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International Baccalaureate
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Frequently Asked Questions |
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| Table of Contents |
| The International Baccalaureate Program |
| The IB Curriculum |
| IB Diploma Requirements |
| Admissions Process |
| The Diploma Program Curriculum |
| Theory of Knowledge |
| Creativity, Action, Service (CAS) |
| Extended Essay |
| The Six Academic Subjects |
| Profile of an International Baccalaureate Student |
| IB Assessment |
| IB Exams |
| Amelia High School IB Courses |
| Frequently Asked Questions - General Questions |
| Tentative Two-Year Calendar: Eleventh and Twelfth Grade |
| Fact Sheet |
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THE INTERNATIONAL BACCALAUREATE PROGRAM
The International Baccalaureate Program is a rigorous course of study designed to meet the needs of highly motivated secondary students and to promote international understanding. The effectiveness of the IB Program is due not only to the depth of the individual courses, but also to the traditional comprehensive nature of the curriculum. Unlike other honors series, the IB Program requires each student to take courses in six academic areas. To qualify for the International Baccalaureate Diploma, students must take examinations in six subject areas, participate in the creativity, action, and service (CAS) requirement, and write an extended essay during the 11th and 12th grade years. |
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The Diploma Candidate must also take a unique course known as Theory of Knowledge (ToK). In this course, students explore the connections and similarities between the various subjects and students learn to think and apply interrelated concepts. Many students earning the IB Diploma are awarded advanced college credit at prestigious universities around the world. Many highly competitive colleges’ and universities’ recognize the IB Diploma for admissions and/or advanced standing. However, regardless of the institutions policies, the goal of IB and the most significant aspect of working towards an IB Diploma is that our students are prepared to be successful in their post secondary education. Students enter the IB Program at Amelia High School as ninth-grade transition participants, followed by the IB sophomore year and culminating with the two-year IB Diploma Program. IB students may also participate in the Advanced Placement (AP) classes as their schedule permits. |
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All IB students are considered full IB Diploma Candidates and are required to take the required classes for an IB Diploma.
The IB Curriculum: Six subject groups comprise the core of the IB curriculum. The IB Diploma Candidate is required to select one subject from each of the six areas: Group 1: Language A1: English Group 2: Language B: Spanish Group 3: Individuals and Societies: History, and Psychology Group 4: Experimental Sciences: Biology, Chemistry, and Physics Group 5: Mathematics: SL Mathematics, Mathematical Studies, and Higher Level Mathematics Group 6: Art: Standard level and Higher level (or a second group 3 or 4). At least three and not more than four of the six subject areas must be taken at the higher level (HL) (two-year course), the remainder at the standard level (SL) (one-year course). Each examined subject is graded on a scale of 1 (minimum) to 7 (maximum). The award of the Diploma requires a minimum total of 24 points out of a maximum of 45 points. |
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IB DIPLOMA REQUIREMENTS
To be eligible for the IB Diploma at the conclusion of the senior year, all Candidates, during the 11th and 12th grades, must: • successfully complete prescribed course work and an examination from each of the above six groups; • submit an extended essay of 4000 words in one of the subjects of the IB curriculum; • complete the Theory of Knowledge (ToK) course; and • complete 150 creativity, action, and service (CAS) hours. ADMISSIONS PROCESS Students from all West Clermont Local Schools are eligible for admission to the IB Diploma Program at Amelia High School. Orientation sessions will be made available to interested eighth-graders and their parents in the spring of each year. |
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| The Diploma Program Hexagon |
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The Diploma Program
Curriculum The IB Program has the strengths of a traditional broad liberal arts curriculum, including three important features, shown at the center of the hexagonal curriculum model. Theory of Knowledge (ToK) is an interdisciplinary requirement intended to stimulate critical reflection on the knowledge and experience gained inside and outside the classroom. The course challenges students to question the bases of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyze evidence that is expressed in rational argument. Theory of Knowledge is a key element in encouraging students to appreciate other cultural perspectives. back to top Through creativity, action, and service (CAS) IBO’s expectation is to educate the whole person and foster responsible, compassionate citizens. The CAS requirement encourages students to share their energy and special talents with others. For example, students may participate in theatre, musical productions and sports, as well as community service activities. Through participation in these activities, students should develop greater awareness of themselves, concern for others, and the ability to work cooperatively with other people. An extended essay of 4,000 words is required. back to top The extended essay provides each student the opportunity to investigate a topic of special interest in depth. The essay requirement acquaints Diploma Candidates with the kind of independent research and writing skills expected by colleges and universities. The IBO recommends that a student devote approximately 40 hours of private study and writing time to the essay, which may be written in one of sixty subjects, including many languages. The essay permits students to