International Baccalaureate Handbook

International Baccalaureate Handbook For Students and Parents ! Page 1! of 31 ! ! Page 2! of 31 ! ! Table of Contents Mission Statements ......
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International Baccalaureate

Handbook For Students and Parents

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Table of Contents

Mission Statements ............................................................................... 5 International Baccalaureate Organization Chippewa Secondary School History and Philosophy of IB The IB Organization Learner Profile .................................................................................... 6 International Mindedness Benefits of an IB Education Diploma Recognition ..............................................................................7 Ontario Research UBC Research Who is Suited to the IB Programme? ............................................................8 IB Diploma Programme for Grades 11 & 12 ................................................... 9 Pathway Planning ................................................................................ 10 Areas of Study.................................................................................... 11 IB Core Requirements ........................................................................... 12 Creativity, Action and Service Extended Essay ..................................................................... 13 Theory of Knowledge Diploma Considerations ........................................................................ 14 Dropping a Course Studying Selected Courses Rather than the Full Diploma Ontario Secondary School Diploma ........................................................... 15 French Immersion and Extended French Certificates IB Assessment and Examinations .............................................................. 16 The IB 7 Point Scale and the IBSO Table of Equivalents Internal Assessments External Assessments ...............................................................17 How are Marks Calculated? Earning the IB Diploma ..........................................................................17 Points Matrix for the Theory of Knowledge and Extended Essay ..........................18 The Fine Print .................................................................................... 19 Appendix 1: The IB Learner Profile ............................................................21 Appendix 2: IB Calendar of Dates ..............................................................23 Appendix 3: Schedule of Fees ..................................................................29

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Mission Statements International Baccalaureate Mission Statement The International Baccalaureate Programme (IB) aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

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To this end, the organization 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.

Chippewa Secondary Mission Statement Where we challenge youth to be active thinkers, lifelong learners and involved, globally-minded citizens through their pursuit of excellence.

History & Philosophy of the International Baccalaureate The IB Organization The IBO was founded as a non-profit educational foundation in 1968 in Geneva, Switzerland. It started as a single programme for internationally mobile students preparing for university and has grown into a comprehensive programme in 4 divisions for students from 3-19 years of age. Schools may offer the following: The Primary Years Programme for students ages 3-12 focuses on the development of the whole child in the classroom and in the world outside. The Middle Years Programme for students aged 11 to 16 provides a framework of academic challenge and life skills, achieved through embracing and transcending traditional school subjects. The Diploma Programme of students aged 16 to 19 is a demanding two-year curriculum leading to final examinations and a qualification that is welcomed by leading universities around the world. Chippewa Secondary School is a candidate school for the Diploma Programme with the first cohort to start in September of 2015. The Career-related Certificate (IBCC) for students aged 16 to 19 is the newest offering from the IB. The IBCC incorporates the vision and educational principles of the IB Programmes into a unique offering specifically designed for students who wish to engage in career-related learning. As of 2014, there were more than 1,181,000 IB students at 3,777 schools in 147 countries. In Canada, there are 337 IB Schools of which 154 schools offer the Diploma Programme. About 50 of these are in Ontario and the number is growing. Our closest IB neighbour is Lo-Ellen Park Secondary School in Sudbury.

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The Learner Profile The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century.

!The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.

!See Appendix 1: IB Learner Profile

International Mindedness All IB World schools are expected to meet the IB standards as they apply to international mindedness. Education for international mindedness values the world as the broadest context for learning, develops conceptual understanding across a range of subjects and offers opportunities to inquire, act and reflect.

! Benefits of IB Education An IB education is respected worldwide as a rigorous, academic education with breadth and depth. It celebrates global perspectives, critical thinking skills and concurrent learning throughout the disciplines. Students become highly capable and exceptionally prepared for university study through exams, essays, and laboratory work. They become effective time managers who balance classes, extra-curricular activities, family and work. Through their Creativity, Action and Service component, IB learners are well-rounded individuals who demonstrate compassion through leadership activities in the school, community and abroad. In a real sense, they are the “whole package”: exceptional academic preparation, work ethic and leadership.

