Education for a Better World

International Baccalaureate

Global Education for Excellence

Benefits of IB

Education for a Better World

International Baccalaureate

Global Exellence through Service

Creation Village Preparatory School is a candidate school* for the PYP.

This school is pursuing authorization as an IB World School. IB World Schools share a common philosophy- a commitment to high-quality, challenging, international education- that we believe is important for our students.

*Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted.

For further information about the IB and its programmes visit http://www.ibo.org.

150

Countries and 1.25 million students

3 – 19

The ages served by IB Programmes

1968

Founded in Geneva, Switzerland

Education for the World

An IB education is designed to develop inquiring, knowledgeable and caring young people who will help to create a better and more peaceful world. Today, as new global challenges emerge under an unprecedented pace of change, an IB education is more relevant and necessary than ever.

The IB and its programs are in a diverse range of schools around the world, both public and private, attracting a worldwide community of educators. All IB programs and curricula undergo regular review to ensure the best possible education for IB students. This curriculum review process involves educators from many different cultures and backgrounds and ensures that practising teachers play a critical role in the development of each program. It also means that the IB vision is constantly sharpened by research, both its own and that of other respected academic bodies.

You can Learn More about the International Baccalaureate at ibo.org and read about research by the IB to drive evidence-based, ongoing improvements to the curriculum.

Approaches to Teaching

The same six approaches underpin teaching in all IB programs. The approaches are deliberately broad, designed to give teachers the flexibility to choose specific strategies to employ that best reflect their own particular contexts and the needs of their students.

In all IB programs, teaching is:

Learner Profile

The IB Learner Profile is a set of characteristics or attributes that are essential for internationally minded individuals who can help build a better world. The attributes are: Inquirers, Knowledgeable, Principled, Open-minded, Risk-taker, Thinker, Communicator, Caring, Balanced, and Reflective. As an IB community, we are all devoted to developing the IB Profile attributes in ourselves and our students. Through the program, our students demonstrate the attributes in increasingly robust and sophisticated ways as they mature.

Creation Village teacher reading to students in classroom

Meaningful Assessments

Assessments in an IB programs are ongoing, varied and integral to the curriculum. IB schools use a range of strategies and tools to assess student learning. Emphasis is placed on the importance of analyzing assessment data to inform teaching and learning, and on recognizing that students benefit by learning how to assess their own work and the work of others.The Middle Years Program also offers assessment tasks that require students to demonstrate higher order thinking rather than simple factual recall. These rigorous assessments help to maintain the IB’s hard earned reputation for high standards and challenging programs.

The International Baccalaureate® (IB) Primary Years Program (PYP) is a curriculum framework designed for students aged 3 to 12, from Preschool through 5th grade. The program places a powerful emphasis on inquiry-based learning, focusing on the development of the whole child as an inquirer, both at school and beyond.

The PYP develops students’ academic, social and emotional wellbeing, focusing on international-mindedness and strong personal values. Students learn traditional subjects with emphasis on real-life situations, decision-making, problem solving, research, and action. The program incorporates local and global issues into the curriculum, asking students to look at related, transdisciplinary themes and to consider the links between them.

In the early years, students learn through doing (e.g., playing), as active participants in their learning. The power of play is the primary vehicle for inquiry, supporting thoughtful and intentional opportunities for child-initiated play, hands-on learning, and the co-construction of learning between teachers and young learners. Students learn to inquire as they build and test theories to help make sense of the world around them.

As students move through the PYP program, they’re asked to construct their own meaning independently, helping to develop a deeper and more profound understanding of the subjects they study. Within each unit of inquiry, students and teachers together identify together what they want to know, what they already know, what they need to know, and how they might best find that out. This encourages students to see connections between subjects.