1. The mission statement of the International Baccalaureate Organization (IBO)
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.

2. IBA offices in Maryland and Vancouver
IBCA: Curriculum & Assessment Centre, Cardiff, Wales
IBO headquarters & IBAEM regional office, Geneva
IBAP office in Singapore

3. IB in North America: 1006 schools
D 119
M 121
P 28
247 Canadian Schools
D 554
M 185
P 106
759 US Schools
5 DP Schools in the Caribbean: Bahamas 1, Bermuda 2, Dominican Republic 1, & Curaçao 1
2661 schools in 136 countries

4. IB Learner Profile Inquirers
-natural curiosity is nurtured. They acquire the skills necessary to conduct constructive inquiry and research, and become independent active learners. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable
-They explore concepts, ideas and issues which have global relevance and importance. In so doing, they acquire, and are able to make use of, a significant body of knowledge across a range of disciplines.

5. IB Learner Profile
Critical thinkers
-They exercise initiative in applying thinking skills critically and creatively to approach complex problems and make reasoned decisions.
Communicators
-They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.

6. IB Learner Profile Risk-takers
-They approach unfamiliar situations with confidence and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.
Principled
-They have a sound grasp of the principles of moral reasoning. They have integrity, honesty, a sense of fairness and justice and respect for the dignity of the individual.

7. IB Learner Profile Caring
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to action and service to make a positive difference to the environment and to the lives of others.
Open-minded
-Through an understanding and appreciation of their own culture, they are open to the perspectives, values and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view.

8. IB Learner Profile Well-balanced
-They understand the importance of physical and mental balance and personal well-being for themselves and others. They demonstrate perseverance and self-discipline.
Reflective
-They give thoughtful consideration to their own learning and personal development. They are able to analyze their strengths and weaknesses in a constructive manner.

9. Middle Years Programme (MYP)
Diploma Programme
Ages • two year programme
Middle Years Programme (MYP)
Ages • five year programme
Primary Years Programme (PYP)
Ages 3-12 • inquiry based

10. Primary Years Programme

11. Ages 3 to 12 Excellent introduction to the
Primary Years Programme
Ages 3 to 12
Excellent introduction to the
Middle Years Programme of the IBO
but not a prerequisite

12. academic social physical emotional cultural
Primary Years Programme
The Primary Years Programme offers a framework to meet children’s needs
academic
social
physical
emotional
cultural

13. The philosophy Primary Years Programme The Primary Years Programme
defines characteristics of students
who are aware of and sensitive to
the experiences of others

14. Six transdiciplinary themes
Sharing the planet
Who we are
Where we are in place and time
How we express ourselves
How the world works
How we organize ourselves
help teachers and students explore knowledge in the broadest sense

15. Primary Years Progrmme
The PYP identifies a body of knowledge for all students in all cultures, in six subject areas
Sharing the planet
Who we are
language
personal, social and physical education
social studies
concepts
How we organize ourselves
Where we are in place and time
knowledge
action
skills
science and technology
attitudes
mathematics
arts
How the world works
How we express ourselves

16. Individual portfolios
The PYP portfolios of student achievement document progress

17. It demonstrates their proficiencies in all areas of the programme
The PYP exhibition
Students aged 10 to 12, in the final year of the programme, participate in a culminating project called the PYP exhibition
It demonstrates their proficiencies in all areas of the programme

18. Middle Years Programme

19. A five-year programme Academic challenge and life skills
Middle Years Programme (MYP)
A five-year programme
Academic challenge and life skills

20. Middle Years Programme (MYP)
For students aged 11 to 16
A critical phase of personal and intellectual development
A time of uncertainty, sensitivity, resistance and questioning

21. The MYP in brief Middle Years Programme
The MYP provides a thorough study of various disciplines
It accentuates their interrelatedness
It acknowledges the role of the disciplines and transdisciplinary study
Technology

22. areas of interaction Middle Years Programme The curriculum
these five perspectives are at the core of the MYP
approaches to learning
community service
health and social education
environment
human ingenuity

23. personal project an independent piece of work
Middle Years Programme
The curriculum
personal project
an independent piece of work
the culmination of the student’s involvement with the five areas of interaction

24. personal project topic chosen in consultation with teachers
Middle Years Programme
The curriculum
personal project topic chosen in consultation with teachers
It may take the form of
an essay
an artistic production
other form of expression

25. Provided by the IBO for students completing the programme
The portfolio of achievement
Middle Years Programme
Provided by the IBO for students completing the programme
accomplishments, noted during the assessment process, are recorded in the portfolio of achievement

26. Middle Years Programme
. . . MYP students are prepared emotionally and intellectually for the demands made on older students

