Objective:

To develop a general understanding of the IB diploma requirements, what an IB candidate looks like, what courses will be offered at Campus and to address any questions about the program.

What is the International Baccalaureate Program?

The History of IB Started in 1965 to ensure children of parents in highly

mobile professions received common education recognized across geographic boundaries.

Evolved to providing rigorous curriculum to students interested in a global perspective on education.

Provides students from varying cultural, economic, and societal backgrounds with knowledge, critical thinking skills and an international awareness within the context of personalized studies.

The 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. The program encourages students across the world to become active compassionate and lifelonglearners who understand that other people with their differences can also be right.

OVERVIEW OF THE CAMPUS HIGH SCHOOL INTERNATIONAL BACCALAUREATE PROGRAM

The IB classes at CHS will be offered during the junior and senior years. There are selected prep classes that we recommend 9th and 10th graders take in preparation for entering the program as juniors.

We plan to have open access for students interested in our IB program. The only requirements will be based on curriculum. For example, it is recommended that students be in Spanish 3 by junior year to participate in IB and students must have completed at least Pre-Calculus in math by junior year to participate in Math SL.

-Generally, our recommendation is to take as many honors classes as feasible as 9th and 10th graders

-Students should attempt to earn as many graduation requirements as possible before junior year.

Diploma Requirements

Students must take a minimum of three higher level (HL) and three standard level (SL) courses – all HL classes are two year courses, some SL classes will be taught over two years.

Students must enroll in one course from groups 1-5, and a 6th subject from either group 6 or any other group

Areas of instruction

Group 1- World Literature

English (HL only) Lisa Wehkamp and Ryan Painter

IB Language AHigher Level

Lisa WehkampRyan Painter

IB Literature A

Book List All four genres must be represented▪ Drama, Prose, Non-Fiction, Poetry

Selections must come from 3 different periods (centuries)

Male and Female authors must be represented

Three places must be represented

IB Literature A

Typical arrangement of the 4-semester class:

Part 4: Free Choice Part 1: Works in Translation Part 2: Detailed Study Part 3: Literary Genres

▪ Part 2 and 3 include the most taxing assignments and are therefore pushed to the senior year.

IB Literature A

Part 1: Works in Translation (3)▪ Selections must come from the Prescribed Literature in

Translation list

▪ Interactive Oral Presentation▪ Students lead a 30-minute class discussion over a poem, chapter,

historical/cultural context, etc.▪ Every student then writes a 300-400 word reflection based upon

what they learned in the IOP▪ One of these reflections then becomes the basis of a 1200-1500

word essay

▪ Written Assignment with reflection▪ Completed Internally▪ Graded Externally

IB Literature A

Part 2: Detailed Study (3) Works chosen from the Prescribed List of

Authors One work must be Poetry▪ 15-20 poems from the same author

Individual Oral commentary▪ 20 minute oral exam▪ 10 minutes for poetry▪ 10 minutes for one of the other two texts read in

class

IB Literature A

Part 3: Literary Genres (4) 4 works from the same genre (from PLA)▪ Drama, Prose, Non-Fiction, Poetry

Paper 2 Exam: Comparative Essay 2 Hours

1250-1750 words long (comparing literary techniques between two texts i.e. voice, themes, symbols, etc)▪ Cannot use notes or text in writing the in-class

paper

IB Literature A

Part 4: Free Choice (3) Works of Literary merit are chosen

Individual Oral Presentation▪ Students choose text and style of

presentation▪ Students are encouraged to be creative

Areas of instruction cont.

Group 2: World Languages

Spanish (SL only) Tina Foster

IB Spanish

Designed for second language learners

Prepares students to use the language appropriately in a range of situations and contexts and for a variety of purposes

Allows students to develop an awareness and appreciation of the culture(s) of the countries in which the target language is spoken.

Difference between regular Spanish classes and IB Spanish

IB Spanish is a much more intensive study of the language

IB classes generally require preparation of papers, oral presentations, and written exams in the target language

Spanish I.B. program offers a wealth of benefits to the students

It enhances the lingual fluency of the student by training him/her and preparing him/her for comprehensive study and analysis of the contemporary world utilizing history and literature as the basis of the task. 

Bilingualism is a notable, professional asset in national and international markets. 

I.B. Spanish students historically test out of many hours of foreign language requirements saving hundreds of dollars in collegiate expenses and reducing graduation requirements. 