deepen their study, for example by selecting a topic in one of their higher level (HL) courses. Alternatively, they might add breadth to their academic experience by electing to write in a subject not included in their choices. back to top The six academic subjects are studied concurrently and students are required to study both the humanities and the sciences. Diploma Candidates must select one subject from each of the six groups, or select one subject from groups 1 through 5 with the sixth subject selected from groups 3 or 4. At least three but not more than four subjects are taken at higher level (HL), while the others subjects are standard level (SL). Thereby, students are able to explore some subjects in depth and others on a broader level. For example, the science-oriented student is challenged to learn a foreign language and the natural linguist becomes familiar with laboratory procedures. The subjects are continually reviewed and revised to meet contemporary needs. The list below serves as a current guide only. |
| Group 1 - language A1. More than 80 languages have been offered for examination as part of the IBO’s policy of encouraging students to maintain strong ties to their own cultures. Very good writing and oral skills and respect for the literary heritage of the student’s first language are complemented by the international perspective given through world literature studies. For Amelia students, English is the course taken. Group 2 – second language. All Diploma Candidates are examined in a second language. The principal aim for the subjects in Group 2 is to enable students to use the language in a range of contexts and for many purposes; the courses focus on written and spoken communication. For Amelia students, Spanish is the course taken. Group 3 – individuals and societies. All Candidates for a diploma are required to complete an individuals and societies course. Subjects included in this group are psychology and history. Group 4 – experimental sciences. All Candidates for a diploma are required to complete an experimental science course. The subjects available in Group 4 are biology, chemistry, and physics. Practical laboratory skills are developed and collaborative learning is encouraged through an interdisciplinary group project. Students develop an awareness of moral and ethical issues and a sense of social responsibility is fostered by examining local and global issues. Group 5 – mathematics. All Candidates for a diploma are required to complete a mathematics course; three options are available to match student interest. Each course aims to deepen a student’s understanding of mathematics as a discipline and to promote confidence and facility in the use of mathematical language. The courses are SL Mathematics, SL Math Studies, and HL Math. Group 6 – art. This course of study is for students who have a serious interest in visual arts with emphasis on practical production by the student and research in art production and art history. Students are required to create a portfolio of work and display an exhibition of their finished pieces at the end of the course. Students must demonstrate competence and knowledge in a variety of skills, techniques and media together with cultural and historical insights. Students in IB art must also develop and complete a Research Work Book (RWB) throughout the course of study. This RWB will contain ideas for studio work, research, experimentation of individual concepts and will document personal growth and development. |
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back to top PROFILE OF AN INTERNATIONAL BACCALAUREATE STUDENT |
At Amelia High School, we encourage any student who wants to challenge himself or herself academically to seriously consider becoming an International Baccalaureate Diploma Program Candidate. In order to help each student (and his/her parents) make a realistic decision about pursuing the IB Program, we have provided a profile of characteristics that we believe a successful IB student will process. |
| The successful International Baccalaureate student is… …self-motivated and family supported (the desire to pursue and succeed in the IB Program must ultimately come from within the student); however, parental support is essential); …one who desires to challenge him/herself intellectually and academically (someone who just wants to “get by” or who is “going through the motions” to get into college will be uncomfortable in an IB environment); …a competent reader; …a fluent speaker and writer of the English language; …an analytical/critical thinker (since much of the IB curriculum requires investigative and discovery learning, these skills are essential); …one who has or will develop excellent written and oral skills in Spanish (Group 2 – second language Spanish is required); …one who possesses (or is willing to acquire) good time and stress management skills; …one who participates in school and community activities; …open to new ideas and tolerant of different beliefs and different teaching styles. Due to the very nature of IB, each student’s performance will be assessed on pre-established standards set by the International Baccalaureate Organization; failure to meet these standards could result in poor or failing grades. Additionally, the student must be aware of the fact that he/she must take the IB exam in May of the final year of each IB course in which he/she is enrolled. Although IB teachers are committed to helping all their students succeed, they will not be able to “water down” or “slow down” their courses to accommodate those students who are unwilling to maintain the necessary pace or rigor. This is not to say that only straight “A” students or only gifted and talented students or only high-IQ students will do well in their studies. All West Clermont students are encouraged to attend the Amelia IB School. There are no applications and no grade requirements. All students are welcome. Any student who has demonstrated adequate past academic performance, who is highly motivated, and who has acquired good time and stress management skills will succeed in his/her IB courses at Amelia. The most important factor for success in the International Baccalaureate School is that the student wants to be in the Diploma Program and is willing to work hard to do his or her best. |
