IB Overview - Nord Anglia Education

IB Overview2015-2017

www.bis.sk

THE BRITISH INTERNATIONAL SCHOOL Bratislava A NORD ANGLIA EDUCATION SCHOOL

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The IB Diploma ProgrammePreparing students for success in higher education

and to be active participants in a global society

www.ibo.org© International Baccalaureate Organization 2013 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Contents

INTRODUCTION 4THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (IBDP) 6ADMISSION TO THE INTERNATIONAL BACCALAUREATE DIPLOMA PRO-GRAMME 6

The IB Learner Profile 8THE IB CURRICULUM – How does it work? 10EXTENDED ESSAY (EE) 11THEORY OF KNOWLEDGE (TOK) 12CREATIVITY, ACTION AND SERVICE (CAS) 13ASSESSMENT IN THE IB PROGRAMME 15CONDITIONS FOR THE AWARD OF THE IB DIPLOMA 16ACADEMIC HONESTY 16IB TEAM AT BISB 16FORM GROUPS AND REGISTRATION 16STUDY PERIODS 17IB ACTIVITY AFTERNOONS 17MONITORING, MENTORING AND REPORTING 17UNIVERSITY APPLICATIONS 18EXPECTATIONS AND PRIVILEGES 19Appendix 1 - Our examination results since 2009 21Appendix 2 - Glossary of terms used in our booklets 21Appendix 3 - Guidelines for Subject Requirements for Study at University Level 22Appendix 4 - Higher education destinations of our 2014 IB graduates 24

IB Overview 2015-2017

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INTRODUCTION

The International Baccalaureate Diploma Programme (IBDP) is a two-year course which culminates in the award of a Diploma which is recognised worldwide for entry to universities.

The IBDP is not something new; indeed, it has been in existence since 1968 and has come to be regarded the world over as a first-rate preparation for university. Currently, around the world, over 3000 schools in 146 countries are delivering the IBDP to more than half a million 16 – 19 year olds, and the numbers grow year-on-year as the reputation of the programme continues to spread. 137,690 students sat the examinations for the Diploma in the summer of 2013.

Recent independent research by the UK Higher Education Statistical Agency (HESA) compared the preparedness of students taking the IB Diploma programme with their counterparts who follow the English A Level course. IB students were more likely to get first and upper-second degrees; more likely to stay on to study for higher degrees; and less likely to drop out. This is why many university departments actively encourage applications from IB students like ours. In the appendix at the back of this booklet you can see the range of courses and universities our students have applied to successfully over the past few years. We know from the contact we have with our Diploma graduates how well IB has prepared them for what is ahead.

The mission statement of the International Baccalaureate Organisation (IBO) reveals why it has become so popular.

‘The International Baccalaureate Organisation aims to develop enquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the IBO works with schools, governments and international organisations 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.’

We urge you to look at the IB Learner Profile in this booklet. It is a very aspirational document but an admirable one. It lists the key qualities of a successful IB student. With such characteristics, an IB student is not just equipped for university, but for life.

BISB adopted the IBDP in September 2007 with its first students graduating in July 2009. Since then we have enjoyed excellent results which compare favourably with IB world averages (please see the Appendix at the back of this booklet for details).

This booklet sets out to explain what the IBDP is, and how it works. A second booklet, entitled ‘International Baccalaureate Diploma Programme at BISB – Courses Guide’, accompanies this document and after having read them both, we hope that you will understand why we think that the

INTRODUCTION

IBDP is an excellent choice for any student considering a place at university in the future.

It is no exaggeration that these may well be the most challenging two years of a student’s life so far. Our students will have to be very organised, motivated and work to the best of their ability. They will need to maintain a positive frame of mind, be open to new ideas and willing to undertake new challenges and develop their skills. It will be a journey from being a school student to becoming a young adult, ready and able to use their unique talents and strengths to fulfil a positive role in society.It is our aim in the school to ensure that the IB Diploma Programme is a time of fulfilment, opportunity and achievement for all our students.

This booklet contains information that will help you get started on the IB Diploma Programme, and outlines what is expected of the students and what the school provides.

We wish you a happy, rewarding and successful two years with us on the Diploma Programme.

Lee Darwell Head of International Baccalaureate Diploma Programme

Our graduating students of 2014

THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME

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THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (IBDP)

The Diploma Programme provides a well-balanced course of studies comprising a broad range of subjects and activities. Requirements for entry to universities are met by following some subjects at Higher and others at Standard Level. Higher Level courses usually receive eight hours of teaching per fortnight, and Standard Level five hours.The programme outline is uniform throughout IB schools worldwide, and provides a Diploma to meet university admission standards internationally. Major universities throughout the world hold the IB Diploma in high regard. The International Baccalaureate Diploma is an educational challenge which provides scope for academic achievement and worthwhile creative and sporting activity, as well as community service. It is ‘international’ not only because it is accepted worldwide, but also because it is a cross-cultural programme followed by thousands of young adults who thereby gain knowledge of, and respect for, the cultures of the world.

