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.

1. Diploma Programme
Rick Searing
Portage Northern HS
www.slideshare.net/RickSearing

2. IB Mission Statement
High quality international education for a better world
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.

3. New Challenges in the 21st Century
 Inequality
 Complexity
 Diversity
 Globalization

4. IB’s Solutions
 Inequality
• Intercultural understanding
• Service
• Innovation
 Complexity
• Critical thinking
• Collaboration
• Agency
 Diversity
• Communication
• Cultural Awareness
• Worldview
 Globalization
• International Education

5. IB World School Characteristics
The IB does not own or manage any schools. Instead, it works with
schools that share a commitment to international education. These
schools:
 share the mission and commitment of the IB to quality international
education
 play an active and supporting role in the worldwide community of
IB schools
 share their knowledge and experience in the development of the IB
programmes
 are committed to the professional development of teachers and
administrators.

6. International Education
Features of an international education
 Meaning and importance of culture, starting with one’s
own but leading to that of others
 The study of issues of global concern
 An exploration of different dimensions of the human
condition

7. INQUIRING KNOWLEDGEABLE THINKERS
PRINCIPLED COMMUNICATORS CARING
BALANCED OPEN-MINDED
REFLECTIVE RISK-TAKERS
AUTHENTIC, CRITERION-RELATED ASSESSMENT
INTERNATIONAL MINDEDNESS includingMULTILINGUALISM
ACTIVE, STUDENT CENTERED LEARNING
programmes that promote. . .
inspiring lifelong learners who become. . .

8. The IB Diploma Programme

9. What is the Diploma Programme?
Diploma
Ages 16 - 19
Philosophy Curriculum
Student
assessment
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.

10. North America and the Caribbean:
1127 programmes in 13 countries and
territories
Central and South America:
468 programmes in 18 countries
IB Americas
1,595 Diploma Programmes in 31 countries and territories

11. The Diploma Programme Curriculum Model

12. Core Requirements
Extended Essay (EE)
• 4000 word essay, on a topic of student interest
• Provides excellent preparation for independent study at
university level
Theory of Knowledge (TOK)
• Critical reflection on how we know and what we know
• Develops awareness of cultural perspectives and biases
• Allows for connections to be established between disciplines
Creativity, Activity, Service (CAS)
• A framework for experiential learning, involving students in
new and active roles
• Develops awareness and a sense of responsibility towards
the community

13. IB Diploma Requirements
Students must take three higher level (HL) and three standard level (SL)
courses
One course from groups 1-5, and a 6th subject from either group 6 or any
other group
• Higher Level
•240 recommended hours (over two years)
•Exams taken in senior year
• Standard Level
•150 recommended hours
•A maximum of two subjects may be studied over the
course of one year by Diploma Programme students; at
least one SL course must be studied over two years
Complete core requirements: EE, CAS, TOK (over two years)

14. A sample Diploma programme:
Grade 11
• Group 1 – English HL
• Group 2 – Spanish SL
• Group 3 – History HL
• Group 4 – Biology SL
• Group 5 - Math SL
• Group 6 – Theatre HL
• Tok for a part of the year
• CAS throughout
Note the expectation for concurrency
but the many options; including
‘anticipated’ where necessary, and
exceptional flexibility in course choices
Grade 12
• Group 1 – English HL
• Group 2 – Spanish SL
• Group 3 – History HL
• Group 4 – Biology SL
• Group 5 – Math SL
• Group 6 – Theatre HL
• Tok for a part of the year
• CAS throughout
• Extended essay completed
14

15. Group 1 – Studies in Language and Literature
Literature, Language and Literature, Literature and
Performance
Group 2 – Language Acquisition
Spanish B, French B, German ab initio, Chinese B, Arabic B…
Group 3 – Individuals and Societies
History, Geography, Economics, Psychology, Business
Management, World Religions, Philosophy…
A Sample of IB Courses

16. Group 4 – Experimental Sciences
Biology, Chemistry, Physics, Computer Science…
Group 5 – Mathematics
Mathematical Studies, Mathematics, Further
Mathematics…
Group 6 – The Arts
Dance, Film, Music, Theatre, Visual Arts
A Sample of IB Courses (cont’d)

17. Assessment and Curriculum Review

18. Assessment
Underlying philosophy:
• Criterion-related performance – students are assessed
against criteria not against one another
• Formative — many of the assessment instruments
(particularly the internal assessment tasks) can be used
formatively
• Summative — a record of student achievement at or
towards the end of the course of study (external)
• Attention is given to high-order skills as well as more
fundamental cognitive skills

19. Assessment
Assessment promotes the cross-cultural dimension of the
programme.
The following are some examples:
• In the Literature course students must study works originally
written in a language different from the one being followed for
their course.
• In language acquisition courses (Group 2) the language should
be studied in a strong cultural and practical setting.
• The history course includes a compulsory section on world
history.
• In the music course, students must carry out an investigation in
to the relationship between two musical pieces from different
cultures.

20. The Assessment Model
Internal assessment
• recognizes the role of the teacher
• gives students a chance to show
what they can do over time
• Work done by students over the
two years, assessed by the
teacher and moderated by
external examiners
• usually 20-30% of the final grade
External assessment (marked by
external examiners)
• Work done by students over the
two years
• Examinations chosen for high
levels of objectivity and reliability
(short response, essays, etc.)
FINAL GRADE AWARD MEETING AT IB ASSESSMENT
CENTRE

21. Curriculum Review
To make sure that the curriculum for each subject is relevant
and current, a curriculum review process exists:
• Each curriculum is revised every seven years by
committees made up of teachers and educators from
around the world
• Curriculum reviews are announced ahead of time and
teacher support material and training are made available
• Assessment instruments are revised with every curriculum
review

22. University recognition: How well is the diploma recognised by universities?
IB courses are widely recognised by the world’s leading universities.
The IB works closely with universities in all regions of the world to
gain recognition for the IB diploma, providing:
 Direct online access for university admissions officers (and government
officials) to syllabuses, recent examination papers, and transcripts in
order to facilitate recognition decisions
 Guidance on policy development through model policies and exemplars
 Seminars and workshops on policy development
 Research specifically focused on matters directly impacting student
success at University
 A database of university admission policies on www.ibo.org
 Recognition in over 100 countries and by over 2,000 universities
 Some universities offer scholarships and advanced placement for IB
students

23. Research shows that IB students succeed at University in many ways
including higher GPA’s, higher graduation rates, high retention rates, and
higher engagement. Students have the skills and knowledge necessary for
University success.
Universities recognise this through the policies such as these:
 through admissions advantages, scholarships, placement and credit, as
well as through access to special programs and ancillary considerations,
such as preferred housing or course selection.
 targeted recruitment efforts specifically for IB students. These are
facilitated by the IB.
 IB students are admitted at virtually every noteworthy North American
institution at a higher rate than the general applicant pool.
IB supports recognition through;
 A database of university admission policies on www.ibo.org
 Currently there is recognition in over 100 countries and by over 2,000
universities

25. For Additional Information
Got Questions?
We’ve Got Answers!
Contact the IB Outreach Desk
by phone at (301) 202 3000
or by email at iba@ibo.org