This document provides information about an information evening for Grade 10 students and parents regarding pathway and option choices for the final years of high school. It discusses the International Baccalaureate (IB) Diploma Programme and various course options including full diploma, individual courses, and career certificates. Statistics are presented on participation rates, pass rates, and university acceptance. The core elements of the IB including extended essay, theory of knowledge, and creativity/action/service requirements are outlined. Subject groups and course offerings are described along with course planning considerations. University admission data is shared supporting advantages of the IB Diploma.
This document provides information about an options information evening for Grade 10 students at ACS Egham International School regarding their pathway and option choices for their final years of high school. It discusses the IB Diploma Programme, IB Courses/Certificates option, the new IB Career-related Programme (IBCP), and the American High School Diploma. The document provides details on the requirements, structures and assessments of the different programmes. It aims to help students understand the options available and choose the pathway that best suits them.
This document provides information about the International Baccalaureate (IB) and Advanced Placement (AP) programs available at the school. It introduces the IB and AP coordinators and counselors who can provide guidance to students. While general information about the programs is provided, specific course selections will be addressed individually with students starting in February. Both IB and AP offer rigorous academic courses that can earn students college credit. The document discusses the benefits of each program and stresses that admissions officers view them equally. It provides details about the course offerings and requirements for the IB Diploma Program and certificates.
This document provides information about the International General Certificate of Secondary Education (IGCSE) curriculum offered at the school. It discusses what the IGCSE is, the levels of achievement and subjects offered. It provides details on IGCSE grading and requirements for certificates. Sample grades from 2012-2013 are presented. The document guides students and parents on choosing subjects and lists expectations. It directs readers to speak with subject leaders and coordinators for additional information and guidance on subject selection.
This document summarizes an information session for parents of grade 10 students about the International Baccalaureate (IB) Diploma Programme. The IB Programme is a comprehensive two-year curriculum that provides both breadth and depth. It is highly regarded by universities worldwide. The session outlines the requirements of the IB Diploma, including studying 6 subjects (3 at higher level), the extended essay, theory of knowledge, and creativity/activity/service. Subject choices and level criteria for ACS Jakarta are also presented.
ACSJAKARTA - IB Parents' Info Session 14 Jan 2015sutantoherman
This document summarizes an information session for parents about the International Baccalaureate (IB) Diploma Programme offered at the school. The IB Programme is a comprehensive two-year curriculum accepted by universities worldwide. It requires students to take courses across six subject groups, complete an extended essay, participate in creativity/action/service activities, and take a Theory of Knowledge class. The presentation provided details on subject and level requirements, the grading system, university recognition of the IB Diploma, and the school's historical success rates in the programme. It also included a subject selection form for parents and students to indicate their course choices.
This document summarizes key aspects of the International Baccalaureate (IB) Diploma Programme and its Chinese language curriculum offerings. It describes the four levels of Chinese language courses offered (A1, A2, B, ab initio), their objectives, assessments, and recommended entry criteria. It also provides an overview of the core elements of the IB Diploma Programme, including its mission, learner profile, curriculum contents and structure, and assessment principles and practices.
This document provides information about the International Baccalaureate (IB) Diploma Programme offered at an international school. It discusses the following key points in 3 or fewer sentences:
The IB Diploma Programme is a comprehensive two-year curriculum that provides both breadth and depth. It is highly regarded for university entrance worldwide and students routinely gain admission to top universities. The programme requires students to take courses in 6 subject groups, complete an extended essay, theory of knowledge course, and creativity, action, and service activities.
This document provides an overview of the International Baccalaureate (IB) Diploma Programme for students at STB-ACS International Jakarta. It discusses the requirements and differences for Diploma Programme (DP) Course Students and Full Diploma Students. Key points include choosing subjects at higher level (HL) or standard level (SL), the three core components of Extended Essay, Theory of Knowledge and Creativity/Action/Service, subject and examination requirements, and the conditions for earning an IB Diploma. The document also addresses subject selection, university application process, pressures of the programme and what is required to be a successful IB student.
This document provides information about an options information evening for Grade 10 students at ACS Egham International School regarding their pathway and option choices for their final years of high school. It discusses the IB Diploma Programme, IB Courses/Certificates option, the new IB Career-related Programme (IBCP), and the American High School Diploma. The document provides details on the requirements, structures and assessments of the different programmes. It aims to help students understand the options available and choose the pathway that best suits them.
This document provides information about the International Baccalaureate (IB) and Advanced Placement (AP) programs available at the school. It introduces the IB and AP coordinators and counselors who can provide guidance to students. While general information about the programs is provided, specific course selections will be addressed individually with students starting in February. Both IB and AP offer rigorous academic courses that can earn students college credit. The document discusses the benefits of each program and stresses that admissions officers view them equally. It provides details about the course offerings and requirements for the IB Diploma Program and certificates.
This document provides information about the International General Certificate of Secondary Education (IGCSE) curriculum offered at the school. It discusses what the IGCSE is, the levels of achievement and subjects offered. It provides details on IGCSE grading and requirements for certificates. Sample grades from 2012-2013 are presented. The document guides students and parents on choosing subjects and lists expectations. It directs readers to speak with subject leaders and coordinators for additional information and guidance on subject selection.
This document summarizes an information session for parents of grade 10 students about the International Baccalaureate (IB) Diploma Programme. The IB Programme is a comprehensive two-year curriculum that provides both breadth and depth. It is highly regarded by universities worldwide. The session outlines the requirements of the IB Diploma, including studying 6 subjects (3 at higher level), the extended essay, theory of knowledge, and creativity/activity/service. Subject choices and level criteria for ACS Jakarta are also presented.
ACSJAKARTA - IB Parents' Info Session 14 Jan 2015sutantoherman
This document summarizes an information session for parents about the International Baccalaureate (IB) Diploma Programme offered at the school. The IB Programme is a comprehensive two-year curriculum accepted by universities worldwide. It requires students to take courses across six subject groups, complete an extended essay, participate in creativity/action/service activities, and take a Theory of Knowledge class. The presentation provided details on subject and level requirements, the grading system, university recognition of the IB Diploma, and the school's historical success rates in the programme. It also included a subject selection form for parents and students to indicate their course choices.
