The IB ProgrammeThe IB Programme

At Colonel Gray Senior High SchoolAt Colonel Gray Senior High School

Presentation OverviewPresentation Overview

The IB Programme overviewThe IB Programme overviewMission Statement and Learner ProfileMission Statement and Learner ProfileThe Benefit of IBThe Benefit of IBThe IB HexagonThe IB Hexagon

CoursesCoursesToKToKEE EE CASCAS

IB Assessment and GradesIB Assessment and Grades

Overview ContinuedOverview Continued

Diploma requirementsDiploma requirementsExiting the IBExiting the IBWhy IB?Why IB?PrePre--IB IB -- What is it?What is it?PrePre--IB CoursesIB CoursesWho makes a good preWho makes a good pre--IB student?IB student?IB and French ImmersionIB and French ImmersionIB and MusicIB and Music

What is IB?What is IB?

The International Baccalaureate (IB) Diploma The International Baccalaureate (IB) Diploma Programme is a challenging twoProgramme is a challenging two--year curriculum, year curriculum, primarily aimed at students aged 16 to 19. It primarily aimed at students aged 16 to 19. It leads to a qualification that is widely recognized leads to a qualification that is widely recognized by the worldby the world’’s leading universities.s leading universities.

The mission statement of the International Baccalaureate Organization (IBO)

The International Baccalaureate Organization aims to develop inqThe International Baccalaureate Organization aims to develop inquiring, uiring, knowledgeable and caring young people who help to create a betteknowledgeable and caring young people who help to create a better and r and more peaceful world through intercultural understanding and respmore peaceful world through intercultural understanding and respect.ect.

To this end the IBO works with schools, governments and internatTo this end the IBO works with schools, governments and international ional organizations to develop challenging programmes of internationalorganizations to develop challenging programmes of internationaleducation and rigorous assessment.education and rigorous assessment.

These programmes encourage students across the world to become These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that active, compassionate and lifelong learners who understand that other other people, with their differences, can also be right.people, with their differences, can also be right.

The The IBOIBO’’ss goal:goal:to provide students with the values and to provide students with the values and opportunities that will enable them to opportunities that will enable them to develop sound judgment, make wise develop sound judgment, make wise choices, respect others in the global choices, respect others in the global

communitycommunity

The IB is special because The IB is special because ……

Students learn more than a collection of facts. Students learn more than a collection of facts. The Diploma Programme prepares students for The Diploma Programme prepares students for university and encourages them to:university and encourages them to:

ask challenging questions ask challenging questions learn how to learn learn how to learn develop a strong sense of their own identity and develop a strong sense of their own identity and culture culture develop the ability to communicate with and develop the ability to communicate with and understand people from other countries and understand people from other countries and cultures. cultures.

The IB Learner Profile The IB Learner Profile

The IB Learner Profile plays an important role The IB Learner Profile plays an important role in the IB programme. in the IB programme. It is the Mission Statement in action.It is the Mission Statement in action.All IB students work toward developing the All IB students work toward developing the qualities outlined in the IB Learner Profile. qualities outlined in the IB Learner Profile.

IB Learner ProfileIB Learner ProfileInquirersInquirers

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 ProfileIB Learner ProfileKnowledgeableKnowledgeable

They explore concepts, ideas and issues which They explore concepts, ideas and issues which have global relevance and importance. In so have global relevance and importance. In so doing, they acquire, and are able to make use of, doing, they acquire, and are able to make use of, a significant body of knowledge across a range a significant body of knowledge across a range of disciplines.of disciplines.

IB Learner ProfileIB Learner ProfileCritical ThinkersCritical Thinkers

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

IB Learner ProfileIB Learner ProfileCommunicatorsCommunicators

They understand and express ideas and They understand and express ideas and information confidently and creatively in more information confidently and creatively in more than one language and in a variety of modes of than one language and in a variety of modes of communication.communication.

IB Learner ProfileIB Learner ProfileRisk TakersRisk 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.

IB Learner Profile IB Learner Profile PrincipledPrincipled

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.

IB Learner ProfileIB Learner ProfileCaringCaring

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.

