International Baccalaureate 101 Think Globally; Act Locally; Expand Personally.
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Transcript of International Baccalaureate 101 Think Globally; Act Locally; Expand Personally.
International Baccalaureate
101 Think Globally;
Act Locally; Expand Personally
Page 2
Mission
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.
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.
The IB is a non-profit making Swiss Foundation registered in 1968. The activities of the organization are determined by an Act of Foundation approved by the Swiss authorities.
Motivated by a missionWe aim to create a betterworld through education
PartnershipsWe achieve our goals byworking together
QualityWe value our reputation for high standards
ParticipationWe actively involve our stakeholders
International mindednessWe embrace diversity
Legal status
Core values
What is IB?
Page 3
The attributes of the learner profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the three programmes and, therefore, the culture and ethos of all IB World Schools.
IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge.
IB learners strive to be:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
Not Just Education…But Character
Page 4
IB mission statement
MYP DP
Introduced in 1997 For ages 3-12
Schools must offer the PYP as an inclusive programme for all students
Introduced in 1994 for ages 11-16
Schools are strongly encouraged to implement the MYP as an inclusive programme for all students
Introduced in 1969 forages 16-19
Schools may implement the DP as an inclusive programme for all students or identified students
The IB continuum inception
PYP MYP DP
Programme standards and practices
IB learner profile
Across Grades…
IB Programs ComparisonThe MYP is: for students aged 11 to 16 a framework of academic
challenge 8 subject groups, plus personal
project in the final year taught in any language
The MYP encourages students to: understand the connections
between subjects through interdisciplinary learning
understand the connections between subjects and the real world
become critical and reflective thinkers
DP Diploma Program
The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students, normally aged 16 – 19, for success at university and life beyond
•Students will take courses in each of the 6 subject areas and Theory of Knowledge
•Service to the community•Extended Essay
Diploma Program Model
The Whole Shebang?
Individual Classes Diploma Program
Classes from 6 subjects at-will +/or TOK
Students who pass earn a certificate and minimal college credit (usually)
All of the following requirements must be met:
All 6 subjects pursued with coordinating assessments (internal and external)
2 year program @ ACHS
TOKExtended Essay (4000 words)
CAS (Creativity Action Service)
Language A: Why“One of the most effective an humanizing
ways that people of different cultures can have access to each other’s experiences and concerns is through works of literary merit” (Salma Jayyusi).
Language A: Assessment Objectives
1. Knowledge and understanding
Demonstrate knowledge and understanding of individual literary works as representatives of their genre and period, and the relationship between them
Demonstrate an understanding of the ways in which cultural values are expressed in literature
Demonstrate awareness of the significance of the context in which a work is written and received
Substantiate and justify ideas with relevant examples
2. Analysis, synthesis and evaluation
Demonstrate an ability to analyze language, structure, technique and style, and evaluate their effects on the readerDemonstrate an ability to engage in independent literary criticism on both familiar and unfamiliar textsShow an ability to examine and discuss in depth the effects of literary techniques and the connections between style and meaning
Language A: Assessment Objectives
3. Selection and use of appropriate presentation and language skills
Demonstrate an ability to express ideas clearly and fluently in both written and oral communication, with an effective choice of register and style
Demonstrate command of terminology and concepts appropriate to the study of literature
Demonstrate an ability to express well-organized oral and written arguments
Demonstrate an ability to write a sustained and detailed literary commentary
Language A: Words
Year 1 Texts Year 2 Texts
Pride and Prejudice - Jane Austen
Like Water for Chocolate - Laura Esquivel
House of Sand and Myrrh - Hanan Al-Shaykh
Kitchen Banana Yoshimoto
Blood Wedding Laura Esquivel
Poetry by Wislawa Szymborska
2.1 Novel -- Things Fall Apart by Chinua Achebe
2.2 Prose (Other than the Novel and Short Story) -- Selected Essays by George Orwell
2.3 Poetry by Langston Hughes Hamlet William Shakespeare The Importance of Being Earnest Oscar Wilde
Blood Relations Sharon Pollock Master Harold and the Boys Athol Fugard
Language A: Assessment Breakdown
External Assessment (70%) Internal Assessment (30%)
External Paper Component 50%
2 papersWritten in exam mode
World Literature Assignments
20%2 papersWritten through course
Oral Component 30%
Individual Oral Presentation
Individual Oral Commentary
Language A: Assessments
Year 1 Year 2
IOP (ongoing throughout semester 1)
World Lit Paper 2 assigned beginning of Spring 2012 semester
World Lit Paper 1 assigned end of Spring 2012 semester, with revisions over summer, completed paper due early Fall 2012 semester
Individual Oral Commentary to be administered end of Fall 2012/beginning of Spring 2013
External paper 1 (commentary) and 2 (essay)
Advice from previous DP seniors
Always take notes - they will help you in class. And keep them from every book.
Stay on top of the reading. Don’t procrastinate!! Ever!! Ask for help when you need it - from peers and the teacher. Set up an organizational system and stick to it! Do not read ahead, stay with your class. Ask questions about everything - and questions that will
help you understand the book. Get to know your own study habits. Always do your best and ask for help. Stay caught up with the reading and always try to
participate in class conversations. DO YOUR HOMEWORK (otherwise you’ll fall behind). Revise, revise, revise! Your essays can always get better. It is important to know all literary terms. If you are overwhelmed, don’t be afraid to ask for help. Always work your hardest, and stay caught up in class. Talk to the teacher when you feel overwhelmed. They will
understand. Make sure you understand how important the IOP is.
More advice... Work with your friends - share, compare, and
contrast ideas. Don’t assume you know everything when really you
don’t. It’s okay to make mistakes, simply learn from them
and move on. Practice talking in front of people. Have fun with it and try not to stress. Study buddies. Notes. Use them. Timelines are evil, looming things. Don’t mess with
them. Don’t be nervous about doing your IOP. If you took
good note on the books, you should be ok! Pick an aspect that interests you and you know about
when doing your IOP.
When I think of IB, I think of…
EffortEffort
RewardReward
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