The IB Diploma at Buckswood School

The structure of the IB Diploma can be displayed in the shape of a hexagon, with six academic areas surrounding a core.  Subjects are studied concurrently and students are engaged in the two great traditions of learning: the humanities and the sciences.  
 
Diploma candidates are required to select one subject from each of the six subject groups.  At least three, and not more than four, are taken at Higher Level (HL), the others at Standard Level (SL).  HL courses represent 240 teaching hours, whereas SL courses entail 150 hours.  
 
By arranging work in this fashion, students are able to explore some subjects in depth and others more broadly over the two-year period; this is a deliberate compromise between the early specialisation preferred in some national systems and the breadth found in others. 
 
The requirements ensure that the science-oriented student is challenged to learn a foreign language and that the natural linguist becomes familiar with laboratory procedures.  
 
The IB Diploma Programme offers three unique features in addition to the more ‘traditional’ subjects found in the six groups – see the IB Matrix
 
The IB Core:

1. Theory of Knowledge 

 

Theory of Knowledge (or ToK) is an 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 bias, and to encourage in the student a personal response to questions based on the analysis of evidence and rational argument.  ToK seeks to develop a coherent approach to learning that transcends and unifies the academic subjects and encourages appreciation of other cultural perspectives.

1. Extended Essay 

All Diploma candidates are required to undertake original research and write an Extended Essay (or EE) of some 4000 words.  This project (intended to be of about 40 hours duration) offers the opportunity to investigate a topic of special interest and acquaints students with the kind of independent research and writing skills expected at university level. 

1. Creativity, Action, Service 

Creativity, Action, Service (or CAS) is a fundamental part of the Diploma curriculum. CAS acknowledges the importance of life outside the academic world, providing a refreshing counterbalance to the demanding academic programme. Participation in, for example, theatre productions, sport and community service encourages young people to share their energies and special talents whilst developing awareness, concern and the ability to work co-operatively with others.

 

Assessing Student Work

Responsibility for judging the quality of candidates' work rests with more than 3500 examiners worldwide.  Chief examiners with international authority lead marking teams.  A variety of assessment methods are used to evaluate both the content and process of  academic achievement within the Diploma Programme.

Conventional external examination techniques are chosen from a range of options: oral and written, long and short responses, essays and multiple-choice questions.  Most subjects require students to attempt 2 papers at Standard Level and 3 at Higher Level.  There is no modular assessment: all exams take place at the end of the course.

Final examinations are complemented throughout the two years of the programme by Internal Assessments - 'coursework' set and marked by Buckswood School teachers and, in most cases, externally moderated.  With classroom teachers and international examiners working in partnership, the emphasis of assessment is on ensuring that students have ample opportunity to demonstrate their knowledge and understanding.

School Assessments

Regular Buckswood School assessments will take place each term

Xmas Examinations at the end of term in December 2012

Internal June Examinations June 2013
These exams have several purposes: they enable your teachers to gauge your progress after a full year of study; they allow you to reflect on your own progress up to that point and to see clearly what you still have to do; and they give you the experience of a full set of tests assessed by IB criteria. 

You will be given a points score and a points aggregate out of 45.  Please note that these exams also help your teachers to predict your IB grades for your university application.  We regard the evidence provided by these exams as very important and you will need to prepare for them thoroughly.  There will be no opportunity to retake later any subject in which you achieve a disappointing result.  Naturally your predicted grade will determine the universities and courses for which you might realistically apply.

Xmas Examinations at the end of term in December 2013

Mock Examinations January 2014
The second set of internal examinations are the trial exams taken in January 2012; these aim to simulate as far as possible the IB exams which follow in May 2012.

Final examinations May /June 2014

 
.The Grading System

The grading system used by the International Baccalaureate Organisation is criterion-
referenced.  This means each student's performance is measured against well-defined
levels of achievement consistent from one examination session to the next.  Grades are not simply awarded "on a curve" to a certain percentage of candidates, but reflect
attainment of knowledge and skills relative to set standards which are equally applied to all schools.


 Award of Diploma Points

Each of the six subjects which contribute toward a candidate’s Diploma is assessed on a scale from 1 to 7.  The descriptors for each of these seven grades are as follows:

1 - Very Poor
2 - Poor
3 - Mediocre
4 - Satisfactory
5 - Good
6 - Very Good
7 - Excellent

Consequently, a total of 42 points can be awarded for the six main subjects studied. 
Theory of Knowledge and the Extended Essay contribute 3 extra points to the total
(according to the matrix shown on page 7), bringing the maximum possible score to 45.

A Diploma will be awarded to candidates whose total score is at least 24 points,
provided they meet a range of requirements: for example, there must be no grade 1 in
any subject, nor a grade 2 in a Higher Level subject, etc.