2 of 40

IB Mission Statement

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 of 40

Some Global to Local Context for the IB

Origins
Purpose
History
Growth
Governance and

global headquarters

4 of 40

The IBO Assures High Quality

Curriculum
Student assessment
Professional development
School evaluation

6 of 40

IB Learner Profile

7 of 40

Inquirers, Knowledgeable, Thinkers

8 of 40

Communicators, Risk-takers

9 of 40

Caring, Open-minded

11 of 40

Approaches to Teaching

Thinking skills
Communication skills
Social skills
Self-management skills
Research skills

12 of 40

Approaches to Learning

Inquiry based
Focused on conceptual understanding
Developed in local and global contexts
Focused on collaboration
Differentiated to meet all learners’ needs
Informed by assessment

Formative and summative

13 of 40

Types of Diplomas

Diploma
Bilingual diploma

14 of 40

School-Based IBDP Policies

Available at the

BHS IB website:

Academic honesty
Assessment
Inclusion/special needs
Language
Admission

15 of 40

Diploma Programme Study

6 concurrent subjects, 3 (or 4) at HL and 3 (or 2) at SL
Up to 2 SL courses may be completed in the junior year but other courses last 2 years
3 components of the core
IB Mission, Learner Profile, and ATL remain at the center of study

16 of 40

Six Concurrent Subjects

Language & Literature
Language Acquisition
Individuals and societies
Natural sciences
Mathematics
Arts and other electives

17 of 40

The Core of the Program

Theory of Knowledge (TOK)
Extended Essay
Creativity, Activity, and Service (CAS)

18 of 40

Theory of Knowledge

Core Theme:

Knowledge and the Knower

Explore what shapes your perspectives as a knower
Consider where your values come from and how you make sense of and navigate the world
Exploring the impact of culture and community on shaping an individual’s beliefs

Optional Themes:

Knowledge & technology
Knowledge & language
Knowledge & politics
Knowledge & religion
Knowledge & indigenous societies

19 of 40

TOK Assessment

Exhibition
Essay

20 of 40

Extended Essay

Academic research paper; up to 4000 words; student chooses subject and creates research question; work with supervisor
Examples (abbreviated titles):

How does the “model minority stereotype” impact Asian American high school girls’ psychological wellbeing? (Psychology)
To what extent have migration patterns in North Carolina impacted the state’s political geography? (Geography)
What were the cultural and economic impacts of the Rio, Brazil Olympic Games on the host country? (World Studies—interdisciplinary)

21 of 40

Creativity, Activity, Service

Students engage in a variety of experiences over the two years, roughly balanced among creativity, activity, and service
Students must have at least one long-term, collaborative CAS project that they create, implement, and reflect on
The reflective process is central; information gathered in a portfolio. Examples:

What have you learned about your strengths and areas for growth?
How have you worked collaboratively with other people?
What are the ethical implications of your decisions?
What are the global impacts of your work?

22 of 40

IB Assessment Practices

Internal Assessments—What are they like, and how do they work?
External Assessments—What are they like, and how do they work? Exam registration timeline/procedures
Point system (1 to 7 per subject; 24 total needed to earn the diploma plus additional requirements)

23 of 40

EE/TOK Point Matrix

24 of 40

Pathways to the Diploma: World Language Courses

Nearly all Diploma students begin Level 1 language study in grade 9 or before, aiming for a strong level of proficiency in the grade 12 IB Diploma course
A few Diploma students study language ab initio in grades 11 and 12 only
Students take IB World Language exams in grade 12

25 of 40

Typical Pathways to the Diploma: �Math Courses�For more details and options, visit www.tinyurl.com/BroughtonIBMath

9^th	10^th	11^th	12^th
Math 1 (Acad)	Math 2 (Acad/Hon)	Math 3 (Acad/Hon)	IB Math Applications SL
Math 2 Acad	Math 3 Acad	Math 4 (Acad/Hon)	IB Math Applications SL
Math 2 Hon	Math 3 Hon	AP Precalculus	IB Math Analysis SL
Math 3 Hon	AP Precalculus	IB Math Analysis SL	AP Calc. BC or AP Stats.

26 of 40

Pathways to the Diploma: �Other Courses

NC graduation requirements include 3 science courses. Some students take all 3 in grades 9 and 10. Others take the IB Environmental Systems class to fulfill NC and IB requirements
NC graduation requirements include 4 humanities courses–Civics, World History, American History, and Economics

27 of 40

Pathways to the Diploma:�Typical Schedule (Grade 9)

Honors English I
World language level 1 or higher
Honors Math 2 or higher
Honors Civic Literacy
Honors Biology
Health and PE
Arts, CTE, or other elective
Arts, CTE, or other elective

28 of 40

Pathways to the Diploma: Typical Schedule (Grade 10)

Honors English 2
World language level 2 or higher
AP World History and/or EPF (potentially)
Honors Chemistry
AP Environmental Science, especially for students who plan to take an IB HL science course
Honors Math 2 or higher
Arts, CTE, or other elective
Arts, CTE, or other elective

29 of 40

Pathways to the Diploma: �Typical Schedule (Grade 11)

IB English
World Language Level 3 or higher
IB History of the Americas
IB Science
Math course (Math 3, Math 4, Precalculus, IB Math Analysis SL, etc.)
IB elective (IB Psychology, IB Geography, IB Global Politics, IB Visual Arts, IB Film, IB Theatre, IB Dance, etc.)
IB Core (TOK, EE, CAS)
Elective or graduation requirement

30 of 40

Pathways to the Diploma:�Typical Schedule (Grade 12)

IB English (second year) (HL)
IB World Language (usually SL)
IB History SL (second year of IB History curriculum) (usually HL)
IB science (second year) (SL or HL)
IB math course (SL)
IB elective (SL or HL)
IB Core (TOK, EE, CAS)
Elective or graduation requirement

31 of 40

University Recognition

Recognized by approximately 2,000 universities in 100 countries
Advanced credit is generally available; always available at NC public universities
Some universities specifically recruit IB Diploma graduates

32 of 40

IB vs. AP

IB Mission, Learner Profile, ATL
Global vs USA focus and university preparation
Depth vs. breadth
Writing vs. multiple choice
Critical thinking and student/teacher choice over curriculum
Formative assessment in classroom
Whole-program approach; interdisciplinary
Cost and commitment differences
IB assessments focused specifically on classroom experiences/learning

33 of 40

Tips for Student Success

Program access and preparation
Balance, stress relief, schedule juggling
Working and planning ahead
Effective communication with teachers
Cultivate your motivation

34 of 40

Engaging Students in Reflection to Enrich their Experiences, to Cultivate Motivation, and to Make a Positive Impact

What do you look forward to as an IB student? As a citizen?
How will you make a positive difference?
What do you hope to learn?
What do you plan to accomplish?
What are your intellectual aims?
What are your personal aims?

35 of 40

Advice from Recent Broughton IB Graduates �to New IB Students

Manage your time, and don't be afraid to ask questions.
Actually read the books; on the nights when you get home and can't think of anything that is due tomorrow, those are the nights you should be working on the quarter papers, extended essay, etc.
Don't get too engulfed by your work.
I would advise them to avoid procrastination, start work on their long term projects early, and work on their writing skill and speed.

36 of 40