IB Americas
Orientation Seminar:
Diploma Programme
IB Mission Statement
High quality international education for a better world
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.
New Challenges in the 21st Century
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Inequality
Complexity
Diversity
Globalization
IB’s Solutions
 Inequality
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Intercultural understanding
Service
Innovation
 Complexity
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Critical thinking
Collaboration
Agency
 Diversity
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Communication
Cultural Awareness
Worldview
 Globalization
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International Education
IB World School Characteristics
The IB does not own or manage any schools. Instead, it works with
schools that share a commitment to international education. These
schools:
 share the mission and commitment of the IB to quality international
education
 play an active and supporting role in the worldwide community of IB
schools
 share their knowledge and experience in the development of the IB
programmes
 are committed to the professional development of teachers and
administrators.
International Education
Features of an international education
 Meaning and importance of culture, starting with one’s
own but leading to that of others
 The study of issues of global concern
 An exploration of different dimensions of the human
condition
PYP
MYP
DP
IBCC
programmes that promote. . .
INTERNATIONAL MINDEDNESS including MULTILINGUALISM
ACTIVE, STUDENT CENTERED LEARNING
AUTHENTIC, CRITERION-RELATED ASSESSMENT
inspiring lifelong learners who become more. . .
INQUIRING
KNOWLEDGEABLE
CARING
The IB Diploma Programme
What is the Diploma Programme?
Diploma
Ages 16 - 19
Curriculum
Student
assessment
Professional
development
School
evaluation
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.
Number of Diploma Programmes: 2,371
IB Africa, Europe, Middle East
761
IB Asia Pacific
377
IB Americas
1,233
IB Americas
1,233 Diploma Programmes in 31 countries and territories
North America and the
Caribbean: 998 programmes in
13 countries and territories
Central and South
America: 235 programmes
in 18 countries
The Diploma Programme Curriculum Model
Core Requirements
Extended Essay (EE)
• 4000 word essay, on a topic of student interest
• Provides excellent preparation for independent study at
university level
Theory of Knowledge (TOK)
• Critical reflection on how we know and what we know
• Develops awareness of cultural perspectives and biases
• Allows for connections to be established between disciplines
Creativity, Action, Service (CAS)
• A framework for experiential learning, involving students in new
and active roles
• Develops awareness and a sense of responsibility towards the
community
IB Diploma Requirements
Students must take three higher level (HL) and three standard
level (SL) courses – all two year courses
One course from groups 1-5, and a 6th subject from either group
6 or any other group
• Higher Level
• 240 recommended hours
• Exams taken in senior year
• Standard Level
• 150 recommended hours
• A maximum of two subjects may be anticipated by
Diploma Programme students
Complete core requirements: EE, CAS, TOK
A sample Diploma programme:
Grade 11
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Group 1 – English HL
Group 2 – Spanish SL
Group 3 – History HL
Group 4 – Biology SL
Group 5 - Math SL
Group 6 – Theatre HL
Tok for a part of the year
CAS throughout
Note the expectation for concurrency
but the many options; including
‘anticipated’ where necessary, and
exceptional flexibility in course choices
Page 15
Grade 12
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Group 1 – English HL
Group 2 – Spanish HL
Group 3 – History HL
Group 4 – Biology SL
Group 5 – Math SL
Group 6 – Theatre HL
Tok for a part of the year
CAS throughout
Extended essay completed
A Sample of IB Courses
Group 1 – Studies in Language and Literature
Literature, Language and Literature, Literature and
Performance
Group 2 – Language Acquisition
Spanish, French, German, Chinese, Arabic…
Group 3 – Individuals and Societies
History, Geography, Economics, Psychology, Business
and Management, World Religions, Philosophy…
A Sample of IB Courses (cont’d)
Group 4 – Experimental Sciences
Biology, Chemistry, Physics, Computer Science…
Group 5 – Mathematics
Mathematical Studies, Mathematics, Further
Mathematics…
Group 6 – The Arts
Dance, Film, Music, Theatre, Visual Arts
Assessment and Curriculum Review
Assessment
Underlying philosophy:
• Criterion-related performance – students are
assessed against criteria not against one another
• Formative — many of the assessment instruments
(particularly the internal assessment tasks) can be
used formatively
• Summative — a record of student achievement at
or towards the end of the course of study (external)
• Attention is given to high-order skills as well as
more fundamental cognitive skills
Assessment
Assessment promotes the cross-cultural dimension of the
programme.
The following are some examples:
 In the Literature course students must study works originally written
in a language different from the one being followed for their course.
 In language acquisition courses (Group 2) the language should be
studied in a strong cultural and practical setting.
 The history course includes a compulsory section on world history.
 In the music course, students must carry out an investigation in to
the relationship between two musical pieces from different cultures.
The Assessment Model
Internal assessment
• recognizes the role of the teacher
• gives students a chance to show
what they can do over time
• moderated by external examiners
• usually 20-30% of the final grade
External assessment
• Completed by students over an
extended period under
supervision
• Marked by external examiners
• Examinations chosen for high
levels of objectivity and reliability
• Chosen from short response,
essays, etc.
FINAL GRADE AWARD MEETING AT IB ASSESSMENT
CENTRE
Curriculum Review
To make sure that the curriculum for each subject is
relevant and current, a curriculum review process exists:
 Each curriculum is revised every seven years by
committees made up of teachers and educators from
around the world
 Curriculum reviews are announced ahead of time and
teacher support material and training are made available
 Assessment instruments are revised with every
curriculum review
University recognition: How well is the diploma recognized by
universities?
