IB ORIENTATION PPT [Autosaved].pptx

Orientation night for parents

1. The IB Diploma Programme O rientation 19 th MAY,2023

2. Agenda What is IB? The Diploma Programme Subject choices and the core @ISH Assessment IB Internal Calendar FAQs Next steps……

3. The I SH mission statement • At ISH, learning is personalized. We encourage independent thinkers who take responsibility for their own learning, with our full professional support. We work with them to build deep conceptual understanding, high levels of competency and a positive, moral character: the tools for success in navigating a complex, challenging world.

4. The 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 IB encourages students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

5. T he IB Learner Profile • • The Learner Profile is the IB Mission Statement translated into a set of learning outcomes for the 21st Century The Learner Profile promotes the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge. • The attributes and descriptors of the learner profile define the type of learner the IB hopes to develop.

6. Image by Liisa Sorsa for Dpict

7. The IB Diploma Programme • Over 2300 schools worldwide offering the IB Diploma • 141,884 students graduated last May and entered universities in 140 countries

8. What is t he IB Diploma Programme ? • • • • • Broad and balanced programme of study Academically rigorous and well respected Holistic Development (student-centred) Develops skills in critical thinking and creativity Develops the capacity for inquiry, research and problem-solving as well as essential skills for communication and collaboration • Emphasis on service to others

9. The IB Diploma Programme model

10. The IB Diploma Students choose a subject from each group to achieve academic breadth: – – – – – – – Group 1: Group 2: Group 3: Group 4: Group 5: Group 6: Studies in Language and Literature Language Acquisition Individuals and Societies Sciences Mathematics The Arts Core Subjects: Extended Essay (EE); Theory of Knowledge(ToK); Creativity, Activity, Service (CAS)

11. The IB Diploma Subjects      3 Higher Level (HL) 240 hours 3 Standard Level (SL) 150 hours Theory of Knowledge Extended Essay (EE) Creativity, Activity, Service (CAS) Diploma Point Score     All subjects are graded from 1 - 7 1 - 3 bonus points available for T O K/EE Maximum Diploma score = 45 points Minimum Diploma pass = 24 points

12. Assessment EXTERNAL assessment: Examinations at the end of two years (IB examiners) Makes up 75-80% of each IB score INTERNAL assessment / moderated by IB Within each course (ISH teachers) Makes up 20-25% of each IB score

13. External By - IB examiners Paper 1 -  2 h (HL), 1.5 h (SL) Paper 2  - 2 h (HL), 1.5 h (SL) Paper 3 – mostly for higher levels (up to 2.5 h ) Final Grade 1 – 7 ( P 1 + P 2 + P 3 + IA moderated grade) = 100%

14. Assessment INTERNAL Assessment Work/Projects in class guided by IB teachers Different forms of the IA for DP subjects Sent to the IB in year 2 Marked by ISH teachers and moderated by IB (confirmed, lowered, increased)

15. ISH Assessment calendar Year Month Sem 1 Oct Dec Interim report End of sem 1 exams(internal) Sem 2 March May Interim report End of sem 2 exams(internal) Sem 3 Oct Dec Interim report/PGs(R1) End of sem 2 exams (internal)/PGs (R2) Sem 4 March April/May Mock exams (internal) IB Finals

16. DP subject options Andrew Cartlidge – IBDP Coordinator

17. Group 1 Studies in Language & Literature • English A: Literature ( HL & SL) Total works studied SL 4 HL 6 External assessment SL/ HL Paper 1 : Guided textual analysis A guided analysis of a previously unseen non-literary extract or text from a choice of two Two guided analyses of previously unseen non-literary extracts or texts HL essay A 1200-1500 word essay exploring a line of inquiry in connection with a studied body of work or work

18. Group 2 Language acquisition • • Ab initio : French, Spanish (S L only) Language B : French ( SL only ) , Spanish (SL and HL)

19. Group 2 Language acquisition • • Ab initio : French, Spanish (S L only) )

20. Group 2 Language acquisition • • Ab initio : French, Spanish (S L only) )

21. Group 2 Language acquisition • • Ab initio : French, Spanish (S L only) )

22. Group 3 Individuals and societies HL or SL: Economics History ESS Pamoja (Online provider) Psychology ( HL and SL) BM ( HL and SL )