ADMISSION TO THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME

a) Students already at BISBGenerally speaking, students who have completed Year 11 with us and have gained 5 IGCSEs at grade C or better will be accepted on to the IBDP. Each course sets a minimum entry requirement which, in most cases, is a B grade at IGCSE. The exception is Mathematics, with recommendations of a minimum C grade for Mathematical Studies, an A for Standard Level Mathematics and a C grade at Additional Maths for Higher Level Mathematics to complete these courses successfully.Where a student has not studied a particular subject before at IGCSE, or under another examination system, it is sometimes possible to start that subject in the IB from scratch. You should look at the course guide booklet for details for each subject.Some subjects are not offered at IGCSE and so students must gain a B grade in a related subject. This applies to Economics and Psychology. Spanish is offered as an ab initio course at Standard Level. This means that students should not have studied that subject in school previously.We would like to stress, however, that should a student not meet the minimum entry requirements, either for the IB Diploma in general, or for a specific subject, we will look carefully and considerately at a student’s circumstances, attitude and academic record. We know that some students fall short of what they are capable of, perhaps because they started IGCSE part way through Key Stage 4, and we appreciate that sometimes students do less well than expected in examinations. In these cases, it is possible for a student to retake the required IGCSE examination(s) in the November of Year 12. We might also accept a student on a provisional basis for IBDP. There are two main reasons why we need to set an entry level. The first is that the IB Diploma programme is demanding and our experience tells us that students need a strong academic basis of the sort IGCSE provides to be able to make a success of the course. The second is that IGCSE grades are becoming increasingly important in university applications, especially to universities in the UK where many of our students apply. IGCSE grades are the only externally-assessed record of academic achievement universities have at their disposal from IBDP students when they consider applicants in the autumn of Year 13. So, the better these results, the


more impressive the application will be. These are both strong reasons why good IGCSE grades are so important.

b) Students from other schoolsMuch of the section above applies, especially to students coming to the BISB from similar examination systems. A good command of English is essential; we would request that prospective students sit an English language assessment prior to enrolment since the ability to speak, write, read and listen effectively in English is so important in making a success of the IB Diploma. A Maths assessment will also be sat to decide on the appropriate level of Maths to be taken.In addition to this, we require copies of the last two school reports, plus evidence of any public examinations which have been taken. We may ask prospective students to sit other placement tests in some subjects so that we will be in a better position to be able to advise them about which choices would be the most advisable. Prospective students would have an interview with the Head of Secondary and/or the IB Co-ordinator to work out the most suitable choice of subjects and levels to be taken on the IBDP. We have welcomed many students to the school at this stage of their education both from abroad and from Slovakia. Our existing students are very empathetic and make every effort to make new students feel part of the school very quickly.Here are some statements from former students who were new to BISB when they joined the IBDP:

“The school changes the meaning of ‘normal’. At first when you arrive to the IB section it feels weird. But as it slowly becomes familiar and pretty awesome but demanding as well. I mean it changed me on a 100 levels.” Jakub Strpka now studying at the Academy of Fine Arts Bratislava

“I have been positively surprised by how welcoming this school is. All my classmates are very friendly as well as my teachers. I believe that all of us are trying our best and working hard, because we are very well influenced by the BISB community and teachers, who make our lessons enjoyable. Whenever I feel down, or have a problem with something, someone is always there to help.” Dominika Opalena now studying at University of Arts London

“I am very pleased to be a part of the BISB community. The attitude of the teachers and the students differs from other national schools here in Slovakia. The most important aspect that defines a school’s quality is the way the teachers teach. Here in BISB, the teachers teach with passion and devotion and are extremely helpful and friendly. Also, all the students are very ambitious; that motivates me to work even harder. I enjoy going to school which has a very positive effect on my academic progress.” Emma Javorka now studying at St Andrews University Scotland

Potential students should bear in mind that the IBDP is challenging academically and will require commitment and determination to succeed. Throughout the two-year programme we shall, of course, offer our full support and guidance to students, but it is they who need to develop the skills and qualities needed to succeed – the very characteristics needed to be accepted by universities and to make a success of undergraduate life. The IBDP is not something done to students, but with them. The support that we give students in terms of monitoring progress and mentoring the students is all organised in each students’ Personal Success Plan.


