MICHAEL POWER • ST. JOSEPH HIGH SCHOOL

the story of IBat mpsj

international baccalaureate programme

Michael Power • St. Joseph High School

105 Eringate DriveEtobicoke, OntarioM9C 3Z7

P. 416.393.5529F. 416.393.5742

www.mpsj.cawww.ibo.org

1Explaining the IB

It’s a simple idea – by educatingstudents we create 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.

IB mission statement

Our Mottos . . .

Teach me goodness, discipline and knowledge

and

The love of Christ has gathered us together into one

3History of the School

History of the School

Michael Power · St. Joseph H.S. (MPSJ) is a co-educational, semestered school

situated in the west end of Toronto, Ontario. The present school began as two distinct

high schools under the Catholic leadership offered by the Sisters of St. Joseph in 1949

and the Basilian Fathers in 1957. In 1972, the two schools were officially amalgamated

and, in 1994, the school was relocated to its present site.

MPSJ is dedicated to the development of the whole person by ensuring each student

is engaged in the life of the school. The school has a proud legacy of academic

excellence. Curricular-embedded international excursions enrich the academic

program in the school. The athletic program encourages physical fitness, teamwork,

and co-operation as students compete in many athletic events both city-wide and

provincially. Students interested in the Arts and in Technology have opportunities to

use state-of-the-art equipment and to participate in performances and exhibits across

North America. A wide spectrum of clubs and intra-mural activities are offered to

students throughout the year. Christian community, the pursuit of excellence,

participation, school spirit, and student leadership characterize the school.

Courses at MPSJ are offered at many levels. There are University, Open, Gifted,

Extended French, Co-operative and English as a Second Language (ESL) SL programs

available to serve individual needs. Our Special Education program is based on an

inclusive model of support with a wide variety of learning needs. As well, MPSJ has the

distinction of being one of a number of high schools across Ontario accredited to offer

the International Baccalaureate (IB) Diploma Programme.

History of IB at Michael Power· St. Joseph

The International Baccalaureate (IB) Diploma Programme at Michael Power · St. Joseph High

School was accredited in June 2002, the culmination of a two year intensive application process.

The first class enrolled for September 2003 and eventually thirty-three students graduated in the IB

Programme from that class. The launch of the Programme was the result of a collaborative

effort by many professionals. Spearheaded by Mrs. Adrienne Murphy, the IB Coordinator, the

team involved several staff members chosen from various departments, parents, students, board

members and trustees.

Mr. Mark Fenwick, then the principal of MPSJ, actively supported the initiative. He saw the

potential in the unique central elements offered in the IB Diploma Programme. Elements such as

the Creativity, Action and Service (CAS) link the students’ learning to the society around them.

The Theory of Knowledge (ToK) course, in turn, offers the rigorous thinking inherent in philosophy

and logic and thereby better equips students to comprehend the underpinnings of every

discipline they study in the school. They come to understand learning as not just a “product” but

a “process” … one that will continue for a lifetime.

Mr. Fenwick also recognized in the IB the potential for staff development created through

teacher training workshops held throughout North America. The IB Diploma Programme has as

a pre-requisite the training of teachers in the delivery methods and assessment criteria of the

Programme. This has come to fruition as MPSJ staff have attended workshops throughout North

America and brought home to MPSJ the collective wisdom of the International Baccalaureate

Diploma Programme.

These elements along with others in the IB Programme would assist in reinforcing the already

disciplined, rigorous offerings in the school. IB would contribute to the MPSJ ideal of being the

“home of scholars and champions”.

In his two year tenure as principal, Mr. John Jalsevic (2003-5) emphasized the international

component of the Programme. He saw the potential for students making fruitful connections with

institutes of learning and fellow IB students worldwide.

Our current principal, Mr. Rory McGuckin, has supported the IB proactively. He has stressed the

outreach to local elementary schools to create a sense of the concurrency of learning from

elementary school through to the end of high school. With this stimulus the Programme has

grown, during the last few years, to over four hundred students within the pre-IB and IB Diploma

Programme.

