History
IBO Mission Statement
IBO Learner Profile
IB Courses at CAC
The IB Diploma Programme
The Core of the IB Hexagon
The Six Groups of the IB Diploma Program
The Diploma Programme
About the IBO
Theory of Knowledge (TOK)
History
After a two-year long feasibility study compiled by representatives of the CAC community, the CAC Board of Directors voted unanimously in 1993 to join the worldwide collection of schools who offer the Diploma Program of the International Baccalaureate Organization.
The Diploma Program is the first and original of the three programs now offered by the IBO to its 1,752 member schools in 122 countries (March 2006). The Diploma Program, created in 1968, is a demanding pre-university course of study that leads to externally assessed evaluations certified by the IBO. CAC may register students for the full Diploma Program of six IB courses or for one or more IB individual certificates in specific subjects. The courses, and especially the IB diploma, are designed to challenge motivated students in their final two years of high school. The program has earned a reputation as a standard of excellence in secondary education and gives IB diploma holders access to the worldís leading universities.
In its adoption of the IB program, CAC has made every attempt to integrate its offerings within our existing school program with the intent of giving our students the most options in as flexible a manner as we are able. As a school, we are committed to do the best we can to make our students realize their potential. In this spirit, students may be involved with the IB in one of three ways.
1. Students may take any IB course for which they are eligible for CAC credit only and choose not to register for an external IB certificate. Most IB courses are administered in a two-year sequence. Therefore, a student may even choose just the first year of the sequence (and on occasion, the second) and earn the CAC credit towards the CAC American-style diploma.
2. Students may complete the full IB course (usually a 2-year sequence) and earn an external IB certificate after registering with the IB office. Individual scores on IB subject certificates (usually Higher Level) can be used like individual AP scores for placement and/or credit in American colleges and universities.
3. Students may follow a course of study that meets the requirements for the IB Diploma (six IB certificate courses plus a TOK course, CAS activities and an Extended Essay). These students graduate from CAC with our US diploma in addition to the IB Diploma. All IB courses earn credit towards our graduation. In fact, to be eligible for an IB Diploma at all , students must be in good standing with CAC and its diploma requirements.
IBO Mission Statement
One reason that CAC adopted the IB was that we felt that the organizationís mission was very compatible with our own. This program underscores the importance of international-mindedness and intercultural education.
The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These 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.
IBO Learner Profile
Since the adoption of the IB Diploma Program at CAC, the IBO has developed a set of educational and personal ideals that describe the lifelong learners who participate in IB curriculum and inquiry-based learning.
IB learners strive to be:
- Inquirers
- Knowledgeable
- Thinkers
- Communicators
- Principled
- Open-minded
- Caring
- Risk-takers
- Balanced
- Reflective
IB Courses at CAC
In order to earn an IB certificate, a student must successfully complete an IB course. The IBO sets the standards for content and performance through detailed course guides that the teachers follow. Most courses include a core content area along with a range of options decided upon by the individual school. Each course has components graded by our CAC teachers (internal assessments) that are externally moderated by IB and components such as final exams or the IB Art Show that are graded by the IB examiners alone (external assessments).
Many subjects are offered at both the higher level (approx. 240 teaching hours) and the standard level (150), and most in 2-year sequences.
IB courses are divided into six groups:
Group 1 - language A1
Although the IBO offers over 80 languages in this group, as an American school with English as our language of instruction, we only offer English A1. At both the standard and higher levels, the approach is to guide students in the appreciation for the craft of literature written in English with an emphasis on both oral and written analysis that demands a close reading of the texts. Also, world literature texts, studied in English translations, form an integral part of the course.
Group 2 - second language
All diploma candidates are examined in a second language. The world languages we offer are Arabic, French and Spanish. The principal aim is to enable the students to use a second language in a variety of contexts and purpose. The level of the courses range from Ab initio sequences (Arabic, French, Spanish) to Language B (Arabic, French, Spanish) to Language A2 (Arabic). An Ab initio course introduces students to a second language, and over two years, students undertake this new exploration. For Language B, students study a second language such that they exit high school with 4-6 years of intensive, continuous application. Finally for Language A2, students pursue a foreign language at a highly proficient level on the grounds that they have had 7-10 years of exposure and/or immersion.
Group 3 - individuals and societies
Subjects in this group are European history, Islamic history, business and management, and information technology in a global society (ITGS).
Group 4 - experimental sciences
CAC offers biology, chemistry, physics, and design technology at both higher and standard levels. Practical laboratory skills are developed and collaborative learning is encouraged through an interdisciplinary group project. Students develop an awareness of moral and ethical issues. Also, a sense of social responsibility is fostered by examining local and global concerns.
