The International Baccalaureate Program

Introduction

§   Diploma Requirements, IB and ISP Philosophy

Theory of Knowledge

§   Key element in the educational philosophy of the IB

Extended Essay

§   An in-depth study

CAS Community Service

§   Experiential learning

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.

© International Baccalaureate Organization 2006 

DEVELOPING YOUR FUTURE

The International Baccalaureate 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 to 18 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 on the pattern of no single country but incorporates the best elements of many.  The programme is available in English, French and Spanish.

The curriculum is displayed in the shape of a hexagon with six academic areas surrounding the core.  Subjects are studied concurrently and students are exposed to the two great traditions of learning: the humanities and the sciences.

Diploma candidates are required to select one subject from each of the six subject groups.  At least three and not more than four are taken at Higher Level (HL), the others at standard level (SL).  HL courses represent 240 teaching hours; SL courses cover 150 hours.  By arranging work in this fashion, students are able to explore some subjects in depth and some more broadly over the two-year period, this is a deliberate compromise between the early specialization preferred in some national systems and the breadth found in others.

Successful diploma candidates meet three requirements in addition to the six subjects. The interdisciplinary Theory of Knowledge (TOK) course is designed to develop a coherent approach to learning, which transcends and unifies the academic areas and encourages appreciation of other cultural prospective. The extended essay of some 4000 words offers the opportunity to investigate a topic of special interest and acquaints students with the independent research and writing skills expected at university. Participation in the school’s Creativity, Action, Service (CAS) program encourages students to be involved in sports, artistic pursuits and community service work.

 The CAS requirement takes seriously the importance of life outside the world of scholarship, providing a refreshing counterbalance to the academic self-absorption some may feel within a demanding school program. Participation in theatre productions, sports and community service activities encourages young people to share their energies and special talents while developing awareness, concern, and the ability to work cooperatively with others. The IB goal of educating the whole person and fostering a more compassionate citizenry comes alive in an immediate way when students reach beyond themselves and their books.

 While acknowledging global diversity, ISP school’s CAS program is central to the diploma and reflect the school’s understanding of the philosophy and spirit that informs the CAS requirement.

This philosophy is based on several assumptions:

Education does not begin or end in the classroom or examination hall and the most essential elements of education may exist outside of both.

An international education must go well beyond the provisional of information and is involved in the development of attitudes and values which transcend barriers of race, class, religion, gender or politics.

Service to the community (local, national or international) is a complement to intellectual development and the academic curriculum.

IB schools have a special challenge and opportunity to establish links with the local community and, by doing so, further international understanding.

Creativity and action will play an equal part with service in our CAS program. CAS will challenge and extend the individual student; develop spirit of discovery and self-reliance; encourage new skills and interests and inspire a sense of responsibility towards all members of the community.

CAS activities are often the source of genuine pride and satisfaction for students and create a distinct and lasting impression of the IB Diploma Program experience.

THE NATURE OF THE SUBJECT

Because Theory of Knowledge is a key element in the educational philosophy of the International Baccalaureate, it is obligatory for every Diploma candidate. The purpose of the program is to stimulate critical reflection on the knowledge and the experience of students both in and out of the classroom. The program is thus ‘philosophical’ in the sense that it is meant to encourage students to acquire a critical awareness of what they and others know, through analyzing concepts and arguments and the bases of value judgment.

Despite a similarity between the title of the program and that branch of philosophy called epistemology, Theory of Knowledge in the IB is not meant to be a program strictly in the latter. Inevitably, however, all those who reflect upon their knowledge and experience will confront certain epistemological issues. Nor is TOK meant to be a review of the various ‘-isms’, such as empiricism; nor is it a study of the great thinkers, although a judicious selection from these sources may help to throw light on the themes studied. While the program calls for an examination of the ways of thinking proper to different disciplines, it is not intended to be a study only of the methodologies of those disciplines. Although issues of the moment may be discussed when appropriate, the program should be more than a series of impromptu debates on miscellaneous topical subjects.

 SAMPLE TOK ESSAY TOPICS

“A belief is what we accept as truth” (J W Apps).  Is this a claim that you could defend?

How can we know, if at all, that our behavior is ethical?

 In what ways has technology expanded or limited the acquisition of knowledge?

 “Tell a man that there are 300 billion stars in the universe and he’ll believe you.  Tell him a bench has wet paint on it and he’ll have to touch it to be sure” (Anon).  What does this suggest about the way different types of knowledge are justified?