5History of IB at MPSJ

I would never give up my experiences in IB for

anything in the world. In the words of William Blake, IB

truly taught me ‘to see the world in a grain of sand ...

and hold infinity in the palm of my hand’

Mahvash Shere, IB Diploma Programme Graduate ‘07 ”

The International Baccalaureate is

• 1 mission

• 3 challenging programmes

• 2,000 IB World Schools in 125 countries

• 50,000 teachers

• 500,000 students aged 3 to 19 years

International Baccalaureate Diploma Programme

The International Baccalaureate (IB) Diploma Programme is an internationally acclaimed

programme available in over 125 countries with over 2000 schools. The IB Diploma

Programme is a challenging two-year curriculum, primarily aimed at students aged 16 to

19. It leads to a qualification that is widely recognized by the world’s leading universities.

As well as earning an IB Diploma, students also fulfill the requirements for the Ontario

Secondary School Diploma. The aim of the IB Diploma is to provide students with the

values and opportunities that will enable them to develop sound judgement, make wise

choices, and respect others in the global community. The Diploma Programme equips

students with the skills and attitudes necessary for success in higher education and

employment.

The programme follows the traditional liberal arts curriculum where six academic subjects

are studied concurrently. Students are required to study both the humanities and the

sciences together with the study of a second language. In addition to writing six externally

marked examinations, the student must complete the following three additional

components of the Diploma Programme:

Theory of Knowledge Course is an interdisciplinary requirement intended to stimulate

critical reflection on knowledge and experience gained inside and outside the classroom.

The Extended Essay allows the student the opportunity to investigate a topic of special

interest in great depth.

Creativity, Action and Service (CAS) incorporates 150 hours of experiential learning over 2

years of community, artistic and athletic endeavours.

Assessment is done both internally and externally. Exams are marked by external markers

qualified to assess each student’s exam. The Diploma Programme has earned a reputation

for rigorous assessment, giving IB diploma holders access to the world’s leading universities.

9What is the IB

Best Language and Additional Language

Students select two languages: one from group 1 and an additional language normally from group 2. Group 1 is for students’ best language (first language) and the course is literature based; group 2 is designed for students learning the language up to near native level

Individuals and Societies

History• Geography• Economics•

Experimental Sciences

Biology• Chemistry• Physics•

The Arts and Electives

Art SL• Music SL• Any subject from • another group

Mathematics

Math HL• Math SL•

Theory of Knowledge is a course designed to encouraged each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical).

Creativity, Action, Service (CAS) requires that students actively learn from the experience of doing real tasks beyond the classroom. 150 hours total, 50 hours per section.

In addition the programme has three core requirements that are included to broaden the educational experience and challenge students to apply their knowlege and understanding

Theory of Knowledge is a requirement for students to engage in independant research through in-depth study of a question relating to one of the subjects they are studying. 4000 words in length.

School ActivitiesMichael Power • St. Joseph High School draws its educational philosophy from the rich history of its two founding orders: The Basilian Fathers, and the Sisters of St. Joseph. Their respective mottos are: “Teach me Goodness, Discipline and Knowledge” and “The Love of Christ Has Gathered Us Together.” This abiding tradition has fostered academic, personal and spiritual growth to promote excellence in education and service in the greater community. Michael Power • St. Joseph High School facilitates each student’s holistic development by encouraging broad involvement in the arts, sports and community service work through the following activities. Students in the IB Programme can choose to particpate in any of the following for their CAS component of the Diploma.

