IB Diploma Programme (Grades 11-12)
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 life- long learners who understand that other people, with their differences, can also be right.
Please contact Amy Schuff, IB DP coordinator, with any questions you may have.
- Diploma Programme
- The IB Learner Profile
- School IB Policies
- Senior IB Diploma Deadlines
- Diploma Planning
- Theory of Knowledge (TOK)
- DP Subject Briefs
- Creativity, Action, & Service(CAS)
- Extended Essay at ISB
- Parent/Guardian Information
- University Recognition
- IB en Espanol
- IBO Resource Library
- Group 1: Studies in Language and Literature
- Group 2: Language Acquisition
- Group 3: Individuals & Societies
- Group 4: Experimental Sciences
- Group 5: Mathematics & Computer Science
- Group 6: Arts
- The Core (EE, CAS & TOK)
It is a requirement of the program that students study at least one subject from group 1.
Group 1 is the study of literature in a student’s first language, including the study of selections of world literature. In studying their first language, students are able to develop:
- personal appreciation of the literature
- skills in literary criticism
- strong written and oral skills
- respect for the literary heritage of their first language
- an international perspective.
The range of texts studied in language A1 courses is broad, and students grow to appreciate a language’s complexity, wealth and subtleties in a variety of contexts. A specific aim is to engender a lifelong interest in literature and a love for the elegance and richness of human expression.
It is a requirement of the program that students study at least one subject from group 2.
There are several objectives for all Diploma Programme (DP) language classes offered at ISB. Students in Japanese, Mandarin, and Spanish will be assessed on their ability to communicate clearly and effectively in a range of situations, demonstrating both linguistic competence and intercultural understanding. They will be expected to use language appropriate to a range of interpersonal and/or cultural contexts. Through their speaking, listening, reading, and writing, students will understand and use language to express and respond to a range of ideas with accuracy and fluency. In order to prepare themselves for the IB examinations, students will be asked to repeatedly interpret and respond to a range of authentic written and spoken texts. At the HL level only, students will need to demonstrate understanding and use works of literature written in the target language of study.
It is a requirement of the program that students study at least one subject from group 3.
Studying any one of these subjects provides for the development of a critical appreciation of:
- human experience and behavior
- the varieties of physical, economic and social environments that people inhabit
- the history of social and cultural institutions.
In addition, each subject is designed to foster in students the capacity to identify, to analyze critically and to evaluate theories, concepts and arguments relating to the nature and activities of individuals and societies.
It is a requirement of the program that students study at least one subject from group 4.
Each subject contains a body of knowledge together with scientific methods and techniques which students are required to learn and apply. In their application of scientific methods, students develop an ability to:
- evaluate, and
- synthesize scientific information.
A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary: students analyze a topic or problem which can be investigated in each of the science disciplines offered by the school. It is also an opportunity for students to explore scientific solutions to global questions.
It is a requirement of the program that students study at least one course in mathematics.
The aims of these courses are to enable students to:
- develop mathematical knowledge, concepts and principles
- develop logical, critical and creative thinking
- employ and refine their powers of abstraction and generalization
Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives.
Students may opt to study an additional sciences, individuals and societies, or languages course, instead of a course in the arts.
The subjects in the arts allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genres.
In addition, each subject is designed to foster critical, reflective and informed practice, help students understand the dynamic and changing nature of the arts, explore the diversity of arts across time, place and cultures, and express themselves with confidence and competence.
Extended Essay at ISB - Tips and Resources for Students
Extended Essay - IBO site
The extended essay is an independent, self-directed piece of research, finishing with a 4,000-word paper.
Creativity, Action, & Service(CAS) - IBO site
The aim 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.
As an IB Student at the International School of Beaverton, you are expected to strive to demonstrate the following characteristics:
Develop your natural curiosity. Acquire the skills necessary to conduct inquiry and research and show independence in learning. You should actively enjoy learning and this love of learning will be sustained throughout your life.
Explore concepts, ideas and issues that have local and global significance. In so doing, you will acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Seek to understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. Work effectively and willingly in collaboration with others.
