IB programme
in ontario schools
international baccalaureate schools of ontario
It’s a simple idea – by educating
students we create 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.
IB mission statement
IBSO represents the International Baccalaureate Schools in
Ontario. It encompasses the Diploma Programme (DP), the
Middle Years Programme (MYP) and the Primary Years
Programme (PYP) as well.
The organization was formed in 1999 by group of 12 IB
Diploma Programme schools of Ontario. Its first executive,
under the leadership of Dr. Sadru Damji, formed the IBSO and as
its mandate it heralded the aims of the IB mission
statement while supporting the individual spirit of the schools
within the Ontario region.
Presently, in the year 2008, the IBSO group of schools has grown
to 69 and the group has three branches with
individual executives representing the DP, MYP and the PYP
groups within the IB schools in Ontario.
Objectives of the International Baccalaureate Schools of
Ontario (IBSO) are:
• To support the goals and objectives of the International Baccalaureate (IB) Programmes and its organization and provide
communication among them.
• To provide liaison with the Ministry of Education and Training, universities. and other IB sub-regional groups.
• To support professional development within Ontario.
• To promote and organize IB staff and student activities.
• To promote research into the benefits of the IB programmes and
examinations.
• To act as a clearing house for information concerning and support for the new IB schools as well as continuing schools.
Explaining the IBSO
1
The IBSO Executive . . .
Diploma Programme
Lee Roe-Etter
Adrienne Murphy
President
Secretary
Michael Miller
Alison Uys
Vice President
University Liaison
Gary Hophan
Michelle Lemaire
Vice-President
Member at Large
Michel Belanger
Treasurer
Middle Years Programme
Eric Robertson
President
James Armstrong
Vice President
Heather Friesen
Secretary
Gretta Bradley
Treasurer
Primary Years Programme
Michael Ruffolo
Diane Jojic
President
Catherine Shore
Pat Jerred
Professional Development
Vice President
Secretary
Primary Years Programme
The Primary Years Programme (PYP) was the most recent to join the
International Baccalaureate Schools of Ontario (IBSO), completing
the continuum. In 2002, a small group of IB PYP schools in Ontario
joined together and incorporated with a mandate to provide support
to schools from the early stages of implementation through to
evaluation.
The mandate of the group also includes planning and facilitating
professional development events, providing opportunities for
members to meet with other teachers and share best practice, and
communicating the concerns of PYP schools to IBSO and IBNA.
IBSO –PYP is a community of eleven schools, seven private and four
public, from Ottawa, Mississauga, Guelph/Kitchener and Toronto.
Primary Years Programme
3
Primary Years Programme – Schools in Ontario
Bayview Hill Public School
Richmond Hill
Branksome Hall School
Toronto
Cedarvale Community School
Toronto
Elmwood School
Ottawa
Harrison Public School
Toronto
J.R. Wilcox Public School
Toronto
St. John’s Kilmarnock School
Breslau
Sunnybrook School
Toronto
Upper Canada College
Toronto
The York School
Toronto
Middle Years Programme
The Middle Years Programme in Ontario has seen major growth in
Ontario over the past few years. We currently have 9 authorized
schools and 5 implementing schools. The majority of these are
located in the Toronto area. Approximately one third of the MYP
schools are independent, and two thirds are public. Our support
network has been developing through the MYP Schools of Ontario
(MYPSO) association, which facilitates roundtables for subject
teachers and retreats for coordinators on an annual basis.
Middle Years Programme
5
Middle Years Programme – Schools in Ontario
The York School
Milne Valley Public School
Toronto
Toronto - North York
Turner Fenton Public High School
Windfields Public School
Brampton
Toronto - North York
Branksome Hall
Franco Ouest
Toronto
Nepean
Elmwood School
Deslauriers Public School
Ottawa
Ottawa
WG Davis Public Middle School
Sainte-Famille Catholic School
Mississauga
Brampton
Toronto Montessori
Toronto
Arlington Public Middle School
Toronto
Pere Renee de Gallinee Catholic
School
Leo Baeck
Toronto and Thornhill
Diploma Programme
Established in 1999, the International Baccalaureate Schools of
Ontario (IBSO) grew from nine private and public schools to forty
seven schools in 2007. The schools encompass private, public and
religiously affiliated schools.
The IB Diploma Programme is a rigorous two year academic
programme which presents many challenges of deadlines, exams,
tests and organizational problems. The programme has earned a
reputation for rigorous assessment and its students share an academic
experience that emphasizes critical thinking, intercultural
understanding and exposure to a variety of points of view.
The mandate of the Diploma Programme IBSO group is to provide
support to its member schools in the form of regular meetings, to
facilitate ‘roundtables’ on specific subject area or topics of interest,
and to coordinate a once a year week-end ‘retreat’ with a focused
theme. It also provides a liaison with the Ontario Ministry of Education
and Training, as well as universities both in Canada and abroad.
