The International Baccalaureate Program (IB)
Since opening in 2010, Sage International School of Boise had been a Candidate School for the International Baccalaureate (IB) Organization's Primary Years Program (PYP). We were awarded PYP status in the Fall of 2012 and are now officially recognized as an International Baccalaureate PYP World School.
During the summer of 2012, the IB Organization accepted Sage International as a Candidate School for IB's Diploma Programme (DP).
The PYP Programme is for students grades K-5th and the DP Programme is for 11th-12th grade students. The aim of all IB programs is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, work to create a better and more peaceful world.
Recognized globally as one of the best academic preparation programs in the world to help students succeed in college and beyond, the IB Programme offers:
- Extensive opportunities for professional development and teacher training
- Philosophy of learning based on transdisciplinary learning and higher-order thinking skills, such as critical thinking and problem solving
- Worldwide network of educators sharing experiences informed by best practice from around the world
- Curriculum and assessment available for languages listed by the US Department of Education as “critical”, including Arabic, Chinese, Korean, Japanese, Russian, Hindi and Bengali
About IB's PYP Programme
A transdisciplinary program of international education designed to foster the development of the whole child, the PYP is designed for students aged 3 to 12. The PYP is an inquiry-based curriculum focused on the total growth of the developing child, touching hearts as well as minds and encompassing social, physical, emotional and cultural needs in addition to academic development. The PYP draws on research and best practices from a range of national systems with a wealth of knowledge and experience from international schools to create a relevant, engaging, 21st century educational framework for all children.
At the heart of the PYP's philosophy is a commitment to structured, purposeful inquiry as the leading vehicle for learning. PYP's six Units of Inquiry are guided by six transdisciplinary themes that provide the framework for exploration and study. The six transdisciplinary themes transcend and articulate conventional subject boundaries through themes of global significance:
- who we are
- where we are in place and time
- how we express ourselves
- how the world works
- how we organize ourselves
- sharing the planet
Inquiry, interpreted in the broadest sense, is the process initiated by the learner or the teacher that moves the learner from his or her current level of understanding to a new and deeper level of understanding. This can mean:
- exploring, wondering and questioning
- experimenting and playing with possibilities
- researching and seeking information
- collecting data and reporting findings
- clarifying existing ideas and reappraising events
- deepening understanding through the application of a concept or rule
- making and testing theories
- making predictions and acting purposefully to see what happens
- elaborating on solutions to problems
Below is the PYP Programme Model showing the Inquiry Units, Themes and learning theory:
About IB's DP Programme
The IB Diploma Programme (DP) is an academically challenging and balanced programme of education with final examinations that prepares students, aged 16 to 19, for success at university and life beyond. It has been designed to address the intellectual, social, emotional and physical well-being of students. The programme, has gained recognition and respect from the world’s leading universities.
The Diploma Programme prepares students for effective participation in a rapidly evolving and increasingly global society as they:
• develop physically, intellectually, emotionally and ethically
• acquire breadth and depth of knowledge and understanding, studying courses from 6 subject groups
• develop the skills and a positive attitude toward learning that will prepare them for higher education
• study at least two languages and increase understanding of cultures, including their own
• make connections across traditional academic disciplines and explore the nature of knowledge through the programme’s unique theory of knowledge course
• undertake in-depth research into an area of interest through the lens of one or more academic disciplines in the extended essay
• enhance their personal and interpersonal development through creativity, action and service
DP Programme Core:
• The extended essay asks students to engage in independent research through an in-depth study of a question relating to one of the DP subjects they are studying. The world studies extended essay option allows students to focus on a topic of global significance which they examine through the lens of at least two DP subjects.
• Theory of knowledge develops a coherent approach to learning that unifies the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.
• Creativity, action, service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Programme. Creativity encourages students to engage in the arts and creative thinking. Action seeks to develop a healthy lifestyle through physical activity. Service with the community offers a vehicle for a new learning with academic value. The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery.
Below is the DP Programme Model Graphic:
The IB Learner Profile:
Inquirers. They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable. They 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.
Thinkers. They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators. 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.
Principled. 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 and the consequences that accompany them.
Open-minded. 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.
Caring. 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.
Risk-takers. 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.
Balanced. They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective. 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.