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IB Mission Statement The International Baccalaureate (IB) 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.
What is IB DP ? The IB Diploma Programme is a challenging two-year pre-university curriculum, primarily aimed at students aged 16 to 19. It leads to a qualification (the IB diploma) that is widely recognized by the world’s leading universities. The curriculum contains six subject groups together with the DP core: creativity, activity, service (CAS); the extended essay (EE); and theory of knowledge (TOK).
DP model
What the DP offers students Through the DP, schools are able to develop students who: ▪ have excellent breadth and depth of knowledge ▪ flourish physically, intellectually, emotionally and ethically ▪ study at least two languages ▪ excel in traditional academic subjects ▪ explore the nature of knowledge through the program's unique Theory of Knowledge course (TOK).
Why offer the DP? International research shows that there are many benefits to choosing the DP over other 16-19 curricula: - DP students are better able than their peers to cope with demanding workloads, manage their time and meet the expectations placed on them, according to one study - Analysis of DP students in Canada, the UK and the USA found that the DP’s extended essay improves students’ approach to learning in higher education - 72% of students taking the DP in China attend one of the world’s top 500 universities, according to a 2013 study.
The Diploma Programme Candidates studying for the diploma select six subjects from the subject groups; three subjects at higher level (HL), and the remaining three subjects are at standard level (SL). All three parts of the core—extended essay (EE), theory of knowledge (TOK) and creativity, activity, service (CAS)—are compulsory and are central to the philosophy of the Diploma Programme.
Theory Of Knowledge (TOK) The interdisciplinary theory of knowledge course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other perspectives. Its core content focuses on questions such as the following. • What counts as knowledge? • How does it grow? • What are its limits? • Who owns knowledge? • What is the value of knowledge? • What are the implications of having, or not having knowledge?
Creativity, Activity, Service (CAS) Participation in the creativity, activity, service programme encourages candidates to be involved in artistic pursuits, sports, and community service work. The programme fosters students’ awareness and appreciation of life beyond the academic arena. CAS is at the heart of the DP and is organized around the three strands defined as;
Creativity, Activity, Service • Creativity—exploring and extending ideas leading to an original or interpretive product or performance. • Activity—physical exertion contributing to a healthy lifestyle. • Service—collaborative and reciprocal engagement with the community in response to an authentic need. A CAS experience is a specific event in which the student engages with one or more of the three CAS strands. It can be a single event or an extended series of events. A CAS project is a collaborative series of sequential CAS experiences lasting at least one month.
Extended Essay (EE) The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at university. It is intended to promote high-level research and writing skills, intellectual discovery and creativity—resulting in approximately 40 hours of work. It provides students with an opportunity to engage in personal research on a topic of choice, under the guidance of a supervisor.
Assessment At the end of the two-year programme, candidates are assessed both internally and externally in ways that measure individual performance against stated curriculum and assessment objectives for each subject. In nearly all subjects at least some of the assessment is carried out internally by teachers, who mark individual pieces of work produced as part of a course of study. Examples include oral exercises in language subjects, projects, student portfolios, reports, class presentations, practical laboratory work, mathematical investigations and artistic performances. The grading system is criterion-related (results are determined by performance against set standards, and not in relation to the performance of other students); validity, reliability and fairness are principles of the Diploma Programme’s assessment strategy.
Award of the IB diploma The IB diploma is awarded based on performance across all parts of the Diploma Programme. A total of six subjects must be studied, with a combination of standard and higher levels (SL and HL). Students must also complete the “core”, which is made up of creativity, activity, service (CAS), theory of knowledge (TOK) and extended essay (EE). Each subject is graded 1–7, with 7 being the highest grade. These grades are also used as points (that is, 7 points for a grade 7, and so on) in determining if the diploma can be awarded. TOK and the EE are graded A–E, with A being the highest grade. These two grades are then combined in the diploma points matrix to contribute between 0 and 3 points to the total. CAS is not assessed but must be completed in order to pass the diploma. The overall maximum points from subject grades and TOK/EE is therefore 45 (= (6 × 7) + 3). The minimum threshold for completing the programme is 24 points, below which the diploma is not awarded.
