International Baccalaureate

A research study conducted by Dr. David Conley and a team of researchers from the Education Policy Improvement Center (EPIC) found that IB graduates in the University of Oregon’s Honors College were more likely to stay in college and persist in their studies than their non-IB peers. The researchers found that IB students were able to better cope with demanding workloads, manage their time and meet expectations.  

A series of research studies from McGill University, University of Warwick, and the University of Virginia (UVA) found that the DP extended essay prepares IB graduates to be successful in higher education research. The UVA study found that, when compared with former Advanced Placement (AP) students, IB students were significantly more likely to indicate that they felt prepared for college-level coursework involving research and found their research skills to be important to future success.

A study conducted by Anna Rosefsky Saavedra of the RAND Corporation found that DP students demonstrate academic civic mindedness. For the purpose of the study, “academic civic-mindedness” was defined as student knowledge of the US government, public policy and effective advocacy techniques.   

RMC Research found that IB students believe that they should engage in service activities to help the community.

Research conducted by the University of Western Sydney suggests that Diploma Program students are more confident in their ability to use critical thinking skills than their non-IB peers, and that DP students envision their future educational success more positively.

Researchers from the University of Hong Kong found that a majority of students who graduated from IB programmes in China between 2002 and 2012 attended one of the world’s top 500 universities.

Students can choose between 2 courses: Literature, and Language and Literature. Both courses may be studied at either High Level (HL) or Standard Level (SL).

• Literature: The course is organized into four parts, each focused on a group of literary works. Together, the four parts of the course add up to a comprehensive exploration of literature from a variety of cultures, genres and periods. Students learn to appreciate the artistry of literature, and develop the ability to reflect critically on their reading, presenting literary analysis powerfully through both oral and written communication. Students are assessed through a combination of formal examinations, written coursework and oral activities.
• Language and Literature: The course expands what the definition of a 'text' is. The course is organized into four parts, each focussed on the study of either literary or non-literary texts. Together, the four parts of the course allow the student to explore language through its cultural development and use, its media forms and functions, and its literature. Students develop skills of literary and textual analysis, and also the ability to present their ideas effectively. A key aim is the development of critical literacy. Students are assessed through a combination of formal examinations, written coursework and oral activities.

Through each course, students are able to develop:

• A personal appreciation of language and literature
• Skills in literary criticism using a range of texts from different periods, styles and genres
• An understanding of the formal, stylistic and aesthetic qualities of texts
• Strong powers of expression, both written and oral
• An appreciation of cultural differences in perspective
• An understanding of how language challenges and sustains ways of thinking.

The main emphasis of the modern language courses is on the acquisition and use of language in a range of contexts and for different purposes while, at the same time, promoting an understanding of another culture through the study of its language.

To accommodate students’ interest and previous experience in language studies, the following courses are available:

• Language B: This level is intended for students who have had some previous experience of learning the language. Each language may be studied at either SL or HL. Students can choose to learn Arabic, Chinese, French, Italian, or Spanish.
• Language ab initio: This level is for students who have very little or no experience with the language. Students can choose to learn French. 

Students can choose between:

• Geography (SL or HL)
• Global Politics (SL or HL)
• History (SL or HL)
• Psychology (SL or HL)

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

Geography: The course focuses on the interrelationships between people, places, spaces, and the environment. The course integrates both physical and human geography, and ensures that students acquire elements of both scientific and socio-economic methodologies.

Global Politics: The course emphasizes themes of power, sovereignty and international relations, human rights, peace and conflict, and development. Students complete an engagement activity on a political issue of personal interest, complemented with research. Students are expected to become politically involved with an issue they are passionate about that is within the ethical guidelines outlined by the IB.

History: The world history course is based on comparative, multi-perspective approaches to history and focuses around key historical concepts such as change, causation, and significance. It involves the study of a variety of types of history, including political, economic, social, and cultural, encouraging students to think historically and to develop historical skills.

Psychology: Psychology is the rigorous and systematic study of mental processes and behavior. The course draws on concepts, methods, and understandings from a number of different disciplines. The study of behavior and mental processes requires a multidisciplinary approach and the use of a variety of research techniques.

Students can choose between:

• Biology (SL and HL)
• Chemistry (SL and HL)
• Environmental Systems and Societies (SL)
• Physics in English (SL and HL)
• Physics in French (SL and HL)

Biology, Chemistry, and Physics: The sciences are taught practically. Students have opportunities to design investigations, collect data, develop manipulative skills, analyze results, collaborate with peers, and evaluate and communicate their findings. The investigations may be laboratory based or they may make use of simulations and databases. Students develop the skills to work independently on their own design, but also collegiately, including collaboration with schools in different regions, to mirror the way in which scientific research is conducted in the wider community.

