The Diploma Programme

1. The Diploma Programme At a Glance

2. Organization: What is the IBO mission?We are motivated by a mission to create a better world through education. Mission The International Baccalaureate Organization 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 IBO 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.

3. Organization: Who governs and manages the IBO?An elected council govern the IBO and the director general along with more than 300 staff are located in 11 offices for a balance of global coverage and administrative efficiency/focus. New York, United StatesRegional office for North America and the Caribbean Bath, United Kingdom Research Vancouver Regional office for North America and the Caribbean Yokohama, Japan Regional representative for Japan Cardiff, United KingdomAcademic, assessment, HR & building services, finance and publications, ICT, strategic planning and communications Beijing, China Regional representative for Mongolia and China Singapore Regional office for Asia Pacific Buenos Aires, Argentina Regional office for Latin America Sydney, Australia Regional representative for Australasia Mumbai, India Regional representative for South Asia Geneva, SwitzerlandHeadquarters Regional office for Africa, Europe and the Middle East

4. Organization: What does the IBO offer?The IBO develops three programmes of international education for students aged 3 to 19, working in cooperation with IB World Schools. Our three programmes span the years of kindergarten to pre-university. The programmes can be offered individually or as a continuum. • The Primary Years Programme (PYP) for pupils aged 3 to 12. • The Middle Years Programme (MYP) for students aged 11 to 16. • The Diploma Programme for students aged 16 to 19.

5. Organization: What is the learner profile?It’s the IBO 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 Caring Risk-takers Balanced Reflective The attributes of the learner profile express the values inherent to the IB continuum of international education. IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge.

6. Programmes: What makes the Diploma Programme special?A rigorous two year pre-university course that leads to examinations. • Designed for students aged 16 to 19 • Diploma students take six subjects plus they write a 4,000 word extended essay, complete a course in theory of knowledge, and complete a number of creativity, action and service (CAS) projects. • The diploma is well recognized by the world’s leading universities. • Many IB schools teach the diploma programme alongside the state and national curricula. • Supported in English, French and Spanish.

7. Organization: What makes the IBO unique? The IBO offers a continuum of high-quality education that encourages international-mindedness and a positive attitude to learning. • The IBO is proud of its high quality education sustained for over 35 years. • The Diploma Programme assessment process is recognized by the world’s leading universities. • The IBO actively trains and supports teachers to maintain its high standards. • The IBO encourages international-mindedness in IB students who must firstly develop an understanding of their own cultural and national identity. • The IBO encourages a positive attitude to learning. • The IBO ensures that its programmes are accessible to students in a wide variety of schools.

8. Programmes by region Schools by country type* 4% 10% 27% 13% 49% 13% 73% 11% Schools: Where will you find IB World Schools?The IBO does not own or manage any schools but works with schools around the world that share a commitment to international education. Africa, Europe, Middle East low income countries lower middle income countries upper middle Income countries North America Asia Pacific high income countries Latin America * Based on World Bank list of economies (July 2005)

9. Schools: How has the IBO grown?The IBO has experienced rapid and consistent growth over the past 15 years. Annual growth rates for the three programmes demonstrate strong year-on-year growth. The IB is currently estimated to reach over 200,000 students ProgrammeApr 2005Apr 2006Increase PYP 208 259 24.5% MYP 443 491 10.8% DIPLOMA 1,253 1,373 9.6%   Totals 1,904 2,123 11.5%

10. Impact through planned growth Future: Where does the IBO want to be in the future?In eight years time many more people will be able to experience a high quality IB education. STRATEGY A: To improve continuously the quality of our curriculum, assessment and professional development. STRATEGY B: To broaden access purposefully where we can have the most impact, particularly with disadvantaged students. STRATEGY C: To build a highly effective and efficient organization and infrastructure to serve students and schools.

11. Programmes: What are the common characteristics? The education of the whole person is manifested through all domains of knowledge. • Covers a broad range of subjects drawing on content from educational cultures across the world. • Gives special emphasis to language acquisition and development. • Encourages learning across disciplines and focuses on developing the skills of learning. • Includes study of individual subjects and of interdisciplinary areas. • Provides opportunities for individual and collaborative planning and research. • Include a community service component requiring action and reflection.

