Any student can apply to pursue an IB certificate in one or more classes. Similarly, acceptance into the FULL IB Diploma Program is open to all who qualify, with the IBDP Coordinator, HS Counselor, and HS Principal advising on best fit placements. Acceptance into the Full diploma program will usually be decided in the 3rd quarter of the 10th grade year. 

• All 10th Grade students who are interested in earning IB certificates or the full IB diploma will attend a meeting with the IB coordinator and relevant staff.

• At this meeting, they will receive information about the various components of the program and the courses offered in the eleventh and twelfth grades. A time for questions will be provided.

• All students will then submit their selections for courses and alternate courses for their eleventh and twelfth grade years.

• Based upon choices made at the meeting, the IB coordinator and career counselor will then help complete the two-year plan for the student.

• Students will not be considered for admission into the IB diploma program after the first quarter of the eleventh grade year.

Important Note:

Enrolling in the full diploma program can be quite demanding for those who are not sufficiently prepared. Success in the program requires motivation, open-mindedness, perseverance, a desire to learn, willingness to accept criticism, and relative maturity (See “Maintaining Eligibility” section for further information). Grades earned prior to enrollment to the IB program are assumed to be a major indicator of the characteristics necessary for success in the program. 

To be successful IB Diploma and Certificate students should strive to display the following attributes:

• An eagerness to learn

• Competent and efficient time management and study skills (i.e. use of agenda or homework diary, prompt/timely submission of work, good use of non-scheduled periods, avoid procrastination)

• Excellent note-taking skills and organization

• Good preparation for lessons

• The ability to work well with others

• A balance between academic and social activities

• A willingness to take the initiative to seek help

• A consistent commitment to two years of study

Whether a student pursues IB certificates or the full IB diploma, students will usually have a certain amount of choice about whether they take each class at higher level or standard level.

The exact difference in terms of content, standards, and requirements of class taken at the SL or HL varies between subjects in the IB curriculum. In some subjects, HL and SL vary substantially in degree of difficulty and material covered. However, for most IB subjects, the levels differ primarily in the amount of material covered rather than degree of difficulty. 

Standard level courses require approximately 150 class hours while higher level courses require approximately 240 class hours. In practice, standard level students have additional in-class study time, receive less reading, have fewer assignments, cover fewer units, or have fewer demands in regard to their internal assessment. 

Students who pursue any course at the Higher Level should do so because they have a particular aptitude or high-level of motivation in this class. Students taking HL classes must be ready to meet additional challenges not presented to SL students. HL students should pay special attention to their performance in these classes. Self-reflection and continual improvement is a must for any class taken at HL. Universities are more likely to give credit for classes taken at the HL level. 

In making the final decision about the level of coursework, students need to carefully balance their interests and abilities with projected university entrance requirements. IB teachers can counsel students on the expectations of SL and HL, and the relative difficulty at each level and class. 

While each IB Diploma course has some variance, the following is a general guide:

• Internal Assessments (20% - 40% of official IBDP Score)

  • The IB Diploma Programme requires students to complete one major "project" in each IB class they take. Such projects are formally called an Internal Assessment (IA) because the subject teachers assess them “internally”. 

Regardless of the type of project, students are asked to apply the knowledge and skills they are learning in the class to this assignment. To ensure consistency, IA projects are also “moderated.” This means that while the individual teacher is responsible for grading and assessing the students work, IBO randomly requests samples of this work to be examined by IB examiners who check to see that teachers are applying the correct grading criteria. This step is essentially a “safeguard” to ensure that teacher-grading practices are consistent with IB standards. If teacher grades are found to be in error, the school is notified and new grades may be awarded. The moderation process is therefore an important part of maintaining consistency, fairness, high standards, and accountability in the IB program.

The IA requirement also serves to lessen the relative impact of the examination at the end of the course. Students who are not necessarily good test-takers may excel at the IA project, thereby helping to help balance any unexpected exam results.

• External Assessments (May Exams / Portfolios / Written Essays etc. (40% - 80% of official IBDP Score)

  • Each May, AISL conducts official IB Diploma Exams for certificate and diploma students. IB exams are comprehensive; they are usually based on two years worth of teaching materials. Therefore, they require a great deal of revision and preparation by the student. These exams are created by the IBO and sent by courier to each IBO school. The exams themselves are “externally assessed” (graded) by trained examiners throughout the world based upon published grading criteria. However, it is important to know that teachers have no knowledge of the specific questions on any given exam. The IBO sends official IB transcripts reporting student performance directly to the student or their preferred universities.

Mock or “practice” exams are given to those students who are taking IB exams in May of that same year. Both certificate and diploma students will be required to sit through these exams. One of the reasons these exams are given is to help prepare students for the demands of actual IB testing. In addition, the exams serve to provide valuable feedback to students, parents, and teachers about the specific strengths and weaknesses of particular students. This information can then be used by students or teachers to help choose specific preparation strategies or content areas that are most needed. 

Furthermore, IB schools find that the mock exams serve to familiarize students with test procedures and thereby reduce test anxiety that may negatively impact performance. Mock Exams may also be helpful in helping teachers decide upon a student’s predicted grades. 

However, because these exams are given over a relatively compact period of time (and during a very busy time of the year) it is important to note that Mock Exam results are only seen as a general indicator of future success on the actual exam. Performance on these exams is important, as the mock exam grade in a given class counts as the final exam grade, which makes up 20% of the semester grade. 

Many teachers may offer after school study sessions to help students prepare for the exams. Feedback from the exam can help to help the students and teachers adjust their preparation strategies in the following months leading up to the actual IB exams in May. 

Membership in the IB diploma and certificate program is a privilege, not a right. Maintaining the status of a full diploma or certificate program requires initiative, reflection, responsibility, and motivation – all traits that will help students to be successful in college and in life. 

In order to best support our full Diploma Candidates, AISL students will be categorized into “Enrolled” and “Challenge” groups. Students in the “Enrolled” category are those whose academics records and performance indicate a high likelihood of success in the full Diploma Program. Students in the “Challenge” category are students whose academic records and performance indicate a moderate to high level of risk in undertaking the full Diploma, but who choose to challenge themselves.  

IB students will need to pace themselves and plan well ahead of deadlines so that they can be met without cramming at the last minute. Specific expectations must be met to maintain diploma and certificate standing.

Expectations:

• Full diploma students are expected to earn at least 9 points total for their SL classes and 12 points in the HL classes at a minimum.

• It is expected that diploma and certificate students must meet major IB deadlines set by the teacher or coordinator. IB assignments should be submitted on time ​and​ complete.

Tough choices may need to be made by diploma or certificate students in order to meet the eligibility requirements. Involvement in extracurricular activities is an essential element of a well-rounded education. However, it may be difficult for some students to pursue several activities while effectively maintaining the IB eligibility requirements set forth. 

Furthermore, missing classes for lengthy family or school trips at any time during the two year program needs to be carefully considered. The time of year and the amount of work due around the time of the trip should be major factors in deciding involvement. In general, senior IB candidates (or certificate candidates taking more than 5 exams) will not be allowed to travel on school trips in the spring of their senior year unless in good standing. If they are allowed to travel, they do so accepting full responsibility for any impact it may have on their IBDP performance.