CBC-Hefei and the International Baccalaureate (IB) Diploma Programme (DP)
CBC-Hefei is an authorized IB World School for the International Baccalaureate (IB) Diploma Programme (DP) and began offering the IB DP to students in the 2021-22 school year. IB World Schools share a common philosophy – a commitment to high quality, challenging, international education that we believe is important for our students. CBC-Hefei will provide a valuable opportunity for students to engage in the world-renowned education experience associated with the IB DP.
For further information about the IB and its programmes visit http://www.ibo.org.
About Our Head of School
Rob Tardif served as Principal of CBC-Hefei’s British Columbia Offshore Program for 5 years, oversaw the authorization of the IB Diploma Programme, and provides continued guidance in the operations of the IB DP. As an educator who values a focus on skill development, community building , social responsibility and lifelong learning, Mr. Tardif fully embraces the IB Learner Profile and has been instumental in creating a program that not only meets the requirements of the IBO but also benefits all stakeholders at CBC-Hefei.
Educational experience: Master of Education, Bachelor of Education and Bachelor of Arts. He has taught in South Korea, China and other countries and has 13 years of teaching and management experience.
Teaching Style: Edutainment, humour and wit.
Teacher’s Quotations: I like the fact that everyone here builds a more positive environment through their own cultural enthusiasm. A good working environment also makes a good school!
Our Mission
We are dedicated to preparing our students for success in a rapidly changing world by providing a supportive learning environment that promotes:
- inquiry and collaboration within the classroom
- recognizes and respects individual differences within the school community
- celebrates community involvement
- and allows students to position themselves as individuals in a global world
Why Canada British Columbia International Schools – Hefei No. 1
IB DIPLOMA PROGRAMME
The IB Diploma Programme in Canada British Columbia International Schools – Hefei No. 1
We are an authorized IB World School offering the Diploma Programme (DP) to grade 11 and 12 students. The IB DP is a challenging, internationally focused, broad and balanced educational experience to students in a positive and supportive community with a focus on high expectations and high levels of achievement.
Our community and programming are committed to providing a personalized education that aims to prepare students to make the very best of opportunities and challenges in their future academic, vocational, and personal lives. As education shifts in focus from content delivery and memorization towards learning experiences based on learner-centric development of non-routine cognitive and interpersonal skills, we view the DP as best suited to align and accommodate for this direction as well as a steppingstone in student development towards becoming adaptable lifelong learners and contentious citizens.
When we consider the opinions and feedback of university admissions officers on the DP, it gives us confidence in the value of the rigorous and holistic educational programme.
“they [university admissions] value IB graduates and their critical thinking, how they see them as life-long learners, and how they value the other social and academic skills they bring into university classrooms with them, recognizable so from students prepared by other programmes. Research has shown that IB graduates come to university better prepared for university work than any other graduates, add value immediately in the classroom as conversationalists and as thinkers”
Dr Siva Kumari, Director General of the International
Baccalaureate
At Canada British Columbia International Schools – Hefei No. 1, we understand that a well-rounded educational experience, development of the whole student, is as much about acquiring academic skills and qualifications as it is about exploring and shaping personal and interpersonal attributes. With this in mind, we have developed an advisory programme that supports students’ academic and social-emotional growth, providing dedicated time alongside academics in the schedule for students to follow their interests and passions in athletic, artistic and community service activities as well as engage in workshops of personal interest.
We encourage you to explore the content available here to gain an understanding of the DP programme at Hefei No.1 Middle School and contact our programme coordinator or call to schedule a personal meeting to discuss any questions you may have.
Connect with our DP Coordinator
iisabellemathieu@cbcschools.ca
The IB DP Programme in Brief
For insight on the IB programme objectives we look to the IB Mission Statement:
The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These 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.
To understand the DP programme components, we look at the programme model:
*Click on the image to view full size.
The DP is a two-year educational programme open to students aged 16 to 19. The programme model frames the six subject group options (Language and Literature, Sciences, The Arts etc.) around the additional three programme components termed the ‘CORE components’’ required to receive the IB Diploma Programme Certificate. Students study 6 courses concurrently, completing both internal and external assessments over the two-year period. The ‘CORE components’ require students to
write an independent research paper, the Extended Essay, of 4000 words on a topic of personal and academic interest;
engage in a ~100-hour course, Theory of Knowledge, in which students consider various aspects of knowledge, such as how it is produced, what knowledge is used for, and how/why it develops over time and;
participate over the 18 months in a Creativity, Activity and Service (CAS) programme which aims to strengthen and extend students’ personal and interpersonal learning through academic, artistic, athletic and service learning pursuits.