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THE IB LEARNER PROFILE

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB LEARNER PROFILE

IB learner profileIB learner profile IB learner profile

IB learner profileIB learner profile IB learner profile

IB learner profileIB learner profile

IB learner profile IB learner profileIB learner profile

IB learner profile

The IB learner pro�le represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.

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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 life.

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signi�cance.

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

We express ourselves con�dently and creatively in more than one language and in many ways. We collaborate e�ectively, listening carefully to the perspectives of other individuals and groups.

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 actions and their consequences.

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 we are willing to grow from the experience.

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive di�erence in the lives of others and in the world around us.

We understand the importance of balancing di�erent aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

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.

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.

IB learner profile

IB learner profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

As IB learners we strive to be:

IB learner profile

WHAT STUDENTS SAY ABOUT THE IB DIPLOMA PROGRAMME

From students who successfully graduated with their IB Diploma in 2013: “Whatever doesn’t kill you makes you stronger”. While CAS develops your experience and skills horizontally in a diverse way, IB helps you dig down and deepen your interest and knowledge of a particular subject. IB helps you change from “I would” or “I should” to “I will.” Yang Soo Yoon now studying at Hong Kong University of Science and Technology

“IB has been the most wonderful time of my life. It provided me with a lot of knowledge and innumerable opportunities.” Armando Pigozzi now studying at the University of Bath“IB diploma is not merely about studying in front of desks. It helps you to overcome challenges and to build your future by yourselves. During the school years, you will cry and laugh, but at the end, you will find yourselves amazingly grown up.” Jae Hyung Lee now studying at Hong Kong University of Science and Technology

“IB Diploma is an exploration. It allowed me to reach out to numerous new challenges where I could develop myself. In studying this curriculum, you can discover more about your interests, skills and potential, which really is what we need the most at this point in life.” Ji Young Kong who is now studying at the University of Hong Kong

“I consider the IB Diploma to be both challenging and helpful. I have developed my self-confidence and learned how to examine and defend opinions. After doing IB, I feel like I am ready to face my future.” Tereza Vargova who is now studying Neuroscience at Glasgow University


IB World School in the Americas was authorized in April 2012

2,000th

IBworld 21

IB facts and figures

totAl DP

totAl MYP

totAl PYP

KeY

The big numbers ib around The world

The hisTory of The ib

Schools the IB currently works with around the world*

*All figures correct as at 31 July 2013

top 10 countries by numbers of IB World Schools

Where the IB started and how it has developed over the last 45 years

the number of students with access to the four IB programmes

teachers trained by the IB in 2012

the number of student scriptssubmitted for examination in 2012 - 79

percent were marked electronically

3,6311,116,000

57,0001,034,665

programmes in depTh47%5%

91%10% 154%14%

did you Know?

Anticipated participants in the IB’s online workshops in 2013

total number of students who represented 49 countries at

2012’s World Student Conferences

Members of the IB educator Network (IBeN) in classrooms and

schools around the world

5,500 3,73432,000the number of graduates to have joined the IB’s official

alumni network. there are now more than a million IB alumni

600

PYPPYP

935 418923 5292,330 1,674

2,453

1,062 1,011

% increase, July 2012 - July 2013

% increase, July 2008 - July 2013

MYPMYP DPDP

ONE-YEAR GROWTH BY PROGRAMME

FIVE-YEAR GROWTH BY PROGRAMME

1968 the Diploma

Programme was created by

teachers at the International

School of Geneva

1997the PYP was created for

students aged 3 to 12

200828 october 2008 marks 40 years since the official

founding of the IB in 1968

1980Recognition

From the early 1980s, the Diploma

Programme has been accepted by major

universities

1994the Middle Years

Programme (MYP) was created for students aged

11 to 16

1990283

IB World Schools in

53 countries

2000946

IB World Schools in 100

countries

2013IBCC

programme goes

mainstream after successful

2011 pilot

2012Authorization

of 2,000th school to offer the Diploma Programme

2013one thousandth

PYP and MYP schools

authorized

The ib in numbersIt provides education for more than a million students in 146 countries. How did the IB come so far from humble beginnings? It’s all in the numbers…

PRIMARY YEARS

PROGRAM

ME

MIddlE YEARS PROGRAMME

dIP

lOM

A PR

OGR

AMM

EAuthorizedschools

since 1968

Since1994 the

number of MYP schools has grown to

2,453

1,011

Increase in schools over the last five

years

154%

50The number of schools that already offer the

IBCC, after its introduction in September 2012

874263

UNITEd STATES OF AMERIcA

1,438

MExIcO

cANAdA330

64156150

46286095

60 8 7

UNITEd KINGdOM

GERMANY

EcUAdOR

SPAIN

175

73

56

61

1410168

8971

cHINA

76

AUSTRAlIA150800 477 374

2251 9

4489 1163 3022

874263

INdIA103

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THE IB CURRICULUM – How does it work?