Environmental Systems and Societies (ESS): The goal of ESS is to introduce students to the complex environmental challenges on our planet and the impacts and solutions surrounding each one by using a holistic approach. Students assess a situation by looking at the environmental viewpoints, social beliefs and political challenges surrounding each problem. In addition, students assess the environmental impact of a situation by understanding the science behind how each ecosystem functions. Students are encouraged to develop their own opinions about environmental issues on a global and local level, using examples to support their thinking.

Students can choose between:

• Applications and Interpretation (SL and HL): The course is designed for students who enjoy describing the real world and solving practical problems using mathematics, those who are interested in harnessing the power of technology alongside exploring mathematical models and enjoy the more practical side of mathematics. Topic coverage includes: number and algebra, sets, logic, probability, functions (including trigonometric functions), solid geometry, statistics (up to hypothesis testing), financial mathematics, and introductory differential calculus.
• Analysis and Approaches (SL and HL): The course is intended for students who wish to pursue studies in mathematics at university or subjects that have a large mathematical content; it is for students who enjoy developing mathematical arguments, problem solving and exploring real and abstract applications, with and without technology.

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 may select an Arts subject or select a second subject in Groups 1, 2, 3 or 4.

Students can choose:

• Design Technology (SL and HL)
• Film (SL and HL)
• Music (SL and HL)
• Theater (SL and HL)
• Visual Arts (SL and HL)
• Economics (SL or HL)
• Computer Science (SL or HL)

Design Technology: Inquiry and problem-solving are at the heart of the course. Students learn to use the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. In the Design Lab at International, students are introduced to cutting-edge tools and equipment, including: 3-D printers, mills, laser cutters, foam cutters, and design tools, and engineering software that enable students to create, produce, and build unique designs and prototypes.

Film: The course emphasizes the clarity of understanding, critical thinking, reflective analysis, effective involvement, and imaginative synthesis that is achieved through practical engagement in the art and craft of film.

Music: Involving aspects of the composition, performance, and critical analysis of music, the course exposes students to forms, styles and functions of music from a wide range of historical and socio-cultural contexts. Students create, participate in, and reflect upon music from their own background and those of others. They develop practical and communicative skills which provide them with the opportunity to engage in music for further study, as well as for lifetime enjoyment.

Theater: The course is a multifaceted theater-making course of study. Students develop skills in performance technique (movement, voice, improvisation, scene study) and explore stagecraft, design, writing, and directing. They study major theater practitioners (such as Stanislavsky, Brecht, LeCoq, Artaud, Boal) and delve into international theater traditions. Students work with visiting artists, perform for the school community, and take field trips to see local productions. Classes culminate in compelling individual projects, in which students take the lead in directing, designing, and producing. 

Visual Arts: The course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with, and reflect upon a wide range of contemporary practices and media.

Economics: The study of economics focuses on dealing with scarcity, resource allocation, and the methods and processes by which choices are made in the satisfaction of human wants. As a social science, economics uses scientific methodologies that include quantitative and qualitative elements. During the two-year IB program, students will study microeconomics - the study of individual markets, as well as macroeconomics - the study of economies in aggregate.  Additionally, the program focuses on international and development economics, focusing both on quantitative theories, and specific real world examples.

Computer Science: The IB computer science course at IHS is a rigorous and practical problem-solving discipline. Standard level (SL) and higher level (HL) are both offered. Computational thinking lies at the heart of the course and is integrated with other topics. This approach will be supported by practical activities including programming. Algorithmic thinking will be both externally and internally assessed at the level of pseudo-code. The external assessment will focus on the student’s algorithmic thinking, not on their mastery of the syntax of a particular programming language.Practical programming experience will be an essential element of developing higher-level thinking skills; this may be assessed as a part of the internal assessment. For the IA, students program a web-based solution using PHP and MySQL, along with HTML, CSS and JavaScript.

We offer “Databases” as an option to all IB students at IHS.

A new component has been introduced (HL only) that is linked to the annually issued case study, to expand students’ knowledge of a new subject-related topic through investigative study.

Students are also encouraged to enter the Canadian Computing Competition, which is an opportunity for students to test their ability in designing, understanding and implementing algorithms. Motivated and talented students can also be Computer Science Ambassadors, supporting their peers in their Computer Science classes and across departments.

There are three required components that all students must achieve in order to finish the IB curriculum. These core elements aim to broaden students’ educational experience and challenge them to apply their knowledge and skills. The three core elements are:

• Theory of Knowledge, a class in which students reflect on the nature of knowledge and on how we know what we claim to know.
• Extended Essay, which is an independent, self-directed piece of research, finishing with a 4,000-word paper.
• Creativity, Activity, Service (CAS), in which students complete a project related to those three concepts.

Students have the option to earn a Bilingual IB Diploma. This diploma is awarded to students who have successfully undertaken specific classes and requirements in a second language, such as:

• Two studies in Language and Literature in different languages.
• A Humanities subject in French.
• A Science subject in French.