IB Philosophy

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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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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
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Structural continuum
MYP
DP
MYP
DP
PYP
MYP
DP
PYP

• Eight subject areas with aims, objectives
  assessment criteria
• Language A
• Language B
• Humanities
• Sciences
• Mathematics
• Arts
• Physical education
• Technology
• Planner for units of work

• 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

• 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

The IB continuum of education
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Language learning continuum
MYP
DP
MYP
DP
PYP
MYP
DP
PYP
Promotes mother-tongue/best language and/or
Language A development Students second
language (language B) Schools must develop a
language policy
Promotes mother-tongue development Students
learn an additional language from age
seven 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
The IB continuum of education
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Special education needs continuum
MYP
DP
MYP
DP
PYP
MYP
DP
PYP
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
The IB continuum of education
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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

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Diploma Programme

• The unique benefits of the DP

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Diploma Program Curriculum ModelThe
curriculum contains a core of three parts,
surrounded by six subject groups
Students study

• 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.
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Full Diploma CORE Requirements
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Core 1 Theory of Knowledge

• Theory of knowledge
• Interdisciplinary
• Explores the nature of knowledge
• across disciplines

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Learning to learn continuum
MYP
DP
MYP
DP
PYP
MYP
DP
PYP
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
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)
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)
The IB continuum of education
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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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Consolidation of learning continuum
MYP
DP
MYP
DP
PYP
MYP
DP
PYP
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 students own choice
using a recognized disciplinary
methodology. Learner profile attributes
reflected on and developed.
The IB continuum of education
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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.

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Action continuum
MYP
DP
MYP
DP
PYP
MYP
DP
PYP
Creativity, action, service (CAS) Cycle of
experiential learning
Plan Reflect Act
Observe Required participation in a
range of activities
Community and service Inquiry cycle
Awareness
understanding Reflection
Action Required participation
Action Action cycle
Choose Reflect
Act Voluntary
demonstration
The IB continuum of education
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A good CAS program should be both challenging and
enjoyable, a personal journey of self-discovery
A good CAS programme 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

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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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• Principled
• Consistently acts
• with integrity
• and
• honesty
• Accepts
• responsibility
• for actions

• Inquirers
• Demonstrates an interest in the nature of
  learning
• Asks meaningful, relevant questions
• Enthusiastically engages in self-directed
  learning

• Balanced
• Actively chooses to participate in a variety of
  activities
• Effectively applies organizational skills

• Thinkers
• Demonstrates initiative and creativity in solving
  complex problems

• Risk-takers
• Demonstrates the independence of spirit to
  explore new roles, ideas and strategies

• Caring
• Demonstrates empathy, compassion and respect for
  the needs and feelings of others
• Demonstrates a personal commitment to service

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DP Academic Program
Group 1 Literature A1
Group 3 Individuals Society
Group 2 Language A2, B, ab initio
CAS EE TOK
CAS EE TOK
Group 4 Experimental Sciences
Group 5 Mathematics
Group 6 Arts
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Standard Diploma Program
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
All six areas of the DP hexagon are
incorporated into the program.
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Science Emphasis

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
Students use Group 6 as an academic elective in
their chosen emphasis.
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Arts Emphasis

• English 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
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
OPP students may not use ITGS to meet the group 3
requirement.
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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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Assessment continuum
MYP
DP
MYP
DP
PYP
MYP
PYP
External moderation of internally assessed work,
externally assessed coursework, and external
examinations Criterion related performance
assessment Summative assessment for a final
qualification 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
Internal assessment of all aspects of a students
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
The IB continuum of education
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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
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The IB diploma is widely recognized by the
worlds 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

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IBO Transcripts
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to IB or not to IB..
The program demands a great deal of
self-discipline, organizational skills and
motivation which are of at least equal
importance to academic competence.
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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

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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