IB courses are 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, providing:
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Direct online access for university admissions officers (and government officials)
to syllabuses, recent examination papers, and transcripts in order to facilitate
recognition decsions
Guidance on policy development through model policies and exemplars
Seminars and workshops on policy development
Research specifically focused on matters directly impacting student success at
University
A database of university admission policies on www.ibo.org
Recognition in over 100 countries and by over 2,000 universities
Some universities offer scholarships and advanced placement for IB students
University recognition: How well is the diploma recognized by
universities?
Research shows that IB students succeed at University in many ways including
higher GPA’s, higher graduation rates, high retention rates, and higher engagement.
Students have the skills and knowledge necessary for University success. Universities
recognize this through the policies that recognize these strengths:
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through admissions advantages, scholarships, placement and credit, as well as
through access to special programs and ancillary considerations, such as
preferred housing or course selection.
targeted recruitment efforts specifically for IB students. These are facilitated by
the IB.
IB students are admitted at virtually every noteworthy North American institution
at a higher rate than the general applicant pool.
IB supports recognition through;
 A database of university admission policies on www.ibo.org
 Currently there is recognition in over 100 countries and by over 2,000 universities
IB Career Related Certificate
IBCC: Enhancing IB Access
Careerrelated
courses
2-4
DP
Courses
IBCC
Core
Community
and Service
Reflective
project
Approaches
to learning
(ATL) course
Language
development
IBCC: Enhancing Access
Language Development
Approaches to Learning
Life skills that can be used across a variety of
contexts
Access and exposure to a second language
program to enhance a greater understanding
of the world
IBCC
Community & Service
Reflective Project
Principles of ‘service learning to enhance
social, knowledge, civic and personal
development
Culminating project of critical analysis,
exploration, discussion and evaluation of an
ethical issue
Become an IB World School
Becoming an IB World School
School
Information
form
Application
for candidacy
Application
for
authorization
Authorization
Consideration Phase / Request for candidacy
Required activities:
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Submit School information form
Investigate IB philosophy
Analyze programme requirements and identify resources for
implementation
Gain support from teachers, head of school, school district/board and
students
Order IB publications
Designate a coordinator
Develop an action plan for successful implementation
Head of school attends a category 1 workshop for Administrators
Contact or visit IB World Schools offering the Diploma Programme
Connect with a regional association of IB World Schools
Application For Candidacy
Activities:
 obtaining the relevant publications by purchasing them from the IB
store - - http://store.ibo.org/
 examining the programme’s philosophy and curriculum to determine
whether these meet the needs of its students
 conducting a feasibility study on the possible consequences of
implementing the programme
 The head of school or designee must attend a category 1 workshop
prior to the submission of the application for candidacy –
mandatory
Required Professional Development
 From Guide to school authorization: Diploma Programme:
• The head of school or designee must attend an IB category 1
workshop before submission of the Application for candidacy: Diploma
Programme.
• All Diploma Programme subject teachers must attend IB
category 1 workshops in their subject.
• TOK teacher(s) must attend IB category 1 TOK course workshops.
• CAS coordinators must attend IB category 1 CAS workshops.
• The Diploma Programme coordinator must attend IB category 1
Diploma Programme coordination workshops.
 Schools are encouraged to participate in IB professional development
activities as early as possible to ensure that they make an informed decision
regarding the future implementation of an IB programme.
Candidacy Phase
Following acceptance of Application for Candidacy, the school is
designated an IB candidate school.
Activities:
 The school is assigned a consultant to work with the school to
develop a solid application for authorization.
 Continuing attendance at IB-approved professional development
 Developing curriculum planning documentation
 Organizing teacher collaborative planning and teaming
Verification Visit
Provided previous stages have been completed successfully, the
school submits the Application for Authorization and the regional
office arranges for the school to be visited by an IB team.
The purpose of the verification visit is to:
 verify that documentation submitted by the school confirms that the
school is ready to be authorized as an IB World School
 Verify Diploma Programme standards and practices that must be in
place with those involved in the implementation of the programme
 evaluate the school’s preparedness to implement the programme
 complete a report on the school’s commitment and ability to deliver
the programme
Candidate Fees
USD 4,000* with the Application for candidacy and USD 9,500* payable
annually commencing from September / March, after the submission of
application for candidacy (during a normal authorization process this fee is
paid twice)
What you receive:
 Ongoing counseling services by IB Americas
 Reading and feedback for applications
 Subscription to the online curriculum centre for all school staff
 A two-day on-site consultation visit
 The remote services of a consultant for up to 20 hours
 A two-day on-site verification visit
*All fees are subject to change
Authorization Fees
USD 10,400* payable annually upon authorization
What you receive:
 Creation and development of curriculum materials and teacher
support guides
 Subscription to IB World magazine
 Subscription to the online curriculum centre for all teachers and
school staff
 Ongoing counseling services
*All fees are subject to change
Student Assessment Fees
Student Registration Fee
USD 135* for each student
Subject Fee
USD 92* per assessed subject
What you receive:
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Moderation of internal assessments
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External assessments (exams)
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Transcripts of results and diplomas
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Reports on subject areas
*All fees are subject to change
Additional Budgetary Items
 Ongoing teacher professional development at IB workshops
 Regular collaborative planning time for teachers (including media
specialists, librarians)
 IB publications for teachers (see the publications catalogue on the IB
website, http://store.ibo.org/)
 The position of the Diploma Programme coordinator, which must
include non-teaching time
 Resources for inquiry, second language teaching and internationalmindedness
 The position of the CAS (community, action, service) coordinator
 Extended essay and CAS supervision
 Postage for examination mailings
For Additional Information
To find out more about becoming
and IB World School please visit the
International Baccalaureate website
at:
http://www.ibo.org/iba/become
For Additional Information
Got Questions?
We’ve Got Answers!
Contact the IB Outreach Desk
by phone at (301) 202 3000
or by email at iba@ibo.org