(562) 266-2007 Fullerton Joint Union High School District
Section One: Worldwide Perspective
Background, Global View and Mission Statement
IB Learner Profile
International Baccalaureate Organization Requirements for Full Diploma
A Comprehensive Educational Experience
Section Two: United States Perspective
Status of the International Baccalaureate Program
Colleges and Universities with International Baccalaureate Policies
Views from the American University
Section Three: Local Perspective
Sonora High School Overview
International Baccalaureate Sequential Curriculum at Sonora High School
The International Baccalaureate
Background and Global View The idea of an International Baccalaureate, a curriculum and university entrance examination that could be taken in any country and recognized in any country, grew out of both practical and educational concerns on the international school setting. School authorities found that the necessity of preparing their sixteen- to eighteen-year-old university-bound pupils for separate national examinations required either a large number of very small classes or one large class, segregated according to national groups. Teachers were also concerned with the increasing emphasis on education as the delivery of information, the fragmentation of knowledge, and the de-emphasis on aesthetic and creative activities.
Designed as a comprehensive curriculumthat allows its graduates to fulfill requirements of the various national systems of education, the International Baccalaureate is not based on the pattern of one single country. It provides students of different linguistic, cultural and educational backgrounds with the intellectual, social, and critical perspectives necessary for the adult world that lies ahead of them.
All International Baccalaureate Full Diploma Candidates are required to engage in the study of Languages, Sciences, Mathematics, and Humanities at an honors level in the final two years of their secondary schooling. This program is a deliberate compromise between the preference of curricular specialization in some countries and the emphasis on breadth of curriculum preferred in others. The intent is that students should indeed learn how to learn, how to analyze, how to reach considered conclusions about people, their languages and literature, their ways in society, and the scientific forces of the environment.
Since its founding in 1968, the International Baccalaureate has grown to 2,732
participating schools in 138 countries, over 1,540 in North America, with 132 in California, Nevada, and Hawaii. Working in three official languages (English, French, and Spanish), the I.B. Program enjoys the worldwide respect and support of many governments, colleges and universities.
The headquarters of the International Baccalaureate Organization is located in Geneva, Switzerland. Responsibility for the International Baccalaureate Organization is vested in a Council of Foundation, chartered by the Swiss government. The President of the Council and Chairman of the Executive Committee is the primary officer. Other members of the Council include representatives of national governments supporting the program, heads of International Baccalaureate schools, and adpersonam representatives from a number of other countries.
The chief executive officer is responsible for the administration of the program and examinations and is designated as the Director General of the I.B. The President of the Board of Chief Examiners oversees the Examinations Office located in the United Kingdom.
The International Baccalaureate Organization also maintains regional offices throughout the world. International Baccalaureate North America, Inc. (IBNA) is chartered as a not-for-profit corporation in New York. The Regional Director is in charge of this facility. International Baccalaureate North America’s Board of Representatives includes a number of educators from prominent universities in Canada and the United States.
For Complete Information Contact: http://www.ibo.org
IBO MISSION STATEMENT 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.
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 our 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.
Requirements for the International Baccalaureate Full Diploma The Diploma Program (DP) has the strengths of a traditional and broad curriculum, with
three additional features discussed below.
Area 1:Language AEnglish (first language of the school)
including the study of selections from World Literature (HL)
Area 2: Language B (second language) (All HL requires teacher approval)
French IV or V (SL, HL)
Spanish IV or V (SL, HL)
Area 3: Individuals and Societies
Psychology (SL, HL)
Area 4: Experimental Sciences
Biology (HL, SL)
Area 5: Mathematics
Mathematical Studies (SL)
Area 6: The Arts and Electives
Visual Arts (SL, HL), Film (SL, HL)
A second subject from Group 3 (SL/HL) (Individuals & Societies) or Group 6 (SL/HL) may be chosen as an elective.
Each student has the opportunity to investigate a topic of special interest in one of the subjects of the IB curriculum. The essay is written under the direct supervision of a qualified faculty mentor at the school.
Theory of Knowledge
This exclusive IB course, which calls for an examination of the ways of proper thinking in different disciplines, is taught senior year. It is an interdisciplinary requirement to stimulate critical reflection on knowledge and experience gained inside or outside the classroom.
CAS (Creativity, Action, Service)
The IBO’s goal is to educate the whole person and foster responsible, compassionate citizens. The student will voluntarily engage in extracurricular activities which are approved by the International Baccalaureate Organization for a minimum of 150 hours.