IB Learner ProfileIB Learner ProfileOpen MindedOpen Minded

Through an understanding and appreciation of Through an understanding and appreciation of their own culture, they are open to the their own culture, they are open to the perspectives, values and traditions of other perspectives, values and traditions of other individuals and cultures and are accustomed to individuals and cultures and are accustomed to seeking and considering a range of points of seeking and considering a range of points of view.view.

IB Learner ProfileIB Learner ProfileWell BalancedWell Balanced

They understand the importance of physical and mental balance and personal well-being for themselves and others. They demonstrate perseverance and self-discipline.

IB Learner ProfileIB Learner ProfileReflectiveReflective

They give thoughtful consideration to their own They give thoughtful consideration to their own learning and personal development. They are learning and personal development. They are able to analyze their strengths and weaknesses in able to analyze their strengths and weaknesses in a constructive manner.a constructive manner.

The Benefits of IBThe Benefits of IB

Excellent university preparationExcellent university preparationIB graduates develop skills that help them to find IB graduates develop skills that help them to find success in even the most challenging undergraduate success in even the most challenging undergraduate programsprograms

The development of strong time management, The development of strong time management, exam writing and study skillsexam writing and study skills

Graduates tend to be high achievers academically Graduates tend to be high achievers academically and professionallyand professionally

The Benefits of IBThe Benefits of IB…… continuedcontinued

High acceptance rates at universities, often with High acceptance rates at universities, often with unique scholarship opportunities and incentivesunique scholarship opportunities and incentivesThe development of peaceful, fair and just The development of peaceful, fair and just citizens of tomorrow citizens of tomorrow –– people who can make a people who can make a difference in the worlddifference in the worldEnrolment in the ultimate global program Enrolment in the ultimate global program ––joining 701,000 IB students at 2,585 schools in joining 701,000 IB students at 2,585 schools in 134 countries who share the same educational 134 countries who share the same educational experienceexperience

The Benefits of IBThe Benefits of IB…… continuedcontinued

Learning to ask challenging questions and Learning to ask challenging questions and developing a strong sense of selfdeveloping a strong sense of selfThe development of strong communication The development of strong communication skills, including the study of a foreign languageskills, including the study of a foreign languageBecoming wellBecoming well--rounded students who learn to rounded students who learn to stay healthy, pursue hobbies and interests, and stay healthy, pursue hobbies and interests, and get involved with community service get involved with community service The development of a better understanding of The development of a better understanding of the world the world

The Benefits of IBThe Benefits of IB…… continuedcontinued

The development of advanced sills in oral and The development of advanced sills in oral and written expression as well as research and written expression as well as research and analytical skillsanalytical skillsTaking a Theory of Knowledge course, which Taking a Theory of Knowledge course, which encourages the development of questioning and encourages the development of questioning and critical thinking skillscritical thinking skills

The Benefits of IBThe Benefits of IB…… continuedcontinued

Being assessed both internally and externally. Being assessed both internally and externally. Assessment that is criterion based, valid, reliable, Assessment that is criterion based, valid, reliable, fair, and consistent world widefair, and consistent world wideBeing part of a cohort of students at Colonel Being part of a cohort of students at Colonel Gray who WANT to learnGray who WANT to learn

Group 1: Language A1

Group 2: Languages A2,

B, ab initio, Classical

Languages

Group 4:Experimental Sciences Group 6: Arts

(or an elective)

Group 5: Mathematics and Computer Science

Group 3: Individuals and Societies

What IB Courses Do I Take?What IB Courses Do I Take?

At Colonel Gray, the following courses will be At Colonel Gray, the following courses will be offered:offered:

Group 1: English HLGroup 1: English HLGroup 2: French B SL or a self taught LanguageGroup 2: French B SL or a self taught LanguageGroup 3: History HLGroup 3: History HLGroup 4: Biology HLGroup 4: Biology HLGroup 5: Mathematics SLGroup 5: Mathematics SLGroup 6: The Arts or a Second ScienceGroup 6: The Arts or a Second Science

HL and SL? What does that mean?HL and SL? What does that mean?