This document summarizes key aspects of the International Baccalaureate (IB) Diploma Programme and its Chinese language curriculum offerings. It describes the four levels of Chinese language courses offered (A1, A2, B, ab initio), their objectives, assessments, and recommended entry criteria. It also provides an overview of the core elements of the IB Diploma Programme, including its mission, learner profile, curriculum contents and structure, and assessment principles and practices.
This document provides information about the International Baccalaureate (IB) Diploma Programme offered at an international school. It discusses the following key points in 3 or fewer sentences:
The IB Diploma Programme is a comprehensive two-year curriculum that provides both breadth and depth. It is highly regarded for university entrance worldwide and students routinely gain admission to top universities. The programme requires students to take courses in 6 subject groups, complete an extended essay, theory of knowledge course, and creativity, action, and service activities.
This document provides an overview of the International Baccalaureate (IB) Diploma Programme for students at STB-ACS International Jakarta. It discusses the requirements and differences for Diploma Programme (DP) Course Students and Full Diploma Students. Key points include choosing subjects at higher level (HL) or standard level (SL), the three core components of Extended Essay, Theory of Knowledge and Creativity/Action/Service, subject and examination requirements, and the conditions for earning an IB Diploma. The document also addresses subject selection, university application process, pressures of the programme and what is required to be a successful IB student.
This document summarizes information for the Class of 2019 from an international school including statistics on applications from the Class of 2018, popular majors and schools, and upcoming application deadlines. It provides guidance to students on the application process including components like essays, recommendations, and financial aid. Parents are encouraged to provide support to seniors in applying to university while also allowing them space to develop independence.
The document provides an overview of the International Baccalaureate (IB) Diploma Program including its core components, subject groups, assessment procedures, and recognition by universities worldwide. It compares the IB Diploma score to Spain's Selectividad exam scores and outlines sample course offerings at American schools in Madrid, Barcelona, and Bilbao. Student comments praise how the IB prepared them for university and life.
The document outlines the college application process for juniors at Nazareth Academy, including developing a list of potential colleges, taking standardized tests, preparing academically, visiting campuses, completing applications and essays, and obtaining recommendations and transcripts to submit with applications to match, reach, and safety schools. It also provides details on the Common Application, SAT vs ACT, and next steps for juniors to take in the application process.
Studying in Europe offers several benefits for international students, including affordable tuition costs, accredited degrees recognized across multiple countries, and new EU rules allowing students to stay up to 9 months after graduating to find work. When considering where to study, students should research factors like language of instruction, student support services, admissions processes and deadlines, tuition fees that vary by country and residency status, and living costs. Public universities tend to be in a country's home language but have later deadlines and lower costs, while private universities often teach in English and use holistic admissions. Popular countries featured were Germany, the Netherlands, Ireland, and options for U.S.-style universities across Europe.
The International Baccalaureate (IB) aims to develop inquisitive, knowledgeable students who help create a more peaceful world through cultural understanding. It offers challenging academic programs and assessments to encourage lifelong learning and an appreciation of multiple perspectives. The IB Diploma Program is a two-year curriculum for students aged 16-19 that balances exams in six subject groups with projects in theory of knowledge, service, and research. Assessments are criterion-based to evaluate skills rather than compare students, and curricula are reviewed regularly to maintain relevance. Universities widely recognize the diploma for admissions advantages.
Get Me To College Part 4: What Else Colleges Look ForRebecca Joseph
This is Part 4: What Else Colleges Look For of a five part powerpoint presentation, Get Me To College: A College Readiness primer. Dr. Rebecca Joseph, a college admissions and access expert, designed this presentation and invites you to use it as long as you cite her.
This document provides information about the IGCSE program and subject selection for parents. Some key points:
- The IGCSE is an international curriculum that develops skills like creative thinking and problem solving. It is a popular qualification for 14-16 year olds that prepares students for university.
- Students need to obtain at least a grade of C in 5 subjects to automatically enter the IBDP program in Grade 11. Subject selection should consider students' interests, performance, and university requirements.
- A variety of subjects are offered including sciences, humanities, languages, mathematics, arts and PE. Minimum grade requirements and recommendations apply for some subjects.
- Parents should consult guidance counselors if unsure about subject
This document provides information for students considering applying to Oxford or Cambridge universities. It discusses choosing courses, colleges, and the admissions process. The admissions process includes preparing a personal statement, getting an academic reference, taking subject-specific tests, and interviews. It emphasizes starting research early into specific courses of interest and recommended reading to prepare for the application.
This document provides an introduction to Cambridge programmes and qualifications for parents. It outlines the stages of education from Cambridge Primary for ages 5-11 through Cambridge Advanced for ages 16-19. It describes benefits such as internationally recognized qualifications, learner-centered education, and comprehensive support. Examples from former Cambridge learners are given who credit the programme for their university acceptances. Assessments are designed to monitor progress and support learners. The qualifications are accepted for university globally, including top US schools. Resources for teachers include professional development and online forums.
This document provides an overview of trends in Indian students studying abroad and the college admission processes in popular destinations like the US, UK, Canada, Australia, and others.
Some key points covered include: the number of Indian students going abroad for higher education growing significantly in the past decade, with the US, Canada, Australia seeing large increases; the factors considered by US, UK, and other colleges in undergraduate and postgraduate admissions like academic records, standardized test scores, essays, recommendations; and a brief comparison of post-study work policies across countries. The document aims to guide Indian students and parents on studying abroad options and admission requirements to different higher education systems.
This document provides information to students and parents about choosing courses for years 3 and 4 of secondary school (S3 and S4). It discusses recapping on the previous years, choosing subjects logically based on strengths and interests, aiming high, and the demands of the higher levels. Procedures are outlined for choosing subjects with guidance from teachers and careers advisors to help students plan for their futures.
The document provides an overview and agenda for a workshop on the Advanced Placement (AP) French course and exam. It discusses the key components of the AP French Course and Exam Description (CED) including the course skills, themes, and modes of communication assessed. It outlines the format and scoring of the AP French exam, which consists of multiple choice and free response sections assessing interpretive, interpersonal, and presentational communication skills. The document also reviews authentic materials and resources available to help teach the course.