International Baccalaureate Diploma A Comprehensive Educational Experience Distribution requirements ensure that the science-orientated student is challenged to learn a foreign language and that the natural linguist becomes familiar with laboratory procedures. While overall balance is maintained, flexibility in choosing Higher Level concentrations allows the student to pursue areas of personal interest and to meet special requirements for university entrance.
Language A1-English (HL)
Language B Individuals
(Group 2)and Societies
French (HL, SL) (Group 3)
Spanish (HL, SL) Psychology (HL, SL)
History Americas (HL)
Theory of Knowledge
Creativity, Action, Service
Sciences (Group 5)
(Group 4) Math Studies (SL)
Biology (SL1, HL/SL)
The Arts and Electives (HL, SL)
(Group 6) **
LanguageA1 (First language) including the study of selections from World Literature. Language BSecond modern language/world language. Individuals and Societies History, Psychology. Experimental Sciences Biology Mathematics Mathematical Studies. The Arts and Electives **Visual Arts, Film, or a second subject from Group 3.
The International Baccalaureate Program
in the United States of America Status of the International Baccalaureate
Most of the prominent universities in the United States have developed International Baccalaureate policies, which include advanced placement, course credit, and special consideration at the time of admission. In some cases, a full year of university standing is awarded to International Baccalaureate Diploma holders. These policies have been developed primarily because of the positive experience universities have had with previous International Baccalaureate students and also because of serious interest in the challenge the International Baccalaureate Program offers to secondary school pupils. Admission directors and registrars have come to appreciate the caliber of the International Baccalaureate students and wish to attract them to their campuses.
Appropriate recognition of the International Baccalaureate credential continues to be a priority for the North American Regional Office staff. Information seminars for university personnel have become a regular feature of regional workshop programming. Cooperative, working relationships have been developed between International Baccalaureate North America and a large number of admissions offices, with both committed to working with International Baccalaureate students and university admissions personnel.
As the International Baccalaureate Program continues to develop in North America and elsewhere, the base of experience is widening, encouraging more and more universities to develop recognition policies. This process, however, requires the cooperation and understanding of a number of groups: university teaching faculties, who often determine who will receive advanced placement and university credit for secondary school work; university admissions officers; the International Baccalaureate administration; local International Baccalaureate secondary schools and International Baccalaureate students.
Appropriate advisement is the key to International Baccalaureate recognition. Since each university sets its own admissions criteria, including the terms under which it will recognize advanced and international programs, students should view their International Baccalaureate course work in the context of the prospective university's requirements. Students should be certain to submit the appropriate "transcript request" form (form H4 in the Vade Mecum providedby the IB Coordinator) to the New York office of the International Baccalaureate Organization before July 1 of the final year of the International Baccalaureate Program. Universities require an official International Baccalaureate transcript in addition to the student's secondary school transcript.
Virginia Polytechnic Institute and State University
Virginia Wesleyan College
Wake Forest University
Warner Pacific College
Washington and Lee University
Washington State University
Wayne State University
West Georgia College
West Virginia University
Western Maryland College
Western Washington University
Westminster College of Salt Lake City
Wichita State University
William Jewell College
William Smith College
William Woods University
Winona State University
Worcester Polytechnic Institute
Yakima Valley Community College
*Additional Universities may have policies since this list was compiled. Check with your IB Coordinator.
Sonora High School
The International Baccalaureate Program
Overview The International Baccalaureate Program is the most comprehensive and academically challenging option for talented students at Sonora High School. Sonora continues its very successful program which began in 1987. Our program has grown in student participation, breadth of curricular offerings, and in advisement and support for our International Baccalaureate students and their families.
The general academic areas parallel Sonora's curricularofferings:
Language A1 (English HL)
Language B (French HL/SL, Spanish HL/SL)
Individuals and Societies (History HL, Psychology HL/SL)
Experimental Sciences (Biology HL/SL)
Mathematics (Math Studies SL)
The Arts and Electives (Visual Arts HL/SL, Film HL/SL); or a second subject Individuals and Societies)
A student who is a Full Diploma Candidate must test in one subject in each of the six areas during the junior and senior years. A minimum of three of the exams must be taken at the higher level and two or three of the exams will be taken at the standard level. All higher level exams are given during the senior year. Standard level exams are given both the junior and senior year, depending on the student's curriculum. Standard level exams generally do not earn the student university credit, whereas a grade of 5, 6, or 7 on a higher level exam usually does earn college recognition. In addition, the Diploma Candidate must take a course called the “Theory of Knowledge,” which encourages a critical awareness of what the student and others know through analyzing concepts and arguments as well as developing a defined basis of value judgements. The candidate is required to write a 4,000 word extended essay which is the culmination of personal research guided by a mentor. The Diploma Candidate must also acquire at least 150 hours of Creativity, Activity, and Service (CAS) in the community and at school.
