- In which grade does AAS start providing information about the International Baccalaureate Diploma Program (IBDP)?
- I understand that the IBDP is a challenging course load. If you do not begin High School taking the most challenging courses, is it impossible to catch up during 11th and 12th grades when students study the IBDP courses?
- I have heard the term ‘predicted grade’ used in relation to the IBDP. What does it mean?
- What is the correlation between a student's predicted grade and report card at AAS?
- What happens when a student desires a certain subject that is not part of the AAS course selection?
- How are the IBDP and AAS Diploma recognized by universities?
Conversations with students about high school course selection begin at the end of 8th grade. The International Baccalaureate Program courses take place in the final two years of high school While students are guided in their course selection in grade 10, our curriculum from kindergarten through 10th grade is designed specifically to ensure success for a capstone high school experience.
Students wishing to take higher level math in the IBDP need to take the extended math class in grades 9 and 10. For other courses, students can succeed in the IBDP regardless of their course selections in the first two years of high school, provided that they have developed strong study habits and work hard.
The predicted grade is the teacher’s prediction of the grade the candidate is expected to achieve in the subject, based on all the evidence of the candidate’s work to date and the teacher’s knowledge of IBDP standards. The IBO requires schools to submit predicted grades. This helps with consistent moderation of exams and assessments. Universities also often require predicted grades (this is particularly common in Europe). This information is helpful for admissions, program selection, scholarship potential and more.
Overall predicted grades (a number between 0 and 45) are given to students in June of the 11th grade year and an updated prediction is given in October of the 12th grade year. The overall score is composed of predicted grades between 0 to 7 for each of six subjects, as well as a score between 0 to 3 based on the extended essay and theory of knowledge work. It is important that each prediction is made as accurately as possible, without under-predicting or over-predicting the grade.
Of note, our college counselor collects predicted grades at various times depending on when students need them for universities. The IBDP Coordinator collects them much later as required by the IBO.
AAS works with each student according to the specific needs and situation.
One common experience is for languages other than the ones offered. The IBO encourages maintenance of students’ mother tongue. To facilitate this they allow students to do what is called “self-study”. AAS supports this, however it does require the student and their parents to find their own tutor. This is explained to students when they are preparing for subject choices (in grade 10) and also to parents at the information evening we hold when subject choices are occurring. It is not an easy choice and there are some regulations covering it. These are explained in detail to parents and students during the selection process.
There is also the option for students to participate in online IBO courses, particularly for subjects not offered at AAS. These are approved on a case-by-case basis. Generally when students take an online course (as agreed with the director and principal) parents must pay a fee to cover the extra costs for that course.
According to the IBO, many colleges and universities have developed their own recognition policies. The individual policies vary greatly, but they all have one thing in common. Through their policies, these institutions make it apparent that they understand and appreciate the Diploma Program student and the rigour of the Diploma Program itself. In turn, feedback from university admissions staff note that they are very pleased with students who come from AAS. The recognition comes in many forms but the most common are:
- Recruitment—actively recruiting students at AAS (as well as IBDP students around the world)
- Admission—ensuring that the IB diploma is fully recognized in the admissions process; addressing Diploma Program students specifically in documentation and publications
- Placement—acknowledging the rigour of IB diploma courses and establishing prerequisites for IB diploma courses that are fair and equitable in comparison with those for state, provincial and/or other examination courses; understanding and acknowledging the English language proficiency of international Diploma Program students
- Credit—providing detailed information on the courses for which credit is possible based on Diploma Program examination scores; specifically understanding and recognizing theory of knowledge, the extended essay and the content of standard level courses as well as the content of higher level courses
- Scholarships—providing scholarships or scholarship opportunities specifically for IB diploma students.