AN IB WORLD SCHOOL

IB News

IB Alumni Highlight:  Nico Morales graduated last year and is attending Occidental College in California.  He had a fall break and came back to school to visit some teachers and coaches.  We were able to ask him how college is going and if he had any thoughts on how the IB has helped him in his classes.  He said, "the IB of course helped with the admissions process but also preparing me for the level of writing that was expected at college. Our first major writing assignment was an 8-page paper that I had no issue finishing in less than a week while some of my classmates were struggling to even write an outline. That’s when I really felt like all the hours working on the IAs and EEs paid off."

Extended Essay Highlight:  Senior Maggie McLaughlin is doing her EE in English A Literature.  Her research question is:  To what extent does John Ajvide Lindqvist’s Let the Right One In challenge contemporary views through the use of a child vampire?  She will explore the deviancy of the child vampire, Eli, in Lindqvist’s novel.  The novel analyses the contemporary perspectives society has on childrens’ innocence and their agency and compares it to the characterization of Eli within the text.  It also analyses gender and sexuality, specifically with queer children, due to Eli’s non-binary identity.  She chose this topic because vampire lore’s construction and broader connection to society has always been of interest to her.  The portrayal of monsters in literature allows for analysis of what society deems transgressive.  Let the Right One In is a Swedish vampire novel recommended by Chad Rigsby. 

CAS Experience Highlights:  CAS experiences for all of our Upper School Students this week included helping with Lower School cross country, helping with Middle School cross country, rock climbing, verbally transcribing an essay, horseback riding, painting pumpkins, helping at a county fair, and performing at a coffee house.

IB Question of the Week:  What are IB subject briefs?  
IB provides short, two-page summaries of many of their most popular subjects including an overview of the topics, a teaching hours distribution and a sample assessment question or two. While not intended to provide a complete picture of the course, they do give some insight to the teaching philosophy and structure of both SL and HL versions of the course. Complete subject guides for actual teaching of every course are available to authorized and candidate IB schools. There are also many other resources available to IB Diploma course teachers; both online and in training sessions. Check this link for the available Subject Briefs.

For detailed IB information, please refer to the International Baccalaureate page on the SGS website and to the IB Resources page in PowerSchool Learning.  As an 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).  

IB Alumni Highlight:  Alli Dixon graduated last year and is currently in a dual program at Trinity College in Dublin and Columbia University.  She writes to us, “I am currently studying Middle Eastern and European Languages and Cultures at Trinity College Dublin as a part of their dual degree program with Columbia University.  I love living in Dublin and all of the opportunities that I have being located in a European capital city.  This weekend I’ll be traveling to Galway in Ireland as a part of the Trinity Law Society to attend a conference on international law.  I am so thankful that the IB and Saint George’s provided me with the academic skills and international credentials to succeed in a prestigious multinational program."  We can’t wait to follow Alli on her academic journey!
 
Extended Essay Highlight: Senior James Gunn wanted to do his EE in Spanish to improve his Spanish and challenge himself.  He thinks that the historic period of post-civil-war Spain is quite interesting as well as relevant to some of the things he is studying.  So he decided to use the book Cuarto de Atras by Carmen Martin Gaite as a basis for his topic.  His current research question is: "How does Carmen Martin Gaite's use of metafiction and literary structure frame and undermine society in post-civil-war Spain?"
 
IB Question of the Week:  How can you find other IB schools around the world?  
 
For detailed IB information, please refer to the International Baccalaureate page on the SGS website and to the IB Resources page in PowerSchool Learning.  As an 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).  
• CAS Experiences: All of our Upper School students, pre-IB (grades 9-10), full diploma candidates and course candidates, complete CAS experiences with reflections.
• CAS Project: Our full diploma students complete CAS projects that follow an 18-month portfolio, full of reflections. 
• EE: Seniors spend a year researching and writing a 4000-word extended essay on a topic of their choice.  

CAS Project Highlight:  Finley Wolff and Ethan Wu organized a clean-up float on the Little Spokane River on Saturday, Sept. 25.   Melanie Mildrew reported that 17 people gathered 1.5 tons of junk, including 9 tires, 301 golf balls, and an entire basketball backboard/hoop and pole.  They first had to contact the private property owners on the stretch of the river above SGS to get their permission to float down it for the clean up.  See a Photo Gallery of the clean-up effort and some of the results.  Congratulations to Finley and Ethan for helping to keep our beautiful valley clean!
 