The IB Diploma consists of the study of six academic subjects with three additional elements – Creativity, Action, Service (CAS); Theory of Knowledge (TOK); and Extended Essay - more of which later.

IB CURRICULUM

A student should study one subject from each of the following groups.

Group 1: Studies in Language and Literature - English, Korean or Slovak.Group 2: Language Acquisition - English, French, German, Spanish and ab initio Spanish,

or a second Group 1 Language and Literature optionGroup 3: Individuals in Societies - Geography, History, Business and Management,

Economics, and Psychology Group 4: Sciences - Biology, Chemistry, Physics or Sports, Exercise and Health Science (SL)Group 5: Mathematics - Mathematics (Standard or Higher Level) or Mathematical Studies

(Standard Level only).Group 6: The Arts - a student may select Visual Arts or Music, or a second subject from

Groups 2, 3 or 4.

As a candidate for the IB Diploma, a student must satisfy the following conditions: • Study one subject from each group (unless a subject in group 6 is not taken, in which case he/she

should choose a second subject in groups 1-4)• Follow three of the six subjects at Higher Level;• Follow a course of study in Theory of Knowledge;• Submit an Extended Essay in one of the IB subjects;• Take part actively and effectively in Creativity, Action and Service (CAS) activities.

Please note that the information concerning subject choices in this section provides an overview of the programme available. The particular subjects and levels offered each year are based on the identified needs of each year group. Usually these courses are available to all students but it may not always be possible to provide all the courses given above if the numbers of students choosing a particular option is too small to make that course viable. Certain combinations may also not be possible because of timetable constraints. Students and parents should note that although the timetable is constructed around students’ choices, any changes made after the timetable has been built, have to fit into that timetable and sit within the requirements of the Diploma.

Languages in Group 1

The School does allow students to follow a Group 1 course in their own language but this concession is subject to a suitably experienced tutor being found who will work positively with the School and will communicate regularly about that student’s academic progress. We will look at these requests on an individual basis. It is also possible to take a Group 1 language as a Self-Study option but this is only available at Standard Level.

EXTENDED ESSAY (EE)

IB Diploma Programme students are required to undertake original research and write an Extended Essay of 4,000 words. This essay offers the student the opportunity to investigate a topic of special


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interest and to become acquainted with the kind of independent research and writing skills expected at the university level. The IBO recommends that a student devote a total of about 40 hours of private study and writing time to the essay.The Extended Essay can serve to deepen a student’s programme of study, for example when the student chooses to focus the essay on a topic included in a Higher-Level course. Students may also elect to add to the breadth of their academic experience by writing on a subject not included in their diploma choices.The Extended Essay also allows students to undertake a piece of research which will help them in their university applications when they come to write a personal statement, or go for interview.During the research and essay-writing process, students are assigned to an Extended Essay tutor who will supervise the student’s work, offer guidance and advice, and ensure that the work submitted is entirely that of the student. The BISB, like all schools in the IB community, sets great store by academic honesty.

Assessment of the Extended EssayExtended essays are assessed according to subject specific interpretation of general assessment criteria. Students should note that failure to produce an EE disqualifies a student from achieving the Diploma, regardless of performance elsewhere in the programme.

THEORY OF KNOWLEDGE (TOK)

Theory of Knowledge (TOK) is an interdisciplinary compulsory requirement intended to stimulate critical reflection on knowledge and experience gained inside and outside the classroom. It is a course of study unique to the International Baccalaureate Organisation.Students are encouraged to reflect on all aspects of their Diploma Programme work. For example, on the nature of poetic truth in literature and to contrast such truth with that obtained in other systems of knowledge – the historical fact, the scientific fact, a mathematical proof, and so on. They also examine the grounds for the moral, political and aesthetic judgments that individuals must make in their daily lives. Emphasis is placed on the role of language and thought and on the development of the student’s critical thinking skills. Students try to answer the question - How do we know what we know? by considering different ways of knowing such as; emotion, reason, intution, faith and memory. Students also use knowledge frameworks to analyse how different areas of knowledge (subjects) attempt to make sense of the world. Students learn to appreciate different perspectives and different ways of constructing knowledge.The aim of TOK is to encourage a philosophical mindset and to promote clarity of thought and good judgment. It is a challenging but fulfilling aspect of the core curriculum.

Assessment of TOKEach student is required to submit one essay of between 1,200 and 1,600 words, from a list of 6 titles prescribed by the IBO for each examination session. In addition, the student makes a 10-minute presentation to the class and writes a self-evaluation report that includes a concise description of the presentation and answers to questions provided by the IBO.Again, as with the Extended Essay, students who do not complete components in TOK will not be

IB CURRICULUM

awarded the Diploma.

CREATIVITY, ACTION AND SERVICE (CAS)

CAS is a fundamental part of the Diploma Programme experience. The CAS requirement takes seriously the importance of life outside the world of academic study, providing a refreshing opportunity to think about others and to contribute to the wider community. The IB goal of educating the whole person and developing more compassionate and active citizens comes alive in an immediate way when students reach beyond themselves and their individual studies. In short, CAS is experiential learning.The CAS requirement encourages students to share their energy and special talents with others: students may, for example, participate in theatre or musical productions, and sports and community service activities. Students should, through these activities, develop greater awareness of themselves and concern for others, as well as the ability to work cooperatively with other people. They should also learn to think globally and act locally.Here are some comments from some former students:“I see myself as becoming a mechanical engineer. But CAS transformed me with diverse activities and now I feel the presence of a linguist, a volunteer and a passionate musician in me.” Yang Soo Yoon “CAS is challenging but the most enjoyable part of IB. It has given me amazing opportunities to learn new skills as well as reflect on myself.” Tanya Rai “Doing CAS gave me an amazing opportunity to learn how to manage my time.” Brigita Melcherova


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Appropriate CAS activities might include: • purposeful visits to orphanages, hospitals, or homes for the elderly,• involvement in theatre productions• sports coaching• teaching other students• participating in the Model United Nations• organising a TEDx event• charity work• learning a new musical instrument, craft or sport• environmental work

These are only examples. Each student will have other ideas and the CAS Co-ordinator is on hand to help support them in organising worthwhile projects. The CAS programme starts at beginning of Year 12 with the CAS Residential trip where all the students spend a week in the Velka Fatra National Park Slovakia leading and participating in community service work and environmental service work as well as participating in teambuilding activities. CAS is an area of the curriculum in which students must take independent responsibility for meeting all criteria, under the guidance and support of their IB tutors and the CAS Coordinator. Students are expected to be involved in CAS activities for the equivalent of around three to four hours each week during the two years of the programme.A system of self-evaluation, focused around key learning outcomes, encourages students to reflect on the benefits of CAS participation to themselves and to others, and to evaluate the understanding and insights acquired. Students receive no points for CAS towards their final total. Yet they cannot pass the Diploma without it. This reflects the the focus on process in the IB Diploma. It is not just about outcomes – what grade a student eventually receives – but about how they get there and how they develop both as learners and as young people.

CAS

ASSESSMENT IN THE IB PROGRAMME

Individual SubjectsThe assessment of the final grades for the work completed throughout the two-year programme is in the hands of the external examiners appointed by the IBO. The grading scheme used is as follows:

1 2 3 4 5 6 7

VERY POOR POOR MODER-

ATESATISFACTO-

RY GOOD VERY GOOD

EXCEL-LENT

For each subject studied, the external examiners will award a grade based on this scale. The assessment can be based on both coursework carried out throughout the course and the results of examinations at the end of the two-year programme.

The CoreTheory of Knowledge and the Extended Essay contribute to the overall Diploma through the award of bonus points. The total number of bonus points awarded will be determined by the combination of the performance levels achieved by the candidate in both the Extended Essay and the Theory of Knowledge according to the matrix below.

Exte

nded

Ess

ay

Theory of Knowledge

A B C D E

A +3 +3 +2 +2 Failing con-dition

B +3 +2 +2 +1 Failing con-dition

C +2 +2 +1 0 Failing con-dition

D +2 +1 0 0 Failing con-dition

E Failing condition

Failing condition

Failing condition

Failing condition

Failing con-dition

• A candidate who fails to submit any work for the Theory of Knowledge and/or the Extended Essay will not be awarded a Diploma.

• A candidate who is awarded a grade E in either Theory of Knowledge or the Extended Essay will not be awarded a Diploma.


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CONDITIONS FOR THE AWARD OF THE IB DIPLOMA

The maximum total score for the Diploma programme is 45 points. The IB Diploma will be awarded to candidates whose total score reaches or exceeds 24 points, provided:

• grades have been awarded in the six subjects of the Diploma Programme;• an approved programme of CAS has been completed• grades A – D have been awarded for both TOK and an Extended Essay• there is no grade1 in any subject• there is no more than one grade 2• there is no grade 2 at Higher Level• there are no more than three grade 3 or below• at least 12 points are gained on Higher Level subjects• at least 9 points have been gained on Standard Level subjects• the candidate is judged not to be guilty of malpractice

The bilingual Diploma is awarded to a candidate who:

• either, has offered two Group 1 Languages;

• or, has taken an examination in at least one of the subjects from Group 3 or Group 4 in a language other than their group 1 languages.

ACADEMIC HONESTY

Students and parents will receive a copy of the BISB International Baccalaureate Academic Honesty Policy, which they must read, countersign and return to the Head of IB at the start of the programme.

IB TEAM AT BISB

Head of IB and IB Coordinator: Lee DarwellCAS Coordinator: Gareth EvansIB Form Tutors: Bronislava Dvorecka, Philippa Williams, Robert Euell, Norman MacRury, Andy Pheby, University Admissions Adviser: Robert Wilcox

FORM GROUPS AND REGISTRATION

Each form group is made up of Year 12 and Year 13 students. Registration is in their form room at the start of each day. Year 12 students are expected to remain in school until the end of the school day. Starting after half term of the Autumn Term of Year 13, Year 13 students will be allowed to leave school after the end of their last lesson if they are on target with their subjects, Extended Essay and Internal Assessments.

CONDITIONS FOR THE AWARD OF THE IB DIPLOMA

STUDY PERIODS

All IB students will have some periods in school when they are not in lessons. This is time which the students need to use productively. The IB students have sole use of their common room which is fully equipped for them to work and relax between lessons.

IB ACTIVITY AFTERNOONS

The IB Activity Afternoons at BISB offer a unique learning experience for the students and students will be expected to participate fully in these afternoons. Every Wednesday afternoon all IB students will participate in IB activities. A schedule for the year is developed by the IB team which continues on from the Enrichment Programme during Key Stage 3 and IGCSE.The emphasis for these IB Activity Afternoons is on learning by experience and giving the students an opportunity to develop their skills and confidence through participation in activities which are challenging, exciting and different from their normal lessons. Every half term students chose an activity, broadly related to the themes of the CAS Programme, which they continue with for four weeks. Dance classes, yoga, African drumming, ceramics, first aid, music production, primary teaching assistant, helping in an animal shelter, running English classes for a free time club for local children, indoor rock climbing, squash and mountain biking are just some of the options typically available to the students. In addition to these activities, students will participate in workshops such as Theory of Knowledge, Extended Essays and University Applications. Guest speakers and out of school trips are also arranged for these IB activity afternoons.

MONITORING, MENTORING AND REPORTING

The IB Diploma Programme is a very demanding course and it is important that student progress is accurately monitored. Students will receive regular reports which will give four pieces of information for each subject.

Current attainment grade 1 - 7 (based on IB criteria)Effort grade 1 - 4 (1 being the highest)Work missedAttendance

Students will also receive periodic written progress reports which carry more detailed statements from subject teachers about how well a student is doing and what next steps need to be taken. Both these reports give students, teachers and parents a very clear summary of the student’s progress and flags up any problems which need to be dealt with. We will also hold progress evenings with parents and students to discuss how well each student in doing on the course.Following each report the student will discuss with their subject teachers their own subject specific targets and will then discuss how they will reach these targets in a mentoring meeting with their form tutor. All this information along with the student’s CAS reports and university application research is


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organised in their individual Personal Success Plan and is shared with parents.

DeadlinesThe students are advised by their subject teachers and the IB Coordinator of the Internal and External deadlines they will have to meet over the two years of the IB Diploma. Students will receive an IB Student Calendar at the beginning of each academic year. These calendars give details of the due dates for the important assignments that count towards the final IB grades, such as the Extended Essay, TOK essay and presentations, the Language Orals, The Group 4 Project, the Internal Assessment Assignments.The purpose of these deadlines is to spread the major pieces of work throughout the course, to avoid having them all due at one time. Students who abide by these deadlines find the programme less stressful. These formal deadlines are non-negotiable and are set to ensure the school has the necessary time to process the student’s work and forward it to the IBO for marking or moderation.The deadline for the first draft of the Extended Essay is the week before the half term break in Term 1 of Year 13. If students fail to meet this deadline we will request a meeting with parents and the student to discuss the progress of the student and possible options. The school reserves the right not to enter students for the IB Diploma if they do not meet the assessment criteria, or the deadlines set by the school. Students will then receive a certificate showing the grades they achieve in their individual subjects but will not pass the IB Diploma.We will always support students through the challenges and difficulties of the IB Diploma. We expect them to work, though, with ever-increasing indepedence and to take full responsibility for their work.

Personal organisationThe IBO philosophy emphasises the importance of students taking responsibility for their own learning; they are preparing for university and for life after formal education. Teachers show them what is necessary to do in order to achieve high standards, such as reading, research, preparing for class and following up from class, prioritising their use of time and the best ways to use library and computer facilities. It is the responsibility of the student to plan, work and meet targets and part of this responsibility lies in making it known to staff where they having difficulties. If we don’t know, we can’t help.Students are advised early on of the importance of self-discipline and organisation. They are advised particularly to keep a homework diary and plan ahead for upcoming deadlines. The key to success in the IB Diploma Programme is for students to develop effective work strategies that work for them. This is one of the reasons the IB Diploma is recognised as the excellent preparation for higher education.

UNIVERSITY APPLICATIONS

Incorporated into the programme of the IB Activity Afternoons is a series of workshops over the two years focused on university applications prepared by the IB Team and the school’s University Applications Adviser. These workshops will take the students right through the process of thinking about their possible futures and priorities in life, researching university options, writing personal statements, applying to universities and preparing for university life. The form tutor will in most circumstances write the student’s reference for their university application and help the student draft the personal statement. Many of our students go on to study in the UK but

MONITORING MENTORING REPORTING

we are also able to give guidance and support for students applying to any country in the world. This includes arranging SATs for American universities. More information on university applications can be found in the University Applications section of www.bisbib.com

EXPECTATIONS AND PRIVILEGES

The general Code of Conduct of the school is applicable to IB students with the following notable exception:

Dress CodeDress codes for young people is a sensitive issue in all schools as it encapsulates complex issues about identity, respect, difference and belonging. Since our school first started providing post-16 courses the students of this age group have not been expected to wear the school uniform and this is one of the privileges of being an IB Diploma student. It demonstrates that the school regards its IB Diploma students as maturing young adults who will know how to dress appropriately to suit the occasion and enjoy making sensitive modifications to the clothes that they wear, well aware of how we are perceived according to how we dress. As a basic rule of thumb when asked how an IB Diploma student should dress the response is:“We expect our young adult students to adopt a dress code that reflects the same standards that are maintained and expected of the teaching staff who they work with, though the adoption of the tie is optional.”For those who need more clarification in terms of the guidelines which are also applied to staff:You are expected to dress in a smart manner appropriate for a professional working environment.• Young men are expected to wear collared shirts, not polo shirts, and the shirts should be tucked into

trousers.• Young women should not wear beach style vests or dresses.• Flip-flops and trainers, T-shirts, denim jeans, hoodies and combat trousers are inappropriate.

Apart from these simple guidelines we rely upon the common sense of the students to wear appropriate clothing and footwear in the knowledge that they act as role models for the younger pupils and are ambassadors for the school. We also stress that students should not dress in a provocative manner or in a way which could offend others.

Common RoomStudents have their own Common Room and are expected to look after it. The area is an open plan design with work stations and study tables as well as an information centre for university applications and areas where students can relax and socialise with their friends.

AttendanceOf course, the importance of individual study does not take away from the importance of attending timetabled lessons. We expect students to attend all lessons and this attendance record is carefully monitored through the school’s management information system. The IB team will deal with poor attendance, consistent lateness and non-appearance in lessons.The same system of notifying the school of planned absence and of explaining past absence applies equally to IB students.


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School LeadershipOur IBDP students are role models for the rest of the students in the school. Some may accept this mantle less comfortably than others. Yet we expect our oldest students to seize opportunities for leadership in the school and to take opportunities that come their way. We have leadership opportunities in our IBDP which gives students the opportunity to develop leadership skills and a sense of responsibility. Each year two Student Leaders are appointed who assume a very significant role representing the students of the school. There are also Subject Leaders and House Captains selected from the IB students. A wide range of fantastic opportunities are offered to all the IB students over the two years; in the Student Council; the Eco Committee; TEDxBISB; Bratislava Model United Nations (BratMUN); the Global Classroom; in sport, music, drama and art; the Debate Club; in school events; in charitable fund-raising; in working with younger students in a whole range of ways; in the wider development of the school; in reaching out the local community; and in co-operating in projects and events involving students from other schools both in Slovakia and internationally like the Tanzania expedition.In addition, we welcome initiative from students who would like to organise new events and develop activities further. Indeed, we expect it from IB Diploma students.

We want our IB students to be excellent ambassadors for the BISB and for the IB Diploma itself, wherever they go and whatever they are involved in.

