2. In 2011 Manheim Township High School received designation as an International Baccalaureate (IB) World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that Manheim Township believes is important for our students. In 2011 Manheim Township High School received designation as an International Baccalaureate (IB) World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that Manheim Township believes is important for our students. Beginning with the graduating class of 2013, Manheim Township students who enter the IB Diploma Programme will have the opportunity to earn the internationally recognized IB Diploma and to participate in a multi- disciplinary, student-centered curriculum shared by schools around the world. Beginning with the graduating class of 2013, Manheim Township students who enter the IB Diploma Programme will have the opportunity to earn the internationally recognized IB Diploma and to participate in a multi- disciplinary, student-centered curriculum shared by schools around the world.

3. The History of International Baccalaureate In 1968 The International Baccalaureate® (IB) Diploma Programme was created by teachers at the International School of Geneva, Switzerland. The Programme consisted of a common curriculum and a common set of examinations for students throughout the world. It sought to provide students with a truly international education that encouraged an understanding and appreciation of other cultures, languages and points of view. For more information about IB, visit their website at www.ibo.org. In 1968 The International Baccalaureate® (IB) Diploma Programme was created by teachers at the International School of Geneva, Switzerland. The Programme consisted of a common curriculum and a common set of examinations for students throughout the world. It sought to provide students with a truly international education that encouraged an understanding and appreciation of other cultures, languages and points of view. For more information about IB, visit their website at www.ibo.org.

4. IB today Today there are approximately 4,000 IB schools worldwide, including approximately 1,000 in the United States. (www.ibo.org) Today there are approximately 4,000 IB schools worldwide, including approximately 1,000 in the United States. (www.ibo.org) As International Baccalaureate continues to grow, it is increasingly recognized globally, in college admissions, in evaluations of top schools, and in the public eye. IB is known for offering a rigorous, well-rounded, globally-minded education to prepare students for an increasingly interconnected world. As International Baccalaureate continues to grow, it is increasingly recognized globally, in college admissions, in evaluations of top schools, and in the public eye. IB is known for offering a rigorous, well-rounded, globally-minded education to prepare students for an increasingly interconnected world.

5. The IB 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. 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. 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. 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.

6. The Learner Profile 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. 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. 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. 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. 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. 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.

7. The Learner Profile… Continued 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. 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. 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. 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. 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. 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.

8. The IB Curriculum

9. IB Curriculum Requirements The Diploma Programme requires six subjects, with at least three courses studied over two years. The Diploma Programme requires six subjects, with at least three courses studied over two years. Students complete internal (externally moderated) and external assessments for all IB coursework. Students complete internal (externally moderated) and external assessments for all IB coursework. Courses are connected and extended through a Theory of Knowledge course. Courses are connected and extended through a Theory of Knowledge course. Students participate in Creativity, Action, Service (CAS). Students participate in Creativity, Action, Service (CAS). Students write an extended essay of 4,000 words in addition to their coursework. Students write an extended essay of 4,000 words in addition to their coursework.

10. Proposed MT course sequence Two-year courses English English History of the Americas History of the Americas World Language (Spanish, French, or German) World Language (Spanish, French, or German) Mathematics Mathematics One-year coursesPlanned future courses PhysicsIB Music ChemistryIB Visual Arts Theory of Knowledge Theater

11. A typical student schedule

12. Why IB? An integrated, rigorous high school experience that addresses the whole learner An integrated, rigorous high school experience that addresses the whole learner An emphasis on academics, global citizenship, and holistic learning An emphasis on academics, global citizenship, and holistic learning College credits for higher level courses College credits for higher level courses College recognition of the IB diploma College recognition of the IB diploma Preparation for academic success Preparation for academic success Breadth and depth of knowledge embodied in an internationally recognized program Breadth and depth of knowledge embodied in an internationally recognized program

13. The Diploma Programme... is designed to develop the intellectual, personal, emotional, and social skills so that students can live, learn and work in a rapidly globalizing world... is designed to develop the intellectual, personal, emotional, and social skills so that students can live, learn and work in a rapidly globalizing world...encourages students to ask challenging questions; learn how to learn; develop a strong sense of their own identity and culture; and develop the ability to communicate with and understand people from other countries and cultures...encourages students to ask challenging questions; learn how to learn; develop a strong sense of their own identity and culture; and develop the ability to communicate with and understand people from other countries and cultures

14. Who is the right student for IB? Academic aptitude Academic aptitude Time management Time management Liberal arts, generalist orientation Liberal arts, generalist orientation Global perspective: engagement in community Global perspective: engagement in community Self-starter, intrinsically motivated Self-starter, intrinsically motivated Intellectually curious and open-minded Intellectually curious and open-minded Able to commit to an intensive program that may restrict other possibilities Able to commit to an intensive program that may restrict other possibilities

15. Preparing for the Diploma Programme Prerequisites Prerequisites Honors coursework Honors coursework World language coursework World language coursework Application process Application process Teacher recommendations Teacher recommendations Parent and student commitment Parent and student commitment Course planning Course planning Take graduation requirements like health and financial literacy in summer, virtually, or during sophomore year if possible Take graduation requirements like health and financial literacy in summer, virtually, or during sophomore year if possible Take world languages, maintain the same second language Take world languages, maintain the same second language Choose challenging courses Choose challenging courses

16. Information and Updates Please visit the MTIB webpage to indicate interest in the program. Please visit the MTIB webpage to indicate interest in the program. www.mtwp.net/ib For more information about International Baccalaureate, please visit the IB website at www.ibo.org For more information about International Baccalaureate, please visit the IB website at www.ibo.org www.ibo.org For more information or with questions, please contact Larry Penner, IB Coordinator. pennerla@mtwp.net For more information or with questions, please contact Larry Penner, IB Coordinator. pennerla@mtwp.net