Zafer öğrencileri IB (Uluslararası Bakalorya) diploması alabiliyor!
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IB Programme
Özel Zafer College was awarded authorisation as an International Baccalaureate (IB) World School in May 2017 and began teaching IB Diploma Programme (DP) subjects from September 2017. The IB DP encompasses a challenging two-year curriculum, aimed primarily at students aged 16 – 19, which leads to an internationally recognised qualification. The IB Diploma encourages students to develop an inquiry-based approach to learning, focusing more on critical analysis, thinking skills and personal expression than simply learning a collection of facts.
Students are encouraged to:
- ask challenging questions;
- learn how to learn;
- develop a strong sense of their own identity and culture;
- communicate openly and with understanding with those from different countries and cultures become world citizens.
It is important to note that the IB Diploma Programme is a university preparatory programme, therefore, despite the rigorous two years of study, it is suitable for students who wish to study abroad or in Turkey. At Özel Bilkent High School, most students who undertake the IB DP also continue their studies for the Turkish national university entrance exam. This means taking both types of examination is an exceptionally tough path for any student, and as a result may not be suitable for everyone.
We understand that students who attain a bi-lingual diploma have a greater number of options when studying abroad, as well as benefits at Bilkent University, however the Diploma Programme is not always essential as most universities in America, the UK, or Europe offer international undergraduate programmes, and / or excellent foundation programmes, that only require a high school transcript and an internationally recognised certificate proving English proficiency attainment (SAT or ACT exams are also required for universities in North America. Students undertake the with the relevant exam board). Students wishing to study in Turkey must take the national university entrance exam regardless of achieving an IB diploma.
We do ensure, however, that all students have the opportunity to join the Diploma Programme as our school counsellors, together with the DP Coordinator, discuss academic and co-curricular progress with each and every student and their parents to ensure that joining the Diploma Programme is the right decision.
Özel Zafer College gives particular emphasis on providing professional development opportunities by attending teacher conferences in Turkey, or IB training courses. The latter are either held in countries across Europe, or online. From time to time we invite specialist workshop leaders to provide their expertise so that our teachers may improve their teaching skills and awareness for best practice.
Özel Zafer College is committed to excellence in teaching and constantly strive to improve student learning through maintaining high classroom standards of education. Many parents have specific questions and concerns about the IB Diploma. If you are such a parent, now there is a resource specifically written for you. The concise 30 page document posted below addresses such questions as:
- What is the IB diploma Programme?
- What makes it different from other educational programmes?
- Is it a suitable programme for my child?
- Is it a good idea for my school to offer this programme?
- What questions should I ask the school?
- How can I help my child making the best of the IB?
Please download the ‘Parents and Students Guide to IB’ for more information and help in answering the above questions. If you wish to discuss the IB Diploma Programme with the Coordinator, please contact the high school and arrange an appointment.
*Please note that much of the information explained above referring to the International Baccalaureate is taken from www.ibo.org
Learner Profile
The International Baccalaureate (IB) learner profile describes a broad range of human capacities and responsibilities that go beyond academic success. They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them. Bilkent High School is committed to the development of students according to the IB learner profile while maintaining an alignment with the founder of Bilkent Schools’ own philosophies, Prof. Dr. Ihsan Doğramacı, along with the ideals of the founder of Turkey, Mustafa Kemal Atatürk, for all students studying at our School.
The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet help to create a better and more peaceful world. All staff members are expected to model the learner profile at all times. IB learners continually strive to be:
Inquirers
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout our lives.
Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled
We act with integrity and honesty, with a strong sense of fairness and justice and with respect for the dignity and rights of people everywhere. We take responsibility for our own actions and their consequences.
Open-minded
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and are willing to grow from the experience.
Caring
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference to the lives of others and in the world around us
Risk-takers
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced
We understand the importance of balancing different aspects of our lives – intellectual, physical and emotional balance – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
*Please note that much of the information explained above referring to the International Baccalaureate is taken from www.ibo.org
Curriculum
The curriculum consists of one course from each of six subject areas, plus a group of three core requirements, the extended essay, Theory of Knowledge, and Creativity-Activity-Service (CAS). All three parts of the core are compulsory and are central to the philosophy of the Diploma Programme. The IB DP illustrates how the model is linked together, with the core requirements at the centre.
