Power & Responsibility
Contents
 Information for Westwood
Students/Parents
 IB mission statement
 Learner profile
 Program Overview
 IB Assessment
 Why do IB?
 Unique for IB at westwood
 What to Expect in the Grade 11 year
 What to Expect in the Grade 12 year
 University information
Page 2Common questions
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Page 4
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Available from each
student’s page
Edmodo
 Online networking site for students/teachers
• Easily connects students with each other in the class and their
teachers
• Monitored by the teacher
• Posts are only seen by members of the group
 Resources posted
 Calendar shows important dates/deadlines
 ‘Backpack’ feature allows students to transfer files easily
between school and home without a memory stick
 iphone / Android apps available
IB Mission
. . . develop inquiring, knowledgeable and caring young people who help to
create a better and more peaceful world through intercultural understanding
and respect
IB Learner Profile
A long-term vision of education, a set of ideals that can inspire, motivate and
focus the work of schools and teachers, uniting them in a common purpose
IB Programme Standards and Practices
set of criteria for measuring progress in implementation in the program
PYP
IB Continuum of Learning
Diploma
MYP
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Philosophy: What is the IB philosophy?
 “Through high quality education we create a better world.”

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Idealistic, peace promoting
Culturally aware
Quality, standards
University recognition & challenge
 “International and Baccalaureate complementing opposites that
make the IB.”
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Programmes : What is the Learner Profile?
It’s the IB mission statement translated into a set of learning outcomes for the 21st century.
IB learners strive to be:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
IB programmes promote the education of
the whole person, emphasizing
intellectual, personal, emotional and social
growth.
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Caring
Risk-takers
Balanced
Reflective
What is the Diploma Programme?
The curriculum contains six subject groups and a core of three parts.
Students study concurrently:
•
Six subjects at
higher level (240 hours each) and
standard level
(150 hours each).
•
Extended Essay – Paper of
Original Research, 4,000 words
•
Theory of Knowledge – A course
on critical thinking that
encourages students to make
connections across disciplines
•
Creativity Action Service (CAS) –
Includes 150 hours of community
service
Students gain an understanding of connections across the curriculum…
They realize that a topic like immigration is relevant even for math class.
They see how each area connects to create the world in which we live.
--IB Teacher
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Group 1: Language A1 English
 To encourage a personal appreciation of literature and develop an
understanding of the techniques involved in literary criticism.
 To develop the students’ powers of expression, both in oral and
written communication, and provide the opportunity for practicing
and developing the skills involved in writing and speaking in a
variety of styles and situations.
 To broaden the students’ perspective through the study of works
from other cultures and languages.
 Major assignments grade 11:
World Literature, Individual Oral Presentation
Grade 12:
Individual Oral Commentaries, Mock Exams
Group 2: French Language B / ab initio Spanish
 Promotes an understanding of other cultures through the study of
languages and to develop communicative competence.
 French Language B (SL) is intended for students who have had
some previous experience of learning the language.
 Focusing on language acquisition and usage, from the
comparatively elementary, practical usage at ab initio level, to the
sophisticated usage of the near-native (or bilingual) speaker
studying a language.
 Major assignments Grade 11 and 12:
Oral and Written Exams
Group 3: Individuals and Societies (European
History (peacemaking) HL)
 To develop an appreciation of the way in which
learning is relevant to both the culture in which a
student lives and the culture of other societies
 To enable students to recognize that human attitudes
and actions share common features as well as being
diverse, and to understand that a study of society
requires an appreciation of both these similarities and
differences.
 Major Assignments in Grade 11: Historical
Investigations
Grade 12: Mock Exams/Papers
Group 4: Experimental Sciences (Biology HL,
Chemistry SL)
 To provide opportunities for scientific study within global
contexts that will stimulate and challenge students
 To enable students to apply and use a body of knowledge
including methods and techniques that characterize science
and technology
 To raise awareness of the moral, ethical, social, economic and
environmental implications of using science and technology
 To develop an appreciation of the possibilities and limitations
associated with science and scientists.
 Major Assignments
Grade 11: Group 4 Lab
Lab introductions
Grade 12: Two major lab reports
Group 5: Mathematics and Computer Science
(Math Methods SL)
 To appreciate the international dimensions of
mathematics and the multiplicity of its cultural and
historical perspectives.
 To employ and refine the powers of abstraction
and generalization.
 To gain an enhanced awareness of, and utilize the
potential of, technological developments in a
variety of mathematical contexts.
 Major Assignments: Portfolio Projects, 3 labs per
year.
 * all Grade 12 tests will be on last Friday of each
month
Group 6: The Arts (Visual Arts, Theatre Arts)
 To develop an understanding of the technical,
creative, expressive and communicative aspects of
the arts.
 To acquire artistic knowledge through experiential
means as well as more traditional academic
methods.