| We hope that students who participate in the International Baccalaureate Program develop to become: |
| INQUIRERS - Who acquire the skills necessary to conduct purposeful, constructive research;
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| THINKERS - Who exercise initiative in applying thinking skills critically and creatively to make sound decisions and to solve complex problems;
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| COMMUNICATORS - Who receive and express ideas and information confidently in more than one language, including the language of mathematical symbols;
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| RISK TAKERS - Who approach unfamiliar situations without anxiety, have confidence and independence, are courageous and articulate in defending things in which they believe; |
| KNOWLEDGEABLE - Who have spent time in school exploring themes with global relevance and importance, and have acquired a critical mass of significant knowledge; |
| PRINCIPLED - Who have a sound grasp of the principles of moral reasoning, integrity, honesty, and a sense of fairness and justice;
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| CARING - Who show sensitivity towards the
needs and feelings of others and have a personal commitment to action
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IB ASSESSMENT |
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Grades and Methods of Assessment: Grades issued by the classroom teacher for West Clermont transcripts follow West Clermont Local Schools policy and are separate from the International Baccalaureate grading and assessment. The International Baccalaureate grades and methods of assessment follow. It is important to keep in mind that this is an international system, and as such the final marks that the students received for each IB course they have completed represent how successfully they have met IB’s standards – standards that apply to students in over 1,200 IB schools all around the United States and the world. West Clermont Local Schools recognizes the additional rigor necessary in IB courses by weighting grades for all higher level (HL) classes. |
| Grades in IB courses are determined by using a combination of sources. Part of the marking period, grades come from assignments, quizzes and tests that are generated and evaluated by the subject teacher at Amelia. In addition, each IB subject calls for the teacher to contribute a percentage of the final IB mark by assigning and then “internally assessing” IB-generated assignments and projects according to given IB criteria. The percentage varies from subject to subject, but generally, a teacher’s “internal assessment” of IB-generated assignments accounts for between 20% and 30% of the final mark. For example, IB English and IB foreign language teachers assign and grade prescribed oral presentations; IB science teachers assess student notebooks of practical laboratory work; IB math teachers score prescribed portfolios or projects. The teachers’ “internal assessment” marks for all IB subjects are submitted to International Baccalaureate Curriculum and Assessment (IBCA), headquartered in Cardiff, Wales, in early April of each year. In addition, IBCA requires that each teacher submit samples of student work so that the teachers’ assessments can be checked for validity against the published criteria.
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| Furthermore, teacher-generated and IB-generated “internal assessments,” for each IB course has official IB assignments and exams that are “externally assessed” by designated IB examiners around the world, a system coordinated by IBCA. These “externally assessed” assignments and exams are considered “independent entities” and are not “averaged in” with or contribute to student’s official West Clermont transcript and overall grade point average, per se. Instead, IBCA issues its own final marks and IB Diplomas to those students who have successfully met the IB criteria. In other words, the IB assessment system is absolutely separate from the West Clermont Local Schools system. |
| The results of the IB exams completed in May are published in July. Students are able to access their individual results on a special IB web site. Upon the request of each student, his or her IB results are then forwarded to the college or university he or she will be attending in the fall. Universities and colleges can then use the results to award course credit or advanced standing, depending on the student’s performance on IB exams in relation to the policy of each college or university. |
| Since IB results are posted well after most seniors have been accepted by their respective college or university, their actual performance on the IB exams has nothing to do with college admission. Each university and college will determine their policies on admissions, scholarships, and advanced standing. |
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| The most important aspect and the foremost goal of IB is to prepare students to be successful in their post secondary education. |
| The International Baccalaureate has its own method of assessment – one that is criterion-based, not norm-based. What this means is that IBCA publishes a set of grading criteria for each IB assignment exam it administers. IB examiners then mark each piece of student work based on how successfully – or to what achievement level – the student has performed according to the given criteria. In this way, all IB students around the world are graded the same way for each piece of work they submit. IB teachers are also familiar with the various assessment criteria and achievement levels, and are always encouraged to share these with their students well before any assignment is due or exam is taken. The IB grading system is very transparent; anyone who wants to know how examiners and/or IB teachers will be grading any IB-required piece of student work has access to the criteria. Again, IB teachers may choose to use this system, at least in part, to determine West Clermont grades, but the reverse is not true, only IB assessment criteria may be used to make the various IB grade components. |
