International Baccalaureate Diploma Programme

Transcription

1 International Baccalaureate Diploma Programme A Handbook for Students and Parents Luther Burbank High School San Antonio Independent School District

2 So Now you are in the IB at Burbank What is it all about? First and foremost it is a rigorous college prep program. It prepares you for college in many ways. However, before we go to what it does for you, let s do something I call back loading; which means going to the goal and working backwards. With that in mind I have perused various college/university applications. I have discovered that they are looking for information that can be categorized into three areas. They are: 1. Scores These are timed tests. This shows a university how quickly you, a student, can think and find the right answers. a. These are your test scores. PSAT, SAT, ACT, TAKS, STARR b. The higher they are, the more doors open i. SAT- a combined minimum score of 1200 for the math and verbal sections ii. ACT a composite score of 27 and higher iii. PSAT a selection index of 190 and above iv. TAKS and STAAR at the college ready level TAKS 2300 and above; STAAR three yes 2. Grades These inform the university how hard you, the student, work on the course assignments and projects. The IB is recognized as good curriculum with a clear understanding of what students are required to show mastery of; thus good grades in the IB courses are very telling. a. The program you enrolled in b. The grades you earned in those courses c. This determines your GPA d. The IB courses are weighed for the purposes of the GPA Pre-IB have 7 points and IB courses have 12 points added to the grade. Please note these are added to determine the GPA. They are NOT added to the grade that appears on the transcript. e. In Texas the top 10% have automatic acceptance into a public funded state university. Thus the GPA is very important! 3. Character This is determined through recommendations. Recommendations are written by teachers. A recommendation has to be earned it is not a right! a. Were you punctual to class, with your work? 2

3 b. Did you ever cheat on a test, homework, and/or project? c. Did you participate actively in class discussions? d. Did you write at a level of sophistication that demonstrates growth? e. Did you treat all fellow students with respect and dignity? f. How did you react to a poor grade, failure, a loss, and/or any setback that you encountered? These are the types of questions put to teachers by either a university or scholarship application recommendation. I cannot over emphasize the value of character and integrity in opening doors, or the lack thereof closing doors! Keep this in mind when you decide to react to a situation, a choice, a grade, a lost game, or any other event that you might be presented with. How does the IB work with all of these three major areas? To answer that, or to clarify, we are going to start with the core of the program The Learner Profile 3

4 The Learner Profile Notice at the center of the program is the Learner Profile further notice that there are three silhouettes at the core each representing one of the programs. The young child is the Primary Years Program - PYP The middle child is the Middle Years program MYP The adult child is the Diploma Program DP This is crucial to understand, because the Learner, the student is at the core of the entire IB program. To that end specific aims and goals for students, teachers, and administrators as lifelong learners have been developed by the IB Organization. 4

5 This is a copy of the booklet published by the IBO January IB learner profile booklet International Baccalaureate Organization 2008 Nature of the IB learner profile The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21 st century. The attributes of the profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the Primary Years Programme (PYP), Middle Schools Years Programme (MYP) and Diploma Programme and, therefore, the culture and ethos of all IB World. The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose. The IB s concept of an educational continuum, and of a coherent, broad-based international curriculum, was fully realized in 1997 with the introduction of the PYP. The IB is now able to offer three programmes of international education and, with them, the prospect of a continuous international educational experience from early childhood to pre-university age. While the IB now offers a sequence of three programmes the PYP, the MYP (introduced in 1994) and the Diploma Programme (introduced in 1969) each programme must continue to be self-contained, since the IB has no requirement for schools to offer more than one programme. However, they must also form an articulated sequence for those schools that teach all three programmes or any sequence of two. With the development of a continuum of international education, it is intended that teachers, students and parents will be able to draw confidently on a recognizable common educational framework, a consistent structure of aims and values and an overarching concept of how to develop international-mindedness. The IB learner profile will be at the heart of this common framework, as a clear and concise statement of the aims and values of the IB, and an embodiment of what the IB means by international-mindedness. Aims of the IB learner profile The attributes and descriptors of the learner profile define the type of learner the IB hopes to develop through its programmes. It originated in the PYP where it was called the PYP student profile, but practitioners from all three programmes identified it as a set of qualities that could also enhance learning in the MYP and the Diploma Programme learning that should not come to a stop at the age of 11, but should carry through to the completion of the Diploma Programme. It is now called the IB learner profile to make it applicable to all students and adults involved in the implementation of IB programmes, that is, to the IB community of learners. The IB has incorporated the learner profile into all three programmes so that it is the common ground on which all IB World Schools stand, and contains the essence of what they, and the three programmes, are about. IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge. By focusing on the dynamic combination of knowledge, skills, independent critical and creative thought and international-mindedness, the IB espouses the principle of educating the whole person for a life of active, responsible citizenship. Underlying the three programmes is 5

