International Baccalaureate

• Diploma students tend to complete their undergraduate degrees at higher rates than their peers, and often in less time.
• IB students tend to make more contributions to campus life by participating in activities such as community service, tutoring, assisting faculty with their research, studying abroad, internships, and joining clubs and other student groups.
• IB assessments have been proven as strong predictors of university performance.

• Interest and experience in research
• Time management and organization
• Critical thinking, inquiry, and problem-solving
• Strong language and writing
• International awareness and a sense of community responsibility.

IB courses are upper-level classes designed to prepare students for success in college. IB courses emphasize the learning process: students learn to set goals and reflect on their progress toward them. IB emphasizes the value of education in the modern world: students are encouraged to consider global perspectives and the relevance of class material to the world we live in. In each IB course, there are between two and three official IB assessments. Depending on the class, these can include formal examinations, oral presentations, group projects, research papers, or the submission of a portfolio of work.

In addition to the Portledge diploma that all graduates earn, some students will earn the internationally recognized IB Diploma. The Diploma Programme is a complete course of study. Over the course of two years, a Diploma candidate will take 6 IB courses (one in each of the traditional subject areas of English, Language, History, Math, Science, and the Arts). Candidates choose at least 3, but no more than 4 courses to study at the higher level (HL) and two to three at the standard level (SL). Students also complete a set of “core” requirements: Theory of Knowledge (TOK), Creativity, Activity, and Service (CAS), and the Extended Essay (EE). In addition to completing these requirements, a student must earn 24 out of a possible 45 points on the final assessments to earn an official IB Diploma.

The IB Core is comprised of the following three components (TOK, CAS, EE) which all Diploma Students complete over two semesters. Year 1 students will take IB Core 1 in the fall semester and all seniors will sit for IB Core Year 2 in the fall semester of their senior year. These courses are in part designed to support students with both the TOK and Extended Essays that are externally graded by the IB.

TOK, which stands for Theory of Knowledge, is a requirement for Diploma candidates, It is an interdisciplinary class designed to help students question and understand how they know what they know. Students ask questions such as “What makes a method scientific?” “Is historical knowledge scientific?” or “How is reason different than faith?” The culminating assessments consist of an exhibition in year 1 and an essay response to a prompt published by the IB in year 2.

CAS stands for Creativity, Activity, Service. To complete their CAS requirement, students must complete service opportunities, creative projects, and be physically active. Over their two years in the program, Diploma candidates must set goals and record their progress towards a set of “Learning Outcomes.” All DP candidates also complete a CAS project, which they plan, complete, and reflect upon. These projects can be used in lieu of the required Senior Projects but must be presented at the end of their senior year.

The EE, which stands for Extended Essay, is a requirement for Diploma candidates. DP candidates work with an advisor to create a research question and complete an independent research paper in an area of personal interest, one that connects to a topic sanctioned by the IB. The final product is a paper of approximately 4,000 words.

Ideal Diploma candidates are organized and hardworking students with strong time management skills who have achieved academic success in their courses to date. In addition to valuing the learning process, we hope to find students who are open-minded and curious, and who self-identify as thinkers.
Successful completion of Level III language in either Mandarin, Spanish, or French. Students who may have not had the ability to complete a course of study in a world language can apply to take ab intio IB French SL (this is for students who have had less than one year of French instruction).

Yes. A student who takes one or more IB courses but does not partake in the IB Core is considered a “course” candidate. This is in contrast to a Diploma Candidate, who takes 6 courses and completes the core, as outlined above.

The fundamental difference between IB and AP is based on a philosophical difference. The IB aims to provide college-level courses that demonstrate continuity over two years with greater depth and breadth. The AP aims to provide students with a survey of college-level material within one year. Each program assesses students; however, the IB provides multiple styles of assessments over the two years while the AP has one high-stakes exam taken at the end of the course. The IB goes a step further in that candidates can pursue the Diploma Programme, which is outlined under “What is the IB Diploma Program?” which is the most rigorous program we offer.

As more Portledge IB teachers undergo routine training from certified and experienced IB educators, the IB philosophy influences the way the material is taught at all levels of the Portledge Upper School. The ensuing emphasis on student reflection and teacher collaboration has led to students thinking deeply about themselves and the material they study and provided greater exposure to current pedagogical trends for all Portledge teachers.