This document provides information for freshman students registering for classes for the upcoming school year. It outlines graduation requirements, a typical freshman schedule, and available elective options including on-site, online, and ITV classes. It stresses the importance of freshman year for exploring interests and preparing for the future. When selecting electives, students are advised to consider their post-secondary plans, college admission requirements, academic rigor, and scholarship requirements. The document concludes by listing steps students should take to complete the registration process.
This document provides information for incoming freshman students and parents at Seymour High School. It outlines the various course offerings and pathways available, including AP, dual credit, C4 career training programs, and internship opportunities to help students earn college credits and explore careers. It details graduation requirements like the Core 40 diploma and end-of-course assessments. The document also answers common questions about scheduling, required classes, electives, lunch, counseling services and more to help guide students' first year of high school. Contact information is provided for the assigned counselors to help students select their initial course schedules.
This document provides an overview of connecting special education with the Common Core State Standards. The objectives covered include connecting special education to Common Core, factors to consider when developing a multi-year strategic plan, and sharing tools and resources. It discusses how Common Core will change classroom practices in mathematics and English-language arts. It also covers writing standards-based IEP goals using Common Core, providing access to the general education curriculum through various supports and services, and ensuring student participation in state assessments.
Presentation given by Eric Sweet, Leslie Yolen and Liz Hood at Teaching the Hudson Valley's 2013 Summer Institute, "Placed-Based Learning & Common Core"
This document provides information about Cambridge International Examinations and the qualifications they offer for students aged 5-19 years old. Cambridge International Examinations is the world's largest provider of international education programs, serving over 10,000 schools in 160 countries. They offer a range of qualifications from Cambridge Primary for ages 5-11 years, through Cambridge Secondary 1 (ages 11-14), Cambridge Secondary 2 (ages 14-16), to Cambridge Advanced (ages 16-19). Some of the subject qualifications mentioned include IGCSEs in English, maths, sciences, humanities, languages, and business/technical subjects. The exams are designed to be thought-provoking and assess a range of skills.
This document provides information for seniors regarding their class registration for the upcoming school year. It outlines graduation requirements and typical schedules, as well as available elective options including on-site, online, ITV and dual credit courses. It stresses the importance of selecting electives that align with post-secondary plans and college admissions requirements. The document warns against "senioritis" and encourages students to maintain academic rigor through their elective selections. Seniors are provided a to-do list which includes asking questions, selecting electives, completing registration forms and turning them in by the deadline.
This document summarizes an information night about the International Baccalaureate (IB) Diploma Programme held at the American International School of Rotterdam. The IB Diploma Programme is a rigorous two-year pre-university program that aims to equip students with skills for higher education. It requires courses from six subject groups, three at the higher level. Students can earn an IB diploma by passing exams in each subject and completing additional requirements like the extended essay and theory of knowledge. The information night discusses the program's goals, requirements, assessment, statistics on past students, and university admission considerations.
Two college freshmen, Emi and Juan, meet at the University of Illinois in 1999 and embark on a journey of love that takes them through their college years and beyond, culminating in their marriage in Puerto Vallarta, Mexico in April 2008.
This document provides a summary of several Russian films from the 1950s-1970s including The Carnival Night from 1956 directed by Eldar Ryazanov, The Irony of Fate from 1975 about love and chance, and Operation "Y" and Shurik's other adventures from 1965. It also briefly mentions The Bootleggers from 1961, The Caucasian Captive from 1967, Ivan Vasilievich Changes His Profession from 1973, and The Gentlemen of Fortune from 1971 before concluding.
This document summarizes information for the Class of 2019 from an international school including statistics on applications from the Class of 2018, popular majors and schools, and upcoming application deadlines. It provides guidance to students on the application process including components like essays, recommendations, and financial aid. Parents are encouraged to provide support to seniors in applying to university while also allowing them space to develop independence.
The document provides an overview of the International Baccalaureate (IB) Diploma Program including its core components, subject groups, assessment procedures, and recognition by universities worldwide. It compares the IB Diploma score to Spain's Selectividad exam scores and outlines sample course offerings at American schools in Madrid, Barcelona, and Bilbao. Student comments praise how the IB prepared them for university and life.
The document outlines the college application process for juniors at Nazareth Academy, including developing a list of potential colleges, taking standardized tests, preparing academically, visiting campuses, completing applications and essays, and obtaining recommendations and transcripts to submit with applications to match, reach, and safety schools. It also provides details on the Common Application, SAT vs ACT, and next steps for juniors to take in the application process.
Studying in Europe offers several benefits for international students, including affordable tuition costs, accredited degrees recognized across multiple countries, and new EU rules allowing students to stay up to 9 months after graduating to find work. When considering where to study, students should research factors like language of instruction, student support services, admissions processes and deadlines, tuition fees that vary by country and residency status, and living costs. Public universities tend to be in a country's home language but have later deadlines and lower costs, while private universities often teach in English and use holistic admissions. Popular countries featured were Germany, the Netherlands, Ireland, and options for U.S.-style universities across Europe.
The International Baccalaureate (IB) aims to develop inquisitive, knowledgeable students who help create a more peaceful world through cultural understanding. It offers challenging academic programs and assessments to encourage lifelong learning and an appreciation of multiple perspectives. The IB Diploma Program is a two-year curriculum for students aged 16-19 that balances exams in six subject groups with projects in theory of knowledge, service, and research. Assessments are criterion-based to evaluate skills rather than compare students, and curricula are reviewed regularly to maintain relevance. Universities widely recognize the diploma for admissions advantages.
Get Me To College Part 4: What Else Colleges Look ForRebecca Joseph
This is Part 4: What Else Colleges Look For of a five part powerpoint presentation, Get Me To College: A College Readiness primer. Dr. Rebecca Joseph, a college admissions and access expert, designed this presentation and invites you to use it as long as you cite her.
This document provides information about the IGCSE program and subject selection for parents. Some key points:
- The IGCSE is an international curriculum that develops skills like creative thinking and problem solving. It is a popular qualification for 14-16 year olds that prepares students for university.
- Students need to obtain at least a grade of C in 5 subjects to automatically enter the IBDP program in Grade 11. Subject selection should consider students' interests, performance, and university requirements.
- A variety of subjects are offered including sciences, humanities, languages, mathematics, arts and PE. Minimum grade requirements and recommendations apply for some subjects.
