The mission statement of the International

Baccalaureate Organization (IBO)

The International Baccalaureate Organization aims to develop

inquiring, knowledgeable and caring young people who help to

create a better and more peaceful world through intercultural

understanding and respect.

 

To this end the IBO works with schools, governments and

international organizations to develop challenging programmes of

international education and rigorous assessment.

 

These programmes encourage students across the world to

become active, compassionate and lifelong learners who

understand that other people, with their differences, can also be

right.

IBCA: Curriculum & Assessment Centre, Cardiff, Wales

IBA offices in Maryland and Vancouver

IBAP office in Singapore

IBO headquarters & IBAEM regional office, Geneva

247 247 Canadian Canadian SchoolsSchools

759 US 759 US SchoolsSchools

5 DP Schools in the 5 DP Schools in the Caribbean: Caribbean: Bahamas 1, Bahamas 1, Bermuda 2, Bermuda 2, Dominican Republic Dominican Republic 1, & Curaçao 1 1, & Curaçao 1

IB in North America: 1006 schoolsIB in North America: 1006 schools

2661 schools in 136 countries2661 schools in 136 countries

D 119

M 121

P 28D 554

M 185

P 106

Inquirers-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 Profile

Knowledgeable

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

IB Learner Profile

Critical thinkers

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

IB Learner ProfileRisk-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.

Principled

-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 ProfileCaring

– 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.

Open-minded

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

IB Learner ProfileWell-balanced

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

Reflective

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

Diploma Programme Ages 16-19 • two year programme

Middle Years Programme (MYP)Ages 11-16 • five year programme

Primary Years Programme (PYP)Ages 3-12 • inquiry based

Primary Years Programme

Ages 3 to 12

Excellent introduction to the

Middle Years Programme of the IBO

but not a prerequisite

Primary Years Programme

The Primary Years Programme offers a framework to meet children’s needs

Primary Years Programme

academic

social

physical

emotional

cultural

The philosophy

The Primary Years Programme

defines characteristics of students

who are aware of and sensitive to

the experiences of others

Primary Years Programme

help teachers and students explore knowledge in the

broadest sense

Sharing the planet

Who we are

Where we are in place and time

How we express ourselves

How the world works

How we organize ourselves

Six transdiciplinary themes

Primary Years Progrmme

concepts

skills

attitudes

action

The PYP identifies a body of knowledge for all students in all cultures, in six subject areas

Who we are

Where we are in place and time

How we express ourselvesHow the world works

How we organize ourselves

Sharing the planet

knowledge

arts

language

mathematics

social studies

science and technology

personal, social and physical education

The PYP portfolios of student achievement document progress

Individual portfolios

Students aged 10 to 12, in the final year of the programme, participate in a culminating

project called the PYP exhibition

It demonstrates their proficiencies in all areas of the programme

The PYP exhibition

Middle Years Programme

A five-year programme

Academic challenge and life skills

Middle Years Programme (MYP)

For students aged 11 to 16

A critical phase of personal and intellectual development

A time of uncertainty, sensitivity, resistance and questioning

Middle Years Programme (MYP)

The MYP in brief

Technology

The MYP provides a thorough study of various disciplines

It accentuates their interrelatedness

It acknowledges the role of the disciplines and transdisciplinary study

Middle Years Programme

areas of interaction

these five perspectives are at the core of the MYP

approaches to learning

community service

health and social education

environment

The curriculum

Middle Years Programme

human ingenuity

personal project

an independent piece of work the culmination of the student’s involvement with the five areas of interaction

Middle Years Programme

The curriculum

personal project topic chosen in consultation with teachers

It may take the form of an essay an artistic production other form of expression

Middle Years Programme

The curriculum

Provided by the IBO for students completing the programme

accomplishments, noted during the assessment process, are recorded in the portfolio of achievement

Middle Years Programme

The portfolio of achievement

. . . MYP students are prepared emotionally and intellectually for the

demands made on older students

Middle Years Programme

Diploma Programme

The IBO’s goal:

to provide students with the values and opportunities that will enable them to develop sound judgment,

make wise choices, respect others in the global community

What is the What is the International International

Baccalaureate Diploma?Baccalaureate Diploma?

What is the What is the International International

Baccalaureate Diploma?Baccalaureate Diploma?Pre-university diploma Pre-university diploma and international and international admissions credentialadmissions credentialUtilizes international Utilizes international standardsstandardsBased on an integrated Based on an integrated curriculumcurriculum

Which schools have adopted the International

Baccalaureate?