Extended Essay Highlight:  Tariq Ravasia is doing his EE in Spanish on the topic: Identity and existentialism in Borges' El Jardín de Senderos que Bifurcan.  He writes that he wants his EE to focus on the role that Borges' understanding of the labyrinth within El Jardin de Senderos que Bifurcan illustrates a broader understanding of time and space, which influences the primary story's events.  Tariq will likely update his research question as he finishes the story.  He aims to connect it to magic realism in Spanish literature more broadly, satisfying the requirement for a Category 3 essay.  Further research beyond reading the book will likely focus on Borges' influence on other Spanish-language authors and how his complication of inexorable progressions like time and space would pave the way for future magical realist literature in the Spanish-speaking world.
 
IB Question of the Week:  How many schools worldwide offer the IB program?  
As of August 2021, there were over 7,500 programmes being offered worldwide, across over 5,500 schools in 159 countries.  For more information follow this link.
 
Please refer to the International Baccalaureate page on the SGS website and to the IB Resources page in PowerSchool Learning for detailed IB information.  As an 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).  
• CAS Experiences: All of our Upper School students, pre-IB (grades 9-10), full diploma candidates and course candidates, complete CAS experiences with reflections.
• CAS Project: Our full diploma students complete CAS projects that follow an 18-month portfolio, full of reflections. 
• EE: Seniors spend a year researching and writing a 4000-word extended essay on a topic of their choice.  

IB Highlights: 100 Meter Dash

September 27, 2021

Extended Essay Highlight:  Senior Fair Niven is asking this question for her EE:  "How does the amount of protein in a protein shake effect the heart rate of a person running the 100m dash?"  She plans to have Mark Rickard as her supervisor.  She will be collecting her own data and comparing it to other data that has been already collected.  Fair ran the 100 meter dash in 12.76 seconds this spring to win the race at the District 7 NE 2B Championships!
 
CAS Project Highlight:  Stella Brown and Maddy Roberts, both seniors, proposed a Saint George’s mural.  They are experienced with both physical and digital art, which is why they chose to do this CAS project.  For their investigation, they are going to do research and learn more about how to design and paint a mural, and also how to logistically keep it from fading away.  We cannot wait to see this new addition to our campus!
 
IB Question of the Week:   Who is the Director General of the International Baccalaureate (IB)?  
Mr Olli-Pekka Heinonen started his tenure as the eighth Director General of the International Baccalaureate (IB) in May 2021.  You can read more about him here: https://www.ibo.org/about-the-ib/governance-and-leadership/director-general/
 
Please refer to the International Baccalaureate page on the SGS website and to the IB Resources page in PowerSchool Learning for detailed IB information.  As an 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).  
• CAS Experiences: All of our Upper School students, pre-IB (grades 9-10), full diploma candidates and course candidates, complete CAS experiences with reflections.
• CAS Project: Our full diploma students complete CAS projects that follow an 18-month portfolio, full of reflections. 
• EE: Seniors spend a year researching and writing a 4000-word extended essay on a topic of their choice.  

CAS Experience Highlights: Creativity, Activity, Service (CAS) experiences that Upper School Students posted this past week included the Freshman outback trip, running cross country, playing soccer, kayaking, helping David Demand mix cement, pouring cement for the fence posts, taking piano lessons, and the Harrison Lake trip.
 
IB Question of the Week:   What is the difference between a full Diploma candidate and a course candidate?  
A full Diploma Candidate is a candidate who is trying to earn the full IB Diploma and will complete all requirements to do so.  A courses candidate is a student who is enrolled in IB Diploma courses, but not all components of the full IB Diploma.  The course candidate takes the IB exams in May of senior year and hopes to gain college credits for specific courses by earning IB certificates.  The courses candidate has reduced CAS requirements and does not take TOK or complete the EE.  
 
Please refer to the International Baccalaureate page on the SGS website and to the IB Resources page in PowerSchool Learning for detailed IB information.  As an 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).  
• CAS Experiences: All of our Upper School students, pre-IB (grades 9-10), full diploma candidates and course candidates, complete CAS experiences with reflections.
• CAS Project: Our full diploma students complete CAS projects that follow an 18-month portfolio, full of reflections. 
• EE: Seniors spend a year researching and writing a 4000-word extended essay on a topic of their choice.  

IB Highlights: Why IB?

September 13, 2021

This week we will begin including IB Highlights in the website news section.  Please refer to the International Baccalaureate page on the SGS website and to the IB Resources page in PowerSchool Learning for detailed IB information.  As an 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).
 