6 the concept of education of the whole person as a lifelong process. The learner profile is a profile of the whole person as a lifelong learner. As a key cross-programme component, the learner profile will become the central tenet of the IB programmes and central to the definition of what it means to be internationally minded. Thus, the IB is placing the focus for schools where it belongs: on learning. It is not intended to be a profile of the perfect student; rather, it can be considered as a map of a lifelong journey in pursuit of international-mindedness. It places the learner firmly at the heart of IB programmes and focuses attention on the processes and the outcomes of learning. It is the IB s intention that the learner profile will help develop coherence within and across the three programmes. It provides a clear and explicit statement of what is expected of students, teachers and school administrators in terms of learning, and what is expected of parents in terms of support for that learning. Implementing the IB learner profile A school s curriculum includes all those student activities academic and nonacademic for which the school takes responsibility, since they all have an impact on student learning. The development of the written curriculum, the expression of ideas on paper, is necessary, but alone is not sufficient. The curriculum can be defined as what is to be learned (the written curriculum), how it is to be learned (the taught curriculum) and how it is to be assessed (the learned curriculum). This gives equal focus to content, teaching methodologies and assessment practices. The IB prescribes, to varying degrees in each of its three programmes, the written, taught and learned curriculum, but relies on schools for its implementation. The successful implementation of these three dimensions of the curriculum in each IB programme depends on the culture and ethos of the school. The values and attitudes of the school community that underpin the culture and ethos of a school are significant in shaping the future of its young people. In a school that has a commitment to the values inherent in the IB learner profile, these values will be readily apparent in classroom and assessment practices, the daily life, management and leadership of the school. The IB believes that the learner profile will provide a shared vision that will encourage dialogue and collaboration among teachers and administrators about how to create the best environment for learning. The IB recognizes that the introduction of the IB learner profile may present a challenge for schools. It invites schools to evaluate critically their learning environment and make the changes necessary to enable all its students and teachers to work towards developing the values of the profile. Such changes should lead to a truly collaborative learning environment, the strengthening of professionalism among the teaching staff and a commitment by the school to invest in professional development. For most schools this will not mean starting from the beginning, but may involve a refocusing of attention, creative thought and resources. For some schools the introduction of the learner profile will necessitate a major shift in direction. The IB learner profile as a tool for school development 6

7 For the IB learner profile to become the central tenet of each IB programme, schools will need to adopt a holistic view of school as well as student development. The learner profile provides a tool for whole-school reflection and analysis. Individual teachers, faculty groups, school administrators and school governors should ask themselves To what extent do our philosophy, our school structures and systems, our curriculum and units of work enable students, and the adults who implement the programmes, to develop into the learner described in the profile? In addition, teachers, IB programme coordinators and school administrators are encouraged to ask themselves questions like the ones presented here. Classroom practices Is it possible to create more experiences and opportunities in the classroom that allow students to be genuine inquirers? How much attention do we pay to how students interact with other students in groupwork activities? Could we give more time to helping them work effectively as part of a team? Could we create more opportunities to discuss the ethical issues that arise in the subject(s) we teach? How well do we model empathy, compassion and respect for others in our classrooms and around the school? Assessment and reporting practices In formative assessment tasks, do we provide students with enough opportunities to take intellectual risks, and then support them in taking such risks? To what extent does the range of assessment strategies we use meet the diverse needs of students and encourage creative and critical thinking? Can we provide time for students to reflect on an assessment task and what they have learnt from it? What aspects of student development do we report on? Daily life, management and leadership Do all our teachers see themselves as responsible for the nurturing of lifelong learners? What is the quality of interaction between students and teachers around the school? Does the structure of the school day and the schedule facilitate the development of the learner as a whole person? Are support structures in place to oversee the personal, social and emotional welfare of students, as well as their academic development? Are students empowered to take responsibility for their own learning? Are we investing appropriately in ongoing professional development for our teachers? The learner profile provides a common language for teachers and administrators across the IB programmes to discuss student progress, the articulation of the curriculum and the issues of transition between programmes and school divisions. The profile does not provide ready answers to these areas, but it focuses attention on what aims and values underlie the programmes and, therefore, provides a basis on which important decisions can be made. The same applies to a school that implements only one IB programme: the profile provides a focus and reference point for teacher collaboration and the development of truly concurrent learning. 7

