IB programme in schools

international baccalaureate schools of ontario It’s a simple idea – by educating students we create a better world.

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.

IB mission statement IBSO represents the International Baccalaureate Schools in Ontario. It encompasses the Diploma Programme (DP), the Middle Years Programme (MYP) and the Primary Years Programme (PYP) as well.

The organization was formed in 1999 by group of 12 IB Diploma Programme schools of Ontario. Its first executive, under the leadership of Dr. Sadru Damji, formed the IBSO and as its mandate it heralded the aims of the IB mission statement while supporting the individual spirit of the schools within the Ontario region.

Presently, in the year 2008, the IBSO group of schools has grown to 69 and the group has three branches with individual executives representing the DP, MYP and the PYP groups within the IB schools in Ontario.

Objectives of the International Baccalaureate Schools of Ontario (IBSO) are: • To support the goals and objectives of the International Baccalaureate (IB) Programmes and its organization and provide communication among them. • To provide liaison with the Ministry of Education and Training, universities. and other IB sub-regional groups. • To support professional development within Ontario. • To promote and organize IB staff and student activities. • To promote research into the benefits of the IB programmes and examinations. • To act as a clearing house for information concerning and support for the new IB schools as well as continuing schools.

Explaining the IBSO 1 The IBSO Executive . . .

Diploma Programme Lee Roe-Etter Adrienne Murphy President Secretary

Michael Miller Alison Uys Vice President University Liaison

Gary Hophan Michelle Lemaire Vice-President Member at Large

Michel Belanger Treasurer

Middle Years Programme Eric Robertson Heather Friesen President Secretary

James Armstrong Gretta Bradley Vice President Treasurer

Primary Years Programme

Michael Ruffolo Diane Jojic President Secretary

Catherine Shore Pat Jerred Vice President Professional Development Primary Years Programme

The Primary Years Programme (PYP) was the most recent to join the International Baccalaureate Schools of Ontario (IBSO), completing the continuum. In 2002, a small group of IB PYP schools in Ontario joined together and incorporated with a mandate to provide support to schools from the early stages of implementation through to evaluation.

The mandate of the group also includes planning and facilitating professional development events, providing opportunities for members to meet with other teachers and share best practice, and communicating the concerns of PYP schools to IBSO and IBNA.

IBSO –PYP is a community of eleven schools, seven private and four public, from , Mississauga, Guelph/Kitchener and .

Primary Years Programme 3 Primary Years Programme – Schools in Ontario

Bayview Hill Public School Richmond Hill

Branksome Hall School Toronto

Cedarvale Community School Toronto

Elmwood School Ottawa

Harrison Public School Toronto

J.R. Wilcox Public School Toronto

St. John’s Kilmarnock School Breslau

Sunnybrook School Toronto

Upper Toronto

The Toronto Middle Years Programme

The Middle Years Programme in Ontario has seen major growth in Ontario over the past few years. We currently have 9 authorized schools and 5 implementing schools. The majority of these are located in the Toronto area. Approximately one third of the MYP schools are independent, and two thirds are public. Our support network has been developing through the MYP Schools of Ontario (MYPSO) association, which facilitates roundtables for subject teachers and retreats for coordinators on an annual basis.

Middle Years Programme 5 Middle Years Programme – Schools in Ontario

The York School Milne Valley Public School Toronto Toronto - North York

Turner Fenton Public High School Windfields Public School Brampton Toronto - North York

Branksome Hall Franco Ouest Toronto Nepean

Elmwood School Deslauriers Public School Ottawa Ottawa

WG Davis Public Middle School Sainte-Famille Catholic School Brampton Mississauga Toronto Montessori Pere Renee de Gallinee Catholic Toronto School Arlington Public Middle School Leo Baeck Toronto Toronto and Thornhill Diploma Programme

Established in 1999, the International Baccalaureate Schools of Ontario (IBSO) grew from nine private and public schools to forty seven schools in 2007. The schools encompass private, public and religiously affiliated schools.

The IB Diploma Programme is a rigorous two year academic programme which presents many challenges of deadlines, exams, tests and organizational problems. The programme has earned a reputation for rigorous assessment and its students share an academic experience that emphasizes critical thinking, intercultural understanding and exposure to a variety of points of view.