- Parents should consult guidance counselors if unsure about subject
This document provides information for students considering applying to Oxford or Cambridge universities. It discusses choosing courses, colleges, and the admissions process. The admissions process includes preparing a personal statement, getting an academic reference, taking subject-specific tests, and interviews. It emphasizes starting research early into specific courses of interest and recommended reading to prepare for the application.
This document provides an introduction to Cambridge programmes and qualifications for parents. It outlines the stages of education from Cambridge Primary for ages 5-11 through Cambridge Advanced for ages 16-19. It describes benefits such as internationally recognized qualifications, learner-centered education, and comprehensive support. Examples from former Cambridge learners are given who credit the programme for their university acceptances. Assessments are designed to monitor progress and support learners. The qualifications are accepted for university globally, including top US schools. Resources for teachers include professional development and online forums.
This document provides an overview of trends in Indian students studying abroad and the college admission processes in popular destinations like the US, UK, Canada, Australia, and others.
Some key points covered include: the number of Indian students going abroad for higher education growing significantly in the past decade, with the US, Canada, Australia seeing large increases; the factors considered by US, UK, and other colleges in undergraduate and postgraduate admissions like academic records, standardized test scores, essays, recommendations; and a brief comparison of post-study work policies across countries. The document aims to guide Indian students and parents on studying abroad options and admission requirements to different higher education systems.
This document provides information to students and parents about choosing courses for years 3 and 4 of secondary school (S3 and S4). It discusses recapping on the previous years, choosing subjects logically based on strengths and interests, aiming high, and the demands of the higher levels. Procedures are outlined for choosing subjects with guidance from teachers and careers advisors to help students plan for their futures.
The document provides an overview and agenda for a workshop on the Advanced Placement (AP) French course and exam. It discusses the key components of the AP French Course and Exam Description (CED) including the course skills, themes, and modes of communication assessed. It outlines the format and scoring of the AP French exam, which consists of multiple choice and free response sections assessing interpretive, interpersonal, and presentational communication skills. The document also reviews authentic materials and resources available to help teach the course.
This document provides information for freshman students registering for classes for the upcoming school year. It outlines graduation requirements, a typical freshman schedule, and available elective options including on-site, online, and ITV classes. It stresses the importance of freshman year for exploring interests and preparing for the future. When selecting electives, students are advised to consider their post-secondary plans, college admission requirements, academic rigor, and scholarship requirements. The document concludes by listing steps students should take to complete the registration process.
This document provides information for incoming freshman students and parents at Seymour High School. It outlines the various course offerings and pathways available, including AP, dual credit, C4 career training programs, and internship opportunities to help students earn college credits and explore careers. It details graduation requirements like the Core 40 diploma and end-of-course assessments. The document also answers common questions about scheduling, required classes, electives, lunch, counseling services and more to help guide students' first year of high school. Contact information is provided for the assigned counselors to help students select their initial course schedules.
This document provides an overview of connecting special education with the Common Core State Standards. The objectives covered include connecting special education to Common Core, factors to consider when developing a multi-year strategic plan, and sharing tools and resources. It discusses how Common Core will change classroom practices in mathematics and English-language arts. It also covers writing standards-based IEP goals using Common Core, providing access to the general education curriculum through various supports and services, and ensuring student participation in state assessments.
Presentation given by Eric Sweet, Leslie Yolen and Liz Hood at Teaching the Hudson Valley's 2013 Summer Institute, "Placed-Based Learning & Common Core"
This document provides information about Cambridge International Examinations and the qualifications they offer for students aged 5-19 years old. Cambridge International Examinations is the world's largest provider of international education programs, serving over 10,000 schools in 160 countries. They offer a range of qualifications from Cambridge Primary for ages 5-11 years, through Cambridge Secondary 1 (ages 11-14), Cambridge Secondary 2 (ages 14-16), to Cambridge Advanced (ages 16-19). Some of the subject qualifications mentioned include IGCSEs in English, maths, sciences, humanities, languages, and business/technical subjects. The exams are designed to be thought-provoking and assess a range of skills.
This document provides information for seniors regarding their class registration for the upcoming school year. It outlines graduation requirements and typical schedules, as well as available elective options including on-site, online, ITV and dual credit courses. It stresses the importance of selecting electives that align with post-secondary plans and college admissions requirements. The document warns against "senioritis" and encourages students to maintain academic rigor through their elective selections. Seniors are provided a to-do list which includes asking questions, selecting electives, completing registration forms and turning them in by the deadline.
This document summarizes an information night about the International Baccalaureate (IB) Diploma Programme held at the American International School of Rotterdam. The IB Diploma Programme is a rigorous two-year pre-university program that aims to equip students with skills for higher education. It requires courses from six subject groups, three at the higher level. Students can earn an IB diploma by passing exams in each subject and completing additional requirements like the extended essay and theory of knowledge. The information night discusses the program's goals, requirements, assessment, statistics on past students, and university admission considerations.
Two college freshmen, Emi and Juan, meet at the University of Illinois in 1999 and embark on a journey of love that takes them through their college years and beyond, culminating in their marriage in Puerto Vallarta, Mexico in April 2008.
This document provides a summary of several Russian films from the 1950s-1970s including The Carnival Night from 1956 directed by Eldar Ryazanov, The Irony of Fate from 1975 about love and chance, and Operation "Y" and Shurik's other adventures from 1965. It also briefly mentions The Bootleggers from 1961, The Caucasian Captive from 1967, Ivan Vasilievich Changes His Profession from 1973, and The Gentlemen of Fortune from 1971 before concluding.
1. The document outlines policies, procedures, and standards for school crossing guards including qualifications, duties, and prohibited conduct.
2. Crossing guards must recall and follow all applicable policies within their hiring agency, school, and county regarding uniforms, conduct, reporting procedures, and safety protocols.
3. Re-training is required every other year to review policies, procedures, and how to properly and safely direct traffic around school zones.
The document provides instructions for properly wearing a helmet. The helmet should sit level on the head with the CPSC sticker in front, two fingers above the brow, not tilted, and the chin strap should be fastened under the chin with two fingers of space between the strap and chin.