Equally important is the cultural awareness and appreciation of other countries and people so crucial to global understanding and harmony. 

Areas of instruction cont.

Group 3: Individuals and societies

History of the Americas (HL only) Jim Stenholm and Casey Meier

Business and Management (SL and HL) Zach Kliewer

Individuals & Societies: History

20th Century World History

Causes, Practices, & Effects of War The Cold War Communism in Crisis: 1976-1989

History of the Americas

Emergence of the Americas in global affairs (1880-1929)

The 2nd World War & the Americas The Cold War & the Americas

Assessments

Document based questions Essay Internal assessment : 1500-2000

word analytical research paper

IB- Business and Management

Zac Kliewer

Overview

The curriculum model for Diploma Programme business and management is a core curriculum for higher level (HL) and standard level (SL) consisting of five topics with common content and learning outcomes. In addition to the core, HL students are expected to complete extension areas of study, in all five topics. HL students also study one extension topic listed below as topic 6, business strategy.

HL and SL core

Topic 1: Business organization and environment

Topic 2: Human resources Topic 3: Accounts and finance Topic 4: Marketing Topic 5: Operations management

HL only

Topic 6: Business strategy The business strategy topic is intended to provide a

framework and overview for the students to think in an integrated way about the future strategy of a business or businesses. The purpose of the business strategy topic is not to add extra content to the business and management course, but to collect together business ideas, concepts and techniques, which will develop the skills that allow an informed decision to be made about the future direction of an organization. The type of thinking encouraged by this approach will provide a bridge between the Diploma Programme business and management course and higher education or employment.

Areas of instruction cont.

Group 4 : Experimental Science

Chemistry (SL and HL) Kelly Owens

Biology (SL and HL) Katie Smithhisler

Group IV: Science

College science courses are emphasizing process skills during laboratory and testing situations

The IB curriculum and exams prepare high school students for college science courses

There is a higher possibility of earning credits for college science courses through the IB Program as opposed to AP courses

Group IV: Science

Students want increased rigor in sciences We have added Chemistry II, AP Chemistry,

and three more Anatomy and Physiology classes within the past four years

All science courses at CHS have already begun using IB labs allowing a greater number of students to be exposed to a higher level of labs

Students live up to the teachers’ expectations

Group IV: Science

IB Science includes a Group IV Project

All students enrolled in IB Science courses work together to do a project on a relevant topic in the community (ex: water quality in Haysville)

Real-life science Students are involved with the

community

Areas of instruction cont.

Group 5 : Mathematical and Computer Science

Math Studies SL Regina Miller

Math (SL) Bill Roudybush

Mathematics SL1) Algebra a) Sequences and Series b) Exponents and Logarithms c) Binomial Theorem2) Functions a) Function, Composite, Inverse

b) Graphs and Solutionsc) Transformationsd) Reciprocale) Quadratics Graphsf) Quadratics Algebraic Solveg) Logarithms Solve and Inverseh) Natural Logarithms

Mathematics SL3) Precalculus a) Unit Circle b) Trig Functions and Identities c) Formulas d) Circular and Composite Functions

e) Equations and Graphsf) Rules and Area

4) Vectors a) Framework, Sum and

Differences, Unitb) Scalars, Parallel, Perpendicular Angle betweenc) r = a + tbd) Coincident, Intersect

Mathematics SL5) Statistics a) Data b) Graphs and Spread c) Centers and Spread d) Graphs and Percentiles

e) Basic Probabilityf) Combined Eventsg) Conditional and Independenth) Diagramsi) Probability Distributions and Expected Valuesj) Binomial Distributionsk) Normal Distribution

Mathematics SL6) Calculus a) Limits, Convergence, Derivatives b) Differentiation; Chain, Product,

and Quotient rules c) Maximums, Minimums, and Optimization d) Integration

e) Definite Integrals, Areas under curves and Volumesf) Kinematic problemsg) Graphs, Significance of Second Derivative and Points of Inflection

Mathematics SL7) Matrices Being replaced in 2012

Regression andIntegration with Substitution

Math DepartmentRequest to Support

Higher Level Classes1) Algebra Honors

2) Geometry Honors

3) Algebra II Honors

Mathematical Studies SL1) Introduction to the Graphic Calculator a) Arithmetic Calculations

b) Use of Graphic Calculator to graph a variety of functions

2) Number and Algebra a) Number Sets

b) Approximation and Percent Errorc) Expressing numbers & Operationsd) SI units of measuree) Sequences with applicationsf) Use of formulaeg) Systems of Equations with Solutionsh) Quadratic Equations with Solutions

