IB Programmes at KCISEC
IB Programmes at KCISEC
Introduction to the IB programmes at KCISEC
Kang Chiao International School East China Campus is an authorized IB World School to implement the Diploma Programme (DP) and is a candidate school for the Middle Years Programme (MYP). The Diploma Programme at Kang Chiao International School East China Campus started from September 2015, offering a two-year programme from Grade 11 to Grade 12, totally 35 students at present. We start the trial teaching of the Middle Years Programme from September 2016, with 209 MYP students from Grade 6 to Grade 10.
Students’ IB Journey at KCISEC
For more information about the IB programmes, please scan the QR Code below to add the official Wechat account of the IB Office.
Educational Philosophy about IB
Introduction to IB Organization
The International Baccalaureate (IB) is a non-profit educational foundation founded in Geneva in 25 October 1968. It offers four highly respected programmes of international education, including Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP) and Career-related Programme (IBCP). These four programmes help develop the intellectual, personal, emotional and social skills needed to live, learn and work in a rapidly globalizing world. More than 4,000 schools so far have chosen to teach International Baccalaureate programmes, with its unique academic rigour and its emphasis on students’ personal development. The IB World schools employ over 70,000 educators, teaching more than one million students worldwide.
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 Learner Profile
The objective 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:
- Inquerers. I nurture my curiosity, developing skills for inquiry and research. I know how to learn independently and with others. I learn with enthusiasm and sustain my love of learning throughout life.
- Knowledgeable. I develop and use conceptual understanding, exploring knowledge across a range of disciplines. I engage with issues and ideas that have local and global significance.
- Thinkers. I use critical and creative thinking skills to analyze and take responsible action on complex problems. I exercise initiative in making reasoned, ethical decisions.
- Communicators. I express myself confidently and creatively in more than one language and in many ways. I collaborate effectively, listening carefully to the perspectives of other individuals and groups.
- Principled. I act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. I take responsibility for my actions and its consequences.
- Open-minded. I critically appreciate my own cultures and personal histories, as well as the values and traditions of others. I seek and evaluate a range of points of view, and I am willing to grow from the experience.
- Caring. I show empathy, compassion and respect. I have a commitment to service, and I act to make a positive difference in the lives of others and in the world around me.
- Risk-takers. I approach uncertainty with forethought and determination; I work independently and cooperatively to explore new ideas and innovative strategies. I am resourceful and resilient in the face of challenges and change.
- Balanced. I understand the importance of balancing different aspects of my live—intellectual, physical, and emotional—to achieve well-being for myself and others. I recognize my interdependence with other people and with the world in which I live.
- Reflective.I thoughtfully consider the world and my own ideas and experience. I work to understand my strengths and weaknesses in order to support my learning and personal development.
www.ibo.org– the IBO official website
www.ibo.org/myp/ – Middle Years Programme
http://www.ibo.org/programmes/diploma-programme/ – Diploma Programme
http://www.ibo.org/university-admission/recognition-of-the-ib-diploma-by-countries-and-universities – Recognition of the IBDP by Universities
IB Middle Years Programme
Introduction to IB Middle Years Programme (MYP)
Founded in 1994, the International Baccalaureate Middle Years Programme (MYP) is designed for students aged 11 to 16. It provides a challenging framework that helps students to connect what they have learned in the classroom to the reality world. It aims to improve student’s communication skills, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders. The MYP is flexible enough to accommodate most national or local curriculum requirements. It prepares students to meet the academic challenges of the IB Diploma Programme (DP).
The Middles Programme Model
In the programme model for the MYP, the first ring around the student at the center describes the features of the programme that help students develop disciplinary understanding.
- Approaches to learning (ATL) - demonstrating a commitment to approaches to learning as a key component of the MYP for developing skills for learning.
- Approaches to teaching - emphasizing MYP pedagogy, including collaborative learning through inquiry.
- Concepts - highlighting a concept-driven curriculum.
- Global contexts - showing how learning best takes place in context.
The second ring describes important outcomes of the MYP.
- Inquiry-based learning may result in student-initiated action, which may involve service within the community.
- The MYP culminates in the personal project (for students in grade 10) or the community project (for students in Grade 9).
The third ring describes the MYP’s broad and balanced curriculum.
- Eight subject groups: language and literature, language acquisition, individuals and societies, sciences, mathematics, arts, physical and health education, and design.
- In many cases, discrete or integrated disciplines may be taught and assessed within a subject group: for example, history or geography within the individuals and societies subject group; biology, chemistry or physics within the sciences subject group.
- The distinction between subject groups blurs to indicate the interdisciplinary nature of the MYP. The subject groups are connected through global contexts and key concepts.
Introduction of MYP Project
Creativity, Activity, Service, Service as action, Personal project are required courses of the International Baccalaureate (IB) Middle Years Programme (MYP). They are not only just the core courses of the MYP but also are the featured courses of the IB Programmes in Kang Chiao International School East China Campus (KCISEC).
MYP projects encourage students to reflect on their learning and the outcomes of their work – key skills that prepare them for success in further study, the workplace and the community.
Implementation of MYP Projects in KCISEC
According to the students' age and the knowledge that they have mastered, KCISEC IB Progrommes have classified the MYP Projects to three different project courses: Service as Action, Community Project, and Personal Project.
Supervisors are responsible for teaching and providing advice for the students of each different MYP Project courses. Each supervisor will lead a group of at least 8 to 13 students, to help the students complete their projects course learning.
Service as Action
Service as Action (SA) is incorporated into the MYP to encourage G6-G8 students to think of themselves as thoughtful members of the local community and the larger world. The idea of becoming contributing members of our community is an important component of the IB MYP. The emphasis is on developing community awareness and concern and the skills needed to make an effective contribution to society.
Our G6-G8 students are currently working on: baking and selling cookies, filming anti-bullying micro cinema, promoting the importance of recycling, Christmas donations for the Xian Yang Home etc.
Community Project (CP) is usually formed by the groups of three G9 students or individual work. The Community Project gives students the opportunity to work in an area of the community that interests them and allows students to give back and show awareness of the world around them.
Our G9 students are currently working on: promoting the stray animal protection, sex education, gender equality, and environmental protection. Community Project starts from their efforts to care for others and the issues around their lives. The students will attend a trip to the Children's Hospital for physically and mentally handicapped children; and also will visit nursing homes to serve the elderly and so on.
Personal Project (PP) is for G10 students to use the knowledge what they have accumulated in each of the subjects, and choose a topic that they are interested in. The Personal Project is individual work; the students need to complete the project by himself/herself. Through exploring in depth and planning and taking action, students will learn to think and inquire independently. Therefore, Personal Project will encourage the students to devote and challenge themselves in their interest.
Our G10 students are currently working on: Introducing Chinese traditional arts; promoting Chinese culture; composing music and demos to show the juniors the charm of classical music; teaching junior students how to play basketball to develop their communication skills and teaching skills; and much more.
MYP Assessment Criteria and Grade Descriptions
MYP learning objectives are related to assessment criteria. The criteria for each subject group represent the use of knowledge, understanding and skills that must be taught. They encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.
The MYP assessment uses the MYP 1–7 scale and the grade boundary guidelines table that follows to determine final grades in each year of the MYP. The table provides a means of converting the criterion levels total into a grade based on a scale of 1–7.
IB Diploma Programme
Introduction to the IB Diploma Programme
The IB Diploma Programme (DP) at KCIS East China Campus offers a two-year Diploma Programme for Grades 11 and 12 students aged 16 to 19 since September 2015. It is an academically challenging and balanced education programme with final examinations that prepares students, for success at university and in life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The programme is widely recognized and respect by the leading universities.
The Diploma Programme Model
The Diploma Programme is made up of three cores and six subject groups. The three cores aim to broaden students’ academic knowledge and learning skills and to apply them into a real world.
The three cores are:
- Theory of knowledge,in which students reflect on the nature of knowledge and on how we know what we claim to know.
- The extended essay,which is an independent, self-directed piece of research, finishing with a 4,000-word paper.
- Creativity, activity, service,in which students complete a project related to those three concepts.
The six subject groups are:
- Studies in language and literature
- Language acquisition
- Individuals and societies
- The arts
The DP curriculum
KCIS East China Campus is currently offering a variety of courses of six DP subject groups along with the theory of knowledge, the creativity activity service and extended essay. Our course offerings for 2016 enrollment are listed in the below table, which may vary from year to year dependent upon student’s availability and interest.
External and Internal Assessment
The diploma programme conducts formal assessment. Formal assessment is defined as assessment directly contributing to the final diploma qualification. Most formal assessment is external, and includes examinations or work completed during the course and then sent to an external examiner. Some formal assessment is internal, requiring the teacher to mark the work before it is moderated by an external moderator. The IB uses both external and internal assessments in the DP.
