MANILA XIAMEN MANILA XIAMEN INTERNATIONAL INTERNATIONAL

SCHOOLSCHOOL

MANILA XIAMEN MANILA XIAMEN INTERNATIONAL INTERNATIONAL

SCHOOLSCHOOL

INTERNATIONAL BACCALUREATE INTERNATIONAL BACCALUREATE

PRESENTATIONPRESENTATION

The I.B.O. Mission Statement

The International Baccalaureate Organization aims to develop inquiring,  knowledgeable, caring young people 

who help to create a better and more peaceful world through intercultural 

understanding and respect.

To this end the I.B.O. works with schools, governments and international organizations to develop challenging 

programs of international education.

These programs encourage students across the world to become active, compassionate, and lifelong learners who 

understand that other people with their differences can also be right.

The I.B.O. Mission Statement

Through comprehensive and balanced curricula coupled with challenging

assessments, the International Baccalaureate Organization aims

 to assist schools in their endeavors to develop the 

individual talents of young people and teach them to relate the experience

 of the classroom to the realities of the world outside.

The I.B.O. Mission Statement

Beyond intellectual rigor and high academic standards, strong 

emphasis is placed on the ideals of international understanding and

 responsible citizenship to the end that students may become critical and

compassionate thinkers, lifelong learners, and informed participants in local and world 

affairs conscious of the shared humanity that binds all people together while respecting the variety of cultures and attitudes that makes for

 the richness of life.

Three Key Themes of the I.B.O.

Intellectual Challenge

Learning for a Purpose/Service

Intercultural Understanding

Three  I.B.O. Programs

Primary Years Program (PYP)

Ages 3-12

Inquiry based

Focus on the heart and mind

Three  I.B.O. Programs

Middle Years Program (MYP)

Ages 12-16

Five year program

International framework for academicchallenge and life skills

Why an International Education?

“An international education is not an alternative to a national education. Nor is it any longer 

designed for the global nomad for whom a national education may 

not be an option…

Why an International Education?

…An international education refocuses a national education

 by reflecting it in the mirror of a global economy that 

is sustained byglobal communication.”

--George Walker (IBO, Director General)

The Diploma Programme

The I.B.O.’s Goal:

To provide students with the values and opportunities that will enable them

 to develop sound judgment, make wise choices, and respect others

 in the global community.

The Diploma Programme

The Diploma Program equips students with the skills and 

attitudes necessary for success in higher education and employment.

The Diploma Programme

The Diploma Program consists of a demanding two-year

 pre-university course leading to examinations.

It is for highly motivated students aged16 to 19.

What makes the DP different?

• Comprehensive two-year international curriculum

• International standards appliedEqually to other schools

• Rigorous assessment

What makes the DP different?

• IB Diploma holders have accessto world’s leading universities

• IB Diploma holders are well preparedfor university work

Diploma Programme

the curriculum

Theory of Knowledge

the artsgroup 4

group 1

language A1

extended essay

experimental sciences

group 6

group 3

group 5

group 2

second language

creativity, action, service

individuals and societies

mathematics

© IBO 2004

stimulates critical stimulates critical reflection on knowledge reflection on knowledge

and experienceand experience

students examine the students examine the grounds for moral, political grounds for moral, political and aesthetic judgmentsand aesthetic judgments

Theory of Knowledge (TOK)

Diploma Programme

Theory of Knowledge

extended essay

creativity, action,service

. . . wise choices

TOK challenges students to question the bases

of knowledge to be aware of

subjective and ideological biases

to develop the ability to analyse evidence

Diploma Programme

Theory of Knowledge

extended essay

creativity, action,service

© IBO 2004

in encouraging in encouraging students to students to

appreciate other appreciate other cultural cultural

perspectivesperspectives

TOK is a key TOK is a key elementelement

Diploma Programme

Theory of Knowledge

extended essay

creativity, action,service

© IBO 2004

TOK encourages students to reflect on questions such as these:

Is the scientific method a product unique to Western culture, or is it universal?

Do people with different cultural or linguistic backgrounds live, in some sense, in different

worlds?

© IBO 2004

The whole person

Creativity, action, service (CAS)Creativity, action, service (CAS) helps students become responsible, helps students become responsible,

compassionate citizens compassionate citizens

Diploma Programme

© IBO 2004

Interpreted broadly: arts activities

but also creativity shown in designing and implementing service projects

Diploma Programme

CreativityCreativity

© IBO 2004

Participation in individual and team sportsParticipation in individual and team sportsbut also taking part in expeditions, but also taking part in expeditions,

local and international projectslocal and international projects

Action

Diploma Programme

© IBO 2004

Community and social service activities, for example:Community and social service activities, for example:

helping children with special needshelping children with special needs

visiting hospitalsvisiting hospitals

working with refugees or homeless peopleworking with refugees or homeless people

Diploma Programme

Service

© IBO 2004

Extended essay Extended essay (4,000 words (4,000 words or less)or less)

