The International Baccalaureate Diploma Programme at CISB

What is the IBO?
What is the aim of the IBO?
What is the Diploma Programme (DP)?
Recognition of the IB Diploma by Universities
What are the basic components of the IB Diploma Programme?
Who is the IB Diploma Programme for?
How is the IBDP assessed?
Selecting an IBDP Course of Study
The Core Requirements
IBDP Subjects Offered at CISB
Canadian International School IBDP Exam results 2002 - 2006

What is the IBO?

The International Baccalaureate Organization (IBO) is a non-profit educational organization established in Geneva in 1963 by a group of member schools of the International Schools Association, who formed the International Schools Examination Syndicate (ISES) to work out the structure of a full curriculum and examination system for international schools. In 1968, the ISES changed its name to the International Baccalaureate Organization (IBO) and was given legal status under the Swiss Civil Code. It is a private, non-governmental organization recognized by the Council of Europe and has consultative status with UNESCO (United Nations Educational, Scientific and Cultural Organization).

What is the aim of the IBO?

The educational philosophy of the IBO is found in its mission statement adopted in 1996:
“The International Baccalaureate Organization 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 and the IBO 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.”

(Adopted by the IBO in November 2002)

What is the Diploma Programme?

"The IB Diploma programme is a rigorous pre-university course of studies, leading to examinations, that meets the needs of highly motivated secondary school students between the ages of 16 and 19 years. Designed as a comprehensive two-year curriculum that allows its graduates to fulfill requirements of various national education systems, the diploma model is based in the pattern of no single country but incorporates the best elements of several." (IBO - The Diploma Programme, Geneva, IBO, 1997 p.2).

To restate, the IB Diploma is a well-rounded liberal arts and science programme designed to thoroughly prepare students for success in university education and beyond.

Recognition of the IB Diploma by Universities

The IB Diploma is eminently regarded for entry to university education throughout the world and foe advanced placement at many colleges and universities in Australia, Canada, U.K. and the United States of America. Oxford University was the first university to accept the IB Diploma as an entrance qualification, and, encouraged by the academic and all-round preparation of IBDP students for university education, most other universities also recognize the IB Diploma as a university entrance qualification. The IBO's reputation for rigorous assessment gives IB Diploma holders access to the world's leading universities and thorough preparation for high achievement once enrolled.

Institutions which have accepted CISB graduates include:

Canada: McGill University, University of Toronto, Queens University, University of Waterloo, Simon Fraser University, University of British Columbia, Concordia University, Guelph University, York University, Acadia University, University of New Brunswick, Mount Allison, St. Francis Xavier University

United States: Bard College, Boston University, Emory University, Georgetown University, John Hopkins University, Purdue University, University of Chicago, University of south Carolina, University of South Florida, University of Texas A & M, University of Texas Austin, University of Southern California, University of Michigan, Michigan State University, Brandeis University, Columbia University, University of Pennsylvania, Hawaii pacific University, Mount Holyoke College

United Kingdom: London School of Economics, University of Bath, University of Durham, University of Greenwich, University of Keele, University of Lancaster, University of Leeds, University of Manchester, University of Reading, Regents Business School (London) University of Cardiff, University of Kent

Australia: University of Melbourne, University of Western Sydney, Victoria University of Technology, Queensland University of Technology, Charles Stuart University, University of New South Wales, University of Queensland

India: Bangalore University, Medical College- University of Bombay, Mount Carmel College, Christ College – Bangalore, Hindustan Institute of Engineering Technology, Jai Hind College of Bombay, Manipal School of Hotel Management, Manipal University, Center for American Education, St Joseph’s College of Commerce

Canadian International School graduates have also been accepted in the finest universities in New Zealand, Germany, Switzerland, France, Korea and Singapore.

Universities are keen to attract the IB Diploma graduate for the following reasons:

• They are recognized as being prepared to accept educational challenges.
• They have self-confidence with university level material.
• They are most likely to successfully complete a course of studies one commenced.
• They have developed the capacity for independent and cooperative research and study.
• They have cultivated sound creative and critical thinking abilities alongside effective communication skills.
• They have engaged in a co-curricula activities programme, including community service, complementing their academic studies.
• They have facility and fluency in two or more modern languages.
• They have developed and recognize personal strengths and weaknesses in analytical, creative and practical intelligence, having learned how to build on strengths and compensate for weaknesses.
• They have thought in global terms, have a cultural sensitivity and international orientation.