27. Diploma Programme

28. The IBO’s goal:
to provide students with the values and opportunities that will enable them to develop sound judgment, make wise choices, respect others in the global community

29. What is the International Baccalaureate Diploma?
Pre-university diploma and international admissions credential
Utilizes international standards
Based on an integrated curriculum

30. Which schools have adopted the International Baccalaureate?
public and private
magnet schools
comprehensive high schools
international schools
schools looking to redesign

31. Extended Essay TOK Creativity, Action Service
Group 1: Language A1
Extended Essay
TOK
Creativity, Action
Service
Group 3: Individuals and Societies
Group 2: Languages A2, B, ab initio, Classical Languages
Group 5: Mathematics and Computer Science
Group 4:
Experimental Sciences
Group 6: Arts
Languages of Instruction & Assessment: English, French, Spanish
New pilot courses in film, dance & transdisciplinary subjects

32. IB Diploma Requirements
Take three Higher Level (HL) and three Standard Level (SL) courses
One course from groups 1-5, and a 6th subject
Standard Level
150 Hours
Exams Taken in Junior or Senior Year
Higher Level
240 Hours
Exams Taken in Senior Year
Complete Central Elements: EE, CAS, ToK

33. Sample Diploma Program
English A1
French B
History (Americas)
Biology
Math Studies
Visual Arts
Higher Level
Standard Level

34. Sample Extended Essays
English A1: Dance: An extended metaphor in Pride and Prejudice
History: The Soviet famines of
The anti-war movement and its influence on Nixon’s Vietnam policy
Physics: A study of Globular Clusters.
Mathematics: A proof to Fermat’s Equation
Visual Arts: Revealing the reality behind visible things: How does Paul Klee’s artwork portray his metaphysical view of reality?

35. Sample CAS Activities Building houses with Habitat for Humanity
Participating in or coaching sports teams
Creating and performing a play for elementary school students
Writing for the school newspaper
Organizing and participating in fundraisers for organizations fighting disease, poverty or other issues in the local, national or international community

36. Sample Theory of Knowledge Questions
How can you or your society decide ethically which knowledge should or should not be pursued?
Which sources of knowledge – books, web sites, the media, personal experience, authorities or some other – do you consider most trustworthy and why?

37. Assessment in the IB Diploma Programme
Internal
Teacher assigns using IB guidelines
Student completes assignment
Teacher marks
Moderator examines samples
Marks are moderated if necessary
External
Student is examined
External grader (assistant examiner) marks
Moderator examines samples
Marks are moderated if necessary

38. Assessment External assessment using over 4000 examiners worldwide
Internal assessment evaluated by teachers in the school and moderated by external examiners
Transparency: assessment using criterion referenced grading criteria
Multiple methods of assessment for each course
Varied skills tested across disciplines
Balance between independent and teacher supervised work
Students maintain control over many aspects of assessment

39. Assessment varies across disciplines
Language A1:
In class oral presentation
Taped face to face oral commentary
World literature papers
Two written examinations
Experimental Sciences:
Laboratory investigations
Group 4 project
Three written examinations – multiple choice, problem solving and short essay

40. Assessment varies across disciplines
Language B:
In-class oral assessment and written work
Face to face oral assessment based on portfolio
Two written examinations: text handling and essay

41. Assessment varies across disciplines
Project in Math Studies
Research study in Psychology
Research workbook, portfolio & face to face oral assessment in Visual Arts
Performance and composition in Music

42. Assessment in the IB Diploma Programme
Predicted Mark
Internal Assessment (marked by teacher)
Examination
Grade Award Meeting
Moderation
External marking

43. To Earn the IB Diploma Complete EE, ToK, and CAS
Complete all IB assessments
Take six courses, one from each group (or substitute Groups 2-5 for Group 6), and six exams
Assessments are on 1-7 scale
Must accumulate 24 points total on six assessments

44. University Recognition Rumors:
Colleges and universities in the USA and Canada have never heard of the IB
IB is perceived as inferior to AP
IB is a disadvantage in the college admissions process

45. University Recognition Realities:
850 colleges and universities in the USA and Canada have specific IB policies: 95% of students covered
Colleges and universities consistently equate AP and IB
Study of 2001 IB graduates shows IB substantially increases chances of admission

46. University Acceptance Rates
University Average Acceptance IB student acceptance rate rate
76%
60%
58%
83%
50%
70%
42%
NYU
UC Berkeley
Penn
Johns Hopkins
Duke
Cornell
MIT
Dartmouth
29%
25%
22%
33%
26%
27%
17%
23%

47. Information on IBO programs & University recognition
IBO Web Site:
Information on IBO programs &
University recognition