|
|
|
International
Baccalaureate Organization (IBO) History
The International Baccalaureate was founded
in Geneva, Switzerland in 1968 as a non-profit educational
foundation. Its original purpose was to facilitate the international
mobility of students preparing for university by providing
schools with a curriculum and diploma recognized by universities
around the world. Since then its mission has expanded, and
it now seeks to make an IB education available to students
of all ages.
The IB Diploma Programme was created in
English and French by teachers at the International School
of Geneva with increasing assistance from several other
international schools. The programme that led to the diploma
consisted of a common pre-university curriculum and a common
set of external examinations for students in schools throughout
the world.
The Diploma Programme sought to provide
students with a truly international education—an education
that encouraged an understanding and appreciation of other
cultures, languages and points of view. Schools that first
offered the Diploma Programme were predominantly private
international schools, but they included a very small number
of private national institutions and schools belonging to
state education departments. This has changed over the years
and today around 50% of all Diploma Programme schools belong
to governments (with no tuition fees).
To give younger students access to an IB
education, in 1994 the IB added the Middle Years Programme
(MYP), a curriculum for students aged 11-16, and in 1997
it adopted the Primary Years Programme (PYP) for students
aged 3-11. As with the Diploma Programme, the MYP and PYP
seek to provide students with an international perspective
and critical thinking skills.
© International Baccalaureate
Organization, 2005-2007
|
|
IBO
Misson Statement
The International Baccalaureate Organization
aims to develop inquiring, knowledgeable and caring young
people who help to create a better and more peaceful world
through intercultural understanding and respect.
To this end the IBO 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.
IBO declaración de principios:
La Organización del Bachillerato
Internacional tiene como meta formar jóvenes solidarios,
informados y ávidos de conocimiento, capaces de contribuir
a crear un mundo mejor y más pacífico, en el
marco del entendimiento mutuo y el respeto intercultural.
En pos de este objetivo, la Organización del Bachillerato
Internacional colabora con establecimientos escolares, gobiernos
y organizaciones internacionales para crear y desarrollar
programas de educación internacional exigentes y métodos
de evaluación rigurosos.
Estos programas alientan a estudiantes del mundo entero a
adoptar una actitud activa de aprendizaje durante toda su
vida, a ser compasivos y a entender que otras personas, con
sus diferencias, también pueden estar en lo cierto.
©
International Baccalaureate Organization, 2005-2007
|
|
Primary
Years Programme (PYP)
The International Baccalaureate Primary Years
Programme (PYP) is designed for students aged 3 to 12. It
focuses on the total growth of the developing child, touching
hearts as well as minds and encompassing social, physical,
emotional and cultural needs in addition to academic development.
The PYP draws on research and best practice
from a range of national systems with a wealth of knowledge
and experience from international schools to create a relevant,
engaging, challenging and significant educational framework
for all children.
In the PYP a balance is sought between acquisition
of essential knowledge and skills, development of conceptual
understanding, demonstration of positive attitudes, and taking
of responsible action. In terms of achieving this balance,
the five essential elements of the written curriculum are
emphasized.
Essential
elements of the written curriculum |
| Knowledge |
Significant,
relevant content that we wish the students to explore
and know about, taking into consideration their prior
experience and understanding. |
| Concepts |
Powerful ideas that have
relevance within the subject areas but also transcend
them and that students must explore and re-explore in
order to develop a coherent, in-depth understanding. |
| Skills |
Those capabilities that
the students need to demonstrate to succeed in a changing,
challenging world, which may be disciplinary or transdisciplinary
in nature. |
| Attitudes |
Dispositions that are expressions
of fundamental values, beliefs and feelings about learning,
the environment and people. |
| Action |
Demonstrations of deeper
learning in responsible behaviour through responsible
action; a manifestation in practice of the other essential
elements. |
Students inquire into, and learn about, globally
significant issues in the context of units of inquiry,
each of which addresses a central idea relevant to a particular
transdisciplinary theme. Lines of inquiry are
identified in order to explore the scope of the central idea
for each unit. These units collectively constitute the school’s
programme of inquiry. The transdisciplinary themes provide
a basis for much discussion and interpretation within a school,
and allow for both local and global perspectivesto be explored
in the units.