HL means higher level.HL means higher level.HL courses are a minimum of 240 hours of HL courses are a minimum of 240 hours of instructioninstructionThree courses are taken at HLThree courses are taken at HL

SL means standard levelSL means standard levelSL courses are a minimum of 150 hours of SL courses are a minimum of 150 hours of instructioninstruction3 courses are taken at SL3 courses are taken at SL

Core RequirementsCore Requirements

In addition to the six Group subjects, all IB In addition to the six Group subjects, all IB students must complete the three CORE students must complete the three CORE requirements of the IBrequirements of the IB

ToKToK –– Theory of KnowledgeTheory of KnowledgeEE EE –– Extended EssayExtended EssayCAS CAS –– Creativity, Action, ServiceCreativity, Action, Service

Theory of KnowledgeTheory of Knowledge

This course is often This course is often touted as the jewel of touted as the jewel of the IB programme the IB programme because it puts because it puts students at center stage students at center stage and allows them to and allows them to look at the ways of look at the ways of knowing and how they knowing and how they apply to different areas apply to different areas of knowing.of knowing.

Theory of Knowledge Theory of Knowledge

There is not necessarily a right or wrong answer There is not necessarily a right or wrong answer in in ToKToK –– but students have to show evidence but students have to show evidence that they have thought about the knowledge that they have thought about the knowledge issues involved in a given questionissues involved in a given questionA minimum of 100 hours of instruction time is A minimum of 100 hours of instruction time is devoted to this course.devoted to this course.

Theory of KnowledgeTheory of Knowledge

Some example questions areSome example questions areHow can you or your society decide ethically which How can you or your society decide ethically which knowledge should or should not be pursue?knowledge should or should not be pursue?Which sources of knowledge Which sources of knowledge –– books, web sites, the books, web sites, the media, personal experience, authorities or some media, personal experience, authorities or some other other –– do you consider most trustworthy and why?do you consider most trustworthy and why?

This is the course that brings critical thinking to This is the course that brings critical thinking to the forefront through experiential learningthe forefront through experiential learning

Extended EssayExtended EssayThe extended essay is a 4000 word research The extended essay is a 4000 word research paper that students complete on a topic of paper that students complete on a topic of interest to individual studentsinterest to individual studentsThe EE develops excellent research and writing The EE develops excellent research and writing skills that are necessary and highly valued in skills that are necessary and highly valued in universityuniversity

Extended EssayExtended Essay

Students will have the opportunity to attend an Students will have the opportunity to attend an Extended Essay workshop to help them with Extended Essay workshop to help them with this project. They are also assigned an Extended this project. They are also assigned an Extended Essay supervisor to guide them through the Essay supervisor to guide them through the process, and we have an EE Coordinator to process, and we have an EE Coordinator to make sure that everything runs smoothly.make sure that everything runs smoothly.

CASCAS

Creativity, Action, ServiceCreativity, Action, ServiceThe CAS Programme and the learner profile are The CAS Programme and the learner profile are closely linked. It is through CAS that students closely linked. It is through CAS that students get a chance to make many of the learner profile get a chance to make many of the learner profile connectionsconnectionsStudents need to spend approximately 150 hours Students need to spend approximately 150 hours over two years on their CASover two years on their CAS

CASCASCAS is another place for experiential learning. CAS is another place for experiential learning.

You donYou don’’t study CAS, you t study CAS, you dodo CAS. You have a CAS. You have a chance to challenge yourself in a completely chance to challenge yourself in a completely different way. different way. Many IB graduates will tell you that their CAS Many IB graduates will tell you that their CAS experiences provided some of the most experiences provided some of the most memorable moments in their IB journey. Why? memorable moments in their IB journey. Why? Because they had a chance to make a difference Because they had a chance to make a difference -- locally, nationally or internationally, and they locally, nationally or internationally, and they challenged themselves in new ways.challenged themselves in new ways.

CAS CAS Learning OutcomesLearning Outcomes

CAS requires students to show evidence of eight CAS requires students to show evidence of eight learning outcomeslearning outcomes

Increased their awareness of their own strengths Increased their awareness of their own strengths and areas for growthand areas for growth

They are able to see themselves as individuals with various They are able to see themselves as individuals with various skills and abilities, some more developed than others, and skills and abilities, some more developed than others, and understand that they can make choices about how they understand that they can make choices about how they wish to move forwardwish to move forward

Undertaken new challengesUndertaken new challengesA new challenge may be an unfamiliar activity or an A new challenge may be an unfamiliar activity or an extension to an existing one.extension to an existing one.

