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Curriculum

International Baccalaureate at IICS

Istanbul International Community School is a full International Baccalaureate curriculum school, from the start of school at 3 years old through graduation at 18 years old. 

International Baccalaureate (IB) The curriculum at IICS consists of the International Baccalaureate’s three programs and is designed to support a developmental, student-centered, interdisciplinary approach. IICS is the only international school in Istanbul fully authorized to provide all three International Baccalaureate's (IB) programs: the Primary Years (preschool-grade 6), the Middle Years (grades 7-10) and the Diploma (grades 11-12).

IICS was authorized by the IB in 1996 to offer the Diploma Program for grades 11 & 12. In the same year, IICS was authorized by the IB to offer the Primary Years Program for grades pre-6. The following year in 1997 IICS was authorized by the IB to offer the Middle Years Program for grades 7-10. This made IICS one of the first schools in the world authorized for all three of the IB programs. IICS was re-authorized by the IB in 2007 with a five year review conducted in 2012. 


 
About the IB Worldwide

Founded in 1968, the International Baccalaureate (IB) offers high quality programs of international education.The IB curriculum is not just for international schools. A growing number of national schools are gravitating towards the IB. As of January 2017, there were 5,964 IB programs being offered worldwide, across 4,583 schools. Between 2011 and 2016, the number of IB programs offered worldwide has grown by 45.8%. For additional information, visit the IB website. The top 10 countries with the highest number of IB programs are (in descending order): United States, Canada, United Kingdom, Australia, Mexico, India, Argentina, Spain, China and Sweden. For a complete list of countries, click here.

The three IB programs form a coherent sequence of education by promoting the education of the whole person through an emphasis on intellectual, personal, emotional and social growth. In all three programs, the education of the whole person is manifested through all domains of knowledge, involving the major traditions of learning in languages, humanities, sciences, mathematics and the arts.

  • The Primary Years Program (PYP) for pupils aged 3 to 12 focuses on the development of the whole child in the classroom and in the world outside.
  • The Middle Years Program (MYP) for students aged 11 to 16 provides a framework of academic challenge and life skills through embracing and transcending traditional school subjects
  • The Diploma Program for students aged 16 to 19 is a demanding two-year curriculum that meets the needs of highly motivated students, and leads to a qualification that is recognized by leading universities around the world.

Furthermore, all three programs:

  • require study across a broad range of subjects drawing on content from educational cultures across the world
  • give special emphasis to language acquisition and development
  • encourage learning across disciplines
  • focus on developing the skills of learning
  • include, to a varying extent, the study of individual subjects and of transdisciplinary areas
  • provide students with opportunities for individual and collaborative planning and research
  • include a community service component requiring action and reflection.  

 
 

The IB Learner Profile

The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century and provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose. IB learners strive to be:

Inquirers  We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. 

 

 

 

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance

 

 

 

 

Thinkers  We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

 

 

 

 

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

 

 

 

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

 

 

Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

 

Caring  We show empathy, compassion, and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

 

Risk-takers  We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

 

Balanced  We understand the importance of balancing different aspects of our lives--intellectual, physical, and emotional--to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

 

Reflective  We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

 

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