International Baccalaureate (IB)
The MYP is a challenging framework that encourages students to make practical connections between their studies and the real world.
The student-centered curriculum of the MYP focuses on nurturing students’ academic and social growth, so they become lifelong IB learners. Students will explore key concepts and develop skills in a variety of global contexts across a curriculum of 8 core subject groups.
Implementation of the MYP is a whole-school endeavor. The MYP is inclusive by design, and students of all interests and academic abilities benefit from their participation in the program.
The MYP requires at least 50 hours of teaching time for each subject area, in each year of the program. Carefully-defined subject group flexibility allows students to meet local requirements and personal learning goals.
The required subjects are:
- Individuals and Societies
- Language Acquisition
- Language and Literature
- Physical and Health Education
In 10th grade, students must complete a long-term personal project. The aims of the MYP personal projects are to encourage and enable students to:
- participate in a sustained, self-directed inquiry within a global context.
- generate creative new insights and develop deeper understandings through in-depth investigation
- demonstrate the skills, attitudes, and knowledge required to complete a project over an extended period of time
- communicate effectively in a variety of situations
- demonstrate responsible action through, or as a result of, learning
- appreciate the process of learning and take pride in their accomplishments.
Students document their thinking, research process, and development of their initial ideas by developing an outline of a challenging but manageable goal. Example goals include the development of original works of art, models, business plans, campaigns, blueprints, investigative studies, scientific experiments, performances, fieldwork, narrative essays, courses of study or learning engagements, films, computer programs, and many other forms of work or service.
- Presentation and Brochure
- 10 Reasons Why
- The 6 Subjects
- Things to Consider
- IB Learner Profile
- IB Quotes
- Colleges and the IB Diploma
- Full Diploma or Individual Courses
- TOK / EE/ CAS
For me, IB emphasized the idea that there is so much intersectionality in life on any scale and from any perspective. The world is connected in so many ways; it would truly be a waste for us as humans to not be as in tuned with it as it is with itself. -Taylor Love, 2018 IB Diploma Candidate
Students wishing to take the full diploma must ensure that they take one subject from each group and that they have three subjects at HL and three at SL (unless they are taking 4 HLs and 2 SLs). For their sixth subject, in addition to the courses offered in Group 6, they may also do a third language or a second course from Groups 3 or 4 or computer science from Group 5.
GROUP 1: Language A1
English A Literature HL
GROUP 2: Second Language
GROUP 3: Individuals and Society
History SL/HL (HL: Europe)
World Religions SL
GROUP 5: Mathematics
Mathematics: Applications and Interpretations SL/HL
A decision to complete the IB diploma is a huge commitment and will be a great accomplishment. Students and families need to appreciate that this can limit opportunities to participate in other elective offerings such as Tulsa Tech and Concurrent Enrollment.
- All IB courses must be taken at BTW. Off campus studies cannot be given IB credit.
- Exam dates and times are fixed by the IBO and cannot be altered. Students should note that end of the year competitions, sports events, trips and family obligations often conflict with the exam schedule. IBO does not permit any changes to the exam schedule.
- ALL testable work must be completed during the junior and senior years. Students may not test prior to the Junior year and may only take two SL exams in the Junior year. All HL subjects require two years of coursework. No HL exam may be taken at the end of the Junior year.
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.
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.
Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, and values and traditions of other individuals and communities.
Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service.
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.
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.
Hear from educators and other parents and students who have experienced the IB Programme.
Samantha Delong, 2018 IB Diploma Candidate
"The IB program helped me become prepared for college through challenging classes that motivated me academically. Because of the program, I now feel ready for rigorous college courses."
How are diploma points awarded?
Students will earn their IB diploma when they accrue 24-45 points. This includes a total of 12 points in HL subjects. If a student scores a 2 in an HL, the student must then total 28 points in order to receive the diploma. IB exams (papers) are marked on a scale of 1-7. Students take 6 exams. In addition, students may earn up to 3 points for combined work on the Extended Essay and in TOK.