Which schools have adopted the International

Baccalaureate?•public and private•magnet schools•comprehensive high

schools• international schools•schools looking to redesign

Languages of Instruction & Assessment: English, French, Spanish

New pilot courses in film, dance & transdisciplinary subjects

Group 1: Language A1

Group 2: Languages A2,

B, ab initio, Classical

Languages

Group 4:Experimental Sciences

Group 6: Arts

Group 5: Mathematics and Computer Science

Group 3: Individuals and Societies

IB Diploma Requirements• Take three Higher Level (HL) and

three Standard Level (SL) courses• One course from groups 1-5, and

a 6th subject

• Take three Higher Level (HL) and three Standard Level (SL) courses

• One course from groups 1-5, and a 6th subject

Higher Level

240 Hours Exams

Taken in Senior Year

Higher Level

240 Hours Exams

Taken in Senior Year

Standard Level

150 Hours

Exams Taken in Junior or

Senior Year

Standard Level

150 Hours

Exams Taken in Junior or

Senior Year•Complete Central Elements: EE, CAS, ToK•Complete Central Elements: EE, CAS, ToK

Sample Diploma Program

Higher LevelStandard LevelHigher LevelHigher Level

Standard LevelStandard Level

English A1French BHistory (Americas)BiologyMath StudiesVisual Arts

Sample Extended Essays

Sample Extended Essays

English A1: Dance: An extended metaphor in Pride and Prejudice

English A1: Dance: An extended metaphor in Pride and Prejudice

Visual Arts: Revealing the reality behind visible things: How does Paul Klee’s artwork portray his metaphysical view of reality?

Physics: A study of Globular Clusters. Mathematics: A proof to Fermat’s Equation

History: The Soviet famines of 1932-33The anti-war movement and its influence on Nixon’s Vietnam policy

Sample CAS Activities

Sample CAS Activities

Building houses with Habitat for Humanity

Participating in or coaching sports teamsCreating and performing a play for

elementary school studentsWriting for the school newspaperOrganizing and participating in

fundraisers for organizations fighting disease, poverty or other issues in the local, national or international community

Building houses with Habitat for Humanity

Participating in or coaching sports teamsCreating and performing a play for

elementary school studentsWriting for the school newspaperOrganizing and participating in

fundraisers for organizations fighting disease, poverty or other issues in the local, national or international community

Sample Theory of Knowledge Questions

Sample Theory of Knowledge Questions

How can you or your society decide ethically which knowledge should or should not be pursued?

Which sources of knowledge – books, web sites, the media, personal experience, authorities or some other – do you consider most trustworthy and why?

How can you or your society decide ethically which knowledge should or should not be pursued?

Which sources of knowledge – books, web sites, the media, personal experience, authorities or some other – do you consider most trustworthy and why?

Assessment in the IB Diploma Programme

InternalInternal

Teacher assigns using Teacher assigns using IB guidelinesIB guidelines

Student completes Student completes assignmentassignment

Teacher marksTeacher marks

Moderator examines Moderator examines samplessamples

Marks are moderated Marks are moderated if necessaryif necessary

ExternalExternal

Student is examinedStudent is examined

External grader External grader (assistant examiner) (assistant examiner) marksmarks

Moderator examines Moderator examines samplessamples

Marks are Marks are moderated if moderated if necessarynecessary

Assessment• External assessment using over 4000 examiners

worldwide• Internal assessment evaluated by teachers in

the school and moderated by external examiners

• Transparency: assessment using criterion referenced grading criteria

• Multiple methods of assessment for each course• Varied skills tested across disciplines• Balance between independent and teacher

supervised work• Students maintain control over many aspects of

assessment

Assessment varies across disciplines

Language 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 – multiple choice, problem solving and short essay

Assessment varies across disciplines

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

Assessment varies across disciplines

•Project in Math Studies•Research study in Psychology•Research workbook, portfolio & face to face oral assessment in Visual Arts•Performance and composition in Music

Assessment in the IB Diploma Assessment in the IB Diploma ProgrammeProgramme

Predicted Predicted MarkMark

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

ExaminationExamination

ModerationModeration

External External markingmarking

Grade Grade Award Award MeetingMeeting

To Earn the IB Diploma

To Earn the IB Diploma

•Complete EE, ToK, and CAS•Complete all IB assessments•Take six courses, one from each

group (or substitute Groups 2-5 for Group 6), and six exams

•Assessments are on 1-7 scale•Must accumulate 24 points total

on six assessments

University Recognition University Recognition

RumorsRumors::•Colleges and universities in the USA Colleges and universities in the USA and Canada have never heard of the IBand Canada have never heard of the IB•IB is perceived as inferior to APIB is perceived as inferior to AP•IB is a disadvantage in the college IB is a disadvantage in the college admissions processadmissions process

•850 colleges and universities in the 850 colleges and universities in the USA and Canada have specific IB USA and Canada have specific IB policies: 95% of students coveredpolicies: 95% of students covered•Colleges and universities consistently Colleges and universities consistently equate AP and IBequate AP and IB•Study of 2001 IB graduates shows IB Study of 2001 IB graduates shows IB substantially increases chances of substantially increases chances of admissionadmission

University Recognition University Recognition

RealitiesRealities::

University Acceptance Rates

• NYUNYU

• UC BerkeleyUC Berkeley

• PennPenn

• Johns HopkinsJohns Hopkins

• DukeDuke

• CornellCornell

• MITMIT

• DartmouthDartmouth

29%29%

25%25%

22%22%

33%33%

26%26%

27%27%

17%17%

23%23%

76%76%

60%60%

58%58%

83%83%

50%50%

70%70%

42%42%

60%60%

University Average Acceptance IB University Average Acceptance IB student acceptance rate student acceptance rate rate rate

IBO Web Site:

www.ibo.org

Information on IBO programs &

University recognition