5. Une bonne idée - a single international
diploma
Paris, 1949: A group of educators
convened to find a solution.
• An international diploma at
the end of high school
• Knowledge of a second language
and conduct research on a topic of
global significance
6. 1968: The Birth of the IB
The first International Baccalaureate
Diploma exams were piloted in seven
cities:
• Beirut
• Copenhagen
• Geneva
• Manchester
• New York City
• St. Donat's (Wales)
• Tehran
7. The IB continuum of international education
IB mission statement
PYP MYP
Programme standards
and practices
IB learner profile
PYP MYP DP IBCC
1997 1994 1968 2012
8. What is the IB?(Our 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.
9. The IB learner profile: The IB mission in action
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-taker (Courageous)
Balanced
Reflective
10. Aspects which define an IB education:
• Student – centered learning
• Approaches to teaching and
learning
• Global contexts
• Significant content
11. What is an IB Education? (2012)
Available at:
http://www.ibo.org/become/resources/
13. What is the IBCC?
The IBCC....
• is a holistic education that emphasizes the practical,
cognitive, affective and development of the whole person.
• incorporates the educational principles, vision and learner
profile of the IB into a unique programme that allows
students to specialize in a career-related pathway
• provides the freedom to schools to create and design their
own distinctive career-related programmes
14. College & Career readiness
IBCC students are college & career ready
because they have developed:
• a strong foundation in the study of rigorous core academics
• a strong foundation in core technical skills
• research & presentation skills
• critical thinking and literacy skills
• resilience and commitment
• an ability to work collaboratively
• confidence & values
• intercultural understanding
15.
16. IB Learner Profile & the IBCC…
In today’s marketplace, employers look for
qualified individuals who are:
• Inquirers
• Knowledgeable
• Thinkers
• Communicators
• Principled
• Open-Minded
• Caring
• Courageous
• Balanced
• Reflective
18. • Each student must study at
least 2 DP subjects.
• Subjects can come from
the same group with the
exception of Group 5
• Subjects can be studied at
either Higher Level or
Standard Level
• Students must take one 2
year course (SL or HL)
Diploma Courses
19. DP subjects
AOF
• IB Business &
management
• IB Math
studies
AOHS
• IB Biology
• IB Sports
exercise and
health
science
AOE
• IB Design
technology
• IB Physics
20. Career related studies
• The chosen career-related studies are not offered
or awarded by the IB and should be determined by
the local context and aligned with student needs,
whether they are used to support further studies
or to assist direct employment opportunities.
• It is the school’s responsibility to determine the
appropriate career-related studies based on the
criteria set by the IB.
21. Career related studies
The career-related course of study must:
• Be accredited by a local or national education
authority or a higher education institution or an
employer organization
• Have a specific career focus
• Be studied concurrently with the rest of the IBCC
• Comprise a significant part of the student’s
timetable
• Provide a clear pathway beyond secondary school
22. Career related studies
• Accounting
• Architecture
• Automotive
Technology
• Bio medical science
• Business and
Information
Technology
• Computer Science
• Culinary Arts
• Drafting
• Early Childhood
• Engineering
• HVAC
• Marketing
• Nursing Assistance
• Sustainable
Engineering and
Design
• Veterinary technician
23. IBCC Core
• The core is a required element and is at the
heart of the IBCC. It enables students to
enhance their personal and interpersonal
development, with an emphasis on
experiential learning. While challenging, the
core should also be enjoyable and provide
students with a combination of academic
and practical skills that will serve them well
in their future lives.
24. A course designed by the school to meet the
needs of their particular cohort of students
Includes the development of transferable skills
with an emphasis on the nature of thinking
critically and ethically and communicating
effectively
The four key topic areas are personal
development, intercultural understanding,
thinking and communication
Approaches to learning
25. Approaches to learning
• Thinking
– Ethical thinking
– Critical Thinking
– Creative Thinking
– Problem-solving
– Lateral Thinking
• Intercultural Understanding
– Your Culture
– Other Cultures
– Language and Culture
– Intercultural Engagement
• Communication
– Interpersonal
communication skills
– Formal writing skills
– Presentation skills
– Numeracy skills
– IT skills
• Personal Development
– Emotional intelligence
– Time management
– Interview skills
– Process skills
26. Community and service
• Based on the principles of ‘service learning’
• A good service learning programme will help
– Knowledge development
– Social development
– Civic development
– Personal development
• Develop working relationships with
members of a community
27. Community and Service
• One fourth of the IBCC Core (ATL, Language
Development and Reflective Project)
• Students use their knowledge in real life
situations
• Students identify a need, address the need
through service activities and reflect on their
experiences
28. Student Responsibilities
Plan
– Identify a community need
– Identify an organization that is aligned with the need
– Work with a mentor/teacher/IBCC Coordinator to develop a plan
Do
– Implement plan
– Adapt plan as needed
– Document and reflect on experience using weekly log
– Share experiences and log with mentor/teacher/IBCC Coordinator
Reflect
– Question, post ideas and make comments
29. Language development
• All IBCC students undertake language
development and complete a language
portfolio
• Designed to assist and further students
understanding of the wider world
• It is appropriate to the background, needs and context of
the students
• It aims to provide students with the necessary skills and
intercultural understanding to enable them to communicate
using the language studied.
30. Options for fulfilling Language Development
(ALL STUDENTS MUST COMPLETE A Language Portfolio)
• DP Language Course Students
– Students must complete an additional 50 hours of LD. The 50 hours
must serve as an extension of the DP language course topics and
materials. NO DOUBLE DIPPING ALLOWED
• Non-DP Language Course Students
– Enroll in school based (non IB) language course
– Enroll in an external online course
– Work with a language teacher/CTE teacher to develop a self study
language program (i.e. development of technical terminology as it
relates to the student’s chosen pathway)
– Work with community member to monitor self-study
31. Reflective project
• Encapsulates fundamental elements of the
certificate
• Embodies aims we hope to develop in students
• A structured piece of work that
can take a variety of forms
• Students will need to identify,
analyse, explore, critically discuss
and evaluate an ethical issue
arising from their career related study
32. What is an ethical dilemma……
• Within an ethical dimension there are
ethical dilemmas. An ethical dilemma is a
choice between two (or more) conflicting
moral perspectives where neither choice
provides a perfect solution.
33. Reflective project – Ethical dilemmas
• Discuss with your table some possible ethical
issues and dilemmas for:
– Academy of Finance
– Academy of Engineering
– Academy of Health Sciences
– Academy of Hospitality and Tourism
– Academy of Information Technology
34. Assessment of the IBCC
Externally assessed components
• DP courses
• The reflective project
Internally assessed components using formative
and summative assessments tools:
• Approaches to learning
• Community and service
• Language development
The career-related course is assessed by the
career related course provider, not the IB
