{"id":34,"date":"2021-08-22T11:55:58","date_gmt":"2021-08-22T11:55:58","guid":{"rendered":"https:\/\/mak-secondary.edu.lb\/?page_id=34"},"modified":"2021-09-27T08:15:45","modified_gmt":"2021-09-27T08:15:45","slug":"ibdp","status":"publish","type":"page","link":"https:\/\/mak-secondary.edu.lb\/ar\/ibdp\/","title":{"rendered":"IBDP"},"content":{"rendered":"

\n\nInternational Baccalaureate Diploma Programme (IBDP)\n<\/h1>\n\t
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Houssam Eddine Hariri High School is proud to offer the International Baccalaureate Diploma Programme (DP) for grades 11 and 12. The DP is an academically challenging and balanced program that prepares students for success at university and in life beyond. It has been designed to address the intellectual, social, emotional, and physical well-being of students.
\nAs an IB World School, HHHS shares a common philosophy \u2013 a commitment to a high quality, challenging international education, that we believe is important for our students.
\nThe International Baccalaureate\u00ae (IB) is globally recognized and focuses on academic excellence and extensive extra-curricular enrichment. It is a challenging programme that meets the needs of highly motivated students and is worldwide recognized as a renowned education by leading universities around the world.<\/span><\/p>\n

\u00a01<\/b>\u00a0\u00a0IB Mission<\/b><\/span><\/p>\n

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.
\nTo this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
\nThese programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. (IBO, 2015)<\/span><\/p>\n

\u00a02<\/b>\u00a0\u00a0The Inte<\/b><\/span>rnational Baccalaureate Diploma Programme (IBDP)<\/b><\/span><\/p>\n

Ever since it started in the 1970, the International Baccalaureate is proving to be the best choice of international schools, especially if they want to meet the needs of globally mobile students. The IBDP combines both specialization and breadth, all in a flexible framework that allows students to choose their subjects and their levels based on their interests and capacities.<\/span><\/p>\n

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Figure 1. Diploma programe model. This picture shows all DP subjects and Core of the DP by IBO (2015)<\/i><\/span><\/p>\n

The IB website description of the Diploma Programme highlights that the \u201cDP is preparing students for success in higher education and life in a global society.\u201dThe IB Diploma is an academically demanding and balanced programme of education that prepares students for success at university and life beyond. The above model provides a great visual depiction of the DP\u2019s various components and which make it such an exceptional holistic programme and these include:<\/span><\/p>\n

At the Center\u00a0\u2013IB Learner Profile\u2013\u00a0<\/b>the attributes the IB hopes to see grow and develop in the life of the Diploma student. Approaches to teaching and learning (ATL) are included in the inner circle demonstrating the DP\u2019s commitment to particular pedagogical approaches to teaching and to developing particular skills for learning. The outer circle entitled \u201cInternational-Mindedness<\/b>\u201d gives the required emphasis to how all DP teaching and learning should take place within a spirit of tolerance and healthy openness as students grow as global citizens within the framework of international-mindedness. The diagram\u2019s widest circle shows DP students study six subjects \u2013one from each subject group. While overall balance is maintained, flexibility in selecting an extra subject from one subject group allows the students to pursue areas of personal interest and to meet special requirements for university entrance.<\/span><\/p>\n

The IB Diploma is a holistic programme in which all \u201cfull diploma\u201d students complete the following three CORE requirements that are depicted in the lighter shaded circle to highlight how these curricular aspects provide a contrast to the rigors of the six academic disciplines.<\/span><\/p>\n

\u2022 Creativity, Activity and Service (CAS)<\/span><\/p>\n

\u2022 Theory of Knowledge (TOK)<\/span><\/p>\n

\u2022 Extended Essay (EE)
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\u00a03<\/b>\u00a0\u00a0Why IBDP?<\/b><\/span><\/p>\n

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\u00a0<\/span><\/b>Recent studies on IB Diploma Programme graduates in university confirm that they perform well and have significantly higher GPAs and higher graduation rates than students who did not complete the IB Diploma Programme. Research also shows that IB students do better than their peers who did not participate in the IB Diploma Programme.<\/span><\/span><\/p>\n

In a survey of 150 university faculty and admissions staff from the UK, the IB Diploma Programme was rated higher than other qualifications based on the breadth of the curriculum; development of critical thinking, time-management and communication skills; and motivation of the students.<\/span><\/p>\n

\u2022 97% were satisfied the Diploma Programme prepares students for university.<\/span><\/p>\n

\u2022 96% favoured a broad curriculum of the type IB offers.<\/span><\/p>\n

\u2022 57% felt the Diploma Programme offers an advantage to students as preparation for higher education.<\/span><\/p>\n

