ib philosophy


IB Philosophy 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.

Our programs encourage students across the

world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.


IB Mission

The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.


A continuum of international education

Three programmes: one continuum


IB Continuum of International Education

PYP grades K-5

MYP Grades 6-10

DP Grades 11-12

http://occ.ibo.org/ibis/occ/spec/cntm.cfm?subject=cntm


MYP DPPYP

Structural continuum

The IB continuum of education

MYP DP

Programme of inquiry and scope & sequence for six subject areas:•Language•Mathematics•Social studies•Science•Arts•Personal, social & physical education

Prescribed planner to support inquiry

Eight subject areas with aims, objectives & assessment criteria:

•Language A•Language B•Humanities•Sciences•Mathematics•Arts•Physical education•Technology

Planner for units of work

Six subject groups with detailed syllabus & assessment guides:

•Language A1

•Second language

•Individuals & society

•Experimental sciences

•Mathematics & computer science

•The arts•Course outline & guide for each subject offered

PYP MYP DP


MYP DPPYP

Language learning continuum


MYP DP

Promotes mother-tongue development

Student’s learn an additional language from age seven

Schools must develop a language policy

Promotes mother-tongue/best language and/or Language A development

Student’s second language (language B)


Promotes mother-tongue development: school supported, self-taught language A1 courses

Promotes the acquisition of a second language: Language A2, B, ab initio


PYP MYP DP


MYP DPPYP

Special education needs continuum


MYP DP

Inclusive programme where early intervention is critical for developing effective learning.

Inclusive programme allowing schools to offer appropriate intervention through scaffolding and differentiation. Flexible curriculum framework provides schools with opportunities to support students with special education needs.

School must develop a special education needs policy

Established support mechanisms outlined in Candidates with special assessment needs

Special arrangements can be authorized by IB Cardiff for external assessments. Guidelines are available in the Handbook of Procedures.

School must develop a special education needs policy

PYP MYP DP


Three Programs linked by the IB Learner Profile

--the IB mission statement translated into a set of learning outcomes for the 21st century.

Knowledgeable Inquirers Thinkers

Open-minded Principled Reflective

Communicators Risk-takers Balanced

Caring

Diploma Programme

The unique benefits of the DP

http://www.ibo.org/general/ibexam.cfm


Diploma Program Curriculum Model

The curriculum contains a core of three parts, surrounded by six subject groups

three subjects at higher level

three subjects at standard level

all three parts of the core.

The IB Learner Profile and the core are central to the philosophy of the Diploma Program.

Students study :


Full Diploma CORE

Requirements

Full Diploma CORE

Requirements


Core 1: Theory of Knowledge

Theory of knowledge Interdisciplinary

Explores the nature of knowledge

across disciplines


MYP DPPYP

Learning to learn continuum


MYP DP

Learners constructing meaning

Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best)

Promotes metacognitive performance (the ability to use self-knowledge to improve)

Approaches to learning

Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best)

Promotes metacognitive performance (the ability to use self-knowledge to improve)

Theory of knowledge

Promotes metacognitive knowledge --knowledge learners have about themselves and how they learn best

Promotes metacognitive performance --the ability to use self-knowledge to improve

PYP MYP DP


TOK is organized around questions….

Language• If people speak more than one language, is what they know

different in each language?

Natural Sciences What knowledge, if any, will always remain beyond the

capabilities of science to investigate or verify?

History If truth is difficult to prove in history, does it follow that all versions

are equally acceptable?


Core 2: The Extended Essay

An independent, self-directed piece of research, culminating in a 4,000-word paper.

…. the student has the opportunity to show knowledge, understanding and enthusiasm about a topic of his or her choice.


MYP DPPYP

Consolidation of learning continuum


MYP DP

Exhibition

Real life issue identified by students and explored through an extended and collaborative inquiry

Learner profile attributes reflected on and developed.

Personal project

Independent project resulting from the student ‘s own initiative and creativity integrating the areas of interaction


Extended essay

Individual inquiry and research into a focused question of student’s own choice using a recognized disciplinary methodology.


PYP MYP DP


The Extended Essay

Offers the opportunity to

investigate a research question of

individual interest

Familiarises students with the independent research and writing skills expected at university


The Extended Essay May 2009

E c o n o m i c s To what extent does the extraction tax that

Yanacocha pays contribute to Cajamarca's development?

B i o l o g y What effects are there on the potato tuber when

disturbing the flow of water and nutrients?

E n g l i s h L I t e r a t u r e Romantic aspects in the characters of Victor

Frankenstein and the monster of Mary Shelley's Frankenstein


Core 3: CAS: Creativity, Action Service

A fundamental part of the Diploma program that takes seriously the importance of life outside the world of scholarship, providing a refreshing counterbalance to academic studies.


MYP DPPYP

Action continuum


MYP DP

Action

Action cycle

ChooseReflect Act

Voluntary demonstration

Community and service

Inquiry cycle:

Awareness & understanding

Reflection

Action

Required participation

Creativity, action, service (CAS)

Cycle of experiential learning: Plan

Reflect Act

Observe

Required participation in a range of activities

PYP MYP DP


A good CAS program should be both challenging and enjoyable,

a personal journey of self‑discovery


…..students should have opportunities to choose their own CAS activities and to

undertake activities in a local and international context as appropriate.

This means that, as far as possible, students

should “own” their personal CAS programs.