 “Art upsets, science reassures” (Barque). Analyze and evaluate this claim.

 How are distinctions made between factual reporting, interpretation, and distortion?

 Must all “good explanations” allow for precise predictions?

NATURE OF THE EXTENDED ESSAY

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

THE CHOICE OF SUBJECT

The subject in which the extended essay is registered must be chosen from the list of available subjects given in the Vade Mecum. (All diploma candidates will receive a copy of the listed extended essay subjects in September of their junior year)

It is advisable for the candidate to choose the subject for the extended essay before deciding what the topic or research question of the extended essay will be. The subject chosen for the extended essay does not have to be one of the subjects being studied by the candidate for the diploma, but care should be taken to choose a subject about which the candidate has sufficient knowledge and skills. Candidates should also base the choice of subject on the level of personal interest they have in that subject.

 THE PREPARING THE ESSAY

The Choice Of Topic

The topic of the extended essay is the particular area of study within the chosen subject. Candidates should aim to choose a topic both interesting and challenging to them. The topic chosen should be limited in scope and sufficiently narrow to allow candidates to examine an issue or problem in depth. It should present the candidate with the opportunity to collect or generate information and/or data for analysis and evaluation. A broad topic is unlikely to result in a successful extended essay. A topic, which requires no personal research and/or requires an essentially narrative or descriptive approach, is not suitable for an extended essay.  Similarly, although a reliance on secondary sources is sometimes necessary, an extended essay, which only provides a summary of such sources, will not be successful.

The Research Question

When an appropriate topic has been chosen, candidates should narrow the focus to the investigation and formulate a specific research question. For many extended essays this will be phrased in the form of a question, but alternatives such as launching the investigation with a hypothesis are acceptable.

Nature of the Program

CAS – Creativity, Action, Service – is a fundamental part of all students programs. Schools are required to offer a program of activities which meet agreed CAS aims and which the IBO has approved.

 The emphasis of CAS is on experiential learning. Students are expected to be involved for the equivalent of at least three to four hours a 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: can include 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.

Each activity or project should be monitored for appropriateness, quality and student participation. Evaluation by the school and self-evaluation by the student is an ongoing process throughout the two-year diploma period. Schools are encouraged to include comments on a student’s CAS project(s) in references and testimonials, particularly to universities. These should indicate the level of commitment, significance of the contribution and an assessment of personal growth and development over the two years. It is important that students be aware of the centrality of CAS to the diploma program.

THE AIMS OF A CAS PROGRAM

CAS programs are designed:

         *  to provide a challenge to each student in the three areas – Creativity, Action, Service

         * to provide opportunities for service (Note: for IB students service may extend beyond the local community to include the environment or the 

           international community. Service to the school community could also be appropriate)

         * to complement the academic disciplines of the curriculum and to provide balance to the demands of scholarship placed upon the IB student

         * to challenge and extend the individual by developing a spirit of discovery, self-reliance and responsibility

         * to encourage the development of the student’s individual skills and interests

 The IBO is an international non-governmental organization associated with UNESCO and the Council of Europe and as such takes no policy on specific religious and political issues. Schools CAS programs should be consistent with this position.

PERFORMANCE CRITERIA

Self –Evaluations

 A written, critical self-evaluation of personal performance is required from students for each activity. The self-evaluation process encourages the development of critical thinking skills and enhances student’s awareness of their own strengths and weaknesses.

Students should consider in their evaluations: 

•           the extent to which they have developed personally as a result of the CAS activity

•           the understanding, skills and values acquired through the experience

•           how others may have benefited from the activity

 Self-evaluations should be reflective rather than descriptive, narrative reports.

Schools need to explain clearly to all students at the beginning of their CAS programs the importance of writing regular self-evaluation reports; students should also be given a copy of the performance criteria for understanding and reference.

 Records should be maintained of all CAS activities. The self-evaluations should be recorded and kept in a secure area by the CAS supervisor.

School Evaluations

Schools are required to record and evaluate all diploma students’ CAS work. These records should focus on the following performance criteria:

•           a student’s attendance, punctuality and time spent on the activity

•          evidence of initiative, planning and organization

•           the amount of effort and the commitment displayed

•          a student’s personal achievement and development, taking into account skills and attitudes at the start of the activity