What is the International Baccalaureate (IB) Diploma Programme ?
The International Baccalaureate (IB) Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students, normally aged 16 to 19, for success at university and life beyond. The programme is normally taught over two years and has gained recognition and respect from the world's leading universities. The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring yound people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end, the IBO works with schools, government 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.
Benefits
? Globally acceptable for university admission
? Hot cake in the job market especially Europe
? Combines traditional and broad curriculum
? Computer proficiency
? So Highly regarded by universities and colleges that many offer IB graduates scholarships
? Encourages students to be critical and compassionate thinkers and life long learners
Since the late 1960s, the programme has:
? provide a package of education that balances Subject Breadth and depth, and considers the nature of knowledge across disciplines through the unique theory of knowledge course.
? encouraged international-mindedness in IB students, starting with a foundation in their own language and culture.
? developed a positive attitude to learning that prepares students for university education.
? gained a reputation for its rigorous external assessment with published global standards, making this a qualification welcomed by universities worldwide.
? emphasized the development of the whole students - physically, intellectually, emotionally and ethically.
IB Diploma Programme at D-Ivy College
Diploma candidate are required to select one from each of the six subject group indicated in the table below.
| Group 1 | ENGLISH |
HL |
SL |
|
| Group 2 | FRENCH |
HL |
SL |
Ab initip |
| Group 3 A & B |
HISTORY ECONOMICS GEOGRAPHY BUSINESS MANAGEMENT |
HL HL HL HL |
SL SL SL SL |
|
| Group 4 | BIOLOGY CHEMISTRY PHYSICS |
HL HL HL |
SL SL SL |
|
| Group 5 | MATHEMATICS MATHEMATICAL STUDIES MATHEMATICAL METHODS COMPUTER |
HL HL |
SL SL SL |
|
| Group 6 | VISUAL ARTS OR ANOTHER SUBJECT FROM GROUP 3 or 4 |
HL |
SL |
The curriculum
IB Diploma Programme students study six courses at higher level or standard level. Students must choose one subject from each of the groups 1 to 5, thus ensuring breath of experience in languages, social studies, the experimental sciences and mathematics.
The sixth subject may be an arts subject chosen from group 6 or the student may choose another subject from group 1 to 5.
At least three and not more than more four subjects are taken at higher level (recommended 240 teaching hours), the others at standard level (150 teaching hours). Students can study these subjects and be examined in English, French or Spanish.
Students will develop an understanding of the IB learner profile. The ten aspirational qualities of the learner profile inspire and motivate the work of teachers, students and schools, providing a statement of the aims and values of IB and a definition of what we mean by "international-mindedness". IB learners strive to be inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, open-minded, caring, balanced and reflective.
In addition, the programme has three core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding.
Theory of Knowledge (TOK)
Is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. The course challenges students to question the bases of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyse evidence that is expressed in rational argument.
TOK is a key element in encouraging students to appreciate other cultural prespectives. The course is unique to the IBO, which recommends at least 100 hours of teaching time spanning the programme's two years.
Creativity, action, services (CAS)
IBO's goal is to educate the whole person and foster responsible, compassionate citizens. The CAS programme encourages students to share their energy and special talents with others. Students may, for example participate in theatre or musical productions, sports and community service activities.
Students should through these activities, develop greater awareness of themselves, concern for others, and the ability to work cooperatively with other people.
An extended essay of 4,000 words
Each student has the opportunity to investigate a topic of special interest. The essay requirement acquaints diploma candidates with the kind of independent research and writing skills expected by universities.
The IBO recommends that a student devotes a total of about 40 hours of private study and writing time to the essay. It may be written in one of 60 subjects, including many languages.
The essay permits students to deepen their programme of study, for example by selecting a topic in one of their higher level (HL) courses or they might add breadth to their academic experience by selecting to write on a subject not included in their programme choice.
The six academic subjects around the curriculum model are studied concurrently; students are required to study both the humanities and the sciences.
Total point required for the award of the diploma
Grades earned in each of the six examinations are added together to obtain a composite score. In addition, many universities require more than the minimum 24 points. A student must also successfully complete the requirement for TOK, CAS and the Extended Essay.
Assessment
Students take written examination at the end of the programme which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners.
The mark awarded for each course ranges from 1 (lowest) to 7 (highest). Students can also be awarded up to three additional points for their combined results on theory of knowledge and the extended essay. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, action and service requirement. The highest total that a Diploma Programme student can be awarded is 45 points.
Assessment is criterion based, which means student performance is measured against pre-specified assessment criteria based on the aims and objectives of each subject curriculum, rather than the performance of other students taking the same examinations. Statistically, the range of scores that students have attained has remained stable and universities value the rigour and consistency of Diploma Programme assessment practice.
Students can choose to study for individual subject certificates, rather that the full diploma; if the diploma combination does not best meet their individual needs or circumstances.
Guidelines for admission to the IB programme at D-Ivy College
A student should maintain at least an average grade of a 'B' in each of the courses for the IGCSE as well as receive recommendations by his/her teachers for entrance into the IB programme. In cases where a student has not reached the appropriate level in some courses e. Maths and Language, an extra year may be recommended. It is also important to contact universities of interest in order to obtain recommended pre-requisites for a particular course of study.
Each student is placed according to the results of the placement tests in English, Mathematics and one other subject related to the intended course of study. A new student will also have an interview with the IB coordinator in order to determine the best course of study in preparation for the IB. A minimum score of 24 points plus other criteria serve as the requirements for the award of this diploma.
Choosing between higher level and standard level subjects
Students obviously have their own strengths and interests and these often determine the students' Higher and Standard level subjects. Another consideration, however, is the course a student wishes to study at the university. For example, someone wishing to pursue further studies in Medicine should prepare for Higher level exams in Chemistry and Biology while a student pursuing a career in Engineering should include Higher level Mathematics and Physics. In some cases, however, a department at a particular university e.g in UK may have specific recommendations for the Higher level subjects. Students should contact the appropriate department well in advance of starting the IB programme.
This would ensure that a student is focused throughout the duration of the IB programme and comes out top.
Quality assurance and professional development
Any school wishing to offer the Diploma Programme and attain IB World School status must first go through the authorization process. The requirement for authorization are the same for all schools, even though the process is administered slightly differently in each IB region. The process is designed to ensure that schools are well prepared to implement the programme successfully.
This is a challenging programme that demands the best from both motivated students and teachers. Schools can access an extensive package of IB professional development for teachers and administrators and commit to ongoing professional development. Schools are required to participate in an ongoing process of review and development, using standards and practices that apply to all IB World Schools.
IB teachers are challenged to constantly reflect upon and improve their practice. All teachers in IB World Schools have access to the online curriculum centre, which provides programme documentation, examples of student work, and also acts as the hub of an international online community. Teachers can talk to other teachers in the IB World Schools around the world, give and receive advice, and post their own example resources for other teachers to share.