IB Diploma Programme
THE INTERNATIONAL BACCALAUREATE (IB)
The International Baccalaureate Organization (IBO) Mission Statement:
The IBO aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
The IB Diploma programme encourages students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
IB DIPLOMA PROGRAMME
The IB Diploma is a two year course that is usually completed in years 11 and 12.
The IB Diploma course consists of two major components:
· Students must study six subjects, and three must be at Higher Level (HL) and three at Standard Level (SL). Students must study a first language, a second language, a Humanities subject, a Science subject, Mathematics and a sixth subject from the Arts or of their choice from Sciences or Humanities.
· Students must study Theory of Knowledge and complete a 4000 word Research Essay in a subject of their choice, both of which are assessed externally. They must also participate in ‘Creativity, Action and Service’ or CAS as it generally known.
IB DIPLOMA SUBJECTS
IB students study six subjects throughout the course, one from each of these Groups
Group 1 First Language
English A1; Indonesian A1; Arabic A1.
Language study is literature based and involves an exploration of language and ideas based on a range of texts chosen by the school from an extensive list authorised by IBO.
Group 2 Second Language
English B; Indonesian B; Arabic B; Indonesian Ab Initio; French Ab Initio; French B.
Second language learning emphasises the skills of speaking, reading, writing and listening and is focused on communication using a wide variety of text and literature. Ab Initio language offered only as SL is a course designed for students who have had little or no previous exposure to the language.
Group 3 Individuals & Societies
Psychology; Economics; Information Technology in a Global Society (ITGS); History
Group 4 Experimental Sciences
Biology; Chemistry; Physics
Group 5 Mathematics
Mathematics HL; Mathematics SL; Mathematical Studies SL
Group 6 Options
Visual Arts, or a second selection from Groups 2, 3 or 4
The requirement to choose from each subject group ensures students obtain a broadly based education and enables them to explore possible talents. All students study English, and in addition students can still study two Science or two Humanities subjects as well as a second language, and this range of studies more than satisfies the requirements for entry into any faculty in any University in the World.
HIGHER LEVEL & STANDARD LEVEL SUBJECTS
Students must study three subjects at Higher Level (HL) and three at Standard Level (SL). Some subjects are offered only as SL subjects but otherwise students may choose whichever HL and SL subjects suit their requirements and talents. HL subjects require a minimum of 240 hours class time over the two years, and HL coursework should be completed in Term 3 of year 12. SL subjects require a minimum of 150 hours of class time and should be completed in term 2 of year 12.
The SL subjects satisfy the entry requirements for most University faculties, but in some particular cases an HL subject is a required pre-requisite. Students should be familiar with the pre-requisites of any University course of study of interest to them.
THE CENTRE OF THE HEXAGON
Theory of Knowledge: Theory of Knowledge or TOK gives students the opportunity to explore what lies at the heart of ‘knowledge’ and provides them with the tools necessary to evaluate it. It examines what lies behind the subject groups they are studying and unifies their understandings. Classes involve mainly discussion and require that students be active and involved.
The course looks at:
· The role of language and thought in knowledge
· The requirements of logical rigour for knowledge
· Systems of knowledge – mathematics, natural sciences, human sciences, history
· Value judgements and knowledge – moral, political and aesthetic judgements
· Knowledge and truth
Students are required to submit a 1200 – 1600 word Essay on a topic chosen from a supplied list, and make a 10 minute Oral Presentation to the class on another.
Extended Essay: Students must write a 4000 word Research Essay on a topic of their choice from any one of the subjects they are studying. The Essay is completed through the second Semester of year 11 and the first Term of year 12. Students must submit a proposal or plan for their Essay Topic in Term 2 of year 11. The second draft should be completed by the end of year 11 and the final finished essay submitted early in term 1 of year 12.
Each student is assigned to a Supervisor who will offer guidance in the subject matter of the Essay but not in the detailed drafting. Supervisors are not expected to spend more than four hours in total on any student’s Essay. Students are given an Extended Essay Handbook which explains all requirements.
Creativity, Action & Service CAS: During the course of the two year program, students must involve themselves in approximately (150 hours) of active participation in these three areas of extra-curricular activity and they must document this involvement. An important part of the CAS program is self-evaluation with the aim of broadening the student’s personal growth.
Students must participate in all three activity areas and participation must be outside of normal class requirements and cannot include activity that is required of students at school or outside. Activity must be of a voluntary nature. Students are expected to keep a CAS Journal documenting their CAS involvement.