8 Monitoring the IB learner profile In PYP schools teachers are required, on behalf of all students, to assess and report on progress in the development of the attributes of the learner profile. This is done by using the learner profile for self and peer assessment, as the basis for teacher/student/parent conferences and through reporting to parents. MYP and Diploma Programme schools are expected to focus on monitoring student development in light of the profile in as many ways as possible, by engaging students and teachers in reflection, self-assessment and conferencing. Each IB World School, as a whole, is also encouraged to reflect on the success of the implementation of the learner profile. The IB has developed programme standards and practices that are common to all its programmes. The implementation of the IB learner profile is specified in these practices, and schools will be expected to address them as part of the self-study in the programme evaluation process. The IB Programme standards and practices document can be found on the IB public website and the online curriculum centre (OCC). Sharing practice One of the great advantages that the IB has recognized and benefited from since its inception is the creative professionalism (a term created by Hargreaves in 1998) of its IB World School teachers, and their willingness to explore and share ideas and practices. Innovative and creative teachers of IB programmes from many different cultures have played a very significant role in the development of each programme. Their role continues with the introduction of the IB learner profile and ensures that the implementation of the profile in the three programmes benefits from the extensive practical, diverse and up-to-date experience that only they are able to provide. Such a role is pivotal in the IB s model for the development and implementation of each programme, and it will be the same for the successful introduction of this key cross-programme component. To facilitate the sharing of practices and experiences in the implementation of the IB learner profile, a page of the OCC is dedicated to the continuum of international education. On this page there is a section containing the IB learner profile, as well as discussion forums and areas where teachers can exchange resources. In addition, workshop leaders for all three programmes will be asked to provide participants with opportunities to discuss the profile, to share practices and experiences, and to facilitate reflection on the degree to which the values of the profile are developed in a particular subject or programme component. The IB learner profile is inserted into all major IB publications. It also strongly informs the process of curriculum development in the IB as a basis for evaluating the strengths and weaknesses of a subject or programme component against the aims and values of the whole programme. Successful implementation of the IB learner profile in a school will result in a learning environment in which the aims and values of the IB programmes are strongly evident and embraced by all members of the community. This is the challenge for both IB World Schools and the IB. We all must strive to put into practice what we believe. 8

9 The IB learner profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet help to create a better and more peaceful world. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. 9

10 Approaches to Learning Approaches to learning are the activities that a teacher initiates for a student to participate in. They are meant to reinforce both the learner profile and the cognitive domain of the subject matter. The combination leads to a successful learning experience. Activities Learning Profile 1. Research skills LP: Inquirers - formulating research questions - referencing sources - observational skills - collecting, organizing, interpreting and presenting information 2. Communication skills LP: Communicators - presenting - recording information - reading for meaning - listening - viewing - non-verbal communication - multi-literacies 3. Thinking skills LP: Thinkers, Knowledgeable, Reflective - problem solving - connecting subjects - thinking creatively - critical thinking - application of knowledge and understanding in familiar and unfamiliar - reflection 4. Social skills LP: Principled, Caring, Open-minded - collaboration and group work - respect for other cultures and points of view - global/intercultural awareness and sensitivity - affective/emotional skills - ethical behaviour 10

11 5. Self-management skills LP: Risk-takers, Balanced, Reflective - organization of learning materials - time management - meeting deadlines - affective/emotional management - positive action 11

12 The Core of the IB Diploma In keeping with the concept of back loading, the next points to consider are the three core areas of the IB Diploma. Surrounding the Learner Profile is the core of the Diploma Program Theory of Knowledge Extended Essay Creativity, Action, Service This is the bridge between the Learner Profile and the six points of the subject hexagon. Extended Essay presents the student with the opportunity to put into practice the basics of research and follow through with the findings, analysis, to the end product of publication. Creativity, Action, Service (CAS) - presents the students with the opportunity to personally experience learning, reflect on it, and grow from it. Theory of Knowledge presents the students with the theoretical basis of knowledge. Students investigate what defines knowledge what is belief, perception, proof, reason, logic How do we know what we know? It is imperative to point out that the learning of the core components are done on an individual basis. The assessments of all three of these require that the student interact on a personal level with the material/experience and reflect on it. 12

13 The Core - A Brief Explanation There are specific handbooks that detail the Extended Essay and the CAS components. They are monitored in the IB mentoring classes. The 9-10 Th grades do the CAS component, however it does NOT count towards the IB Diploma. The IB Diploma is done in its entirety in the 11 th and 12 th grade. Course work for the IB Diploma cannot be initiated any earlier than the 1 st day of the 11 th grade. The CAS completed is archived on ManageBac, so the students can access the documentation if they need it for a scholarship or a college application. The EE is completed at the end of the 11 th grade and finalized at the start of the 12 th grade. Theory of Knowledge is the only part of the core that is a course. Students take it the 11 th grade and Fall Semester of the 12 th grade. It is NOT a philosophy course! It does cover a field of philosophy epistemology the study of knowledge. As critical thinkers, students have to develop for themselves a personal definition of what they will accept as a fact, as an opinion, as a standard of truth in a scientific laboratory setting, a political science discussion, or in a work of art. What role does perception, logic, inductive and deductive reasoning, and belief play in helping a person determining the truth? Students are presented opportunities to read, discuss, and analyze a variety of differing opinions on a variety of issues dealing with knowledge. The second part of the course addresses the issues of knowledge in the diverse subject matters, areas of knowledge, that the students are registered in. This facilitates the concurrency of learning. Students are given the tools with which to make conceptual connections between the different courses they are taking at the same time. The assessment of the ToK course is a word essay on one of the prescribed titles given for that year. Students receive one or more of the following grades on both the Extended Essay and the ToK essay: A Excellent B Very good C Good D Mediocre E - Elementary this last mark is a failing condition. This will disqualify a student from receiving the 24 point diploma. Following are some examples of the prescribed titles for the ToK essay. 13

