the ib diploma programme overview ib diploma overview - nick lee – may 2011

THE IB DIPLOMA PROGRAMME

Overview

IB Diploma overview - Nick Lee – May 2011

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 2009IB Diploma overview - Nick Lee – May 2011

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

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

http://www.ibo.org/mission/index.cfm

Expressed through……..

The Learner Profile

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. 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

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

Thinkers

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

Communicators

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

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

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

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

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

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

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

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.


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


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


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).



C3: Teaching and learning Teaching and learning reflects IB philosophy.

5. Teaching and learning supports students to become actively responsible for their own learning.


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


What is the IB Diploma Curriculum?


http://www.ibo.org/diploma/curriculum/

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).


Example: How does Chemistry fit into the DP curriculum?

CHEMISTRY


Exercise:

What combination of subjects would a potential chemist take?


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.)


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.


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.


How does this work for the student?

# 4Sample programme 4:A potential linguist: Higher level: Russian Lang & Lit, English

B, Spanish B. Standard level: Geography, Chemistry,

Maths


How does this work for the student?

# 5Sample programme 5:A potential Artist Higher level: Visual Arts, Psychology,

English B. Standard level: Spanish L & L, Maths,

Chemistry


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

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


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.


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 ‘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.


Core points

Points are then available for Theory of Knowledge and the Extended Essay.

Each is scored on 5 bands:A. ExcellentB. GoodC. SatisfactoryD. MediocreE. 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.


The Core Points Matrix

T H E O R Y O F K N O W L E D G E

EX TENDED

ESSAY

A B C D E

A 3 3 2 2 1 + Fail

B 3 2 1 1 Fail

C 2 1 1 0 Fail

D 2 1 0 0 Fail

E 1 + Fail

Fail Fail Fail FailA 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.


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

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

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

Candidate E – a Candidate who fails the Diploma, receiving Certificates

Physics HL 4 Business & Management HL4 Swahili B HL3 English L & L SL 3 Film SL 6 Maths Studies SL 1 Core 0 Total21 This total is less than the 24 points required for a Diploma Pass

Note that the candidate still has three very respectable grades.

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.

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

So are we nearly there yet?


No, not quite.

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.

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


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


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.


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?


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?


The Five “F”s

Flag-waving Festivals Food Famous people Fashion

Can you do better?


The Hexagon & international mindedness # 2 Do the same exercise

for the hexagon core

How can international mindedness be achieved beyond the hexagon?


The Three “C”s:

Cultural understanding Communication Collaboration

+Emotional Intelligence (Quoted by Prof George

Walker, Former IB Director General)


Inspirations

Global engage George Walker - XXXXX Boyd Roberts – Global Citizenship Anthony Skillicorn – Service is a Journey More from you?


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.


So is it all worth it?


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!

Look at the skills that the IB Diploma develops

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 ICTCannot start too soon!


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

the ib diploma programme overview ib diploma overview - nick lee – may 2011

Documents

knowledgeable slide

caring slide

balanced slide

principled slide

openminded slide

reflective slide

sue austin slide

ib students