Creative

Arts—Drama

Annual School Play, Costume Design, English Fair, Improv Team, One Act Play Festival, Technical Production, Remembrance Day Production, Set and Prop. Design

Literary Coop Newsletter and Booklet, School Newsletter (Powerlines), School Newspaper (The Post), and Yearbook (Clarion)

Music

Chamber Orchestra, Choir, Liturgical Ensemble, Orchestra, Stage, and Band

Clubs

Art Club, Dance Pak, Debating Club, French Club, Latin Club, Math League,Mock Trial Team/Tournament, Multi Fest, Philosophy Club, and Photography Club

11Activities at MPSJ

Athletic

Varsity Sports

Alpine Skiing, Badminton, Baseball, Basketball, Beach Volleyball, Cross Country, Field Hockey, Football, Golf, Hockey, Snow Boarding, Soccer, Softball, Swimming, Tennis, Track and Field, Volleyball, and Wrestling

Intra-Mural Sports Badminton, Basketball, and Indoor Soccer

Clubs

Cardio-Kick Boxing, Fitness Club, Karate, and Weight Training

Activity—Assistants

Assistant Coach, Manager/Trainer, Officials, and Time Keepers

Focus on Student

Teaches• Time Management Skills, Application

Skills, Critical Skills, Organizational Skills

Communication Skills, Problem Solving Skills, •

Research Skills•

Student better prepared for university•

CAS prepares student for community service•

Theory of Knowledge concentrates on Critical •

Skills, Logic and Analyzing skills

Extended Essay prepares student for research •

done at university level

Prepares student to live in ‘global’ society •

because of the emphasis on the •

international aspect of the IB Programme•

Objectivity of marking creates sense of •

accomplishment on a more ‘world-wide’ scale•

Advantages to the Teaching Community

Gives• teachers a sense of renewed interest in

educational philosophy in these days of

demoralized environment

No ‘fighting for marks’ with students•

Creates opportunities for staff development•

Does It Meet the Needs and Aspirations of the Parents?

Students• taught in from a more ‘global’

perspective

Greater emphasis on skills•

Standards are more uniform•

High Academic Standards

The• IB curriculum in all disciplines has established--

and maintains--the highest international standard

of university preparatory education, comparable

to the leading national systems such as the British

Advanced Level, the French Baccalaureate, and

the German Abitur.

The IB AdvantageReasons for advocating the IB programme

A Truly Liberal High School Education

By• means of its requirements in five distinct areas of study, the IB ensures that Diploma

candidates pursue balanced, concurrent studies across the curriculum, and right up to

the point of high school graduation.

The Opportunity to Pursue In-Depth Studies in Certain Disciplines

In• the three Higher Level subjects which all IB candidates choose, they have the

opportunity to pursue studies in much greater depth (over a two-year period) than is

possible in typical senior high school curricula.

By the standards of North American universities, IB students are already taking courses •

at the post-secondary level in their Higher Level subjects.

The Development of Independent Learners

The• volume and advanced nature of the course content in all IB subjects means that

students must learn to work independently, under the guidance of their teachers and

with the assistance of fellow students.

This is a stage of intellectual development which most students do not reach until they •

are part way through--sometimes most of the way through--their undergraduate

degrees.

The Development of Academic Skills to an Advanced Level

Critical• analysis of course content, effective written and oral communication,

techniques of intellectual debate, and research skills all receive a great deal of

emphasis in the IB.

In addition to the six IB subjects that each candidate pursues, the Theory of Knowledge •

course and the Extended Essay requirement are specifically designed to develop these

skills.

The Development of Well Rounded Individuals

The• Creativity/Action/Service component of the IB Diploma ensures that graduates

have had a variety of significant extracurricular experiences.

Universities assume that they will continue to be involved in a number of out-of-class •

activities during their undergraduate years.

The fact that IB schools form a global network of students all following the same •

curriculum means that those working toward the Diploma also develop a truly

international perspective, a very desirable characteristic in an Information Age

characterized by vanishing political boundaries.

WH

AT C

AN

I BE?

13The IB Advantage

The IB Advantage. . . Continued

Reliable Academic Data for Making Admission Decisions

Because• most of the final evaluation of IB

candidates is based on externally set and

graded examinations, universities find that the

marks which are submitted for applicants provide

a much more accurate predictor of likely success

in undergraduate studies than is the case with

entirely school-generated marks, such as those in

senior level Ontario courses.