What are the basic components of the IB Diploma Programme?

The basic requirements of the programme are:

The study of SIX SUBJECTS covering major fields of learning, that is, a first and second language, a humanities subject, an experimental science, mathematics and a creative/performing arts subject or an alternative sixth subject. To allow for specialization normally three subjects (but not more than four) are chosen at Higher Level (HL), and to ensure a broad education three subjects are chosen at Standard Level (SL).

• Participation in an interdisciplinary course entitled Theory of Knowledge (TOK).
• Submission of an Extended Essay, of not more than 4000 words, on a topic of the student's own choice.
• Participation in a programme of Creativity, Action and Service (CAS).

Who is the IB Diploma Programme for?

The IBDP is suited to motivated and responsible students with a combination of the following characteristics:

• desire and ability to cope with university studies when they leave CISB;
• willingness to develop personal study habits, including self-discipline, the ability to ask questions, and time management;
• capacity for thinking critically and creatively;
• some fluency in a second language, or willingness to become fluent;
• competence and fluency in expressing oneself in English orally and in writing;
• willingness to be both an independent and cooperative learner combined with a desire to become intrinsically motivated;
• an international outlook and a genuine concern for others.

The IBDP programme, while demanding, is open to the average and above-average student. It is not an elitist programme for exceptionally gifted students, but a course of studies for the dedicated student who as a strong desire to learn.

Throughout their studies students discover that effective learners following an IBDP curriculum need to be motivated, knowledgeable, strategic in their learning, ethical, compassionate, reflective and socially interactive.

How is the IBDP assessed?

Students sitting the IB Diploma are registered for external exams. Most subjects also require internal assessment, which involves an external moderation procedure to ensure uniform standards are maintained. Varying from subject to subject, 70-80% of the final grade is assessed externally and 20-30% internally.

All examinations are administered at CISB in May of the second year of the programme. Mock examinations arranged by CISB occur in March. Examination schedules are set by IBO each year. Students are give notification well I advance of examination dates.

Assessment Methods

The Diploma Programme uses a number of various assessment methods. Assessment of the IB Diploma is criterion-referenced, not "norm" referenced. This means that students are not placed into a normal distribution curve with a set proportion being deemed as having not passed the course. Knowledge and skills are assessed according to the student's own achievement against a set of known criteria.

In order for students to have the opportunity to demonstrate their abilities a variety of assessment methods, which take into account the different learning styles and cultural experience of students, are used.

The nature of assessment varies according to the subject, but the general pattern is:

• Personal research work - all students must give evidence of their ability to carry out independent work in the form of:
  • An Extended Essay of 4000 words in one of the six subject areas. This essay is assessed by an external examiner but must be accompanied by a report from the teacher supervisor.
  • Guided Coursework in some subjects. This work is internally assessed by the teacher who provided guidance to the student, and may be externally moderated.
• Oral examinations are conducted face-to-face with teachers, or by means of a cassette recording in the case of Self-Taught Languages
• Practical assessment including laboratory work and group project in the experimental sciences, art/design, theatre arts and computer science are based on a combination of teacher's continuous assessment including portfolio work, which maybe externally moderated.
• Fieldwork and research projects for some subjects which involves the collection, analysis and interpretation of data/information requiring students to form considered conclusions.
• External essay assessment and Internal Presentation Assessment for the Theory of Knowledge. All candidates in TOK must make a presentation, which is internally assessed, and each candidate must complete a self-evaluation form.

Evaluation of Student Work

Each of the six subjects offered is graded on the following scale:
Grade 7 = Excellent
Grade 6 = Very good
Grade 5 = Good
Grade 4 = Satisfactory
Grade 3 = Mediocre
Grade 2 = Poor
Grade 1 = Very poor

Up to three bonus points can be awarded to students based on the overall performance in Theory of Knowledge and the Extended Essay. The maximum score for the Diploma is 45 points.

