INTERNATIONAL BACCALAUREATE (IB) DIPLOMA PROGRAMME STUDENT & PARENT HANDBOOK

Transcription

1 INTERNATIONAL BACCALAUREATE (IB) DIPLOMA PROGRAMME STUDENT & PARENT HANDBOOK CROSSLAND HIGH SCHOOL 6901 TEMPLE HILL ROAD TEMPLE HILLS, MD Charles Thomas, Principal Lee E. Epps, IB Coordinator 1 P a g e

2 What is the International Baccalaureate (IB) Diploma Programme? The 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. We live in a global, interconnected world today where tools of internationalmindedness and analytical skills are essential for living a productive and successful life. Students who experience the International Baccalaureate (IB) Diploma Programme come to actualize and understand this. What is the process for becoming an IB student? Initially, prospective IB students are recommended by teachers, counselors and/or administrators when they are in eighth grade or upon entering Crossland High School. Interested students must submit a completed application and upon acceptance, are placed in Pre-IB Diploma grade 9 and 10 Honors or AP classes from which they are accepted as eleventh grade IB candidates. [Incoming students can visit log onto the IB web page on the school s web site to download an application. Applications must be received by the posted deadline mid February.] Students should have taken two years of French or Spanish, passed Algebra I and Geometry, and Algebra II before they become juniors. They must also have acquired their health, physical education, and technology credits (state graduation requirement courses), and passed all HSA exams in order to continue in the IB program. What is the curriculum? 2 P a g e

3 IB Diploma Programme students study six courses: three at higher level and three at the standard level. Students must choose one subject from each of groups 1 to 5, thus ensuring breadth 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 groups 1 to 5. Because the school operates A/B days with four classes each day, students may elect to take another IB class or a class outside of IB. Note that Diploma students are required to have a minimum of 100 instructional Theory of Knowledge (TOK) hours which are provided in the IB schedule as a seventh class period. [See TOK description below.] 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. The extended essay 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 is a course designed to encourage each student 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). 3 P a g e

4 Creativity, action, service 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. What IB courses are offered at Crossland? Language A1 is the study of literature in a student s first language, including the study of selections of world literature. Here, the English course is World Literature. Group 2: Second language It is a requirement of the programme that students study at least one subject from group 2. Crossland offers French and Spanish. Group 3: Individuals and Societies-Studying any one of these subjects provides for the development of a critical appreciation of: human experience and behavior the varieties of physical, economic and social environments that people inhabit the history of social and cultural institutions. In addition, each subject is designed to foster in students the capacity to identify, to analyze critically and to evaluate theories, concepts and arguments relating to the nature and activities of individuals and societies. Crossland offers World History HL- Route 2; Peacekeeping and Psychology SL. Group 4: Experimental sciences The following subjects are available: Biology HL and Chemistry SL Environmental Systems and Societies SL- also meets the group 3 and group 4 requirements. Students explore the concepts, theories, models and techniques that underpin each subject area and through these develop their understanding of the scientific method. A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary and provides an opportunity for students to explore scientific solutions to global questions. Group 5: Mathematics and computer science Mathematical Studies SL is currently offered at Crossland. A math teacher has been trained to teach Mathematics HL to students requesting higher level mathematics. The aims of these courses are to enable students to: develop mathematical knowledge, concepts and principles develop logical, critical and creative thinking employ and refine their powers of abstraction and generalization. Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives. 4 P a g e

5 Group 6: The arts Visual Arts may be studied at higher level or standard level. Subjects in group 6 allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genres. In addition, each subject is designed to foster critical, reflective and informed practice, help students understand the dynamic and changing nature of the arts, explore the diversity of arts across time, place and cultures and express themselves with confidence and competence. Diploma Programme Assessment Diploma Programme assessment procedures measure the extent to which students have mastered advanced academic skills in analyzing and presenting information, evaluating and constructing arguments, solving problems creatively. Basic skills are also assessed, including: retaining knowledge, understanding key concepts, applying standard methods. In addition to academic skills, Diploma Programme assessment encourages an international outlook and intercultural skills where appropriate. Assessment tasks are designed to support and encourage good classroom teaching and learning. Student results are determined by performance against set standards, not by each student's position in the overall rank order. Methods A variety of different methods are used to measure student achievement against the objectives for each course. External Assessment Examinations form the basis of the assessment for most courses because of their high levels of objectivity and reliability. They include: essays structured problems short-response questions data-response questions text-response questions case-study questions multiple-choice questions (limited use of these). There are also a small number of other externally assessed pieces of work, for example, theory of knowledge essays, extended essays and world literature assignments. These are completed by students over an extended period under teacher supervision instead of examination conditions, and are then marked by external examiners. 5 P a g e

