IB AmericasOrientation Seminar:Diploma Programme

IB Mission Statement

High quality international education for a better world

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.

New Challenges in the 21st Century

Inequality Complexity Diversity Globalization

IB’s Solutions Inequality • Intercultural understanding• Service• Innovation Complexity• Critical thinking• Collaboration• Agency Diversity• Communication• Cultural Awareness• Worldview Globalization• International Education

IB World School Characteristics

The IB does not own or manage any schools. Instead, it works with schools that share a commitment to international education. These schools:

share the mission and commitment of the IB to quality international education

play an active and supporting role in the worldwide community of IB schools

share their knowledge and experience in the development of the IB programmes

are committed to the professional development of teachers and administrators.

International Education

Features of an international education

Meaning and importance of culture, starting with one’s own but leading to that of others

The study of issues of global concern An exploration of different dimensions of the human

condition

PYP MYP DP IBCC

INQUIRINGINQUIRING KNOWLEDGEABLE KNOWLEDGEABLE CARINGCARING

AUTHENTIC, CRITERION-RELATED ASSESSMENTAUTHENTIC, CRITERION-RELATED ASSESSMENT

INTERNATIONAL MINDEDNESS INTERNATIONAL MINDEDNESS includingincluding MULTILINGUALISMMULTILINGUALISM

ACTIVE, STUDENT CENTERED LEARNINGACTIVE, STUDENT CENTERED LEARNING

programmes that promote. . .

inspiring lifelong learners who become more. . .

The IB Diploma Programme

What is the Diploma Programme?

DiplomaAges 16 - 19

DiplomaAges 16 - 19

CurriculumCurriculum Student assessment

Student assessment

Professional developmentProfessional development

School evaluation

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.

Number of Diploma Programmes: 2,371

IB Asia Pacific

377IB Americas

1,233

IB Africa, Europe, Middle East761

North America and the Caribbean: 998 programmes in 13 countries and territories

Central and South America: 235 programmes in 18 countries

IB Americas1,233 Diploma Programmes in 31 countries and territories

The Diploma Programme Curriculum Model

Core Requirements

Extended Essay (EE)• 4000 word essay, on a topic of student interest• Provides excellent preparation for independent study at

university level

Theory of Knowledge (TOK)• Critical reflection on how we know and what we know• Develops awareness of cultural perspectives and biases• Allows for connections to be established between disciplines

Creativity, Action, Service (CAS)• A framework for experiential learning, involving students in new

and active roles• Develops awareness and a sense of responsibility towards the

community

IB Diploma RequirementsStudents must take three higher level (HL) and three standard

level (SL) courses – all two year courses

One course from groups 1-5, and a 6th subject from either group 6 or any other group• Higher Level

• 240 recommended hours • Exams taken in senior year

• Standard Level• 150 recommended hours • A maximum of two subjects may be anticipated by

Diploma Programme students

Complete core requirements: EE, CAS, TOK

A sample Diploma programme:

Grade 11

Group 1 – English HL Group 2 – Spanish SL Group 3 – History HL Group 4 – Biology SL Group 5 - Math SL Group 6 – Theatre HL Tok for a part of the year CAS throughout Note the expectation for concurrency

but the many options; including

‘anticipated’ where necessary, and

exceptional flexibility in course choices

Grade 12

Group 1 – English HL Group 2 – Spanish HL Group 3 – History HL Group 4 – Biology SL Group 5 – Math SL Group 6 – Theatre HL Tok for a part of the year CAS throughout Extended essay completed

Page 15

Group 1 – Studies in Language and LiteratureLiterature, Language and Literature, Literature and Performance

Group 2 – Language AcquisitionSpanish, French, German, Chinese, Arabic…

Group 3 – Individuals and SocietiesHistory, Geography, Economics, Psychology, Business and Management, World Religions, Philosophy…

A Sample of IB Courses

Group 4 – Experimental SciencesBiology, Chemistry, Physics, Computer Science…

Group 5 – MathematicsMathematical Studies, Mathematics, Further Mathematics…

Group 6 – The ArtsDance, Film, Music, Theatre, Visual Arts

A Sample of IB Courses (cont’d)

Assessment and Curriculum Review

Assessment

Underlying philosophy:

• Criterion-related performance – students are assessed against criteria not against one another

• Formative — many of the assessment instruments (particularly the internal assessment tasks) can be used formatively

• Summative — a record of student achievement at or towards the end of the course of study (external)

• Attention is given to high-order skills as well as more fundamental cognitive skills

Assessment

Assessment promotes the cross-cultural dimension of the programme.

The following are some examples:

In the Literature course students must study works originally written in a language different from the one being followed for their course.

In language acquisition courses (Group 2) the language should be studied in a strong cultural and practical setting.

The history course includes a compulsory section on world history.

In the music course, students must carry out an investigation in to the relationship between two musical pieces from different cultures.

The Assessment Model

Internal assessment • recognizes the role of the teacher • gives students a chance to show what they can do over time• moderated by external examiners• usually 20-30% of the final grade External assessment • Completed by students over an extended period under supervision• Marked by external examiners• Examinations chosen for high levels of objectivity and reliability • Chosen from short response, essays, etc.