Contents: What does the Diploma Programme
curriculum contain?
There are three core requirements
The extended essay:
 Maximum 4,000 words
 Offers the opportunity to
investigate a research
question of individual interest
 Familiarizes students with
the independent research
and writing skills expected at
university
 Grade 11-12
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Contents: What does the Diploma Programme
curriculum contain?
Theory of knowledge
(TOK):
 Explores the nature of knowledge across curricula.
 Encourages an appreciation of other cultural
perspectives and attitudes
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Contents: What does the Diploma Programme
curriculum contain?
Creativity, action and
service (CAS):
 Encourages students to
be involved in artistic
and creative pursuits,
sports and community
service
 Education outside the
classroom
 Development of the
whole student (Grade
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11-12)
Musha, Rwanda Nursery School CAS project
IB DP Assessment

Designed to develop higher order cognitive skills, synthesis/analytical thinking and
intellectual initiative
Focus on students’ analytical skills, ability to integrate their learning, creativity, ability
to work collaboratively, and written and oral expression skills

•
Varied assessment tasks over the length
of the course
•
Balance of tasks that are independent and
supervised
•
Each subject has 3 or 4 components, with
no component worth less than 20% or
more than 50%
•
Assessment is a combination of Internal
assessments that are given by the
teachers and external assessments given
by the IB
Assessment Types
•
•
•
•
•
•
•
•
Oral
Multiple choice
Short answer
Portfolio
Essay
Exhibition
Performance
Independent research
Example: English A1
2 unsupervised papers (1 analytical, 1 comparative)
2 oral examinations (1 prepared, 1 extemporaneous)
2 timed written exams (1 based upon works read, 1 based upon unseen
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passage)
IB Assessment and Scoring
 Exams are scored and
moderated multiple times to
insure accuracy and
monitor work of examiners.
 All 4,000 examiners are
‘quality checked’ through a
process of moderation.
 Exams are remarked if
there are unexpected
deviations.
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Why IB?
They are prepared to accept educational challenges.
They have self-confidence with university level
material.
They have developed the capacity for independent
research and study.
They have cultivated sound thinking and
communication skills.
They have engaged in extracurricular activities
alongside academic studies.
They have thought in global terms and have a
cultural sensitivity and international orientation.
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 Massachusetts Institute of Technology, Director of Admissions:
“Send us prepared students a la IB … it is the best high school prep
curriculum an American school can offer.”
 Princeton University, Director of Undergraduate Admissions:
“The IB is a first rate program, one we are familiar with, and it
prepares students well for a university like ours.”
 Harvard University, Assistant Dean of Admissions: “IB is well
known to us as excellent preparation. Success in an IB Program
correlates well with success at Harvard. We are pleased to see the
credentials of the IB Diploma Program on the transcript.”
 University of Alberta: “…IB students exhibit evidence of
determination, tenacity, motivation, and all these qualities are very
valued by all of us as we do our selection for admission.”
 McGill University:“…recognizes the strength of the IB Diploma
in its admission process…most IB Diploma holders have been
granted
a full year of academic credit for their work on IB.”
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What is Unique to IB at Westwood?
 Option of two languages to complete the diploma
program
 4 different higher level courses offered
 IB teachers meeting on a once-a-week basis
 Student Calendars
 Edmodo accounts
 Access to up-to-date information related to the
program on the website
 Unique opportunities related to their courses outside
of the school.
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The Grade 11 year (1st year of IB program)
 Students are continuing with the regular Manitoba program,
but enriched with pre-calculus math and French or Spanish
(for the full diploma students).
 Registering for IB courses in grade 11 is not a commitment
to doing the full IB (diploma) program!
 Students and their parents can decide on full or partial IB
as the grade 11 year goes on.
 November 15th is the deadline for IB registration (French)
 Course credit will be rewarded for a course completed but
the exam may or may not be written.
Course Selection Grade 11 – IB Stream
Compulsory
Add one of
Credit
English 30IB
1.0
French 32IB
1.0
French 42IB/Spanish (gr.11 & 12)
1.0
Mathematics 40IB
1.0
Healthy Lifestyles 30F
1.0
History 40IB
1.0
Biology 32IB
1.0
Theory of Knowledge
0.5
CAS
approx 75 hours
Chemistry 32IB
1.0 or
Visual Arts 32IB
1.0 or
Theatre Arts 32IB
1.0
Option 1
1.0
Graduate Year of the IB Program
 Final registration will be November 15
 Final assessments will be given to the students and
completed by the end of April
 May exam schedule is available to all students
 Students will chose the universities that will receive
their IB marks (April-May)
 EVENING OF CELEBRATION (TOK, Extended
essay, Group 4 projects)
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University Information:
 Students receive “school grade” and an
“IB grade” for the same course
 Many colleges and universities are granting advanced
standings for IB courses (both HL and SL)
 A grade of a “4” is usually the minimum to grant
university standing in various courses
 Post secondary institutions are favouring the diploma
program and offering additional scholarships and
opportunities to students graduating with a diploma
that includes the additional components.