6 Internal Assessment Teacher assessment is also used for most courses. This includes: oral work in languages fieldwork in geography laboratory work in the sciences investigations in mathematics artistic performances. Assessments are checked by external examiners and normally contribute between 20% and 30% of the total mark. The arts courses, for example visual arts, have assessment of a major practical component, which can account for as much as 50% of the total mark. Examiners The IB uses about 5,000 examiners worldwide. They ensure that student work is assessed fairly and consistently. Many IB examiners are experienced Diploma Programme teachers. Examiners receive detailed instructions on how to mark the work sent to them. Examiners send a sample of their marking to a more senior examiner for checking. Each subject has a group of senior examiners who prepare examination questions, set the standard for marking and determine the marks needed for the award of each subject grade. There is a chief examiner for each subject, usually an academic from higher education, with international authority in their field. Results Issue of results There are two examination sessions each year. May session results issued on 5 July November session results issued on 5 January Following release of results, students' grades can immediately be distributed by the IB to universities and university admission bodies around the world. Grading Diploma Programme students follow six courses at higher level or standard level. The grades awarded for each course range from 1 (lowest) to 7 (highest). Students can also be awarded up to 6 P a g e

7 three additional points for their combined results on theory of knowledge and the extended essay. Therefore, the highest total that a Diploma Programme student can be awarded is 45 points. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole diploma and to satisfactory participation in creativity, action and service (CAS). 7 P a g e

8 How is the awarding of the diploma determined? The diploma will be awarded to a student whose total score, including any bonus points, becomes or exceeds 24 points and satisfies the following conditions: (a) Higher Level (HL) subjects - A student must obtain a grade 4 or above in each Higher Level subject. However, one grade 3, but not a grade 2, will be acceptable. (b) Standard Level (SL) subjects A student must obtain a grade 4 or above in each Standard Level subject. However, one grade 2, but not a grade 1, will be acceptable. Note: Students completing the requirements for the diploma with only one failing condition, as described above, but with a total score of at least 28 points, including any bonus points, will be awarded the diploma. Which students will be ineligible to receive the diploma? The diploma cannot be awarded, whatever the total score, to students who have not: been awarded Grades A to E for both Theory of Knowledge and the Extended Essay, with above an elementary grade in at least one of these completed an approved program of Creativity, Action, and Service or have received a grade 1 in any Higher or Standard Level subject have received a total of more than three grade 3 s or below The Grading Scheme Each of the six subjects offered is graded on the following scale: Grade 7 = Excellent Grade 6 = Very good Grade 5 = Good Grade 4 = Satisfactory Grade 3 = Mediocre Grade 2 = Poor Grade 1 = Very poor 8 P a g e

9 Example diploma scores Completion of diploma requirements Student A Higher Level 7,7,7 Standard Level 7,7,7 ToK & EE 3 Student B Higher Level 6,6,5 Standard Level 4,5,5 ToK & EE 1 Student C Higher Level 5,3,4 Standard Level 4,4,4 ToK & EE 0 Incomplete diploma requirements Student D Higher Level 5,2,6 Standard Level 3,5,6 ToK & EE 0 Student E Higher Level 6,5,6 Standard Level 3,2,2 ToK & EE 0 Student F Higher Level 7,3,6 Standard 9 P a g e 45 points - the maximum possible score 32 points an average diploma candidate score 24 points - a pass, the 5 at Higher Level compensates for the grade 3 27 points - fails to meet condition a above (i.e., a grade 2 at Higher Level and not a total score of 28 points). 24 points - fails to meet condition b above (i.e., more than one grade 2 and not a total score of 28 points). 26 points - fails to