Weekly Highlights may include information regarding:
• Weekly Question: Please email Elizabeth.tender@sgs.org with any IB questions you may have, otherwise she will pick one to answer.  We will highlight one per week.
• CAS Experiences: All of our Upper School students, pre-IB (grades 9-10), full diploma candidates and course candidates, complete CAS experiences with reflections.
• CAS Project: Our full diploma students complete CAS projects that follow an 18-month portfolio, full of reflections. We will highlight one per week, with student permission.  
• EE: Seniors spend a year researching and writing a 4000-word extended essay on a topic of their choice. We will highlight one per week, with student permission.  
 
CAS Experience Highlights: CAS experiences for all of our Upper School students this past week included volunteering at the Spokane Humane Society, cleaning the Saint George’s trail, attending the Freshman campout, attending the Sophomore campout, engaging in the ropes course at Camp Reed, attending the Senior overnight, helping with the 5th grade float, learning to fish, modeling, organizing a goodbye party, and hiking.
 
IB Question of the Week:  Why IB? (Elizabeth Tender, SGS IB Coordinator, asked IB alumni and others in a Facebook group and these are the responses from across the world.)
• IB is a way of life.
• IB is a tool to build the characteristics or learner profile to become an effective individual in our world.
• Students are life-long learners who adapt to the needs of the real world.
• IB learning is not the usual traditional learning, but rather places the learner into real world situations, developing both knowledge and skills to be able to overcome the challenges in the world. 
• Students have strong voice, choice and ownership in IB learning. 
• IB students develop strong academic, social and emotional characteristics. 
• Students learn how to learn. 
• Students become self-regulated learners.
• IB learning forces students to think outside the box.
• IB learning is not the cookie cutter style or one size fits all.
• In IB, you can have 12 different ways to the same problem, and they can all be correct.
• IB lets students find the how and why things work, not just memorizing facts from the teacher.
• IB learning combines knowledge with exploration through a global lens. 
• With IB learning, students practice self-assessment, adjusting perspective, and bouncing back for correction.
• IB learning is inquiry based.
• Students are encouraged to think critically and solve complex problems.
• Students drive their own learning.
• IB learners are able to engage with people in an increasingly globalized, rapidly changing world.
• Ultimately, students will need to decide who they want to be in this world. There are many things outside of school that will influence that choice, but school is still very influential. Critically thinking about their own beliefs and decisions, and the beliefs and decisions of others puts them in a good place to make a better decision about who they might want to become.
• The world has changed; educators are no longer needed to tip content into our students, but to create environments for conceptual teaching and learning so that students can learn beyond the boundaries of traditional subjects. Knowledge is transfer - the ability to see patterns and make connections. Concept based teaching and learning in the IB is such a powerful tool. 
• IB demands that students engage in inquiry and investigate. It lets them give their own perspective, makes life-long learners by making them responsible for their own learning and teaches them to take action and reflect on their learning, keeping in mind the learner profile.   
• IB is a way of transforming societies through individuals for the good of the whole of mankind.
• Because of Creativity, Activity and Service (CAS), IB creates an opportunity to learn skills through real life experiences. 
• I changed careers to teaching after sending my kids to an IB school - the creativity, passion, and push towards independence for students sold me!
• IB checks the understanding of a concept.

CAS Project: Our full IB diploma students complete CAS (Creativity, Action, Service) projects that are part of an 18-month portfolio, including reflections on their experiences.  Junior Chase Foster’s CAS Project is to collect donated items for students in the West African nation of Liberia.  The items – warm weather clothing, new and used shoes, sports equipment, children’s book, and school supplies – will be sent to Liberia through the Lutheran Church this summer and distributed by Chase’s grandparents when they arrive in November to build schools in that country.  See Chase’s Liberia Donation Flyer for more details on the items he’s collecting, which can be dropped off in the green bucket by the Upper School courtyard stairs through Friday, May 21.

CAS Experience Highlights: CAS experiences for all of our Upper School students (in the US and in China) include helping sick animals, making meals for grandparents, working in the yard, running, walking, and playing basketball.  

CORE Update: The juniors are working on Extended Essay outlines and getting ready to do some writing of their EE before the end of the year. In Theory of Knowledge, the students are exploring theme of knowledge and politics to continue their quest for TOK in the real world around us.  They are also preparing for their final exhibitions, which they will share with sophomores on May 20.

