization 2007 Page 7 Programmes: What is the Diploma Programme? Four core elements Diploma Ages 16 - 19 Curriculum Student assessment Professional development School evaluation 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

8. © International Baccalaureate Organization 2007 Page 8 Contents: What does the Diploma Programme curriculum contain? The curriculum contains six subject groups and a core of three parts.  three subjects at higher level (240 hours each).  three subjects at standard level (150 hours each).  all three parts of the core. The IB Learner Profile and the core are central to the philosophy of the Diploma Programme. Students study concurrently:

9. © International Baccalaureate Organization 2007 Page 9 Subjects offered: What subjects are offered at Patana within the six groups? The Diploma Programme has a large range of subjects and many more options Group 1 - 46 languages are regularly available. English and Thai form the core of our “taught” courses. Group 2 – 18 language options for all abilities from complete beginner (ab initio), with 2-5 years experience (language B) and fluent learners (language A). Most, but not all subjects are available at both higher and standard levels. (SSST SL only) Group 3 - business and management, economics, geography, history, information technology in a global society, and psychology. Group 4 - biology, chemistry, design technology, environmental systems & societies (SL), computer Science and physics. Group 5 - mathematical studies, standard level, mathematics, higher level mathematics and further mathematics (HL) Group 6 - music, theatre, and visual arts.

10. © International Baccalaureate Organization 2007 Languages Explained Page 10 A Literature- For first Language students (Two A literature courses may be taken if it can be timetabled and if the student is a ‘balanced bilingual) A Literature and Language- For students who are Bilingual but their A Literature is stronger. B Language HL - For students with 5 years ‘experience of the target language’ and for who the language is not spoken at home. (Normally students will have previously taken GCSE in that language and performed well) B Language SL – For students who have taken the language at GCSE. ab Initio language- A ‘New’ language where the student has had ‘little or no experience in the target language’. Important-The School will have ultimate responsibility for the Level at which a particular Language is studied.

11. © International Baccalaureate Organization 2007 Mathematics Explained Page 11 HL Further Mathematics – For students considering undertaking a degree in Mathematics or a related course and who are also considering Mathematics HL. HL Mathematics- For very good mathematicians. Students should be expecting an A* at IGCSE and/or be in an ‘accelerated’ Maths group. SL Mathematics - For students who intend to undertake a course at University in the future where Mathematics will be required. Maths Studies- For students whose future University course will not require Maths.

12. © International Baccalaureate Organization 2007 Requirements for the IB Diploma at Patana Page 12 3 Higher Levels (not more than 4) 3 Standard Levels CAS TOK combines with the Extended essay to give up to 3 bonus points towards the final points score. Extended Essay 24 points minimum - this represents an average of a Level 4 (satisfactory) in each of the six subjects. Level 7 is the maximum grade and Level 1 the minimum.

13. © International Baccalaureate Organization 2007 Contents: What does the Diploma Programme curriculum contain? There are three core requirements The extended essay:  4,000 words  Offers the opportunity to investigate a research question of individual interest  Familiarises students with the independent research and writing skills expected at university Page 13

14. © International Baccalaureate Organization 2007 Contents: What does the Diploma Programme curriculum contain? Creativity, action and service (CAS):  Encourages students to be involved in artistic pursuits, sports and community service  Education outside the classroom  Development of the learner profile Page 14

15. © International Baccalaureate Organization 2007 Contents: What does the Diploma Programme curriculum contain? Theory of knowledge:  Interdisciplinary  Explores the nature of knowledge across disciplines  Encouraging an appreciation of other cultural perspectives Page 15

16. © International Baccalaureate Organization 2007 Alternative to the Diploma at Bangkok Patana  Certificates Plus The number of certificate courses that may be studied and the number of possible IGCSE retakes will be dependent on GCSE/IGCSE results, subject choices available at IB Diploma Level and certificate courses requirement for entry on to University foundation courses. Students therefore select: A limited number of HL and/or SL courses and IGCSE retakes for May, if required. Plus an Extended Essay/Personal Project which may be of a practical nature. A Modified TOK programme CAS (with possible links to career aspirations) And might also study: PE (with possible recognised qualification) Additional DT and/or Art during non-contact periods. For the ICDL (International Computer Driving Licence) Learning Support (up to 4 hours a week) Page 16

17. © International Baccalaureate Organization 2007 Page 17 University recognition: How well is the diploma recognized by universities? The IB diploma is widely recognized by the world’s leading universities. The IB works closely with universities in all regions of the world to gain recognition for the IB diploma:  Direct online access for university admissions officers and government officials to syllabuses and recent examination papers  A database of university admission policies on www.ibo.org  Recognition in over 100 countries  Recognition by over 2,000 universities  Some universities offer scholarships and advanced placement for IB students Students applying to a particular university can access their grades directly from the IB’s secure web site.

18. © International Baccalaureate Organization 2007 IB Diploma v ‘A’ Levels A Levels allow you to study fewer subjects (3 or 4). The IB is a much broader and more rigorous programme offering you the chance to acquire a wider range of skills. This is recognised in the UCAS tariff system where three A Grade A Level’s are awarded 360 points equivalent to 28 points at IB Diploma Level. (Patana Average=33.1points (2011) at IB=approx.450 UCAS tariff points or 4.5 A grade ‘A’ Levels) Page 18

19. © International Baccalaureate Organization 2007 Where are our graduates now? (2006-11)  47% United Kingdom  17% Australia  13% Asia  13% USA/Canada  5% Rest of Europe  5% Gap Year/unknown Page 19

20. © International Baccalaureate Organization 2007 High Achievers of the past 2006-11 Nikita Chandrasheka 45 points Cambridge, UK Sichen Wang 45 points Oxford, UK Saskia Carlebur 45 points Cambridge, UK Kevin Chen 45 points Nottingham, UK Myrna Carlebur 45 points Cambridge, UK Manini Kant 44 points Cambridge, UK Elena Han 44 points Cambridge, UK Mhairi Fraser 44 points Edinburgh, UK Sze Chi Lim 44 points Imperial College, UK Lace Cheung 44 points Stanford, USA Andrea Noble 44 points University of Queensland, Australia Rei Tamagaki 44 points (applied) Tokyo University, Japan Page 20