Oil shale is a source of shale oil and could potentially help address energy problems. It is a rock containing kerogen that can be extracted through mining and heating. The United States and other countries have experimented with oil shale production since the 1800s. In-situ mining techniques involve heating the shale underground to release oil with less environmental impact than traditional surface mining. The United States has an estimated 1.56 trillion barrels of recoverable shale oil reserves, which could potentially meet domestic oil demand for over 150 years. New technologies are making shale oil production more efficient and environmentally friendly.
The document provides safety tips for driving around bicyclists. Motorists must respect bicyclists' equal rights to use the roads and expect the unexpected. Key tips include traveling on the right side of the lane, assessing capabilities, not honking or flashing lights, being careful when opening doors, looking for hand signals, not tailgating or passing too closely, using extra caution when passing, and yielding to bicyclists in intersections and when turning. The document also describes different types of bicycle facilities like trails, adjacent paths, and on-road bike lanes.
The document provides training information for drivers of walking school buses. It discusses what a walking school bus is, common pedestrian crash types, 10 tips for walking school bus drivers, morning and afternoon procedures, issues and emergencies, local policies, and contact information for the Iowa Safe Routes to School Program. The goal is to provide student safety and structure for escorting children to and from school on foot.
This document provides a calendar of Russian film festivals from January to December. It lists over 15 film festivals held each year including Kinotavr, one of the largest and most prestigious film festivals in Russia held in June in Sochi. The document also provides brief information on Kinotavr including its official website and past winners from 1989 to 2007.
The document provides information about academic pathway options for 10th grade students at ACS Egham International School. It discusses the International Baccalaureate (IB) Diploma Programme, the IB Career-related Programme (IBCP), and taking IB courses along with the American high school diploma. The IB Diploma requires six subjects, three at the higher level and three at the standard level. The IBCP allows students to specialize in a career field by combining two to three IB courses with a career-related qualification like BTEC, work experience, and core components. Taking some IB courses can provide flexibility while still earning an American high school diploma. The school aims to help each student choose the option
This document provides information about the Education Studies program at Bath Spa University. It outlines the program's strengths such as its experienced faculty and flexibility. Education Studies explores issues in education through topics like the purposes of education and how education meets societal needs. Students can choose from various awards and tailor their degree with options like studying abroad. Upon graduating, students will be prepared for careers in education or further study in education-related fields.
The document provides an overview of the International Baccalaureate Diploma Programme (IBDP). It discusses the mission and goals of the IB to develop inquisitive and caring students. It describes the core components of the IBDP including classes in six subject groups, the extended essay, theory of knowledge, and creativity, activity, service requirements. Finally, it addresses frequently asked questions about subject selection and requirements.
An increasingly famous alternative to CBSE, ICSE, and even Cambridge board in India is the Switzerland-headquartered IB(International Baccalaureate) curriculum.
Let us try to understand what makes this curriculum unique and whether it may be the perfect fit for your children - https://blog.rewiser.in/all-you-need-know-about-ib-curriculum/
An increasingly famous alternative to CBSE, ICSE, and even Cambridge board in India is the Switzerland-headquartered IB(International Baccalaureate) curriculum.
Let us try to understand what makes this curriculum unique and whether it may be the perfect fit for your children - https://blog.rewiser.in/all-you-need-know-about-ib-curriculum/
The International Baccalaureate (IB) Diploma Programme offered at Dulwich College Beijing is a two-year course taken in Years 12 and 13 that leads to externally assessed exams and coursework. Students take six subjects, with three at Higher Level and three at Standard Level, covering both breadth and depth. In addition to academic subjects, students complete requirements in creativity, action, and service (CAS), theory of knowledge (TOK), and an extended essay. The IB aims to develop inquiring, knowledgeable, and principled learners. Some examples of possible subject combinations and careers are provided for different student profiles. Students are advised to discuss their subject options with teachers, counselors, and parents to determine the best choices
MYP and DP Korean Community (Nov 13, 2014)ben10prem
This document provides information about the International Baccalaureate (IB) Middle Years Programme (MYP) and Diploma Programme (DP) offered at Prem International School. It outlines the key components and requirements of the MYP and DP, including subject groups, assessment criteria, the extended essay, theory of knowledge and creativity, action, service requirements. It also addresses frequently asked questions from the Korean community about Prem's IB results, grade predictions, academic support for students, and standardized testing requirements for US universities.
Grade 10 course selection parents night feb 2017hsguidance
This document provides information about course selection options for 10th grade students at the International School Manila. It outlines the three main pathways: the full IB diploma, a partial IB diploma, or the ISM high school diploma. The full IB diploma involves taking six subjects, completing an extended essay and theory of knowledge course. It provides the most rigorous option but also the most workload. The partial IB allows flexibility to take some IB courses and exams without all the requirements. The ISM diploma has the most flexibility but less academic rigor. The document discusses factors for students to consider in their choice such as subject interests, college and career goals, workload tolerance, and finding the right balance.
The document provides information about Key Stage 4 course choices at Wilmslow High School. It discusses:
1) The core subjects that all students must take - PE, English, Maths, and PSHE.
2) The options for science courses - students can choose between a "double award" or "triple award" pathway.
3) The course choice process, which involves assemblies, information evenings, surveys and forms to select optional subjects.
4) Support and guidance provided to help students make informed choices, including the careers education program and work experience.
This document provides information about transitioning from the Middle Years Program (MYP) to the Diploma Program (DP) at the International Baccalaureate (IB). It outlines the core requirements of the DP including taking courses across 6 subject groups, completing an extended essay, Theory of Knowledge courses, and CAS hours. It notes that the DP is a rigorous two-year program that prepares students for university and success beyond. Completing the full DP leads to benefits like higher college acceptance and persistence rates compared to similar students without the DP.
This document provides information for 8th grade students and their families about registering for courses at West Potomac High School for the upcoming school year. It begins with an agenda for the evening that includes introductions and breakout sessions on academics and electives. The document then reviews graduation requirements, describes the standard and advanced diploma tracks, and lists course options for core academic subjects, electives, world languages, and physical education. It provides details on the online course selection process and important dates for course registration and changes. The goal is to help incoming freshmen make informed decisions about their academic schedule for 9th grade.