Accessibility

Because• of the consistent reliability of IB grades

in the experience of universities, Diploma

candidates are well ahead in gaining admission

to the best schools compared with applicants

applying from educational systems in which

grade inflation has become the norm.

This does not mean, of course, that being an IB •

student provides some sort of guarantee of

receiving an offer of admission, but it certainly

improves the odds in an increasingly

competitive environment.

Advanced Standing and University Credit

In• cases where students have earned grades of

5, 6, or 7, they are usually awarded actual credit

toward their undergraduate degrees.

More detailed information is provided in the •

Services section of the IB’s website, where it is

possible to obtain the recognition policy for any

university in North America and many located

abroad. Often these statements will include a link

to the institutions’ own websites.

Skills Development and the IB Programme

Pre-IB Program

In the Pre-IB Program stress is placed on developing the skills necessary to ultimately

succeed in the IB Diploma Program. Specifically students will have the opportunity to

develop writing skills which will stand them in good stead in all the IB courses, but

particularly in the languages, history, ToK and EE. Also, students will learn research skills

both in the context of the humanities and the sciences and for the purpose of

preparation of research for the EE.

Objectives

The common objectives which run through these Pre-IB courses are as follows:

Encourage• students to solve problems, pose questions, explore alternative

explanations and justify reasoning

Develop proficiency in those particular skills for each course necessary to complete •

successfully the Standard and /or Higher Level IB Diploma courses

Make the students feel part of a learning community that encourages meaningful •

discourse and promotes a love of learning

Teach the students basic skills in written and spoken language, composition of essays •

in coherent form, research skills and the efficient use of library resources

During the Pre-IB year there will be an emphasis on the following skills:

How• to work with original documents (research)

How to write effectively and efficiently•

How to design and carry out experiments•

How to discuss issues, not argue about them•

How to make effective classroom presentations•

How to avoid procrastination and prioritize•

How to deal with perfectionism•

The faculty will assist Pre-IB students with time management, study and organizational skills

and will provide counselling in course selection in the Pre-IB and IB Programs.

WH

AT C

AN

I BE?

15Skills Development and IB

IB at Michael Power· St. Joseph Status Report

Michael Power · St. Joseph started the application process for the IB Diploma Programme

in June 1999. The school was accredited in July 2001

2005

First• Graduating Class started with 38 students (2 classes)

Enrolment of 33 graduates in graduating class•

All Graduates received OSSD Diploma•

22 students received an IB diploma total of 24 or above•

Average Diploma grade was 5-•

Average Percentage grade was 80.23% (based on IBSO Converted Scale ratified by all •

International Baccalaureate Schools pf Ontario (IBSO)

All graduates got into the university of their choice•

2006

Second• Graduating Class started with 53 students

Enrolment of 44 students in graduating class•

6 students received perfect score of 7 in French SL exam•

Average mark 5+•

Average % mark 83.87%•

2007

Third• Graduating Class started with 72 students

69 students enrolled in graduating year•

8 students received perfect score of 7 in French SL exam•

Average mark 5+•

Average % mark 87.25%•

5 students achieved 40 or more diploma points out of a possible 45, thus placing them in •

the top 3% of students world-wide.

As of January 2008, we have 390 students enrolled in the Pre-IB and IB Diploma Programme.

Examination Results by Subject and Level

English HL 5.21 82.33% 4.82 5.55 85.40% 4.79 5.67 86.31% French SL 5.60 86.21% 5.01 5.81 88.72% 4.87 5.31 83.25% Economics SL 4.95 6.30 91.25%

History HL 5.62 86.27% 4.52 5.90 89.21% 4.49 6.21 91.55% SL 5.21 82.11% 4.88 5.51 85.61% 4.92 5.69 86.21%