| IB EXAMS |
| The majority of the externally assessed work is the IB exams that our students will be writing in May. Most of the questions they answer on their IB exams will be in the form of essays, regardless of which IB subject is being examined. This approach gives students more of an opportunity to explain what they know about a given topic rather than demonstrating what they do not know by bubbling in answers on a multiple-choice exam. In addition, most IB subject exams are divided into two or three different parts or “papers.” |
| Usually, these papers (exams) are written on two consecutive days, the afternoon of the first designated exam date, and the morning of the next date. After each paper of the subject exam is completed by the student, the “scripts” (written answers) are sent to the assigned IB examiners. The separate written paper for each subject the student writes on is assessed by a different IB examiner. |
| When all examiners have finished assessing the papers sent them, they, in turn, send the marked scripts to Cardiff, where IBCA reviews and tabulates the marks for each student in each subject. As with the internal assessment marks of IB teachers being checked for validity, so are those of the IB examiners. After a grade award committee review, final results are published early in July. IB assessment system is a very well thought-out agenda of quality control that encourages both students and teachers to pursue high but attainable international academic standards. The demands of such a system are certainly worth the effort. |
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| Amelia IB Courses |
| GROUP 1: IB English |
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HL English III Junior English in the IB Program is a university level course. The curriculum includes fiction and nonfiction selections in various genres, some of which are works in translation. Composition of the World Lit I paper is required during the fall semester. An oral presentation is required during the spring semester that is internally assessed. At the end of the year, students are eligible to take the AP English Language Exam and/or the AP English Literature Exam. |
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HL English IV This course is designed to give the superior student in English college level studies. A close study of a relatively small number of works in class will be supplemented with wide outside reading in world literature. Additionally, emphasis will be placed upon clear, analytical writing. Students must submit two world literature papers for international evaluation. Students participate in oral examinations that are moderated by international educators. The student will have the opportunity to take the AP English Language Exam and/or the AP English Literature Exam. This course is required study for the IB English HL exam taken at the end of the senior year. |
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| GROUP 2: Second Language |
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Spanish III This course stresses the development of fluency in oral skills, comprehension of Spanish and Hispanic literature and realia, knowledge of culture and history, expository composition, and expanded use of grammar. This course utilizes higher level/critical thinking and focuses on the development of accuracy and fluency. The focus of this course is an intermediate mid to high proficiency. |
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Spanish IV This course meets the requirements of Spanish collegiate studies. It stresses the development of fluency in oral skills, comprehension of Spanish and Hispanic literature and realia, knowledge of culture and history, expository composition, and expanded use of grammar. It utilizes high level/critical thinking and focuses on the development of accuracy and fluency. Students participate in oral examinations that are moderated by international educators. This course prepares the student to take the AP and IB Spanish exams. |
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| GROUP 3: Individuals & Societies |
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HL United States History The course is designed for students who have demonstrated the ability and interest to study United States history on the college level. The content for this course emphasizes the Colonial-Revolutionary War Period, Constitutional Period, the Age of Jackson, the Civil War and Reconstruction, the Progressive Era, the New Deal, and the emergence of America as a world power after World War II. Cultural diversities and the role of minorities will be a major focus. Analytical and research skills will be used to study primary sources and scholarly works in an effort to discover the overall movement and fabric of United States history. This course also includes a study of the colonial period and independence movement in Latin America, which is tested on the senior History of Americas exam. The senior higher level exam includes curriculum from the junior and senior courses. The student will have the opportunity to take the Advanced Placement examination at the conclusion of the course. The student may take this course for the required US History credit. This course prepares the student to take the Advanced Placement exam and is the first year preparation for the IB History HL exam. |
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HL History This course concentrates on several topics relating to twentieth century history, such as the causes and effects of war, the rise of dictatorships, and the Cold War. Specific subjects studied include World Wars I and II, the Russian, the Mexican, and the Chinese Revolutions, Hitler, Stalin, Mao Tse-Tung, Fidel Castro, the Cuban Missile Crisis, and the Vietnam War. Because historiography is emphasized, students should anticipate substantial reading assignments from various noted historians of each period. The analysis of primary documents is promoted, along with higher level research skills. The Internal Assessment for this course is a 2000-word paper on a closely defined historical question that requires the use of the previously mentioned research skills. This paper comprises 20% of the final IB History grade. |