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Diploma Recognition Exams are prepared, set and graded externally (by IB examiners worldwide) according to internationally accepted performance standards. The academic data is exceptionally reliable and provides universities with an accurate predictor of success in undergraduate studies. Globally, universities recognize the outstanding qualities of IB graduates and increasingly they offer early acceptance and scholarships to IB graduates. Most universities will also give university credit for Higher Level (HL) IB subjects who achieve a grade of 5 or higher. Detailed information on the recognition policy for any university worldwide is provided on the IB website: www.ibo.org/recognition

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! UBC Research The University of British Columbia is a leading Canadian university providing research on how IB students perform compared to others. Here are some of their results:

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IB Diploma students ranked their skills higher in every essential area including library skills, leadership, team work, clear and effective writing, ability to comprehend academic writing, mathematical and statistical skills, research skills and more An IB score of “36” (final diplomas are scored out of 45) is predictive of an 80% average in first year; an 85% average in high school is predictive of a 68% average in first year A student with an IB score of “27” performs as well as a high school student with an 80% average IB students are significantly more likely to participate in volunteer work, conferences, student leadership activities, clubs or activities, peer tutoring and have a positive experience in first year; they are just as likely to participate in intramural activities as their non-IB peers

Ontario Research

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Ontario research also confirms that: non-IB students experience a failure rate of 52% in first year 92% of IB students graduate in 4 years; the Ontario average is 5-6 years 90% of Ontario students obtain a score of 4/7 or higher on the IB exams; 91% of those seeking the full diploma will earn it


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Who is Suited to the IB Programme? IB is for the academically motivated student. Students who are likely to be successful will: • Develop excellent time management and study skills • Be self motivated, able to set priorities and meet deadlines • Have the capacity to think critically, work collaboratively and independently • Learn second language skills to further develop fluency an international mindset • Develop the capacity to initiate and lead service work • Have a wide variety of academic interests

!Any student can apply to the ExcelleRAIDER or IB Diploma programme but students attempting Math SL or Math Studies SL or the full diploma must have completed Grade 11 Math before beginning the program. In addition, students attempting French B SL should have second language skills equivalent to Extended French programming. The Grade 9 and 10 ExcelleRAIDER program is designed to meet these requirements.

!See Admissions Package available upon request.

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IB Diploma Programme Grades 11 & 12

In their Grade 10 year, students and parents will begin the process of deciding whether to enter into the IB Diploma Programme as a full candidate or partial certificate or to enter into the regular academic stream. Full IB diploma students will select 3 courses at the SL or Standard Level and 3 courses at the HL or Higher Level from the list. HL courses are widely accepted by universities for credit and advanced standing. In addition, they will complete the Core Requirements which include the following: the Creativity, Action and Service component, the Theory of Knowledge course and the Extended Essay. Students who wish to complete only selected parts, may choose individual courses; however, the strength of the diploma lies with its integrated whole.

!Admission to the IB Diploma Programme will be based on successful completion of the

ExcelleRAIDER programme (or equivalent) and a consultation session with the co-ordinator, student and parents. A recommendation from the ExcelleRAIDER teachers is required as part of the consultation.

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Pathway Planning ! Students are encouraged to think ahead to potential careers and courses of study and to plan backwards to ensure they obtain the necessary prerequisites for a particular program. IB diplomas have a high degree of flexibility built into them but the onus is on the student and parent to check. A variety of options have been outlined for consideration. Please discuss potential career options with Student Services. Option A - Medical Science, Science, Commerce

Option C - Engineering, Optometry, Aeronautics, Nuclear Medicine, Radiation Science, Physiotherapy

Gr 11 Sem 1

Gr 11 Sem 2

Gr 12 Sem 1

Gr 12 Sem 2

Gr 11 Sem 1

Gr 11 Sem 2

Gr 12 Sem 1

Gr 12 Sem 2

English

Theory of Knowledge

ToK and Extended Essay

English Part 2

English

Theory of Knowledge

ToK and Extended Essay

English Part 2

Chemistry

Chemistry Part 2 & Exam

Biology Part 2

Biology Part 3

Chemistry

Chemistry Part 2 & Exam

Biology Part 2

Biology Part 3

Biology

French Part 1

French Part 2

Spare

Biology

French Part 1

French Part 2

SPH4UE

Math SL and Psychology

Math SL and Psychology Part 2

Option B - Law, Humanities, Social Science, Fine Arts, Social Science, Humanities, Interior Design, Communications, Social Work Gr 11 Sem 1

