INTERNATIONAL BACCALAUREAT

E101

Think Globally;

Act Locally;

Expand Personally

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Mission

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.

The IB is a non-profit making Swiss Foundation registered in 1968. The activities of the organization are determined by an Act of Foundation approved by the Swiss authorities.

Motivated by a missionWe aim to create a betterworld through education

PartnershipsWe achieve our goals byworking together

QualityWe value our reputation for high standards

ParticipationWe actively involve our stakeholders

International mindednessWe embrace diversity

Legal status

Core values

WHAT IS IB?

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The attributes of the learner profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the three programmes and, therefore, the culture and ethos of all IB World Schools.

IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge.

IB learners strive to be:

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

NOT JUST EDUCATION…BUT CHARACTER

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IB mission statement

MYP DP

Introduced in 1997 For ages 3-12

Schools must offer the PYP as an inclusive programme for all students

Introduced in 1994 for ages 11-16

Schools are strongly encouraged to implement the MYP as an inclusive programme for all students

Introduced in 1969 forages 16-19

Schools may implement the DP as an inclusive programme for all students or identified students

The IB continuum inception

PYP MYP DP

Programme standards and practices

IB learner profile

ACROSS GRADES…

IB PROGRAMS COMPARISONThe MYP is: for students aged 11 to 16 a framework of academic

challenge 8 subject groups, plus personal

project in the final year taught in any language

The MYP encourages students to: understand the connections

between subjects through interdisciplinary learning

understand the connections between subjects and the real world

become critical and reflective thinkers

DP Diploma Program

The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students, normally aged 16 – 19, for success at university and life beyond• Students will take courses in

each of the 6 subject areas and Theory of Knowledge

• Service to the community• Extended Essay

DIPLOMA PROGRAM MODEL

THE WHOLE SHEBANG?

Individual Classes Diploma Program

Classes from 6 subjects at-will +/or TOK

Students who pass earn a certificate and minimal college credit (usually)

All of the following requirements must be met:

All 6 subjects pursued with coordinating assessments (internal and external)

2 year program @ ACHS TOK (1st block only!) EE (4000 words) CAS (Creativity Action

Service)

LANGUAGE A1: WHY“One of the most effective an humanizing

ways that people of different cultures can have access to each other’s experiences and concerns is through works of literary merit” (Salma Jayyusi).

LANGUAGE A1: STUDENT OBJECTIVES

Students will develop: an ability to engage in independent literary criticism in a manner which

reveals a personal response to literature an ability to express ideas with clarity, coherence, conciseness, precision

and fluency in both written and oral communication a command of the language appropriate for the study of literature and a

discriminating appreciation of the need for an effective choice of register and style in both written and oral communication

a sound approach to literature through consideration of the works studied

a thorough knowledge both of the individual works studied and of the relationships between groups of works studied

an appreciation of the similarities and differences between literary works from different ages and/or cultures

an ability to engage in independent textual commentary on both familiar and unfamiliar pieces of writing

a wide-ranging appreciation of structure, technique and style as employed by authors, and of their effects on the reader

an ability to structure ideas and arguments, both orally and in writing, in a logical, sustained and persuasive way, and to support them with precise and relevant examples.

LANGUAGE A1: WORDS

Year 1 Texts Year 2 Texts

Albert Camus The Stranger

Yann Martel Life of Pi        Tim O’Brien The Things

They Carried Lisa See Snow Flower

and the Secret Fan Kitchen    Banana Yoshimoto

Like Water for Chocolate Laura Esquivel

Women of Sand and Myrrh Hanan Al-Shaykh

2.1 Drama -- Hamlet by William Shakespeare

    2.2 Poetry -- Selected poems by Walt Whitman and Langston Hughes

    2.3 Prose (The Novel and Short Story) --  The Handmaid's Tale by Margaret Atwood

    2.4 Prose (Other than the Novel and Short Story) –Essays by: King and Orwell

Lysistrata    Aristophanes (PWL) The Imporance of Being Earnest 

Oscar Wilde    (PBL) Heidi Chronicles Wendy

Wasserstein Master Harold and the Boys Athol

Fugard

LANGUAGE A1: ASSESSMENT BREAKDOWN

External Assessment (70%) Internal Assessment (30%)

External Paper Component 50%

2 papers Written in exam

modeWorld Literature

Assignments20%

2 papers Written through

course

Oral Component 30%

Individual Oral Presentation

Individual Oral Commentary

LANGUAGE A1: ASSESSMENTS

Year 1 Year 2

IOP (ongoing throughout semester 1)

World Lit Paper 2 assigned beginning of Spring 2010 semester

World Lit Paper 1 assigned end of Spring 2010 semester, with revisions over summer, completed paper due early Fall 2010 semester 

Individual Oral Commentary to be administered end of Fall 2010/beginning of Spring 2011

External paper 1 (commentary) and 2 (essay)

ADVICE FROM CURRENT IBDP SENIORS

Always turn in only your best work. And make sure you review and edit everything beforehand.

Do your best and stay on top of you work Always do your best and ask for help. Stay caught up with the reading and always try to participate in

class conversations. DO YOUR HOMEWORK (otherwise you’ll fall behind) Be creative. If you are overwhelmed, don’t be afraid to ask for help. Always work your hardest, and stay caught up in class. If you happen to face a really hard situation during the school

year and feel like it’s the end, don’t let it get to you because deep inside you know that you can overcome any obstacle and succeed just like you had in mind. So don’t let anything stop you from getting to where you want to go and believe in yourself because if you don’t who will.

Once you get to a point where you feel comfortable with your knowledge and work HELP OTHERS!! PAY IT FORWARD!:)

The best advices is simply live, listen, learn and progress.

That’s not really the best advice, good advice is to just try your hardest no matter what. DO NOT GIVE UP!!!!

That wasn’t that great either, just live and know that just DOING the work will get you an A in any class.

WHEN I THINK OF IB, I THINK OF…

Rigor

Reward

&