Act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. Take responsibility for your own actions and the consequences that accompany them.
Seek to understand and appreciate your own culture and personal history, and be open to the perspectives, values and traditions of other individuals and communities. Become accustomed to seeking and evaluating a range of points of view, and be willing to grow from the experience.
Show empathy, compassion and respect towards the needs and feelings of others. Demonstrate a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. Be brave and articulate in defending your beliefs.
Seek to understand the importance of intellectual, physical and emotional balance to achieve personal well-being for yourself and others.
Give thoughtful consideration to your own learning and experience. Assess and understand your strengths and limitations in order to support your learning and personal development.
The Beaverton School District (BSD) goal is “All students will show continuous progress toward their personal learning goals, developed in collaboration with teachers and parents, and will be prepared for post-secondary education and career success.” As an IB for All school, a balanced assessment model plays a key role as we support students striving to embrace intellectual rigor, a component of our school mission.
Recognizing that teaching, learning and assessment are interdependent, the primary purpose of assessment and evaluation is to improve student learning. A balanced assessment model supports and encourages effective teaching and successful learning. ISB is aware that assessment will be used for a variety of purposes depending on the stakeholder, i.e. parents, students, teachers, the BSD School Board, universities and the State of Oregon.
Aligned with both current research on best practices, BSD policy, and IB guidelines, teachers use a balanced range of formative and summative assessments to determine learners’ progress in acquiring knowledge and skills related to specific learning targets identified by the BSD and the IBO.
Formative assessments allow students and teachers to monitor student learning during a unit of study. Students use feedback from peers, teachers and themselves to support their attainment of learning targets. Teachers use data from formative assessments to modify and differentiate instruction to enhance the learning and progress of all students as well as to ascertain the effectiveness of curriculum and instruction.
Formative assessments might include: observations, mock exams, oral and written commentaries, inquiry based labs, peer evaluated group presentations, contributions to large and small group discussions, peer assessment, journal entries, reflections, homework, group work, and sketchbooks.
Summative assessments are designed to allow students to demonstrate achievement toward the course expectations. As criterion-based assessments, they are generally scored on an IB rubric. These assessments comprise an important role in determining the final letter grade a student earns at the end of the semester.
Summative assessments might include: portfolios, quizzes, exams and unit tests, research projects, oral exams, lab reports, developmental workbooks, essays, performances, and presentations.
Our students also participate in external summative assessments that are not reflected in their course grades. Students who participate in IB testing submit summative assessments that examiners around the world assess, and which ISB faculty does not assess. As described in our Language Policy, students currently served by the English as a Second Language (ESL) program (as well as students who have exited ESL within the past two years) are required to take the English Language Proficiency Assessment. Students in grades 6-10 participate annually in the Smarter Balance assessment associated with the Common Core. Also, the ACT family of assessments is offered annually to students in 8th, 10th and 11th grades.
- In all classes, a variety of assessment strategies are used to provide feedback on the learning process.
- Teachers ensure that all students experience challenge and a measure of success.
- Teachers work to identify the most accurate demonstration of student knowledge and skill development rather than averaging all work over the course of a term.
- Clear and measurable learning outcomes are posted in classrooms and referred to throughout instruction.
- Accommodations or modifications are provided by general education teachers for students with special assessment needs, particularly those served through Individual Education Plans, IDEA 504 Plans, and ESL programs.
- Homework is assigned to reinforce knowledge and the skills learned in class and is generally used as a formative assessment. Course grades are reported to students and their parents/guardians at six-week intervals throughout the school year through progress reports and semester grade report cards. Electronic gradebooks are available to students and parents/ guardians online.
Practices Specific to the MYP
- MYP Rubrics for each content area are published in the Student Planner, providing easy reference for students. Teachers design task specific rubrics based on these.
- Report card grades reflect teachers’ professional judgments of student achievement based on the prescribed MYP assessment criteria as well as district and state learning targets and standards.
- Prescribed tasks (i.e. end tasks) for sophomores are used to generate MYP final grades.
