INTERNATIONAL BACCALAUREATE

The International Baccalaureate Programme (IBP) is an internationally recognized pre-university course of studies. The IBP was first conceived, by the International School of Geneva, Switzerland in the early 1960's. From its small beginnings the IBP has grown steadily; the internationally-acclaimed program now operates in over 1400 schools in over 115 countries. Its comprehensive curriculum has a dual purpose:

1. To provide a curriculum that will challenge the whole student beyond the traditional realm of the secondary school experience.

2. To prepare bright, motivated students for entrance into internationally-renowned post-secondary institutions throughout the world.

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet help to create a better and more peaceful world. IB learners strive to be:

Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

The IB Programme is offered at KCVI in the final two years of secondary school. On completion of the program our students earn the internationally recognized IB diploma as well as the Ontario Secondary School Diploma. Students may also receive the French Immersion Certificate if they satisfy the criteria for the certificate. Universities within Ontario, Canada, and internationally, recognize the diploma and provide course credit or advanced placement opportunities, as well as additional access to scholarships and other student enrolment benefits.

To earn the IB Diploma, a student must successfully complete one course of study (usually over 2 semestered courses) from each of the six subject groups and the three core requirements.

THE SIX SUBJECT GROUPS

Students must complete at least 3 and no more than 4 of their IB courses at the higher level. HL or higher level courses consist of 240 hours whereas SL or standard level courses are 150 hours.

THE THREE CORE REQUIREMENTS OF THE IB PROGRAMME

1. Extended essay

The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at university.

2. Theory of knowledge (TOK)

The TOK course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other cultural perspectives.

3. Creativity, action, service (CAS)

Participation in the school’s CAS programme encourages students to be involved in artistic pursuits, sports and community service work, thus fostering students’ awareness and appreciation of life outside the academic arena.

IB COURSE OFFERINGS AT KCVI

Group 1: Language A

• English HL

The Language A1 programme is primarily a pre-university course in literature. It is aimed at students who intend to pursue literature, or related studies, at university, as well as at students whose formal study of literature will not continue beyond this level.

Literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature, therefore, can be seen as a study of all the complex pursuits, anxieties, joys and fears that human beings are exposed to in the daily business of living. It enables an exploration of one of the more enduring fields of human creativity and artistic ingenuity, and provides immense opportunities for encouraging independent, original, critical and clear thinking. It also promotes a healthy respect for the imagination and a perceptive approach to the understanding and interpretation of literary works. The discussion of literature is itself an art which requires the clear expression of ideas both orally and in writing.

The Language A1 programme encourages students to see literary works as products of art and their authors as craftsmen whose methods of production can be analysed in a variety of ways and on a number of levels. This is achieved through the emphasis placed on exploring the means used by different authors to convey their subjects in the works studied. It is further reinforced by the comparative framework emphasized for the study of these works in all parts of the programme.

The flexibility of the programme allows teachers to choose challenging works from their own sources to suit the particular needs and interests of their students. It also allows teachers to participate significantly, through the internally assessed oral component, in the overall assessment of their students.

Group 2: Language B

• French SL or HL

French B is designed for students with several years’ previous study of the language, and may be taken either at the standard or higher level*. The focus of the course is on language acquisition and development in the four primary skills of listening, speaking, reading and writing. Through a wide variety of materials (ranging from everyday oral exchanges to literary texts), students become increasingly proficient with the language. Successful French B students not only learn and assimilate complex language structures but are also given numerous opportunities to use the language in a variety of contexts and for a variety of purposes. Through such studies, students develop confidence in their use of French, enhance their appreciation of francophone cultures throughout the world, and become more adept at communicating their ideas.

*Although the nature of course is the same for both the standard and higher level, the two levels differ in the number of texts that students are asked to read and write on their IB examinations and, more generally, in the complexity of the language that students are expected to understand and to use in oral and written production.