14 Theory of knowledge prescribed titles November 2011 and May 2012 Instructions to candidates Your theory of knowledge essay for examination must be submitted to your teacher for authentication. It must be written on one of the ten titles (questions) provided below. You may choose any title, but are recommended to consult with your teacher. Your essay will be marked according to the assessment criteria published in the Theory of Knowledge guide. Remember to centre your essay on knowledge issues and, where appropriate, refer to other parts of your IB programme and to your experiences as a knower. Always justify your statements and provide relevant examples to illustrate your arguments. Pay attention to the implications of your arguments, and remember to consider what can be said against them. If you use external sources, cite them according to a recognized convention. Note that statements in quotations in these titles are not necessarily authentic: they present a real point of view but may not have been spoken or written by an actual person. It is appropriate to analyse them but it is unnecessary, even unwise, to spend time on researching a context for them. Examiners mark essays against the title as set. Respond to the title exactly as given; do not alter it in any way. Your essay must be between 1200 and 1600 words in length. 1. Knowledge is generated through the interaction of critical and creative thinking. Evaluate this statement in two areas of knowledge. 2. Compare and contrast knowledge which can be expressed in words/symbols with knowledge that cannot be expressed in this way. Consider CAS and one or more areas of knowledge. 3. Using history and at least one other area of knowledge, examine the claim that it is possible to attain knowledge despite problems of bias and selection. 4. When should we discard explanations that are intuitively appealing? 5. What is it about theories in the human sciences and natural sciences that makes them convincing? 6. It is more important to discover new ways of thinking about what is already known than to discover new data or facts. To what extent would you agree with this claim? 7. The vocabulary we have does more than communicate our knowledge; it shapes what we can know. Evaluate this claim with reference to different areas of knowledge. 8. Analyse the strengths and weaknesses of using faith as a basis for knowledge in religion and in one area of knowledge from the ToK diagram. 9. As an IB student, how has your learning of literature and science contributed to your understanding of individuals and societies? 10. Through different methods of justification, we can reach conclusions in ethics that are as wellsupported as those provided in mathematics. To what extent would you agree? 14

15 Theory of knowledge prescribed titles November 2009 and May 2010 Instructions to candidates Your theory of knowledge essay for examination must be submitted to your teacher for authentication. It must be written on one of the ten titles (questions) provided below. You may choose any title, but are recommended to consult with your teacher. Your essay will be marked according to the assessment criteria published in the Theory of Knowledge guide. Remember to centre your essay on knowledge issues and, where appropriate, refer to other parts of your IB programme and to your experiences as a knower. Always justify your statements and provide relevant examples to illustrate your arguments. Pay attention to the implications of your arguments, and remember to consider what can be said against them. If you use external sources, cite them according to a recognized convention. Note that statements in quotations in these titles are not necessarily authentic: they present a real point of view but may not have been spoken or written by an actual person. It is appropriate to analyse them but it is unnecessary, even unwise, to spend time on researching a context for them. Examiners mark essays against the title as set. Respond to the title exactly as given; do not alter it in any way. Your essay must be between 1200 and 1600 words in length. 1. To what extent is truth different in mathematics, the arts and ethics? 2. Examine the ways empirical evidence should be used to make progress in different areas of knowledge. 3. Discuss the strengths and limitations of quantitative and qualitative data in supporting knowledge claims in the human sciences and at least one other area of knowledge. 4. How can the different ways of knowing help us to distinguish between something that is true and something that is believed to be true? 5. What separates science from all other human activities is its belief in the provisional nature of all conclusions (Michael Shermer, Critically evaluate this way of distinguishing the sciences from other areas of knowledge. 6. All knowledge claims should be open to rational criticism. On what grounds and to what extent would you agree with this assertion? 7. We see and understand things not as they are but as we are. Discuss this claim in relation to at least two ways of knowing. 8. People need to believe that order can be glimpsed in the chaos of events" (adapted from John Gray, Heresies, 2004). In what ways and to what extent would you say this claim is relevant in at least two areas of knowledge? 9. Discuss the claim that some areas of knowledge are discovered and others are invented. 10. What similarities and differences are there between historical and scientific explanations? 15

16 The ToK/Extended Essay Diploma Points Matrix From the IBO guide to the Extended Essay The diploma points matrix Revised February 2104 for the May 2015 session A student who, for example, writes a good extended essay and whose performance in theory of knowledge is judged to be satisfactory will be awarded 1 point, while a student who writes a mediocre extended essay and whose performance in theory of knowledge is judged to be excellent will be awarded 2 points. A student who fails to submit an extended essay will be awarded N for the extended essay, will score no points, and will not be awarded a diploma. Performance in both the extended essay and theory of knowledge of an elementary standard is a failing condition for the award of the diploma. 16