Finally, it also works to maintain contact with other IB sub-regional
groups within the IB World Schools.
Diploma Programme
7
Diploma Programme – Schools in Ontario
Academie Ste. Cecile
Windsor
Ashbury College
Ottawa
Assumption College Catholic School
Windsor
Bayview Secondary School
Richmond Hill
Branksome Hall
Toronto
Brockville C. I.
Brockville
Cameron Heights C.I.
Kitchener
Catholic Central
London
Cobourg District Collegiate Institute East
Cobourg
College Catholique Franco-Ouest
Ottawa
Colonel By Secondary School
Ottawa
Ecole Secondaire Publique Deslauriers
Ottawa
Ecole Secondaire Jeunes Sans Frontieres
Mississauga
Elmwood School
Ottawa
Glenforest Secondary School
Mississauga
Georgetown District High School
Georgetown
I.E. Weldon Secondary School
Lindsay
Kenner Collegiate Vocational Institute and Intermediate School
Peterborough
Kingston CVI (KCVI)
Kingston
Korah Collegiate and Vocational School
Sault Ste. Marie
Le Collège Français
Toronto
Lo Ellen Park Secondary School
Sudbury
Michael Power • St. Joseph
Toronto
Moira Secondary Shool
Belleville
Monarch Park Collegiate
Toronto
Nicholson Catholic College
Belleville
Notre Dame Secondary School
Brampton
Parkdale Collegiate
Toronto
Pope John Paul II Secondary School
Toronto
Regiopolis-Notre Dame Catholic School
Kingston
Robert Bateman High School
Burlington
St. Francis Xavier
Mississauga
St. Robert Catholic School
Thornhill
Sir Wilfrid Laurier Collegiate Institute
Toronto
Sir Winston Churchill C.V.I.
Thunder Bay
The York School
Toronto
Toronto French School
Toronto
Turner Fenton Secondary School
Brampton
Upper Canada College
Toronto
Vaughan Road Academy
Toronto
Victoria Park Secondary School
North York
Weston Collegiate Institute
Toronto
White Oaks Secondary School
Oakville
Affiliate Member Schools
Bermuda High School
Pembrooke, Bermuda
Canadian International School of Hong Kong
Hong Kong
Applicant Schools
Ecole Secondaire Catholique Sainte-Famille Mississauga
Westdale High School
Hamilton
Diploma Programme Schools
9
Members of CURT frequently express frustration that schools
don’t identify IB students and courses on their transcripts. As a
result, we have written the following statement:
Universities consider the IB Diploma to be one of the
most demanding secondary school curricula, offering
ideal preparation for post-secondary studies. A student’s
participation in IB courses is,therefore, a very important
consideration in admissions decisions. It is to a student’s
distinct advantage to have completed IB courses, but
especially so if the student is completing the IB Diploma.
If the student is to benefit during the admission process,
it is essential for universities to have the applicant’s status
as either an IB Diploma or Certificate student identified on
the high school transcript.
Wendy Loat
CURT Chair, University of Toronto
College and University Recognition Task Force
. . . The Facts
CURT (College and University Recognition Task Force) was created to
promote discussion between the IB North America and the universities
and colleges of North America
CURT’s membership is comprised primarily of senior level admissions
personnel from some of North America’s prestigious universities
CURT allows the exchange of ideas to both recruit IB applicants and
promote recognition of the IB Diploma Programme among universities
CURT published a list of “Admissions Assumptions” for university
admissions personnel and school use to show how we recognize the
benefits of the IB Diploma Programme
CURT’s members believe in the IB and continue to support it. If your
school needs advice or assistance, we would be happy to help.
IB Vancouver coordinates CURT’s activities and can help you contact
any members of CURT with whom you wish to correspond.
CURT members promote recognition of the IB Diploma Programme
through presentations at conferences, speaking to parents and
students, writing articles for publications designed to aid university
admissions and registrarial personnel and providing advice to other
universities regarding the benefits of attracting IB students to our
institutions.
Contact IB North America,
Recognition Services:
866.826.4262
College and University Recognition Task Force
11
University Assumptions About IB Students . . .
Admission Criteria
These Assumptions Apply to IB Diploma Candidates
Academic
Strength of
Curriculum
An admissions officer can be assured of the candidate’s strong
preparation of course work in a cohesive and broad-based curriculum
that touches on basic academic areas: native language and literature,
second language, social science/humanities, natural/physical
sciences, and mathematics.
Grade Point
Average
Nearly all courses in the student’s final two years are in solid academic
areas. A higher percentage of the courses that constitute the GPA are
the kinds of courses most valued in college admissions.
Academic
Strength of High
School
IB authorized schools must offer, support, and maintain a minimum of
seven or eight very strong academic departments to be a successful IB
school.
High School
Percentile Rank
Regardless of how the HSPR is determined by school, an IB Diploma
recipient will be in the top 10% of his or her graduating class in
readiness for college.