• Introductory Spanish SL ab initio

The ab initio program of introductory Spanish offers a solid foundation of language instruction in Spanish as a second or third language. Students learn fundamental aspects of language, such as vocabulary, verb structures and verb tenses, as outlined in the IB syllabus. Students gain mastery of these structures in the communication streams of reading, writing, listening and speaking. In addition, students learn many cultural elements, such as the use of formal and informal manners of address, among other culturally relevant linguistic forms.

Students have the opportunity, through daily classroom instruction, and through enrichment activities, to practice their language skills. Students develop accurate language production skills and at the end of the course are able to hold conversations regarding school, daily routines, friends, sports, going to a restaurant, weekend activities, family, and future and past events. Students learn about the geography, and culture of Central and Latin America, as well as Spain, and undertake group projects which focus on traditional festivals and foods.

Students taking the introductory Spanish ab initio course acquire the language facility necessary to communicate well in a variety of basic formats. Students are fully prepared to complete successfully all IB examinations, both written and oral.

Group 3: Individuals and Society

• Business & Management SL or HL

Business and management is the rigorous and critical study of the ways in which individuals and groups interact in a dynamic business environment. It is an academic discipline that examines how business decisions are made and how these decisions make an impact on internal and external environments. The ideals of international co-operation and responsible citizenship are at the heart of business and management.

The IBO Business and Management programme is designed to give students an understanding of business principles, practices and skills. Emphasis is also placed on understanding technical innovation and day-to-day business functions of marketing, human resource management and finance.

• History SL or HL

The study of history from an international perspective is increasingly important today. In the contemporary context, one of globalization and technological development, different cultures and societies are increasingly in contact and interdependent. Now, more than ever, there is a need for an understanding of the present as well as the past.

The aim of history in the Diploma Programme is to explain trends and developments, continuity and change through time and through individual events. The course is concerned with individuals and societies in the widest context: political, social, economic, religious, technological and cultural.

• Geography SL or HL

The IB Geography program is a more comprehensive view of geography as it examines both human and physical themes. Both the standard level and the higher level courses are designed for the student who is interested in pursuing contemporary global issues, environmental studies and field work. Skills focus on data collection and interpretation, map design and interpretation and issue analysis. The common core theme; Population, Development and Resources is found in both courses, as are two optional themes, Ecosystems and Globalization. The higher level syllabus requires study in two additional units, Settlements, and Rivers and Drainage. The IB curriculum emphasizes Internationalism and therefore case studies and issues are discussed from around the globe.

Group 4: Experimental Sciences

•Biology SL or HL

The course content includes the grades 11 & 12 university biology curriculum, with further expansion of selected topics for both SL & HL biology. There will be several differences in the evaluation of the IB biology lab work as compared with the university biology. These differences in evaluation procedures reflect the increased level of inquiry-based focus of the IB programme.

• Chemistry SL or HL

Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.

The Diploma Programme chemistry course includes the essential principles of the subject but also, through selection of options, allows teachers some flexibility to tailor the course to meet the needs of their students. The course is available at both higher level and standard level, and therefore accommodates students who wish to study science in higher education and those who do not.

• Physics SL

At the school level both theory and experiments should be undertaken by all students. They should complement one another naturally, as they do in the wider scientific community. The Diploma Programme physics course allows students to develop traditional practical skills and techniques and increase facility in the use of mathematics, which is the language of physics. It also allows students to develop interpersonal skills, and information and communication technology skills which are essential in modern scientific endeavour and are important life-enhancing, transferable skills in their own right.

Group 5: Mathematics

• Mathematics SL

This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration.

This course does not have the depth found in the mathematics HL course. Students wishing to study subjects with a high degree of mathematical content should therefore opt for the mathematics HL course rather than a mathematics SL course.

• Mathematics HL

This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems.

This course is a demanding one, requiring students to study a broad range of mathematical topics through a number of different approaches and to varying degrees of depth. Students wishing to study mathematics in a less rigorous environment should therefore opt for one of the standard level courses, mathematics SL or mathematical studies SL.

