International
Baccalaureate
101
Think Globally;
Act Locally;
Expand Personally
What is IB?
Mission
Core values
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.
Motivated by a mission
We aim to create a better
world through education
To this end the organization works with schools, governments and
international organizations to develop challenging programmes of
international education and rigorous assessment.
Partnerships
We achieve our goals by
working together
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.
Quality
We value our reputation
for high standards
Legal status
Participation
We actively involve our stakeholders
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.
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International mindedness
We embrace diversity
Not Just Education…But Character
IB learners strive to be:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
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.
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Risk-takers
Balanced
Reflective
Across Grades…
The IB continuum inception
IB mission statement
IB learner profile
Programme standards and practices
PYP
Introduced in 1997
For ages 3-12
MYP
MYP
Introduced in 1994
for ages 11-16
DP
DP
Introduced in 1969 for
ages 16-19
Schools must offer the
Schools are strongly
Schools may implement
PYP as an inclusive
encouraged to implement the DP as an inclusive
programme for all students the MYP as an inclusive
programme for all students
programme for all students or identified students
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IB Programs Comparison
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The 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?
from 6 subjects All of the following
requirements must be
at-will +/or TOK
met:
All 6 subjects pursued
Students who pass
with coordinating
earn a certificate and
assessments (internal and
minimal college credit
external)
(usually)
2 year program @ ACHS
Classes
TOK
Extended
Essay (4000
words)
CAS (Creativity Action
Service)
Individual Classes
Diploma Program
Language A: 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 A: Assessment Objectives
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1. Knowledge and understanding
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Demonstrate knowledge and understanding of individual literary
works as representatives of their genre and period, and the
relationship between them
Demonstrate an understanding of the ways in which cultural values are
expressed in literature
Demonstrate awareness of the significance of the context in which a
work is written and received
Substantiate and justify ideas with relevant examples
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2. Analysis, synthesis and evaluation
Demonstrate
an ability to analyze language, structure, technique and
style, and evaluate their effects on the reader
Demonstrate an ability to engage in independent literary criticism on
both familiar and unfamiliar texts
Show an ability to examine and discuss in depth the effects of literary
techniques and the connections between style and meaning
Language A: Assessment Objectives
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3. Selection and use of appropriate presentation and language skills
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Demonstrate an ability to express ideas clearly and fluently in both
written and oral communication, with an effective choice of register
and style
Demonstrate command of terminology and concepts appropriate to
the study of literature
Demonstrate an ability to express well-organized oral and written
arguments
Demonstrate an ability to write a sustained and detailed literary
commentary
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Language A: Words
Pride
and Prejudice - Jane
Austen
Like Water for Chocolate Laura Esquivel
House of Sand and Myrrh Hanan Al-Shaykh
Kitchen Banana Yoshimoto
Blood Wedding Laura
Esquivel
Poetry by Wislawa
Szymborska
Year 1 Texts
2.1
Novel -- Things Fall Apart by
Chinua Achebe
 2.2 Prose (Other than the Novel and
Short Story) -- Selected Essays by
George Orwell
2.3 Poetry by Langston Hughes
Hamlet William Shakespeare
The Importance of Being
Earnest Oscar Wilde
Blood Relations Sharon Pollock
Master Harold and the Boys Athol
Fugard
Year 2 Texts
Language A: Assessment
Breakdown
External Paper
Component 50%
2 papers
Written in exam mode
World Literature
Assignments
20%
2 papers
Written through course
External Assessment (70%)
Oral Component
30%
Individual Oral
Presentation
Individual Oral
Commentary
Internal Assessment (30%)
Language A: Assessments
IOP
(ongoing throughout
semester 1)
World Lit Paper 2
assigned beginning of
Spring 2012 semester
World Lit Paper 1
assigned end of Spring
2012 semester, with
revisions over summer,
completed paper due
early Fall 2012 semester
Year 1
Individual
Oral
Commentary to be
administered end of
Fall 2012/beginning of
Spring 2013
External paper 1
(commentary) and 2
(essay)
Year 2
Advice from
previous DP seniors
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Always take notes - they will help you in class. And keep them
from every book.
Stay on top of the reading.
Don’t procrastinate!! Ever!!
Ask for help when you need it - from peers and the teacher.
Set up an organizational system and stick to it!
Do not read ahead, stay with your class.
Ask questions about everything - and questions that will help you
understand the book.
Get to know your own study habits.
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).
Revise, revise, revise! Your essays can always get better.
It is important to know all literary terms.
If you are overwhelmed, don’t be afraid to ask for help.
Always work your hardest, and stay caught up in class.
Talk to the teacher when you feel overwhelmed. They will
understand.
Make sure you understand how important the IOP is.
More advice...
Work with your friends - share, compare, and contrast
ideas.
 Don’t assume you know everything when really you don’t.
 It’s okay to make mistakes, simply learn from them and
move on.
 Practice talking in front of people.
 Have fun with it and try not to stress.
 Study buddies. Notes. Use them.
 Timelines are evil, looming things. Don’t mess with them.
 Don’t be nervous about doing your IOP. If you took good
note on the books, you should be ok!
 Pick an aspect that interests you and you know about when
doing your IOP.
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When I think of IB,
I think of…
Effort
&
Reward