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.

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 has focused on the kind of student we hope will graduate from an IB World School, the kind of student who, in the struggle to establish a personal set of values and a code of ethics, will be laying the foundation upon which international-mindedness will develop and flourish. The IB learner profile is the mission statement in action; it is central to the IB definition of what it means to be internationally minded.

Inquirers

They develop their natural curiosity. They acquire the skills necessary toconduct inquiry and research and show independence in learning. Theyactively enjoy learning and this love of learning will be sustained throughouttheir lives.

Knowledgeable

They explore concepts, ideas and issues that have local and global significance.In so doing, they acquire in-depth knowledge and develop understandingacross a broad and balanced range of disciplines.

Thinkers

They exercise initiative in applying thinking skills critically and creatively torecognize and approach complex problems, and make reasoned, ethicaldecisions

Communicators

They understand and express ideas and information confidently and creativelyin more than one language and in a variety of modes of communication. Theywork effectively and willingly in collaboration with others.

Principled

They act with integrity and honesty, with a strong sense of fairness, justice andrespect for the dignity of the individual, groups and communities. They takeresponsibility for their own actions and the consequences that accompanythem.

Open-minded

They understand and appreciate their own cultures and personal histories, andare open to the perspectives, values and traditions of other individuals andcommunities. They are accustomed to seeking and evaluating a range of pointsof view, and are willing to grow from the experience.

Caring

They show empathy, compassion and respect towards the needs and feelingsof others. They have a personal commitment to service, and act to make apositive difference to the lives of others and to the environment.

Risk-takers

They approach unfamiliar situations and uncertainty with courage andforethought, and have the independence of spirit to explore new roles, ideasand strategies. They are brave and articulate in defending their beliefs.

Balanced

They understand the importance of intellectual, physical and emotionalbalance to achieve personal well-being for themselves and others.

Reflective

They give thoughtful consideration to their own learning and experience. Theyare able to assess and understand their strengths and limitations in order tosupport their learning and personal development.

What is the Diploma Programme?

The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students, normally aged 16 to 19, for success at university and life beyond. The programme is normally taught over two years and has gained recognition and respect from the world's leading universities.

Diploma Programme curriculum

The curriculum is modelled by a hexagon with six academic areas surrounding the three core requirements.

Over the course of the two-year programme, students:

• study six subjects chosen from the six subject groups
• complete an extended essay
• follow a theory of knowledge course (TOK)
• participate in creativity, action, service (CAS).
• three of the six subjects are studied at higher level (courses representing 240 teaching hours)
• the remaining three subjects are studied at standard level (courses representing 150 teaching hours).

IB Diploma Programme students study six courses at higher level or standard level. Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5.

In addition the programme has three core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding

The extended essay is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying.

Theory of knowledge is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical).

Creativity, action, service requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.

Assessment

• Students take written examinations at the end of the programme, which are marked by external IB examiners. Students also complete assessment tasks in the school, which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners.


• The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance across the whole programme and to satisfactory participation in the creativity, action, service requirement. The highest total that a Diploma Programme student can be awarded is 45 points.

Subjects offered at LIS: