Transcript IB presentation.ppsx


To develop a general understanding of the IB
diploma requirements, what an IB candidate
looks like, what courses will be offered at
Campus and to address any questions about
the program.

Started in 1965 to ensure children of parents in highly mobile
professions received common education recognized across
geographic boundaries.

Evolved to providing rigorous curriculum to students interested in a
global perspective on education.

Provides students from varying cultural, economic, and societal
backgrounds with knowledge, critical thinking skills and an
international awareness within the context of personalized studies.
The International Baccalaureate
Organization aims to develop
inquiring, knowledgeable, and
caring young people who help
to create a better and more
peaceful world through
intercultural understanding
and respect. The program
encourages students across
the world to become active
compassionate and lifelong
learners who understand that
other people with their
differences can also be right.
OVERVIEW OF THE CAMPUS HIGH SCHOOL INTERNATIONAL
BACCALAUREATE PROGRAM
The IB classes at CHS will be offered during the junior and senior years.
There are selected prep classes that we recommend 9th and 10th graders
take in preparation for entering the program as juniors.
We plan to have open access for students interested in our IB program.
The only requirements will be based on curriculum. For example, it is
recommended that students be in Spanish 3 by junior year to participate
in IB and students must have completed at least Pre-Calculus in math by
junior year to participate in Math SL.
-Generally, our recommendation is to take as many
honors classes as feasible as 9th and 10th graders
-Students should attempt to earn as many graduation
requirements as possible before junior year.

Students must take a minimum of three
higher level (HL) and three standard level (SL)
courses – all HL classes are two year courses,
some SL classes will be taught over two
years.

Students must enroll in one course from
groups 1-5, and a 6th subject from either
group 6 or any other group

Group 1- World Literature
 English (HL only)
 Lisa Wehkamp and Ryan Painter
Lisa Wehkamp
Ryan Painter

Book List
 All four genres must be represented
▪ Drama, Prose, Non-Fiction, Poetry
 Selections must come from 3 different periods
(centuries)
 Male and Female authors must be represented
 Three places must be represented

Typical arrangement of the 4-semester class:
 Part 4: Free Choice
 Part 1: Works in Translation
 Part 2: Detailed Study
 Part 3: Literary Genres
▪ Part 2 and 3 include the most taxing assignments and
are therefore pushed to the senior year.

Part 1: Works in Translation (3)
▪ Selections must come from the Prescribed Literature in
Translation list
▪ Interactive Oral Presentation
▪ Students lead a 30-minute class discussion over a poem, chapter,
historical/cultural context, etc.
▪ Every student then writes a 300-400 word reflection based upon
what they learned in the IOP
▪ One of these reflections then becomes the basis of a 1200-1500 word
essay
▪ Written Assignment with reflection
▪ Completed Internally
▪ Graded Externally

Part 2: Detailed Study (3)
 Works chosen from the Prescribed List of Authors
 One work must be Poetry
▪ 15-20 poems from the same author
 Individual Oral commentary
▪ 20 minute oral exam
▪ 10 minutes for poetry
▪ 10 minutes for one of the other two texts read in class

Part 3: Literary Genres (4)
 4 works from the same genre (from PLA)
▪ Drama, Prose, Non-Fiction, Poetry
 Paper 2 Exam: Comparative Essay
2 Hours
 1250-1750 words long (comparing literary
techniques between two texts i.e. voice, themes,
symbols, etc)
▪ Cannot use notes or text in writing the in-class paper

Part 4: Free Choice (3)
 Works of Literary merit are chosen
 Individual Oral Presentation
▪ Students choose text and style of presentation
▪ Students are encouraged to be creative

Group 2: World Languages
 Spanish (SL only)
 Tina Foster



Designed for second language learners
Prepares students to use the language
appropriately in a range of situations and
contexts and for a variety of purposes
Allows students to develop an awareness and
appreciation of the culture(s) of the countries
in which the target language is spoken.


IB Spanish is a much more intensive study of
the language
IB classes generally require preparation of
papers, oral presentations, and written
exams in the target language


It enhances the lingual fluency of the student
by training him/her and preparing him/her for
comprehensive study and analysis of the
contemporary world utilizing history and
literature as the basis of the task.
Bilingualism is a notable, professional asset in
national and international markets.


I.B. Spanish students historically test out of
many hours of foreign language
requirements saving hundreds of dollars in
collegiate expenses and reducing graduation
requirements.
Equally important is the cultural awareness
and appreciation of other countries and
people so crucial to global understanding and
harmony.

Group 3: Individuals and societies
 History of the Americas (HL only)
 Jim Stenholm and Casey Meier
 Business and Management (SL and HL)
 Zach Kliewer



Causes, Practices, & Effects of War
The Cold War
Communism in Crisis: 1976-1989



Emergence of the Americas in global affairs
(1880-1929)
The 2nd World War & the Americas
The Cold War & the Americas



Document based questions
Essay
Internal assessment : 1500-2000 word
analytical research paper
Zac Kliewer

The curriculum model for Diploma
Programme business and management is a
core curriculum for higher level (HL) and
standard level (SL) consisting of five topics
with common content and learning
outcomes. In addition to the core, HL
students are expected to complete extension
areas of study, in all five topics. HL students
also study one extension topic listed below as
topic 6, business strategy.





Topic 1: Business organization and
environment
Topic 2: Human resources
Topic 3: Accounts and finance
Topic 4: Marketing
Topic 5: Operations management


Topic 6: Business strategy
The business strategy topic is intended to provide a
framework and overview for the students to think in an
integrated way about the future strategy of a business or
businesses. The purpose of the business strategy topic is
not to add extra content to the business and management
course, but to collect together business ideas, concepts
and techniques, which will develop the skills that allow an
informed decision to be made about the future direction
of an organization. The type of thinking encouraged by
this approach will provide a bridge between the Diploma
Programme business and management course and higher
education or employment.

Group 4 : Experimental Science
 Chemistry (SL and HL)
 Kelly Owens
 Biology (SL and HL)
 Katie Smithhisler



College science courses are emphasizing
process skills during laboratory and testing
situations
The IB curriculum and exams prepare high
school students for college science courses
There is a higher possibility of earning credits
for college science courses through the IB
Program as opposed to AP courses




Students want increased rigor in sciences
We have added Chemistry II, AP Chemistry,
and three more Anatomy and Physiology
classes within the past four years
All science courses at CHS have already
begun using IB labs allowing a greater
number of students to be exposed to a higher
level of labs
Students live up to the teachers’ expectations




IB Science includes a Group IV Project
All students enrolled in IB Science courses
work together to do a project on a relevant
topic in the community (ex: water quality in
Haysville)
Real-life science
Students are involved with the community