Geography SL 4.67 5.81 88.12% 4.57 6.10 90.00% Biology HL 5.30 83.01% 4.21 5.47 84.33% 4.14 5.67 86.19% Chemistry HL 4.78 78.01% 4.75 4.90 78.21% 4.53 5.58 84.51% SL 4.31 73.21% 4.08 4.50 75.00% Physics SL 5.01 80.01% 4.20 5.10 81.00% 4.07 6.47 93.51% Math HL 4.66 76.67% 4.57 5.20 81.80% 4.43 5.68 86.26% SL 4.47 74.66% 4.78 4.98 79.88% 4.60 5.28 83.11% Visual Arts SL 4.39 4.69 78.00%

Music HL 4.62 6.50 95.00% SL 4.90 89.00% 4.80 6.10 90.20%

Subject Level

2003-05MPSJ

IB Grade

2003-05MPSJ

Converted Grade

Percentage

2004-06WorldMeanGrade

2004-06MPSJ

IB Grade

2004-06MPSJ

Converted Grade

Percentage

2005-07WorldMeanGrade

2005-07MPSJ

IB Grade

2005-07MPSJ

Converted Grade

Percentage

* Data for 2003-2005 World Mean Grade not presented.

17IB, MPSJ and the World

Special Educational Needs and the IB

The following is the official policy of the IB regarding Special Needs students:

The International Baccalaureate (IB) has made a commitment to the growing field of special

educational needs (SEN). We embrace inclusive practices where developing the learning of all

students is the shared responsibility of the classroom teacher and specialist support teachers.

We acknowledge the issues this commitment raises for teachers within all three programmes.

Major initiatives in the past few years include:

appointment of a full-time SEN manager •

development of publications and resources for administrators and teachers•

regional workshops to address specific needs in particular areas.•

The SEN manager acts as a clear point of reference for administrators and teachers on a number

of issues, including:

personal and direct contact to discuss sensitive issues related to individual students’ needs in •

all three programmes

administrative queries related to the granting of special arrangements for the examination •

sessions in the Diploma Programme

consultation on delivery, resources and the use of assistive technology by SEN students to •

access many aspects of each programme.

We have developed resources in response to many of the queries and issues raised by teachers

over a period of time.

We are currently developing a database of material related to SEN categories on the OCC. This

will be updated on a regular basis to reflect the latest developments in special education.

At Michael Power · St. Joseph High School, special needs students are accommodated within

the IB Diploma Programme. In practical terms from an academic perspective there is no

distinction made between special needs students and IB students.

In Ontario:

Brock UniversityCarleton UniversityMcMaster UniversityOntario College of Art and DesignQueen’s UniversityRyerson UniversityTrent UniversityUniversity of GuelphUniversity of OttawaUniversity of TorontoUniversity of WaterlooUniversity of Western OntarioYork UniversityYork University – Schulich School of Management

Canadian Universities:

McGill UniversityUniversity of Alberta

International Universities:

Several students have been accepted to universities in the United States, England, Spain and Switzerland.

University Acceptance

The following Universities have granted acceptances to our IB students. They are listed in alphabetical order:

19Speical Needs and the IB

Life in the 21st century, in an interconnected,

globalized world, requires critical-thinking skills and

a sense of international-mindedness, something

that International Baccalaureate (IB) Diploma

Programme students learn to know and understand.

MPSJ’s commitment to international education starts with the belief that the only way to appreciate someone else’s culture is first to be confident in your own and then to learn about the world around you. To that end students at MPSJ have many opportunities, through course work, school fairs, local field trips and international trips, to become immersed in their own culture and open themselves to the world beyond.

In May 2007, the IB students from Michael Power· St. Joseph High School travelled to Oxford to continue their studies there in an atmosphere that is steeped in

history and scholarship. This opportunity was pursued because experience teaches that it is not only the subject matter, or ‘content’ that stimulates students, but also the ambiance in which the subjects aretaught. In Oxford, Michael Power· St. Joseph High School students had the opportunity to be taught some of the courses which they would had in Toronto but enhanced and magnified in a rich, international and multi-layered environment. It is the international character of this experience that is consistent with the overall philosophy of the IB Diploma Programme which encourages a global perspective.

