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

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

4. 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. IB Learner Profile 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. Diploma Programme Ages 16-19 two year programme Middle Years Programme (MYP) Ages 11-16 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 Middle Years Programme of the IBO but not a prerequisite Primary Years Programme

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

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

14. help teachers and students explore knowledge in the broadest sense 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 Six transdiciplinary themes

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

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

17. 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 The PYP exhibition

18. Middle Years Programme

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

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

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

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

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

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

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

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

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

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

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

34. Sample Extended Essays English A1: Dance: An extended metaphor in Pride and Prejudice Visual Arts: Revealing the reality behind visible things: How does Paul Klee’s artwork portray his metaphysical view of reality? Physics: A study of Globular Clusters. Mathematics: A proof to Fermat’s Equation History: The Soviet famines of 1932-33 The anti-war movement and its influence on Nixon’s Vietnam policy

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 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? 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 Moderation External marking Grade Award Meeting

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 IBColleges and universities in the USA and Canada have never heard of the IB IB is perceived as inferior to APIB is perceived as inferior to AP IB is a disadvantage in the college admissions processIB is a disadvantage in the college admissions process

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

46. University Acceptance Rates NYUNYU UC BerkeleyUC Berkeley PennPenn Johns HopkinsJohns Hopkins DukeDuke CornellCornell MITMIT DartmouthDartmouth29%25%22%33%26%27%17%23% 76%60%58%83%50%70%42%60% University Average Acceptance IB student acceptance rate rate

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