Gr 11 Sem 2

Gr 12 Sem 1

Gr 12 Sem 2

English

Theory of Knowledge

ToK and Extended Essay

English Part 2

Dance or Visual Arts

Dance or Visual Arts Pt 2 & Exam

Biology Part 2

Biology Part 3

Biology

French Part 1

French Part 2

Spare

Math Studies and Psychology

Math SL and Psychology

Math SL and Psychology Part 2

Option D Architecture

Gr 11 Sem 1

Gr 11 Sem 2

Gr 12 Sem 1

Gr 12 Sem 2

English

Theory of Knowledge

ToK and Extended Essay

English Part 2

Visual Arts

Visual Arts Pt 2 & Exam

Biology Part 2

Biology Part 3

Biology

French Part 1

French Part 2

SPH4U

Math SL and Psychology

Math SL and Psychology Part 2

Math Studies and Psych Part 2

Option E - Nursing, Nutrition, Public Health

Course Codes IB courses will use Ontario course codes for transcript purposes but the IB course will extend learning in both depth and breadth for most courses. The IB curriculum will be taught. For a detailed course syllabus, please see the IB Course Descriptions booklet.

Gr 11 Sem 1

Gr 11 Sem 2

Gr 12 Sem 1

Gr 12 Sem 2

English

Theory of Knowledge

ToK and Extended Essay

English Part 2

Chemistry

Chemistry Part 2 & Exam

Biology Part 2

Biology Part 3

Biology

French Part 1

French Part 2

Spare

Math Studies and Psychology

Math Studies and Psych Part 2

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Areas of Study Group 1 Language A (English) - Language and Literature. Offered only at the HL level; delivered via Ontario courses ENG3U5, ENG4U5 and EWC4U5. Group 2 Language B (French) - French. Offered at the SL and HL level; delivered via Ontario courses FEF3U5 and FEF4U5 (SL) or FIF3U5 and FIF4U5 (HL). Group 3 Individual and Society - Psychology. Offered only at the HL level; delivered via Ontario courses HSP3U5 and HSB4U5. Group 4 (Students may choose one science or two sciences if no Group 6 selected) Experimental Sciences - Biology. Offered at the SL and HL level; delivered via SBI3U5 and SBI4U5 (SL) and SNC4M5 (HL only) Experimental Sciences - Chemistry. Offered at the SL level; delivered via SCH3U5 and SCH4U5. Group 5 (Students choose 1 Math only) Mathematics - Math Studies. Offered at the SL level. (Suitable for students who are pursuing Arts, Social Science or Humanities degrees. Business students should check with their universities of choice for guidance.) Mathematics - Math. Offered at the SL level. (Suitable for students who are entering Science, Engineering or other degree with significant mathematics skills required including Calculus). Group 6 (Students may choose 1 or 2 sciences instead) Arts - Visual Arts. Offered at the SL level; delivered via Ontario courses AVI3M5 and AVI4M5. Arts - Dance. Offered at the SL level; delivered via Ontario courses ATC3M5 and ATC4M5.

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IB ! Diploma Core Requirements One of the central tenants of the IB diploma is the interconnectedness of learning. While all students will study from the 6 disciplines, the common core of the IB diploma consists of 3 essential items: the Creativity, Action and Service (CAS) component, the Extended Essay (EE) and the Theory of Knowledge (TOK) course.

Creativity, Action and Service or CAS Creativity, action, service (CAS) is at the heart of the Diploma Program. It is one of the three essential elements in every student’s Diploma Program experience. It involves students in a range of activities alongside their academic studies throughout the Diploma Program. The three strands of CAS, which are often interwoven with particular activities, are characterized as follows:

! Creativity: arts, and other experiences that involve creative thinking

Action: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Program 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

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CAS enables students to enhance their personal and interpersonal development through experiential learning. At the same time, it provides an important counterbalance to the academic pressures of the rest of the Diploma Program. A good CAS program should be both challenging and enjoyable, a personal journey of self-discovery. Each individual 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.