Practices Specific to the DP
- Samples of marked work are provided so that students can internalize the assessment standards and understand what is expected of them.
- DP assessment criteria are used to assess student achievement on individual assignments, projects, quizzes/tests, and other assessments.
- Summative assessments model, in both format and subject matter, the formal IB assessments.
- Major high stakes internal and external assessments are spread out over the course of the two-year program so as to not unduly burden DP students.
Reporting, Recording and Responsibilities
- ISB faculty reports academic achievement in terms of academic course goals and standards and the behaviors that affect academic achievement separately.
- Letter grades and high school GPA information is provided when requested, consistent with the expectations of universities and post-secondary institutions.
The ongoing professional growth of all faculty members is essential as we strive to realize a vision of “IB for All” in our school. Through a combination of site-based, district-based, and IBO-sponsored activities, our faculty is provided multiple opportunities to engage in staff development opportunities focused on assessment.
All new teachers are provided training from school administrators, MYP Coordinator, and/or DP Coordinator for an overview of the curriculum, practices, and assessments before classroom instruction begins. Each year BSD supports several teachers to be trained in either the MYP or the DP. Our teachers are also encouraged and supported in attending regional workshops through the Northwest IB Association (NIBA). The OCC is available to teachers and used regularly to evaluate instruction and share best practices with colleagues around the world. When required for in-depth review of marks awarded, an enquiry upon results is requested from IBO. This feedback, along with annual subject reports, provides further insight into IBO assessment standards.
As part of the five year program review for both the Middle Years and Diploma Programs, the Assessment Policy will be reviewed by the Curriculum Leadership Team and Curricular Departments every two and a half years. Appropriate amendments will be made and the updated document will be distributed to staff and posted on the school website.
Beaverton School District Board Policy IK (Academic Achievement–Grading and Reporting), 2011
Beaverton School District Board Policy IL and IL-AR (Assessment Program), 2010
Guidelines for Developing a School Assessment Policy, IBO, 2010
Mountain View High School IB Assessment Policy, 2011
"One school's journey in educational improvement." Resources for K-12 Educators. Educational Testing Service Canada, n.d. Web. 26 Feb. 2014. <http://www.etscanada.ca/afl/branksome>.
Southridge High School Assessment Policy, 2013
Sturgis Charter School, Assessment and Reporting Policy, accessed 2014
Trinity High School, IB Diploma Program Assessment Policy, 2011
Special Educational Needs Policy
ISB’s mission is to encourage students to learn through an international lens as thoughtful, compassionate world citizens, while embracing intellectual rigor, intercultural respect, service to our local and world communities and the promise of a peaceful world. As an IB for All school it is inherent in our mission that we believe every child can learn and that every child should be provided with those creative, thinking and learning skills that will carry them to success as adults. Furthermore, this belief is consistent with IBO’s policies and the Beaverton School District Goal that “all students will show continuous progress toward their personal learning goals, developed in collaboration with teachers and parents, and will be prepared for post-secondary education and career success.” Therefore, it is our Program’s vision, in the context of the inclusive and learner centered nature of both the Middle Years and Diploma Programs, that all students receive the necessary resources, guidance, accommodations, and differentiation needed to attain their highest level of personal success.
Students with permanent or temporary diagnosed needs may be supported in many ways, including general education and special education services. In some cases, students’ individual needs for instructional accommodations or modifications may be articulated in an Individual Education Plan or 504 Plan. We embrace inclusive practices, with responsibility for student learning shared between general education teachers and specialist support teachers.
Special Education Identification
Special education services are available at ISB to serve students who have been identified as eligible for these services. Students identified as eligible must meet the following two requirements:
- Federal and state eligibility requirements as having a disability in at least one of 11 handicapping condition categories.
- Need specially designed instruction.
Roles and Responsibilities
Of the School
- The school will provide guidance and information so that students with special needs can make informed decisions concerning his or her IB program.
- Special Education specialists and/or Counselors will notify coordinators and teachers of the names of all students served by an IEP or 504 Plan.
