Judson International Baccalaureate Program

Congratulations!

If you received this link, you have been invited to apply to join Judson High School's International Baccalaureate Program for the fall of 2023 and beyond. IB is a two year college level curriculum that aims to develop internationally minded, college ready students who will find success in the 21st century job market. Judson High School has been an IB World School for over 30 years, producing college ready, capable students who have a global mindset and a knack for community engagement. This website serves as an educational tool to inform you about what the IB program is, what it looks like at Judson, and how the program will benefit you or your child. An application is provided below, and at the bottom of this website. Please submit an application if you are ready to participate in this incredible opportunity. Students who are selected for inclusion in the program will be notified as soon as possible. If you have any questions, please do not hesitate to email Mrs. McJilton our IB Coordinator at amcjilton@judsonisd.org or Call/Text 210 504-6807.

IB Application 8th grade recruitment

What is the International Baccalaureate Program?

The International Baccalaureate Program is a International curriculum offered in over 114 countries and in 24 different languages that aims to develop well rounded students who

have excellent breadth and depth of knowledge
flourish physically, intellectually, emotionally and ethically
study at least two languages
excel in traditional academic subjects
explore the nature of knowledge through the programme’s unique theory of knowledge course
are prepared for college level rigor and pacing
earn the IB Diploma, receiving AT LEAST 24 college credits at any Texas public university

What does IB look like at Judson High School?

Students join a cohort who work together through

6 diverse college level courses

Language and Literature, Spanish, History of the Americas or Economics, Biology, Maths, and Information Technology in a Global Society or Film

Completing a 4,000 word, college level capstone project in a selected subject
engaging in creativity, physical fitness and health, and community service (CAS)
creating and implementing a service project to meet the needs of the community
developing 21st century technology skills in a 1 to 1 classroom (chromebooks are provided)
leadership opportunities within Judson's Student IB Organization

How will IB benefit me?

Benefits of the program

Being part of a cohort of students, creating a school within a school environment offering smaller class sizes and increased collaboration
Consistent rigor applied in your areas of strength and weaknesses, better preparing you for the professional environment
College Readiness, with 98% of Diploma students continuing to college after their 1st year and a 5 year graduation rate of 82% (national average 54%)
AT LEAST 24 college credit hours at a Texas public university, and various scholarship and tuition benefits at colleges nationwide, allowing you to begin college taking more in depth 200 and 300 level courses.
Experience with college level writing, completing various Internal Assessments that mirror the format and level of depth that are required by each subjects college course counterpart
Having the ability to engage in meaningful conversations on a variety of courses and topics including the individual internal assessments, extended essay, and the CAS service project which help students stand out when interviewing for college admission and scholarships

Average tuition savings (does not include room & board)

What could my schedule look like?

Sample Schedule A

Sample Schedule B

Sample Schedules

What do the courses look like?

Language and Literature

The language and literature course is a two year class that introduces the critical study and interpretation of written and spoken texts from a wide range of literary and non literary genres. The formal analysis of texts is supplemented by awareness that meaning is not fixed but can change in respect to contexts of production and consumption. This course is available for study in 17 languages.

Major works studied include

So Long A Letter, by Senegalese Author Mariama Ba
Why We Can't Wait, by Civil Rights Advocate Dr. Martin Luther King, Jr.
The Crucible, by American playwright Arthur Miiller
The Parable of the Sower, by American Afro-futurist Octavia Butler
A Doll's Hose, by Norwegian playwright Henrik Ibsen

Spanish Ab Initio and SL

Spanish Ab Initio and Spanish SL are two, yearlong courses that focus on developing receptive, productive, and interactive skills utilizing the Spanish Language. We offer two levels, SL and Ab Initio. SL offers a deeper study of the Spanish language, going beyond language comprehension and focusing on conversational skills within prescribed themes. This course is offered to our students starting Spanish 3 or higher during their Junior year. Students who have yet to take a language course, have only completed 1 year language, or completed their Spanish credits in Middle School are advised to take the Ab Initio course, which focuses on reading comprehension and intermediate verbal skills, with students receiving credit up to Spanish 3. IB students test this course at the end of their Junior year.