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For student development to occur, CAS should involve: •Real, purposeful activities, with significant outcomes •Personal challenge—tasks must extend the student and be achievable in scope •Thoughtful consideration, such as planning, reviewing progress, reporting •Reflection on outcomes and personal learning

!Students will be guided by the CAS coordinator to develop a meaningful personal plan that

will acknowledge a student’s strengths and interests while also developing and extending leadership and presentation skills. Through journals and guided reflection, students will prepare a plan for personal growth. Many students note that their CAS work has given them some of the most personally satisfying and meaningful experiences of high school and can lead to exceptional references for academic and career leads.

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Extended Essay All IB Diploma students are required to write an essay of approximately 3500-4000 words and will represent approximately 40h of work. Students will be guided by their TOK teacher to learn essay writing skills and work with another teacher mentor who will assist students in preparing an essay on a topic of their choice to a university standard. Students are required to submit the essay in stages for “check in” and will receive feedback on next steps and areas to review and revise. The final copy of the essay will be submitted in October of the Grade 12 year. Students will use the Managebac tool to assist in planning and meeting deadlines. A 10-15 minute interview between the students and the teacher mentor is also part of this process.

Theory of Knowledge All IB Diploma students will take the Theory of Knowledge course. This course is designed to teach students how to think critically and construct logical arguments. TOK is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge. It is a core element which all Diploma Programme students undertake and to which all schools are required to devote at least 100 hours of scheduled class time. Evaluation will be based on a 1600 word essay on a prescribed topic and a presentation. The TOK course examines how we know what we claim to know. It does this by encouraging students to analyze knowledge claims and explore knowledge questions.

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Diploma Considerations Dropping a Course Students who enrol in an IB course or the full programme must consider their commitment seriously before enrolling in a course. Course drops are not permitted after October 30 and these students must write the IB exam in May. Students who switch from IB to regular stream after the Grade 11 year may experience difficulties in scheduling and in prerequisites as IB course follow different sequencing and curriculum.

! Not ready for the whole enchilada?

! ! Studying Selected Courses Only Students who choose not to take the full IB Diploma can select courses from either of the two IB Course Packages according to their strengths and interests. Students electing this option do not complete the Extended Essay or CAS. Students should consider their options carefully and discuss plans with their teachers, parents and the IB Coordinator. All courses are subject to availability, sufficient enrolment and timetable constraints.

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See Appendix 3: Schedule of Fees

IB Course Package Option 1 Choose any 3-4

IB Course Package Option 2 Choose any 1-2

HL English + TOK

HL/SL French

HL/SL French

SL Math Studies

HL Psychology

SL Visual Arts

HL/SL Biology

SL Dance

Extended Essay + CAS

Extended Essay + CAS

SL Math Studies SL Mathematics SL Visual Arts SL Dance SL Chemistry

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Ontario Secondary School Diploma ! All students who are attempting the IB Diploma program are simultaneously completing the requirements for the Ontario Secondary School Diploma (OSSD). Students must also fulfil the Literacy requirement as well. CAS activities will more than cover the Community Service hours.

French Immersion and Extended French Certificates Students in the French Immersion Certificate program require 10 courses to fulfill their diploma requirements.

!Students in the Extended French Certificate program require 7 courses to fulfil their diploma requirements. !To meet these requirements, students must select from the available French courses in Grades 9 and 10 including: FEF/FIF1DF French Language 9 CGC1DF French Geography PPL1OF French Physical & Health Ed. HFN1OF French Foods & Nutrition CHC2DF French History FEF/FIF2DF French Language 10 CHV/GLC2OF French Civic & Careers

!Immersion Students will require 3 more French courses

for their certificate including the two French Language courses taught within the IB program; Extended French students will only require the two French Language courses taught within the IB program. FEF/FIF3UF French Language 11 FEF/FIF3UF French Language 12

!To accommodate the final credit in French, it is

suggested that students who are not taking Physics in Grade 10 take the GPP3OF Peer Tutoring in French for their final credit. Students who are taking Physics and still wish to earn their French Immersion diploma should speak to the IB Coordinator about available options.

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IB Assessment and Examinations The IB 7 point scale Final IB grades are sent to the school in July and are recorded on a 7 point scale. They are converted to percentages using a generous conversion scale created by the International Baccalaureate Schools of Ontario (IBSO) and revised in 2014. Most assignments collected and marked by Chippewa teachers will be graded in percentages as students are accustomed to. All assignments, exams and papers that are sent away to be marked by IB will be graded according to the 7 point scale.

!! !For HL subjects, a score of 5 will be eligible for transfer credits or advanced standing at most universities.