17 The Hexagon The Courses of the Diploma at Luther Burbank High School The outer part of the hexagon are the courses the student s take. In order to earn a diploma they must take 3 course at the higher level, and three courses at the standard level. The quality of both courses is the same, but the quantity of work for the levels is different. HL requires more work than SL. The more is defined as an additional paper. English A1 - HL History of the Americas - HL Spanish - HL Mathematical Studies - SL Mathematics SL - SL Biology - SL SL - Music Group Performance Creation SL - Visual Arts Option A Option B The IBO allows each school to build their own diploma, as long as Groups 1-6 are represented in the school s diploma. This allows each school to build their program based on their strengths. Luther Burbank s Diploma is based on the needs and strengths of the students. It has evolved over the years to add Music to the Fine Arts and Mathematics SL to the mathematics option. 17

18 The Common Denominators in the Diploma Courses All IB Diploma courses require the students to do the following: 1. Internal Assessment 2. External Assessment Internal Assessment The Internal Assessment is a project/investigation/analysis particular to the subject area the student discipline. English A1 A 20-minute recorded, teacher led 2-part Oral Commentary on first, a prose or poetry selection from the Part II works, and then the student discusses the works of the given Part II poet. A sample recording is sent for evaluation. During the Junior year, students must give a 15 minute class presentation in the form of a literary analysis on the author of their choice from the Part IV works. Spanish B HL A 10 minute recorded teacher led oral conversation in Spanish on a topic decided on by the student. The recording is sent for evaluation. Additionally, the students must complete a 400-word written work based on a literary piece; this is also sent for evaluation. History of the Americas A historiography. A research question is presented by the student, sources and findings are analyzed, and the answer to the question is redacted. This product is broken down to its component parts and is words when completed. A sample product is sent for evaluation. Biology A complete laboratory experiment that concentrates on design, data collection, analysis, and findings. Student completes both lab work and a cover sheet for his research experiment. Mathematics SL A mathematical investigation into the nature of mathematics and issues confronted by the student in an attempt to reach a solution. The level of mathematical sophistication in calculus has to be demonstrated by the student. A sample is sent for evaluation. Mathematical Studies A research project that attempts to answer a research question utilizing statistics to determine the validity of the answer. A sample is sent for evaluation. Visual Arts Option A An in depth research workbook that reflects the student has independently researched artist, art movements, cultural interpretations of the elements of art, and has attempted to reproduce the techniques in order to develop 18

19 an appreciation for the creative work of artists and cultures. Selected pages of the workbook are scanned, and sent for evaluation. Visual Arts Option B A selection of pieces of art are photographed and sent for evaluation. The works created by the student must reflect the elements of art. Music Group Performance Students participate in band or choir performances that are recorded and sent for evaluation. Music Creating Student creates three pieces of music and submits those for evaluation. The Internal Assessment IA- is graded by the teacher, the marks are posted via computer with the IBO Curriculum and Assessment Center (IBCA) in The Hague, Netherlands. IBCA identifies a moderation sample. The moderation sample is sent to an international examiner for marking. The examiner marks the moderation sample and this determines if the teacher s marks are raised, left the same, or lowered. The moderation sample has to identify a specific pattern, the absence of a pattern will require the entire classes IA s to be mailed to the international examiners for marking. A moderation report is generated that offers advice to the teacher on how to continue as is or to modify. All IA mark s are due on the IBCA computer by April 1, of the 12 th year. Each teacher will set up different due dates, so the work is not all due at the same time, thereby avoiding over burdening the student. This may mean that the IA for a particular class may be completed in the 11 th year. The IA is teacher guided, so the student has the opportunity to do well on the assignment. The teacher MAY NOT edit or change anything the student has written. In conversations with the student the teacher may ask questions, ask for clarification, and it is the best interest of the student to take those questions as points to consider. Ultimately the work is the student s. The teacher can raise the question, but if the student does not wish to take the questions and work with them, the work will be submitted as the student created it. External Assessment External assessments are not graded by the teacher and vary in number by the course. They are referred to Papers. Some are examination scripts that have a set date and time in May of the 12 th year. The other students work on them during the term, and are mailed by February of their 12 th year. English A1 o World Literature Paper analysis of the Part I and II, 1500 words in length submitted in February of the 12 th year. o Paper 1 is a written examination commentary on a choice of prose or poetry - May o Paper 2 is a written literary analysis addressing a specific prompt on the Part III works - May Spanish B o Paper 1 written text handling May o Paper 2 a written essay addressing a choice of specific prompts - May History of the Americas 19

20 o Paper 1 written document analysis on a variety of documents over the Paris Peace Conference 1917 May o Paper 2 two written essays addressing choice of prompts from two different topics The Cold War and Rise of Single Party States in the twentieth century - May o Paper 3 three written essays on a choice of specific prompts addressing the History of the Americas May Biology o Paper 1 a multiple choice exam on all of the syllabus - May o Paper 2 a short answer/diagram exam on all of the syllabus - May o Paper 3 two short answer and essay exams on the two options chosen by the teacher - May Mathematics SL o Paper 1 problems covering all of the syllabus to be solved without the use of a calculator - May o Paper 2 problems covering all of the syllabus to be solved with the use of a calculator - May Mathematical Studies o Paper 1 problems covering all of the syllabus to be solved with the use of a calculator - May o Paper 2 problems covering all of the syllabus to be solved with the use of a calculator - May Visual Arts Option A o Art works a minimum of 12 that are photographed and submitted electronically, and a showing with an artist talk that was photographed and submitted electronically. Must be completed before April 25 of the 12 th year. Visual arts Option B o Research Workbook 30 pages of the two year research workbook are scanned to create an electronic file that reflects depth, knowledge, and growth and must be submitted by April 25 of the 12 th year. Music Group and Creation o Musical Links investigation a 1200 word essay or project that shows links in international music - February of the 12 th year o Paper 1 a written essay that is based on listening to musical selections and questions addressing the prescribed musical selections for the examination session. 20