- IEPs and 504 Plans will be updated annually, and revisions will be communicated to all stakeholders.
- Coordinators and the Special Education specialists and/or Counselors will apply to IB in a timely manner for student accommodations for IB assessments.
- Schools will facilitate the provision of appropriate accommodations such as but not limited to additional time, rest periods, separate testing space, technological aides, reading aids (readers, prompters, Braille), and assessment/assignments in special color or type size, audio recordings, assignment modification, extensions, and assistance or exemptions as specified by the student’s IEP or 504 plan.
Of the Teacher
- The classroom teacher will provide accommodations as required for student success and as outlined in the student’s IEP or 504 plan.
- The teacher will maintain discretion and confidentiality in providing these services.
Of the Parent and Students
- Families will make request(s) for appropriate intervention strategies from the school as they are needed and in a proactive manner.
- Families will provide necessary documentation so that accommodation requests may be made to IBO for assessment purposes.
- Students will be proactive in seeking assistance from their teachers and the Coordinators to meet their learning and assessment needs.
Special Educational Needs Policy Steering Committee
As part of the five year program review for both the Middle Years and Diploma Programs, the Special Educational Needs Policy will be reviewed by the Curriculum Leadership Team and Special Education Faculty every two and a half years. Appropriate amendments will be made and the updated document will be distributed to staff and posted on the school website.
ISB Academic Honesty Policy
If your success is not on your own terms, if it looks good to the world but does not feel good in your heart, it is not success at all.” Anna Quindlen
The Academic Honesty Policy is a guide for the entire ISB community to help students achieve success. At times, learning seems effortless, but sometimes learning new concepts and skills takes more effort. Principled IB learners maintain honesty and integrity in both circumstances.
Plagiarism is taking credit for someone else’s words, work or ideas without giving them credit.
Collusion is letting someone copy from you or letting someone turn in your work as theirs.
Duplication of work is turning in the same assignment for two or more classes.
Misconduct during an assessment is copying someone’s answers, letting someone copy your work, looking up answers, bringing answers into the test room, or using tools/materials that the teacher has not approved.
Confidentiality is not sharing assessment content, questions, or answers with students who have not yet taken the assessment.
Expectations of stakeholders
Students will . . .
- be honest and truthful
- be focused on learning rather than on grades
- ask for help from teachers when confused
- cite sources always
- differentiate between your work and your source’s ideas
- use time-management and self-management strategies to get best work in on time
- report incidents of academic misconduct by self and others
- read, understand, and sign the Academic Honesty Contract annually
Teachers will . . .
- communicate clear expectations for each assignment
- teach proper subject-specific citation style
- provide opportunities for students to practice in quoting, paraphrasing, and citing
- teach and provide opportunities to practice subject-specific collaboration skills
- teach and provide opportunities for students to practice evaluating subject-specific sources
- design assessments that require critical thinking and the articulation of thinking
- model academic integrity
- refer all incidents of academic dishonesty to school administration
The school will …
- provide an academic honesty policy
- ensure the ISB community is aware of and understands the Academic Honesty Policy
- ensure that within a subject, a consistent citation style is taught and practiced
- provide fair and just consequences for academic dishonesty
- ensure the Academic Honesty Policy is reviewed annually with stakeholders
- regard all incidents of academic honesty as serious
Parent/guardians will …
- recognize that the learning process is as important as grades
- encourage time-management and self-management strategies to manage short-term and long-term assignments, projects, and assessments
- model academic integrity, including encouraging students to do their own work in an independent manner
- read, understand, and sign the Academic Honesty Contract annually
If lack of academic honesty is suspected, students might be asked to defend or verify their work as their own in one of the following ways:
- present notes, drafts, or works cited
- produce an on-demand work sample
- present an oral defense of work in question
If lack of academic honesty is determined, one or more of the following penalties will result:
- the assignment/paper/test might not be considered for inclusion in the student’s portfolio of work
- the student might be asked to resubmit the assignment/paper/test at the discretion of the teacher
- parent(s)/guardian(s) will be contacted and informed of the occurrence of plagiarism and the resulting penalty
- a Discipline Referral will be filed indicating the occurrence of plagiarism and the resulting penalty. Multiple referrals for plagiarism may result in a meeting between parent(s)/guardian(s) and teacher, counselor, and/or administrator
- a second occurrence of plagiarism within a course may result in a failing grade for the semester
- plagiarism may be noted in a college recommendation
- if the student is a member of the National Honor Society, the NHS advisor will be notified
For DP formal assessments (External Assessments and Internal Assessments), the IBO’s policies will apply. These are available on the DP page of the ISB website.