CAS CAS Learning OutcomesLearning Outcomes

Planned an initiated activitiesPlanned an initiated activitiesPlanning and initiation will often be in collaboration with Planning and initiation will often be in collaboration with others. It can be shown in activities that are part of a others. It can be shown in activities that are part of a larger projects, for example, ongoing school activities in larger projects, for example, ongoing school activities in the local community, as well as in small studentthe local community, as well as in small student--led led activitiesactivities

Worked collaboratively with othersWorked collaboratively with othersCollaboration can be shown in many different activities, Collaboration can be shown in many different activities, such as team sports, playing music in a band, or helping in such as team sports, playing music in a band, or helping in a kindergarten. a kindergarten. At least one project, involving At least one project, involving collaboration and the integration of at least two of collaboration and the integration of at least two of creativity, action and service, is required.creativity, action and service, is required.

CASCAS

Shown perseverance and commitment in their Shown perseverance and commitment in their activitiesactivities

At a minimum, this implies attending regularly and At a minimum, this implies attending regularly and accepting a share of the responsibility for dealing with accepting a share of the responsibility for dealing with problems that arise in the course of activities.problems that arise in the course of activities.

Engaged with issues of global importanceEngaged with issues of global importanceStudents may be involved in international projects but Students may be involved in international projects but there are many global issues that can be acted upon locally there are many global issues that can be acted upon locally or nationally (for example, environmental concerns, caring or nationally (for example, environmental concerns, caring for the elderly)for the elderly)

CASCAS

Considered the ethical implications of their Considered the ethical implications of their actionsactions

Ethical decisions arise in almost any CAS activity (for Ethical decisions arise in almost any CAS activity (for example, on the sports field, in musical competition, in example, on the sports field, in musical competition, in relationships with others involved in service activities). relationships with others involved in service activities). Evidence of thinking about ethical issues can be shown in Evidence of thinking about ethical issues can be shown in various ways, including journal entries and conversations various ways, including journal entries and conversations with CAS advisers.with CAS advisers.

Developed new skillsDeveloped new skillsAs with new challenges, new skills may be shown in As with new challenges, new skills may be shown in activities that the student has not previously undertaken, activities that the student has not previously undertaken, or in increased expertise in an established area.or in increased expertise in an established area.

CASCAS

All eight outcomes must be present for a student All eight outcomes must be present for a student to complete the CAS requirement. Some may to complete the CAS requirement. Some may be demonstrated many times, in a variety of be demonstrated many times, in a variety of activities, but completion requires only that activities, but completion requires only that there is there is somesome evidence for every outcome. evidence for every outcome. (Creativity, action, service guide, p5(Creativity, action, service guide, p5--6) 6)

IB Assessment and GradesIB Assessment and Grades

Assessment is set and graded both internally (by Assessment is set and graded both internally (by the teacher) and externally (by the IB)the teacher) and externally (by the IB)Five exams are written in May of the Grade 12 Five exams are written in May of the Grade 12 yearyearFrench SL is written in May of the Grade 11 French SL is written in May of the Grade 11 yearyearInternal Assessments for IB are graded by the Internal Assessments for IB are graded by the teacher based on detailed rubrics and are teacher based on detailed rubrics and are moderated externally.moderated externally.

Assessment in the IB Diploma Assessment in the IB Diploma ProgrammeProgramme

InternalTeacher assigns using IB guidelines

Student completes assignment

Teacher marks using IB guidelines

Moderator examines samples

Marks are moderated if necessary

ExternalStudent is examined

External grader (assistant examiner) marks

Moderator examines samples

Marks are moderated if necessary

Assessment VariesLanguage 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

Assessment VariesLanguage B:- In-class oral assessment and written work- Face to face oral assessment based on portfolio- Two written examinations: text handling and essay

Other Subject Areas- Project in Math Studies- Research workbook, portfolio & face-to-face oral assessment in Visual Arts-Historical Investigations- Examinations

Assessment in the IB Diploma Assessment in the IB Diploma ProgrammeProgramme

Predicted MarkPredicted Mark

Internal Internal Assessment Assessment (marked by (marked by teacher)teacher)