21 The Cornerstone of IB Academic Honesty The successful IB student is basically known as a student who has assumed the most difficult academic curricula found at the high school level in the world and conquered it! However, for those of us that work closely with IB, it is character, honesty, and integrity that sets an IB student apart. That is the reason that Academic Honesty will color the whole experience at Luther Burbank High School. Some basic behaviours each student is expected to adhere to: 1. All work submitted for marking has to be only the work of the student. 2. Students will not share their finished work with another student thus allowing them to copy their work. 3. Students will sign all work submitted for marking with the following sentence I hereby sign this as proof that the work I am submitting is my work alone. I did not understand how to so I asked for help. Once I understood how to do it, I did the work by myself. I have not shared this finished work with any other student. If the student does not hand in work with the honesty statement it will not be marked. The assignment will remain in the grade book as a missing assignment which has the numerical value of a 0 in determining an average. 4. Students will not lie. 5. Student will treat all students, school personnel, and diverse points of view with dignity and respect. 6. Students will turn in all assignments on the due date. Failure to meet a deadline requires attendance to detention held on Wednesday of every week for 15 minutes. The IBO document detailing Academic Honesty follows. 21

22 Accessed from the OCC October 27, Academic honesty 1.1 Academic honesty must be seen as a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment. It is influenced and shaped by a variety of factors including peer pressure, culture, parental expectations, role modelling and taught skills. Although it is probably easier to explain to candidates what constitutes academic dishonesty, with direct reference to plagiarism, collusion and cheating in examinations, whenever possible the topic must be treated in a positive way, stressing the benefits of properly conducted academic research and a respect for the integrity of all forms of assessment for the Diploma Programme. 1.2 All Diploma Programme candidates must understand the basic meaning and significance of concepts that relate to academic honesty, especially intellectual property and authenticity. However, a conceptual understanding alone is not sufficient; candidates must have the knowledge and practical skills to apply such concepts to their work. 1.3 The concept of intellectual property is potentially a difficult one for candidates to understand because there are many different forms of intellectual property rights, such as patents, registered designs, trademarks, moral rights and copyright. Candidates must at least be aware that forms of intellectual and creative expression (for example, works of literature, art or music) must be respected and are normally protected by law. By implementing measures to prevent plagiarism schools are helping to combat illegal out-of-school activities (for example, illegal music downloads, peer-to-peer/p2p file sharing) for which candidates may face legal proceedings. 1.4 In both conceptual and practical terms, candidates may not understand the difference between collaboration and collusion, and therefore require guidance. Collaboration may be loosely defined as working together on a common aim with shared information, which is an open and cooperative behaviour that does not result in allowing one s work to be copied or submitted for assessment by another as defined in the Regulations. For further details, see section An authentic piece of work is one that is based on the candidate s individual and original ideas with the ideas and work of others fully acknowledged. Therefore, all assignments for assessment, regardless of their format, must wholly and authentically use that candidate s own language, expression and ideas. Where the ideas or work of another person are represented within a candidate s work, whether in the form of direct quotation or paraphrase, the source(s) of those ideas or the work must be fully and appropriately acknowledged. This requirement includes a candidate s responses to examination papers in May and/or November. All quotations in a candidate s examination script must be properly acknowledged. 1.6 Although the principles of academic honesty apply equally to all subjects, there are issues that are particularly relevant to the arts, where imitation, influence and inspiration have a respectable tradition. The observation of form and its resemblance to nature, or to another artist s work, is a skill to be nurtured. There is an expectation that candidates may be influenced by the work of other artists and writers, whose works may inspire the 22