“Academic Integrity”. Sunset High School, Beaverton, OR. April 14, 2014. Web.
Carroll, Jude. “Academic Honesty in the IB.” International Baccalaureate Organization, October 2012. Print.
The following people formed the 2014 Academic Honesty Policy Committee:
Jill O’Neill, Principal
Amy Schuff, DP Coordinator
Kristin Hayward, MYP Coordinator
Jeremy Welburn, Math Teacher
David Ruff, English A Teacher
Shawn Swick, Counselor
Language is essential to learning, as it is the medium of inquiry and communication, as well as the means by which students can experience a variety of perspectives on the world. Therefore, throughout ISB’s curricular program we foster the development of literacy in the language of instruction, world (acquired) languages, and the mother tongue. At ISB and in the Beaverton School District, all teachers are teachers of language, with a responsibility to include literacy as an important component of their course of study.
Our school's mission includes facilitating student learning through an international lens as we strive for intellectual rigor and intercultural respect. Therefore, we strive to create a learning environment that demonstrates respect for the cultural, ethnic, and linguistic diversity of our students while preparing students for success in their future academic and career development. To this end, our school and faculty:
- Prepare all students to be fluent in English
- Support all students in developing proficiency in at least one language other than English
- Foster an environment where all languages and cultures are valued
- Utilize instructional materials that include multicultural perspectives
- Provide access to materials in languages other than English
- Incorporate translated works in our Studies of Literature program
- Partner with international programs to secure native speaker teacher interns for our Language Acquisition program.
- Partner with Portland State University to host a Confucius Classroom as part of our Mandarin program
Students attending the International School of Beaverton speak over 30 different mother tongue languages. While the largest number of students and families speak English, there are also students who speak Spanish, Hindi, Chinese, Korean, Arabic, Japanese, and Vietnamese, among others. Because of the array of languages, our students include:
- Mother tongue English students with limited or no exposure to the world languages offered at ISB
- Mother tongue English students with some exposure to ISB’s world languages through previous educational experiences, including various immersion models
- Bilingual students proficient in both English and their mother tongue
- Bilingual students not yet proficient in English
- Bilingual students whose parents do not speak English
- Bilingual students not proficient in the academic language of their mother tongue
Language of Instruction
English is the language of instruction at ISB and
it is also the host country language. To support language development, our school provides a comprehensive and rigorous curriculum aligned with the Oregon Department of Education's Content Standards and Beaverton School District Learning Targets for Language Arts, Literacy, and World Language. The curriculum is also aligned with and all strands of the IBO's MYP Language Scope and Sequence, which in turn is aligned with Language Acquisition requirements of the Diploma Program. The development of communication skills throughout MYP Years 1-5 is articulated in ISB's Approaches to Learning overview.
After exposure to two world languages in survey courses in 6th grade, all ISB students select one world language to study for MYP Years 2-5 and through the DP. The three world languages currently offered at ISB are Spanish, Japanese, and Mandarin. Students have the opportunity to enroll in SL ab initio courses in Japanese and Spanish when entering the Diploma Program.
Some ISB students enter our school with varying degrees of fluency in Spanish, Japanese, and Mandarin acquired either as their mother tongue or through educational experiences. Mother tongue languages of all students are identified at the time of registration in our school district. All students whose primary language is not English are evaluated for English proficiency. Students in need of additional services receive the appropriate level of English instruction through the English as a Second Language department (see below). Students who have begun to develop fluency through educational experiences will be assessed by Language Acquisition teachers and placed in a course appropriate for their proficiency level.
