The IB diploma programme IB Diploma overview - Nick Lee – May 2011 The IB diploma programme Overview

What 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. http://www.ibo.org/general/who.cfm; Accessed 16 January 2009 IB Diploma overview - Nick Lee – May 2011

What 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. http://www.ibo.org/mission/index.cfm 20 Sept 2009 IB Diploma overview - Nick Lee – May 2011

The Learner Profile Expressed through…….. With thanks to Pete Kino, Jill Rutherford and Sue Austin

The Learner Profile 10 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.

Thus ….. 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?”

Inquirers

Inquirers 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.

Knowledgeable 9

Knowledgeable 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.

Thinkers 11

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators 13

Communicators 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.

Principled 15

Principled 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.

Open-minded 17

Open-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.

Caring 19

Caring 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.

Risk-takers 21

Risk-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.

Balanced 23

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

And 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.

Reflective 26

What 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. http://www.ibo.org/who/slideb.cfm 20 Sept 2009 IB Diploma overview - Nick Lee – May 2011

Standards & Practices The 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

Section A: Philosophy A: 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 practices IB Diploma overview - Nick Lee – May 2011

Section B: Organization B1: Leadership and structures The 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 practices B2: Resources and support The 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 practices IB Diploma overview - Nick Lee – May 2011

Section 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 practices C2: Written curriculum The 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 practices IB Diploma overview - Nick Lee – May 2011

C3: 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 practices C4: Assessment Assessment at the school reflects IB assessment philosophy. 3. The school uses a range of strategies and tools to assess student learning. and 8 other practices IB Diploma overview - Nick Lee – May 2011

What is the IB Diploma Curriculum? http://www.ibo.org/diploma/curriculum/ IB Diploma overview - Nick Lee – May 2011

What 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

Example: How does Chemistry fit into the DP curriculum? IB Diploma overview - Nick Lee – May 2011

Exercise: What combination of subjects would a potential chemist take? IB Diploma overview - Nick Lee – May 2011

How does this work for the student? #1 Sample programme 1: A potential Chemist Higher level: Chemistry, Physics, Maths Standard 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

How does this work for the student? # 2 Sample programme 2: A potential lawyer Higher level: History, Psychology, English Lang & Lit. Standard level: Biology, Language B (language acquisition), Maths. IB Diploma overview - Nick Lee – May 2011

How does this work for the student? # 3 Sample programme 3: A potential business person: Higher level: Economics, English B, Maths Standard level: Language L & L (first language), Physics, Maths. IB Diploma overview - Nick Lee – May 2011

How 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, Maths IB Diploma overview - Nick Lee – May 2011

How does this work for the student? # 5 Sample programme 5: A potential Artist Higher level: Visual Arts, Psychology, English B. Standard level: Spanish L & L, Maths, Chemistry IB Diploma overview - Nick Lee – May 2011

Exercise: What subjects would you have done yourself? Group Subject H or S 1 Literature / Lang & Lit 2 Language acquisition 3 I & S 4 Science 5 Maths 6 Arts or another IB Diploma overview - Nick Lee – May 2011

What do IB subject programmes consist of? Typically: Aims and objectives Subject Core – for Standard AND Higher level Additional Higher Level material – for Higher level only IB Diploma overview - Nick Lee – May 2011

What 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

What resources does a school need? Classrooms With ICT A library Labs with standard basic equipment & with some sophisticated equipment – especially dataloggers. Arts studios ditto IB-specific textbooks IB Diploma overview - Nick Lee – May 2011

IB Diploma ‘points’ Each subject (Higher or Standard) is graded on a scale from 1 to 7, where: 7 = excellent 6 = very good 5 = good 4 = satisfactory 3 = mediocre 2 = poor 1 = very poor The 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

Core points Points are then available for Theory of Knowledge and the Extended Essay. Each is scored on 5 bands: Excellent Good Satisfactory Mediocre Elementary These 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

The 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 E E X T N D S A Y B C 3 2 1 + Fail 1 Fail A candidate who obtains an E in the EE or in ToK but achieves 28 points or more is allowed to pass the Diploma.

Maximum 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

Examples of student outcomes: The slides that follow show some possible results for students on the Diploma programme.

Candidate A – potential medical student Chemistry HL 6 Biology HL 6 French B HL 5 English L & L SL 5 History SL 6 Maths SL 7 Core 2 Total 37 This 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)

Candidate B – potential business Business & Management HL 5 Geography HL 4 Maths HL 5 German L & L SL 6 English B SL 5 Biology SL 3 Core 1 Total 29

Candidate C – potential artist Visual arts HL 6 Biology HL 4 Philosophy HL 5 Armenian L & L SL 6 English A2 SL 4 Maths Studies SL 3 Core 2 Total 30 Armenian? Why not! This candidate is clearly not so strong on the analytical subjects, but they still come out with a very good Diploma.

Candidate D – a potential journalist Mandarin B HL 4 Spanish B HL 5 English L & L HL 5 Chemistry SL 3 Philosophy SL 6 Maths Studies SL 2 Core 0 Total 25 Another 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.

Candidate E – a Candidate who fails the Diploma, receiving Certificates Physics HL 4 Business & Management HL 4 Swahili B HL 3 English L & L SL 3 Film SL 6 Maths Studies SL 1 Core 0 Total 21 This total is less than the 24 points required for a Diploma Pass Note 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.

Candidate F – a Candidate who has only taken 5 subjects as Certificates Physics HL 5 Economics HL 4 English L & L SL 3 Visual Arts SL 6 Maths Studies SL 5 Core Not taken Total 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.

Candidate G – Rare but precious Theatre Arts HL 7 Music HL 7 English B HL 7 Italian L & L SL 7 Maths Studies SL 7 Environmental Systems & Societies 7 Core 3 Total 45 Of 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.

So are we nearly there yet? No, not quite. IB Diploma overview - Nick Lee – May 2011

What 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

What 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 hours IB Diploma overview - Nick Lee – May 2011

What 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 hours IB Diploma overview - Nick Lee – May 2011

What is this CAS thing? CAS = Creativity, Action, Service Experiential learning outside the classroom followed by student reflection For 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 team A student who organises a service activity e.g. Shopping for old people. 8 Learning Outcomes. IB Diploma overview - Nick Lee – May 2011

The Hexagon & international mindedness In pairs, look at the six groups of the hexagon and think how international mindedness can be promoted in each Do the same exercise for the hexagon core How can international mindedness be achieved beyond the hexagon? IB Diploma overview - Nick Lee – May 2011

The 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

The Five “F”s Flag-waving Festivals Food Famous people Fashion Can you do better? IB Diploma overview - Nick Lee – May 2011

The Hexagon & international mindedness # 2 Do the same exercise for the hexagon core How can international mindedness be achieved beyond the hexagon? IB Diploma overview - Nick Lee – May 2011

The 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

Inspirations Global engage George Walker - XXXXX Boyd Roberts – Global Citizenship Anthony Skillicorn – Service is a Journey More from you? IB Diploma overview - Nick Lee – May 2011

What 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

So 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-motivation And more! IB Diploma overview - Nick Lee – May 2011

The CBI identifies Seven desired employability skills which graduates should obtain whilst at university. Self management Team working Business and customer awareness Problem solving Communication and literacy Application of numeracy Application of ICT Cannot start too soon! IB Diploma overview - Nick Lee – May 2011

IB Diploma overview - Nick Lee – May 2011

Return 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