IB Philosophy

2. IB Philosophy • 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. • Our programs 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. The aim of all IB programs is to develop internationally minded people who, recognizing their common humanityand shared guardianshipof the planet, help to create a betterandmore peaceful world. IB Mission

4. A continuum of international education Three programmes: one continuum

5. IB Continuum ofInternationalEducation PYP grades K-5 MYP Grades 6-10 DP Grades 11-12

6. Structural continuum MYP DP PYP PYP MYP MYP DP DP • Eight subject areas with aims, objectives & assessment criteria: • Language A • Language B • Humanities • Sciences • Mathematics • Arts • Physical education • Technology • Planner for units of work • Six subject groups with detailed syllabus & assessment guides: • Language A1 • Second language • Individuals & society • Experimental sciences • Mathematics & computer science • The arts • Course outline & guide for each subject offered • Programme of inquiry and scope & sequence for six subject areas: • Language • Mathematics • Social studies • Science • Arts • Personal, social & • physical education • Prescribed planner to support inquiry The IB continuum of education Page 6

7. Language learning continuum MYP DP PYP PYP MYP MYP DP DP Promotes mother-tongue/best language and/or Language A development Student’s second language (language B) Schools must develop a language policy Promotes mother-tongue development Student’s learn an additional language from age seven Schools must develop a language policy Promotes mother-tongue development: school supported, self-taught language A1 courses Promotes the acquisition of a second language: Language A2, B, ab initio Schools must develop a language policy The IB continuum of education Page 7

8. Special education needs continuum MYP DP PYP PYP MYP MYP DP DP Inclusive programme where early intervention is critical for developing effective learning. Established support mechanisms outlined in Candidates with special assessment needs Special arrangements can be authorized by IB Cardiff for external assessments. Guidelines are available in the Handbook of Procedures. School must develop a special education needs policy Inclusive programme allowing schools to offer appropriate intervention through scaffolding and differentiation. Flexible curriculum framework provides schools with opportunities to support students with special education needs. School must develop a special education needs policy The IB continuum of education Page 8

9. Three Programs linked by the IB Learner Profile--the IB mission statement translated into a set of learning outcomes for the 21st century. • Knowledgeable InquirersThinkers • Open-mindedPrincipled Reflective • CommunicatorsRisk-takers Balanced • Caring

10. Diploma Programme The unique benefits of the DP

11. Diploma Program Curriculum ModelThe curriculum contains acore of three parts, surrounded bysix subject groups Students study : • three subjects at higher level • three subjects at standard level • all three parts of the core. The IB Learner Profile and the core are central to the philosophy of the Diploma Program.

12. Full Diploma CORE Requirements

13. Core 1: Theory of Knowledge Theory of knowledge • Interdisciplinary • Explores the nature of knowledge across disciplines

14. Learning to learn continuum MYP DP PYP PYP MYP MYP DP DP Theory of knowledge Promotes metacognitive knowledge --knowledge learners have about themselves and how they learn best Promotes metacognitive performance --the ability to use self-knowledge to improve Approaches to learning Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best) Promotes metacognitive performance (the ability to use self-knowledge to improve) Learners constructing meaning Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best) Promotes metacognitive performance (the ability to use self-knowledge to improve) The IB continuum of education Page 14

15. TOK is organized around questions…. Language • If people speak more than one language, is what they know different in each language? Natural Sciences • What knowledge, if any, will always remain beyond the capabilities of science to investigate or verify? History • If truth is difficult to prove in history, does it follow that all versions are equally acceptable?

16. Core 2: The Extended Essay An independent, self-directed piece of research, culminating in a 4,000-word paper. …. the student has the opportunity to show knowledge, understanding and enthusiasm about a topic of his or her choice.

17. Consolidation of learning continuum MYP DP PYP PYP MYP MYP DP DP Exhibition Real life issue identified by students and explored through an extended and collaborative inquiry Learner profile attributes reflected on and developed. Personal project Independent project resulting from the student ‘s own initiative and creativity integrating the areas of interaction Learner profile attributes reflected on and developed. Extended essay Individual inquiry and research into a focused question of student’s own choice using a recognized disciplinary methodology. Learner profile attributes reflected on and developed. The IB continuum of education Page 17

18. The Extended Essay • Offers the opportunity to investigate a research question of individual interest • Familiarises students with the independent research and writing skills expected at university

19. The Extended Essay May 2009 E c o n o m i c s • To what extent does the extraction tax that Yanacocha pays contribute to Cajamarca's development? B i o l o g y • What effects are there on the potato tuber when disturbing the flow of water and nutrients? E n g l i s h L I t e r a t u r e • Romantic aspects in the characters of Victor Frankenstein and the monster of Mary Shelley's Frankenstein

20. Core 3:CAS:Creativity, Action Service A fundamental part of the Diploma program that takes seriously the importance oflife outside the world of scholarship, providing a refreshing counterbalance to academic studies.

21. Action continuum MYP DP PYP PYP MYP MYP DP DP Creativity, action, service (CAS) Cycle of experiential learning: Plan Reflect Act Observe Required participation in a range of activities Community and service Inquiry cycle: Awareness & understanding Reflection Action Required participation Action Action cycle Choose Reflect Act Voluntary demonstration The IB continuum of education Page 21

22. A good CAS program should be both challengingand enjoyable, a personal journey of self‑discovery A good CAS programme should be both challenging and enjoyable, a personal journey of self‑discovery

23. …..students should have opportunitiestochoosetheir own CAS activities and to undertake activities in a local and international context as appropriate. This means that, as far as possible, students should “own”their personal CAS programs.

