Page 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
active, compassionate
and lifelong learners who understand that
world to become
other people, with their differences, can also be
right.
Page 2
© 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.
© International Baccalaureate Organization 2007
A continuum of
international education
Three programmes: one continuum
© International Baccalaureate Organization 2007
IB Continuum of International
Education
PYP grades K-5
MYP Grades 6-10
DP Grades 11-12
© International Baccalaureate Organization 2007
Structural continuum
PYP
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
MYP
MYP
MYP
Eight subject areas with
aims, objectives &
assessment criteria:
•Language A
•Language B
•Humanities
•Sciences
•Mathematics
•Arts
•Physical education
•Technology
Planner for units of work
DP
DP
DP
Six subject groups with detailed syllabus &
assessment guides:
•Language A1
•Second language
•Individuals & society
•Experimental sciences
•Mathematics & computer science
The IB continuum of education
Page 6
•The arts
© International Baccalaureate Organization 2007
•Course outline & guide for each subject offered
Language learning continuum
PYP
Promotes mother-tongue
development
Student’s learn an
additional language from
age seven
Schools must develop a
language policy
Promotes mothertongue/best language
and/or Language A
development
Student’s second
language (language B)
Schools must develop a
language policy
The IB continuum of education
Page 7
MYP
MYP
MYP
DP
DP
DP
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© aInternational
language
policy
Baccalaureate
Organization 2007
Special education needs continuum
PYP
Inclusive programme
where early intervention
is critical for developing
effective learning.
MYP
MYP
MYP
DP
DP
DP
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.
Established support
School must develop a special
education needs policy
Handbook of Procedures.
mechanisms outlined in
Candidates with special assessment
needs
Special arrangements can be
authorized by IB Cardiff for external
assessments. Guidelines are available in the
The IB continuum of education
Page 8
© International
Baccalaureate
Organization 2007
School must develop a special
education
needs policy
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 2007
Diploma Programme
The unique benefits of the DP
Diploma Program Curriculum Model
The curriculum contains a core of three parts, surrounded by six
subject groups
Students study :
 three subjects at
higher level
Page 11

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.
© International Baccalaureate Organization 2007
Full Diploma
CORE
Requirements
© International Baccalaureate Organization 2007
Core 1:
Theory of Knowledge
Theory of
knowledge
 Interdisciplinary
 Explores the
nature of
knowledge
across disciplines
Page 13
© International Baccalaureate Organization 2007
Learning to learn continuum
MYP
MYP
MYP
PYP
Learners constructing
meaning
Approaches to learning
Promotes metacognitive
knowledge (knowledge
learners have about
themselves and how they
learn best)
Promotes metacognitive
knowledge (knowledge
learners have about
themselves and how
they learn best)
Promotes metacognitive
performance (the ability
to use self-knowledge to
improve)
Promotes metacognitive
performance (the ability
to use self-knowledge to
improve)
The IB continuum of education
Page 14
DP
DP
DP
Theory of knowledge
Promotes metacognitive
knowledge --knowledge learners
have about themselves and how they
learn best
Promotes metacognitive
performance --the ability to use selfknowledge to improve
© 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?
© International Baccalaureate Organization 2007
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.
Page 16
© International Baccalaureate Organization 2007
Consolidation of learning continuum
PYP
MYP
MYP
MYP
Exhibition
Personal project
Real life issue identified
by students and explored
through an extended and
collaborative inquiry
Independent project resulting
from the student ‘s own
initiative and creativity
integrating the areas of
interaction
Learner profile attributes
reflected on and
developed.
Learner profile attributes
reflected on and developed.
DP
DP
DP
Extended essay
Individual inquiry and
research into a focused
question of student’s own
choice using a recognized
disciplinary methodology.
The IB continuum of education
Page 17
Learner profile attributes
reflected on and developed.
© International Baccalaureate Organization 2007
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
© International Baccalaureate Organization 2007
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?
English LIterature
 Romantic aspects in the characters of Victor
Frankenstein and the monster of Mary Shelley's
Frankenstein
© International Baccalaureate Organization 2007
Core 3:
Page 20
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.