ExaminationExamination

Grade Grade Award Award MeetingMeeting

ModerationModeration

External markingExternal marking

IB GradeIB Grade Percentage ConversionPercentage Conversion

77 96 96 -- 100100

66 90 90 -- 9595

55 80 80 –– 8989

44 70 70 –– 7979

33 60 60 –– 6969

22 50 50 –– 5959

11 Not AcceptableNot Acceptable

IB Grades ComparisonIB Grades Comparison

To Earn the IB DiplomaTo Earn the IB Diploma

Complete EE, Complete EE, ToKToK and CASand CASComplete all IB assessmentsComplete all IB assessmentsTake six courses, one from each group (or Take six courses, one from each group (or substitute Groups 2 substitute Groups 2 –– 5 for Group 6), and six 5 for Group 6), and six examsexamsAssessments are on a scale of 1 to 7Assessments are on a scale of 1 to 7Must accumulate 24 points on six assessments Must accumulate 24 points on six assessments plus core **plus core **

Exit PolicyExit Policy

The Department has produced a policy that The Department has produced a policy that allows students to exit the IB programme if they allows students to exit the IB programme if they find that they are struggling.find that they are struggling.Exiting the programme will be done at the end Exiting the programme will be done at the end of a semester and after consultations with the of a semester and after consultations with the student, student, parent(s)/guardian(sparent(s)/guardian(s) and teachers ) and teachers involved.involved.Some exit points are better than others, and the Some exit points are better than others, and the number of equivalent provincial credits will be number of equivalent provincial credits will be determined by the teachers, administration and determined by the teachers, administration and the IB Coordinator.the IB Coordinator.

A Good A Good IBIB Student Student ……

Manages time wellManages time wellBalances his or her school life with other Balances his or her school life with other activitiesactivitiesIs not afraid to take risksIs not afraid to take risksIs academically honestIs academically honestHas good math skillsHas good math skillsHas very good writing skillsHas very good writing skills

A Good A Good IBIB Student Student ……

Has good reading skills that enable him or her to Has good reading skills that enable him or her to deal with the prescribed reading and suggested deal with the prescribed reading and suggested reading for IB coursesreading for IB coursesIs excited to learn about the different ways of Is excited to learn about the different ways of knowing thingsknowing thingsIs open to developing the qualities outlined in Is open to developing the qualities outlined in the learner profilethe learner profile

A Good A Good IBIB Student Student ……

Wants to see the Wants to see the ““globalglobal”” picturepictureHas, Has, in most casesin most cases, taken French Immersion or , taken French Immersion or Core French through Grade 10.Core French through Grade 10.Has taken some preHas taken some pre--IB courses **IB courses **

** It is recommended that students who want to study the IB take** It is recommended that students who want to study the IB takeas many preas many pre--IB courses as possible. There are exceptions.IB courses as possible. There are exceptions.

IB versus Provincial Curriculum IB versus Provincial Curriculum

The provincial curriculum has worked for years, The provincial curriculum has worked for years, so why IB?so why IB?

Grades from 1 to 7 rather than percentages, and Grades from 1 to 7 rather than percentages, and these grade descriptions are very reasonablethese grade descriptions are very reasonableYou enter a different category for university You enter a different category for university applicationsapplicationsIn many cases, you are given a first year university In many cases, you are given a first year university credit for very attainable results in HL coursescredit for very attainable results in HL coursesYou often have access to special scholarships in You often have access to special scholarships in many universitiesmany universities

Are students guinea pigs?Are students guinea pigs?

You might think that it is a risk to become part You might think that it is a risk to become part of the IB programme. After all, it is new to the of the IB programme. After all, it is new to the province, but rest assured, we ARE readyprovince, but rest assured, we ARE readyBefore any school is authorized to offer the IB Before any school is authorized to offer the IB programme, there is a very stringent multiprogramme, there is a very stringent multi--level level application process that culminates with a application process that culminates with a personal site visit by representatives of the IBpersonal site visit by representatives of the IBIf we were not ready and able to offer the IB, we If we were not ready and able to offer the IB, we would NOT have been authorizedwould NOT have been authorized

Teachers Have SupportTeachers Have Support

All PreAll Pre--IB and IB Teachers have had level 1 IB and IB Teachers have had level 1 training in their subject areatraining in their subject areaAll preAll pre--IB and IB teachers have access to the IB and IB teachers have access to the Online Curriculum Center. This is a place where Online Curriculum Center. This is a place where teachers around the world share resources, ask teachers around the world share resources, ask questions and offer support to each other.questions and offer support to each other.Atlantic Canadian IB schools have regular Atlantic Canadian IB schools have regular coordinator meetings, and bring different subject coordinator meetings, and bring different subject teachers together for round discussion and best teachers together for round discussion and best practice sharing.practice sharing.

