William T. Dwyer High School IB Diploma Programme
1. What is the food most commonly consumed by teenagers? 2. What percentage of people have a college education? 3. What percentage of people go online each day?
1. 2.
1. What food is most commonly consumed by teenagers? Grain (Wilson, 2010) 2. What percentage of people have a college education? 6.7% as of 2010, 5.9% in 2000 (Food & Agricultural Organization of the United Nations, 2015) 3. What percentage of people go online each day? Worldwide 44.8% of people – nearly 3.5 Billion American adults spend more than 11 hours per day watching, reading, listening to or simply interacting with media, according to a new study by market- research group Nielsen. That’s up from nine hours, 32 minutes just four years ago. A major focus of the International Baccalaureate Programme is global thinking, or international-mindedness .
“... The International Baccalaureate (IB) is a not -for-profit* foundation, motivated by its mission to create a better world through education”
- ... 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 ...
… 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....
So what exactly is the International Baccalaureate Programme? The International Baccalaureate Programme is a cohesive and comprehensive course of study that emphasizes international-mindedness and inquiry- based learning. What does that mean? Students in the IB Program study six subject areas, and complete three core elements during their 11 th and 12 th grade years, in an environment that encourages constant questioning and a multicultural perspective.
Students study concurrently: three subjects at higher level HL (240 hours each). three subjects at standard level SL (150 hours each). all three parts of the core. Students have a choice of the courses and levels at which they study some of the subjects.
Student International Curriculum assessment Mindedness The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students for success at the university level and life beyond.
How do International Baccalaureate classes measure up against other high school course offerings? -Regular Courses vs. -Advanced Courses -Honors Courses -AP Courses -AICE Courses -IB Courses
What kind of personal growth is encouraged for an International Baccalaureate student? Throughout their coursework and their time at William T. Dwyer, IB students are encouraged to embody all aspects of the IB Learner Profile. What is the IB Learner Profile? The IB Learner Profile is a list of attributes that embody a well-rounded, inquisitive thinker.
is the IB Mission Statement translated into a set of learning outcomes . As IB learners we strive to be: ◦ inquirers ◦ knowledgeable ◦ thinkers ◦ communicators ◦ principled ◦ open-minded ◦ caring ◦ risk-takers ◦ balanced ◦ reflective IB students are encouraged to achieve all aspects of the Learner Profile in all of their courses, and throughout the core elements.
How do we structure the International Baccalaureate Programme throughout your four years of high school? The IB Diploma Programme does not begin until Junior year. However, Freshman and Sophomore courses are designed to prepare students for Diploma Program success.
Grade 9 Grade 10 AICE General Paper^ AP Lang. & Comp.^ World Language World Language AICE International AP US Government^ & History^ Economics Honors Biology Pre-IB Chemistry Pre-IB Math Math AP Human Geography^ AICE Thinking Skills^ Elective Elective * Florida graduation requirements are waived for students successfully completing all requirements of the IB Diploma Program. ^AICE, AP and IB examination completed in May
Six Subject Areas Grade 11 Grade 12 Group 1 — English AP Literature & Comp^ IB English^ Group 2 — World Language IB Spanish IB Spanish^ IB French IB French^ Group 3 — Individuals and AP US History^ IB History of Europe^ Societies Group 4 — Experimental IB Chemistry IB Chemistry^ Sciences IB Biology IB Biology^ IB Environmental Systems^ IB Environmental Systems^ IB Physics IB Physics^ Group 5 — Mathematics Math Applications Math Applications and Interpretations and Interpretations^ Math Analysis and Approaches Math Analysis and Approaches^ Group 6 — Elective IB Business and Management^ IB Business and Management^ IB Psychology^ IB Psychology^ IB Visual Art ^ IB Visual Art^ Theory of Knowledge Theory of Knowledge Theory of Knowledge (Core Element) ^AICE, AP and IB examination completed in May
The Extended Essay: 4,000 word paper Offers the opportunity to investigate a research question of individual interest Begin Junior year and complete paper Senior year. AN EE Supervisor is assigned Creativity, Activity, and Service (CAS): Encourages and requires ongoing student involvement in artistic pursuits, sports and community service Education outside the classroom Planning, journaling and hours required The Theory of Knowledge course: Explores the nature of knowledge across disciplines. Encouraging an appreciation of other cultural perspectives. Presentation and essay assessment
Creativi vity ty is explori ring g and exten endin ding g ideas, s, leading g to an o original or interpreti rpretive ve product t or p perfo formance. Music, theatre, film, design technology, visual arts, dance, fashion and other experiences that involve creative thinking fall under creativity (for example, joining a choir or engaging with fashion design). Activity vity is physical exertio tion contrib ributi ting to a healthy lifesty estyle. e. Taking on a new sport or extending your ability (for example, with football, yoga, dance, aerobics classes, biking or hiking) counts as activity. Servic vice is collabor orative tive and reciproc rocal community ty engagem ement ent in respon onse se to an a authentic tic need. By investigating and identifying a community need, then determining a plan of action that respects the rights, dignity and autonomy of all involved (for example, reading to the aged or advocating for a cause), you are performing service. CAS experi rien ences ces may c cover r more than one stran rand; d; for example, e, planning g sports ts events ts for disadva vantag taged ed children en may i involve ve both service rvice and activity. ty. Some CAS exper erien ences es may involve ve all three e strands; s; for example, e, choreo eograp graphing g a perfo form rmance ce that promotes tes the work of a non-pro profit fit organizat zation involves ves creativi vity ty, , activity ty and servi vice. ce.
Creat ativ ivit ity Activ ivit ity Service vice Photography Aerobics Create a community environmental group Tournament organization Badminton Organize a basketball tournament for children at a community centre Event management Basketball Get involved in a beach clean-up Website development Personal gym programme Assist in obtaining funds for a community garden Choir Kickboxing Teach computer skills to those in need Speech and debate club Triathlon Design and host a community film and discussion event featuring current issues Drama production Rugby Implement a recycling programme Journalism Soccer Create a petition to present to local government Making a short documentary Tournament participation Work in an orphanage with regularity Music/band Surfing Create awareness for a non-governmental organization (NGO) Learning an instrument Swimming Be a student council representative Art lessons Trekking Provide peer tutoring to junior students Fashion show Tai chi Plan, participate and implement an activity for an international day of recognition Talent show Tennis Take an active role in a community club
Diploma Programme assessments include both external assessments and internal assessments. - Internal assessments are examinations and projects that are graded by teachers according to IB criteria. (IAs) - These scores are externally moderated by IB in order to maintain fairness and accuracy in scoring. - External assessments are final examinations and projects that are graded by IB examiners all over the world. (EAs) - All 4,000 examiners are ‘quality checked’ through a process of moderation. IB assessments are rigorous, criterion-related, consistent, and differentiating of student ability.
Internal Assessments -Research projects and proposals -Writing assignments -Oral commentaries or presentations Students largely choose their own topics for Internal Assessments. External Assessments -Writing assignments -Final examinations Final examinations take place at the end of each school year and generally off-site. A combination of scores from Internal Assessments and External Assessments make up a student’s examination score (1 -7) for each subject area. These scores qualify a student for an IB Diploma.
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