Download - IB Philosophy
© International Baccalaureate Organization 2007Page 1
© International Baccalaureate Organization 2007
IB Philosophy 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.
Our programs encourage students across the
world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
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© International Baccalaureate Organization 2007
IB Mission
The aim of all IB programs 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.
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A continuum of international education
Three programmes: one continuum
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IB Continuum of International Education
PYP grades K-5
MYP Grades 6-10
DP Grades 11-12
© International Baccalaureate Organization 2007Page 6
MYP DPPYP
Structural continuum
The IB continuum of education
MYP DP
Programme of inquiry and scope & sequence for six subject areas:•Language•Mathematics•Social studies•Science•Arts•Personal, social & physical education
Prescribed planner to support inquiry
Eight subject areas with aims, objectives & assessment criteria:
•Language A•Language B•Humanities•Sciences•Mathematics•Arts•Physical education•Technology
Planner for units of work
Six subject groups with detailed syllabus & assessment guides:
•Language A1
•Second language
•Individuals & society
•Experimental sciences
•Mathematics & computer science
•The arts•Course outline & guide for each subject offered
PYP MYP DP
© International Baccalaureate Organization 2007Page 7
MYP DPPYP
Language learning continuum
The IB continuum of education
MYP DP
Promotes mother-tongue development
Student’s learn an additional language from age seven
Schools must develop a language policy
Promotes mother-tongue/best language and/or Language A development
Student’s second language (language B)
Schools must develop a language policy
Promotes mother-tongue development: school supported, self-taught language A1 courses
Promotes the acquisition of a second language: Language A2, B, ab initio
Schools must develop a language policy
PYP MYP DP
© International Baccalaureate Organization 2007Page 8
MYP DPPYP
Special education needs continuum
The IB continuum of education
MYP DP
Inclusive programme where early intervention is critical for developing effective learning.
Inclusive programme allowing schools to offer appropriate intervention through scaffolding and differentiation. Flexible curriculum framework provides schools with opportunities to support students with special education needs.
School must develop a special education needs policy
Established support mechanisms outlined in Candidates with special assessment needs
Special arrangements can be authorized by IB Cardiff for external assessments. Guidelines are available in the Handbook of Procedures.
School must develop a special education needs policy
PYP MYP DP
© International Baccalaureate Organization 2007
Three Programs linked by the IB Learner Profile
--the IB mission statement translated into a set of learning outcomes for the 21st century.
Knowledgeable Inquirers Thinkers
Open-minded Principled Reflective
Communicators Risk-takers Balanced
Caring
© International Baccalaureate Organization 2007Page 11
Diploma Program Curriculum Model
The curriculum contains a core of three parts, surrounded by six subject groups
three subjects at higher level
three subjects at standard level
all three parts of the core.
The IB Learner Profile and the core are central to the philosophy of the Diploma Program.
Students study :
© International Baccalaureate Organization 2007
Full Diploma CORE
Requirements
Full Diploma CORE
Requirements
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Core 1: Theory of Knowledge
Theory of knowledge Interdisciplinary
Explores the nature of knowledge
across disciplinesPage 13
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MYP DPPYP
Learning to learn continuum
The IB continuum of education
MYP DP
Learners constructing meaning
Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best)
Promotes metacognitive performance (the ability to use self-knowledge to improve)
Approaches to learning
Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best)
Promotes metacognitive performance (the ability to use self-knowledge to improve)
Theory of knowledge
Promotes metacognitive knowledge --knowledge learners have about themselves and how they learn best
Promotes metacognitive performance --the ability to use self-knowledge to improve
PYP MYP DP
© International Baccalaureate Organization 2007
TOK is organized around questions….
Language• If people speak more than one language, is what they know
different in each language?
Natural Sciences What knowledge, if any, will always remain beyond the
capabilities of science to investigate or verify?
History If truth is difficult to prove in history, does it follow that all versions
are equally acceptable?
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Core 2: The Extended Essay
An independent, self-directed piece of research, culminating in a 4,000-word paper.
…. the student has the opportunity to show knowledge, understanding and enthusiasm about a topic of his or her choice.