Access to the MYP/DP for Language Learners
State law requires that every English Language Learner (ELL) receive at least 30 minutes of English Language Development (ELD) instruction daily. In order to access this course at ISB, ELLs are enrolled in an ELD course in place of a Language B course.
Mother Tongue Support
ISB recognizes the importance of developing and maintaining mother tongue languages. Our school library collection has been developed to support our diverse population and includes non-fiction and fiction materials in Japanese, Mandarin, and Spanish, which students may access for independent reading assignments. Most textbooks are also available in Spanish. Many of our staff members are bilingual, including a Spanish-speaking counselor and receptionist to provide support for students and parents.
Although we have a rich diversity of languages spoken in our students' homes, most of the individual languages have too low of an incidence to warrant the development of courses designed specifically for native speakers. Students entering the Diploma Program who have the academic ability are encouraged to enroll in the Self Taught Literature course in their mother tongue. This can be done in place of a Language Acquisition or as a Group 6 course. ISB students have earned Bilingual IB Diplomas in Spanish and Mandarin.
Teachers regularly use formative and summative assessments to evaluate student acquisition of language skills. Students in Grades 6-10 are assessed using rubrics aligned with MYP and BSD subject-specific criteria and Oregon State scoring guides. Students and parents are informed of student progress frequently throughout the year.
Students in grades 6-11 participate annually in required State assessments. Also, the ACT family of assessments (Explore/Aspire/ACT) is offered free annually to students in Grades 8-11. Students currently served by the ESL program and those who have exited ESL within the past two years are required to annually take the English Language Proficiency Assessment (ELPA).
Our district offers a wide variety of professional development opportunities which are posted on the District website, along with resources to provide teachers with current research and best practices in literacy and language learning. Tuition reimbursement is available for teachers who wish to enroll in university coursework.
Guidelines for Developing a School Language Policy, IBO, 2008
Handley School IB PYP Language Policy 2009
Hills International College Language Policy Primary 2010
Vista Verde Middle School / North Canyon High School MYP Language Policy 2009-10
Language Policy Steering Committee
As part of the five year program review for both the Middle Years and Diploma Programs, the Language Policy will be reviewed by the Curriculum Leadership Team and Language Program Faculty every two and a half years. Appropriate amendments will be made and the updated document will be distributed to staff and posted on the school website.
The following people formed the 2014 Language Policy Committee:
Dirk Frewing, Spanish Teacher
Vicki Yang, Mandarin Teacher
Hideki Watanabe, Japanese Teacher
Amy Schuff, DP Coordinator
Mikako West, Japanese Teacher
Alysoun Lowe, English A Teacher
Kristin Hayward, MYP Coordinator
Jill O'Neill, Principal
Kristin Garner, ESL/Spanish Teacher
Alana Bertram, English A Teacher
Shawn Swick, Counselor
Dan Polzin, English A Teacher
Creating an IB Diploma Course of Study
The IB Diploma course of study requires 6 subjects, one from each of the 6 course groups. Each subject is studied over 2 years. Three of the subjects are studied at “Higher Level” (HL) and three are studied at “Standard Level” (SL). The HL subjects require a minimum of 240 hours of instruction and the SL subjects require a minimum of 150 hours of instruction. With the approval of the IB coordinator, a student could study 4 subjects at HL and 2 at SL.
The “central elements” of the Diploma Program are CAS, Theory of Knowledge, and the Extended Essay. “CAS” stands for “creativity, activity, and service” and is the experiential learning aspect of the program. Students are required to spend 3-4 hours a week outside the classroom in activities that further their growth as individuals in these areas. The Theory of Knowledge (ToK) is a course that asks the student to explore the basis of knowledge and the assumptions we have about truth, beliefs, and knowledge. The service aspect asks the student to give back to his or her local and worldwide communities.