Selecting an IBDP Course of Study

CISB offers a generous range of subject choices within the IBDP curriculum which allow students to selects the best possible individual programme suited to their needs, personal interests and academic strengths.

Students may register either in the Diploma Programme or for Certificates at either the HL or SL in a broad range of subjects. Students choosing to take Certificates in the IB courses participate in the same courses as Diploma students. Theory of Knowledge, Extended Essay and CAS are assessed only for the Diploma programme.

Course Selection Procedures

Most IBDP subjects can be studied at two levels: Higher Level and Standard Level. Students normally chose three subjects at each level, that is, three HL (maximum four) and three SL, totaling SIX subjects. This allows for depth as well as breadth in studies.

Higher Level subjects require intensive, in depth, study over the two years, with a minimum of 240 hours teaching time. These generally reflect a student's areas of interest and academic strength. They are similar in scope and depth to British GCE 'A' levels, French Baccalaureate, and U. S. Advanced Placement.

Standard Level subjects are less demanding, require a lesser degree of specialized knowledge and understanding, and take a minimum of 150 hours teaching time. They are considered sufficient to satisfy most prerequisite requirements for first year university courses.

Before making a choice, a student should ask the following questions:

• Which subjects, irrespective of grades, have I enjoyed in the past and why do I enjoy them?
• Which subjects have I previously studied most successfully? Which subjects do teachers/parents recommend I choose?
• What careers am I considering? What do I want to study at university? What relationship is there between my academic success and my future plans?
• Which country/countries am I considering for university study?
• Are there certain subjects required for entry to particular courses of further study in the country concerned?

All IB candidates and their parents are required to undergo intensive curriculum explanation sessions with the IB Coordinator and the guidance counselor in order to make informed and educated choices.

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The Core Requirements

The Theory of Knowledge programme is central to the educational philosophy of the IBDP. It challenges students and their teachers to reflect critically on diverse ways of knowing and areas of knowledge, and to consider the role which knowledge plays in a global society. It encourages students to become aware of themselves as thinkers, to become aware of the complexity of knowledge, and to recognize the need to act responsibly in an increasing interconnected world. Questions are the very essence of Theory of Knowledge. This course encourages students to gain and apply their own knowledge with greater awareness and responsibility. One oral presentation and one essay provide the base of ToK assessment.

The Extended Essay is an in-depth study of a limited topic within a subject. Its purpose is to provide the student with an opportunity to engage in independent research. Emphasis is placed on the process of engaging in personal research, on communication of ideas and information in a logical and coherent manner, and on the overall presentation of the essay.

Creativity, Action, Service (CAS) is a fundamental part of all Diploma students' programme. The emphasis of CAS is on experiential learning. Students are expected to be involved for the equivalent of at least three to four hours per week over two years in either a balanced range of different activities or in a single project.

Creativity is interpreted as imaginatively as possible, to cover a wide range of arts and other activities and to include creativity by the individual student in designing and carrying out service projects.

Action includes participation in expeditions, individual and team sports and physical training; it can also include carrying out creative and service projects as well as training for service.

Service is community or social service; it can include environmental and international projects. Students should, through these activities, develop greater awareness of themselves and concern for others, as well as the ability to work cooperatively with other people.

Students are supported by the CAS Coordinator, who is responsible for providing a varied choice of activities for all diploma candidates.

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IBDP Subjects Offered at CISB

Group 1: Language A1

English A1 HL or SL (or any other language for which a suitable academic advisor can be found could be considered for the category of Self-Taught)

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 students whose formal study of literature will not continue beyond this level. Students grow to appreciate a language's complexity, wealth and subtleties in a variety of contexts. Confidence and competence in oral and written communication skills are fostered. One of the explicit aims of the A1 group is to engender a lifelong interest in literature and a love for the elegance and richness of human expression.

The World Literature component of the course encourages international awareness of IB students and to develop in them the attitudes of tolerance, empathy, and a genuine respect for perspectives different from their own.