PYP
transdisciplinary themes |
Who
we are
An inquiry into the nature of the self;
beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including
families, friends, communities, and cultures; rights
and responsibilities; what it means to be human. |
Where
we are in place and time
An inquiry into orientation in place
and time; personal histories; homes and journeys; the
discoveries, explorations and migrations of humankind;
the relationships between and the
interconnectedness of individuals and civilizations,
from local and global perspectives. |
How
we express ourselves
An inquiry into the ways in which we
discover and express ideas, feelings, nature, culture,
beliefs
and values; the ways in which we reflect on, extend
and enjoy our creativity; our appreciation of
the aesthetic. |
How
the world works
An inquiry into the natural world and
its laws; the interaction between the natural world
(physical
and biological) and human societies; how humans use
their understanding of scientific principles;
the impact of scientific and technological advances
on society and on the environment. |
How
we organize ourselves
An inquiry into the interconnectedness
of human-made systems and communities; the structure
and function of organizations; societal decision-making;
economic activities and their impact on
humankind and the environment. |
Sharing
the planet
An inquiry into rights and responsibilities
in the struggle to share finite resources with other
people and with other living things; communities and
the relationships within and between
them; access to equal opportunities; peace and conflict
resolution. |
Click
here to view Bolton Acedemy's Programme of Inquiry
© International Baccalaureate Organization,
2005-2007
|
|
IB at Bolton
Academy
IB Coordinator: Ovura
(Thea) Crosby
History: Bolton Academy
opened its doors in August 2003 as a propective IB school.
In March of 2005, Bolton Academy applied for Candidate Schol
Status. The International Baccalaureate Organization accepted
Bolton as a Candidate School in the summer of 2005. Bolton
Academy remained a Candidate School for two years and in
June 2007, Bolton Academy submited its application for Authorization.
Additional supporting documents for Application B were submitted
in December 2007 and Bolton Academy was accepted as an Applicant
School in January 2008. The Authorization Team is expected
to visit in September of 2008.
Current Status: Applicant School
|
|
IB Learner
Profile
The learner profile is central
to the PYP and Bolton Academy definition of what it means
to be internationally minded, and it directs us to focus
on the learning.
|
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 learners strive to be: |
| Inquirers |
They develop
their natural curiosity. They acquire the skills necessary
to conduct inquiry and research and show independence
in learning. They actively enjoy learning and this love
of learning will be sustained throughout their lives. |
| Knowledgeable |
They explore concepts, ideas
and issues that have local and global significance. In
so doing, they acquire in-depth knowledge and develop
understanding across a broad and balanced range of disciplines. |
| Thinkers |
They exercise initiative
in applying thinking skills critically and creatively
to recognize and approach complex problems, and make reasoned,
ethical decisions. |
| Communicators |
They understand and express
ideas and information confidently and creatively in more
than one language and in a variety of modes of communication.
They work effectively and willingly in collaboration with
others. |
| Principled |
They act with integrity
and honesty, with a strong sense of fairness, justice
and respect for the dignity of the individual, groups
and communities. They take responsibility for their own
actions and the consequences that accompany them. |
| Open-minded |
They understand and appreciate
their own cultures and personal histories, and are open
to the perspectives, values and traditions of other individuals
and communities. They are accustomed to seeking and evaluating
a range of points of view, and are willing to grow from
the experience. |
| Caring |
They show empathy, compassion
and respect towards the needs and feelings of others.
They have a personal commitment to service, and act to
make a positive difference to the lives of others and
to the environment. |
| Risk-takers |
They approach unfamiliar
situations and uncertainty with courage and forethought,
and have the independence of spirit to explore new roles,
ideas and strategies. They are brave and articulate in
defending their beliefs. |
| Balanced |
They understand the importance
of intellectual, physical and emotional balance to achieve
personal well-being for themselves and others. |
| Reflective |
They give thoughtful consideration
to their own learning and experience. They are able to
assess and understand their strengths and limitations
in order to support their learning and personal development. |
To assist us in meeting our goal of developing
as international people, each month, we will focus on one
of the Learner Profile traits and the related attitudes. Click
here to view our monthly calendar. |
|
IB
Attitudes
At Bolton Academy, we also focus
on the development of personal attitudes towards people, towards
the environment and towards learning, attitudes that contribute
to the well-being of the individual and of the group. |
| In
PYP schools, students should demonstrate: |
| Appreciation |
Appreciating
the wonder and beauty of the world and its people. |
| Commitment |
Being committed to their
own learning, persevering and showing selfdiscipline and
responsibility. |
| Confidence |
Feeling confident in their
ability as learners, having the courage to take risks,
applying what they have learned and making appropriate
decisions and choices. |
| Cooperation |
Cooperating, collaborating,
and leading or following as the situation demands. |
| Creativity |
Being creative and imaginative
in their thinking and in their approach to problems and
dilemmas. |
| Curiosity |
Being curious about the
nature of learning, about the world, its people and cultures. |
| Empathy |
Imagining themselves in
another’s situation in order to understand his or
her reasoning and emotions, so as to be open-minded and
reflective about the perspectives of others. |
| Enthusiasm |
Enjoying learning and willingly
putting the effort into the process. |
| Independence |
Thinking and acting independently,
making their own judgments based on reasoned argument,
and being able to defend their judgments. |
| Integrity |
Being honest and demonstrating
a considered sense of fairness. |
| Respect |
Respecting themselves, others
and the world around them. |
| Tolerance |
Being sensitive about differences
and diversity in the world and being responsive to the
needs of others. |
|
|
|
