International BaccalaureateDiploma ProgrammeBackground

Gulliver Preparatory School’s International Baccalaureate (IB) Diploma Programme offers students a world-class education in a private setting, where attention to the individual is paramount. Students who participate in IB studies benefit from almost 20 years of experience.

The Gulliver IB Diploma Programme strives to create a learning community, which challenges students to higher levels of thinking and performance. The interdisciplinary focus of the programme allows students to see connections and develop a shared mission, goal and respect within a collaborative setting.

The IB students emerge from our programme prepared for the rigors of college life with a genuine interest in global awareness, as well as 21st century skills and values for entry into our ever-changing world.

Our IB Programme has attracted students from all over the world, including Norway, Sweden, Argentina, Mexico, Colombia, Jamaica, Peru, England, Switzerland, Brazil, Spain, France, Chile, Panama, Uruguay, Lebanon, Canada, Cuba, Korea, Turkey, Egypt and Russia.

Since 1996, Gulliver Preparatory School has been an IB World School and was the first private school in South Florida to be authorized to offer the IB Diploma Programme. Over the last 17 testing sessions, we have achieved a 95 percent passing rate, a testament to Gulliver’s commitment to academic distinction. Thirty-five percent of the IB Class of 2015 were awarded bilingual diplomas in either English and French or English and Spanish. The 47 seniors in the class of 2015 logged more than 24,863 hours for Creativity, Activity and Service (CAS).

Frank SteelHead of Schools

John KrutulisDirector of Schools Emeritus

Valerie BostickAssistant Head of Schools

for Grades PreK3-8 andPrimary School Principal

Jonathan SchoenwaldAssistant Head of Schools

for Grades 9-12 and Prep Principal

Jan PattersonIB Coordinator

Admission Offices:Grades PreK3-8

305.665.3593

Grades 9-12 305.666.7937

Marian C. KrutulisFounder

www.gulliverschools.org

IB Course Offerings at Gulliver Preparatory School

GROUP SUBJECT COURSESGroup 1 (Studies in Language and Literature) HL English A: Literature

HL French A: Language and LiteratureSL French A: Language and LiteratureHL Spanish A: Language and LiteratureSL Spanish A: Language and Literature

Group 2 (Language Acquisition) HL French BSL French BSL French ab initioSL Mandarin ChineseSL Mandarin Chinese ab initioHL Spanish BSL Spanish BSL Spanish ab initio

Group 3 (Individuals and Societies) HL Global PoliticsHL History of the AmericasSL History of the AmericasHL EconomicsSL EconomicsSL PhilosophySL AnthropologySL Psychology

Group 4 (Experimental Science) HL BiologySL BiologySL ChemistryHL Design TechnologySL Environmental Systems and SocietiesHL PhysicsSL Physics

Group 5 (Mathematics) HL MathematicsSL MathematicsSL Mathematical Studies

Group 6 (The Arts) HL Visual ArtsSL Visual ArtsHL Theatre ArtsSL Theatre Arts

Core Theory of KnowledgeExtended EssayCAS

The IB Difference

The IB adds international perspectives to Gulliver Prep’s academic offerings by:

• Measuring teaching and learning against an international standard• Satisfying the educational needs of culturally, linguistically, and academically diverse student population• Building students’ confidence in their learning abilities• Developing students’ capacity to think critically and act compassionately in a complex and ever-shrinking world• Implementing the most effective classroom practices from around the globe

The programme has three core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding.

The Extended Essay: This is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying.

Theory of Knowledge: This is a course designed to encourage students to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical).

CAS: This requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.

Grading and Results

A candidate’s examination performance in individual subjects is graded according the following scale:

7 - Excellent6 - Very Good5 - Good

4 - Satisfactory3 - Mediocre2 - Poor

1 - Very PoorN - No grade

The Theory of Knowledge (TOK) course and the Extended Essay are graded according to this scale:

A - ExcellentB - Good

C - SatisfactoryD - Mediocre

E - ElementaryN - No grade

A Diploma Candidate’s six subjects can yield 42 points. Three further points are available for the combination of the Extended Essay and work in TOK. Therefore, the maximum possible score is 45 points. The award of the diploma requires candidates to score 24 points as well as to meet other standards and conditions including the completion of a suitable CAS programme. Gulliver Prep offers the full Diploma Programme only.

IB Mission Statement

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.

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.

IB Learner Profile

IB students strive to be:

Inquirer

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk Takers

Balanced

Reflective

Gulliver Prep’s Class of 2015

College and University Admissions of the 44 senior IB students are the following:

Babson CollegeBoston CollegeBoston UniversityCase Western Reserve UniversityConcordia UniversityEmerson CollegeFlorida International UniversityGeorge Washington UniversityIÉSEG École de Commerce, ParisJohns Hopkins UniversityLoyola Marymount UniversityNew York UniversityNew York University (Stern)New York University (Tisch School of the Arts)Northeastern UniversityNorthwestern UniversityPurdue UniversityRhode Island School of DesignTulane UniversityUniversity of California, Los AngelesUniversity of ChicagoUniversity of ColoradoUniversity of FloridaUniversity of MiamiUniversity of PennsylvaniaUniversity of Southern CaliforniaUniversity of Virginia

In Their Own Words: IB Reflections

“I served the community by combining different spheres of the CAS model, such as creativity, activity and service. These combined areas ensured that I had to apply my own academic and athletic skills to service projects, while my previous activities had only really focused on one of those areas. For example, I learned to combine creativity, activity and service for volunteering activities.”

- Allison Keller ‘15

“Through the IB Programme I was able to participate in many fabulous community service events, physical activities and artistic events, which led to an amazing CAS experience for the past two years. This was most definitely a valuable part of the IB Programme. It requires much mental work making it a life changing and eye-opening experience for me. “

- Tali Rupp ‘15

“The program has given me the opportunity to learn alongside students of a distinct sort. Although I would not say that IB teaches any subject too lofty to be understood by the average mind, the discipline it takes to be willing to accept and follow through with the challenge is extraordinary. What this creates is an environment where one is surrounded by others who share the same work ethic. I find this environment to be especially conducive to learning because it is in the midst of focused individuals that industriousness becomes an object of admiration as opposed to ridicule. This respect for hard work has served as a driving force for me to do well both in and out of the classroom.”

- Tyler Sanchez ‘15