Some universities offer differing levels of recognition depending upon the number of diploma points earned. For instance, the University of Tulsa will award 30 hours of credit to students that earn the IB Diploma with a score of 28 or higher. The University of Texas will award a minimum of 24 hours credit to any student that earns a “4” or better on all exams attempted. At the University of Oklahoma, credit may be awarded to students who earn a “4” or higher on an HL exams; such credit is awarded on a course-by-course basis as recommended by the University of Oklahoma faculty. The University of California system grants 30 semester credits to an IB Diploma score of 30 or above.
How do colleges award credit?
Many colleges award credit for HL exams with a score of 5 or higher. Some colleges are beginning to award credit, or in some cases, advanced standing for SL courses as well. Ultimately, different colleges have different policies. The best way to get current information is to go to www.ibo.org and click on “Information for Universities” and then “Universities that recognize the diploma”. You may search by country and university name.
How do colleges consider IB in the admissions process?
Colleges report that they are interested in students who take the most challenging and rigorous curriculum available. Students presenting a transcript with IB courses cannot count on getting in to the school of their dreams; but they can be assured that their application will be given serious consideration.
The latest survey of a North American IB class (2002) indicated that with respect to almost every selective college, IB students had a higher rate of acceptance than the general applicant pool. The University of Pennsylvania, for example, accepted 22% of the general population of applicants, whereas 58% of IB Diploma candidate applicants were accepted.
How is IB Diploma different from AP (Advanced Placement)?
While both IB and AP offer a rigorous curriculum for highly motivated students, the IB Diploma program represents a comprehensive international standard of excellence while the AP represents the US national standard. AP exams have no external evaluation feedback loop, and students choose to take individual classes. Currently there is not a comprehensive AP program. IB exams are scored 1-7; IB scores are based in part on graded class work (internal assessments) performed during the year. AP exams are scored 1-5. Overall, IB is a holistic program, and although students receive college credit/advanced standing, the goals of the program are larger.
Eligibility: All students enrolled at BTW are eligible for the IB Diploma program.
Option A: Full Diploma Program
- Participate in and complete internal/external assessments for six IB courses.
- 3 (or not more than 4) Higher Level courses
- 3 (or 2) Standard Level courses
- Complete Theory of Knowledge (TOK)
- Submit an Extended Essay, an in-depth study of a limited topic chosen by the student and supervised by a mentor. The essay represents approximately 40 hours of work and should be no more than 4000 words.
- Submit a completed Creativity, Action, Service (CAS) portfolio, completed over 2 years.
- Diploma students must test in all courses except the Theory of Knowledge
Option B: Individual Subjects
All juniors and seniors are encouraged to take IB Diploma courses. In order to receive a weighted grade in the course, all students enrolled in an IB course will be required to complete the internal and external assessments for that course and will be required to sit for the exam in May. Students who receive passing scores may receive college credit or placement from their respective universities.
Successful Diploma Programme students meet three requirements in addition to the six subjects:
1. The interdisciplinary theory of knowledge (TOK) course is designed to develop a coherent approach to learning that transcends and unifies the academic areas and encourages appreciation of other cultural perspectives.
2. The extended essay of some 4,000 words offers the opportunity to investigate a topic of special interest and acquaints students with the independent research and writing skills expected at university.
3. Participation in the creativity, action, service (CAS) requirement encourages students to be involved in creative pursuits, physical activities and service projects in the local, national and international contexts.
International Baccalaureate 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 programs of international education and rigorous assessment. These programs 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 Diploma Program:
The IB Diploma Program is a demanding pre-university course of studies, leading to examinations, designed for highly motivated secondary school students. Conceived as a comprehensive two-year curriculum that allows its graduates to fulfill requirements of various national educational systems, the diploma model is based on the pattern of no single country but incorporates the best elements of several. Its reputation for rigorous assessment gives IB diploma holders access to the world’s leading universities and solid preparation for high achievement once enrolled.
Diploma candidates are required to select one subject from each of the six subject groups. At least three subjects are taken at the higher level (240 teaching hours) and 3 at the standard level (150 teaching hours). Students must also enroll in Theory of Knowledge (TOK) for two years, complete a 4000 word Extended Essay, and fulfill the Creativity, Activity, and Service (CAS) requirement.