IB Diploma Programme 1. What is the food most commonly consumed by - - PowerPoint PPT Presentation

William T. Dwyer High School IB Diploma Programme

• 1. What is the food most commonly consumed by

teenagers?

• 2. What percentage of people have a college education?
• 3. What percentage of people go online each day?

1. 2.

1. What food is most commonly consumed by teenagers? Grain (Wilson, 2010) 2. What percentage of people have a college education? 6.7% as of 2010, 5.9% in 2000 (Food & Agricultural Organization of

the United Nations, 2015)

• 3. What percentage of people go online each day?

Worldwide 44.8% of people – nearly 3.5 Billion

American adults spend more than 11 hours per day watching, reading, listening to or simply interacting with media, according to a new study by market-research group Nielsen. That’s up from nine hours, 32 minutes just four years ago.

A major focus of the International Baccalaureate Programme is global thinking, or international-mindedness.

“... The International Baccalaureate (IB) is a not-for-profit* foundation, motivated by its mission to create a better world through education”

• ...The International Baccalaureate aims to develop inquiring,

knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect...

… 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....

So what exactly is the International Baccalaureate Programme? The International Baccalaureate Programme is a cohesive and comprehensive course of study that emphasizes international-mindedness and inquiry- based learning. What does that mean? Students in the IB Program study six subject areas, and complete three core elements during their 11th and 12th grade years, in an environment that encourages constant questioning and a multicultural perspective.

• three subjects at

higher level HL (240 hours each).

• three subjects at

standard level SL (150 hours each).

• all three parts of the core.
• Students have a choice of the

courses and levels at which they study some of the subjects.

Students study concurrently:

Curriculum Student assessment

The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students for success at the university level and life beyond.

International Mindedness

How do International Baccalaureate classes measure up against other high school course offerings?

• Regular Courses

vs.

• Advanced Courses
• Honors Courses
• AP Courses
• AICE Courses
• IB Courses

What kind of personal growth is encouraged for an International Baccalaureate student? Throughout their coursework and their time at William T. Dwyer, IB students are encouraged to embody all aspects of the IB Learner Profile. What is the IB Learner Profile? The IB Learner Profile is a list of attributes that embody a well-rounded, inquisitive thinker.

is the IB Mission Statement translated into a set of learning outcomes.

As IB learners we strive to be:

• inquirers
• knowledgeable
• thinkers
• communicators
• principled
• open-minded
• caring
• risk-takers
• balanced
• reflective

IB students are encouraged to achieve all aspects of the Learner Profile in all of their courses, and throughout the core elements.

How do we structure the International Baccalaureate Programme throughout your four years of high school?

The IB Diploma Programme does not begin until Junior year. However, Freshman and Sophomore courses are designed to prepare students for Diploma Program success.

Grade 9 Grade 10 AICE General Paper^ AP Lang. & Comp.^ World Language World Language AICE International AP US Government^ & History^ Economics Honors Biology Pre-IB Chemistry Pre-IB Math Math AP Human Geography^ AICE Thinking Skills^ Elective Elective *Florida graduation requirements are waived for students successfully completing all

requirements of the IB Diploma Program. ^AICE, AP and IB examination completed in May

Six Subject Areas Grade 11 Grade 12

Group 1—English AP Literature & Comp^ IB English^ Group 2—World Language IB Spanish IB Spanish^ IB French IB French^ Group 3—Individuals and AP US History^ IB History of Europe^ Societies Group 4—Experimental IB Chemistry IB Chemistry^ Sciences IB Biology IB Biology^ IB Environmental Systems^ IB Environmental Systems^ IB Physics IB Physics^ Group 5—Mathematics Math Applications Math Applications and Interpretations and Interpretations^ Math Analysis and Approaches Math Analysis and Approaches^ Group 6—Elective IB Business and Management^ IB Business and Management^ IB Psychology^ IB Psychology^ IB Visual Art ^ IB Visual Art^ Theory of Knowledge Theory of Knowledge Theory of Knowledge (Core Element) ^AICE, AP and IB examination completed in May

The Extended Essay:



4,000 word paper



Offers the opportunity to investigate a research question of individual interest



Begin Junior year and complete paper Senior year.



AN EE Supervisor is assigned

Creativity, Activity, and Service (CAS):



Encourages and requires ongoing student involvement in artistic pursuits, sports and community service



Education outside the classroom



Planning, journaling and hours required

The Theory of Knowledge course:



Explores the nature of knowledge across disciplines.



Encouraging an appreciation of

• ther cultural perspectives.



Presentation and essay assessment



Creativi vity ty is explori ring g and exten endin ding g ideas, s, leading g to an o

• riginal or

interpreti rpretive ve product t or p perfo formance.