Group 5 : Mathematical and Computer
Science
 Math Studies SL
 Regina Miller
 Math (SL)
 Bill Roudybush
Mathematics SL
1) Algebra
a) Sequences and Series
b) Exponents and Logarithms
c) Binomial Theorem
2) Functions
a) Function, Composite, Inverse
b) Graphs and Solutions
c) Transformations
d) Reciprocal
e) Quadratics Graphs
f) Quadratics Algebraic Solve
g) Logarithms Solve and Inverse
h) Natural Logarithms
Mathematics SL
3) Precalculus
a) Unit Circle
b) Trig Functions and Identities
c) Formulas
d) Circular and Composite Functions
e) Equations and Graphs
f) Rules and Area
4) Vectors
a) Framework, Sum and
Differences, Unit
b) Scalars, Parallel, Perpendicular
Angle between
c) r = a + tb
d) Coincident, Intersect
Mathematics SL
5) Statistics
a) Data
b) Graphs and Spread
c) Centers and Spread
d) Graphs and Percentiles
e) Basic Probability
f) Combined Events
g) Conditional and Independent
h) Diagrams
i) Probability Distributions and
Expected Values
j) Binomial Distributions
k) Normal Distribution
Mathematics SL
6) Calculus
a) Limits, Convergence, Derivatives
b) Differentiation; Chain, Product,
and Quotient rules
c) Maximums, Minimums, and
Optimization
d) Integration
e) Definite Integrals, Areas under
curves and Volumes
f) Kinematic problems
g) Graphs, Significance of Second
Derivative and Points of Inflection
Mathematics SL
7) Matrices
Being replaced in 2012
Regression and
Integration with Substitution
Math Department
Request to Support
Higher Level Classes
1) Algebra Honors
2) Geometry Honors
3) Algebra II Honors
Mathematical Studies SL
1) Introduction to the Graphic Calculator
a) Arithmetic Calculations
b) Use of Graphic Calculator to
graph a variety of functions
2) Number and Algebra
a) Number Sets
b) Approximation and Percent Error
c) Expressing numbers & Operations
d) SI units of measure
e) Sequences with applications
f) Use of formulae
g) Systems of Equations with Solutions
h) Quadratic Equations with Solutions
Mathematical Studies SL
3) Sets, Logic and Probability
a) Set Theory basics
b) Venn Diagrams with applications
c) Sample space
d) Symbolic Logic basics
e) Compound Statements
f) Truth Tables
g) Implication and Logic equivalence
h) Probability
i) Venn Diagrams in Probability
j) Laws of Probability
Mathematical Studies SL
4) Functions
a) Function Mapping defining
Domain and Range
b) Linear Functions with Graphing
c) Quadratic Functions with Graphing
d) Exponential Expression & Functions
e) Graphs and Properties of Sine and
Cosine Functions
f) Accurate graph drawing
g) Use of Graphing Calculator to
sketch & analyze unfamiliar functions
h) Use of Graphing Calculator to solve
combinations of functions
Mathematical Studies SL
5) Geometry and Trigonometry
a) Coordinates, midpoints & distances
b) Equations of Lines and Slopes
c) Ratios of Sine, Cosine & Tangent
d) Rules of Sine and Cosine
e) Construction and area of polygons
f) Parts, Surface Area and Volume of
three-dimensional shapes
Mathematical Studies SL
6) Statistics
a) Classification of data
b) Discrete data with frequency charts
c) Grouped data with values in
histograms & stem and leaf diagrams
d) Box and whisker plots with
percentiles and quartiles
e) Measures of central tendency
f) Measures of dispersion
g) Scatter plots with line of best fit
and correlations
h) Regression line and prediction
i) Formulas for independence and
formulation of hypotheses
Mathematical Studies SL
7) Introductory Differential Calculus
a) Gradient of a line through two
points and tangent to a curve
b) Derivative of integer functions
c) Equation of the tangent at a point
d) Increasing and decreasing functions
e) Local maximum and minimum
points
Mathematical Studies SL
8) Financial Mathematics
a) Currency conversions
b) Simple interest
c) Compound interest
d) Construction and use of tables for
modeling loan repayments,
investments, savings, and inflation

Group 6: The Arts
 Visual Arts (SL and HL)
 Christi Robert and Martha Brohammer
Fine Arts (Group 6): Putting Research into Practice.

The Arts are practiced and valued in our
complex and diverse society as important
outlets for the communication of ideas,
feelings and beliefs and as a major source of
intellectual, physical, spiritual, and emotional
development, understanding and enjoyment.
Develop their intellectual, imaginative and
expressive potential.
 Develop skills, techniques and a knowledge of
processes as a basis for personal expression
 Create, perform or present arts works
 Develop critical skills and an understanding of
aesthetics
 Develop an understanding of how the arts
evolve within particular social, cultural and
historical contexts
 Enjoy participating in the processes of creating,
presenting and responding to the arts.



Product:
Students seem to gain
most satisfaction by
completing products of
quality. Not only do they
see quality in terms of
their own expectations
but also in the responses
of their teacher, other
students and their
parents. Students who do
not receive positive
feedback on their work
seldom continue with art
beyond the compulsory
years.
Process:
An important process which is
developed in art activities is
creative problem solving.
Whenever students are
engaged in art making
activities, they are confronted
by enormous
Challenges and problems.
They practice making
decisions after first thinking
and researching
About the various solutions
available.



Designed for student who wishes to
concentrate on studio practice. Investigation
workbooks (IWB) will support, inform,
develop and refine studio work through
sustained contextual, visual and critical
investigation.
Studio Product is 60%
IWB 40%



Research orientated, designed for students who
wish to concentrate on contextual, visual and
critical investigation. IWB’s are used to fully
integrate a range of ideas and produce studio
work based on their visual and written
investigation. This option is more suitable for a
student who has a strong interest in art history
and in critical thinking and writing.
Studio Product is 60%
IWB 40%

Contains
 Artist statement of purpose.
 Sample pages from IWB
 Digital Images from Student Exhibit.

Standard Level
 150 recommended hours
 Some exams will be taken during junior year

Higher Level
 240 recommended hours
 Exams taken during Senior year

Theory of Knowledge (called TOK)

Challenges students to question the basis of knowledge, to be aware of subjective
biases and to develop the ability to analyze evidence that is expressed in rational
arguments.
 A key element in encouraging students to appreciate other cultural perspectives.


