Saint George has been a member of the prestigious International Baccalaureate Organization (IB) since 1995 and was the first school in the Caribbean authorized to teach the IB course of study.
The IB Program 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 program of study is not based on any specific country’s, although it integrates the best elements of many of them. The use of both languages and the multicultural environment at Saint George, coupled with the IB studies program, promotes critical, creative and reflective graduates.
The IB Diploma may be validated at universities throughout the world and many of our graduates have been able to obtain subject credit according to their IB results.
José Montilla
IB Coordinator
jmontilla@saintgeorge.do
IB Courses (HL -Higher Level / SL – Standard Level)
Group 1
Spanish A: Lengua y Literatura (HL)
English A: Language and Literature (HL)
Group 2
French
Mandarin
Group 3
History Route 2: Peacemaking-Americas (HL)
Business and Management (SL)
Group 4
Biology (SL)
Physics (SL)
Group 5
Mathematics: analysis and approaches
Mathematics: applications and interpretation
Group 6
Visual Arts (SL)
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 Program, 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 program 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.
IB Learner Profile
The aim of all IB programs 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:
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.
At Saint George School we are very proud of our students’ IB Diploma results. However, we also recognize that Diploma points are simply one method of judging the success of the IB Diploma Programme. All students are included in our results statistics and our educational mission and aims are always priority. Decisions concerning subject groups and levels are made in order to provide students with the most challenging and intellectually stimulating combination of courses for each individual.
We strongly believe the success of the SGS Diploma should be judged on much more than the final scores, preferring to measure this through some of the less tangible outcomes of the programme, such as those outlined by the IB’ s Mission and Learner Profile. Along with the IB score awarded, we consider the most important part of our success to be that our graduates are life – long learners who are interculturally aware, seek to make a positive difference in the life of others, and remain part of a learning community. We also believe that university destinations for SGS graduates reflect our focus on holistic education rather than only on the number of points earned at the end of the two-year programme.
Creativity, activity, service (CAS) is one of the three essential elements that every student must complete as part of the Diploma Programme (DP).
Objective
Enable students to enhance their personal and interpersonal development by learning through experience. CAS provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work.
How is CAS structured?
The three strands of CAS, which are often interwoven with particular activities, are characterized as follows:
- Creativity: arts, and other experiences that involve creative thinking.
- Activity: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP.
- Service: an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected.
In order to demonstrate these concepts, students are required to undertake a CAS project. The project challenges students to:
- Show initiative
- Demonstrate perseverance
- Develop skills such as collaboration, problem solving and decision making.
IB guidance on CAS
A good CAS programme should be both challenging and enjoyable – a personal journey of self discovery.
Each student has a different starting point, and therefore different goals and needs, but for many their CAS activities include experiences that are profound and life changing.
CAS is a component of the DP core.