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lower than predicted grades previously sent to universities for earlier consideration. Marks will be adjusted up or down to be consistent with the final IB score. Marks adjusted up will go to the middle of the higher range. Marks adjusted down will go to the top of the lower range.

IB Grade

IB Descriptor

Ontario Equivalents (2014)

7 Excellent Performance

97-100%

6 Very Good Performance

93-96

5 Good Performance

83-92

4 Satisfactory Performance

72-83

3 Mediocre Performance

61-71

2 Poor Performance

50-60

1 Very Poor Performance

Below 50

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IA’s Internal Assessments Internal Assessments (IA’s) are major assignments that are used as part of the final grade. They are graded by your teacher, according to the IB 7 point scale and samples are sent in to the IB for moderation. In this process, sample IA’s are reviewed by experienced IB examiners to ensure compliance to IB grading standards. In English and other language courses, IA’s are Oral Commentaries. In Psychology and science courses, IA’s are labs. In math, IA’s are projects; in the arts, IA’s are portfolio works or performances. In TOK, the IA is a presentation. Most courses have only one or two IA’s.

!For a detailed chart of the IA’s for each course, see Appendix 2: IB Calendar of Dates.

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EA’s External Assessments External Assessments (EA’s) are usually exams or essays that form the major part of your final grade for grade 12 courses. They are graded by experienced IB examiners across the world, according to the IB 7 point scale. Sample EA’s are also moderated further by the IB to ensure fair and consistent grading world wide. Courses have one to four EA’s.

!For a detailed chart of the EA’s for each course, see Appendix 3: IB Calendar of Dates.

Each subject has a group of senior examiners who prepare examination questions, set the standard for marking and determine the marks needed for the award of each subject grade. Your teacher will help to prepare you for these exams by sharing past exam questions.

How are Marks Calculated? In most cases, you won’t see any difference in how your marks are put together from your regular classes. The differences do occur mostly in Grade 12 or at the completion of your IB courses. For Dance, Visual Arts and Chemistry (courses completed in one year), this happens in Grade 11.

!Final grades for the IB programme are calculated according to the proportions stated in the

course outlines. OSSD marks will be revised, if required, once final grades have been received in July from the IB. Updated marks will be sent to universities.

Earning the IB Diploma ! The IB Diploma is awarded based on the compilation of points earned on a number of criteria during grades 11 and 12. 

!See sample diploma score at right: !Students need to accumulate 24 points in order to gain an

IB Diploma.  One exception to the rule is for students who score a two or less on a Higher Level exam.  If this is the case, then the total marks a student has to accumulate increases to 28.  Candidates should note that the highest potential overall score a student can attain in IB is 45 points.  This is made up of the six exams, totalling a possible 42 points (7 points per exam). 

!Globally, 80% of students who attempt the IB diploma

achieve it; Ontario schools generally fare better than the world average.

Subject

Final Score

English

6

French

5

Psychology

4

Biology

4

Math Studies

4

Dance

5

Subtotal Score Additional Score from IB Core (EE, CAS, ToK) Total Diploma Score

28 2 30

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Points Matrix for the Theory of Knowledge and the Extended Essay The final three points are from the Extended Essay and TOK paper. There is no mark assigned for CAS but it must be successfully completed.  

!IB uses a grading matrix that cross references the level attained in the Extended Essay with the level from the TOK paper. !For example, a student who receives level A for the Theory of Knowledge paper and level C for the Extended Essay will be given two points.  Students should be aware that a level E on both the Extended Essay and Theory of Knowledge submissions will gain them an F, which means that a student has failed the Diploma program even if all exam scores add up to the minimum 24 required points. As can be seen in this matrix, the maximum number of points granted to an IB student from TOK and their Extended Essay is three.  This, combined with the exam total, adds up to the full 45 points.  

