1. IB Diploma Parent Meeting Wednesday September 10, 2014

2. The Basics of the Diploma Programme The curriculum contains six subject groups together with a core made up of three separate parts. This is illustrated by a hexagon with the three parts of the core at its center. In order to complete the Diploma Programme, candidates must study one subject from each of the six groups. Candidates must also complete the three areas of the core.

4. Some Important IB terms Higher level (HL) – a course which covers a subject more in depth with a greater amount of teaching hours Standard level (SL) – a course which requires fewer overall teaching hours Candidate – an IB Diploma Programme student Paper – an IB test Pre-IB student - a 9 th or 10 th grade student who is online to joint the Diploma Programme during their junior year

5. The IB Curriculum Outline Candidates must take 3 courses at the higher level and 3 courses at the standard level. If a student is not enrolled in IB Art or IB Music for their group 6 class, they may take another selection from groups 1-4.

6. The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at the university level. The interdisciplinary theory of knowledge (TOK) course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other cultural perspectives. Participation in the school’s creativity, action, service (CAS) programme encourages candidates to be involved in artistic pursuits, sports, and community service work. The programme fosters students’ awareness and appreciation of life outside the academic arena. The Core of the Hexagon

7. Washington Speech Tournament (Nov. 8 th, 2013) 4 Hours Service As is the case with many high schools in Illinois, as well as across the nation, local middle schools often compete in speech tournaments. In these tournaments, students with a knack for some form of speech often present a piece they have chosen and memorized in front of a room filled with parents and judges. The students are judged on many aspects of their performance. This past year, Washington Gifted Middle School hosted a speech tournament and was in need of volunteers. As a graduated student from Washington, I decided to lend my assistance. I had little idea of how I could be of assistance, but when I arrived, I was given instruction that I would essentially be a “room protractor” and score runner. This meant that I was to be sure the room I was assigned to was kept free of any interferences or distractions. I also had to run judges’ scores from the classroom to the office. My shift was long and at many times boring, with about 4 sessions at nearly 45 minutes each, as well as clean-up afterwards. Increased awareness for personal strengths and areas for growth, Undertake new activities: I did not know what to expect when I went to the tournament. I did not know if I was there just for preparation and clean- up, if I would have any interaction with the speeches, so on and so forth. While what I was assigned to do was no incredible challenge, I did get to witness some amazing talent from younger students, and it astounds me to think of all the potential talent that lies dormant in so many of us. It also makes me wish I had taken more interest in such activities when I was younger.

8. Fine Arts Festival: September 30, 2012 (3.5 Hours Creativity) I volunteered at the Fine Arts Festival on the Peoria Riverfront. I worked in a booth showing kids how to do origami. Of course, first, I myself, got to learn how to do origami, which was a big challenge for me because I have very little patience and I’m not a big fan of art projects. However, I did it and I learned an appreciation for the precision and patience it takes to make origami. Developed new Skills

9. BARK IN THE PARK Activity Date: Oct ’13 & ‘14 Time Spent: 10 hours Learning Outcome: Undertaken new challenges Prior to volunteering at Bark in the Park for the first time, I never thought that I liked dogs. My mom is allergic to them and just generally doesn’t like them very much, and I had basically just assumed her status as a cat lover as my own. But at Bark in the Park, I figured out that liking cats and liking dogs is not mutually exclusive, and that in fact I would love to have a canine companion someday.

10. International Night II  Dates: 12 February 2014  Hours: 6  For Richwoods IB International Night, I prepared and set up a booth for educating students and adults alike about the country of India. I also brought traditional food eaten in India, and performed along with two other peers a few short Indian folk musical pieces. I worked collaboratively with others to design and set up the booth, as well as perform musical pieces.

11. International Night 2014

14. IB Assessment During their junior year, students may test in either one or two standard level subjects. In all IB courses, assessment is conducted both internally (by the classroom teacher) and externally (by IB examiners from around the globe) Because of the greater degree of objectivity and reliability provided by the standard examination environment, externally marked examinations form the larger share of the assessment for most subjects. IB assessments and cumulative final grades for IB courses are scored on a scale from 1-7. Extended essay and ToK are graded on a scale of A (highest) to E (lowest)

15. Richwoods IB Exam Results May 2014 Session *See handout

16. What is needed to achieve the IB Diploma? A candidate must complete CAS. The Extended Essay, and the Theory of Knowledge course must be completed with a grade of at least D in both. Candidates must achieve 24 total points from all IB subjects. Candidates must achieve a total of at least 9 points in 3 SL subjects and 12 points in 3 HL subjects. A candidate cannot receive a score of 2 on any HL exam, or a score of 2 on more than one SL exam. If a candidate does not complete the requirements for the IB Diploma, they will be issued a “certificate of results”

17. 2014-15 Richwoods IB Student Numbers Pre- IB Freshmen - 72 Sophomores - 95 IB Diploma Programme Juniors - 43 Seniors - 44

18. College Acceptance Credits Preparation

19. Just a few of the schools attended by 2014 IB Diploma graduates from RHS include…. The Ohio State University University of Missouri University of Illinois-Urbana University of Illinois-Chicago Washington University of St. Louis Brigham Young University Xavier University University of Wisconsin –Madison Kenyon College DePaul University