Internationalism and the IB at MPSJ

IB was an excellent and challenging opportunity in

which my son was supported and encouraged by

the staff at MPSJ. The support he received in

preparing for his post-secondary education was

invaluable and the challenge presented by this

worthwhile programme will aid him throughout his

academic endeavours.

Mary Ann Hunwicks, Parent of Paul Hunwicks, IB Diploma Programme Graduate ‘07

“

”

21IB, MPSJ and the World

IBSO POLICY FOR REPORTING TO THE ONTARIO UNIVERSITIES APPLICATION CENTRE

This policy was unanimously adopted at a general meeting of the International Baccalaureate Schools of Ontario held on March 1, 2003.

• By OUAC’s March deadline, all IBSO members will report their students’ predicted IB grades to the Application Centre for distribution to universities.

Schools will also report Ontario curriculum grades by this date. These interim and / or final percentages will be determined by means of the IBSO Table of Equivalents.

• By OUAC’s April deadline, IBSO members may update their students’ predict ed IB grades on file at the Application Centre, based on work completed since the first submission.

Schools may also report updated Ontario curriculum grades by this date. These interim and / or final percentages will be determined by means of the IBSO Table of Equivalents.

• By OUAC’s July deadline, IBSO members will report their students’ final IB grades to the Application Centre for distribution to universities.

Schools will also report final Ontario curriculum grades by this date, if they have not already done so. These percentages will be determined by means of the

IBSO Table of Equivalents.

IBSO Table of Equivalents

Once an IB Diploma candidate’s teachers

have determined his or her predicted grades,

specific percentages are selected from the

appropriate ranges shown below. These

percentage grades are then reported to the

Ontario Universities Application Centre for the

OSSD credits that are considered equivalent

to the applicant’s IB subjects.

Note:Schools that report grades once only will •

describe those grades as PREDICTED”.

Schools that report twice will describe the first •

grade as “INTERIM” and the second as

“PREDICTED”

The grades reported as “PREDICTED” will be •

the same as those reported to IBCA

7 96 to 100 6 90 to 95 87 to 89 5+5 84 to 86 5 80 to 83 5 - 77 to 79 4 74 to 76 70 to 73 67 to 69 3+3 64 to 66 3 60 to 63 3 - 57 to 59 2+2 54 to 56 2 50 to 53 2- 1 Below 50

IB SEVEN-POINT

SCALE

OSSDPERCENTAGE

RANGES

+ or –Range

23Converting IB Marks

Universities consider the IB Diploma to be one of the most demanding secondary school curricula, offering ideal preparation for post-secondary studies. A student’s participation in IB courses is,therefore, a very important consideration in admissions decisions. It is to a student’s distinct advantage to have completed IB courses, but especially so if the student is completing the IB Diploma. If the student is to benefit during the admission process, it is essential for universities to have the applicant’s status as either an IB Diploma or Certificate student identified on the high school transcript.

Wendy LoatCURT Chair, University of Toronto

Members of CURT frequently express frustration that schools don’t identify IB students and courses on their transcripts. As a result, we have written the following statement:

College and University Recognition Task ForceCURT endorses an Admissions Assumptions statement that demonstrates how the IB Diploma Programme can be viewed as quality preparation for admission to highly selective colleges and universities. Originally published in the AACRAO Journal (Vol. 79 No. 2) the article outlines qualities admission officers can assume about an IB Diploma student.

Because over 85% of the schools in North America teaching the rigorous IB Diploma curriculum are public

Legislation in several states and provinces acknowledges curricular strength and • standards alignment that may offer incentives encouraging the IB programme development, such asRenewable scholarships at in-state, public post-secondary institutions• Teacher training/professional development• Granting of one year credit for having earned the IB diploma• A wide range of educational policy also supports this growth•

The American Competitive Initiative (ACG) and Smart Grant programs include the IB programme as meeting the requirement for rigorous curriculum, particularly in the target areas of mathematics, science and languages.