Acquaints diploma Acquaints diploma candidates with the kind of candidates with the kind of independent research and independent research and writing skills expected by writing skills expected by

universitiesuniversities

Diploma Programme

© IBO 2004

What does the essay What does the essay represent to arepresent to a student?student?

the opportunity to investigate a topic the opportunity to investigate a topic of special interestof special interest

a way to add breadtha way to add breadth

a way to deepen studies: selecting a a way to deepen studies: selecting a topic in one of his or her coursestopic in one of his or her courses

Diploma Programme

© IBO 2004

What is involved?What is involved?

the essay may be written in the essay may be written in one of 25 or more subjects, one of 25 or more subjects,

plus some 50 plus some 50 language/literature courseslanguage/literature courses recommended: 40 hours recommended: 40 hours

private study anprivate study and d writing writing timetime

Diploma Programme

© IBO 2004

Extended essay topics vary widely

The effects of acid rain on the environment, with a focus on plant life (biology)

The contribution of international organizations to the economic development of Geneva (economics)

The mathematics of nature: the relationship between fractals, chaos and iteration (mathematics)

© IBO 2004

Diploma Programme

Six subjects studied concurrently

sciences and humanities

one subject from each of the six groups

at least three but not more than four taken at higher level (HL)

others at standard level (SL)

Requirements for

the subjects

© IBO 2004

HL courses: HL courses: 240240 teaching hours recommended teaching hours recommended

(i.e, 2 years)(i.e, 2 years)

SL courses:SL courses:

150150 hours recommended hours recommended

Diploma Programme

Teaching time

© IBO 2004

The IBO encourages students to maintain strong ties The IBO encourages students to maintain strong ties to their own culturesto their own cultures

45 languages for examination

encourages very good writing and oral skills and respect for the literary heritage of a first

language complemented by an international perspective

through world literature

Diploma Programme

group 1

language A1

© IBO 2004

second language

Diploma Programme

group 2

a requirement for all a requirement for all diploma candidates (or diploma candidates (or

second A1 language)second A1 language)

aims to enable students aims to enable students to use the language in a range of contexts, for to use the language in a range of contexts, for

many purposes many purposes

focuses on written and focuses on written and spoken communication spoken communication

© IBO 2004

Diploma Programme

individuals and societies

group 3

• business and management• economics• geography• history• Islamic history• information technology in a global society (standard level)• philosophy• psychology• social and cultural • anthropology

© IBO 2004

Diploma Programme

experimental sciences

group 4

practical laboratory skills collaborative learning through an

interdisciplinary project awareness of moral and

ethical issues a sense of social responsibility, by

examining local and global issues

develop, encourage:

© IBO 2004

experimental sciences

Diploma Programme

biology chemistry

physics

© IBO 2004

group 4

aims to deepen student’s

understanding of this

discipline and to

promote confidence

and facility in the

use of mathematical

language

Diploma Programme

mathematics

© IBO 2004

group 5

requirement for all requirement for all diploma candidates diploma candidates

four options for differentfour options for different abilities and levels abilities and levels includes computer includes computer

sciencescience

Diploma Programme

mathematics

© IBO 2004

group 5

Math HL / SL Math HL / SL

Math StudiesMath Studies

Diploma Programme

mathematics

© IBO 2004

group 5

visual arts, music and theatre arts: emphasis on practical production by

students and exploring creative work in a global context

will include dance and film as pilot courses

Diploma Programme

the arts

© IBO 2004

group 6

specially-approved course

(school-based syllabus) electives: certain subjects

from other groups

Diploma Programme

the arts

© IBO 2004

group 6

Diploma Programme

Assessing student work

Classroom teachers and IB examiners work in

partnership to ensure that students have ample

opportunity to demonstrate what they have learned

© IBO 2004

• Academic judgments about quality of student work rest

with over 5,400 IB examiners worldwide

• Chief examiners for each subject have international

authority in their fields

Diploma Programme

Examiners

© IBO 2004

Diploma Programme

Examinations, assessment

examinations offered in May for northern hemisphere schools, in

November for thesouthern hemisphere

© IBO 2004

The programme is very The programme is very

demanding and not demanding and not

everyone who tries receives everyone who tries receives

a diplomaa diploma

© IBO 2004

Some 80% of candidates who Some 80% of candidates who attempt the diploma succeed attempt the diploma succeed

in earning itin earning it

A letter from one student, who did not receive a diploma, to another:

“The tangible reward of getting The IB diploma was something 

to strive for but…The IB program did us 

all good through less tangible, more abstract ways…

It wasn’t just an education of the mind, but also an education and deepening 

of the soul.”

GRADE 11-12 OPTIONS

Option #1 : School Diploma

*6 Subjects

Any number of Higher or Standard Levels

no IB  examinations

GRADE 11-12 OPTIONS

Option #2 : School Diploma and IB Certificate

*6 Subjects

Any number of Higher or Standard Levels

IB certificate examinations in 1-6 subjects

GRADE 11-12 OPTIONS

Option #3 : School Diploma and IB Diploma

•3 HL Subjects

•3 SL Subjects•Extended Essay

•ToK•CAS

• IB DP examinations