Group 6: Arts and Electives

• Film Studies SL

Through the study of film texts and exercises in filmmaking and analysis, the DP film course explores film history, theory and socio-economic background. The course will develop students’ critical abilities, enabling them to appreciate the multiplicity of cultural and historical perspectives in film. To achieve an understanding of internationalism within the world of film, students should be taught to consider film texts, theories and ideas from the points of view of different individuals, nations and cultures. Although complete knowledge is impossible, students should be guided in their search for understanding through experiencing a wide range of different film texts.

• Elective

Students may select a second Group 4 subject as an elective for Group 6.

HOW ARE STUDENTS ASSESSED?

At the end of the two-year programme, students are assessed both internally and externally in ways that measure individual performance against stated objectives for each subject.

Internal assessment

In nearly all subjects at least some of the assessment is carried out internally by teachers, who mark individual pieces of work produced as part of a course of study. Examples include oral exercises in language subjects, projects, student portfolios, class presentations, practical laboratory work, mathematical investigations and artistic performances.

External assessment

Some assessment tasks are conducted and overseen by teachers without the restrictions of examination conditions, but are then marked externally by examiners. Examples include world literature assignments for language A1, written assignments for language A2, essays for theory of knowledge and extended essays.

Because of the greater degree of objectivity and reliability provided by the standard examination environment, externally marked examinations form the greatest share of the assessment for each subject.

THE GRADING SYSTEM

The grading system is criterion based (results are determined by performance against set standards, not by each student’s position in the overall rank order); validity, reliability and fairness are the watchwords of the Diploma Programme’s assessment strategy.

DO IB TEACHERS HAVE SPECIAL TRAINING?

KCVI Teachers have developed their professional IB expertise by:

· participating in IB teacher-training workshops

· attending regional conferences organized by the IBO

· participating in online discussion and special events on the IBO’s web site for teachers

· reviewing relevant support materials published by the IBO online and/or in print

· applying to become an IB examiner for the purpose of moderating internally assessed student work, marking examination papers or marking work submitted by students (ex. extended essays)

WHAT DO OUR GRADUATES SAY ABOUT IB?

“The transfer credits really help you out and open up possibilities when you get to university.”

“The extended essay is good practice for essays you get at university.”

“The IB program has allowed me to be less stressed in university. I have developed work habits that help me to better balance my time in university and be able to enjoy all aspects of the university experience while staying on top of my work load. Although it is a demanding program for high school, it is equivalent to the demands that university professors place on first year students, and makes first year a better, less stressed year in all respects.”

“Benefits of IB:

- I gained insight into the realities of university;

- Made me happier and more sure of my program choice;

- Taught me how to deal with workload pressure;

- Gave me valuable lab skills, allowing me to volunteer in graduate studies labs as a Research Assistant.”

WHAT HAPPENS IN GRADE 9 AND 10?

The Limestone Junior Baccalaureate Programme

To prepare students for the challenge of the IB curriculum, potential IB candidates will be introduced to IB course concepts and skills through enrichment activities and prerequisite material in grades 9 and 10. This preparatory programme is common to most IB schools and allows students, parents and teachers to determine if the IB Diploma Programme is an appropriate educational choice for the student. Course selections for the students in grades 9 and 10 preparing for the IB Diploma programme will be determined on an individual basis in conjunction with our IB Coordinator and Guidance Teachers.

The IB Diploma Programme at KCVI is open to students who are highly-motivated and enjoy an academic challenge. Any grade 8 or 9 student in the Limestone District School Board may apply to be part of this program.

NOTES:

· There are fees associated with the IB program at KCVI

· Transportation may not be provided by the LDSB for this program.

· Students who enter IB preparation in grades 9, 10 from outside KCVI’s attendance area, who do not stay in the IB program in grades 11 and 12, may be asked to return to their home school.