Mathematical Studies SL3) Sets, Logic and Probability a) Set Theory basics

b) Venn Diagrams with applicationsc) Sample spaced) Symbolic Logic basicse) Compound Statementsf) Truth Tablesg) Implication and Logic equivalenceh) Probabilityi) Venn Diagrams in Probabilityj) Laws of Probability

Mathematical Studies SL4) Functions a) Function Mapping defining

Domain and Rangeb) Linear Functions with Graphingc) Quadratic Functions with Graphingd) Exponential Expression & Functionse) Graphs and Properties of Sine and

Cosine Functionsf) Accurate graph drawingg) Use of Graphing Calculator to sketch & analyze unfamiliar functionsh) Use of Graphing Calculator to solve

combinations of functions

Mathematical Studies SL5) Geometry and Trigonometry a) Coordinates, midpoints & distances b) Equations of Lines and Slopes c) Ratios of Sine, Cosine & Tangent d) Rules of Sine and Cosine

e) Construction and area of polygonsf) Parts, Surface Area and Volume of three-dimensional shapes

Mathematical Studies SL6) Statistics

a) Classification of datab) Discrete data with frequency chartsc) Grouped data with values in histograms & stem and leaf diagramsd) Box and whisker plots with percentiles and quartilese) Measures of central tendencyf) Measures of dispersiong) Scatter plots with line of best fit and correlationsh) Regression line and predictioni) Formulas for independence and formulation of hypotheses

Mathematical Studies SL

7) Introductory Differential Calculus a) Gradient of a line through two

points and tangent to a curveb) Derivative of integer functionsc) Equation of the tangent at a pointd) Increasing and decreasing functionse) Local maximum and minimum points

Mathematical Studies SL

8) Financial Mathematics a) Currency conversions b) Simple interest c) Compound interest d) Construction and use of tables for

modeling loan repayments, investments, savings, and inflation

Areas of instruction cont.

Group 6: The Arts

Visual Arts (SL and HL) Christi Robert and Martha

Brohammer

International Baccalaureate

Fine Arts (Group 6): Putting Research into Practice.

Because …

The Arts are practiced and valued in our complex and diverse society as important outlets for the communication of ideas, feelings and beliefs and as a major source of intellectual, physical, spiritual, and emotional development, understanding and enjoyment.

Through an arts program students:

Develop their intellectual, imaginative and expressive potential.

Develop skills, techniques and a knowledge of processes as a basis for personal expression

Create, perform or present arts works Develop critical skills and an understanding of

aesthetics Develop an understanding of how the arts

evolve within particular social, cultural and historical contexts

Enjoy participating in the processes of creating, presenting and responding to the arts.

IB Visual Arts is divided into two areas Product: Students seem to gain

most satisfaction by completing products of quality. Not only do they see quality in terms of their own expectations but also in the responses of their teacher, other students and their parents. Students who do not receive positive feedback on their work seldom continue with art beyond the compulsory years.

Process:An important process which is developed in art activities is creative problem solving.Whenever students are engaged in art making activities, they are confronted by enormous Challenges and problems. They practice making decisions after first thinking and researching About the various solutions available.

Option A

Designed for student who wishes to concentrate on studio practice. Investigation workbooks (IWB) will support, inform, develop and refine studio work through sustained contextual, visual and critical investigation.

Studio Product is 60% IWB 40%

Option B

Research orientated, designed for students who wish to concentrate on contextual, visual and critical investigation. IWB’s are used to fully integrate a range of ideas and produce studio work based on their visual and written investigation. This option is more suitable for a student who has a strong interest in art history and in critical thinking and writing.

Studio Product is 60% IWB 40%

Reflection on a Demonstration

Reflection on Historical Investigation

Reflection on Visual Investigation

Studio Work – Student Exhibit

Visual Investigation in Student Show

Exploration of Materials - Student Show

Working with Environment – Student Show

Candidate Record Book

Contains Artist statement of purpose. Sample pages from IWB Digital Images from Student Exhibit.

Diploma Requirements cont.

Standard Level 150 recommended hours Some exams will be taken during junior

year

Higher Level 240 recommended hours Exams taken during Senior year

Unique Features of the IB program

Theory of Knowledge (called TOK) Challenges students to question the basis of knowledge, to be aware of

subjective biases and to develop the ability to analyze evidence that is expressed in rational arguments.