Curriculum The curriculum is made up of the DP core and six subject groups; 1-) Studies in language and literature English, Turkish, etc. 2-) Language acquisition English, French, Spanish, etc. 3-) Individuals and societies History, Geography, Economics, Business & Management, Information Technology in a Global Society (ITGS), Psychology, etc. 4-) Sciences Biology, Chemistry, Physics, Environmental Systems and Societies (ESS), etc. 5-) Mathematics Approaches and Analysis (SL/HL), Applications and Interpretations (SL/HL) 6-) The arts Visual arts, Film, Theatre, etc.
Diploma Programme courses online
Schools have the opportunity of offering Diploma Programme courses online to widen a student’s choice of courses. These are designed, developed and delivered by IB-approved course providers. They comply with all IB requirements and are led by Diploma Programme experienced teachers. The IB recognizes that DP courses online can: • extend subject choice for students in IB World Schools • create international and intercultural classrooms in ways that cannot be envisaged in many schools • enable students, increasingly socialized in the digital world, to develop essential skills that will equip them for life after school
IB worldwide The IB currently engages with more than 1.4 million students in over 4,775 schools across 153 countries. In the Africa, Europe, Middle East (AEM) region there are 900+ schools over 80+ countries currently offering the IB.
Advantages An IB diploma offers numerous advantages for students. One of the greatest advantages is that the IB was designed to ensure a cohesive and comprehensive education for students. This is still the key objective of the IB. The programme aims to prepare students not just for success in further education but also for success in their future lives. The IB allows students to gain a broad and general education and to postpone some choices about which area they wish to specialise in until a more mature age and outlook is achieved. Students gain a broader view of the world andare encouraged to follow in-depth approaches to academic disciplines.
They improve and develop their time management, research & development and problem solving skills. These talents and skills will help students long after they have completed their IB diploma. The CAS allows students to become more community aware and gives them the opportunity to ‘put back’ something to the community they are living in. The comprehensive and advanced programme of study offers students an integrated approach to learning across different academic disciplines. The focus is for students to develop the knowledge and skills needed to meet the challenges of living and working in an increasingly interdependent and globalised society. University admissions officers favour DP over A Levels
Sixth Form Admission policy at ISB In the admission process the school will look at each applicant individually. To enter the International Baccalaureate Diploma Programme, applicants are not only expected to have a high proficiency in English and a solid foundation in Mathematics, but also to possess personal qualities that demonstrate a good character and willingness to work dedicatedly with schoolwork. It is expected that all students at ISB will commence studying the full IB Diploma. If, during the course of the programme, it becomes extremely unlikely that they can achieve a pass, and after all support has proven fruitless, with agreement from the school, the students and the parents, students may be allowed to withdraw from the IB Diploma and study IB courses only.
Videos What is an IB Education? https://vimeo.com/92725628
Education for a Better World: the IB Diploma Programme https://vimeo.com/64308996
IB Learner Profile https://vimeo.com/66637103 The value of an IB education with Stanford University’s Debra Von Bargen https://www.youtube.com/watch?v=gS4BUi3Exog&t=4s
DP Learners are prepared for the future https://www.youtube.com/watch?v=p3lHS1-HZbA DP Learners are global citizens https://www.youtube.com/watch?v=EE0GPKXtnmk How do colleges and universities view the International Baccalaureate? https://www.youtube.com/watch?v=T2WqVDuit3I Skills to take from the IB diploma https://www.youtube.com/watch?v=UgHqwQvnsqU
Organization The International Baccalaureate is governed by the IBO (International Baccalaureate Organization) based in Geneva, Switzerland and administered by the International Baccalaureate Curriculum and Assessment Centre in Cardiff, UK. The IB organization originated 50 years ago in Europe. It was created by international schools looking to ensure quality educational standards for students regardless of where they lived or studied. The IB programme today seeks input from educators worldwide to make sure the curriculum is up-to-date, to train the teachers who deliver the programme and to assess students who undertake the program.
Origin of the DP The DP was established in to provide students with a balanced education, to facilitate geographic and cultural mobility and to promote international understanding. It was created by teachers at the International School of Geneva, with assistance from several other international schools. Since then, innovative and committed teachers and examiners from around the world have played a significant role in the development of the programme. Established in 1968, the International Baccalaureate (IB) Diploma Programme (DP) was the first programme offered by the IB and is taught to students aged 16-19.
Thank you for your attention.. yusuf.orhan@isb.ro For more information:
www.ibo.org