Theory of Knowledge

Extended Essay

A

B

C

D

E

A

+3

+3

+2

+2

+1

B

+3

+2

+1

+1

0

C

+2

+1

+1

0

0

D

+2

+1

0

0

0

E

+1

0

0

0

F

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The Fine Print Scores Exceeding 28 Points The IB Diploma will be awarded to a candidate whose total score is 28 points 
 or above, provided all of the following requirements have been met:

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Numeric grades have been awarded in all six subjects registered for the IB diploma; All CAS requirements have been met; Grades A (highest) to E (lowest) have been awarded for both Theory of Knowledge and Extended Essay, with a grade of at least a D in one of them; There is no grade1 in any subject; There is no grade 2 or below at higher level; Overall, there are no more than three grades of 3 or below; At least 11 points have been gained on higher level subjects (candidates who register for four higher level subjects must gain at least 14 points at higher level); At least 8 points have been gained on standard level subjects (candidates who register for two standard level subjects must gain at least 5 points at standard level); The final award committee has not judged the candidate to be guilty of malpractice.

Scores Below 28 Points The IB Diploma will be awarded to candidates with a total score of 24, 25, 26, or 27 out of 45 points provided all of the following requirements have been met:

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Numeric grades have been awarded in all six subjects registered for the IB diploma; All CAS requirements have been met; Grades A (highest) to E (lowest) have been awarded for both Theory of Knowledge and Extended Essay, with a grade of at least a D in one of them; There is no grade1 in any subject; There is no grade 2 or below at higher level; Overall, there are no more than three grades of 3 or below; At least 12 points have been gained on higher level subjects (candidates who register for four higher level subjects must gain at least 16 points at higher level); At least 9 points have been gained on standard level subjects (candidates who register for two standard level subjects must gain at least 6 points at standard level); The final award committee has not judged the candidate to be guilty of malpractice.

The aim of all IB programmes is to develop internationally minded people who, recognizing their and shared 
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Appendix 1: IB Learner Profile

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Appendix 1: IB Learner Profile

IB Learner Profile !IB learners strive to be: ! Inquirers!

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable! They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers! They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators! They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled! They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded! They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring! They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers! They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced! They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective! They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.


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Appendix 1: IB Learner Profile

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Appendix 2: IB Calendar of Dates

Course!!

Assessment/Percent of Overall Due Date Grade

Group 1

External Assessment

Language & Literature HL

Exam 1 - 25%! Comparitive Analysis!

May 2017

Exam 2 - 25%! Essay Question

May 2017

Written Task - 20%! Written Task 1

October 8, 2015!

Written Task 2! !

November 19, 2015

Internal Assessment Individual Oral Commentary 15% April 20, 2017 Further Oral Activity 15%

April 20, 2017

Group 2!

External Assessment!

French B HL/SL

Exam 1 -25%!

May 2017

Exam 2 25%!

May 2017

Written Assignment 20%!

December 7, 2016

Internal Assessment! Individual Oral 20%

November 23, 2016

Interactive Oral 10%

April 20, 2016

Group 3

External Assessment 80%

Psychology

Exam 1!

May 2017

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Appendix 2: IB Calendar of Dates

Course!!

Assessment/Percent of Overall Due Date Grade Exam 2!

May 2017

Exam 3

May 2017

Internal Assessment ! 20% Experiment Report

June 17, 2016

Group 4!

External Assessment! 80%

Biology SL

Exam 1

May 2017

Exam 2!

May 2017

Exam 3

May 2017

Internal Assessment 20% Lab

January 15, 2017

Biology HL/SL

Chemistry SL

External Assessment! 80% Exam 1

May 2017

Exam 2!

May 2017

Exam 3

May 2017

Internal Assessment! 20% Lab

January 15, 2017

External Assessment! 80% Exam 1

May 2017

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Appendix 2: IB Calendar of Dates

Course!!

Assessment/Percent of Overall Due Date Grade Exam 2!

May 2017

Exam 3

May 2017

Internal Assessment! 20% Lab

March 10, 2016!

All Science Courses

Group 4 Project

November 9, 2015

Group 5!

External Assessment

Math Studies SL

External Assessment 80%

Math SL

Exam 1 40%

May 2017

Exam 2 40%

May 2017

Internal Assessment ! Project 20%

February 19, 2017

External Assessment 80% Exam 1 40%

May 2017

Exam 2 40%

May 2017

Internal Assessment! Draft

September 26, 2016

Internal Assessment! Exploration 20%

October 28, 2016

Group 6

External Assessment 60%

Visual Arts SL!

Studio Exhibition 40%

April 1, 2016

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Appendix 2: IB Calendar of Dates

Course!!