1. External assessment.
Examinations demonstrate the high levels of objectivity and reliability, which include:
- Structured problems
- Short-response questions
- Data-response questions
- Text-response questions
- Case-study questions
- Multiple-choice questions
2. Internal assessment
The internal assessments based on the DP subjects that student has chosen are required to be completed within student’s learning at KCIS East China Campus, which might include:
- Oral work in languages
- Laboratory work in the sciences
- Investigations in mathematics
- Artistic performances
The marks awarded for each course range from 1 (lowest) to 7 (highest) with 4 considered the “passing grade”. In all IB subjects this grade is arrived at through internally as well as externally assessed or moderated work, throughout the two-year program with the final examination. Students can also be awarded up to three additional points for their combined results on theory of knowledge and the extended essay. 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, activity, service requirement. The highest total that a DP student can be awarded is 45 points.
Following are the approximate grade scales used by the IB:
The IB Diploma will be awarded to a candidate provided all the following requirements have been met.
- CAS requirements have been met.
- The candidate’s total points are 24 or more.
- There is no “N” awarded for theory of knowledge, the extended essay or for a contributing subject.
- There is no grade E awarded for theory of knowledge and/or the extended essay.
- There is no grade 1 awarded in a subject/level.
- There are no more than two grade 2s awarded (HL or SL).
- There are no more than three grade 3s or below awarded (HL or SL).
- The candidate has gained 12 points or more on HL subjects (for candidates who register for four HL subjects, the three highest grades count).
- The candidate has gained 9 points or more on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).
- The candidate has not received a penalty for academic misconduct from the Final Award Committee.
Five more ways to emphasize your IB strengths
1. Highlight your advanced writing skills.Completing multiple essays comes easily to IB students given the emphasis the programme places on self-reflection and written expression. IB students can capitalize further on this by using the interdisciplinary model of learning to respond to admissions questions from multiple perspectives.
2. Consider universities that accept individual portfolios.Some universities allow students to submit individual portfolios of work. The DP programmes place emphasis on the development of a student’s abilities over time. IB students will have amassed a significant body of work in their personal portfolios and in the MYP personal project. Portfolio-based applications allow admission officers to understand how an IB student is reflective and critical in their work.
3. Nail the interview. DP students give multiple presentations over their two-year course work. The confidence and experience they develop in these public speaking opportunities will translate into a big advantage when interviewing for university admission, internships and work. Don’t forget to mention your creativity, activity, service (CAS) project in addition to your academic credentials.
4. Recommendation letters that pack a punch.The recommendation letter remains a pivotal component of the application package. When soliciting recommendation letters that stand out, consider providing your teachers with an easy-to-reference profile of your high school history beyond academics. Include your extended essay topic, your personal project topic, your CAS project, foreign language abilities, and participation in any international programmes of study, extra-curricular activities and course workload.
5. Show global perspective.IB students have a strong sense of their cultural identity and respect the values and differences of other cultures. Trained to think globally and act locally, IB students are required to participate in civic engagement through a community service project that ties into some aspect of their coursework.
10 reasons - Why the IB Diploma Programme (DP) is ideal preparation for university
Admissions Policy for MYP and DP
All placements are provisional and have a one-month probationary status. The school reserves the right to adjust the year level and/or Programme of a student within this period based on an assessment and observations of the student. KCIS East China campus (KCISEC) reserves the right to alter or to rescind any decision regarding admission or enrolment made on the basis of incomplete or incorrect information.
Recruitment Procedures for the MYP
G6 to G8
All G6-G8 students of the International Class in the International Department are naturally MYP students.
G9 to G10
- Students currently enrolled in the MYP at the KCISEC requirements have been met may continue in the programme and move into the next academic grade level if they successfully complete one subject in each subject group in the previous grade level.
- Students currently non-enrolled in the MYP at the KCISEC may submit individually the application package, including school transcripts, written application documents, letters of recommendation, interviews and admission tests. All the documents will be reviewed by the International Baccalaureate Admissions Committee.
- Students from other schools who wish to participate in the MYP go through the normal admissions process for new KCISEC students before admission to the MYP. Individual applications will be reviewed on the basis of school transcripts, written application documents, letters of recommendation, interviews and admission tests by the International Baccalaureate admissions committee.
Recruitment Procedures for the DP
- Students currently enrolled in the MYP at the KCISEC may enrol in the Diploma Programme if they successfully complete one subject in each subject group in grade 10.
- Students currently non-enrolled at KCISEC may submit individually the application package, including school transcripts, written application documents, letters of recommendation, interviews and admission tests. All the documents will be reviewed by the International Baccalaureate Admissions Committee.
- Students from other schools who wish to participate in the DP go through the normal admissions process for new KCISEC students before admission to the DP. Individual applications will be reviewed on the basis of school transcripts, written application documents, letters of recommendation, interviews and admission tests.