However, acceptance alone does not guarantee entry into a course.
As IB learners we strive to be: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. We critically appreciate our own cultures and personal histories, as well as the values and traditions of others.
We seek and evaluate a range of points of view, and we are willing to grow from the experience. We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
We show empathy, compassion and respect.
We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. We use critical and creative thinking skills to analyse and take responsible action on complex problems.
We exercise initiative in making reasoned, ethical decisions. We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies.
We are resourceful and resilient in the face of challenges and change. We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere.
We take responsibility for our actions and their consequences. We recognize our interdependence with other people and with the world in which we live.
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities. To this end the organisation works with schools, governments and international organisations to develop challenging programs of international education and rigorous assessment.
This helps students appreciate that his or her own language, culture and worldview is just one of many. 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.
Central to this aim is internationalmindedness. The curriculum consists of six subject groups and the three elements of the IB Diploma Program core.
If you wish to study at a university and you are interested in: At the centre of the model is the IB learner profile; this logo denotes IB learners as: International Baccalaureate Organisation www.
Although it may seem to put in the work, but the rewards are more than daunting, trust me that nothing else will better prepare you for university than the IB. You have to be willing worth it. It is a core element which all IB Diploma students undertake and to which all schools are required to devote at least hours of class time.
TOK and the IB Diploma subjects should support each other in the sense that they reference each other and share some common goals. The TOK course examines how we know what we claim to know. It does this by encouraging students to analyse knowledge claims and explore knowledge questions.
There are two assessment tasks in the TOK course: The maximum word limit for the essay is 1, words.
Approximately 10 minutes per presenter should be allowed, up to a maximum of approximately 30 minutes per group.Find out what it really takes to get into the Ivy League with College Compass by Test Masters.
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We're trusted and chosen by many students all over the world! I don't know if anything's changed since , but the advisory word count is wholly dependent on what subject you're doing your extended essay on.
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