Special Features of an International Baccalaureate Education

• 9th and 10th grade IB MYP courses that go beyond course titles that insinuate rigor or advanced skill development. IB 9th and 10th grade course are externally monitored for program quality and appropriate application of IB assessment rubrics.
• The very best level of instruction in the humanities, mathematics, and science.
• Inquiry based work at the Middle Years (9 &10) and Diploma (11 & 12) level.
• Student-centered learning, with opportunities for original research.
• The rigor of IB is unmatched, providing highly motivated students an opportunity to stand out from the crowd.
• The IB program is the only specialty program that offers an internationally recognized diploma in addition to the Advanced Diploma offered by the Va. Dept. of Education.
• International Curriculum that is reviewed and updated every 5 years.
• Academic coaching, critical thinking skills, independent learning skills, portfolios, and oral presentations.
• Service and activity project(s).
• Recognition by universities worldwide, with college credit.

For these reasons, the an International Baccalaureate education is recognized as a superior education, preparing students to succeed at post-secondary institutions.

Unique Characteristics

Multiple Assessments

• Examinations
• Oral Analysis
• Written Papers
• Individual Projects
• Group Projects

Internally Moderated

• Worldwide Examiners
• Student work evaluated internally and externally
  

Modern Curriculum

• Each Subject Area in a 5 Year Curriculum Renewal Cycle

Theory of Knowledge (TOK)

TOK is a required interdisciplinary course intended to stimulate critical reflection upon the knowledge and experience gained inside and outside the classroom. TOK challenges students to question the basis of knowledge, to be aware of subjective and ideological biases, and to develop a personal mode of thought based on analysis of evidence expressed in rational argument. TOK examines various areas of knowledge, truth, logic, value judgments, and the role of language and thought in knowledge. The key element in the International Baccalaureate Organization's educational philosophy. TOK seeks to develop a coherent approach to learning which transcends and unifies the academic subjects and encourages appreciation of other cultural perspectives. Assessment of student performance is based on written and oral work. The student is required to submit an essay between 1200 and 1600 words or to make an in-class oral presentation. The presentation is evaluated by the classroom teacher.

Extended Essay

Diploma candidates are required to undertake independent and original research research and write an essay of some 4,000 words. The project offers the opportunity to investigate a topic of special interest and acquaints students with the kind of independent research and writing skills expected at the University level.

Personal Project

In the final year of the MYP programme, each student completes a personal project, a significant piece of work that is the product of the student’s own initiative and creativity. Each project must reflect a personal understanding of the areas of interaction. Students apply the skills acquired through one of these areas as well as approaches to learning.

Students are expected to choose their project, which can take many forms, and take the process through to completion under the supervision of a teacher in the school. This involves:

• planning
• research
• a high degree of personal reflection.

The personal project is assessed by teachers against a set of IB assessment criteria.

Creative, Action, and Service (CAS)

CAS is a fundamental part of the Diploma Program curriculum. The CAS requirement takes seriously the importance of life outside the world of scholarship, providing a refreshing counterbalance to the academic self-absorption some may feel within a demanding school program. Participation in artistic and cultural activities, sports and community service encourages young people to share their energies and special talents while developing awareness, concern and the ability to work cooperatively with others. Over the two years, students must engage in a minimum of 150 hours of extra curricular activities evenly distributed among the three components of creativity, action and service. The goal of educating the whole person and fostering a more compassionate citizenry comes alive in an immediate way when students reach beyond themselves and their books.