History of the Americas

History of the Americas is a course that looks thematically at history to help students make sense of the past by utilizing primary sources, historical arguments, and structured writing. The two year course focuses heavily on the historical writing process, as well as document analysis skills that historians employ in the real world. Students also engage in a self study based on a student generated historical question, writing a historical argument that mirrors a History capstone project.

Major Areas of Focus

US Civil Rights and Apartheid case study
20th Century Wars
Global Cold War
Mexican Revolution
Regional focuses on WWI, Great Depression, WWII, Cold War, and Civil Rights

Biology

"Through studying a science subject students should become aware of how scientists work and communicate with each other. While the scientific method may take on a wide variety of forms, the emphasis on a practical approach. In addition, through the overarching theme of the “Nature of Science” this knowledge and skills will be put into the context of way science and scientists work in the 21st Century and the ethical debates and limitations of creative scientific endeavour.

Students have opportunities to design investigations, collect data, develop manipulative skills, analyse results, collaborate with peers and evaluate and communicate their findings. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community."

Math

Math Applications SL

Math Analysis SL

"The IB Diploma Programme mathematical applications course is for students with varied backgrounds and abilities. The course is designed to build confidence and encourage an appreciation of mathematics in students who do not anticipate a need for mathematics in their future studies. This course is recommended for students who want a challenge in mathematics but do not intend on going past Calculus 1 in college. In addition, the course will enable students to:

develop logical, critical and creative thinking
develop an understanding of the principles and nature of the subject
employ and refine their powers of abstraction and generalization
develop patience and persistence in problem solving
appreciate the consequences arising from technological developments
transfer skills to alternative situations and to future developments
communicate clearly and confidently in a variety of contexts
enjoy the courses and develop an appreciation of the elegance, power and usefulness of the subjects
appreciate the multiplicity of cultural and historical perspectives of mathematics, including the international dimension of mathematics."

The IB DP mathematics analysis standard level (SL) course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on the mathematical rigour required for mathematics HL. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The aims are to enable students to:

develop an understanding of the principles and nature of mathematics
communicate clearly and confidently in a variety of contexts
develop logical, critical and creative thinking, and patience and persistence in problem-solving
employ and refine their powers of abstraction and generalization
apply and transfer skills to alternative situations, to other areas of knowledge and to future developments
appreciate how developments in technology and mathematics have influenced each other
appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics
appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives

Elective Course

Informational Technology in a Global Society

IB Film

"The IB DP information technology in a global society (ITGS) course is the study and evaluation of the impacts of information technology (IT) on individuals and society. It explores the advantages and disadvantages of the access and use of digitized information at the local and global level. ITGS provides a framework for the student to make informed judgments and decisions about the use of IT within social contexts. The aims of the ITGS standard level courses are to:

enable the student to evaluate social and ethical considerations arising from the widespread use of IT by individuals, families, communities, organizations and societies at the local and global level
develop the student’s understanding of the capabilities of current and emerging IT systems and to evaluate their impact on a range of stakeholders
enable students to apply their knowledge of existing IT systems to various scenarios and to make informed judgments about the effects of IT developments on them
encourage students to use their knowledge of IT systems and practical IT skills to justify IT solutions for a specified client or end-user.
create a real life IT solution to help a member of the community by implementing technology skills developed within the course "

"The DP film course aims to develop students as proficient interpreters and makers of film texts. Through the study and analysis of film texts, and practical exercises in film production, students develop critical abilities and appreciation of artistic, cultural, historical and global perspectives in film. They examine concepts, theories, practices and ideas from multiple perspectives, challenging their own views to understand and value those of others. Students are challenged to acquire and develop critical thinking, reflective analysis and the imaginative synthesis through practical engagement in the art, craft and study of film. Students experiment with film and multimedia technology, acquiring the skills and creative competencies required to successfully communicate through the language of the medium. They develop an artistic voice and learn how to express personal perspectives through film. The course emphasizes the importance of working collaboratively, international and intercultural dynamics, and an appreciation of the development of film across time and culture. The film syllabus allows for greater breadth and depth in teaching and learning at HL through an additional assessment task, requiring HL students to reflect on the core syllabus areas to formulate their own intentions for a completed film. They work collaboratively as a core production team in order to effectively communicate on screen. The aims of the Film course are to enable students to:

• explore the various contexts of film and make links to, and between, films, filmmakers and filmmaking techniques (inquiry)

• acquire and apply skills as discerning interpreters of film and as creators of film, working both individually and collaboratively (action)

• develop evaluative and critical perspectives on their own film work and the work of others (reflection).