Music, theatre, film, design technology, visual arts, dance, fashion and other experiences that involve creative thinking fall under creativity (for example, joining a choir or engaging with fashion design).



Activity vity is physical exertio tion contrib ributi ting to a healthy lifesty estyle. e.



Taking on a new sport or extending your ability (for example, with football, yoga, dance, aerobics classes, biking or hiking) counts as activity.



Servic vice is collabor

• rative

tive and reciproc rocal community ty engagem ement ent in respon

• nse

se to an a authentic tic need.



By investigating and identifying a community need, then determining a plan

• f action that respects the rights, dignity and autonomy of all involved (for

example, reading to the aged or advocating for a cause), you are performing service.



CAS experi rien ences ces may c cover r more than one stran rand; d; for example, e, planning g sports ts events ts for disadva vantag taged ed children en may i involve ve both service rvice and activity.

• ty. Some CAS exper

erien ences es may involve ve all three e strands; s; for example, e, choreo eograp graphing g a perfo form rmance ce that promotes tes the work of a non-pro profit fit

• rganizat

zation involves ves creativi vity ty, , activity ty and servi vice. ce.

Creat ativ ivit ity Activ ivit ity Service vice Photography Aerobics Create a community environmental group Tournament organization Badminton Organize a basketball tournament for children at a community centre Event management Basketball Get involved in a beach clean-up Website development Personal gym programme Assist in obtaining funds for a community garden Choir Kickboxing Teach computer skills to those in need Speech and debate club Triathlon Design and host a community film and discussion event featuring current issues Drama production Rugby Implement a recycling programme Journalism Soccer Create a petition to present to local government Making a short documentary Tournament participation Work in an orphanage with regularity Music/band Surfing Create awareness for a non-governmental

• rganization (NGO)

Learning an instrument Swimming Be a student council representative Art lessons Trekking Provide peer tutoring to junior students Fashion show Tai chi Plan, participate and implement an activity for an international day of recognition Talent show Tennis Take an active role in a community club

Diploma Programme assessments include both external assessments and internal assessments.

• Internal assessments are examinations and projects that are

graded by teachers according to IB criteria. (IAs)

• These scores are externally moderated by IB in order

to maintain fairness and accuracy in scoring.

• External assessments are final examinations and projects that

are graded by IB examiners all over the world. (EAs)

• All 4,000 examiners are ‘quality checked’ through a

process of moderation. IB assessments are rigorous, criterion-related, consistent, and differentiating of student ability.

Internal Assessments

• Research projects and proposals
• Writing assignments
• Oral commentaries or presentations

Students largely choose their own topics for Internal Assessments. External Assessments

• Writing assignments
• Final examinations

Final examinations take place at the end of each school year and generally off-site. A combination of scores from Internal Assessments and External Assessments make up a student’s examination score (1-7) for each subject area. These scores qualify a student for an IB Diploma.

Individuals & Societies--Group 3

History of the Europe HL Paper 1(DBQ) 20% Paper 2(WH Topics) 25% Paper 3(European Hist) 35% IA Essay 20% Business Management SL* HL Paper 1 35% 35% Paper 2 40% 40% IA Essay 25% Project 25% Psychology SL* HL Paper 1 50% 35% Paper 2 25% 25% Paper 3 20% IA Experimental Study 25% 20% *Offered for 1 year *Offered for 1 year

Mathematics--Group 5

Math SL SL HL Paper 1 (no calculator 40% 30% Paper 2 40% 30% Paper 3 20% IA Exploration 20% 20% Math Studies SL Paper 1 40% Paper 2 40% Project 20% Changes Fall of 2019 for class of 2021: Both SL and HL Mathematics: Applications and interpretation – for real world and solving practical problems using mathematics, Mathematics: Analysis and approaches - for students who wish to pursue studies in mathematics at university

• r subjects that have a large mathematical content

William T. Dwyer High School THE IB DIPLOMA PROGRAMME ASSESSMENTS

All subjects are graded on a scale of 1 – 7 A minimum of 24 points are necessary to earn the IB Diploma. Six subjects—3 Higher Level, 3 Standard Level *A second course 2-5 may be used as Group 6 12 points must be earned at the HL. Class of 2021 +

Language A1--Group 1

English Literature HL Paper 1 (Commentary) 35% Paper 2 (Comparison) 25% HL Essay 20% IA Oral Commentary 20%

Language B--Group 2

Spanish and French SL HL Paper 1 25% 25% Paper 2(Essay) 25% 25% Listening Assignment 20% 20% Individual Oral 20% 20% Interactive Oral Activity 10% 10%

Experimental Sciences--Group 4

Biology SL HL Paper 1 20% 20% Paper 2 32% 36% Paper 3 24% 20% IA Labs and 24% 24% Group 4 Project Chemistry SL HL Paper 1 20% 20% Paper 2 32% 36% Paper 3 24% 20% IA Labs and 24% 24% Group 4 Project Environmental Systems & Societies SL* Paper 1 30% Paper 2 50% IA Labs 20%

• Offered as a 2-year SL course

IB Physics SL/HL Paper 1 20% Paper 2 36% Paper 3 24% Investigation 20%

Arts & Electives--Group 6*

Visual Arts SL Studio Work 60% Research Workbook 40%

 Students must score a minimum of 24 points out of 45 points  Marks awarded for each course range from 1 (lowest) to 7 (highest).