Trend of
Performance
The IB Diploma Programme requires students to maintain a high level of
focus and performance through their high school experience.
External Validation
Because the IB Diploma, by its examination requirements, validates
both achievement and integrity in academic performance, there may
be a reduced emphasis placed on standardized tests in the admissions
process.
Research and
Writing Skills
The Extended Essay requirement, a 4000-word research paper crafted
under the tutelage of a faculty mentor and evaluated by a team of
international readers, ensures students are prepared for secondary
writing and research requirements.
Accepts
Educational
Challenges
Participation in the IB demonstrates that the student accepts, rather
than avoids, rigorous academic challenges.
Critical Thinking
Skills
The required Theory of Knowledge course ensures that students
become critical thinkers who understand the interdisciplinary nature of
learning.
Interview Skills
IB students have strong preparation in oral presentation skills. Several IB
courses include oral assessments, and the Theory of Knowledge course
requires students to shape their opinions into logical discourse.
Extracurricular
Involvement
The Creativity, Action, Service (CAS) element requires that the student
invest a minimum of 150 hours during the final two years of
non-classroom activities.
Recommendations
The IB student will be well known by the IB Diploma Coordinator,
Extended Essay mentor, CAS Coordinator, and the IB teachers.
Maturity and
Responsibility
The IB assists the student in developing time management, goal setting,
and other organizational skills.
Race/Ethnicity
Because of external assessments, the IB is nearly race/ethnicity neutral.
“
IB students are terrific learners. They’re inquisitive and
don’t just question what they’re learning, but why
”
Martha Piper, former president of the University of British Columbia in Vancouver
13
IB North America Summary By Sub-Region
May 2007
Canada Profile of Exam Entries By Province
May 2007
Grades By Group, Sub Region and Private/State
May 2006
Regional Comparisons
15
“
I would never give up my experiences in IB for
anything in the world. In the words of William Blake, IB
truly taught me ‘to see the world in a grain of sand ...
and hold infinity in the palm of my hand’
Mahvash Shere, IB Diploma Programme Graduate ‘07
”
The IBSO Week-End
Each year, in the early fall, members of the International
Baccalaureate Schools of Ontario to reflect on their role
within the IB, plan for future activities and enjoy the
splendours of beautiful Canadian fall days. Amid the
business routines there is also time set aside to socialize
and share concerns and successes.
Following is a description of one such week-end
written by Michael Ruffolo, President of the Primary Years
Programme branch of the International Baccalaureate
Schools of Ontario……….
. . . . . The brilliant colours of fall were the background to a recent International
Baccalaureate Schools of Ontario (IBSO) sub-regional retreat north of Toronto. The
picturesque Kempenfelt Centre, in Barrie, Ontario, Canada, surrounded by large trees
and a lake, hosted the organization for a third time. The IBSO retreat has become an
annual event, this year marking its fifth, in which the three articulations come together to
support the programmes and to strengthen the continuum.
This year, the IBSO executive embraced the IB community theme – Sharing our
Humanity. Helene Tremblay, our keynote speaker, presented a provoking and emotional
presentation on Families Around the World. Her presentation looked at the similarities of
our essential needs and roles of families throughout the world and how this can be the
basis for understanding and embracing our differences. Helene challenged and moved
us to look at global consciousness and citizenship from a different perspective.
Ms. Tremblay’s presentation provided us with an opportunity to explore and
reflect on the six global issues of the IB community theme as they impact families around
the world. Following Ms. Tremblay, the executive engaged colleagues in a presentation
about the community theme connecting Helene’s talk about family to the global family.
The slide show outlined the project to date, focusing on the six global issues. An activity
followed that gave our members an opportunity to reflect, discuss and document
exemplary classroom teaching and special projects and initiatives that demonstrate IB
values and student achievement. The activity provided a focus and an opportunity to
collaborate and strengthen the continuum across the programmes. As well, it gave us an
opportunity as a community, a family of schools, to reflect and see who we are. It was
the first time we saw the sub-regional group as a whole through our actions, both in our
teaching and beyond the classroom.
The IBSO Week-End
19
“
I loved being a part of the IB Programme. The
camaraderie that we shared as a graduating class
helped forge many lasting friendships. Years later, I
still make an effort to see most of my
classmates on a regular basis.
”
Thomas Swiatowiec, IB Diploma Programme Graduate ‘05
The IB Learner Profile
Inquirers The aim of all IB programmes 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. IB
learners strive to be:
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained through
out their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global
significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively
to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and
creatively in more than one language and in a variety of modes of
communication. They work effectively and willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded They understand and appreciate their own cultures and personal
histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and
evaluating a range of points of view, and are willing to grow from the
experience.
Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the
environment.
Risk-takers They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their
beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
International Baccalaureate Schools of Ontario © 2008
www.ibso.ca