Six Subject Areas:
Students choose courses from the following subject groups: studies in literature and / or language and literature, language acquisition, individuals and societies, sciences, mathematics, and the arts. Students may opt to study an additional science, individuals and societies, or languages course instead of the arts.
Students must take three subjects at higher level (HL) and three at standard level (SL). HL and SL courses differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at higher level. Standard Level subjects consist 150 teaching hours while Higher Level comprises 240 teaching hours.
The IB Diploma Programme is internationally recognised and therefore every IB World School provides the same syllabi and curricula. The following subjects and levels are offered at Özel Bilkent High School. Please discuss the combination of subjects with the IB DP Coordinator:
Group 1: Studies in Literature
Turkish A Literature HL or SL
Group 2: Languages
English A Language and Literature SL or HL*
English B Language Acquisition HL only*
French / German / Spanish Ab Initio SL only
Group 3: Individuals and Societies
Economics SL or HL
Turkey in the 20th Century (TITC) SL only
Environmental Systems and Societies (ESS) SL only
Group 4: Sciences
Biology HL or SL
Physics HL or SL
Chemistry HL or SL
Environmental Systems and Societies (ESS) SL only
Group 5: Mathematics
Mathematics: Analysis & Approaches HL or SL
Group 6: The Arts
Visual Arts (VA): HL or SL
* Universities require a sufficient proficiency level of English; therefore, English B is offered at HL only. The IB DP Coordinator and English teachers decide which English subject, A or B, is suitable for students. The IB states that students must be given sufficient challenge and chance for improvement, and not according to best possible grade attainment.
Theory of Knowledge
Theory of Knowledge (ToK) plays a special role in the International Baccalaureate (IB) Diploma Programme (DP) by providing an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know. It is one of the components of the DP core and is mandatory for all students. The ToK requirement is central to the educational philosophy of the DP.
How is TOK structured?
As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, ToK is composed almost entirely of questions.
The most central of these is “How do we know?”, while other questions include:
- What counts as evidence for X?
- How do we judge which is the best model of Y?
- What does theory Z mean in the real world?
Through discussions of these and other questions, students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives.
Assessment of TOK
The TOK course is assessed through an oral presentation and a 1,600 word essay.
The presentation assesses the ability of the student to apply ToK thinking to a real-life situation, while the essay takes a more conceptual starting point.
For example, the essay may ask students to discuss the claim that the methodologies used to produce knowledge depend on the use to which that knowledge will be used.
What is the significance of TOK?
ToK aims to make students aware of the interpretative nature of knowledge, including personal ideological biases – whether these biases are retained, revised or rejected.
It offers students and their teachers the opportunity to:
- reflect critically on diverse ways of knowing and on areas of knowledge
- consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
In addition, ToK prompts students to:
- be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
- recognise the need to act responsibly in an increasingly interconnected but uncertain world.
ToK also provides coherence for the student, by linking academic subject areas as well as transcending them. It therefore demonstrates the ways in which the student can apply their knowledge with greater awareness and credibility.
Having completed the ToK assessments and reflective forms, as well as the requirements for the Extended Essay, students receive a maximum of three bonus points, yet can also fail the diploma if these requirements are not met. Please read the ‘Assessment and Exams’ section to understand how these bonus points are awarded.
*Please note that much of the information explained above referring to the International Baccalaureate is taken from www.ibo.org
Extended Essay
The 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, synthesise and evaluate knowledge.
An extended essay can also be undertaken in ‘World Studies’, where students carry out an in-depth interdisciplinary study of an issue of contemporary global significance, across two IB diploma disciplines.
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.
How is the extended essay assessed?
All extended essays are externally assessed by examiners appointed by the IB. They are marked on a scale from 0 to 34.
The score a student receives relates to a band. The bands are:
- A – Excellent standard.
- B – Good standard.
- C – Satisfactory standard.
- D – Mediocre standard.
- E – Elementary standard.
Having submitted an Extended Essay and completed the viva voce, as well as the requirements for ToK, students receive a maximum of three bonus points, yet can also fail the diploma if these requirements are not met. Please read the ‘Assessment and Exams’ section to understand how these bonus points are awarded.
