International Baccaulaureate

INTERNATIONAL BACCALAUREATE (IB) CURRICULUM

The International Baccalaureate Programme is a comprehensive and fully developed research-based curriculum incorporating global perspectives and critical thinking skills. The curriculum encourages students to apply what they learn in the classroom to real world issues and problems. Students develop intercultural understanding and respect for others in the global community. The program is available to juniors and seniors. Highly motivated, self-disciplined, organized, and committed students with a love for learning and a natural curiosity about the world are encouraged to participate in the program. Students can choose to participate in the IB curriculum in one of two ways: as an IB Diploma Candidate or as an IB Certificate Student.

IB Diploma candidates pursue an IB Diploma in addition to an East Grand Rapids High School diploma. In the IB Diploma Programme (IB DP) candidates study six different subject areas (Groups) concurrently, all of which culminate in formal IB examinations. IB Diploma candidates are required to complete at least three higher-level (HL) (two-year) courses and three standard-level (SL) courses (majority are two-year) during the junior and senior years. HL and SL courses are of the same rigor, but vary in depth, breadth and/or pacing. In addition to completing these courses, Diploma candidates must also successfully complete the core components of the IB Programme, including Theory of Knowledge (TOK), the Extended Essay (EE), and CAS (Creativity, Activity, and Service). These three requirements are at the heart of the IB Diploma Programme and IB Diploma candidates must fulfill these in addition to their course work in six subjects:

Theory of Knowledge (TOK)

One of the most important components of the Diploma Programme is the Theory of Knowledge course, which challenges candidates to question the basis of knowledge – to reflect critically one knows what they believe to be truth or fact. It consists almost entirely of exploring questions about different sources of knowledge (perception, language, emotion, and reason) and different kinds of knowledge (scientific, artistic, mathematical, and historical).

Creativity, Activity, Service (CAS)

Another important component of the Diploma Programme is CAS: Creativity, Activity, and Service. To fulfill this requirement candidates must take part in arts (creativity); sports, expeditions, or local or international projects (activity); and community or social service projects (service). Participation in CAS raises students’ awareness of community needs and gives them an opportunity to apply what they have learned in the classroom to address those needs. It also instills confidence in their ability to get involved and bring about change. The projects must have tangible results and offer real benefit to the candidate and others.

The Extended Essay (EE)

This research paper of 4,000 words offers candidates an opportunity to conduct an in-depth study of a topic of special interest to the student. The experience and skills gained in carrying out independent research and producing a structured, substantial piece of writing provide excellent preparation for work required at the university level. The student’s Extended Essay advisor provides support to the candidate. Additional guidance is provided through the TOK class. The Extended Essay is completed over an 18-month period during the junior and senior years.

IB Certificate students may select one or more IB courses in the junior and/or senior years that lead to IB examinations. These students do not complete Theory of Knowledge, the Extended Essay, or CAS. A student who does not satisfy all requirements of the Diploma Programme, or who has elected to take fewer than six subjects is awarded a certificate for nations successfully completed. Taking an IB course and earning a certificate is comparable to taking an AP course and passing the AP exam.

ASSESSMENTS:

The assessment of student work in the Diploma Programme is both external and internal.  Scores for IB courses are comprised of a student’s performance on internal assessments and external assessments.  The external assessments are more heavily weighted than the internal assessments.

External Assessments:

At the end of each IB course students take External Assessments that are marked by world-wide examiners who work closely with the International Baccalaureate Organization (IBO).  The questions posed in the examination papers range from multiple choice, essay questions, and data analysis questions to case studies.  External Assessments for IB courses are grade 1-7, with 7 being Excellent. Students are also externally graded on the Extended Essay and on an essay and oral presentation completed in the Theory of Knowledge courses.  These are both assigned letter grades from A-E.

Internal Assessments:

IB Diploma Programme teachers within the school carry out the smaller portion of the overall assessment of student work. The work that is assessed through these Internal Assessments includes oral commentaries in the languages, practical experimental work in the sciences, fieldwork and investigations, and exhibitions and performances in the arts. To ensure that IBO standards are consistently applied, external examiners check/moderate samples of internal assessments.