Group 5 - mathematics
All candidates are required to complete one of three IB math courses: Higher Level Math, Standard Level Math, or Math Studies (SL). Each course aims to deepen a studentís understanding of mathematics, and selection is based on their previous math experience, skill and interest. Computer science is another option in this category but may only be used as a sixth subject in addition to one of the math coursesóit may not stand in place of any math course.
Group 6 - the arts
In this group, we offer visual arts in three different areas (photography, drawing & painting, and sculpture & ceramics) and performing arts in the areas of Hl and SL theater arts as well as SL music. Emphasis is placed on practical production and exploration of a range of creative work in a global context.
All IB courses are taken for CAC credit; some students may opt to take just the first year, and on occasion, the second, of a two-year sequence for the CAC credit alone. Up-to-date offerings and individual course descriptions are found in the current High School Program of Studies. Availability depends on the numbers of student requests. For all IB two-year sequences, CAC highly recommends that students undertake the external exams for certificates: the external interviews, performances, and examinations are the culminating activities of the course material and inquiry. The IBO sets the fees for all external assessments
The IB Diploma Programme
Known as the hexagon, the IB Diploma Program consists of six subject areas surrounding a core unit of the Extended Essay, CAS hours, and the Theory of Knowledge. To achieve an IB Diploma, students must successfully undertake all aspects of the Diploma Program in their final two years of high school: 3 Higher Level courses (4 maximum), 3 Standard Level courses (2 minimum), and the three core elements. All courses are studied concurrently; students are required to study both the humanities and the sciences. Indeed, the IB Diploma Program is designed to foster well-rounded learners. Diploma candidates must select one subject from each of the six groups, although a second subject from groups 1 to 5 may be substituted for group 6. HL courses represent a minimum of 240 teaching hours; SL courses cover 150 hours. Students are thus able to explore some subjects in depth and others more broadly, a deliberate compromise between the early specialization of some national systems and the breadth found in others. The science-oriented student is challenged to learn a foreign language and the natural linguist becomes familiar with laboratory procedures. The subjects are continually reviewed and revised to meet contemporary needs. The list below serves as a current guide only.
The Core of the IB Hexagon
Theory of Knowledge (TOK) is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. The course challenges students to question the bases of knowledge, to be aware of subjective and ideological biases, to develop the ability to analyze evidence that is expressed in rational argument. It is a key element in encouraging them to appreciate other cultural perspectives. The course is unique to the IBO, which recommends at least 100 hours of teaching time spanning the programmeís two years.
Creativity, action, service (CAS) refers to the 150 hours of extracurricular learning that all Diploma candidates undertake in order to develop fully the complex self. The IBOís goal is to educate the whole person and foster responsible, compassionate citizens. The CAS programme encourages students to share their energy and special talents with others: students may, for example, participate in theatre or musical productions, sports, clubs, leagues, and community service activities. Students should, through these activities, develop greater awareness of themselves, concern for others, and the ability to work cooperatively with other people.
Each IB Diploma student produces an extended essay of 4,000 words, an opportunity to explore a topic of special interest. The essay requirement acquaints diploma candidates with the kind of independent research and writing skills expected by universities. The IBO recommends that a student devote a total of about 40 hours of private study and writing time to the essay, which may be written in one of 60 subjects, including many languages. The essay permits students to deepen their programmes of study, for example by selecting a topic in one of their higher level (HL) courses. Or they might add breadth to their academic experience by electing to write in a subject not included in their programme choices.
The Six Groups of the IB Diploma Program
Group 1 - language A1
More than 80 languages have been offered for examination as part of the IBOís policy of encouraging students to maintain strong ties to their own cultures. Very good writing and oral skills and respect for the literary heritage of the studentís first language are complemented by the international perspective given through world literature studies.
Group 2 - second language
All diploma candidates are examined in a second language. Several options accommodate near-bilingual students with a very high level of fluency, genuine second language learners with previous experience learning the language, and beginners. The principal aim for the subjects in group 2 is to enable students to use the language in a range of contexts and for many purposes; the courses focus on written and spoken communication.
Group 3 - individuals and societies
Subjects included in this group are business and management, economics, geography, history, history of the Islamic world, information technology in a global society, philosophy, psychology, and social anthropology.
Group 4 - experimental sciences
The subjects available in group 4 are biology, chemistry, physics, environmental systems, design technology. All of these courses emphasize scientific networking, individual practical work, and cooperative learning.
