Saint George has been a member of the prestigious International Baccalaureate Organization (IB) since 1995. Saint George School was the first school in the Caribbean authorized to teach the IB course of study.
• The IB programme is a demanding two-year optional course for highly motivated Senior School students between the ages of 16 and 19. It allows its graduates to comply with the requirements of several national education systems and the classes may be considered for exoneration at the University level. This programme of study is not based on any specific country although it integrates the best elements of many of them. The use of both languages, the multicultural environment at Saint George coupled with the IB studies programme promote critical, creative and reflective graduates.
• The IB Diploma may be validated at universities throughout the world.
The IB courses offered are:
Group 1: Spanish A: Lengua y literatura (HL)
English A: Language and Literature (HL)
Group 2: Francés ab initio
Group 3: History Route 2: Peacemaking-Americas (HL)
Business and Management (SL)
Group 4: Biology (SL) *In Spanish
Chemistry IB (SL)
Physics (SL) *In Spanish
Group 5: Maths (SL) * In English
Mathematical Studies (SL) *In English
Group 6: Visual Arts (SL) *In English
Option A or B
Leyend: HL -Higher Level
SL – Standard Level
These IB courses are an integral part of our curriculum and are mandatory for all 11th and 12th grade students, although exams are optional. Due to the extensive material that needs to be covered for the IB Programme, some of the contents are integrated into the 9th and 10th grade courses. Grades corresponding to these courses are therefore reflected under each subject area in the transcript.
Apart from these traditional liberal arts programme components, the IB requires students to complete the Theory of Knowledge (TOK) course and the Creativity, Action, Service (CAS). The TOK, taught in English, is an interdisciplinary course which stimulates students to critical reflection about knowledge acquired both inside and outside the classroom; it invites them to question the fundamentals of knowledge. CAS involves students in community service, theatre, and sports activities thus contributing to the integral and humanitarian formation of students.
Evaluation of an IB student is based partially on the work he/she completes in school, yet above all, on the external examinations sent directly from the IB Organization’s international offices. The student must also produce an extended essay for Theory of Knowledge, two more for Literature (English and Spanish), a complete company business plan for Business & Management and a Visual Arts portfolio. Also, a Mathematics research portfolio, a group research project for Biology, and present oral examinations for English, Spanish, French and/or Mandarin.
THE IB LEARNER PROFILE
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.
IB learners strive to be:
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.
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.
They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
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.
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.
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.
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.
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.
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
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.