Creativity-Activity-Service
Creativity-Activity-Service (CAS) is one of the three essential elements that every student must complete as part of the Diploma Programme (DP). Studied throughout the Diploma Programme, CAS involves students in a range of activities alongside their academic studies. It is not formally assessed; however, students reflect on their CAS experiences as part of the DP and provide evidence of achieving the seven learning outcomes.
How is CAS structured?
The three strands of CAS, which are often interwoven with particular activities, are characterised as follows:
- Creativity – arts and other experiences that involve creative thinking.
- Activity – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP.
- Service – an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.
In order to demonstrate these concepts, students are required to undertake a CAS Project which involves at least two, if not all three of the CAS components over a longer period of time; at least 3 months regular participation and timely reflection is required. The project challenges students to:
1. Identify your own strengths and develop areas for personal growth;
2. Demonstrate that challenges have been undertaken, developing new skills in the process;
3. Demonstrate how to initiate and plan a CAS experience;
4. Show commitment to and perseverance in CAS experiences;
5. Demonstrate the skills and recognize the benefits of working collaboratively;
6. Demonstrate engagement with issues of global significance;
7. Recognize and consider the ethics of choices and actions.
What is the significance of CAS?
CAS enables students to enhance their personal and interpersonal development by learning through experience. It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work. At the same time, CAS is an important counterbalance to the academic pressures of the DP.
What does a CAS Programme consist of?
A good CAS programme should be both challenging and enjoyable – a personal journey of self-discovery. Each student has a different starting point, and therefore different goals and needs, but for many their CAS activities include experiences that are profound and life‑changing.
Completion of CAS
Students must undertake a balanced programme of CAS experiences, and complete at least one CAS project per academic year, to ensure that all seven learning outcomes have been conducted. Since reflections cannot be graded as they’re personal to each and every individual, along with evidence collected when participating in a CAS experience, students simply pass or fail their Diploma Programme according to our ‘CAS Panel’ consisting of three teachers who interview each student to ascertain if these learning outcomes have been achieved. The IB places great emphasis on the CAS programme as it helps students build the interpersonal skills needed for undergraduate study and life beyond any academic programme.
Assessment and Exams
The International Baccalaureate (IB) assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme (DP) courses. DP assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling these goals, for example:
- analysing and presenting information;
- evaluating and constructing arguments;
- solving problems creatively.
Basic skills are also assessed, including:
- retaining knowledge;
- understanding key concepts;
- applying standard methods to life-like scenarios.
In addition to academic skills, DP assessment encourages an international outlook and intercultural skills, wherever appropriate. Student results are determined by performance against set standards, not by each student’s position in the overall rank order.
Using external and internal assessment
The International Baccalaureate (IB) Diploma Programme (DP) uses both internally and externally assessed components to assess student performance.
For most courses, written examinations at the end of the DP form the basis of the assessment. This is because these examinations have high levels of objectivity and reliability.
Externally assessed coursework, completed by students over an extended period under authenticated teacher supervision, forms part of the assessment for several programme areas, including the Theory of Knowledge (ToK) essay and the Extended Essay (EE).
In most subjects, students also complete in-school assessment tasks. These are either externally assessed or marked by teachers and then moderated by the IB.
How DP assessment is scored
In the DP, students receive grades for each of the six subjects ranging from 1 – 7, with 7 being highest. A student’s final Diploma result is made up of the combined scores for each subject and bonus points from the core subjects; ToK and the EE. The bi-lingual diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance including successful completion of the three essential elements of the DP core. The maximum mark attainable is 45. Students must achieve at least 3 points for each of their High Level subjects; failure to do so means no diploma is awarded.
The DP Core
The Theory of Knowledge (ToK) and Extended Essay (EE) components are awarded individual grades and, collectively, can contribute up to three additional points towards the overall Diploma score.
The following matrix displays how these points are derived:
Creativity-Activity-Service – the remaining element in the DP core – does not contribute to the points total but authenticated participation is a requirement for the award of the diploma. Students who fail to meet the CAS requirements means that no diploma is awarded.
Higher Level and Standard Level courses – the IB awards the same number of points for higher level (HL) and standard level (SL) courses, reflecting the IB’s belief in the importance of achievement across a broad range of academic disciplines. HL and SL courses differ in scope but are assessed against the same grade descriptors, with HL candidates expected to demonstrate the various elements of the grade descriptors across a greater body of knowledge, understanding and skills.