Will be taken as a class during seminar.
Extended Essay Research Assignment

An opportunity to investigate a topic of special interest. The essay requirement
acquaints students with the kind of independent research and writing skills expected by
universities.
 The IBO recommends a student devote a total of about 40 hours of study and writing
time for this 4,000 word essay. It may be written in one of 60 subjects, including many
languages.

Creativity, Action, and Service

Allows students to participate in community service and action hours, as well as
develop an appreciation of creativity. Students complete a minimum of 150 hours (50 in
each area) during the junior and senior years

AIMS of CAS—develop students who are: reflective thinkers, willing
to accept new challenges and new roles, aware of themselves as a
responsible member of communities, active participants in
collaborative projects, balanced in involvement in intellectual,
physical, creative and emotional experiences.

CAS will require the equivalency of about ½ day per school week (3-4
hours) or approximately 150 hours, about 50 in each area of
Creativity, Action, Service. It’s not more of the same—it must meet
the learning outcomes. Example—regular practice for football
doesn’t count, but mentoring with younger athletes or learning a new
position would. Playing in the marching band might qualify for some
CAS hours, but working with Ms. Hughes and section leaders to plan
and implement a routine definitely would meet the learner
outcomes. One has to set a GOAL and reflect on the process and
outcomes of the activity.









Learning Outcomes: At the completion of the CAS
experience, students will have evidence to show
a. increased awareness of own strengths and areas
for growth
b. undertaken new challenges
c. planned and initiated activities
d. worked collaboratively with others
e. shown perseverance and commitment in their
activities
f. engaged with issues of global importance
g. considered the ethical implications of their actions
h. developed new skills
TOK, CAS, and the
Extended Essay are
completed over the two
years of the IB diploma
program
Group 2
World Language
English
Group 1
1. Theory of Knowledge
Students take one class
from each of the six
core areas and test at the end
of the senior year.
Group 3
Individuals and
societies
2. Extended Essay
3. Creativity, Action,
Service
Group 4
Science
Group 5
Math
Group 6
The Arts
Not limited to GTC students
Is self-motivated and driven by desire to succeed
Enjoys intellectual and academic challenge
Is eager to acquire and develop analytic/critical
thinking skills
 Has the desire to learn and develop proficient
written/oral skills in a second language
 Possesses or is willing to acquire good
time/stress management skills
 Is open to new ideas and tolerant of different
beliefs
 Participates in school and community activities




Motivated
Exercises initiative in
exploring concepts of
local and global
significance.
Inquiring
Communicator
Has a natural curiosity Understands and
for a more in-depth study expresses ideas & works
of the world.
willingly in collaboration
with others
Principled
Open-Minded
Caring
Acts with integrity &
honesty with a sense of
fairness, justice, &
respect. They take
responsibility for their
actions.
Open to perspectives,
values and traditions of
others.
They show a personal
commitment to make a
difference in the lives of
others.

A study by the Education Policy Improvement
Center has confirmed that IB students have
the knowledge and skills for success during
their first year of university study.

According to data from the National Student
Clearinghouse, United States students who
receive the IB diploma are 38% more likely to
graduate from college with a bachelor’s
degree than all other students.


Currently Kansas State University, Kansas
University, Wichita State University and
Hutchinson Community College offer credit
for both higher level and standard level IB
courses.
Scholarships specifically for IB students are
available at The University of Tulsa and The
University of Nebraska-Lincoln.

http://www.ibo.org/

District Vision Statement: "To equip learners with 21st Century Skills
to achieve excellence in a continually-changing world“

Support staff through the systematic development and
implementation of instructional tools, practices, and technologies to
ensure student learning.

Develop showcase programs in academics/athletics/ activities while
ensuring all students are prepared for life.

Pursue and develop the financial resources to support the goals of the
district.
relevance + relationships + rigor = engaged learning
school, community and business partnerships enrich student
learning
 in quality staff committed to excellence
 in exploration, innovation, collaboration and growth
 in integrity of word and deed
 students need a rigorous, relevant world class curriculum
 in data-driven, continuous improvement for all
 diversity is an asset
 modern technology is an essential tool for teaching
and learning
 in fiscal responsibility




Todd Ray, IB Coordinator
[email protected]