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SL Psychology This course explores three perspective of psychology: Learning, Cognitive, and Biological. For each perspective, students will study the theorists and experiments for each of the major divisions embedded within the perspective. Students will then study two-three of the seven developing fields of psychology referred to as the options. The options are Comparative Psychology, Cultural Psychology, The Psychology of Dysfunctional Behavior, Health Psychology, Lifespan Psychology, Psychodynamic Psychology, and Social Psychology. Students will also be responsible for completing an Internal Assessment that will require them to replicate a psychological experiment. |
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SL History This course concentrates on several topics relating to twentieth century history, such as the causes and effects of war, the rise of dictatorships, and the Cold War. Specific subjects studied include The end of World War II, the Russian Revolution, the Chinese Revolution, Hitler, Stalin, Mao Tse-Tung, Fidel Castro, the Cuban Missile Crisis, the Korean War and the Vietnam War and the end fall of Communism. Because historiography is emphasized, students should anticipate substantial reading assignments from various noted historians of each period. The analysis of primary documents is promoted, along with higher level research skills. The Internal Assessment for this course is a 2000-word paper on a closely defined historical question that requires the use of the previously mentioned research skills. This paper comprises 25% of the final IB History grade. |
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| GROUP 4: Experimental Sciences |
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HL Biology The IB Biology course is designed to be the equivalent of an introductory college level course. At least half of the time will be spent in laboratory-oriented investigations. HL Biology is the study of general biological principles as well as of the more specialized biological sciences. Cytology, biochemistry, developmental biology, genetics, ecology, taxonomy, and various aspects of adaptation are integrated within the course. Relationships and applications of concepts within and among the various sciences are explored. The student acquires data by using his senses and instrumentation. Student investigations emphasize accurate observations, collection of data, data analysis and the safe manipulation of laboratory apparatus and materials in the laboratory and field. HL Biology second year students must keep a lab portfolio and submit it for external moderation. HL Biology second year students must also participate in the IB Group 4 Project. This course prepares the student to take the IB Biology exams and the Advanced Placement Biology exam. |
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HL Chemistry HL Chemistry is an in-depth study of chemical concepts and principles encountered in Chemistry. It also integrates the specialized areas of chemistry such as organic chemistry, quantitative and qualitative analysis, and nuclear chemistry. Student investigations emphasize accurate observations, collection of data, data analysis, and the safe manipulation of laboratory apparatus and materials. The laboratory plan in HL Chemistry will present both confirmatory activities and inquiry investigations. The student will have experience in glass working, filtrating, titrating, weighing, collecting and handling gases, selecting and arranging apparatus, and designing some experiments. Through laboratory experiences, students will gain an operational definition of the concepts and principles of chemistry. Some of the laboratory work will include the analysis of unknowns through a variety of laboratory procedures. HL Chemistry second year students must keep a lab portfolio and submit it for external moderation. HL Chemistry second year students must also participate in the IB Group 4 Project. This course prepares the student to take the IB Chemistry exams and the Advanced Placement Chemistry exam. |
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SL Physics SL Physics is a two semester sequential study of physical principles, which govern the behavior of matter. It includes mechanics, electricity, magnetism, thermodynamics, kinetic theory, electromagnetic radiation, optics, and atomic and nuclear physics. In introducing fundamental physical concepts, emphasis will be placed on the use of mathematics in formulating physical principles and in problem solving; thus, a strong math background is necessary. SL Physics students must keep a lab portfolio and submit it for external moderation. IB Physics students must also participate in the IB Group 4 Project. This course prepares the student to take the IB Physics SL exam. |
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| GROUP 5: Mathematics |
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SL Math Studies SL Math Studies students study the following concepts: Three major trigonometry functions, statistics, probability, functions, logic, set theory, 3-D graphing and applications. Several small projects and one major related to application. SL Math Studies prepares student to take the IB Math Studies SL exam. |
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SL Mathematics This course is the study of elementary functions; limit of a function; derivative; integral and techniques of integration; and applications of calculus to real-world problems in the fields of life science, business and economics, social science, physics, and engineering. SL Mathematics students are assessed internally and must submit a portfolio. This course prepares students for the IB Mathematics SL exam and for the AP Calculus AB exam. |