Bottom Line for University
 One university course on average costs ~$800
 Books run ~$100-200 per course
 What a first year students’ time worth?
 (ie. History – readings, 2 essays, midterm, final exam)
 Your son/daughter can take a transfer credit (with a
score of 4 minimum)
 Universities consider both the IB mark and the school
grade for admission and course credit
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IB CLASS SUCCESS
 Students earn on average over $50,000 in
scholarships
 Westwood’s IB students usually score at or
above the world average in all subjects.
 Last year the students earned over 550 credit
hours at university*
* stats determined using UM’s policy.
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Common questions:
What are some advantages to IB?
Will this program result in a lot of homework for my
child?
Can my son/daughter still be involved in sports, the
arts or extra-curricular activities?
How do class marks compare in the regular
program vs IB?
What about CIA hours and CAS?
Where can I get more information about IB?
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Advantages to the IB program
 More well rounded academic student
 Trained IB teachers that meet regularly to
discuss the program and the students
 Academic supports: a teacher, counsellor, a
coordinator and a administrator dedicated to
the program
 More enrichment activities outside of the
classroom
 Smaller class sizes, two year relationship with
teachers
 Advantages entering university or college
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Will this programme result in a lot of homework
for my child?
 Keep in mind that the IB program is a high school
program.
 Students aren’t graduating with PhDs!
 The workload on students reflect a pre-university
program.
 IB teachers meet about assignment deadlines and
tests in their classes so that the work doesn’t pile
up.
 One common misconception is regarding the jump
in difficulty from grade 10 to grade 11 being due to
IB courses.
Can my son/daughter still be involved in sports,
the arts or extra-curricular activities?
 There is still room in the timetabling to ensure
that students can take different options of
interest, such as band or the arts.
 Flexibility in timetabling.
 Diploma students from this year for example
are involved in choral, band and various
sports.
 A student with an organized work ethic can be
involved in the full diploma program and still
enjoy many other activities. IB encourages
this.
How do class marks compare in the regular
programme vs IB?
 Again, the IB courses are meant to be a high
school program.
 Class averages between non-IB and IB classes
are very similar.
 Students in the IB program that are completing any
advanced work in comparison to the regular
program will be considered for mark adjustments
accordingly.
What about CIA hours and CAS?
 The Community Involvement Activity (CIA)
volunteer hours are not required by those
students who complete the Creativity, Action,
Service (CAS) component of the IB program.
 Students doing the partial IB program
(certificate) are not required to do CAS, but
the CIA volunteer hours would be needed to
obtain the St. James School Division high
school diploma in grade 12.
Past student comments
 “I'd like to thank you for the IB program. Things
are so much easier as a result of IB. About half of
my subjects at university are things that I have
already taken, I received a rather substantial sum
of scholarship money, and I am sitting on an A
average due to my English transfer credit. You
always told us about the benefits of IB, and I'll be
honest, until recently, I didn't believe it. But now
that I am experiencing it, I must tell you that it truly
paid off. Thank you.” – Sebastian Cichosz
 “It is an excellent preparation for postsecondary education, building time
management skills and work ethic. It also
provides students with practical skills and
experiences from the many volunteer projects
that they undertake. Overall, it is an excellent
program whose benefits are well worth the
time and effort it requires.” – Jill McDonald.
 “The IB program gave me a head start in
university. Earning a 6 on my HL English exam
gave me 6 free credit hours, so I was able to take
more electives in my first year. Although I
struggled with Calculus in high school, when I
reached the 'real' university level Math courses, I
found that they were easier than what I had
already taken! First year Math classes were like
review for me, and I was able to get an 'A' in every
one. IB really did prepare me for my university
experience, and I'm glad that I took advantage of
what it offered when I was at Westwood”. - Sara
Hamilton
 “Many people think to be in I.B. you have to be a
genius and study every night, sacrificing any fun that
may have been possible. This is not the truth. Actually
it’s quite the opposite. During my high school and I.B.
experience I was on the junior varsity and varsity
volleyball teams, I worked about 25 hours per week,
went out with friends regularly, and still did really well.
Some students did even more than that, including
various activities such as taking part in the school
musical, volunteering, organizing charity events,
dance, etc. You just have to work hard, seek help
when needed, and push through.” – Sam Sanders
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Where can I get more information on IB?
 Please visit my website at:
www.sjsd.net/~gvalentim
under the “IB information” page where you will find
various resources on the IB program.
 Visit the IB world website at www.IBO.org.
Questions?
My contact info
 E-mail gvalentim@sjsd.net
 Phone 888-7650 (I have a voice mail as well)