This document provides an overview and introduction to the various collegiate credit options available to students at Sarasota Military Academy (SMA), including Dual Enrollment (DE), Advanced Placement (AP), and International Baccalaureate (IB). It introduces the presenters for the parent information night and provides details on requirements, course offerings, exams, and benefits of each program. DE allows students to take college courses on the SMA or local college campus, while AP and IB offer rigorous high school courses that can earn college credit based on exam scores. The document aims to help parents navigate these options for earning collegiate credits while in high school.
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IB Parents Options and Pathways November2013
1. IB Options Information Evening – Nov 2013
ACS Egham International School
Grade 10 – Pathways and Option Choices
2. • To start the process of choosing what pathway to follow
in your final High School years
• To begin the discussion between parents and students
of life after school
• To attempt to demystify the IB Diploma, the
Courses/Certificates option, the IBCC and the American
HS Diploma
• Opening up discussion about your thoughts re our work
to continue to improve variety of choice
Apologies – There is a lot of information and…
5. IB Diploma Around the World – Over 2064 schools
• Full IB Diploma 46%,
32% Courses, 2%
retakes, 20% Anticipated
(one year)
• 78.54% world pass rate
for Diploma
• Top Grade 45/45 which
only 0.25% (144) of
students achieved in May
2012, from 121,195
candidates
13. ACS Commission - University Admissions
Independent Research...
• Research now in its 8th year –
and the evidence is stacking up.
• In UK, the IB Diploma is rated
more highly against 9/10
attributes compared with A
levels
• The IB Diploma is rated in 9/10
skills more highly compared to
Advanced Placement in the
states
See Diploma website on Forum for
links…(and some copies outside)
14. The Correct Stepping Stone in the US…
• ―88% of IB Diploma Programme
graduates achieve a bachelor’s
degree within six years of
entering University, compared
with 58% of all students.‖ US
Census, National Centre for
Educational Statistics (NCES)
• ―With a Grade point average of
3.11 IB Graduates score 5%
higher than their non IB peers
after their first year at University.‖
– University of California
15. Known Advantages of being an IB Diploma
Student
• Have depth at HL, and Breadth of SL
• All speak a Language and have Maths and
English to a high level – which job/career does not
need this?
• Consistency – No Grade Inflation…
• Global Outlook – appreciation of other cultures
• Ability to advance argument and discuss, debate
ideas
• Extended programme of experiential learning
16. • IB Students are independent learners and better
prepared for University
• Have research and analytical skills from
EE/TOK
• Early Results
• GCSE Problems / A Level Problems – Post 16!
• Number Controls – was AAB now ABB – from
35 to 34 points uncapped
• The Wooly but NOT UNIMPORTANT Stuff…
17. But Who is it Aimed At…The Academic Elite?
•
•
•
•
•
Differentiates…
Organisation is key…
Commitment…
Study Skills…
Appetite for learning…
18. Admission to the Programmes…at ACS Egham
• Full IB Diploma
The course aimed at motivated and capable students – full
requirements.
• Courses
More flexible still demanding – but student does not need to
follow core. Gives time for those students to focus and achieve.
• Egham HS Diploma / Courses
All students who graduate earn an American High School
Diploma. See requirements in guide
• IB Career Related Certificate
More to follow – from Mrs. Sedlacek…
Pg 6 +
19. Basic Structure of the Programme…
• 6 subjects – 3 Higher Level
and 3 Standard Level
• Study Time - 240 hours HL,150
SL
• Can do 4 HL but not
recommended
• The Core – Extended Essay,
Theory of Knowledge and
Creativity Action Service
Pg 7
20. Group 1 – Studies in Language and Literature
Literature A
- Higher Level
- Standard Level
• Literature (A – best language) –
English or other Mother Tongue
Language focusing on Literature
Study
• Native Languages supported
depends on availability of tutors –
this year Polish, Danish, Dutch,
Portugese, Spanish and French
(Please see restrictions and
payment policy – pg 10)
• Possibility of Self Taught at SL
Pg
10
21. Group 1 – Studies in Language and Literature
Language and Literature A • New program introduced recently
- Higher Level
- Standard Level
…combines Literature with study of
Language often suited to students
who would not be going on to study
Law/Politics/History/English as a
Major (however…)
• Same level and difficulty as
Literature (or in fact…)
• Native Languages supported
depends on availability of tutors –
this year Polish, Danish, Dutch,
Portugese, Spanish and French
(Please see restrictions and
payment policy – pg 10)
Pg
10
22. Group 2 – Second Language Acquisition B
Language Acquisition B
• Second Language (B) – Studied at
two levels – English, French,
Spanish are our main B subjects.
- Higher Level
- Standard Level
- Ab Initio (also SL)
• Ab Initio - Provided in French,
Spanish and German.
• We will support other Language B
classes chosen with tutors ( as
Group 1 – please see pg 10)
Pg
12
23. Group 2 – Choice of Second Language
Language Acquisition B – Restrictions
The Languages department will be able to discuss with you the
appropriate level for your son/daughter…related to the Phase
they are studying in at MYP…
Must provide challenge, central to philosophy
Pg
12
24. Group 3 – Individuals and Societies
Choice of Humanities -
• Psychology
All subjects offered:-
• Information Technology in a
Global Society
- Standard Level
- Higher Level
• History
• Economics
25. Group 4 – Experimental Sciences
Choice of Science Most subjects offered at:
- Higher Level
- Standard Level
• Environmental Systems (A
good choice for those less
Science orientated) – Only SL
• Biology
• Physics (Higher Level should be
taken in combination with at least
SL Math)
• Chemistry (note most often
taken as a second science in
Group 6)
• Design Technology (more
practical base –although
demanding on workload)
• Sports and Health Science SL
26. Group 5 – Choice of Mathematics
Mathematics
- Higher Level
- Standard Level
- Studies (also Standard
Level)
• Myth of Math Studies
• Higher Level is difficult and
according to many discussions
pitched above ‗A‘ Level
• Math department will be able to
discuss with you the
appropriate level for your
son/daughter
• Continued improvements in
Grade 10 - have led to courses
being set as preparation for
Diploma
27. Group 6 – Choice of Arts/ Elective
Expressive Arts
All subjects offered at:
- Higher Level
- Standard Level
• Visual Arts
• Theatre Studies (All Internal
Assessment)
• Music (Offered if enough
students)
• Choose Elective from Group
3 or 4 usually
(Note Chemistry in this block as most
often chosen by students with another
science. Often Economics/Psychology
from Group 3 chosen with History in
Group 6 for example.)