23 candidates own creativity.1 Thus there are circumstances where the creative use of the work or ideas of another person is acceptable, but the original source must always be acknowledged. The imitation of another artist s work may be acceptable in contexts that are well defined by the teacher, but candidates must understand that passing off the work of another person as their own is not acceptable and constitutes malpractice. The ideas conveyed in this section are based on a paper written by Nicholas Connolly (Theatre and Academic Honesty, 2008). 1.7 Although the Regulations clearly define plagiarism as the representation of the ideas or work of another person as the candidate s own, this definition alone does not provide candidates with sufficient information or guidance on what constitutes plagiarism and how it can be avoided. Candidates must receive guidance on when and how to include acknowledgments in their work. Similarly, the practice of paraphrasing is a skill that must be taught so that candidates do not simply copy a passage, substitute a few words with their own and then regard this as their own authentic work. When using the words of another person it must become habitual practice for a candidate to use quotation marks, indentation or some other accepted means of indicating that the wording is not their own. Furthermore, the source of the quotation (or paraphrased text) must be clearly identified along with the quotation and not reside in the bibliography alone. Using the words and ideas of another person to support one s arguments is a fundamental part of any academic endeavour, and how to integrate these words and ideas with one s own is an important skill that must be taught. 2 Malpractice 2.1 The Regulations define malpractice as behaviour that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment component. Malpractice includes: plagiarism: this is defined as the representation of the ideas or work of another person as the candidate s own collusion: this is defined as supporting malpractice by another candidate, as in allowing one s work to be copied or submitted for assessment by another duplication of work: this is defined as the presentation of the same work for different assessment components and/or diploma requirements any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, taking unauthorized material into an examination room, misconduct during an examination, falsifying a CAS record). 2.2 Some candidates seem to believe that because the internet is in the public domain and largely uncontrolled, information can be taken from websites without the need for acknowledgment. On the contrary, candidates must record the addresses of all websites from which they obtain information during their research, including the date when each website was accessed. The uniform (or universal) resource locator (URL) constitutes the website address for this purpose. Simply stating the search engine that was used to find the website is not acceptable and does not, in the view of the final award committee, constitute a form of acknowledgment. The requirement to cite the source of material includes the copying of maps, photographs, illustrations, data, graphs and so on. For 23

24 example, to cut and paste a graph from a website without acknowledging its source constitutes plagiarism. CDRoms, DVDs, messages and any other electronic media must be treated in the same way as the internet, books and journals. 2.3 The issue of plagiarism is not confined to subjects in groups 1 to 5 of the Diploma Programme. Copying works of art, whether music, film, dance, theatre arts or visual arts, without proper acknowledgment, may also constitute plagiarism. There are circumstances where the creative use of the work of another artist is acceptable, but the original source must always be acknowledged. Candidates must understand that passing off the work of another person as their own is not acceptable and constitutes malpractice, regardless of whether the act was intentional. 2.4 Copying text, or other material, is not always a deliberate attempt by a candidate to present the ideas or work of another person as their own. In fact, in the experience of the final award committee it is apparent that many candidates are not aware of when or how to acknowledge sources. It is essential that candidates are taught this important academic skill. For example, a candidate may copy one or two sentences from a book, journal or website without showing it as a quotation, but indicating its source in a footnote or the bibliography. Although each case requires a separate judgment, in general such cases are the result of negligence or a lack of awareness on the part of the candidate and do not warrant an allegation of malpractice. These cases may attract the penalty applied to an academic infringement, and not malpractice. For further details, see sections 11.4 and For most assessment components candidates are expected to work independently but with support from their subject teacher (or supervisor in the case of extended essays). However, there are occasions when collaboration with other candidates is permitted or even actively encouraged, for example, in the requirements for some internal assessment. Nevertheless, the final work must be produced independently, despite the fact that it may be based on the same or similar data as other candidates in the group. This means that the abstract, introduction, content and conclusion/summary of a piece of work must be written in each candidate s own words and cannot therefore be the same as another candidate s. For example, if two or more candidates have exactly the same introduction to an assignment, the final award committee will interpret this as collusion (or plagiarism), and not collaboration. It is essential that both teachers and candidates are aware of the distinction between collaboration and collusion. Teachers must pay particular attention to this important distinction to prevent allegations of collusion against their candidates. Whether or not candidates are allowed to work together on the requirements for internal assessment varies between groups and subjects. Group 3: In geography, for example, candidates might be presented with a research question by the teacher and then be required to work as part of a group to collect data together in the field. However, each candidate must write up their report of the fieldwork individually. The reports will have a similar research question and may have the same information collection in the appendices, but the way the information collection is described, analysed and evaluated must be different from the work of other candidates with whom they collected the information and must be entirely their own work. Group 4: In group 4 subjects, including design technology, no collaboration is allowed in assessment tasks except in the area of data collection. Although there are different requirements depending on the subject, candidates ideally should work on their own when collecting data. When data collection is carried out in groups, the actual recording 24