Similarly, a survey of 160 university faculty and admissions staff from Australia and New Zealand showed that 77% of respondents indicated that the IB Diploma Programme prepares students well for university. (International Baccalaureate Organization 2010)<\/span><\/p>\n

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Figure 2. IB Learner Profile. This picture shows attributes of IB learner (CISS, 2013)<\/i><\/span><\/p>\n


\n<\/span><\/b>\u00a04<\/b>\u00a0\u00a0The IB Learner Profile<\/b><\/span><\/span><\/p>\n

\u00a0<\/span><\/b>The IB learner profile (IBO, 2015) represents ten attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.<\/span><\/span><\/p>\n

\u2022 Inquirers.\u00a0<\/b>They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning.<\/span><\/p>\n

\u2022\u00a0<\/b>Knowledgeable.<\/b>\u00a0They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.<\/span><\/p>\n

\u2022 Thinkers.\u00a0<\/b><\/span>They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.<\/span><\/span><\/p>\n

\u2022 Communicators.\u00a0<\/b><\/span>They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.<\/span><\/span><\/p>\n

\u2022 Principled.\u00a0<\/b><\/span>They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions.<\/span><\/span><\/p>\n

\u2022 Open-minded.\u00a0<\/b><\/span>They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.<\/span><\/span><\/p>\n

\u2022 Caring.\u00a0<\/b><\/span>They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.<\/span><\/span><\/p>\n

\u2022 Risk-takers.\u00a0<\/b><\/span>They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.<\/span><\/span><\/p>\n

\u2022 Balanced.\u00a0<\/b><\/span>They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.<\/span><\/span><\/p>\n

\u2022 Reflective.\u00a0<\/b><\/span>They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.<\/span>
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\u00a05<\/b>\u00a0\u00a0IBDP Students<\/b><\/span><\/p>\n

An IB diploma candidate or course candidate who has to carry a foreign passport or spend at least three years outside Lebanon is registered by an IB World school for each intended examination session and must take the requisite courses and assessments at that school. The school must complete the registration requirements on behalf of the candidate and pay the related fees by the relevant deadlines. It is the responsibility of the school to ensure that candidates are registered correctly for an examination session.<\/span><\/p>\n

6<\/strong> \u00a0Subject Offerings at HHHS<\/strong><\/span><\/p>\n

At the moment, HHHS offers the following subjects at various levels to meet the students’ needs and tailor the prerequisites needed for the majors that our students pursue at their universities.<\/p>\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n\n
Group 1 Studies in Language and Literature<\/strong><\/td>\n<\/tr>\n
English A: Language and Literature<\/td>\nHL and SL<\/td>\n<\/tr>\n
Group 2 Language Acquisition<\/strong><\/td>\n<\/tr>\n
Arabic B<\/td>\nHL and SL<\/td>\n<\/tr>\n
French B<\/td>\nHL and SL<\/td>\n<\/tr>\n
French Ab initio<\/td>\nSL<\/td>\n<\/tr>\n
Group 3 Individuals and Societies<\/strong><\/td>\n<\/tr>\n
Environmental Systems and Societies<\/td>\nSL only<\/td>\n<\/tr>\n
Economics<\/td>\nHL and SL<\/td>\n<\/tr>\n
Global Politics<\/td>\nHL and SL<\/td>\n<\/tr>\n
Group 4 Sciences:<\/strong><\/td>\n<\/tr>\n
Biology<\/td>\nHL and SL<\/td>\n<\/tr>\n
Physics<\/td>\nHL and SL<\/td>\n<\/tr>\n
Chemistry<\/td>\nHL and SL<\/td>\n<\/tr>\n
Group\u00a0 5 Mathematics:<\/strong><\/td>\n<\/tr>\n
\u0627\u0644\u0631\u064a\u0627\u0636\u064a\u0627\u062a<\/td>\nHL<\/td>\n<\/tr>\n
\u0627\u0644\u0631\u064a\u0627\u0636\u064a\u0627\u062a<\/td>\nSL<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

All Diploma Programme students participate in the three elements that make up the core of the model.<\/p>\n

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  1. Theory of knowledge (TOK) (IBO, 2015) is a course that is fundamentally about critical thinking and inquiry into the process of knowing rather than about learning a specific body of knowledge. The task of TOK is to emphasize connections between areas of shared knowledge and link them to personal knowledge in such a way that an individual becomes more aware of his or her own perspectives and how they might differ from others.<\/li>\n
  2. Creativity, activity, service (IBO, 2015) is at the heart of the Diploma Programme. The emphasis in CAS is on helping students to develop their own identities, in accordance with the ethical principles embodied in the IB mission statement and the IB learner profile. It involves students in a range of activities alongside their academic studies throughout the Diploma Programme. The three strands of CAS are:<\/li>\n<\/ol>\n