Subjects Offered at ISB
HL- English Lang and Lit
SL- Self Taught Language*
HL- Spanish, Mandarin, Japanese
SL- Spanish, Mandarin, Japanese
SL- Math, Math Studies
SL- Math Applications and Interpretations (beginning with Class of 2021)
HL- Math Analysis & Approaches (beginning with Class of 2021)
SL- Math Analysis & Approaches (beginning with Class of 2021)
HL- Visual Arts
SL- Visual Arts, Music, Chemistry, Self Taught Language
*Even though Chemistry is a Group 4 subject; and Self-Taught Language is a Group 1 Language A subject, our structure at ISB does not allow students to substitute these subjects for History or Biology or English. They should be considered as possible Group 6 subjects. Self Taught Language may be taken in place of a Group 2 Language B.
IB Recognition Resource Library - DP Subject Briefs
Introduction to the IB CAS Program
What is CAS?
CAS (Creativity, Activity and Service) is a required component of the IB Diploma Program. It aims to counter balance the academic rigor of the Diploma Program. Over 18 months, students are asked to engage in and reflect upon activities and experiences of their choosing that fall under the three CAS domains: Creativity, Activity and Service. In addition to engaging in these activities, students are also required to complete a CAS project.
What are the requirements of CAS?
- Complete the Aims and Goals statement in ManageBac. This statement should be a brief overview of your CAS goals and what you hope to get out of completing CAS. You will use the Aims and Goals statement when you write your final CAS reflection in the spring of your senior year. As you write this initial statement, make sure you reflect on the 8 CAS learning outcomes and the IB Learner Profile. Are there areas that you want to continue to develop? Are you already really strong in some of these areas?
- Over the 18 month CAS program, you must complete multiple CAS experiences that are recorded in ManageBac. These experiences need to provide evidence of each of the three CAS domains: Creativity, Activity and Service. These experiences must include the following:
- You have written a description of the activity as well as the goals you have for completing the activity. (How will completing this CAS opportunity help you meet your CAS learning outcomes?)
- You have identified which domain(s) the activity falls under: Creativity, Activity and Service. Experiences can have more than one CAS domain.
- You have an adult supervisor listed on each activity. Supervisors cannot be your parents.
- In ManageBac, you have identified which of the following CAS learning outcome(s) you will meet by completing the experience. There are very few CAS activities that will have more than three of these, so choose the outcomes that are most present in your activity, but don’t just randomly choose them all:
- Strength and Growing
- Initiative and Planning
- Collaborative Skills
- Ethics of Choice and Actions
- Challenge and Skills
- Commitment and Perseverance
- Global Engagement
- For each of your CAS activities, you need to provide evidence of your participation in the activity. Evidence can include: a written reflection, an uploaded picture of your participation in an activity, an agenda of a meeting, a piece of music that was worked on, or a schedule of games and practices.
- By the end of your CAS program, you must have a MINIMUM of 12 well written reflections. You must have one reflection for each of the CAS learning outcomes as you complete CAS activities that include the outcomes. The rest of the required written reflections should be a part of your CAS Project.
In addition to completing a well-rounded CAS portfolio, you must also complete a CAS Project.
The requirements of the CAS project are:
- CAS Project is bigger in scope than a CAS activity. It must occur over a significant duration of time and there should be an element of service in your project. CAS projects are more than just a simplistic fundraiser. You need to perform a needs analysis before you commit to raising money or doing a collection of things. Make sure the things you are collecting are actually NEEDED!
- It must be collaborative, which means you must work with other people on this project. They to do not need to be ISB students. Your role in your CAS Project should be a leadership role, not just showing up to complete a task.
- CAS Projects should fill a need in the community, they should we big enough is scope that they have a positive impact on a community of your choosing.
- CAS Projects must encompass a minimum of two of the three CAS domains: Creativity, Activity and/or Service. Most CAS Projects have components of all three domains present.
What is NOT CAS?
CAS cannot include any of the following:
- activities and projects cannot include proselytizing.
- CAS activities and projects cannot have a political agenda/platform. This means that CAS activities cannot include telling people how to vote or what to believe.
Websites to help find ideas for CAS experiences: