AN IB WORLD SCHOOL

IB News

An SGS senior has used the International Baccalaureate Diploma Programme to set up a program to reduce stress in her neighborhood -- with therapy bunnies and tea! 

CAS Project Highlight: Senior Erika Piotrowski has developed a Bunny Outreach Program that she will run for two months.  This will be a neighborhood stress release program with her pet bunnies as therapy animals.  She plans to individually schedule people for the program, then show up wearing a mask and bringing a folding table.  She will set the rabbit and some tea on the table then move six feet back.  The neighbor, who is wearing a mask, will help themselves to refreshments and will be able to interact with the bunny.  In conjunction, they will discuss their day and any other light-hearted topics.  Erika has already discussed this program with some neighbors to gauge interest, and they all seem really enthused by it. 

CAS Experience Highlights: CAS experiences for all of our Upper School students (in the US and in China) include cooking clams, delivering cookies, making rings, shadowing a parent at work for a day, skiing, participating in a community night, making dessert, volunteering at 2nd Harvest, making a snowman, solving a Rubik’s cube, and walking dogs.  

EE Highlight: Senior Sophie Yao is doing her Extended Essay on a topic in Economics.  She is discovering the pros and the cons of her EE question: To What extent does passing out coupons to citizens influence the general merchandise industry in Hangzhou, China.  She came up with the idea because Hangzhou’s government was passing out an electronic coupon through a site called Alipay.  Most of the citizens had successfully obtained the coupon, including Sophie’s mother, which sparked her interest in her research topic.

IB Question of the Week:  Can you explain a little more the difference between HL and SL courses?

With humor, see the picture below:


 
But seriously, follow this link to see the brief on HL and SL courses: https://www.ibo.org/globalassets/publications/recognition/slhl-brief-en.pdf

“It is essential for any pre-university education to equip students with the depth of discipline-specific knowledge and skills that they will need for their chosen academic and career paths. However, this must be balanced with the breadth needed to develop well-rounded students who can draw connections between the different disciplines. 

"As such, the philosophy of the IB DP is that students should engage with a range of subjects while being able to explore specific areas of personal interest in greater depth. SL courses ensure students are exposed to a range of disciplines that they might otherwise opt out of, and HL courses allow students to spend more time with subjects they are more interested in by exploring options in addition to the SL core curriculum. In this sense, all DP courses, regardless of whether they are SL or HL, are integral to the programme.”

IB Overview:  The Diploma Programme (DP) curriculum for grades 11-12 is made up of six subject groups and the DP core, comprising Theory of Knowledge (TOK), Creativity, Activity, Service (CAS) and the Extended Essay (EE).  Please refer to our IB webpage and to the IB Resources page in PowerSchool Learning for detailed IB information.  

An SGS senior has used the International Baccalaureate Diploma Programme to explore the meaning of characters created by a major Spanish author.  

EE Highlight: Senior Cambrie Rickard is writing her Extended Essay on the book Caperucita en Manhattan (Little Red Riding Hood in Manhattan) by Carmen Martín Gaite, one of the most important and influential Spanish authors of the 20th Century.  Cambrie is writing about the representations of freedom (libertad) and solitude (soledad) in the novel as portrayed by some of the characters, especially Miss Lunatic. 

CAS Project Highlight: Reagan Ivey and Adelaide Lennemann will be starting a clothing drive to donate clothes to the Teen and Kid Closet. They will promote the drive with posters and other means and will deliver the donations to the closet. The drive will run for 2-3 weeks. Details will be coming out soon. 

CAS Experience Highlights: CAS experiences for all of our Upper School students (in the US and in China) include  the lifetime fitness class, learning to sew, skiing on Mt. Spokane, learning about human trafficking and making care packages w/ Spokane Girl Up Club, OUR, and International Network of Hearts, restarting the writing center, skiing, setting up Christmas lights, building a snowman, playing ping pong, doing Among Us drawings, painting a picture, and creating a game server.

IB Question of the Week:  What is the IB doing about exams during the pandemic?
The IB continues to release updated guidance for schools regarding assessment since the pandemic started.  Their documents aim to supplement the subject guides and existing teacher support material (TSM) for DP subjects and to share guidance and advice on how teachers can support students working remotely to undertake this work.

Last year, the IB established a non-exam route as a result of the pandemic and came up with a course grade for students using their Internal Assessments (IAs), predicted grades from teachers, and past predicted grade reliability.  

Schools who tested in November 2020 were given the guidance that they could opt in or out of exams.  If they opted into exams, a student’s course grades would be based on their exams, IAs, predicted scores and past predicted grade reliability.  If schools opted out, course grades would be based on IAs, predicted grades and past predicted grade reliability, like in May 2020. 

The IB has not yet sent official and final guidance for the May 2021 cohort. They have told schools to look at the guidance given to November 2020 schools for what to expect.  Schools have been told by the IB to expect an official guidance to be released in late January/early February.  So far, for the May 2021 cohort, it is official that all IAs will be sent to the IB examiners, and not just a sampling as in a normal year.  We are waiting to hear about the exam and non-exam choices and routes. 

IB Overview:  The Diploma Programme (DP) curriculum for grades 11-12 is made up of six subject groups and the DP core, comprising Theory of Knowledge (TOK), Creativity, Activity, Service (CAS) and the Extended Essay (EE).  Please refer to our IB webpage and to the IB Resources page in PowerSchool Learning for detailed IB information. 

One aspect of the International Baccalaureate Diploma Programme is CAS (Creativity, Activity, Service).  SGS Upper School students (in the US and in China) performed a wide variety of CAS experiences during the holiday break.  

CAS Experience Highlights: Delivering cards and gifts to nurses, cleaning up their neighborhood, making a Cindy Lou, participating in Operation Christmas Smile, dog walking, learning breakdancing for fun, participating in the US door decorating, teaching themselves to play Stairway to Heaven, playing tennis, skiing at Silver Mountain, a week of exercising a dog, debate tournament, participating in the 2nd Harvest Food drive, making Christmas cookies for friends, picking chrysanthemums, visiting a Panda base, mentoring, making a grocery basket to donate, learning a new gymnastic drop using silks, wrapping gifts, decorating advisory doors, going to a barbershop and learning about a new culture.

IB Question of the Week:  Are there any YouTube videos that help students/parents further understand the IB and also that help students navigate IB courses?  
Yes, often times IB alumni will post YouTube videos, either explaining the IB or helping students with certain tactics they learned when taking certain courses and studying for exams.  All ages can benefit from watching these videos because KNOWLEDGE IS POWER!  Here are some relevant videos:
> Ivy Lilia’s video on “IB EXPLAINED | everything you NEED TO KNOW about IB” can be found here: https://youtu.be/6mRI6Mcp5hM.  Ivy has lots of IB videos out there so check out her channel.
> One student who got a 45 (the highest score you can get) explains her top ten tips here: https://youtu.be/dk4y0jWdKgI
> Diana Ang gives her tips from “a realistic IB student” here: https://youtu.be/jq7ZGRbOxzw

IB Overview:  The Diploma Programme (DP) curriculum for grades 11-12 is made up of six subject groups and the DP core, comprising Theory of Knowledge (TOK), Creativity, Activity, Service (CAS) and the Extended Essay (EE).  Please refer to our IB webpage and to the IB Resources page in PowerSchool Learning for detailed IB information.  

An SGS senior has used the International Baccalaureate Diploma Programme to explore a topic of particular interest to him -- heavy metal contamination.

EE highlight: Senior John DeForest chose to write his extended essay on a topic in Chemistry, a subject he is passionate about.  His EE question is: How is the rate of diffusion of iron through hydrated sediments affected by the presence and properties of solid layers?  His advisor, SGS chemistry/biology teacher Ian Townley, and partners at Kaiser Aluminum are helping him.  What inspired John to pick this topic?  “I read an article in a local online newspaper about heavy metal contamination in nearby Lake Coeur d' Alene -- scientists were concerned about rising fertilizer runoff into the lake and surrounding tributaries causing heavy metals from decades of mine tailings to release from their resting place in the sediment.  Nowhere in the article did it mention just how fertilizer was causing the heavy metals to leach out, and I was intrigued by this.  Thus began a long process of digging through the literature, calling local tribes and researchers, and connecting with local manufacturing companies to find answers." 

"I discovered that it was more of a biological process than a chemical one," John says.  "Bacteria eat the iron that stores the heavy metals, releasing them into the sediment and water column.  I reassessed with my advisor and decided that the release process was too complex in both scope and equipment, so I turned to a different factor that affects heavy metal release.  Layers of ash from the Mt. St. Helens eruption appear to have blocked the movement of heavy metals complexed in the iron (which would prevent them moving to areas with bacteria).  So I am designing an experiment to discern the chemical and physical properties of sediment layers that block this process.”

Once again, we love to see how the process of choosing a topic comes to be and evolves with research.  We cannot wait to read this full EE in January.

CAS Project Highlight: Five graduates from the DP program, in places spread all over the world, reflect on the values and benefits of CAS in this article: https://blogs.ibo.org/blog/2019/11/01/cas-service-benefits/

CAS Experiences Highlights: CAS experiences for all of our Upper School students (in the US and in China) this week included participating in the mentor program, making videos for Lower School students, raking leaves for the Ronald McDonald House, making cards for the police and sheriffs, cleaning up a yard for a cancer patient, creating flyers, skiing, adopted family Christmas shopping, taking a CPR, BLS and First Aid class, curating a cheese board, tutoring, 

IB Question of the Week:  Why is it important to choose an extended essay topic that a student is passionate about? 
DP graduate Stephanie Stan, from Bloomfield Hills High School, offers her advice on how to make the extended essay transform from just an assignment to a project that expands upon your own knowledge of a topic.  See her article here: https://blogs.ibo.org/blog/2018/05/02/extended-essay-topic/

IB Overview:  The Diploma Programme (DP) curriculum for grades 11-12 is made up of six subject groups and the DP core, comprising Theory of Knowledge (TOK), Creativity, Activity, Service (CAS) and the Extended Essay (EE).  Please refer to our IB webpage and to the IB Resources page in PowerSchool Learning for detailed IB information.  

A SGS senior has used the International Baccalaureate Diploma Programme to explore a topic of particular interest to him -- winning at Black Jack!
 
EE Highlight: Henry Xu is writing his Extended Essay on the common casino card game of Black Jack.  His research question is: What are the right strategies to win Black Jack?  In his research reflections, he writes: "To explore the counting method, I had doubt about why the players are more likely to win when there are more big cards.  So I decided to list and figure out the possibility of each result for the house under different card deck situations by writing a program, leaving out the special strategy like double down and split aside for now, and researching more only about the ordinary situation.”  Once he began researching and planning, he "figured out there are way too many possible situations and that it could take my computer years of time to test all the situations.  As a result, I am using probabilities."  He decided he will "find out what a player should do based on the shown card of the dealer, which is a valuable advantage for the player."  We look forward to reading his essay!
 
CAS Experiences Highlights: CAS experiences for Upper School students (in the US and China) this week included correcting atrophy in a student’s horse, participating in an SKBT investment competition, being a helper with the SKBT investment competition, doing a presentation on influenza, creating a flyer to inform the public about infectious diseases, helping with drywall installation, raking leaves, donating blood, skateboarding, learning to crochet, helping fix the bearings on a car, surfing, decorating a pie, teaching a friend to ski, participating in the peer mentor program, upcycling jeans, helping a fellow student with an experiment for a class, and tutoring in Math.
 
IB Question of the Week:  In each IB class, what are the Internal Assessments and the External Assessments? 

The IB uses both external and internal assessments in the Diploma Program (DP) to assess student learning.
 
• The External Assessments (EA) include the exams in May of a student’s senior year. These EAs count for 70 - 80% of the score in an IB course. The EAs are sent in to the IB for grading by IB examiners. If a student takes IB Visual Arts, their EA is an exhibition. In addition, if a student takes a Language A HL course (Chinese A Literature HL or English A Literature HL), they also produce a written assignment. These assessments are called “external” because teachers outside of SGS assess and decide what grade they earn. IB examiners and assessors are all over the globe but trained by the IB to ensure uniformity.
 
• The Internal Assessments (IA) include the many investigations and projects that students undertake here at SGS during the two-year program. Some 20 - 30% of the student’s score is derived from the IA. SGS students complete an IA in each course. The grade for the IA is assessed by the SGS teacher but it is externally moderated by the IBO (International Baccalaureate Organization), meaning they are reviewed for grading accuracy.
 
Here's a link to more information about Diploma Programme grading and assessment.  
 
IB Overview:  The Diploma Programme (DP) curriculum for grades 11-12 is made up of six subject groups and the DP core, comprising Theory of Knowledge (TOK), Creativity, Activity, Service (CAS) and the Extended Essay (EE).  Please refer to our IB webpage and to the IB Resources page in PowerSchool Learning for detailed IB information.  

This week, SGS IB Coordinator Elizabeth Tender highlights a very relevant project from an IB student in Ottawa, Canada.  This exemplifies a dynamic CAS project!
 
In this IB Blog Article, we learn that Diploma Programme (DP) student Ryan Rodrigs used his entrepreneurial and technological skills to help people change their behavior during the COVID-19 pandemic and save lives.  The COVID-19 pandemic has forced us to change the ways we behave, from social distancing to wearing a mask.  When Canada went into lockdown in April, Ryan, a student at Colonel By Secondary School in Ottawa, Canada, came up with an idea for developing an app (Yunal COVID-19) to help people stay safe and follow new guidelines.  
 
When discussing his app, Ryan said: “Business, entrepreneurship and innovation are all difficult paths that require many skills — many of which are included in the IB Learner Profile.  There is an immense amount of planning and development needed to take it from an idea on a page to a real tangible product that people can use daily.
• He "demonstrated inquiry by researching and understanding more about the virus and the pandemic as a whole," and when he "sought out answers to develop a better understanding of not only the world around me, but also ways to potentially help and aid those around me." 
• He says, "being knowledgeable was shown when I was furthering my understanding in fields of technology, software, programming, medicine, research and also in the field of vaccines and other viruses".
• He also said he, "had to be a thinker and communicator to effectively innovate and come up with creative solutions to solve problems."
• And, he states, he "had to be open-minded and show care (caring) and compassion for team members and users coping with the pandemic."
• Finally, he says, "starting anything new, especially a business is a huge risk. I took effective risks (risk-taker) that were calculated and well balanced to take leaps forward."
 
Ryan hopes that this app and this company can continue to make a difference and save lives.  So far, Ryan’s COVID-19 app has had 75,000 downloads on Android and nearly 1,000 downloads on iOS.  His company has also started distributing at-home testing kits that give accurate COVID-19 results in just minutes.

An SGS senior has used the International Baccalaureate Diploma Programme to explore a topic of particular interest to her -- the impact of climate change on Hawaiian coral reefs.
 
EE Highlight: Senior Nicole Cook is writing her Extended Essay on the topic of climate change and coral reefs.  Her research question is: How is climate change impacting the coral reefs of Hawaii?  Nicole says she knew she wanted to focus her EE question on Biology.  She chose her research question because climate change is something that is talked about a lot in today’s world.  She chose to focus her research question on Hawaii because she has “noticed that every time I visit, the coral reefs seem to be less colorful.  I was interested in why this is happening, and if it had anything to do with climate change."
 
CAS Experience Highlights: CAS experiences for our Upper School students (in the US and in China) this week included donating gifts to children in need, chopping trees and stacking logs, painting a car, caring for a dog, taking and editing family Christmas photos, helping out a sister with a debate tournament, and snow and ice removal for a public community.
 
IB Question of the Week: How does the IB and its learner profile trickle down to the learning in the Lower School?  
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.  The IB learner profile represents 10 attributes valued by IB World Schools. The IB and SGS believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities. 

All of the IB Learner attributes that the Upper school program emphasizes are also seen in the Lower School classrooms.  Below we will talk about three that are emphasized in two activities in the 4th grade classroom right now: 
Thinker: We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.  
Risk-Taker: 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.
Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance
 
The attributes of being a THINKER, being KNOWLEDGEABLE, and being a RISK-TAKER are evident in Rick Petrini and Heidi Melville’s 4th grade classroom.  The 4th graders have been working on phenology, the study of cyclic and seasonal natural phenomena, especially in relation to climate and plant and animal life.  Once a week, they go to different parts of the campus to observe how that same location changes week after week.  They use scientific skills of observation and measurement, taking soil and air temperature readings.  They are training them to be thinkers and risk-takers, becoming more knowledgeable.
 
Rick and Heidi also have implemented a 4th grade math exploratory time.  For 45 minutes, they have open-ended math prompts.  For example, the students might receive random Lego pieces and use those to demonstrate the math vocabulary they are learning in any way they choose.  See a Photo Gallery of some of their Lego math vocabulary that also displays the attributes of knowledgeable, thinker and risk-taker.  
 
For more information about the IB learner profile, please follow this link : https://www.ibo.org/contentassets/fd82f70643ef4086b7d3f292cc214962/learner-profile-en.pdf
 
IB Overview:  The Diploma Programme (DP) curriculum for grades 11-12 is made up of six subject groups and the DP core, comprising Theory of Knowledge (TOK), Creativity, Activity, Service (CAS) and the Extended Essay (EE).  Please refer to our IB webpage and to the IB Resources page in PowerSchool Learning for detailed IB information.  

An SGS senior has used the International Baccalaureate Diploma Programme to explore two topics of particular interest to her -- gender equality among professional athletes and how to teach young Chinese students English using Zoom.
 
EE Highlight: For her Extended Essay, senior Winnie Wu is writing on the topic of magazine coverage as an indication of gender issues in professional sports after Title IX, from 1964-2000s.  Her research question is: to what extent was Title IX effective in promoting better gender equality among professional female athletes?
 
CAS Project Highlight: Senior Winnie Wu is also being highlighted for her CAS project.  Being physically in China caused several of our seniors to re-evaluate their CAS project plans.  Winnie jumped right in this summer and founded an online English language learning program for primary students.  She said, “The intention for creating this online learning platform is to enlighten more primary school students in their English learning process.  I had online classes and interacted with the children on a weekly basis for two months.  All the lessons were created by myself and was taught through Zoom with about ten children per class.”
 
CAS Experience Highlights: CAS experiences for all of our Upper School students (in the US and in China) this week included attending a bank open day in China, creating a quarantine workout routine, running GLOW club, tie dying shirts, completing soccer workouts after school, participating in Operation Christmas Child by getting items for the shoe box for a child in need, and providing donation commissions.
 
IB Question of the Week: How does the Middle School's Genius Hour prepare students for the EE and CAS components of the IB CORE in their junior and senior years?  
 
In 5th grade, students begin their Genius Hour project and it continues throughout Middle School.  Each year, the students pick something they are interested in.  Teachers are training them to think about something that they care about and are willing to devote time to.  The goal of Genius Hour is not the end product but the experience.  
 
Within the full diploma program, students must complete an Extended Essay (EE) and a CAS (Creativity, Activity, Service) project.  Both of these components are driven by what the students are interested in.  With the EE, students choose a topic, do research and produce a 4,000 word research paper.  With the CAS project, students pick something that interests them, research it and find ways to develop experiences that include: 
• real, purposeful activities, with significant outcomes, 
• personal challenge, 
• thoughtful consideration, such as planning, reviewing progress, reporting,
• reflection on outcomes and personal learning.  
The learning from two components of the IB CORE comes from the process.  The end result is icing on the cake, just like in Genius Hour.  
 
IB Overview:  The Diploma Programme (DP) curriculum for grades 11-12 is made up of six subject groups and the DP core, comprising Theory of Knowledge (TOK), Creativity, Activity, Service (CAS) and the Extended Essay (EE).  Please refer to our IB webpage and to the IB Resources page in PowerSchool Learning for detailed IB information.  

An SGS senior has used the International Baccalaureate Diploma Programme to explore a topic of particular interest to him -- vegetarian weight lifting!

EE Highlight: For his Extended Essay, senior Nico Morales wanted to test how a vegetarian diet affects his recovery time in an area of sports.  His research question is: Will a vegetarian diet improve recovery time during a weight lifting program?  In the time of COVID-19, he was able to find a subject matter that interested him and occupied his summer when he was missing summer basketball.  We can’t wait to read about his findings.  Remember the EEs live in our school library for our full diploma students from 2016, 2017, 2018, 2019 and 2020.  Please talk to Sara Smith or Elizabeth Tender if you want to read any of them.

CAS Project Highlight: Junior Alyssa Zhao is helping Qingqing Ji teach classes for her CAS project.  She is just starting this.  She says she "will create several lectures and activities for the SGS IB Chinese learners.  The purpose is to help them have a better understanding for Chinese and provide some useful tools, materials and additional help.”  When asked what new skills or skill levels she hopes to develop, she responded with "Public speaking, leadership, and event organizing ability."

CAS Experience Highlights: CAS experiences for all of our Upper School students (in the US and in China) this week included making “SGS obituaries and impact plans” (where students think about the things they have done and the things that they would like to do in their remaining time at SGS), having a weekly yoga meeting for mental health, participating on the Blood Drive Committee, annotating classical Chinese literature, skating, clearing yard waste, participating in a fellow IB student’s IA for Psychology class, playing tennis, creating a self-care menu, making letters and helping with Everlasting Envelopes, running in a 5K, learning the 4x4 cube, volunteering at LIVE House, practicing yoga, donating blood for the blood drive, teaching basic English to persons in China, and starting an Etsy shop.  

IB Question of the Week: How has the IB as an organization adapted its requirements for COVID-19?  The IB Organization is addressing the loss of instruction time through targeted removals and/or amendments of assessment components or submission requirements.  These adaptations aim to empower teachers to address each subject’s aims and objectives with flexibility and fairness in preparation for the May and November 2021 session.  Learn about all of the ways the IB is responding to the extraordinary challenges ahead at https://www.ibo.org/covid-19-support/  

IB Overview:  The Diploma Programme (DP) curriculum for grades 11-12 is made up of six subject groups and the DP core, comprising Theory of Knowledge (TOK), Creativity, Activity, Service (CAS) and the Extended Essay (EE).  Please refer to our IB webpage and to the IB Resources page in PowerSchool Learning for detailed IB information.  

Three SGS seniors have used the International Baccalaureate Diploma Programme to explore topics of particular interest to them -- Cryptography and 3D Printing!

EE Highlight:  Senior Jake Gliniak wrote his EE on the topic of Cryptology.  His research question is, "How does RSA encryption use math to secure information?"  RSA encryption is a system that solves what was once one of the biggest problems in cryptography: How can you send someone a coded message without having an opportunity to previously share the code with them?  More about RSA encryption (until you are able to read Jake’s EE) can be found here on Wikipedia: https://en.wikipedia.org/wiki/RSA_(cryptosystem).

CAS Project Highlight:  COVID has created some challenges for students’ CAS projects.  We have students who wanted to do a basketball skills clinic or spearhead the 2nd Harvest Food Bank Drive, but have had to change their plans.  However, some students were able to stick with their plan.  This week we highlight Jake Gliniak, Alec Bunn and Tristan Krzyzanek.  Alec, Tristan, and Jake are creating 3D printed masks to help immune-compromised cancer patients stay safe when it's necessary for them to visit hospitals.  These seniors spent many hours designing and writing up the proposal, recruiting help and support, prototyping and improving the mask, manufacturing and assembling, and distributing the end product to cancer patients.  

Alec and Tristan coordinated the 3D printing, "however, finding strapping or sealant strips for the masks proved difficult due to extreme shortages in supply and limited access," the students wrote in their project proposal.  "We attempted to solve these issues through a number of unconventional solutions including: silicone caulk, elastic shoelaces, weather stripping, etc.  We settled on a combination of elastic shoelaces and weather stripping, which we felt provided the best seal, comfort, and ability to be sanitized."  Jake completed the assembly, with help from senior Sydney Bledsoe, and delivered the first nine prototypes to Summit Cancer Care in Spokane, where "the masks were a big hit."  Their goal is to supply 100 masks to local patients.

CAS Experiences Highlights: CAS experiences for all of our Upper School students (in the US and in China) this week included Everlasting Envelopes, painting pumpkins, pumpkin carving, Knowledge Bowl, National Novel writing Month, wiring letters to family members in Spanish, making signs for the blood drive, playing the ukulele, picking up branches and leaves, developing a Performance Management Chart (Tracking Tool) for Athletic Training, and painting poster for the food drive

IB Question of the Week:  How can you find other IB schools around the world?  Follow this link: https://www.ibo.org/programmes/find-an-ib-school/

IB Overview:  The Diploma Programme (DP) curriculum for grades 11-12 is made up of six subject groups and the DP core, comprising Theory of Knowledge (TOK), Creativity, Activity, Service (CAS) and the Extended Essay (EE).  Please refer to our IB webpage and to the IB Resources page in PowerSchool Learning for detailed IB information.  


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