At the center of the model, The Learner Profile encircled by the Approaches to Teaching and Learning gives us insight into the foundational strength of the DP. The renowned outcomes and accountability of the programme are achieved through quality and certified faculty employing evidenced-based and forward-thinking teaching, learning and assessment practices. The learner profile reflects the programmes focus on strengthening a students’ affective and cognitive skills, students strive to become inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective. Overall, the DP enables extraordinary academic and personal development, preparing students for success in a programme that culminates in a series of comprehensive examinations and in their post-secondary pathways.
Pathway to Graduation: Choosing the right combination.
Diploma Coordinator and LHS admission advisors guide the selection process to ensure students and guardians are aware of the pathway to receive the IB Diploma Certificate and the BC Ministry Dogwood Diploma at the end of the two years.
Students are required to choose one subject from each of the six academic areas, although they can choose a second subject from groups 1 to 5 instead of a group 6 subject. Normally, three subjects (and not more than four) are taken at higher level (HL), and the others are taken at standard level (SL).
In addition to the six subjects, all Diploma Programme students participate in the three-course elements that make up the core of the model, Theory of Knowledge (TOK), Creativity, action, service (CAS) and The Extended Essay (see handbook for details).
Our course offerings reflect our commitment to a personalized approach to individual student experience and were selected considering the requirement trends in university enrollment, faculty expertise and experience and best fit for low teacher-to-student ratio.
It is important to note that as a new and small IBDP programme, we are in a unique and fortunate position to be flexible and adaptable in our course offerings to meet the individual needs of our students.
The DP ‘CORE’ Requirements
*Click on the image to view full size.
The nature of the DP encourages student engagement in novel challenges and opportunities across the programme and community. The ‘CORE’ components of the programme present additional opportunities for students to strengthen their affective and cognitive skills (thinking, communication, research, social and self-management skills) through focused independent research, collaboration in a critical exploration of knowledge and a personal commitment to and reflection on service work.
In addition to the six courses of study, DP students are required to complete three additional components, termed the ‘CORE’:
The Extended Essay
Theory of Knowledge
Creativity, Action, Service (CAS)
The Extended Essay in brief
The extended essay is viewed as a tool in fostering the critical thinking skills and processes associated with carrying out research, affording them invaluable experience applicable in their academic or career endeavors. It demands students develop their communication, creative and critical thinking skills and rewards organization and self-management. The IB’s describes the Extended Essay as an endeavor that is:
“intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research in a topic of their own choice in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen’”
The process requires students to develop a focused research question on a subject and topic of their choice and write a 3000-4000 word essay with the ongoing support of a dedicated supervisor. The timeline normally runs a six-month span between year 1 and 2.
Extended Essays are externally assessed by IB examiners and results are combined with the TOK essay to determine the CORE reward out of three points contributed to the overall diploma score, out of a maximum of 45 points.
Theory of Knowledge (TOK) in brief
Theory of knowledge (TOK) plays a special role in the IB Diploma Programme by providing an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know. It is unique in that it encourages students to draw links between knowledge that is learned in all their courses, and to consider how knowledge is created, examined, and evaluated; it encourages students to question the validity of what they think they know.
TOK helps students to think critically, be creative, learn collaboratively, and communicate their ideas.
Practically, TOK is scheduled for 1-2 hours per week over the 18-month programme during which students engage in discussion, reading, and individual and small group presentations.
There are two formal assessment requirements, an exhibition (marked by the teacher and is externally moderated by the IB.) and an essay (external assessment component)
The exhibition is an individual presentation based on one of the 35 prompts provided by the IB (a set of high-level knowledge questions ie # 25. How can we distinguish between knowledge, belief and opinion?). Students select a prompt and 3 personalized objects to outline and articulate their understanding of select course themes to explore how TOK manifests in the world around us.
• The essay engages students in a formal, sustained piece of writing in response to one of the six titles that are prescribed by the IB for each examination session
The two assessment results are combined with the extended essay result to determine the CORE reward out of three points contributed to the overall diploma score, out of a maximum of 45 points.
CAS at a glance
CAS is one of the three essential elements that every student must complete as part of the Diploma Programme. CAS provides the opportunity for students to focus on their personal and interpersonal development by learning through experience. It provides opportunities for self-determination and collaboration with others, fostering a sense of accomplishment and enjoyment from their work.
With the support of a CAS coordinator, students engage in CAS for 1-2 hours per week over the 18-month programme alongside their academic studies.
The structure:
Students develop and engage in a variety of activities as well as develop and execute on one larger project related to three key strands:
Creativity
Creativity, where students consider and explore their creative passions in music, art, dance and creative writing etc.