External Assessment – Examinations form the basis of the assessment for most courses. This is because of their high levels of objectivity and reliability:
- essays
- structured problems
- short-response questions
- data-response questions
- text-response questions
- case-study questions
- multiple choice questions – though these are rarely used.
Internal Assessment – Teacher assessment is also used for most courses. This includes:
- oral work in languages
- fieldwork in geography
- laboratory work in the sciences
- investigations in mathematics
- artistic performances.
Entry Requirements for our IB Diploma Programme
Before undertaking the IB Diploma Programme in grade 11, students must first be committed to their studies and self-development in grade 10.
Students continuing from grade 10 foundation class to grade 11 IB Diploma Programme should:
- Completed an inter-disciplinary project in semester 2 of Grade 10 with much effort and motivation to submit their best and to a high standard.
- have no failing grades (without taking ‘raise the grade’ exams at the end of each semester);
- be recommended by a majority of teachers for being prepared with the right materials, in-class participation and contribution, completing homework to that of good standard by the given deadlines;
- not have been absent for more than 10 days over the academic year;
- not have been sent to discipline committee for any reason;
- have met and discussed subject choices with the IB DP Coordinator;
- both student and parent have read and signed the contractual agreement upon acceptance to the Diploma Programme.
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IB Programme
Özel Zafer College was awarded authorisation as an International Baccalaureate (IB) World School in May 2017 and began teaching IB Diploma Programme (DP) subjects from September 2017. The IB DP encompasses a challenging two-year curriculum, aimed primarily at students aged 16 – 19, which leads to an internationally recognised qualification. The IB Diploma encourages students to develop an inquiry-based approach to learning, focusing more on critical analysis, thinking skills and personal expression than simply learning a collection of facts.
Students are encouraged to:
ask challenging questions;
learn how to learn;
develop a strong sense of their own identity and culture;
communicate openly and with understanding with those from different countries and cultures become world citizens.
It is important to note that the IB Diploma Programme is a university preparatory programme, therefore, despite the rigorous two years of study, it is suitable for students who wish to study abroad or in Turkey. At Özel Zafer College, most students who undertake the IB DP also continue their studies for the Turkish national university entrance exam. This means taking both types of examination is an exceptionally tough path for any student, and as a result may not be suitable for everyone.
We understand that students who attain a bi-lingual diploma have a greater number of options when studying abroad, as well as benefits at Özel Zafer College, however the Diploma Programme is not always essential as most universities in America, the UK, or Europe offer international undergraduate programmes, and / or excellent foundation programmes, that only require a high school transcript and an internationally recognised certificate proving English proficiency attainment (SAT or ACT exams are also required for universities in North America. Students undertake the with the relevant exam board). Students wishing to study in Turkey must take the national university entrance exam regardless of achieving an IB diploma.
We do ensure, however, that all students have the opportunity to join the Diploma Programme as our school counsellors, together with the DP Coordinator, discuss academic and co-curricular progress with each and every student and their parents to ensure that joining the Diploma Programme is the right decision.
Özel Zafer College gives particular emphasis on providing professional development opportunities by attending teacher conferences in Turkey, or IB training courses. The latter are either held in countries across Europe, or online. From time to time we invite specialist workshop leaders to provide their expertise so that our teachers may improve their teaching skills and awareness for best practice.
Özel Zafer College is committed to excellence in teaching and constantly strive to improve student learning through maintaining high classroom standards of education. Many parents have specific questions and concerns about the IB Diploma. If you are such a parent, now there is a resource specifically written for you. The concise 30 page document posted below addresses such questions as:
What is the IB diploma Programme?
What makes it different from other educational programmes?
Is it a suitable programme for my child?
Is it a good idea for my school to offer this programme?
What questions should I ask the school?
How can I help my child making the best of the IB?
Please download the ‘Parents and Students Guide to IB’ for more information and help in answering the above questions. If you wish to discuss the IB Diploma Programme with the Coordinator, please contact the high school and arrange an appointment.