Group2: Second Language

French B SL, Hindi B HL and SL, German ab initio, Spanish ab initio
(further levels in these languages may be offered in the future)
Second language studies develop students' powers of expression, provide them with a resource for the study of other subjects, and bring them into contact with ways of thought which may differ fro their own.

Several options in Group 2 accommodate bilingual students with a very high level of fluency, second language learners with previous experience in the language and complete beginners. Further information can be gained through meetings with the IB Coordinator and language teachers.

Group 3: Individuals and Societies: History, Business and Management, Economics, Psychology all at HL or SL
An essential characteristic of the disciplines in Group 3 is that their subject matter is contestable and that their study requires to tolerate some uncertainty. Studies of local institutions and global perspectives foster an appreciation of change and continuity as well as similarity and difference. Students evaluate the major theories, concepts and research findings of the respective disciplines and learn each disciplines methodology.

Group 4: Experimental Sciences: Biology, Chemistry, and Physics all at HL or SL

Group 4 subjects, Physics, Chemistry and Biology, promote an understanding of the concepts, principles and applications of the respective disciplines, together with an appreciation of the methodology of the experimental sciences in general. Students develop practical laboratory skills as well as the ability to work collaboratively through participating in an interdisciplinary group project.

Group 5: Mathematics

Math HL, Math SL, Math Studies SL

All candidates for a Diploma are required to take one of the three mathematics courses. Each course helps to deepen a student's understanding of mathematics as a discipline and to promote confidence and facility in the use of mathematical language. Students are guided to choose the level of math which suits there abilities and university requirements.

Math HL: is designed for students with competence and a strong background in mathematics. Some students will choose to study the subject because they have a genuine interest in mathematics and enjoy meeting its challenges and problems. Others elect the higher-level course to prepare for additional mathematics studies at university or because they need mathematics for related subjects such as physics, engineering and technology.

Math SL: is designed to provide a background of mathematical thought and a reasonable level of technical ability for those not wishing to take mathematics at the higher level. It is intended to provide a sound mathematical basis for those students panning to pursue further studies in fields such as chemistry, economics, geography and business administration. It is a demanding course containing a variety of mathematical topics.

Math Studies SL: is designed to provide a realistic option for students with varied backgrounds and abilities who are not likely to require mathematics beyond the Diploma Programme. Students develop he skills needed to cope with the mathematical demands of a technological society; they also apply mathematics to real-life situations. A substantial piece of personal research, in the form of a project, is a requirement of the course.

Group Six: The Arts and Electives

Visual Art, Theatre Arts or Computer Science all at HL or SL

The Visual Arts programme provides students with opportunities to make personal,
socio-cultural and aesthetic experiences meaningful through the production and understanding of art. It encourages an inquiring and integrated approach towards visual arts in their various historical and contemporary forms. The programme promotes visual and contextual knowledge of art from various cultures and encourages the pursuit of quality through experimentation and purposeful creative work in various expressive media. Visual Arts also enables students to learn about themselves and others through individual and, where appropriate, collaborative engagement with the visual arts.

The Theatre Arts programme embraces a full range of diverse performance practices from around the world. It encourages an historical and contextual perspective and requires investigation, through theory and practice, into the relationship between tradition and innovation. The course is designed to encourage the student to examine theatre in its diversity of forms. The student will come to understand that the act of imaging, creating, presenting and critically reflecting upon theatre in its past and present contexts embodies the individual and social need to investigate and find explanations for the world around us.

The Computer Science standard level (SL) programme focus on software development, fundamentals of computer systems  and the relationship between computing systems and society. The higher level (HL) programme encompasses all these but is extended to include computer mathematics and logic, advanced data structures, objects and their use in problem solutions, further system fundamental, the system life cycle and file organization.

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Instead of a Group 6 subject, a candidate may select an additional subject from group 3 or 4.

• CISB is currently looking at expanding the choices for next years IB candidates. Please ask about any course which is not currently on this list.

More general information about the IBO, the Diploma Programme, and Universities recognition of the DP can be accessed through the public web site; www.ibo.org

Specific questions relating to the Diploma programme offered at CISB may be addressed to Mr. Craig Patterson >ib-coordinator@cisb.org.in<

Canadian International School IBDP Exam results