There is evidence of the diploma curriculum as preparation for student success at the post-secondary level. For example, the University of Florida reported that 500 IB students completed their freshman year with a 3.38 (out of 4.0) Grade Point Average (GPA) while the University average for all freshman (including IB students) was a 2.90 GPA.

CURT was created to promote discussion between the IB North America and the universities and colleges of North America

CURT’s membership is comprised primarily of senior level admissions personnel from some of North America’s prestigious universities

CURT published a list of “Admissions Assumptions” for university admissions personnel and school use to show how we recognize the benefits of the IB Diploma Programme

CURT’s members believe in the IB and continue to support it. If your school needs advice or assistance, we would be happy to help.

IB Vancouver coordinates CURT’s activities and can help you contact any members of CURT with whom you wish to correspond.

25CURT: University Recognition

University Assumptions About IB Students

Admission Criteria

Academic Strength of Curriculum

Grade Point Average

Academic Strength of High School

High School Percentile Rank

Trend of Performance

External Validation

Research and Writing Skills

Accepts Educational Challenges

Critical Thinking Skills

Interview Skills

Extracurricular Involvement

Recommendations

Maturity and Responsibility

Race/Ethnicity

These Assumptions Apply to IB Diploma Candidates

An admissions officer can be assured of the candidate’s strong preparation of course work in a cohesive and broad-based curriculum that touches on basic academic areas: native language and literature, second language, social science/humanities, natural/physical sciences, and mathematics.

Nearly all courses in the student’s final two years are in solid academic areas. A higher percentage of the courses that constitute the GPA are the kinds of courses most valued in college admissions.

IB authorized schools must offer, support, and maintain a minimum of seven or eight very strong academic departments to be a successful IB school.

Regardless of how the HSPR is determined by school, an IB Diploma recipient will be in the top 10% of his or her graduating class in readiness for college.

The IB Diploma Programme requires students to maintain a high level of focus and performance through their high school experience.

Because the IB Diploma, by its examination requirements, validates both achievement and integrity in academic performance, there may be a reduced emphasis placed on standardized tests in the admissions process.

The Extended Essay requirement, a 4000-word research paper crafted under the tutelage of a faculty mentor and evaluated by a team of international readers, ensures students are prepared for secondary writing and research requirements.

Participation in the IB demonstrates that the student accepts, rather than avoids, rigorous academic challenges.

The required Theory of Knowledge course ensures that students become critical thinkers who understand the interdisciplinary nature of learning.

IB students have strong preparation in oral presentation skills. Several IB courses include oral assessments, and the Theory of Knowledge course requires students to shape their opinions into logical discourse.

The Creativity, Action, Service (CAS) element requires that the student invest a minimum of 150 hours during the final two years of non-classroom activities.

The IB student will be well known by the IB Diploma Coordinator, Extended Essay mentor, CAS Coordinator, and the IB teachers.

The IB assists the student in developing time management, goal setting, and other organizational skills.

Because of external assessments, the IB is nearly race/ethnicity neutral.

27University Assumptions About the IB

IB students are terrific learners. They’re inquisitive and

don’t just question what they’re learning, but why

Martha Piper, former president of the University of British Columbia in Vancouver

“ ”

How Students Are Assessed: Principles and PracticeIB World Schools are found across six continents and students represent many cultural and academic traditions. Despite this, the organization measures student performance according to established standards and criteria that are consistent from place to place and year to year.

The final examinations conclude a two-year teaching period, during which a variety of assessment methods have been used to acknowledge both the content and the process of academic achievement and to take into account different learning styles.

Students’ work is assessed by an international board of examiners, who are themselves rigorously trained and monitored by the IBO.

Internal Assessment An important aspect of the IB assessment process is the internal assessment component which recognizes the professional role of the teacher and gives students a chance to show what they can do over time, not just in the pressured context of a final examination.