*Please note that much of the information explained above referring to the International Baccalaureate is taken from www.ibo.org
Learner Profile
The International Baccalaureate (IB) learner profile describes a broad range of human capacities and responsibilities that go beyond academic success. They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them. Özel Zafer College is committed to the development of students according to the IB learner profile while maintaining an alignment with the founder of Özel Zafer College’ own philosophies, Prof. Dr. Ihsan Doğramacı, along with the ideals of the founder of Turkey, Mustafa Kemal Atatürk, for all students studying at our School.
The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet help to create a better and more peaceful world. All staff members are expected to model the learner profile at all times. IB learners continually strive to be:
Inquirers
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout our lives.
Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled
We act with integrity and honesty, with a strong sense of fairness and justice and with respect for the dignity and rights of people everywhere. We take responsibility for our own actions and their consequences.
Open-minded
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and are willing to grow from the experience.
Caring
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference to the lives of others and in the world around us
Risk-takers
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced
We understand the importance of balancing different aspects of our lives – intellectual, physical and emotional balance – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
*Please note that much of the information explained above referring to the International Baccalaureate is taken from www.ibo.org
Curriculum
The curriculum consists of one course from each of six subject areas, plus a group of three core requirements, the extended essay, Theory of Knowledge, and Creativity-Activity-Service (CAS). All three parts of the core are compulsory and are central to the philosophy of the Diploma Programme. The IB DP illustrates how the model is linked together, with the core requirements at the centre.
Six Subject Areas:
Students choose courses from the following subject groups: studies in literature and / or language and literature, language acquisition, individuals and societies, sciences, mathematics, and the arts. Students may opt to study an additional science, individuals and societies, or languages course instead of the arts.
Students must take three subjects at higher level (HL) and three at standard level (SL). HL and SL courses differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at higher level. Standard Level subjects consist 150 teaching hours while Higher Level comprises 240 teaching hours.
The IB Diploma Programme is internationally recognised and therefore every IB World School provides the same syllabi and curricula. The following subjects and levels are offered at Özel Zafer College. Please discuss the combination of subjects with the IB DP Coordinator:
Group 1: Studies in Literature
Turkish A Literature HL or SL
Group 2: Languages
English A Language and Literature SL or HL*
English B Language Acquisition HL only*
French / German / Spanish Ab Initio SL only
Group 3: Individuals and Societies
Economics SL or HL
Turkey in the 20th Century (TITC) SL only
Environmental Systems and Societies (ESS) SL only
Group 4: Sciences
Biology HL or SL
Physics HL or SL
Chemistry HL or SL
Environmental Systems and Societies (ESS) SL only
Group 5: Mathematics
Mathematics: Analysis & Approaches HL or SL
Group 6: The Arts
Visual Arts (VA): HL or SL
* Universities require a sufficient proficiency level of English; therefore, English B is offered at HL only. The IB DP Coordinator and English teachers decide which English subject, A or B, is suitable for students. The IB states that students must be given sufficient challenge and chance for improvement, and not according to best possible grade attainment.
Theory of Knowledge
Theory of Knowledge (ToK) plays a special role in the International Baccalaureate (IB) Diploma Programme (DP) by providing an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know. It is one of the components of the DP core and is mandatory for all students. The ToK requirement is central to the educational philosophy of the DP.
How is TOK structured?
As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, ToK is composed almost entirely of questions.
The most central of these is “How do we know?”, while other questions include:
What counts as evidence for X?
How do we judge which is the best model of Y?
What does theory Z mean in the real world?
Through discussions of these and other questions, students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives.
Assessment of TOK
The TOK course is assessed through an oral presentation and a 1,600 word essay.
The presentation assesses the ability of the student to apply ToK thinking to a real-life situation, while the essay takes a more conceptual starting point.
For example, the essay may ask students to discuss the claim that the methodologies used to produce knowledge depend on the use to which that knowledge will be used.
What is the significance of TOK?
ToK aims to make students aware of the interpretative nature of knowledge, including personal ideological biases – whether these biases are retained, revised or rejected.
It offers students and their teachers the opportunity to:
reflect critically on diverse ways of knowing and on areas of knowledge
consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.
In addition, ToK prompts students to:
be aware of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge
recognise the need to act responsibly in an increasingly interconnected but uncertain world.
ToK also provides coherence for the student, by linking academic subject areas as well as transcending them. It therefore demonstrates the ways in which the student can apply their knowledge with greater awareness and credibility.