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HL Mathematics Hl Math is a two-year course designed to focus on important mathematical concepts in calculus, statistics, and vectors in a comprehensive, coherent and rigorous way. Students will be encouraged to continue to develop their skills to solve problems, to apply concepts to real world problems, and to justify, prove and write mathematical arguments. Using their knowledge from geometry and algebra, students will study a broad range of mathematical topics including an in depth look at polynomial, logarithmic, exponential and circular functions, matrices, vectors, statistics and probability, differential and integral calculus, infinite sequences and series, and differential equations. |
| To prepare students to take the IB HL Math exam at the end of the second year, the second year of the course is conducted at the college level. In addition to the IB exam, students will also complete two internal assessments, one in mathematical investigation and the other in mathematical modeling. The course also prepares students to take the AP Calculus AB and BC exams. |
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| GROUP 6: Art |
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HL Art HL art is taken over two years to prepare students for the IB Art higher level assessment. HL Art is designed for students who are seriously interested in the actual experience of creating art. This course will be individually charted to meet the needs and interests of each student. HL Art is designed to include independent research along with instruction in advanced art techniques and media. This course will prepare the student for preparation of the HL art assessment as well as for a career that involves actual art production. |
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SL Art SL Art is completed over the course of one year and is designed for students who are seriously interested in researching art and art history. This course will be individually charted to meet the needs and interests of each student. SL Art is designed to include independent research along with instruction in advanced art techniques and media. This course prepares students for the SL Art assessment. back to top |
| UNIQUE COURSE |
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Theory of Knowledge (ToK) This two-semester course is unique to the International Baccalaureate and mandatory for every Diploma Candidate. In order to evaluate the validity of knowledge and ways of knowing, students are asked to look at each field of knowledge in the curriculum and question both the process and product of their learning. While abstract discussion is certainly a part of such a course, the students are grounded in a brief scan of intellectual history as a part of their exploration. Assessment of student performance is based on oral presentation and written work. |
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INTERNATIONAL BACCALAUREATE
DIPLOMA PROGRAM FREQUENTLY ASKED QUESTIONS |
| What is the International Baccalaureate Diploma Program? The International Baccalaureate Diploma Program is a demanding, pre-university course of study that leads to examinations. IB prepares students to be successful in their post secondary education. |
| The International Baccalaureate Diploma Program (IB) began in the late 1960's when nineteen schools involved in the international school system piloted a plan designed to bring consistency to course offerings and develop an assessment system leading to a diploma respected by universities around the world. Schools in North America, the fastest area of growth for the IB, have turned to the IB as one means of introducing rigor to their course offerings and preparing students for the transition to higher education. |
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| The International Baccalaureate School is a small school at Amelia High School for motivated students interested in a rigorous and traditional comprehensive course of studies. In grade eleven, students begin a two-year agenda designed to prepare them for IB assessments and exams in six subject areas. The areas include English, a second language, social science, science, mathematics, and the arts. In addition to testing in six areas, IB Diploma Candidates must also complete an interdisciplinary course entitled Theory of Knowledge, produce a 4,000-word research paper and fulfill the creativity, action, and service (CAS) requirement made up of enrichment and community service activities outside the normal school day. |
| IB course offerings are labeled either higher level (HL) or standard level (SL). Students enrolled in HL courses take their exams after two years of study. Most SL offerings test after one year of instruction. Diploma Candidates must have satisfied IB requirements in three or four HL and two or three SL courses by the end of their senior year but are limited to a maximum of two exams as juniors. All exams are scored from 1 to 7 with a minimum score of 24 necessary to earn an IB diploma, from a maximum of 45 points available. Amelia High School is authorized to offer the IB Diploma Program. West Clermont weights all higher level classes for both the junior and senior years. |
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For who is the IB Program designed? It is designed for highly motivated students who seek the challenges of well-rounded, liberal arts, international curriculum. It is designed for students planning to attend four-year post secondary institutions. |
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How many years does it take to earn the IB Diploma? The IB Program is a traditional comprehensive two-year liberal arts international curriculum. Students begin preparation for this exacting curriculum during their freshman transition and sophomore years. Students become Diploma Candidates during their junior and senior years. |
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What is the IB curriculum's focus? The International Baccalaureate curriculum focuses in both the humanities and sciences. Diploma Candidates must select one subject from each of the six IB groups: Language A1, Second Language, Individuals and Societies, Experimental Sciences, Mathematics, and Art. At least three classes but not more than four classes are taken at the higher level (HL), while the remaining classes are standard level (SL). HL courses represent two years of study and SL courses represent one year of study. All HL courses are weighted in the student’s West Clermont transcript at the conclusion of each year of study. |