29. …Planning your Course of Study
Please see Appendix for Curriculum Overview of Each Subject
It is not possible to offer all subject combinations due to student numbers and schedule
limitations. The options available to students in the last academic year are shown above.
It is likely that this year‘s option sheet will be similar.
30. Continuing Parent and Student Choice…
As a school each year we ask for students to come
forward with ideas for new course offerings. We
cannot promise we can deliver these options and any
course with 4 or less students needs to be considered
based on many variables :-
1) New IB Diploma Courses – Geography?
2) Online Course Options – Business?
3) International Baccalaureate Career
related Certificate - (Now authorised with the IB
and implementing next year)
31. Pamoja and IB Course Online Option…
Please see Appendix for Curriculum Overview of Each Subject
Subjects now offered…
Will discuss these if
students are interested
during Option Interviews.
32. The Core: Creativity – Action - Service
150 Hours is only a
guide it is the quality
that counts!
• C – Jazz Group, Young Enterprise,
Debating Club, Photography, Art,
Music performance, Drama or Theatre
projects, Entertainment at children’s
home and Yearbook
• A – Hiking expeditions, Inter-School
Sporting Activities, Environmental
Projects, Extra-curricular sporting
activities and Peer coaching in sport.
• S – Peer mentoring or tutoring,
Clothes collection, Environmental
projects, Kenya Bingwa Iniative,
Student Council, GOSH, Dementia
Support and Volunteering at an
orphanage, Operation Wallace.
Pg 20
33. What is Important…
Eight Main Learning Outcomes –
1) Awareness of strengths and
weaknesses
2) New challenges
3) Planned/ and Self Initiated Activities
4) Collaborative and Team
5) Perseverance
6) Global Importance / Changes things –
student makes a difference
7) Ethical Implications
8) New skills
Pg 20
34. Extended Essay…
• Independent focused research topic
• Skills needed – Creative Critical
Thinking, Research and
Communication, Systematic
Process of Research, Appropriate
knowledge from specific subject
• Max of 4000 words
• Most popular are Group 3 subjects –
however often the best Extended
Essays come from Science or Maths
Example Questions in Guide :―To what extent are the security methodologies and technologies being used by
HSBC and Bank Nagara Malaysia effective in guaranteeing the safety and
security between banks and clients when banking online.‖ - ITGS
Pg 18
35. Theory of Knowledge…
TOK is not a philosophy course/ it
is simply about the question “How
do we know what we know?”
Holistically brings together program
• Assessed – one 1200 to 1600
word essay which is externally
assessed
• Internally assessed presentation
• If students get an E it is a failing
condition
Pg 20
36. Theory of Knowledge Continued…
Ways of knowing are studied –
Emotion, Reason, Perception
and Language…
An example essay question –
• ―To what extent is truth
different in mathematics, in
the arts and ethics?‖
37. How is it Examined…
• Coursework from 36% – 10%
(Apart from Visual Arts and
Theatre)
• Synoptic Exams
• 2 Year Programme
• Each subject out of 7
• 3 for EE +TOK
• TOTAL = 45 (0.25% get this)
38. Assessment and Grading…
• Combination of
assessments for learning
styles
• Internal Assessment - orals,
projects, student portfolios,
class presentations,
practical laboratory work etc
• External Assessment –
exams, essays etc
Passing Conditions: • 24+ is a Pass
• 33+ is Good
• 40+ is Excellent
• No 2‘s at HL – need minimum of 12
points from HL
• 28 or below – 1 E = fail
• Many more complicated conditions
– see pg 27 for conditions
44. REMEMBER the IB Diploma is not the only way!
Please see Appendix for Curriculum Overview of Each Subject
• Each student is different
• The most important element is that each student has a
successful experience in High School
• Not all students need or want to do the Full IB Diploma
for a number of reasons
• The IBCC or the Courses programmes combined with
the American HS Diploma can be as good a stepping
stone to life after ACS Egham
During the Pathways / Options process we will strongly
recommend the pathway that we believe best suits the student
46. IB Career Related Certificate…
Please see Appendix of Curriculum of Diploma Programme
―The IBCC consists for the study Overview of Each Subject
courses along with a unique IBCC core. ‖ – IBCC, IB
Brochure 2011
Why IBCC ACS Egham?
– Broadening ‗access‘ to an IB education
• Third pathway option for grade 11/12 students at ACS
Egham
– Bridging the academic/practical ‗divide‘
– Enabling students to reach their full potential
47. IB Career Related Certificate - Diagram
Please see Appendix for Curriculum Overview of Each Subject
49. IBCC Components—Part 1--BTEC
Please see Appendix for Curriculum Overview of Each Subject
• Career Focused Certificated Program of
Study
– BTEC Level 3 National Diploma
Award in Business (120 Credits)
•
•
under consideration for future. . .
– BTEC Level 3 National Award in IT
– BTEC Level 3 National Award in Sport & Exercise Science
– BTEC Level 3 National Award in Travel & Tourism
These vocational course options are under consideration and the courses
offered will depend on the amount of student interest making the course
viable to run as well as available staffing for scheduling
50. IBCC Components—Part 1--BTEC
Please see Appendix
What is BTEC?for Curriculum Overview of Each Subject
• The examination board is Edexcel
(www.edexcel.com/international) is an innovator in
effective education for employment.
• As the UK‘s largest awarding body and a part of
Pearson, the world‘s largest education services
company
51. IBCC Components—Part 1--BTEC
Please see Appendix for Curriculum
BTEC and Assessment Overview of Each Subject
• All course work is internally assessed with
internal moderation
• Also externally moderated by Edexcel
• Units are created by teachers
52. IBCC Components—Part 1--BTEC
Please
Level 3see AppendixNationalsOverview of Each Subject
BTEC for Curriculum
– are designed as specialist qualifications for those
who have a clear view of their future career or want
to progress to higher education.
– They are equivalent to A levels and are highly
valued by universities, further education colleges
and employers alike.