23. Group 3 Individuals and societies Economics

24. Group 3 Individuals and societies Economics

25. Group 3 Individuals and societies Economics

26. Group 4 Sciences HL or SL: Biology Chemistry Physics ESS (Offered in both Group 3 and 4) (plus the group 4 project)

27. Group 4 Sciences Biology

28. Group 4 Sciences Biology

29. Group 5 Mathematics • Mathematics AA (Analysis and Approaches) (HL /SL ) • Mathematics AI (Application and Interpretation) ( HL/ SL )

30. Group 5 Mathematics •

31. Group 5 Mathematics •

32. Group 6 The Arts HL or S L MUSIC VISUAL ART Or, another subject from Group 3 or 4 Common examples: For engineers/medical = second science - Chemistry For business/human sciences career = BM

33. Group 6 The Arts HL or SL: Music Visual Arts Or, another subject from Group 3 or 4 Common examples: For engineers/medical = second science - Chemistry For business/human sciences career = Business

34. Group 6 The Arts HL or SL: Music Visual Arts Or, another subject from Group 3 or 4 Common examples: For engineers/medical = second science - Chemistry For business/human sciences career = Business

35. Group 6 The Arts HL or SL: Music Visual Arts Or, another subject from Group 3 or 4 Common examples: For engineers/medical = second science - Chemistry For business/human sciences career = Business

36. Group 6 The Arts HL or SL: Music Visual Arts Or, another subject from Group 3 or 4 Common examples: For engineers/medical = second science - Chemistry For business/human sciences career = Business

37. Pamoja online courses www.pamojaeducation.com , Oxford, UK (Additional fees) Student work coordinated by the Site-based coordinator (SBC) Student – IB Teacher – SBC – Parents IA, Mocks, Final exams = exactly the same as for regular courses e.g.- Psychology, BM,Film (only SL)

38. The IB Core

39. The Core Extended Essay TOK (Theory of Knowledge) CAS(Creativity Action and Service)

40. The Extended Essay (EE) • Students research a topic of their choice in- depth • • • • Fosters independent research skills 4000 words (like a dissertation) Many universities show a keen interest in the EE One of the most demanding yet rewarding aspects of the IB ! A faculty supervisor serves as research mentor

41. The Extended Essay (EE) • • Examples: What was the effect of Modernism on the poetry of E.E. Cummings? • The Implication of the Introduction of Women’s Only Transportation in Hyderabad, India in the Context of Gender Inequality.

42. The Extended Essay (EE) • Examples: Investigating the effects of deficiencies in Ca, N, Fe, P, S, Mg or K ions in the growth of Vigna unguiculata , using a hydroponic culture method in coir as inert aggregate media.

43. The Extended Essay (EE) • • Examples: To what extent does the musical flavour of the orchestral piece ‘Waltz of the Flowers’ by Pyotr Ilyich Tchaikovsky change in its piano arrangement by Percy Grainger? • Can upcycling be used to enhance the lives of Rohingya refugees in Penang, Malaysia?

44. Theory of Knowledge (ToK)

45. TOK No content course About different ways of knowing (reason , emotion,language,perception ) Stimulates critical thinking and reflection Q “How do I know, what I know ,Until I see what I say?”  

46. The aims of TOK Within the DP, it acts as the means of drawing together all the different strands of the programme It also aligns to many aspects of the Learner Profile, such as being open-minded, taking risks, and being reflective The course itself helps students to think critically, communicate ideas, work collaboratively, and be creative in their approach to understanding the world 

47. The structure of TOK The TOK course is divided into three different elements: the ‘core theme’, the ‘optional themes’, and the areas of knowledge You can see from the diagram what role each of these elements play in the course Each aspect of TOK has multiple links to other parts of the course; no aspect of TOK should be considered in isolation

48. TOK Assessment 1-the essay Students write the TOK essay in the second year of the course.  They choose their essay from a list of six prescribed essay titles (PTs) Essay titles provide them with an overall knowledge question, which they typically explore within the context of two different areas of knowledge Good essays include analytical and relevant discussion, supported with original real-life situations, and include a consideration of different perspectives The essay represents ⅔ of the mark for the course