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Why are some courses taken at the higher level and others at the standard level? This allows students to explore some subjects in-depth and others on a broader level. For example, the science-oriented student is challenged to learn a foreign language while the natural linguist becomes familiar with laboratory procedures. It is a well-rounded, traditional, liberal arts curriculum designed to assist in the development of a well-rounded individual who is prepared for college and university studies. |
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What are the benefits of earning an IB Diploma? The Diploma Program equips students with the skills and attitudes necessary for success in higher education and employment. The IB Organization's goal is to provide students with the values and opportunities that will enable them to develop sound judgment, make wise choices, and respect others in the global community. Similar to Advance Placement, each college and university sets it own criteria for awarding college credit and/or scholarships. Students and parents can view each college and university's IB policy for awarding credit by viewing the IBO web page, www.ibo.org. Please keep in mind, the IB curriculum is designed to help students become successful college/university students. Anything above that goal is decided by college/university policies and is not part of Amelia’s IB Program. |
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How is the International Baccalaureate (IB) Diploma Program SIMILAR to the College Board Advanced Placement program? Both are excellent preparations for higher education. Both offer rigorous curricula. Success in either series is an excellent indicator for success in college. Both give students the opportunity to place out of college courses. Both are taught by specifically trained teachers. Both require several hours of homework or off campus preparation each day. |
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How is the International Baccalaureate (IB) Diploma Program DIFFERENT from the College Board Advanced Placement (AP) program? AP students can choose one or more AP exams/courses to take; AP classes are narrowly focused on a single topic. The IB Diploma Program is a traditional, broad, liberal arts curriculum. IB students must take one course (which leads to an external exam) from each of the six IB subject groups. IB students must also write an extended essay of 4,000 words, take a Theory of Knowledge course and complete 150 creativity, action, and service (CAS) hours during the 11th and 12th grade years. AP assesses students with exams in May. IB assesses students with exams in May. IB also requires that students be assessed internally through the form of written papers, one-on-one oral examinations, portfolios, dossiers, projects, etc. IB is designed to be a traditional liberal arts educational curriculum, rather than a focused single subject curriculum. |
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Can a student who is in the IB Program also take AP courses and examinations? Yes. |
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Can a student who is in the AP program also take IB courses and examinations? No, Amelia High School offers a complete Diploma Program only. Students who want to choose one or a few rigorous courses are better served by taking AP courses and exams. |
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Does the International Baccalaureate Diploma replace the state of Ohio or West Clermont graduation requirements? No, but most of the IB courses will fulfill many of the Ohio and West Clermont graduation requirements. IB students work closely with their school counselor to ensure that all graduation requirements are met, while the IB Coordinator works closely with IB students to ensure that all IB Diploma internal and external requirements are met. |
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How much does it cost to be in the IB Diploma Program? Similar to advanced placement expenses, students must pay for their IB exams. On average, a student will pay about $450 for all six exams, per capita and registration fees, Extended Essay fee, and Theory of Knowledge fee. |
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What percentage of AmeliaHigh School International Baccalaureate students earn the IB Diploma? In our first year, 50% of our Diploma Candidates (seniors) earned the IB Diploma. The world average is 78%. |
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Who will guide me to my 11th grade courses? Mrs. Lutz, the IB guidance counselor will guide you in course selections. |
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If I have a question about my IB Diploma plan, when will I be able to talk with the IB coordinator? Anytime. Mrs. Novak is in the IB wing and you may discuss any issue with her. Simply stop by her room and set an appointment time to discuss your needs. |
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Who do I see if there is something wrong with my schedule after I pick it up? You will meet with the IB guidance counselor, Mrs. Lutz. |
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When do I see my counselor and when to I see the IB coordinator? IB Counselor: Questions about West Clermont and Ohio graduation requirements, scheduling classes and schedule changes, scholarship information, letters of recommendation, ACT and SAT information, college questions, AP courses and exams, summer school, virtual courses, and correspondence courses. |
| IB Coordinator: Questions about IB courses, IB internal examinations, IB exams, IB CAS requirements, IB Extended Essay requirements, IB Diploma requirements. |
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Is it possible to pursue extracurricular activities as a junior? Yes, in fact the majority of our students participate in many of the activities offered at Amelia High School. |