Having completed the ToK assessments and reflective forms, as well as the requirements for the Extended Essay, students receive a maximum of three bonus points, yet can also fail the diploma if these requirements are not met. Please read the ‘Assessment and Exams’ section to understand how these bonus points are awarded.
*Please note that much of the information explained above referring to the International Baccalaureate is taken from www.ibo.org
Extended Essay
The 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, synthesise and evaluate knowledge.
An extended essay can also be undertaken in ‘World Studies’, where students carry out an in-depth interdisciplinary study of an issue of contemporary global significance, across two IB diploma disciplines.
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.
How is the extended essay assessed?
All extended essays are externally assessed by examiners appointed by the IB. They are marked on a scale from 0 to 34.
The score a student receives relates to a band. The bands are:
A – Excellent standard.
B – Good standard.
C – Satisfactory standard.
D – Mediocre standard.
E – Elementary standard.
Having submitted an Extended Essay and completed the viva voce, as well as the requirements for ToK, students receive a maximum of three bonus points, yet can also fail the diploma if these requirements are not met. Please read the ‘Assessment and Exams’ section to understand how these bonus points are awarded.
Creativity-Activity-Service
Creativity-Activity-Service (CAS) is one of the three essential elements that every student must complete as part of the Diploma Programme (DP). Studied throughout the Diploma Programme, CAS involves students in a range of activities alongside their academic studies. It is not formally assessed; however, students reflect on their CAS experiences as part of the DP and provide evidence of achieving the seven learning outcomes.
How is CAS structured?
The three strands of CAS, which are often interwoven with particular activities, are characterised as follows:
Creativity – arts and other experiences that involve creative thinking.
Activity – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP.
Service – an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.
In order to demonstrate these concepts, students are required to undertake a CAS Project which involves at least two, if not all three of the CAS components over a longer period of time; at least 3 months regular participation and timely reflection is required. The project challenges students to:
1. Identify your own strengths and develop areas for personal growth;
2. Demonstrate that challenges have been undertaken, developing new skills in the process;
3. Demonstrate how to initiate and plan a CAS experience;
4. Show commitment to and perseverance in CAS experiences;
5. Demonstrate the skills and recognize the benefits of working collaboratively;
6. Demonstrate engagement with issues of global significance;
7. Recognize and consider the ethics of choices and actions.
What is the significance of CAS?
CAS enables students to enhance their personal and interpersonal development by learning through experience. It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work. At the same time, CAS is an important counterbalance to the academic pressures of the DP.
What does a CAS Programme consist of?
A good CAS programme should be both challenging and enjoyable – a personal journey of self-discovery. Each student has a different starting point, and therefore different goals and needs, but for many their CAS activities include experiences that are profound and life‑changing.
Completion of CAS
Students must undertake a balanced programme of CAS experiences, and complete at least one CAS project per academic year, to ensure that all seven learning outcomes have been conducted. Since reflections cannot be graded as they’re personal to each and every individual, along with evidence collected when participating in a CAS experience, students simply pass or fail their Diploma Programme according to our ‘CAS Panel’ consisting of three teachers who interview each student to ascertain if these learning outcomes have been achieved. The IB places great emphasis on the CAS programme as it helps students build the interpersonal skills needed for undergraduate study and life beyond any academic programme.
Assessment and Exams
The International Baccalaureate (IB) assesses student work as direct evidence of achievement against the stated goals of the Diploma Programme (DP) courses. DP assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling these goals, for example:
analysing and presenting information;
evaluating and constructing arguments;
solving problems creatively.
Basic skills are also assessed, including:
retaining knowledge;
understanding key concepts;
applying standard methods to life-like scenarios.
In addition to academic skills, DP assessment encourages an international outlook and intercultural skills, wherever appropriate. Student results are determined by performance against set standards, not by each student’s position in the overall rank order.
Using external and internal assessment
The International Baccalaureate (IB) Diploma Programme (DP) uses both internally and externally assessed components to assess student performance.
For most courses, written examinations at the end of the DP form the basis of the assessment. This is because these examinations have high levels of objectivity and reliability.
Externally assessed coursework, completed by students over an extended period under authenticated teacher supervision, forms part of the assessment for several programme areas, including the Theory of Knowledge (ToK) essay and the Extended Essay (EE).