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© International Baccalaureate Organization 2007Page 17
MYP DPPYP
Consolidation of learning continuum
The IB continuum of education
MYP DP
Exhibition
Real life issue identified by students and explored through an extended and collaborative inquiry
Learner profile attributes reflected on and developed.
Personal project
Independent project resulting from the student ‘s own initiative and creativity integrating the areas of interaction
Learner profile attributes reflected on and developed.
Extended essay
Individual inquiry and research into a focused question of student’s own choice using a recognized disciplinary methodology.
Learner profile attributes reflected on and developed.
PYP MYP DP
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The Extended Essay
Offers the opportunity to
investigate a research question of
individual interest
Familiarises students with the independent research and writing skills expected at university
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The Extended Essay May 2009
E c o n o m i c s To what extent does the extraction tax that
Yanacocha pays contribute to Cajamarca's development?
B i o l o g y What effects are there on the potato tuber when
disturbing the flow of water and nutrients?
E n g l i s h L I t e r a t u r e Romantic aspects in the characters of Victor
Frankenstein and the monster of Mary Shelley's Frankenstein
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Core 3: CAS: Creativity, Action Service
A fundamental part of the Diploma program that takes seriously the importance of life outside the world of scholarship, providing a refreshing counterbalance to academic studies. Page 20
© International Baccalaureate Organization 2007Page 21
MYP DPPYP
Action continuum
The IB continuum of education
MYP DP
Action
Action cycle
ChooseReflect Act
Voluntary demonstration
Community and service
Inquiry cycle:
Awareness & understanding
Reflection
Action
Required participation
Creativity, action, service (CAS)
Cycle of experiential learning: Plan
Reflect Act
Observe
Required participation in a range of activities
PYP MYP DP
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A good CAS program should be both challenging and enjoyable,
a personal journey of self‑discovery
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…..students should have opportunities to choose their own CAS activities and to
undertake activities in a local and international context as appropriate.
This means that, as far as possible, students
should “own” their personal CAS programs.
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CAS Learning Outcomes
As a result of their CAS experience as a whole, there should be evidence that students have:
increased their awareness of their own strengths and areas for growth
undertaken new challenges planned and initiated activities worked collaboratively with others shown perseverance and commitment in their
activities engaged with issues of global importance considered the ethical implications of their actions developed new skills
© International Baccalaureate Organization 2007
CAS Program at FDR
thoughtful consideration Incorporation of SMART goal proposals for all CAS
Activities
ownership , choice, challenge Requires student choice and initiative in organizing a CAS
service project
meaningful reflection Formalized summative assessment procedure
: CAS - Juniors 2008-09
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CAS Independent Projects May 2010
Un Techo Para mi Pais Fundacion ANAR Descubriendo Noche de Arte In-site Entertainment
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Inquirers•Demonstrates an interest in the nature of learning
•Asks meaningful, relevant questions•Enthusiastically engages in self-directed learning
Risk-takers• Demonstrates the independence of spirit to explore new roles, ideas and strategies
Principled•Consistently acts with integrity and honesty
•Accepts responsibility for actions
Caring•Demonstrates empathy, compassion and respect for the needs and feelings of others
•Demonstrates a personal commitment to service
Thinkers•Demonstrates initiative and creativity in solving complex problems
Balanced•Actively chooses to participate in a variety of activities •Effectively applies organizational skills
© International Baccalaureate Organization 2007
DP Academic Program
CASEETOK
CASEE
TOK
Group 1Literature
A1Group 2Language
A2, B, ab initio
Group 3Individuals
&Society
Group 4Experimental
Sciences
Group 5Mathematics
Group 6Arts
© International Baccalaureate Organization 2007
Standard Diploma Program
English A1 HL
Spanish A2 SL
ITGS SL
Biology HL
Math Standard SL
Visual Arts HL
TOK CAS EE
English A1 HL
Spanish A2 SL
ITGS SL
Biology HL
Math Standard SL
Visual Arts HL
TOK CAS EE
Group1
Group 2
Group3
Group 4
Group 5
Group 6
CORE
Group1
Group 2
Group3
Group 4
Group 5
Group 6
CORE
All six areas of the DP hexagon are incorporated into the program.