FINAL GRADE AWARD MEETING AT IB ASSESSMENT CENTRE

Curriculum Review

To make sure that the curriculum for each subject is relevant and current, a curriculum review process exists:

Each curriculum is revised every seven years by committees made up of teachers and educators from around the world

Curriculum reviews are announced ahead of time and teacher support material and training are made available

Assessment instruments are revised with every curriculum review

University recognition: How well is the diploma recognized by universities?

IB courses are 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, providing:

Direct online access for university admissions officers (and government officials) to syllabuses, recent examination papers, and transcripts in order to facilitate recognition decsions

Guidance on policy development through model policies and exemplars Seminars and workshops on policy development Research specifically focused on matters directly impacting student success at

University A database of university admission policies on www.ibo.org Recognition in over 100 countries and by over 2,000 universities Some universities offer scholarships and advanced placement for IB students

University recognition: How well is the diploma recognized by universities?

Research shows that IB students succeed at University in many ways including higher GPA’s, higher graduation rates, high retention rates, and higher engagement. Students have the skills and knowledge necessary for University success. Universities recognize this through the policies that recognize these strengths:

through admissions advantages, scholarships, placement and credit, as well as through access to special programs and ancillary considerations, such as preferred housing or course selection.

targeted recruitment efforts specifically for IB students. These are facilitated by the IB.

IB students are admitted at virtually every noteworthy North American institution at a higher rate than the general applicant pool.

IB supports recognition through; A database of university admission policies on www.ibo.org Currently there is recognition in over 100 countries and by over 2,000 universities

IB Career Related Certificate

IBCC: Enhancing IB Access

IBCC: Enhancing Access

Become an IB World School

Becoming an IB World School

Required activities:

Submit School information formInvestigate IB philosophyAnalyze programme requirements and identify resources for implementationGain support from teachers, head of school, school district/board and studentsOrder IB publications Designate a coordinatorDevelop an action plan for successful implementationHead of school attends a category 1 workshop for AdministratorsContact or visit IB World Schools offering the Diploma ProgrammeConnect with a regional association of IB World Schools

Consideration Phase / Request for candidacy

Application For Candidacy

Activities: obtaining the relevant publications by purchasing them from the IB store - - http://store.ibo.org/examining the programme’s philosophy and curriculum to determine whether these meet the needs of its studentsconducting a feasibility study on the possible consequences of implementing the programme The head of school or designee must attend a category 1 workshop prior to the submission of the application for candidacy – mandatory

From Guide to school authorization: Diploma Programme:

• The head of school or designee must attend an IB category 1 workshop before submission of the Application for candidacy: Diploma Programme.

• All Diploma Programme subject teachers must attend IB category 1 workshops in their subject.

• TOK teacher(s) must attend IB category 1 TOK course workshops.

• CAS coordinators must attend IB category 1 CAS workshops.

• The Diploma Programme coordinator must attend IB category 1 Diploma Programme coordination workshops.

Schools are encouraged to participate in IB professional development activities as early as possible to ensure that they make an informed decision regarding the future implementation of an IB programme.

Required Professional Development

Candidacy Phase

Following acceptance of Application for Candidacy, the school is designated an IB candidate school.

Activities: The school is assigned a consultant to work with the school to develop a solid application for authorization.Continuing attendance at IB-approved professional development Developing curriculum planning documentationOrganizing teacher collaborative planning and teaming

Verification Visit

Provided previous stages have been completed successfully,  the school submits the Application for Authorization and the regional office arranges for the school to be visited by an IB team.

The purpose of the verification visit is to:

verify that documentation submitted by the school confirms that the school is ready to be authorized as an IB World School

Verify Diploma Programme standards and practices that must be in place with those involved in the implementation of the programme

evaluate the school’s preparedness to implement the programme complete a report on the school’s commitment and ability to deliver

the programme

Candidate Fees

*All fees are subject to change

USD 4,000* with the Application for candidacy and USD 9,500* payable annually commencing from September / March, after the submission of application for candidacy (during a normal authorization process this fee is paid twice)

What you receive: Ongoing counseling services by IB Americas Reading and feedback for applications Subscription to the online curriculum centre for all school staff A two-day on-site consultation visit The remote services of a consultant for up to 20 hours A two-day on-site verification visit

Authorization Fees

*All fees are subject to change

USD 10,400* payable annually upon authorization

What you receive:Creation and development of curriculum materials and teacher support guidesSubscription to IB World magazineSubscription to the online curriculum centre for all teachers and school staffOngoing counseling services

*All fees are subject to change

Student Assessment Fees

Student Registration FeeUSD 135* for each student

Subject Fee USD 92* per assessed subject

What you receive:

Moderation of internal assessments

External assessments (exams)

Transcripts of results and diplomas

Reports on subject areas

Additional Budgetary Items

Ongoing teacher professional development at IB workshops Regular collaborative planning time for teachers (including media

specialists, librarians) IB publications for teachers (see the publications catalogue on the IB

website, http://store.ibo.org/) The position of the Diploma Programme coordinator, which must

include non-teaching time Resources for inquiry, second language teaching and international-

mindedness The position of the CAS (community, action, service) coordinator Extended essay and CAS supervision Postage for examination mailings

For Additional Information

To find out more about becoming and IB World School please visit the International Baccalaureate website at:

http://www.ibo.org/iba/become

For Additional Information

Got Questions?We’ve Got Answers!

Contact the IB Outreach Desk

by phone at (301) 202 3000

or by email at iba@ibo.org