25 and processing of data must be undertaken independently if this criterion is to be assessed. For more subject-specific details, refer to the appropriate subject guide. (This does not apply to the group 4 project, which by its very nature is a collaborative project and is assessed for personal skills only.) Group 5: Candidates must be aware that the written work they submit must be entirely their own. When completing a piece of work outside the classroom, candidates must work independently. Although group work can be educationally desirable in some situations, it is not appropriate for the mathematics HL or mathematics SL portfolio. For mathematical studies SL, group work must not be used for projects. Each project must be based on different data collected or measurements generated. 2.6 The presentation of the same work for different assessment components and/or diploma requirements is a duplication of work and therefore constitutes malpractice. For example, if a candidate submits the same or a very similar piece of work for history internal assessment and for an extended essay in history, this would be viewed as malpractice. However, it is perfectly acceptable for a candidate to study one aspect of a topic for internal assessment and another aspect of the same topic for an extended essay. 2.7 Fabrication of data is a further example of malpractice. If a candidate manufactures data for a table, survey or other such requirement, this will be interpreted as an attempt to gain an unfair advantage in an assessment component. Consequently, the final award committee will find the candidate guilty of malpractice. Using authentic data is a matter of academic honesty. 2.8 Many candidates for the Diploma Programme are fluent in two or more languages and are therefore able to conduct their research in more than one language, perhaps with the aid of the internet. Such candidates must be aware that copying a passage of text, translating this passage into another language, then using the translated text in their work without acknowledging its source still constitutes plagiarism. 2.9 Malpractice most commonly involves plagiarism or collusion. However, there are other ways in which a candidate may commit malpractice and in so doing be in breach of the Regulations. The following examples of malpractice do not constitute an exhaustive list and refer only to the written examinations: taking unauthorized material into an examination room (such as cell/mobile phone, written notes). leaving and/or accessing unauthorized material in a bathroom/restroom that may be visited during an examination misconduct during an examination, including any attempt to disrupt the examination or distract another candidate exchanging information or in any way supporting the passing on of information to another candidate about the content of an examination failing to comply with the instructions of the invigilator or other member of the school s staff responsible for the conduct of the examination impersonating another candidate stealing examination papers using an unauthorized calculator during an examination, or using a calculator when one is not permitted for the examination paper disclosing or discussing the content of an examination paper with a person outside the immediate school community within 24 hours after the examination. 25

26 2.10 Taking unauthorized material (for example, own rough paper, notes, a mobile/cell phone or an electronic device other than a permitted calculator) into an examination is the most common type of malpractice after plagiarism and collusion. At the start of an examination candidates must be given theopportunity to declare any unauthorized material in their possession. However, even if this opportunity is not given by the invigilator, a candidate will still be found guilty of malpractice by the final award committee if unauthorized material is in their possession. In their possession may be taken to mean on the person of the candidate, in the candidate s immediate proximity (such as on the floor or desk) or placed somewhere (such as a bathroom/restroom) for access during the examination. It is very important to note that guilt will be confirmed by the committee regardless of whether this material is used, was or was not intended for use or contains information relevant or potentially relevant to the examination. The actual possession of unauthorized material constitutes malpractice; the final award committee is not required to establish whether the candidate used or intended to use the material. No leniency is shown to a candidate who claims that they were unaware the material was in their possession Cases of possible malpractice during an examination are normally identified by the coordinator/ invigilator. If a candidate is suspected of malpractice in an examination the coordinator must send a report to the IB information desk (not to the regional office). The report must reach the IB within ten days after the examination in which the incident occurred. It is expected that a report will include: a seating plan for the examination a statement from each invigilator a statement from the candidate the unauthorized material (depending on the nature of the material) Breaches of regulations are not confined to candidates; inappropriate conduct by a coordinator or teacher may be brought to the attention of the final award committee. The following are examples of unacceptable actions that will be investigated by the IB: the unauthorized rescheduling of an examination failing to keep the examination papers secure prior to an examination opening examination paper packets prior to an examination providing a candidate with undue assistance in the production of any work (whether written or oral) that contributes to the assessment requirements of the Diploma Programme leaving candidates unsupervised during an examination releasing an examination paper, or otherwise disclosing information about the content of a paper, within 24 hours after the examination. In consultation with the head of school, and with the utmost discretion, the IB will conduct an investigation into an alleged breach of regulations by a coordinator or teacher. The purpose of an investigation will be to establish whether: the coordinator or teacher is in breach of IB regulations the security or integrity of assessment has been compromised the results of any candidate (or candidates) have been affected. 26

27 How Did I Get the IB Diploma? At the very basic level an IB diploma is earned when a student has 24 points, and no failing condition on the three core requirements. A maximum diploma point acquisition is a 45 point diploma. The points are arrived at in the following manner.. A student can earn anywhere from 1-7 points for each course in which they are registered. The State of Texas considers a score of 4 as passing, though the IB does not distinguish in this manner. A score of 2 in an HL, a score of 1 in an SL, a score of E on the ToK or the Extended Essay are considered failing conditions by the IBO, and thus deny the student a diploma. Since 2010, these failing conditions can be overcome by accumulating 28 points in the non-failing condition courses provided that a minimum of 12 points are earned in the HL courses. The permutations to overcome a failing condition are diverse and individualistic. As a result, I have created the following chart to help you understand how to meet the MINIMUM requirements. Course Level Points total English A1 HL 4 Spanish B HL 4 History of the Americas HL 4 Subtotal 12 Biology SL 4 Mathematics SL 4 Art or Music SL 4 Subtotal 12 CAS complete EE score of D 0 ToK score of D 0 24 This student has no failing condition and has met all three of the core. Thus a 24 point Diploma awarded. This diploma makes the student eligible for the benefits of the State of Texas senate Bill 111. This would award the student a minimum of 24 college credit hours at a publicly founded state of Texas university. Other possible scenarios follow 27