IB ASSESSMENT
All IB courses are full two year courses of study and cannot be undertaken in a shorter period. Students may begin studies in year 10 and sit for examinations in May of their year 12, or they may retake examinations in the year after the completion of their year 12. Students can therefore complete the Diploma course over three years. Examinations are conducted in May in the Northern Hemisphere, and in November in Australia, but students from Australia may sit for May examinations.
IB subjects are assessed only in year 12. Approximately 75% of the assessment for each subject is conducted through examinations set by the IBO, administered by the school, and corrected by Examiners from outside the school especially trained for that purpose. All students sit for their exams at the same time from the beginning of November, and all students sit the same papers. The other 25% of marks are given for internally assessed work which is moderated externally by IB Examiners.
ASSESSMENT GRADING
IB assessment results in the awarding of points for achievement, with the maximum number of points possible being 45. In normal circumstances, a minimum of 24 points is required for the awarding of a Diploma.
Subject results are graded on a seven point scale which includes the examinations and the Internal Assessments. Gradings are defined as follows:
1 : very poor 4 : satisfactory 5 : good
2 : poor 6 : very good
3 : mediocre 7 : excellent
In addition, students may gain up to a maximum of three points for their TOK and Extended Essay.
There are a number of ‘Failing Conditions’ which result in the awarding of a Certificate instead of a Diploma. The most obvious one is gaining less than 24 points, but performing very poorly in a HL subject or a number of subjects can also result in the awarding of a Certificate instead of a Diploma.
UNIVERSITY RECOGNITION
All IB students complete a Form late in year 12 authorising the IBO to automatically send examination results to the Universities nominated by the student. Students can choose to have their results sent to University selection authorities in any country they wish. Students wishing to study at a Victorian University authorise the IBO to send their results to Victorian Tertiary Admissions Centre VTAC.
Information about University admission for Universities all over the world can be found on the World Wide Web. Specific information relating to IB recognition policies of more than 800 North American Universities and Colleges can be found at the IBO Web site at www.ibo.org by going into ‘Diploma Programme’ and University Recognition’.
GENERAL ACHIEVEMENT TEST (GAT)
Every student enrolled in the IB Program in year 12 must sit the General Achievement Test (GAT). The GAT consists of a writing task and a set of multiple choice questions on general knowledge and general reasoning skills. It is usually held in June of year 12.
The GAT does not contribute to the IB result but GAT scores are used to determine the ENTER Equivalence Table that determines how IB scores are translated into ENTER scores.
EQUIVALENT NATIONAL TERTIARY ENTRANCE RANK
The Equivalent National Tertiary Entrance Rank (ENTER) forms the basis of the selection for University or TAFE courses. It is essentially a ranking of all year 12 students according to results achieved in the year 12 assessment, IB or VCE. University Faculties publicise cut off ENTER scores that must be achieved by students wishing to be offered a place in courses within that faculty.
After students have been awarded their points out of 45 by the IB, VTAC automatically converts this score to an ENTER score. This is done via a conversion table which is reset each year depending on the results of the GAT tests.
IB scores are usually released in the first week of January, and ENTER scores are available to students a few days afterwards. IB students usually have about five days within which to change their University course preferences once they have received their IB scores.
WHO IS THE IB DIPLOMA PROGRAMME FOR?
The most important requirement for the successful completion of the IB Diploma Programme is the level of self motivation of the student. Students should have a track record for being able to accept responsibility for their own study. Students who experience difficulty in meeting deadlines and planning their own study programs should not attempt the IB. In year 11 students must be able to successfully assimilate the course material in all subject areas and to comply with all work requirements set by teachers without any urging. In year 12, students must be able to cope with the pressure of a heavy workload, insufficient time, and the need to be up with the requirements of all subjects.
Successful IB students:
· Have a genuine enthusiasm for learning
· Are interested in ideas
· Seek the rewards which come from accepting personal intellectual challenges
· Are capable of learning to accept responsibility for organising and directing their own study
· Are reluctant to narrow their choices by specialising in just a few subject areas
· Enjoy the stimulus of working with others who also enjoy and value learning
· Are prepared to join in and ‘have a go’.
The IB Program is not more difficult then the VCE but the work load is heavier. The rewards are also higher. For both courses, students earn results commensurate with the effort they put into perfecting their skills and talents.