CAS, TOK, and the EE

Creativity, Activity, and Service

The IB program puts heavily emphasis on creating a well rounded student. To achieve this, IB requires students to complete a combined total of 150 hours over the course of two years within three areas of focus: Creativity, Action, and Service. IB focuses heavily on completing hours within these areas, then reflecting on the impact on the student.

Creativity - This is where students can harness their creative spirit. Students receive hours within this area by writing music, creating art, participating in marching band or an orchestra performance, practicing a new instrument, or making a sculpture.

Activity - A well rounded student is not only mentally fit, but physically fit as well. Action requires students to get out and focus on their physical health. Lifting weights, going for walks, yoga, marching band, and various sports are often used for this area

Service - Programs often ask the community for support, but rarely ask the students to give back to the community. This area allows students to lend a hand in the local school and community to share their blessings. Students partake in service based learning, reflecting on the importance and outcomes of serving the community. Judson's IB students volunteer heavily at school and local organizations like the Food Shelter and the Guadalupe Home.

Service Project - Students complete a month long service project within their two years in IB. Students look to the community to identify and solve a problem. Students may work solo or in groups of three. These programs help students learn how to plan and complete a major project, benefit from service based learning, and have differentiation when applying for college and scholarships. These are some of the projects from 2017-18

Color Run for the Center for the Intrepid
Growing crops to give fresh produce to elderly community members
Rocket Launch, giving an opportunity for the IB students to celebrate their accomplishments and future goals
Project Health, going into elementary schools to teach nutrition and exercise to k-3 students
College Cooking 101, giving techniques and tips to live a college life beyond Ramen

Theory of Knowledge

Theory of knowledge (TOK) is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge. It plays a special role in the DP by providing an opportunity for students to reflect on the nature of knowledge, to make connections between areas of knowledge and to become aware of their own perspectives and those of the various groups whose knowledge they share. It is a core element undertaken by all DP students, and schools are required to devote at least 100 hours of class time to the course. The overall aim of TOK is to encourage students to formulate answers to the question “how do you know?” in a variety of contexts, and to see the value of that question. This allows students to develop an enduring fascination with the richness of knowledge. The aims of the TOK course are to:

make connections between a critical approach to the construction of knowledge, the academic disciplines and the wider world
develop an awareness of how individuals and communities construct knowledge and how this is critically examined
develop an interest in the diversity and richness of cultural perspectives and an awareness of personal and ideological assumptions
critically reflect on their own beliefs and assumptions, leading to more thoughtful, responsible and purposeful lives
understand that knowledge brings responsibility which leads to commitment and action.

Extended Essay

he extended essay is a required component of the International Baccalaureate® (IB) Diploma Programme (DP). It is an independent, self-directed piece of research, finishing with a 4,000-word paper.

What is the significance of the extended essay?

The extended essay provides:

practical preparation for undergraduate research
an opportunity for students to investigate a topic of special interest to them, which is also related to one of the student's six DP subjects.

Through the research process for the extended essay, students develop skills in:

formulating an appropriate research question
engaging in a personal exploration of the topic
communicating ideas
developing an argument.

Participation in this process develops the capacity to analyse, synthesize and evaluate knowledge.

How is study of the extended essay structured?

Students are supported throughout the process of researching and writing the extended essay, with advice and guidance from a supervisor who is usually a teacher at the school.

The IB recommends that students follow the completion of the written essay with a short, concluding interview with their supervisor. This is known as viva voce.

The extended essay and interview can be a valuable stimulus for discussion in countries where interviews are required prior to acceptance for employment or for a place at university.

Apply Today

If you are up for the challenge and are ready to immerse yourself in an a rigorous program that focuses on 21st century skills, international mindedness, and service based learning, please complete the application attached on the right. You may complete the form digitally or by hand. We will accept digital files, scanned forms, and hard copy forms. Please submit your hard copy form in the front office at Judson High School, or your 8th grade counselor can pony the application to JHS. Please scan and email any digital copies to amcjilton@judsonisd.org

IB Application 8th grade recruitment

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