24. CAS Learning Outcomes As a result of their CAS experience as a whole, there should be evidence that students have: • increased their awareness of their own strengths and areas for growth • undertaken new challenges • planned and initiated activities • worked collaboratively with others • shown perseverance and commitment in their activities • engaged with issues of global importance • considered the ethical implications of their actions • developed new skills

25. CAS Program at FDR thoughtful consideration • Incorporation of SMART goal proposals for all CAS Activities ownership , choice, challenge • Requires student choice and initiativein organizing a CAS service project meaningful reflection • Formalizedsummative assessment procedure : CAS - Juniors 2008-09

26. CAS Independent Projects May 2010 • Un Techo Para mi Pais • Fundacion ANAR • Descubriendo • Noche de Arte • In-site Entertainment

27. Principled • Consistently acts • with integrity • and • honesty • Accepts • responsibility • for actions • Inquirers • Demonstrates an interest in the nature of learning • Asks meaningful, relevant questions • Enthusiastically engages in self-directed learning • Balanced • Actively chooses to participate in a variety of activities • Effectively applies organizational skills • Thinkers • Demonstrates initiative and creativity in solving complex problems • Risk-takers • Demonstrates the independence of spirit to explore new roles, ideas and strategies • Caring • Demonstrates empathy, compassion and respect for the needs and feelings of others • Demonstrates a personal commitment to service

28. DP Academic Program Group 1 Literature A1 Group 3 Individuals & Society Group 2 Language A2, B, ab initio CAS EE TOK CAS EE TOK Group 4 Experimental Sciences Group 5 Mathematics Group 6 Arts

29. Standard Diploma Program Group1 Group 2 Group3 Group 4 Group 5 Group 6 CORE English A1 HL Spanish A2 SL ITGS SL Biology HL Math Standard SL Visual Arts HL TOK CAS EE All six areas of the DP hexagon are incorporated into the program.

30. Science Emphasis Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 CORE English A1 SL Spanish B SL Economics HL Chemistry HL Math Standard SL Physics HL TOK CAS EE Students use Group 6 as an academic elective in their chosen emphasis.

31. Arts Emphasis Group 1 Group 2 Group 3/4 Group 5 Group 6 Group 6 CORE Environmental Systems is used to meet the requirements for bothgroups 3 & 4, giving students the ability to include two arts in their program. English A1 HL Spanish B SL Environmental Systems SL Math Studies SL Theater HL Music HL TOK CAS EE

32. Peruvian Certificate + IB Diploma Spanish A1 HL English A2 SL History HL Chemistry HL Math Standard SL Visual Arts SL TOK CAS EE Group 1 Group 2 Group 3 Group 4 Group 5 Group 6 CORE OPP students may not use ITGS to meet the group 3 requirement.

33. IB assessment Assessment tasks are designed to support and encourage good classroom teaching and learning. They measure advanced academic skills: • analyzing and presenting information • evaluating and constructing arguments • solving problems creatively

34. Assessment continuum MYP DP PYP PYP MYP MYP DP External moderation of internally assessed work,externally assessed coursework, and external examinations Criterion related performance assessment Summative assessment for a final qualification Schools must develop an assessment policy Internal assessment based on subject-specific criteria; schools can opt for external moderation of teachers’ internal assessment Criterion related performance assessment provides feedback on the learning process as a basis for future learning Schools must develop an assessment policy Internal assessment of all aspects of a student’s learning based on criteria developed by the teacher (often with student involvement) relevant to the context of the learning. Provides feedback on the learning process as a basis for future learning Schools must develop an assessment policy The IB continuum of education Page 34

35. Internal vs External Assessment Internal Assessment consists of various forms of coursework: oral performances, written tasks, presentation; this work is marked by FDR teachers External Assessment comprises all of the May exams along with some coursework; all are marked by IBO appointed examiners In all cases, student results are determined by performance against set criteria and moderated against an international standard

36. Award of the Diploma

37. The IB diploma is widely recognized by the world’s leading universities. The IB works closely with universities in all regions of the world to gain recognition for the IB diploma: • Recognition in over 100 countries • Recognition by over 2,000 universities • A database of university admission policies on www.ibo.org • Some universities offer scholarships and advanced placement for IB students

38. IBO Transcripts

39. to IB or not to IB….. The program demands a great deal of self-discipline, organizational skillsand motivation which are of at least equal importance to academic competence. Page 39

40. To successfully undertake the full IB Diploma at FDR, a student should therefore have demonstrated: • Previous competence in a majority of the six subjects to be studied • Evidence of the necessary study skills and maturity to take on increasing responsibility for their education. • Awareness of the goals of the IB Diploma program • Willingness to participate in school life beyond the classroom

41. IB Certificates • Students who have demonstrated academic competence/interest in specific subjects • desire for the advantages the official IB exam results provide • would like more flexibilitywith the make-up of their academic program • have yet to fully embrace the IB goals and objectives

42. IB Values