CAS Learning Outcomes

As a result of their CAS experience as a whole, there should be evidence that students have:

increased their awareness of their own strengths and areas for growth

undertaken new challenges planned and initiated activities worked collaboratively with others shown perseverance and commitment in their

activities engaged with issues of global importance considered the ethical implications of their actions developed new skills


CAS Program at FDR

thoughtful consideration Incorporation of SMART goal proposals for all CAS

Activities

ownership , choice, challenge Requires student choice and initiative in organizing a CAS

service project

meaningful reflection Formalized summative assessment procedure

: CAS - Juniors 2008-09


CAS Independent Projects May 2010

Un Techo Para mi Pais Fundacion ANAR Descubriendo Noche de Arte In-site Entertainment


Inquirers•Demonstrates an interest in the nature of learning

•Asks meaningful, relevant questions•Enthusiastically engages in self-directed learning

Risk-takers• Demonstrates the independence of spirit to explore new roles, ideas and strategies

Principled•Consistently acts with integrity and honesty

•Accepts responsibility for actions

Caring•Demonstrates empathy, compassion and respect for the needs and feelings of others

•Demonstrates a personal commitment to service

Thinkers•Demonstrates initiative and creativity in solving complex problems

Balanced•Actively chooses to participate in a variety of activities •Effectively applies organizational skills


DP Academic Program

CASEETOK

CASEE

TOK

Group 1Literature

A1Group 2Language

A2, B, ab initio

Group 3Individuals

&Society

Group 4Experimental

Sciences

Group 5Mathematics

Group 6Arts


Standard Diploma Program

English A1 HL

Spanish A2 SL

ITGS SL

Biology HL

Math Standard SL

Visual Arts HL

TOK CAS EE

English A1 HL

Spanish A2 SL

ITGS SL

Biology HL

Math Standard SL

Visual Arts HL

TOK CAS EE

Group1

Group 2

Group3

Group 4

Group 5

Group 6

CORE

Group1

Group 2

Group3

Group 4

Group 5

Group 6

CORE

All six areas of the DP hexagon are incorporated into the program.

All six areas of the DP hexagon are incorporated into the program.


Science Emphasis

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

CORE

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

CORE

English A1 SL

Spanish B SL

Economics HL

Chemistry HL

Math Standard SL

Physics HL

TOK CAS EE

English A1 SL

Spanish B SL

Economics HL

Chemistry HL

Math Standard SL

Physics HL

TOK CAS EE

Students use Group 6 as an academic elective in their chosen emphasis.

Students use Group 6 as an academic elective in their chosen emphasis.


Arts EmphasisEnglish A1 HL

Spanish B SL

Environmental Systems SL

Math Studies SL

Theater HL

Music HL

TOK CAS EE

Group 1

Group 2

Group 3/4

Group 5

Group 6

Group 6

CORE

Group 1

Group 2

Group 3/4

Group 5

Group 6

Group 6

CORE

Environmental Systems is used to meet the requirements for both groups 3 & 4, giving students the ability to include two arts in their program.

Environmental Systems is used to meet the requirements for both groups 3 & 4, giving students the ability to include two arts in their program.


Peruvian Certificate + IB Diploma

Group 1

Group 2

Group 3

Group 4

Group 5

Group 6

CORE

Spanish A1 HL

English A2 SL

History HL

Chemistry HL

Math Standard SL

Visual Arts SL

TOK CAS EE

Spanish A1 HL

English A2 SL

History HL

Chemistry HL

Math Standard SL

Visual Arts SL

TOK CAS EE

OPP students may not use ITGS to meet the group 3 requirement.

OPP students may not use ITGS to meet the group 3 requirement.


IB assessment

Assessment tasks are designed to support and encourage good classroom teaching and learning.

They measure advanced academic skills:

analyzing and presenting information evaluating and constructing arguments solving problems creatively


MYP DPPYP

Assessment continuum


MYP

Internal assessment of all aspects of a student’s learning based on criteria developed by the teacher (often with student involvement) relevant to the context of the learning.

Provides feedback on the learning process as a basis for future learning

Schools must develop an assessment policy

Internal assessment based on subject-specific criteria; schools can opt for external moderation of teachers’ internal assessment

Criterion related performance assessment provides feedback on the learning process as a basis for future learning

Schools must develop an assessment policy

External moderation of internally assessed work, externally assessed coursework, and external examinations

Criterion related performance assessment

Summative assessment for a final qualificationSchools must develop an assessment policy

PYP MYP DP


Internal vs External Assessment

Internal Assessment consists of various forms of coursework: oral performances, written tasks, presentation; this work is marked by FDR teachers

External Assessment comprises all of the May exams along with some coursework; all are marked by IBO appointed examiners

In all cases, student results are determined by performance against set criteria and moderated against an international standard


Award of the Diploma


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:

Recognition in over 100 countries

Recognition by over 2,000 universities

A database of university admission policies on www.ibo.org

Some universities offer scholarships and advanced placement for IB students


IBO Transcripts


to IB or not to IB…..

The program demands a great deal of

self-discipline, organizational skills and

motivation which are of at least equal importance to academic competence.

The program demands a great deal of

self-discipline, organizational skills and

motivation which are of at least equal importance to academic competence.


To successfully undertake the full IB Diploma at FDR, a student should therefore have demonstrated:

Previous competence in a majority of the six subjects to be studied

Evidence of the necessary study skills and maturity to take on increasing responsibility for their education.

Awareness of the goals of the IB Diploma program

Willingness to participate in school life beyond the classroom


IB Certificates

Students who have demonstrated academic competence/interest in specific subjects

desire for the advantages the official IB exam results provide

would like more flexibility with the make-up of their academic program

have yet to fully embrace the IB goals and objectives


IB Values

ib philosophy

Documents

nature of knowledge

natural scienceswhat

ib learner profile

independent research

students study

e c o n o

focused question of

o g ywhat effects