BONUS POINTS MATRIX
Theory Of Knowledge

 (Reproduced by Psychico College from IBO's "Theory of Knowledge Guide", 1999)

• In order to be awarded the IB Diploma, students must successfully meet all requirements relating to the above nine components, i.e. the six subjects and the three central components.
• Normally, the passing score for the IB Diploma is 24 points. However, there are failing conditions for the Diploma even if a student achieves 24 points. Perhaps the most common of these failing conditions is if a student achieves less than an average of grade 4 in his/her Higher Level subjects. A student is permitted one of these failing conditions, as long as they score at least 28 points in their Diploma.

The IB Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

Inquirers                    They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable          They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers                     They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators          They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled                   They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded              They understand and appreciate their own cultures and personal  
 histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring                         They show empathy, compassion and respect towards the needs and 
feelings of others. They have a personal commitment to service, and 
act to make a positive difference to the lives of others and to the
environment.

Risk-takers                They approach unfamiliar situations and uncertainty with courage and 
 forethought, and have the independence of spirit to explore new roles,
 ideas and strategies. They are brave and articulate in defending their
 beliefs.

Balanced                    They understand the importance of intellectual, physical and emotional
 balance to achieve personal well-being for themselves and others.

Reflective                   They give thoughtful consideration to their own learning and
 experience. They are able to assess and understand their strengths and
 limitations in order to support their learning and personal development.

('The IB learner profile' text is copyrighted to the International Baccalaureate Organization, and is reproduced on the College website with the IBO's permission)

IBO Expectations for High Standards of Personal and Academic Responsibility

The IBO requires high standards from Diploma students in terms of personal and academic responsibility. IB Diploma students must take responsibility for their own learning; they must also, on the personal level, take full responsibility for their own actions and decisions. Article G3.1 of the IB Diploma's procedures manual, the Vade Mecum (2005-2006), states: 'Each candidate must be in good standing at the school at the time of the examinations. Candidates who are registered for an examination session, but are subsequently expelled or suspended from school, normally forfeit their right to be examined by the IBO in the school at which they have been registered.'

University Recognition

Currently, the IB Diploma Programme is recognised by the university systems of well over one hundred countries worldwide.  Universities appreciate the breadth and depth of the IB Diploma's curriculum, and the emphasis on the development of critical thinking skills that serves as an excellent preparation for the rigours of undergraduate courses.

Each year, about 60% of Psychico College graduate IB students apply to and are accepted by universities in the UK; and about 30% are accepted at North American universities; a smaller number also choose to apply to and are accepted at universities in countries such as Czech Republic, Germany, France, Hungary, Italy, Netherlands, Switzerland and Slovakia.

Regularly, each year, numbers of Psychico College graduating IB students receive offers from UK universities such as: Cambridge, Durham, Edinburgh, Imperial College, Lancaster, London School of Economics, Oxford, Queen Mary, St. Martins, Southampton, UCL, and Warwick; and are accepted by such North American universities as: Boston, Columbia, Georgetown, Harvard, Johns Hopkins, McGill, Princeton, UPenn, Tufts, and Yale. 

Whilst the more highly competitive universities worldwide will expect applicant IB students to achieve a very high Diploma points score, passing the Diploma at or near the minimum points score will still provide an IB student with opportunities to be accepted at good universities in the UK , North America , and elsewhere.

Here are some comments from graduate IB students from this College, who have gone on to study at universities in the UK and North America .

'Having completed the IB program, I felt more in place in college than a lot of my classmates there. In a way I felt familiar with the independent nature of university studying.' (IB College graduate, 2001: graduated from Harvard, 2005)

'My two years with the IB were the most productive and rewarding of my life. The academic team together with a well-balanced curriculum can really help a student prepare for life at university and for adult life and responsibilities. Being proactive and working on your own initiative, are 'virtues' which will take you a long way both in academic and professional environments. The IB definitely did an excellent job promoting these values.' (IB College graduate, 2001: graduated in Management Sciences from Warwick University , UK , 2004)

'Every aspect of the IB diploma played an important role for my preparation as a student in order to meet the demands of my undergraduate studies. The independent researching followed by close supervision, the constant essays (especially the extended essay), along with the way the examinations are held resemble exactly the undergraduate courses and their structure. Due to the IB diploma I was more than ready to meet the demands of my undergraduate studies, and faced a lot less difficulties as I had already adapted to a method of teaching that reached university level.' (IB graduate of Psychico College, 2002: who studied architecture at University College London, UK)

'What I realized on the first day I entered the university course was a difference between me and a good number of certain fellow students; a difference concerning our preparation and knowledge of university work including group working and essay writing. The IB curriculum, and especially the Extended Essay, taught me the key skills in order to make my studies abroad much easier.' (IB graduate of Psychico College , 2005: who studied Business&Management at Kingston University , UK )   

For more detailed information on the IB Organization, its curricula, and university recognition, go to: http://www.ibo.org and click 'The Diploma Programme' on the home page.

For more detailed information on IB students and applications to North American and Canadian universities, click here