Activity
Activity, where students initiate or expand on their fitness and physical/mental health regimes, consider their nutritional literacy and develop a schedule that would make a healthy lifestyle habitual in their daily routine.
Service
Service, where students explore and involve themselves in volunteer or support opportunities with their family, local and global community.
Why choose Canada British Columbia International Schools – Hefei No. 1 to complete the IBDP?
At Why Hefei No.1 Middle School? Why the DP Diploma Programme? FAQ we are committed to small class sizes with a focus on individual academic and personal support in a positive educational environment. We are an experienced faculty dedicated to ensuring students develop the learning skills, personal attributes and values that will enable students to be successful in the IBDP, and their post-secondary/vocational pathways.
What is the International Baccalaureate IBDP?
The International Baccalaureate Diploma Programme is a two-year program for 11th and 12th graders who seek a holistic, academically challenging educational experience. Students earn the IB Diploma by studying six subjects and completing the three ‘core’ requirements over 2 years (September 2021 – May 2023). See handbook for subject and ‘core’ details or visit https://www.ibo.org/programmes/diploma-programme/
Do universities give me credit for IBDP courses?
Most universities offer advanced standing or course credit to students with strong results. It is best to inquire directly with the university and specific programme of interest to inquire about what they offer to IBDP graduates in terms of credit and scholarships.
Will I have time to pursue my interests (athletics, music, art) as well as be fully committed to my studies?
We are committed to small class sizes with a focus on individual academic and personal support in a positive educational environment. We are an experienced faculty dedicated to ensuring students develop the learning skills, personal attributes and values that will enable students to be successful in the IBDP, and their post-secondary/vocational pathways.
Will I have time to pursue my interests (athletics, music, art) as well as be fully committed to my studies?
Of course, and you are encouraged and supported to do so. The IBDP focuses on developing time management and organizational skills which afford students time to pursue personal and additional academic electives beyond core academic requirements. Students can also find time to pursue personal interests in their CAS programme and our LHS advisory time.
What makes students in IB courses unique?
“Universities and colleges are looking for people who are interested in learning, who want to learn and who are following their own interests.” – Andrew Arida, University of British Columbia
*view the full answer from Andrew Arida
The value of an IB education for students (and parents!)
“As a parent thinking about my child attending an IB programme, I do remember worrying about the rigor and was it going to be worth it. And I think in so many ways it has been. The changes I saw in my own child going through the IB program were primarily recognizing that he could do things that he never thought he could do: it expands his way of thinking; it encouraged our entire famiily to travel more than we would have otherwise; his linguistic skills were really honed… I think a parent can actually watch your child grow and expand in these many ways that the IB promotes.” – Debra Von Bargen,Stanford University
*view the full answer from Debra Von Bargen
Is the IB diploma more focused on STEM or the liberal arts?
“One of the strengths of the IB Diploma is it’s not just a collection of courses. It’s an integrated curriculum so all students are going to get exposure and experience with math, sciences, social sciences and the liberal arts… You are not just learning about individual disciplines; you’re learning about how they are all tied together.” – Andrew Arida, University of British Columbia
*view the full answer from Andrew Arida
How do universities view IB?
“Universities tend to view full diploma students as highly prepared for entering a liberal arts institution because … they see the value in the breadth of courses that they’re studying.” – Debra Von Bargen, Stanford University
*view the full answer from Debra Von Bargen
How familiar are universities with the IB Diploma Programme?
“Colleges are generally well aware of the IB itself… Among highly selective institutions we’ve known about the IB programme and worked with IB students basically since the inception of the program.” – Debra Von Bargen, Stanford University
*view the full answer from Debra Von Bargen
How IB prepares students for success in university?
“It gives a student an awareness of what they can do and that’s a unique experience that you don’t often find for students and under-served populations because they simply don’t have access to those kinds of opportunities.” – Kedra Ishop, University of Michigan
*view the full answer from Kedra Ishop
The IB commissions research on programme outcomes, curriculum development, and innovative global education policies and practices. Here you can access overviews and links to studies from around the world that examine the outcomes of IB programmes on students, teachers and schools.
Effect of DP on critical thinking development
Key findings from research on the impact of DP
Key findings from research on the impact of DP Core
Post-secondary outcomes of IBDP candidates
*Click on the thumbnails to read the studies.
The Introduction of Canada British Columbia International Schools – Hefei No. 1
IBDP Brochure
CONTACT US
We are happy to answer your questions.
Address: 5th Floor, International Department, Hefei No.1 High School, 2356 Xizang Road, Binhu New District, Hefei
Office House: 8:30 am to 5:30 pm
Phone: 19956058176; 17344095420; 15357710541