COURSE CERTIFICATE TRACK
The Full Diploma is not the only option for a student who wishes to participate in the International Baccalaureate Program. International Baccalaureate Certificate students may test in one or several of the higher level subjects offered their senior year.
Ninth grade students enter the International Baccalaureate Program at Sonora High School by meeting the academic prerequisites as evaluated on the basis of teacher recommendation, past academic performance, and successful performance on Sonora's entrance exam as outlined in the International Baccalaureate Application. Sonora High School students who wish to enter the program in grades ten or eleven may do so on the recommendation of teachers and the IB Coordinator. A student transferring to Sonora High School who has been in an IB, GATE, or other equivalent honors program may enroll in the International Baccalaureate Program at Sonora based on appropriate progress from the original school after a review of the student’s transcript.
Continuation in the International Baccalaureate Program at Sonora is based on teacher recommendation into level subsequent courses in each honors area. During the spring of the tenth grade year, International Baccalaureate students will determine if they wish to pursue the IB Full Diploma. Those students who intend to fulfill the Full Diploma Plan will meet with the International Baccalaureate Coordinator and plan the Curriculum for their final two years in high school. At that time such considerations as CAS participation, essay options, and initial university options will be discussed. During the junior and senior year the student's academic progress will be carefully monitored and supported through the IB and Guidance Offices.
International Baccalaureate Diploma
Sequential Curriculum at Sonora High School
Algebra I or II
Geometry or Geo. Honors
I or II
Algebra II Honors
I or II
IB HL 1
or Calculus AB
III or IV
IB HL 2
History Seminar HL 2
or Calculus AB
Biology IB HL2
IV or V
Theory of Knowledge
The IB diploma allows for choices within the 6 areas of examination. Our most typical options include an emphasis on Social Studies or Art. All students must take HL English and SL Math Studies. Students may select 3 HL/ 3 SL or 4 HL/ 2 SL depending on their focus. Other options are available with prior planning.
English Foreign Language
English Foreign Language
Biology or Mathematics
Visual Arts, Film History
**(Other course/level combinations are possible)**
IB Subjects by Group Number
Group NumberLevels / Subjects offered at Sonora
1 - English HL English
2 - World Language Spanish, French,
3 - Social Science History, Psychology
4 - Science Biology,
5 - Mathematics SL Math
6 - Elective (HL/SL Visual Arts, Film or a second subject in Group 3 or 4) (There are level choices within groups 2, 3 and 6.)
3 HL Subjects3 SL Subjects
1. __English_______ 1. ___Math Studies__
2. _________________ 2. __________________
3. _________________ 3. __________________
GUIDE TO IB COURSEWORK BY SUBJECT & YEAR
(scheduling and class requirement)
Language A1- English English I (H) English II (H) English III ( HL 1) English IV (HL 2)*
Language B - French Level I or II Level II or III Level III or IV (SL)* Level IV (SL)*
or V (HL 2)*
Spanish Level I or II Level II or III Level III or IV (SL)* Level IV (SL) *
or V (HL 2)*
*Juniors in Language IV eligible for SL exam junior year - Seniors in Lang IV or V may be eligible for for HL GROUP 3
Individuals & Human Geography European History U.S. History Government AP
Societies AP (H) AP AP (HL 1) History of Americas (HL 2)
*Juniors or Seniors in Psychology AP eligible for SL exam GROUP 4
Experimenta l Biology I (H) Chemistry (H) Physics (APor CP) Biology (HL 2)
Sciences Biology (HL 1)
Mathematics Algebra I Geometry Algebra II Pre-Calculus
or Statistics AP
Geometry Algebra II Pre-Calculus Calculus AB/AP
or Statistics AP or Statistics AP
GROUP 6 - ELECTIVE CATEGORY (Student selects elective in an area of personal interest)
Psychology - SL In addition to one group 3 requirement, this would be a second exam in Group 3.
Visual Arts - HL or SL Drawing & Painting is suggested. Completion of one year of Visual Art
qualifies for SL. Two years of Visual Art qualifies for HL. Senior year enrollment required
Film - HL or SL Approval and design of program arranged by instructor _________________________________________________________________________________________
H= Honors AP = Advanced Placement HL = Higher Level Exam SL = Standard Level