In most subjects, students also complete in-school assessment tasks. These are either externally assessed or marked by teachers and then moderated by the IB.
How DP assessment is scored
In the DP, students receive grades for each of the six subjects ranging from 1 – 7, with 7 being highest. A student’s final Diploma result is made up of the combined scores for each subject and bonus points from the core subjects; ToK and the EE. The bi-lingual diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance including successful completion of the three essential elements of the DP core. The maximum mark attainable is 45. Students must achieve at least 3 points for each of their High Level subjects; failure to do so means no diploma is awarded.
The DP Core
The Theory of Knowledge (ToK) and Extended Essay (EE) components are awarded individual grades and, collectively, can contribute up to three additional points towards the overall Diploma score.
The following matrix displays how these points are derived:
Creativity-Activity-Service
the remaining element in the DP core – does not contribute to the points total but authenticated participation is a requirement for the award of the diploma. Students who fail to meet the CAS requirements means that no diploma is awarded.
Higher Level and Standard Level co
Creativity-Activity-Service – the remaining element in the DP core – does not contribute to the points total but authenticated participation is a requirement for the award of the diploma. Students who fail to meet the CAS requirements means that no diploma is awarded.
Higher Level and Standard Level courses – the IB awards the same number of points for higher level (HL) and standard level (SL) courses, reflecting the IB’s belief in the importance of achievement across a broad range of academic disciplines. HL and SL courses differ in scope but are assessed against the same grade descriptors, with HL candidates expected to demonstrate the various elements of the grade descriptors across a greater body of knowledge, understanding and skills.
External Assessment – Examinations form the basis of the assessment for most courses. This is because of their high levels of objectivity and reliability:
essays
structured problems
short-response questions
data-response questions
text-response questions
case-study questions
multiple choice questions – though these are rarely used.
Internal Assessment – Teacher assessment is also used for most courses. This includes:
oral work in languages
fieldwork in geography
laboratory work in the sciences
investigations in mathematics
artistic performances.
Entry Requirements for our IB Diploma Programme
Before undertaking the IB Diploma Programme in grade 11, students must first be committed to their studies and self-development in grade 10.
Students continuing from grade 10 foundation class to grade 11 IB Diploma Programme should:
Completed an inter-disciplinary project in semester 2 of Grade 10 with much effort and motivation to submit their best and to a high standard.
have no failing grades (without taking ‘raise the grade’ exams at the end of each semester);
be recommended by a majority of teachers for being prepared with the right materials, in-class participation and contribution, completing homework to that of good standard by the given deadlines;
not have been absent for more than 10 days over the academic year;
not have been sent to discipline committee for any reason;
have met and discussed subject choices with the IB DP Coordinator;
both student and parent have read and signed the contractual agreement upon acceptance to the Diploma Programme.
urses – the IB awards the same number of points for higher level (HL) and standard level (SL) courses, reflecting the IB’s belief in the importance of achievement across a broad range of academic disciplines. HL and SL courses differ in scope but are assessed against the same grade descriptors, with HL candidates expected to demonstrate the various elements of the grade descriptors across a greater body of knowledge, understanding and skills.
External Assessment – Examinations form the basis of the assessment for most courses. This is because of their high levels of objectivity and reliability:
essays
structured problems
short-response questions
data-response questions
text-response questions
case-study questions
multiple choice questions – though these are rarely used.
Internal Assessment – Teacher assessment is also used for most courses. This includes:
oral work in languages
fieldwork in geography
laboratory work in the sciences
investigations in mathematics
artistic performances.
Entry Requirements for our IB Diploma Programme
Before undertaking the IB Diploma Programme in grade 11, students must first be committed to their studies and self-development in grade 10.
Students continuing from grade 10 foundation class to grade 11 IB Diploma Programme should:
Completed an inter-disciplinary project in semester 2 of Grade 10 with much effort and motivation to submit their best and to a high standard.
have no failing grades (without taking ‘raise the grade’ exams at the end of each semester);
be recommended by a majority of teachers for being prepared with the right materials, in-class participation and contribution, completing homework to that of good standard by the given deadlines;
not have been absent for more than 10 days over the academic year;
not have been sent to discipline committee for any reason;
have met and discussed subject choices with the IB DP Coordinator;
both student and parent have read and signed the contractual agreement upon acceptance to the Diploma Programme.
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