49. TOK assessment 2-the exhibition Students design and deliver the TOK exhibition at the end of DP1  Exhibitions are based on an IA prompt, which is explored by presenting three ‘objects’, linked to either the core, or one of the optional themes Students write a 950-word commentary explaining their choice of objects, and linking them to the prompt The aim of the exhibition is to show how TOK concepts manifest themselves in the real world We hold a ‘TOK exhibition day’, in which students publically present their work to a whole-school audience The essay represents ⅓ of the mark for the course

50. CAS (Requirement but no grade) Helps students become responsible compassionate citizens.Education outside the classroom The three strands of CAS, which are often interwoven with particular activities, are characterized as follows : Creativity  – arts, and other experiences that involve creative thinking . Activity  – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP . Service  – an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.

51. Image: Cannings , John. Planning your CAS experience. IB Review. November 2015.

52. Examples of creativity include: Acting or supporting a drama performance Playing or supporting a music performance Participating or supporting a dance performance Creating an artwork Creating a website Examples of activity include: Playing on a team Completing a training programme Undertaking an adventure sport or journey Learning a new martial art/yoga/ pilates Examples of service include: Raising funds for an orphanage Helping at an animal shelter Volunteering at a retirement home or youth centre Helping in your school (e.g., CAS committee or student council) Speaking out about an injustice Finding out about the water quality

53. CAS Learning outcomes Identify own strengths and develop areas for growth Strength & growth Demonstrate that challenges have been undertaken, developing new skills in the process Challenge & skills Demonstrate how to initiate and plan a CAS experience Initiative & planning Show commitment to and perseverance in CAS experiences Commitment & perseverance Demonstrate and recognize the benefits of working collaboratively Collaborative skills Demonstrate engagement with issues of global significance Global engagement Recognize and consider the ethics of choices and actions Ethics of choices & actions

54. EE and TOK matrix

55. Academic integrity Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as individuals. It is the foundation for ethical decision making and behavior in the production of legitimate ,authentic and honest scholarly work. Video Link to IB Academic integrity policy

56. FAQs What options do I choose?

57. Frequently asked questions • • I think I need 3 sciences to take Medicine at University but the IB only allows 2. ISH does not offer irregular Diploma . • • I don’t know what I want to study at University. Many students don’t know for certain what to study. The IB keeps your options open and allows you to go in-depth into a range of subjects.

58. continued • • What if I want to take a subject but don’t have an IGCSE in it. Some subjects at SL have no pre-requisite except motivation and commitment e.g. you can take Psychology, Film Studies, Visual Art and even sciences with no previous experience. However,Psychology requires a lot of reading so the pre- r equisite there would be a good English IGCSE.

59. continued • • What if I think the Full Diploma course could be too much for me? This depends on your GCSE / IGCSE results. Your teac hers will advise you as to the best course for you.

60. However… • S ome s tudents find the full Diploma very demanding (sometimes too difficult) • • Studying for IB Diploma Courses is an option. Why? Because you can drop subjects that you may be particularly weak in and you do not need to do the EE or ToK assessments. • All IB1 &IB2 students take CAS.

61. Can I change my mind about my subject choices? • Yes, but don’t leave it too late. • • You may want to change your options if you do not get the IGCSE results you expected. Choices will be finali zed latest by October .

62. Can I change my options after classes begin? • Yes. We allow a 3 week probationary period to allow students to change options. There may be restrictions as some classes may be full. • • After this point, we would only allow changes between HL and SL courses, not changes to new subjects. Students can start with 4 HL subjects.

63. How do I make my choices? • • • What do you enjoy? What subjects are you good at? What subjects might you need for a given degree course and/or career choice? • What are the specific requirements for the country where I intend to undertake higher education?

64. Next Steps Continued discussion - with teachers, with current DP students Self reflect - analyze passions, careers, strengths, comfort and balance Focus on IGCSE and then a restful holiday, with possibly a career-oriented course/internship Do not front-load curriculum/study

65. Fo r more information go to: www.ibo.org

66. Questions?