The mandate of the Diploma Programme IBSO group is to provide support to its member schools in the form of regular meetings, to facilitate ‘roundtables’ on specific subject area or topics of interest, and to coordinate a once a year week-end ‘retreat’ with a focused theme. It also provides a liaison with the Ontario Ministry of Education and Training, as well as universities both in Canada and abroad. Finally, it also works to maintain contact with other IB sub-regional groups within the IB World Schools.

Diploma Programme 7 Diploma Programme – Schools in Ontario

Academie Ste. Cecile Windsor Ottawa Assumption College Catholic School Windsor Bayview Richmond Hill Branksome Hall Toronto Brockville C. I. Brockville Cameron Heights C.I. Kitchener Catholic Central London Cobourg District Collegiate Institute East Cobourg College Catholique Franco-Ouest Ottawa Colonel By Secondary School Ottawa Ecole Secondaire Publique Deslauriers Ottawa Ecole Secondaire Jeunes Sans Frontieres Mississauga Elmwood School Ottawa Glenforest Secondary School Mississauga Georgetown District High School Georgetown I.E. Weldon Secondary School Lindsay Kenner Collegiate Vocational Peterborough Institute and Intermediate School Kingston CVI (KCVI) Kingston Korah Collegiate and Vocational School Sault Ste. Marie Le Collège Français Toronto Lo Ellen Park Secondary School Sudbury Michael Power • St. Joseph Toronto Moira Secondary Shool Belleville Monarch Park Collegiate Toronto Nicholson Catholic College Belleville Notre Dame Secondary School Brampton Parkdale Collegiate Toronto Pope John Paul II Secondary School Toronto Regiopolis-Notre Dame Catholic School Kingston Robert Bateman High School Burlington St. Francis Xavier Mississauga St. Robert Catholic School Thornhill Sir Collegiate Institute Toronto Sir Winston Churchill C.V.I. Thunder Bay The York School Toronto Toronto Turner Fenton Secondary School Brampton College Toronto Road Academy Toronto Victoria Park Secondary School North York Weston Collegiate Institute Toronto White Oaks Secondary School Oakville

Affiliate Member Schools Bermuda High School Pembrooke, Bermuda Canadian International School Hong Kong of Hong Kong

Applicant Schools Ecole Secondaire Catholique Sainte-Famille Mississauga Westdale High School Hamilton

Diploma Programme Schools 9 Members of CURT frequently express frustration that schools don’t identify IB students and courses on their transcripts. As a result, we have written the following statement:

Universities consider the IB Diploma to be one of the most demanding secondary school curricula, offering ideal preparation for post-secondary studies. A student’s participation in IB courses is,therefore, a very important consideration in admissions decisions. It is to a student’s distinct advantage to have completed IB courses, but especially so if the student is completing the IB Diploma. If the student is to benefit during the admission process, it is essential for universities to have the applicant’s status as either an IB Diploma or Certificate student identified on the high school transcript.

Wendy Loat CURT Chair, College and University Recognition Task Force . . . The Facts

CURT (College and University Recognition Task Force) was created to promote discussion between the IB and the universities and of North America

CURT’s membership is comprised primarily of senior level admissions personnel from some of North America’s prestigious universities

CURT allows the exchange of ideas to both recruit IB applicants and promote recognition of the IB Diploma Programme among universities

CURT published a list of “Admissions Assumptions” for university admissions personnel and school use to show how we recognize the benefits of the IB Diploma Programme

CURT’s members believe in the IB and continue to support it. If your school needs advice or assistance, we would be happy to help.

IB coordinates CURT’s activities and can help you contact any members of CURT with whom you wish to correspond.

CURT members promote recognition of the IB Diploma Programme through presentations at conferences, speaking to parents and students, writing articles for publications designed to aid university admissions and registrarial personnel and providing advice to other universities regarding the benefits of attracting IB students to our institutions.

Contact IB North America, Recognition Services: 866.826.4262

College and University Recognition Task Force 11 University Assumptions About IB Students . . .