© International Baccalaureate Organization 2007
Action continuum
MYP
MYP
MYP
PYP
Community and service
Action
Inquiry cycle:
DP
DP
DP
Creativity, action, service (CAS)
Cycle of experiential learning:
Action cycle
Awareness &
understanding
Choose
Reflect
Reflection
Plan
Action
Reflect
Act
Act
Required participation
Voluntary demonstration
The IB continuum of education
Page 21
Observe
© International Baccalaureate Organization 2007
Required participation in a range of activities
A good CAS
program should
be both
challenging
and enjoyable,
a personal
journey of
self-discovery
© International Baccalaureate Organization 2007
…..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.
© International Baccalaureate Organization 2007
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 - Juniors 2008-09
CAS service project
meaningful reflection
 Formalized summative assessment procedure
© International Baccalaureate Organization 2007
CAS Independent Projects
May 2010
 Un Techo Para mi Pais
 Fundacion ANAR
 Descubriendo
 Noche de Arte
 In-site Entertainment
© International Baccalaureate Organization 2007
Principled
Inquirers
•Consistently acts
with integrity
•Demonstrates an interest in the nature of learning
and
•Asks meaningful, relevant questions
honesty
•Enthusiastically engages in self-directed learning
•Accepts
responsibility
for actions
Thinkers
•Demonstrates initiative and creativity
in solving complex problems
Risk-takers
• Demonstrates the
independence of spirit to
explore new roles, ideas and
strategies
Caring
Balanced
•Actively
chooses to
participate in a
variety of
activities
•Effectively
applies
organizational
skills
•Demonstrates empathy, compassion and
respect for the needs and feelings of others
•Demonstrates a personal commitment to
© International Baccalaureate Organization 2007
service
DP Academic Program
Group 2
Language
A2, B,
ab initio
Group 1
Literature
A1
CAS
CAS
EE
EE
TOK
TOK
Group 4
Experimental
Sciences
Group 3
Individuals
&
Society
Group 5
Mathematics
Group 6
Arts
© International Baccalaureate Organization 2007
Standard Diploma Program
Group1
English A1
HL
Group 2
Spanish A2
SL
Group3
ITGS
SL
Group 4
Biology
HL
Group 5
Math Standard SL
Group 6
Visual Arts
HL
CORE
TOK CAS
EE
All six areas
of the DP
hexagon are
incorporated
into the
program.
© International Baccalaureate Organization 2007
Science Emphasis
Group 1
English A1
SL
Group 2
Spanish B
SL
Group 3
Economics
HL
Group 4
Chemistry
HL
Group 5
Math Standard SL
Group 6
Physics
HL
CORE
TOK
EE
CAS
Students use
Group 6 as an
academic
elective in their
chosen
emphasis.
© International Baccalaureate Organization 2007
Arts Emphasis
Group 1
English A1 HL
Group 2
Spanish B
Group 3/4
Environmental Systems SL
Group 5
Math Studies SL
Group 6
Theater
HL
Group 6
Music
HL
CORE
TOK CAS
SL
EE
Environmental
Systems is used to
meet the
requirements for
both groups 3 &
4, giving students
the ability to
include two arts in
their program.
© International Baccalaureate Organization 2007
Peruvian Certificate + IB Diploma
Group 1
Spanish A1
HL
Group 2
English A2
SL
Group 3
History
HL
Group 4
Chemistry
HL
Group 5
Math Standard SL
Group 6
Visual Arts
SL
CORE
TOK
EE
CAS
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
Page 33
© International Baccalaureate Organization 2007
Assessment continuum
PYP
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.
MYP
MYP
MYP
Internal assessment based
on subject-specific criteria;
schools can opt for
external moderation of
teachers’ internal
assessment
Provides feedback on the
learning process as a
basis for future learning
Criterion related
performance assessment
provides feedback on the
learning process as a
basis for future learning
Schools must develop an
assessment policy
Schools must develop an
assessment policy
The IB continuum of education
Page 34
DP
DP
External moderation of internally
assessed work, externally
assessed coursework, and
external examinations
Criterion related performance
assessment
Summative assessment for a final
qualification
© International Baccalaureate Organization 2007
Schools must develop an assessment policy
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
© International Baccalaureate Organization 2007
Award of the Diploma
© International Baccalaureate Organization 2007
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
Page 37
© International Baccalaureate Organization 2007
IBO Transcripts
© International Baccalaureate Organization 2007
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.
Page 39
© 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
© International Baccalaureate Organization 2007
IB Values
© International Baccalaureate Organization 2007