54. IBCC Components--Part 2—Diploma Courses
Two or three IB Diploma courses (Must takeSubject
Please see Appendix for Curriculum Overview of Each two IB
courses)
• First course from Group 1—English (SL or HL)
• Second course from Group 2 – Math (SL or HL)
OR Math can be taken just for High School credit for one
year or two years to meet the Egham American HS Diploma
requirements and to go on to an American University
• Third course from Group 3 or 6 (courses available will
depend on scheduling availability—See page 13 of the options booklet of
classes offered in these time blocks) OR this course could be the
2nd IB Diploma course if the student chooses to only take
Math for HS credit
• All IB courses for IBCC can be taken at standard level
55. IBCC Components – Part 3 -- The Core…
IBCC Required Core
Please see Appendix for Curriculum Overview of Each Subject
– Approaches to Learning Course
• Course that focuses on develops lifelong learning skills
with an emphasis on thinking critically and ethically and
communicating effectively in a variety of contexts
– Reflective Project
• Research paper in relation to a field of work
– Community & Service
• Similar to the Diploma CAS requirements
– Language Development
• Language development of a second language through a
recognised course of study
56. IBCC Components – Example IBCC Student
Schedule
This is an example schedule is of a
An IBCC student could choose to only take 2
PleaseIB Diploma courses, 2 Curriculum Overview of Each Subject create
see Appendix for at
student taking 3
IB diploma courses and both at SL to
HL and 1 at SL and a 120 Credit BTEC
more study periods.
qualification.
57. IBCC Components – Example IBCC Student
Schedule (Cont)
Please see Appendix for Curriculum Overview of Each Subject
58. IBCC – Career Elements
Work-Experience
Please see Appendix for Curriculum Overview of Each Subject
• Work Placement Experiences at different
lengths in the second year of study.
59. IBCC – Leading to Higher Education
The IBCC is recognised by Ofqual as a level 3
qualification in the UK; it is also recognised by
UCAS and is a qualification in both the UK
Qualifications Guide and the International
Qualifications Guide that are used by all UK
universities. It is also a qualification on the
UCAS Apply site available for selection by
students.
60. IBCC – Leading to Higher Education – UCAS Tariff
An IBCC Student
can earn up to 540
Tariff Points taking
a BTEC Diploma
and 2 HL IB
Courses.
http://www.ucas.com/how-it-all-works/explore-your-options/entry-requirements/tariff-tables
http://www.ucas.com/how-it-all-works/explore-your-options/entry-requirements/tarifftables/btecqcf
61. IBCC – Leading to Higher Education -- UK
Destination
Course
Destination
Course
Bedfordshire
Please see Business Management
Appendix for Curriculum Overview of Each Psychology
Subject
Brunel
Birmingham City
Real Estate
Greenwich
Accounting
Anglia Ruskin University
Marketing
Greenwich
Business with Law
Middlesex
Environmental Health
University of Worcester
Public Relations
Sunderland
French and Spanish
Liverpool John Moores
Computer Science
Bath Spa
Commercial Music
Birmingham City University
Psychology
Kingston
Psychology and Sociology
University of Worcester
Music Journalism
Camberwell
Art Foundation
Bournemouth
placed in clearing
UWE Bristol
Business (Team Entrepreneur)
University of Wolverhampton Health Studies
University of Kent
Film Studies
Birmingham City University
Sound Production
UCA
Fine Arts Degree
University of Wolverhampton Business Management
University of Kent
Psychology
University of Wolverhampton Business Management
Canterbury Christ Church Events Management
Children and Integrated
International Fashion
Birmingham City University
Care
UAL
Production and Management
University of Wolverhampton Adult Nursing
East Kent Hospitals
University NHS
Foundation Trust
Business Administration
Apprenticeship
University of Kent
Film Studies
UCA
Foundation Year
Aberystwyth University - Coventry University Brighton Business School - University of Brighton University Abertay Dundee - Hult International
Business School - Richmond University, London Webster University - University of Dundee
62. IBCC – Leading to Higher Education -- Europe
• Ecole Hoteliere Lausanne,
Switzerland
• ITEPS (International
Teacher Education for
Primary Schools), University
College Sjælland, Denmark
• Laureate Hospitality Group,
Switzerland, Spain, USA,
China, Australia
• GBS – Geneva Business
School
• European University,
Munich
• Webster University,
Geneva, Vienna, Leiden
• ROC Mondriaan –
International
Stream(International Hotel
& Management,
International Business)
• John Cabot, Rome
• Swiss Education Group
(SEG)
• American University of
Rome
• American University of Paris
63. IBCC – Leading to Higher Education -- USA
• All universities accepting American High
School Diploma
• Selection will vary depending on the different
university entry requirements
• Accumulated GPA
• Course entry requirements
64. So Why the IBCC...
Please see Appendix for Curriculum Overview of Each Subject
• Focused
• Less Breadth
• Career Experience
• Practical Course Elements
• Flexibility
66. •
•
•
•
•
•
Collegiality – International cohort
Teachers – are highly experienced and care
Campus and Facilities – including the Diploma Centre
College Counseling experience both in the US and UK
Guidance Counselor support for students
We believe in the HOLISTIC nature of the IB – and the
core is the CORE
• Special Services specialised support – with experience
of IB students and their needs – including Study Skills
• Proven track record of getting students from a wide level
of abilities to achieve and attain excellent University
placements
AND OF COURSE…
67. • Consistent
• 35 average last year
• Value Added / Target
Setting – Interventions
(Study Support)
• Between 98% and 100%
pass rate
• Better than Cobham and
Hillingdon in last three
years…
68. Next Steps…
•
•
•
•
•
•
•
•
•
Read guide carefully and discuss options
Listen to teachers advice
Enquire about the programme / pathways
Start thinking about careers
Fill in wishlist
Meet with College Counselor
Take Tests (PSATS etc)
Speak to your IB Coordinator –and hand in your
Initial Wish List of courses by December 9th
1-to-1 interviews will take place in on 27th to 29th
January
Remember to use the Diploma Forum site –
www.ibegham.wikispaces.com
69. Statistically the single most
important thing to ensure a
student‘s success in the IB is
choosing the correct pathway,
alongside options and subjects
that suit their abilities and
enthusiasms so…
70. Please Ma and
Pa let me make
the decisions it
is my future you
know!