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International Baccalaureate (IB) Curriculum

 

 

The Diploma Programme: The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect to this end, the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

 

 

What is an IB education?

 

 

The IB continuum of international education for students aged 3 to 1 9 years

old is unique because of its academic and personal rigour. We challenge

students to excel in their studies and in their personal development. We aim

to inspire a love of learning throughout life that is marked by enthusiasm and

ampathy. The IB aspires to help schools develop well-rounded students who

respond to challenges with optimism and an open mind, are confident in

their own identities, make ethical decisions, join with others in celebrating our

common humanity and are prepared to apply what they learn in real-world,

complex and unpredictable situations.

 

 

IB programmes are taught by teachers who explicitly help students learn how

to develop the attitudes and skills they need for both academic and personal

success.

 

 

Approaches to teaching and learning

 

IB programmes are taught by teachers who explicitly help students learn how

to develop the attitudes and skills they need for both academic and personal

success.

 

 

Approaches to teaching

 

There are six key pedagogical principles that underpin all IB programmes.

Teaching in IB programmes is:

• based on inquiry

• focused on conceptual understanding

• developed in local and global contexts

• focused on effective teamwork and collaboration

• differentiated to meet the needs of all learners

• informed by assessment (formative and summative).

 

 

Approaches to learning

 

This area develops essential skills that include skills of behaviour and emotional

management, skills that allow, the student to monitor their own effectiveness

in their learning and skills that allow them to process information effectively

(Often called 'Study skills in a school environment). Although these skills may

be in use when developing a certain natural ability or talent, they are different

from both ability and talent, themselves because proficiency in any skill can be

increased through the deliberate use of techniques and strategies, feedback

and challenge. Skills are therefore highly teachable.

Teaching and learning in the Diploma Programme (DP) therefore

incorporates the development of:

• thinking skills

• communication skills

• social skills

• self-management skills

• research skills.

 

Although these are presented as distinct categories, there is some overlap

and close connections between then-I. These categories should be seen as

interrelated, as well as linking closely with the attributes highlighted in the IB

leamer profile. IB students work to become inquirers, knowledgeable, thinkers,

communicators, principled, open-minded, caring, risk-takers, balanced and

reflective.

 

 
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