Group 5 - mathematics
All candidates for a diploma are required to complete a mathematics course, and four options are available to cater for different abilities and levels of student interest. Each course aims to deepen a studentís understanding of mathematics as a discipline and to promote confidence and facility in the use of mathematical language.
Group 6 - arts and electives
This includes visual arts, music, and theatre arts, with emphasis placed on practical production by the student and exploration of a range of creative work in a global context. Students may elect certain subjects from other groups or a specially approved course (school-based syllabus). In September 2001 group 6 becomes arts only and will include dance and film.
The Diploma Programme
International Students and Universites
The International Baccalaureate Organizationís Diploma Programme, created in 1968, is a demanding pre-university course of study designed for highly motivated secondary school students aged 16 to 19. The programme has earned a reputation for rigorous assessment, giving IB diploma holders access to the worldís leading universities. The Diploma Programmeís grading system is criterion-referenced: each studentís performance is measured against well-defined levels of achievement consistent from one examination session to the next. The IBO has shown, over the course of 30 years, that students are well prepared for university work.
The programme is a comprehensive two-year international curriculum, available in English, French and Spanish, that generally allows students to fulfill the requirements of their national or state education systems. The Diploma Programme incorporates the best elements of national systems, without being based on any one. Internationally mobile students are able to transfer from one IB school to another. Students who remain closer to home benefit from a highly respected international curriculum.
The programme was born of efforts to establish a common curriculum and university entry credential for students moving from one country to another. International educators were motivated by practical considerations but also by an idealistic vision: students should share an academic experience that would emphasize critical thinking, intercultural understanding and exposure to a variety of points of view.
About the IBO
The IBO offers to a wide range of schools, in a variety of settings, three programmes.
The Diploma Programme is for students in the final two years of school before university.
The Middle Years Programme (MYP) is for students aged 11 to 16, and the Primary Years Programme (PYP) is for students aged 3 to 12.
There are 1,321 schools in 110 countries (31 March 2002). The IBO provides them:
- curriculum and assessment development
- teacher training and information seminars
- electronic networking
- other educational services.
Regional offices and representatives work with schools interested in applying for authorization. They provide services to schools implementing
The IB Diploma Program
All CAC may take any IB course at either level and earn individual IB certificates if they register for the external IB assessments. However, certain restrictions apply for those who wish to qualify for an IB Diploma.
Subject Requirement:
Within the two years of the diploma (usually 11th and 12th grades) six IB course certificates must be earnedóat least three, and no more than four, at the higher level (HL), and the rest at the standard level (SL). Therefore, they are able to explore some subjects in depth and others more broadly. All HL certificates used in the diploma must be completed in the second year of the program (12th grade); however, up to two SL certificates may be completed in the first year (11th grade).
Students must select a program of subjects from each of the six IB groups, although a second subjects from groups 2 to 5 may be substituted for group 6. All students must meet with the IB Coordinator before final selection of their diploma program subjects. Each candidate then ends up with an individual program of IB subjects that best fits the individual student. For example, one of the current candidates is taking English, History and Biology as his HLís and French, Math Methods and Art as his SLís. Another has Math, Physics, English and Business as HL selections and Arabic A2 and Chemistry as SLísóa program that will result in a Bilingual Diploma. Each program is individual to the candidate.
Other requirements:
In addition to the six diploma subjects, there are three addition requirements for an IB diploma that form the heart of the ideal behind the diploma. These are: a two semester course in the theory of knowledge and a range of activities in creativity, action and service, plus an extended essay.
Theory of Knowledge (TOK)
is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. The course challenges students to question the bases of knowledge, to be aware of subjective and ideological biases, to develop the ability to analyze evidence that is expressed in rational argument. It is a key element in encouraging them to appreciate other cultural perspectives. The course is unique to the IBO, which recommends at least 100 hours of teaching time spanning the programís two years.
Creativity, action, service (CAS)
The IBO's goal is to educate the whole person and foster responsible, compassionate citizens. The CAS program encourages students to share their energy and special talents with others: students may, for example, participate in theatre or musical productions, sports and community service activities. Students should, through these activities, develop a greater awareness of themselves, a concern for others, and an ability to work cooperatively with other people.
An extended essay of 4,000 words
Each student has the opportunity to investigate a topic of special interest. The essay requirement acquaints diploma candidates with the kind of independent research and writing skills expected by universities. The IBO recommends that a student devote a total of about 40 hours of private study and writing time to the essay, which may be written in one of 60 subjects, including many languages. The essay permits students to deepen their programs of study, for example by selecting a topic in one of their higher level (HL) courses. Or they might add breadth to their academic experience by electing to write in a subject not included in their program choices.