10 Level 3,3,3 ToK & EE 1 meet excluding condition of more than three grades 3 How much does it cost? Benefits What does it mean when completed? Upon completion of the IB diploma, the student has had a rigorous pre-university education, which is accepted as an entrance qualification for higher education in over sixty countries around the world. Universities are eager to attract IB diploma students because: They are recognized as being prepared to accept educational challenges. They have self-confidence with university level material. They have developed the capacity for independent research and study. They have cultivated sound thinking and communication skills. They have engaged in extracurricular activities alongside academic studies. They have thought in global terms and have a cultural sensitivity and international orientation. 1. Academic rigor. Students learn how to learn, how to analyze, how to reach considered conclusions about humankind, its languages and literature, its ways in society, and the scientific forces of its environment. An IB diploma candidate is indeed functioning at a level of an introductory college student. 2. Comprehensiveness of the Program. Students encounter rigor throughout ALL disciplines. Students refine areas of strength and developmentally improve areas of weakness. Students also submit a significant portion of their course work for evaluation (e.g., essays, oral commentaries, portfolios, lab books,). 3. Internationalism. The IB Program encourages students to think globally and the IB curriculum is based on true international standards. Coursework and exams are graded by an international grading team, professionals from North and South America, Europe, Africa, Asia, and Australia. The IB Program is not for everyone. Many students want the external benefits (e.g., weighted grades, advanced college standing), but the true benefit of earning the IB Diploma is intrinsic in nature. The change that occurs within a student academically and personally while pursuing the diploma produces far greater personal growth and satisfaction than the diploma itself Student responsibilities Students should demonstrate mutual respect and consideration for others. This assists in creating an atmosphere of harmony and cooperation, which is conducive to learning. 10 P a g e

11 Academic honesty: Maintaining academic integrity within a program is paramount. Within the IB Program, this goal is taken especially seriously. Students must abide by the Northport High School Academic Honesty Policy. Assignment due dates: Students must meet course, CAS, and Extended Essay deadlines. The IB Coordinator, in consultation with teachers, sets due dates for all student work evaluated by the international grading team. Teachers set other major course assignments. The timing of submission dates spreads the workload fairly across the two years of the program. How to ensure excellence in IB studies The IB is a demanding program of study, but well-organized students are able to do well and still find time to pursue other interests both inside and outside of school. A good IB student: Works consistently throughout the two years of study. Makes a study plan for the coming week/month, anticipating deadlines for essays, assignments, etc., and forthcoming sporting and social activities. Works in surroundings conducive toward thoughtful study. Begins studying sooner rather than later, and in a sustained fashion. Follows up recent class notes carefully and checks for clarification with the teacher to ensure he/she understands what is being taught/learned. Class notes are well organized. Engages in lively discussion and debate with fellow students and teachers. Demonstrates eagerness to ask questions. Submits thorough assignments that are carefully researched, analyzed, organized, cohesive and well presented. A Comparison of the AP and the IB Programs The AP and IB Programs are both successful and highly respected by major colleges and universities throughout the nation. Each program is designed to enrich the high school experience and offer students an excellent opportunity to prepare for advanced study and potentially earn college credit. All students are strongly encouraged to take AP as well as IB exams. AP Program National Standard of Excellence College level courses Encourages academically talented and highly motivated students AP exams test what the student knows. Students generally take AP exams in the areas of strengths. One exam in each of the six different subject areas is required for the IB Diploma. Students must prepare in all areas, those of strengths as well as weaknesses. Students do not have to be enrolled in an authorized school. Exams are graded externally through Educational Testing Services (ETS) and student marks are assigned. Exams are based on specific content of courses with objective questions and essays. Scores include teacher assessments as well as external assessments constructed and graded by educators from throughout the world. Exams are based on broad general understanding of concepts and emphasize essay writing fundamental themes; questions Oral exam in foreign language 11 P a g e

12 Oral assessment in English, foreign language, and other disciplines Policies are determined by national educators. Extended Essay, Theory of Knowledge, Creativity, Action and Service Policies are determined by international educators. Information taken from IBO website & documents. 12 P a g e