Usually counts for about 20% of the final grade in a subject.• External moderation of internal assessment marks by IB • examiners to ensure • international parity.• Typically includes teacher evaluation of work done• in class, homework • assignments, special projects, notebooks labs etc.•

Written ExaminationsTypically there is a series of written examinations at the end of the course, which may consist of two or three separately written examination “papers”. Conventional external examination techniques are chosen from a variety of options including: oral and written, long and short responses, data-based questions, essays, multiple choice questions.

Predicted GradesThe predicted grade is the teacher’s prediction of the grade the candidate is expected achieve in the subject, based on all the evidence of a candidate’s work and the teacher’s knowledge of IB standards. Predicted grades are also required for Theory of Knowledge and the Extended Essay. Predicted grades are used by grade award meeting when considering grade distributions. They may also be used by the Final Award Committee as additional information about candidates who are subject to special consideration.

29Student Assessment

IB is well known to us as excellent preparation.

Success in an IB programme correlates well with

success at Harvard. We are pleased to see the

credentials of the IB Diploma Programme on the

transcript.

Marilyn McGrath Lewis, Assistant Dean of Admissions, Harvard University”

31

IB Recognition Policy for Canadian Universities

IB Recognition Policy for Canadian Universities

33

IB Recognition Policy for Canadian Universities

“ I loved being a part of the IB Programme. The

camaraderie that we shared as a graduating class

helped forge many lasting friendships. Years later, I

still make an effort to see most of my

classmates on a regular basis.

Thomas Swiatowiec, IB Diploma Programme Graduate ‘05

35Scholarships for IB Students

A Scholarship Policy for IB Diploma Students

A sliding scale Increasing scholarship amounts as Diploma scores rise• Very high dollar values associated with scores of 40 or higher • $3,500 – $4,000 for scores of 34/35 Lesser amounts as point score move towards 28 or 24Awards based on IB scores not a percentage score•

Sample of Sliding Scales Currently in Use:

York University and the University of Manitoba

28 – 29 $ 500 • 30 – 35 $ 2,000• 36 – 45 $ 4,000•

*Rises to $5,000.00*Includes additional monies for HL on a sliding scale

Memorial University

24 – 29 $2,000.00• 30 – 34 $3,500.00• 35 – 39 $4,000.00• 40 – 45 $5,000.00•

Perceived success of pre-university courses in developing students’ capabilities (average rating for each aspect). Data provided by the Australian Council for Educational Research (ACER).

By The Numbers . . .

Overall strengths of various qualifications in developing students’ capabilities (average rating for each aspect). Data provided by the Australian Council for Educational Research (ACER).

37By the Numbers

The number of schools, candidates, and exams also grew in Canada. Since 2002, Canada has experienced the following growth:

• The number of schools has increased by 29%, with a compound annual growth of 5%

• The number of candiates has increased by 49%, with a compound growth rate of 8%

• The number of examinations has increased by 49%, with a compound annual growth of 8%

While 98 schools registered candidates for exams, there are currently 118 authroized Diploma schools in Canada.

Worldwide growth in number of schools, candidates, and exams from May 2002-2007

Worldwide means of predicted and actual scores, May 2007

IB North America summary by sub region, May 2007

By The Numbers . . .

IB North America diploma candidates, May 2007

The greatest percentage of exams was taken in the individuals and societies subject group. However, 30% of exams in Canada were taken in experimental sciences. This was the largest percentage for any subject group in any sub region of IB North America

Canada profile of exam entries by province, May 2007

The descriptive information is further broken down by province. Once again, Canada had a Di-ploma pass rate greater than 90%.

39By the Numbers

Although IB gives you academic knowledge and a

competitive edge with respect to preparing for

university, what’s most important are the life skills that

you learn along the way which are fundamental to

overall success.

Foster Kwon, IB Diploma Programme Graduate ‘06

“

”

The IB Learner ProfileThe aim of all IB programmes 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. IB learners strive to be:

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 through out their lives.

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 They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical 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. They work effectively and willingly in collaboration with others.

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 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 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 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 They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective 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.

Michael Power • St. Joseph High School © 2008www.mpsj.ca www.ibo.org