All six areas of the DP hexagon are incorporated into the program.
© International Baccalaureate Organization 2007
Science Emphasis
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
CORE
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
CORE
English A1 SL
Spanish B SL
Economics HL
Chemistry HL
Math Standard SL
Physics HL
TOK CAS EE
English A1 SL
Spanish B SL
Economics HL
Chemistry HL
Math Standard SL
Physics HL
TOK CAS EE
Students use Group 6 as an academic elective in their chosen emphasis.
Students use Group 6 as an academic elective in their chosen emphasis.
© International Baccalaureate Organization 2007
Arts EmphasisEnglish A1 HL
Spanish B SL
Environmental Systems SL
Math Studies SL
Theater HL
Music HL
TOK CAS EE
Group 1
Group 2
Group 3/4
Group 5
Group 6
Group 6
CORE
Group 1
Group 2
Group 3/4
Group 5
Group 6
Group 6
CORE
Environmental Systems is used to meet the requirements for both groups 3 & 4, giving students the ability to include two arts in their program.
Environmental Systems is used to meet the requirements for both groups 3 & 4, giving students the ability to include two arts in their program.
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Peruvian Certificate + IB Diploma
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6
CORE
Spanish A1 HL
English A2 SL
History HL
Chemistry HL
Math Standard SL
Visual Arts SL
TOK CAS EE
Spanish A1 HL
English A2 SL
History HL
Chemistry HL
Math Standard SL
Visual Arts SL
TOK CAS EE
OPP students may not use ITGS to meet the group 3 requirement.
OPP students may not use ITGS to meet the group 3 requirement.
© International Baccalaureate Organization 2007
IB assessment
Assessment tasks are designed to support and encourage good classroom teaching and learning.
They measure advanced academic skills:
analyzing and presenting information evaluating and constructing arguments solving problems creatively
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MYP DPPYP
Assessment continuum
The IB continuum of education
MYP
Internal assessment of all aspects of a student’s learning based on criteria developed by the teacher (often with student involvement) relevant to the context of the learning.
Provides feedback on the learning process as a basis for future learning
Schools must develop an assessment policy
Internal assessment based on subject-specific criteria; schools can opt for external moderation of teachers’ internal assessment
Criterion related performance assessment provides feedback on the learning process as a basis for future learning
Schools must develop an assessment policy
External moderation of internally assessed work, externally assessed coursework, and external examinations
Criterion related performance assessment
Summative assessment for a final qualificationSchools must develop an assessment policy
PYP MYP DP
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Internal vs External Assessment
Internal Assessment consists of various forms of coursework: oral performances, written tasks, presentation; this work is marked by FDR teachers
External Assessment comprises all of the May exams along with some coursework; all are marked by IBO appointed examiners
In all cases, student results are determined by performance against set criteria and moderated against an international standard
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Award of the Diploma
© International Baccalaureate Organization 2007Page 37
The IB diploma is widely recognized by the world’s leading universities.
The IB works closely with universities in all regions of the world to gain recognition for the IB diploma:
Recognition in over 100 countries
Recognition by over 2,000 universities
A database of university admission policies on www.ibo.org
Some universities offer scholarships and advanced placement for IB students
© International Baccalaureate Organization 2007
IBO Transcripts
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to IB or not to IB…..
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The program demands a great deal of
self-discipline, organizational skills and
motivation which are of at least equal importance to academic competence.
The program demands a great deal of
self-discipline, organizational skills and
motivation which are of at least equal importance to academic competence.
© International Baccalaureate Organization 2007
To successfully undertake the full IB Diploma at FDR, a student should therefore have demonstrated:
Previous competence in a majority of the six subjects to be studied
Evidence of the necessary study skills and maturity to take on increasing responsibility for their education.
Awareness of the goals of the IB Diploma program
Willingness to participate in school life beyond the classroom
© International Baccalaureate Organization 2007
IB Certificates
Students who have demonstrated academic competence/interest in specific subjects
desire for the advantages the official IB exam results provide
would like more flexibility with the make-up of their academic program
have yet to fully embrace the IB goals and objectives
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IB Values