What is preWhat is pre--IB?IB?

PrePre--IB courses are provincial courses with some IB courses are provincial courses with some enrichment activitiesenrichment activitiesThe purpose of the enrichment is to develop The purpose of the enrichment is to develop skills that are needed for the successful skills that are needed for the successful completion of the IBcompletion of the IBThese activities also give students a These activities also give students a ‘‘tastetaste’’ of the of the IB programme and help them to make a more IB programme and help them to make a more informed decision about continuing in the informed decision about continuing in the programme.programme.

What is preWhat is pre--IB?IB?

While the preWhile the pre--IB courses parallel the provincial IB courses parallel the provincial curriculum, the content is covered at a faster curriculum, the content is covered at a faster pacepaceEmphasis is placed on independent work, Emphasis is placed on independent work, research, oral and written communication and research, oral and written communication and experimentationexperimentationPrePre--IB students develop strong friendship ties IB students develop strong friendship ties with one another that will serve them well in with one another that will serve them well in Year 11 and 12Year 11 and 12

PrePre--IB CoursesIB CoursesPrePre--IB students are asked to take the following courses. IB students are asked to take the following courses. They fill the rest of their schedule with electives.They fill the rest of their schedule with electives.Program Area Student from English

ProgrammingStudents from French Immersion Programming

Languages English 421B Pre-IB English 421B Pre-IBSecond Language French 421A core

French or French 421FFrench 421F

Individuals and Societies

History 421A History 421G

Experimental Sciences Science 421B Pre-IB Science 421B Pre-IB

Mathematics Math 421B Pre-IB Math 421B Pre-IB

A Good A Good PrePre--IBIB student student ……

Is Is ““movitationallymovitationally”” giftedgiftedMakes his or her own decision about wanting to Makes his or her own decision about wanting to explore the IB option (with the input and explore the IB option (with the input and support of his or her family and teachers)support of his or her family and teachers)Is able to express him or herself well through Is able to express him or herself well through writingwritingIs able to express him or herself well through Is able to express him or herself well through speakingspeakingIs a strong math studentIs a strong math student

A Good A Good PrePre--IBIB student student ……

Enjoys scienceEnjoys scienceLike to readLike to readIs a Core French or Immersion Student **Is a Core French or Immersion Student **Is academically honestIs academically honestSees him or herself as part of a bigger Sees him or herself as part of a bigger ““global global picturepicture””** There are other options available for EAL students.** There are other options available for EAL students.

IB and French Immersion IB and French Immersion CertificatesCertificates

IB students will not earn their French IB students will not earn their French Immersion certificate. They will be given a Immersion certificate. They will be given a French Proficiency Certificate insteadFrench Proficiency Certificate insteadStudents who do NOT continue with the IB in Students who do NOT continue with the IB in Grade 11 are still on track to earn their French Grade 11 are still on track to earn their French Immersion certificateImmersion certificate

The IB and MusicThe IB and Music

Currently, we do not have IB Music as a courseCurrently, we do not have IB Music as a courseWe hope to offer it in the near futureWe hope to offer it in the near futureThe current preThe current pre--IB cohort has a special pilot IB cohort has a special pilot program that allows them to have contact bandprogram that allows them to have contact bandIf your is considering IB music as a Group 6 If your is considering IB music as a Group 6 option, he or she should continue in the band option, he or she should continue in the band program in grade 10program in grade 10

Questions?Questions?

Other places to find answers are:Other places to find answers are:www.edu.pe.ca/graywww.edu.pe.ca/gray and click the International and click the International Baccalaureate Baccalaureate linlin,,www.ibo.orgwww.ibo.orgCall me, or make an appointment to see me at 368Call me, or make an appointment to see me at 368--6860 ext. 2596860 ext. 259