IB Question of the Week: Who is the new Director General of the IB?  Olli-Pekka-Heinonen was just named the 8th Director General.  You can see a video here: https://vimeo.com/543632524/10d9a0d5f3

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.  

Upper School students complete Creativity, Activity and Service (CAS) projects and reflect on them.  This week there were a variety of CAS projects that students engaged in.

CAS Experience Highlights: CAS experiences for all of our Upper School students (in the US and in China) include helping with the Joya penny drive posters, snorkeling, playing tennis, doing a photo overnight, participating in the Day of Silence, tutoring, making Day of Silence ribbons, volunteering at the Better Living Center, Helping with Casino Night, helping plant the storm garden, going surfing, making blankets, going skiing, house sitting, and team training activities.  

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 senior International Baccalaureate Diploma Candidates have their work on display in the Upper School in April.  See photo galleries of Josie Melville's Exhibit that's in the Art Gallery, Dana Mogensen's Exhibit that is in the space in front of Founders Theater, and Sydney Bledsoe's Exhibit in the Photography Room and Dark Room just to the right of the Art Gallery.  Here's what each senior had to say about their artwork...

Sydney:  "This body of work explores themes of the esoteric and paranormal. I’ve always been interested in the supernatural, not because I see it as a method of explaining the inherent strangeness of the world but rather because I enjoy the stories, questions, and ideas that come along with attempting to research things beyond our world. The paranormal themes explored in these pieces come from a wide array of folklore, conspiracy theories, and magical practices. In addition, the works as a whole were inspired by the fantastical illustrations of Aubrey Beardsley as well as more contemporary media, such as Western cartoons and comics."  

Josie:  “This exhibition explores the connection between humanity and the natural world, or what is perceived to be natural.  Throughout my life I have seen and built a connection to what is natural. I have also observed how other people do not see themselves connected to nature and do not perceive themselves as natural beings. The natural and human themes explored in these pieces are used as commentary and expression, I built my exhibition to show others how I perceive myself and the world around us.”  

Dana:  "I live on a hillside that overlooks a valley and across are layers of hills and mountains. It is just a few miles from our city that has a river (sometimes raging) that runs through it creating a juxtaposition between nature and manmade structures.  I have always been drawn to these environments that surround me —landscapes, mountains, and cityscapes. These influences led to inspire a range of pieces for my exhibition.  I also wanted to present my personal abilities to work with a multitude of medias. It was the range of medias that motivated me to include them in my exhibition. I also explored a sense of connection to the world that both natural and manmade views make, without the presence of people. It allows the viewers to enjoy the piece in their own eyes and in their own time."  

IB Question of the Week: What do English A Literature exam questions look like?
The IB English A Literature exam requires students to answer just one essay question, basing their answer on at least two works that they have studied.  How well could you compare and contrast two literary works in response to these questions:
 
Drama
1. Explore the techniques used by at least two playwrights you have studied to portray characters constrained by social expectations, and the effects created. 
2. In the works of at least two playwrights you have studied, compare the ways in which plot and structure are used to engage the audience.
3. Explore the techniques used to interweave elements of comedy and tragedy in the work of at least two playwrights you have studied.
 
Poetry
1. In the work of at least two poets you have studied, compare the techniques used to reveal the speaker, and the effects achieved.
2. With reference to the work of at least two poets you have studied, compare in what ways and to what effect language has been used to create intense and/or unforgettable moments.
3. Some poets shine a light on particular issues, while others criticize explicitly. Compare these different approaches in the work of at least two poets you have studied. 
 
Prose: novel and short story
1. Compare the different approaches to narrative that are used to create suspense in the works of at least two authors you have studied.
2. Some works end with a neat resolution; others are less clear cut. With reference to the work of at least two authors you have studied, compare the techniques used to create such endings and the effects achieved.
3. With reference to the works of at least two authors you have studied, compare the ways in which trapped or confined characters are used to highlight social issues.
 
Prose other than fiction
1. How and to what effect are seemingly minor details resulting in major consequences presented in the work of at least two authors of prose other than fiction you have studied?
2. With reference to the works of at least two authors of prose other than fiction you have studied, compare the techniques used to portray misunderstanding and its effects.
3. In the works of at least two authors of prose other than fiction you have studied, discuss the creation of setting and its role in providing an emotional landscape for the reader. 
 
CAS Experiences Highlights: CAS experiences for all of our Upper School students (in the US and in China) include planting trees, riding a camel, participating in track, meditating, cooking Lobster Marinara, participating in community service club, holding a RELAX group meeting, and helping vaccinate livestock.
 
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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