Admission Criteria These Assumptions Apply to IB Diploma Candidates An admissions officer can be assured of the candidate’s strong Academic preparation of course work in a cohesive and broad-based curriculum Strength of that touches on basic academic areas: native language and literature, Curriculum second language, social science/humanities, natural/physical sciences, and mathematics. Grade Point Nearly all courses in the student’s final two years are in solid academic Average areas. A higher percentage of the courses that constitute the GPA are the kinds of courses most valued in college admissions. Academic IB authorized schools must offer, support, and maintain a minimum of Strength of High seven or eight very strong academic departments to be a successful IB School school. Regardless of how the HSPR is determined by school, an IB Diploma High School recipient will be in the top 10% of his or her graduating class in Percentile Rank readiness for college. Trend of The IB Diploma Programme requires students to maintain a high level of Performance focus and performance through their high school experience. Because the IB Diploma, by its examination requirements, validates External Validation both achievement and integrity in academic performance, there may be a reduced emphasis placed on standardized tests in the admissions process. The Extended Essay requirement, a 4000-word research paper crafted Research and under the tutelage of a faculty mentor and evaluated by a team of Writing Skills international readers, ensures students are prepared for secondary writing and research requirements. Accepts Participation in the IB demonstrates that the student accepts, rather Educational than avoids, rigorous academic challenges. Challenges The required Theory of Knowledge course ensures that students Critical Thinking become critical thinkers who understand the interdisciplinary nature of Skills learning. IB students have strong preparation in oral presentation skills. Several IB Interview Skills courses include oral assessments, and the Theory of Knowledge course requires students to shape their opinions into logical discourse. Extracurricular The Creativity, Action, Service (CAS) element requires that the student Involvement invest a minimum of 150 hours during the final two years of non-classroom activities. Recommendations The IB student will be well known by the IB Diploma Coordinator, Extended Essay mentor, CAS Coordinator, and the IB teachers. Maturity and The IB assists the student in developing time management, goal setting, Responsibility and other organizational skills. Race/Ethnicity Because of external assessments, the IB is nearly race/ethnicity neutral. IB students are terrific learners. They’re inquisitive and “ don’t just question what they’re learning, but why Martha Piper, former president of the University of British Columbia in Vancouver”

13 IB North America Summary By Sub-Region May 2007

Canada Profile of Exam Entries By Province May 2007 Grades By Group, Sub Region and Private/State May 2006

Regional Comparisons 15

I would never give up my experiences in IB for “ anything in the world. In the words of William Blake, IB truly taught me ‘to see the world in a grain of sand ... and hold infinity in the palm of my hand’ Mahvash Shere, IB Diploma Programme Graduate ‘07 ” The IBSO Week-End Each year, in the early fall, members of the International Baccalaureate Schools of Ontario to reflect on their role within the IB, plan for activities and enjoy the splendours of beautiful Canadian fall days. Amid the business routines there is also time set aside to socialize and share concerns and successes.

Following is a description of one such week-end written by Michael Ruffolo, President of the Primary Years Programme branch of the International Baccalaureate Schools of Ontario………...... The brilliant colours of fall were the background to a recent International Baccalaureate Schools of Ontario (IBSO) sub-regional retreat north of Toronto. The picturesque Kempenfelt Centre, in Barrie, Ontario, Canada, surrounded by large trees and a lake, hosted the organization for a third time. The IBSO retreat has become an annual event, this year marking its fifth, in which the three articulations come together to support the programmes and to strengthen the continuum. This year, the IBSO executive embraced the IB community theme – Sharing our Humanity. Helene Tremblay, our keynote speaker, presented a provoking and emotional presentation on Families Around the World. Her presentation looked at the similarities of our essential needs and roles of families throughout the world and how this can be the basis for understanding and embracing our differences. Helene challenged and moved us to look at global consciousness and citizenship from a different perspective.

Ms. Tremblay’s presentation provided us with an opportunity to explore and reflect on the six global issues of the IB community theme as they impact families around the world. Following Ms. Tremblay, the executive engaged colleagues in a presentation about the community theme connecting Helene’s talk about family to the global family. The slide show outlined the project to date, focusing on the six global issues. An activity followed that gave our members an opportunity to reflect, discuss and document exemplary classroom teaching and special projects and initiatives that demonstrate IB values and student achievement. The activity provided a focus and an opportunity to collaborate and strengthen the continuum across the programmes. As well, it gave us an opportunity as a community, a family of schools, to reflect and see who we are. It was the first time we saw the sub-regional group as a whole through our actions, both in our teaching and beyond the classroom. The IBSO Week-End 19 I loved being a part of the IB Programme. The “ camaraderie that we shared as a graduating class helped forge many lasting friendships. Years later, I still make an effort to see most of my classmates on a regular basis. Thomas Swiatowiec, IB Diploma Programme Graduate” ‘05 The aim of all IB programmes is to develop The IB Learner Profile 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 through out 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. International Baccalaureate Schools of Ontario © 2008 www.ibso.ca