A key element in encouraging students to appreciate other cultural perspectives.

Will be taken as a class during seminar. Extended Essay Research Assignment

An opportunity to investigate a topic of special interest. The essay requirement acquaints students with the kind of independent research and writing skills expected by universities.

The IBO recommends a student devote a total of about 40 hours of study and writing time for this 4,000 word essay. It may be written in one of 60 subjects, including many languages.

Creativity, Action, and Service Allows students to participate in community service and action hours, as

well as develop an appreciation of creativity. Students complete a minimum of 150 hours (50 in each area) during the junior and senior years

Creativity, Action, and Service   AIMS of CAS—develop students who are: reflective thinkers,

willing to accept new challenges and new roles, aware of themselves as a responsible member of communities, active participants in collaborative projects, balanced in involvement in intellectual, physical,  creative and emotional experiences.

CAS will require the equivalency of about ½ day per school week (3-4 hours) or approximately 150 hours, about 50 in each area of Creativity, Action, Service.  It’s not more of the same—it must meet the learning outcomes.  Example—regular practice for football doesn’t count, but mentoring with younger athletes or learning a new position would. Playing in the marching band might qualify for some CAS hours, but working with Ms. Hughes and section leaders to plan and implement a routine definitely would meet the learner outcomes.  One has to set a GOAL and reflect on the process and outcomes of the activity. 

CAS cont.

Learning Outcomes: At the completion of the CAS experience, students will have evidence to show

a.  increased awareness of own strengths and areas for growth

b.  undertaken new challenges c.  planned and initiated activities d.  worked collaboratively with others e.  shown perseverance and commitment in their

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

The Diploma Program Curriculum

Group 1

Group 2 Group 3

Group 4

Group 6

Group 5

1. Theory of Knowledge

2. Extended Essay

3. Creativity, Action, Service

Students take one class from each of the six core areas and test at the end of the senior year.

English

Individuals and societies

Math

World Language

Science

The Arts

TOK, CAS, and the Extended Essay are completed over the two years of the IB diploma program

Who is an IB candidate?

Not limited to GTC students Is self-motivated and driven by desire to

succeed Enjoys intellectual and academic challenge Is eager to acquire and develop analytic/critical

thinking skills Has the desire to learn and develop proficient

written/oral skills in a second language Possesses or is willing to acquire good

time/stress management skills Is open to new ideas and tolerant of different

beliefs Participates in school and community activities

Six Qualities of an IB Student

MotivatedExercises initiative

in exploring concepts of local

and global significance.

InquiringHas a natural curiosity for a more in-depth

study of the world.

Communicator

Understands and expresses ideas & works willingly in collaboration with others

PrincipledActs with integrity & honesty with a sense of fairness, justice, & respect.

They take responsibility for

their actions.

Open-MindedOpen to

perspectives, values and traditions of

others.

Caring They show a

personal commitment to

make a difference in the lives of

others.

Preparation for College Success A study by the Education Policy

Improvement Center has confirmed that IB students have the knowledge and skills for success during their first year of university study.

According to data from the National Student

Clearinghouse, United States students who receive the IB diploma are 38% more likely to graduate from college with a bachelor’s degree than all other students.

College Credit for IB

Currently Kansas State University, Kansas University, Wichita State University and Hutchinson Community College offer credit for both higher level and standard level IB courses.

Scholarships specifically for IB students are available at The University of Tulsa and The University of Nebraska-Lincoln.

http://www.ibo.org/

District Strategic Plan

District Vision Statement: "To equip learners with 21st Century Skills to achieve excellence in a continually-changing world“

 Support staff through the systematic development and implementation of instructional tools, practices, and technologies to ensure student learning.

Develop showcase programs in academics/athletics/ activities while ensuring all students are prepared for life.

Pursue and develop the financial resources to support the goals of the district.

 

Strategic plan cont.

relevance + relationships + rigor = engaged learning

school, community and business partnerships enrich student learning

in quality staff committed to excellence in exploration, innovation, collaboration and

growth in integrity of word and deed students need a rigorous, relevant world class

curriculum in data-driven, continuous improvement for all diversity is an asset modern technology is an essential tool for

teaching and learning in fiscal responsibility

Hutchinson High School

Todd Ray, IB Coordinator rayt@usd308.com

Questions??????????