International Baccalaureate

101 Think Globally;

Act Locally; Expand Personally

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Mission

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

The IB is a non-profit making Swiss Foundation registered in 1968. The activities of the organization are determined by an Act of Foundation approved by the Swiss authorities.

Motivated by a missionWe aim to create a betterworld through education

PartnershipsWe achieve our goals byworking together

QualityWe value our reputation for high standards

ParticipationWe actively involve our stakeholders

International mindednessWe embrace diversity

Legal status

Core values

What is IB?

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The attributes of the learner profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the three programmes and, therefore, the culture and ethos of all IB World Schools.

IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge.

IB learners strive to be:

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

Reflective

Not Just Education…But Character

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IB mission statement

MYP DP

Introduced in 1997 For ages 3-12

Schools must offer the PYP as an inclusive programme for all students

Introduced in 1994 for ages 11-16

Schools are strongly encouraged to implement the MYP as an inclusive programme for all students

Introduced in 1969 forages 16-19

Schools may implement the DP as an inclusive programme for all students or identified students

The IB continuum inception

PYP MYP DP

Programme standards and practices

IB learner profile

Across Grades…

IB Programs ComparisonThe MYP is: for students aged 11 to 16 a framework of academic

challenge 8 subject groups, plus personal

project in the final year taught in any language

The MYP encourages students to: understand the connections

between subjects through interdisciplinary learning

understand the connections between subjects and the real world

become critical and reflective thinkers

DP Diploma Program

The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students, normally aged 16 – 19, for success at university and life beyond

•Students will take courses in each of the 6 subject areas and Theory of Knowledge

•Service to the community•Extended Essay

Diploma Program Model

The Whole Shebang?

Individual Classes Diploma Program

Classes from 6 subjects at-will +/or TOK

Students who pass earn a certificate and minimal college credit (usually)

All of the following requirements must be met:

All 6 subjects pursued with coordinating assessments (internal and external)

2 year program @ ACHS

TOKExtended Essay (4000 words)

CAS (Creativity Action Service)

Language A: Why“One of the most effective an humanizing

ways that people of different cultures can have access to each other’s experiences and concerns is through works of literary merit” (Salma Jayyusi).

Language A: Assessment Objectives

1. Knowledge and understanding

Demonstrate knowledge and understanding of individual literary works as representatives of their genre and period, and the relationship between them

Demonstrate an understanding of the ways in which cultural values are expressed in literature

Demonstrate awareness of the significance of the context in which a work is written and received

Substantiate and justify ideas with relevant examples

2. Analysis, synthesis and evaluation

Demonstrate an ability to analyze language, structure, technique and style, and evaluate their effects on the readerDemonstrate an ability to engage in independent literary criticism on both familiar and unfamiliar textsShow an ability to examine and discuss in depth the effects of literary techniques and the connections between style and meaning

Language A: Assessment Objectives

3. Selection and use of appropriate presentation and language skills

Demonstrate an ability to express ideas clearly and fluently in both written and oral communication, with an effective choice of register and style

Demonstrate command of terminology and concepts appropriate to the study of literature

Demonstrate an ability to express well-organized oral and written arguments

Demonstrate an ability to write a sustained and detailed literary commentary

Language A: Words

Year 1 Texts Year 2 Texts

Pride and Prejudice - Jane Austen

Like Water for Chocolate - Laura Esquivel       

House of Sand and Myrrh - Hanan Al-Shaykh

Kitchen    Banana Yoshimoto

Blood Wedding Laura Esquivel

Poetry by Wislawa Szymborska

2.1 Novel -- Things Fall Apart by Chinua Achebe

2.2 Prose (Other than the Novel and Short Story) -- Selected Essays by George Orwell

2.3 Poetry by Langston Hughes Hamlet    William Shakespeare The Importance of Being Earnest  Oscar Wilde

Blood Relations Sharon Pollock Master Harold and the Boys Athol Fugard

Language A: Assessment Breakdown

External Assessment (70%) Internal Assessment (30%)

External Paper Component 50%

2 papersWritten in exam mode

World Literature Assignments

20%2 papersWritten through course

Oral Component 30%

Individual Oral Presentation

Individual Oral Commentary

Language A: Assessments

Year 1 Year 2

IOP (ongoing throughout semester 1)

World Lit Paper 2 assigned beginning of Spring 2012 semester

World Lit Paper 1 assigned end of Spring 2012 semester, with revisions over summer, completed paper due early Fall 2012 semester 

Individual Oral Commentary to be administered end of Fall 2012/beginning of Spring 2013

External paper 1 (commentary) and 2 (essay)

Advice from previous DP seniors

Always take notes - they will help you in class. And keep them from every book.

Stay on top of the reading. Don’t procrastinate!! Ever!! Ask for help when you need it - from peers and the teacher. Set up an organizational system and stick to it! Do not read ahead, stay with your class. Ask questions about everything - and questions that will

help you understand the book. Get to know your own study habits. Always do your best and ask for help. Stay caught up with the reading and always try to

participate in class conversations. DO YOUR HOMEWORK (otherwise you’ll fall behind). Revise, revise, revise! Your essays can always get better. It is important to know all literary terms. If you are overwhelmed, don’t be afraid to ask for help. Always work your hardest, and stay caught up in class. Talk to the teacher when you feel overwhelmed. They will

understand. Make sure you understand how important the IOP is.

More advice... Work with your friends - share, compare, and

contrast ideas. Don’t assume you know everything when really you

don’t. It’s okay to make mistakes, simply learn from them

and move on. Practice talking in front of people. Have fun with it and try not to stress. Study buddies. Notes. Use them. Timelines are evil, looming things. Don’t mess with

them. Don’t be nervous about doing your IOP. If you took

good note on the books, you should be ok! Pick an aspect that interests you and you know about

when doing your IOP.

When I think of IB, I think of…

EffortEffort

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