Assuming a student selects 3 HL courses and 3 SL courses:

 Must earn a minimum of 12 points on higher level tests  Must earn a minimum of 9 points on standard level tests  There is no score of 1 in any subject.  There are no more than two scores of 2.  Overall, there are no more than three scores of 3 or below.  CAS must be completed.  TOK and EE must earn a passing score.  Up to three extra points toward the IB Diploma may be achieved from

a combination of scores for TOK and EE.

Passed Attempted Passing Rate

12th Graders 341 368 92.6% 11th Graders 124 158 78.4% Total Exams 465 526 88.4% IB Candidates 63 IB Diplomas Earned 54 IB Diplomas Earned = 85%

Year Attempted Awarded Passing Rate 2019 63 54 85% 2018 55 49 89% 2017 47 43 91% 2016 42 40 95% 2015 35 34 97% 2014 35 32 91% 2013 18 15 83% Bright Futures Scholarships: Students who earn an IB Diploma, and complete 100 documented hours of community service, will earn the Florida Academic Scholars Award.

The IB diploma is widely recognized by the world’s leading universities. The IB Diploma is recognized in over 100 countries, and by over 2,000 universities. Many universities offer scholarships and advanced placement for IB students.

“The IBDP is one of the best programs of study available. We offer Advanced Standing graduation in three years-based on 6s and 7s in

• IB. Because we know the IB so well, a “B” in an IB course carries

weight with our Admissions Committee.”

• William R. Fitzsimmons

Dean of Admissions and Financial Aid Harvard University

University Acceptances for William T. Dwyer IB Students

American University Auburn University Bard College Boston College Boston University Brandeis University Clemson Columbia University Cornell University Drexel University Duke University Elon University Emory University Florida Atlantic University Florida Gulf Coast Florida State University Fordham University Georgia Tech George Washington Harvard University Howard University Indiana University New York University New College of Florida North Carolina State Northeastern University Ohio State Oxford College Penn State Penn State University Providence College Purdue

• St. Joseph’s

Texas A &M University The Julliard School Trinity College Tulane University of Alabama University of California – Berkley University of Chicago University of Florida University of Georgia University of Glasgow, Scotland University of Indiana University of Kansas University of Manchester, England University of Massachusetts University of Miami University of New Hampshire University of Notre Dame University of Oklahoma University of Pittsburgh University of South Carolina University of Southern California University of St. Andrews, Scotland University of Texas University of Virginia University of Wisconsin – Madison Villanova

Cornell Dartmouth Nova Southeastern Univ. Duke

• St. Mary’s

FAU The Ohio State University FSU University of Colorado Harvard University of North Florida Howard University University of Lucerne Kenyon College University of Florida Lehigh University Vanderbilt McGill University

Washington Univ. of St. Louis

What are IB students like?

What are IB students like?

Why should I choose the International Baccalaureate Programme at William T. Dwyer High School?

• William T. Dwyer’s diverse and enriching

learning environment

• Opportunity to explore your interests, skills, and

talents

• The rigor and prestige of the International

Baccalaureate Programme

• Guaranteed preparation for university life and beyond
• IB’s comprehensive and globally-focused

course of study

• An emphasis on personal growth inside and outside
• f the classroom

 For Additional Information  Susan Mulligan, IB Program Coordinator

William T. Dwyer High School 13601 N. Military Trail Palm Beach Gardens, FL 33418 561-691-1080 susan.mulligan@palmbeachschools.org



Visit: www.ibo.org



https://wtdh.palmbeachschools.org/

Food & Agricultural Organization of the United Nations. (2015). Statistical Pocketbook 2015 World Food & Agricultural. Rome: United Nations. The Broadband Commission for Digital Development . (2015). The State of Broadband 2015. Switzerland, Geneva: United Nations Educational Scientific & Cultural Organization . Wilson, D. (2010, May 18). College Graduates Spur Global Economic Growth. Retrieved from Bloomberg Business: http://www.bloomberg.com/news/articles/2010-05-18/college-graduates- make-global-economy-more-productive-chart-of-the-day