Contact details

The Head of IBDP and the IB tutor team provide guidance and support not just in academic matters, but also in personal and social spheres. Initially parents/guardians should contact the form tutor, either by email or by telephone via the School Office. More serious matters related to conduct, attendance, lateness and academic progress will be referred to the Head of IBDPContact details:Lee Darwell [email protected] of IBDP

Office email address: [email protected] Office telephone: 02 6930 7081/2Admissions: [email protected] Websites School: www.bis.sk IBO: www.ibo.org

OUR IB STUDENTS

APPENDICES

Appendix 1Our examination results since 2009

Year Number of candidates

Average IB Diploma pass rate at BISB

Average IB Diploma pass rate

for IB world schools

Average points score

at BISB

Average points score for IB world

schools

2009 15 80% 78.71% 35 29.51

2010 27 85% 78.06% 33 29.55

2011 21 90% 77.75% 34 29.61

2012 30 83% 78.16% 33.5 29.85

2013 31 94% 78.54% 33.3 29.81

2014 33 100% 79.02% 34 30.6

Appendix 2Glossary of terms used in our bookletsIBDP: International Baccalaureate Diploma ProgrammeHL: Higher LevelSL: Standard LevelCAS: Creativity, Action and Service: one of the three compulsory core elements of the

DiplomaEE: Extended Essay - one of the three compulsory core elements of the DiplomaTOK: Theory of Knowledge - one of the three compulsory core elements of the DiplomaElectives: In Group 6 students may select a subject from The Arts – Visual Arts or Music – or may

instead choose a second subject from groups 2, 3 or 4IAs: Internal assessments administered by the school and externally moderated by

examiners


[email protected]

http://[email protected]

http://www.bis.sk

www.ibo.org

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Appendix 3

All the website addresses which you might find useful in your thinking about possible higher education options can be found as links in the University Applications section of www.bisbib.com

General Guidelines for Subject Requirements for Study at University LevelThe IB Diploma gives a broad balanced curriculum which is highly regarded by universities so in most cases students’ subject choice at IB Diploma will not limit their choice of degree at university. There are some degree courses which make subject specific requirements so it is important for students to be aware of these.

Please note that requirements are different from country to country, and from university to university and that requirements change over time.

Medicine

• Chemistry and Biology at Higher Level usually required.

Dentistry


Veterinary Science


Architecture

• Art is generally recommended for some Architecture courses. Physics and Mathematics can also preferred subjects in some cases.

Engineering

• Mathematics and Physics at Higher Level recommended. Chemistry Higher Level also recommended in some cases.

Mathematics

• Higher Level Mathematics usually required.

Natural Sciences

• Two Higher Level Science subjects recommended.

• Mathematics at Higher Level beneficial but not always essential

APPENDIX

Politics/International Relations

• History, Geography, Economics are all considered useful.

Psychology

• Usually no specific subject requirements.

Law

• No specific requirements.

Visual Arts

• Most students do a one year Foundation Course prior to a degree, for which a good portfolio of work is required. Most students will have studied Art or Design.

Economics

• Higher Level Mathematics for more competitive courses

• Higher Level Economics recommended

Management

• Usually no specific requirements.


http://www.bisbib.com

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IB Courses Guide 2015-2017

United Kingdom

Electrical engineering Loughborough University European Law with German University of Warwick Economics and Film Studies St. Andrews University

Pharmaceutical and Chemical Sciences University of Brighton Biomedical engineering City University London

English Literature and History Glasgow University English University of Bristol

Management University of Southampton Mechanical Engineering Oxford Brookes University

Business Administration University of Bath Art Foundation Course University for Creative Arts London

Forensic Science The University of Lincoln Advertising University of Arts London

Music Royal Holloway University Fine Art and Art History Manchester Metropolitan University

English Literature and Language Kings College London

United States of America

Business Administration University of San Diego

Asia

Engineering Hong Kong University of Science and Technology

International relations

Management Dong Guk UniversityKorean Language EducationSouth Korea

Europe

Art Culture and Media University of Groningen Economics Tilburg University

Hotel Management Les Roches, Switzerland Medicine Komenskeho University Bratislava

Liberal Arts University College Utrecht International Business and management Websters University Vienna

SCAN Engineering INSA de Lyon Art and Design Instituto Europea Design Milano

Design Academy of Fine Arts Bratislava Mechanical engineering Technical University Vienna

Psychology Hungary

Underwood International College Yonsei UniversityYonsei UniversityMechanical Engineering

Kyung Hee UniversityKyungpook National University

EconomicsEnergy Engeneering

Contact us

The British International School, Bratislava

Site 1 (Early Years)J. V. Dolinského 1841 02 Bratislava, Slovakia

Email: [email protected]

Site 2 (Primary & Secondary school)Pekníkova 6 841 02 Bratislava, Slovakia

Email:[email protected]

School Websitewww.bis.sk

General Enquiries00 421 2 6930 7081 (2)

THE BRITISH INTERNATIONAL SCHOOL Bratislava A NORD ANGLIA EDUCATION SCHOOL

Documents

IB Overview - Nord Anglia Education