12. Programmes: What makes the Diploma Programme special?More than a collection of facts. Students are encouraged to • ask challenging questions • learn how to learn • develop a strong sense of their own identity and culture • develop the ability to communicate with and understand people from other countries and cultures • become independent, self-motivated learners.

13. What does the Diploma Programme curriculum contain? The curriculum contains six subject groups together with a core made up of three separate parts. • Three subjects are studied at higher level. • Three subjects are studied at standard level. • All three parts of the core—extended essay, theory of knowledge and creativity,action, service—are compulsory and are central to the philosophy of the Diploma Programme.

14. What does the Diploma Programme curriculum contain? The core requirements—Extended essay The extended essay • has a prescribed limit of 4,000 words • offers the opportunity to investigate a topic of individual interest • familiarizes students with the independent research and writing skills expected at university.

15. What does the Diploma Programme curriculum contain? The core requirements—Theory of knowledge (TOK) The interdisciplinary TOK course is designed to provide coherence by • exploring the nature of knowledge across disciplines • encouraging an appreciation of other cultural perspectives.

16. What does the Diploma Programme curriculum contain? The core requirements—Creativity, action, service (CAS) Participation in the school’s CAS program • encourages students to be involved in artistic pursuits, sports and community service work • fosters students’ awareness and appreciation of life outside the academic arena.

17. Assessment in the Diploma Programme—students are assessed both internally and externally in ways that measure individual performance against stated objectives for each subject. In most 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 • class presentations • practical laboratory work • mathematical investigations • artistic performances.

18. Assessment in the Diploma Programme—External assessment Some assessment tasks are conducted and overseen by teachers without the restrictions of examination conditions, but are then marked externally by examiners. Examples include • world literature assignments for language A1 • written assignments for language A2 • essays for theory of knowledge and extended essays.

19. Assessment in the Diploma Programme—External assessment • Because of the greater degree of objectivity and reliability provided by the standard examination environment, externally marked examinations form the greatest share of the assessment for most subjects. • The grading system is criterion-based (results are determined by performance against set standards, not by each student’s position in the overall rank order). • Validity, reliability and fairness are the watchwords of the Diploma Programme’s assessment strategy.

20. University recognition of the IB Diploma—The IB diploma is widely recognized by the world’s leading universities.   The IBO works closely with universities in all regions of the world to gain recognition for the IB diploma. To aid the process the IB provides • direct, online access for university admissions officers and government officials to syllabuses and recent examination papers • a database containing contact details of universities around the world together with up-to-date information about their requirements for admission to assist IB diploma students in making appropriate choices Students applying to a particular university can access their grades directly from the IBO’s secure web site.

21. Services: How is a school authorized? Any school wishing to offer the Diploma programme must be authorized by the IBO. • Schools must go through an intensive authorization process that lasts at least two years covering two key stages • First key stage includes • feasibility study and identification of resources • obtaining appropriate publications • examining the programme’s philosophy and curriculum • conduct a feasibility study on possible outcomes • arrange for staff to undertake IBO-approved training. • Second key stage is a visit from an IBO team to • consult those involved in implementation • evaluate the school’s readiness to implement the programme • complete a report on the school’s commitment and ability to deliver the programme.

22. Services: How does the IBO provide professional development for teachers?The IBO supports teachers through both face-to-face workshops and online. The Online Curriculum Centre (OCC) is an international community of practice for 44,465 registered IB teachers at http://occ.ibo.org. Face-to-face workshops Organized by each IB region for all programmes and all levels. Nearly 30,000 teachers were trained in 2005. • Teacher support materials • Online courses • Teacher qualifications in development.

23. For further information, read • The Schools’ Guide to the Diploma Programme • A Basis for Practice: the Diploma Programme • A continuum of International Education All available online at http://www.ibo.org/dp/slideg.cfm.