Assessment/Percent of Overall Due Date Grade Curatorial Rationale

March 1, 2016

Comparative Study 20%

March 30, 2016

Internal Assessment 40%! Portfolio 5-8 Screens from Visual December 5, 2015 Arts Journal or works in progress Portfolio 9-18 Screens from Visual Arts Journal or works in progress

Dance SL

April 10, 2015

External Assessment Dance Solo! 15%

January 30, 2016

Dance Essay on Solo! 5%

January 30, 2016

Dance Duet or Group! 15%

March 15, 2016

Dance Essay on Duet or Group! 5%

March 15, 2016

Dance Investigation ! 20%

November 15, 2015

Internal Assessment! 40% Live Performance Theory of Knowledge!

February 15, 2016

External Assessment! 80% TOK Essay

First Draft! November 15, 2016

TOK Essay!

Final Draft! January 15, 2017

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Appendix 2: IB Calendar of Dates

Course!!

Assessment/Percent of Overall Due Date Grade Internal Assessment! 20%

Extended Essay!

CAS

TOK Presentations

June 2016

Topic!

January 15, 2015

Part 1

March 26, 2016

Part 2!

April 21, 2016

Part 3!

May 15, 2016

Rough Copy!

June 11, 2016

Final Copy

October 1, 2016

Interview

October 20, 2016

Proposals Due!

September 26, 2015

First Interview!

October 2015

Second Interview !

April 2016

Third Interview! Exit!

March 2017

CAS Completed!!

April 2017

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Appendix 3: Schedule of Fees

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Appendix 3: Schedule of Fees

Schedule of Fees Why Fees are Charged The International Baccalaureate organization is a not-for-profit group that charges fees to register students and to mark their work. Chippewa passes these fees to students but please note that the Near North District School board supports the program through extensive professional development for staff and the purchase of required resources. In addition, most universities give credit for HL courses with a grade of 5 or higher; many universities will offer more. Please see www.ibo.org/recognition

Financial Aid

We remain committed to providing access to the program for students for whom the program would present a financial barrier. Financial support will be considered on a cases by case basis by contacting the IB coordinator and/or the principal and providing proof of financial hardship.

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Fees

Fees for the Full International Baccalaureate Diploma programme are $2000, payable in 2-4 regular instalments payable to Chippewa Secondary School: April 30, Grade 10 4 Instalments

$500

2 Instalments

$1000

Oct 30, Grade 10

April 30, Grade 11

$500

$500

Oct 30, Grade 11 $500

$1000

Course Fees Fees for selected courses (not the full diploma) are as follows: April 30, Grade 10

April 30, Grade 11

One Course

$400

Two Courses

$400

$200

Three Courses

$600

$400

Four Courses

$600

$600

Page !29 of !31

Appendix 3: Schedule of Fees

Refunds Date

Amount Refunded

Before May 1, Grade 10

All

Before Oct 30, Grade 11

All except $200

After Oct 30, Grade 11

All except $400

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Appendix 4: IB Course Selection Sheet

!! ! !IB Planning Sheet for ____________________________________________ !Use this sheet to plan your courses in the IB Diploma Program for Grade

11. Circle all that interest you. All courses, with the exception of Group 6 and Math Studies, are taught over 2 years. Be conscious of your choices; students may not drop courses after October 30, and are expected to write exams for one year courses.

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Group Name

SL ! Full Diploma Must Choose 3

1 Language & Literature 2 French B

SL

3 Psychology 4 Biology

SL

HL! Full Diploma Must Choose 3

Gr. 11 Course Codes!

HL

ENG3U5

HL

FIF3U5 or ! FEF3U5

HL

HSP3U5

HL

SBI3U

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SL!

6*! Chemistry OR!

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SL!

Dance OR!

SL!

IB CORE

Theory of Knowledge! (Must also choose Lang & Lit)

YES

HZT4U5

IB CORE

Extended Essay! (Must also choose Lang & Lit)

YES

HZT4U5

IB CORE

Creativity,! Action & Service

YES

n/a

5 Math OR! Math Studies*

Visual Arts

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MHF4U5! or! MDM4U5*

SL

! !

SL

*These courses start and finish in one year. Students must select both courses. Exams will be written in May of 2016.

SCH3U5 & SCH4U5 or ! ATC3M5 &! ATC4M5 or! AVI3M5 &! AVI4M5