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Is it guaranteed that you will be able to accommodate your extracurricular activity within your IB schedule? No. Some combinations just do not work. Choices will have to be made. |
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What is CAS and when do I start? CAS stands for creativity, action, and service. All IB students are required to perform at least 50 creativity, 50 action, and 50 service hours during their 11th and 12th grade year. The IB CAS Supervisor, Mrs. Munden, will present each student with the CAS requirements and guidelines in spring of their sophomore year and monitor each student’s progress throughout your two years as a Diploma Candidate. |
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What is the extended essay, when do I start it, and when is it due? All IB students are required to submit a research paper of 4000 words. The IB coordinator and English teacher will introduce this to students in January or February of the junior year. The essays are due December of the senior year. |
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Do many students plan to take the AP exams in addition to the IB exams? Yes. Many colleges give a great deal of consideration to students who choose a complete the IB Diploma plan. Most universities award credit hours for passing scores on the IB higher level exams. Most universities do not award credit hours for standard level exams. In order to gain college credit in these standard level subjects, many students also take the equivalent AP exam. For example, a student who takes the International Baccalaureate SL Psychology course and exam may also take the AP Psychology exam. Many of our teachers will prepare students for both IB and AP exams. Check with your teacher to see if their IB course prepares you to take the AP exam. |
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When do I register for exams? Students register in October of the junior and senior year for International Baccalaureate exams and in January – February for AP exams. Most juniors take two IB exams during their junior year and four IB exams during their senior year. |
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How much homework will I have? It varies; students can expect 3-4 hours of homework each night. Some projects may require weekend work at home or in the library. |
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What are Internal Assessments? In addition to exams, IB students are assessed internally before the May exams. Assessments vary from subject to subject. The following are examples of internal assessment: world literature papers, language orals, portfolios, projects, and dossiers. The assessment is written by the IB Organization, administered and graded by the classroom teacher, and sent off around the world for moderation. Further details about internal assessment will be explained by the classroom teacher. |
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TENTATIVE TWO-YEAR INTERNATIONAL BACCALAUREATE CALENDAR
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JUNIOR YEAR
August •Pick up schedules; meet with counselor and/or IB coordinator if necessary September •Return signed creativity, action, and service (CAS) agreement to IB CAS Supervisor Mrs. Munden •IB Coordinator presents students with bill for the Junior Year International Baccalaureate Exams October •Finalize IB Exam Registration by delivering a check or money order directly to the Amelia High School treasurer December •Have at least 50 hours of creativity, action, and service (CAS) activities documented and on file with the IB CAS Supervisor Mrs. Munden Jan/Feb •Introduction to the Extended Essay (3 days) in English class February •International Baccalaureate Internal Assessments due to IB subject teachers March •First meeting between student and extended essay advisor Spring •Students begin conducting extended essay research May •Junior Year IB Examinations (students sit for 1 or 2 standard level exams) •Have at least 100 hours of creativity, action, and service (CAS) activities documented and on file with the IB CAS Supervisor Mrs. Munden Summer •Students continue to research and begin to compose extended essay (draft 1) July •Junior Year IB Examination results published back to top SENIOR YEAR August •Students submit 3 copies of the Extended Essay (draft 1); pick up schedules; meet with counselor and/or IB coordinator if necessary September •International Baccalaureate Coordinator presents students with bill for the Senior Year IB Exams October •Finalize IB Exam Registration by delivering a check or money order directly to the Amelia High School treasurer Fall •Second & third meeting between student and extended essay advisor; 2nd draft of the extended essay due December •Students submit 3 copies of the Extended Essay (final paper) February •All 150 documented CAS hours due to Mrs. Munden •International Baccalaureate Internal Assessments due to IB subject teacher Feb/Mar •IB English and Language Oral examinations conducted May •Senior Year International Baccalaureate Examinations (students sit for the remaining 4 or 5 examinations); students complete IB transcript request form •Students, counselors, and teachers celebrate completion of all IB requirements June •Amelia High School graduation July •Senior Year IB Examination results published •International Baccalaureate North America electronically sends official transcript to the college or university of students’ choice back to top FIRST COLLEGE YEAR Dec /Jan •Students pick up the IB Diploma from the IB office during college winter break Please understand this is only a tentative calendar, a sample calendar, so that you may see the big picture. Amelia teachers will give specific due dates well in advance so that you can plan your work. |
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International Baccalaureate Testing/Assessment Fees
Fees for Seniors; per Diploma Candidate
Fees for Seniors; per Certificate Candidate
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