Skip To Main Content

International Baccalaureate (IB)

International Baccalaureate (IB)*

The IB Learner Profile

A singular capacity for invigorating campus life 

Informed by the International Baccalaureate (IB) mission to develop active, compassionate and lifelong learners, the IB programmes foster a distinctive set of attributes. These qualities—embodied in the IB learner profile—prepare IB students to make exceptional contributions on campus. 

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. 

University faculties regularly note IB students’ passion for discovery. 

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. 

IB students are extraordinarily well prepared for the academic requirements of university coursework. 

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

IB students contribute to discussions in a meaningful way. They do not shy away from challenging questions and, once they know the answer, follow up by asking “why?” 

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. 

IB students regularly deliver stimulating presentations and drive excellence in group assignments. 

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. 

IB students are infused with the academic integrity that is a fundamental value of universities and colleges. 

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. 

IB students have a deep understanding of various cultures and views, bringing an appreciation of new views to both their academic study and their involvement in local and wider communities. Their international mindedness complements the missions of the best tertiary institutions. 

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. 

IB students tell us they bring this commitment to community and others to their activities and leadership roles at university and carry it throughout their lives. 

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. 

IB students transition well to challenging university settings and show resilience and determination in their work. In academics, they have the confidence to approach new or unfamiliar subjects or material. 

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

IB students are active participants in a wide range of aspects of campus life, as well as focusing on their academic development. 

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. 

IB students have developed an ability to reflect on their learning and to articulate how they learnt. They have learned that critical reflection is an important academic and life skill. 

IB course descriptions are listed by department.

The following are also required to earn an IB diploma: 

Creativity, Activity, Service (CAS) is a pass/fail class that supports the IB Diploma Candidates. It is one of the three essential elements that every student must complete as part of the Diploma Programme (DP). CAS involves students in a range of activities alongside their academic studies. It is not formally assessed. However, students reflect on their CAS experiences as part of the DP, and provide evidence of achieving the eight learning outcomes for CAS. The three strands of CAS, which are often interwoven with particular activities, are characterized as follows: 

Creativity – arts, and other experiences that involve creative thinking. 

Activity – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP. 

Service – an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy of all those involved are respected. 

In order to demonstrate these concepts, students are required to undertake a CAS Project. The project challenges students to: show initiative, demonstrate perseverance, and develop skills such as collaboration, problem solving and decision making.

This course is required for all IB Diploma Candidates during their junior and senior years. There are no credits associated with this course. 

The Extended Essay (EE) is a pass/fail class that supports the IB Diploma Candidates. The goal of this course is to ensure that students are meeting the school’s deadlines for EE work. The extended essay is an independent, self-directed piece of research, finishing with a 4,000-word paper. One component of the

International Baccalaureate (IB) Diploma Programme (DP) core, the extended essay is mandatory for all students attempting to earn an IB Diploma. Students are guided through the process of research and writing by an assigned supervisor (a teacher in the school). Extended essay topics may be chosen from a list of approved DP subjects — normally one of the student’s six chosen subjects for the IB diploma or the world studies option. 

This course is required for all IB Diploma Candidates during their junior and senior years. There are no credits associated with this course. 

Theory of Knowledge (ToK) is a class that asks students to reflect on the nature of knowledge, and on how we know what we claim to know. As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed almost entirely of questions. The most central of these is “How do we know?” Other questions include: 

■ What counts as evidence for X? 

■ How do we judge which is the best model of Y? 

■ What does theory Z mean in the real world? 

Through discussions of these and other questions, students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives.

This course is required for all IB Diploma Candidates. Only DP candidates may enroll in the class. It meets three times out of the eight-day cycle for 2 years, ½ credit per year. 

*These descriptions are taken from IB’s website, www.ibo.org. 

66 Somers High School Course Selection Guide 2024-2025

INTERNATIONAL BACCALAUREATE (IB)* 

SHS IB options for the 2023/2024 school year for the classes of 2024 and 2025 

Group One 

• English Language and Literature HL, 2 years 

• Literature and Performance SL

Group Two 

• French SL, 2 years 

• French HL, 2 years 

• Spanish SL, 2 years 

• Spanish HL, 2 years

Group Three 

• History HL, 2 years 

• Psychology SL, one year with lab 

• Business SL, one year with lab 

• *Environmental Systems and Societies SL, one year with lab

Group Four 

• *Environmental Systems and Societies SL, one year with lab 

• Physics SL 

• Sports, Exercise, and Health Science SL, one year with lab, plus PE

Group Five 

• IB Mathematics: Analysis and Approaches SL, two years

• Math Applications and Interpretation SL, two years 

• Math HL, two years (Online for DP Candidates)

Group Six 

• Visual Arts SL, one year with lab 

• Film SL, 2 years; Film HL, 2 years 

• Dance SL or HL, two years

Core 

• TOK, 2 years, meets three days out of the eight-day cycle 

• CAS 

• Extended Essay

 

Students who are pursuing the full IB Diploma must take: 

• One class from each of the 6 groups 

• Three HL classes and three SL Classes 

• TOK for two years 

• Extended essay and CAS completion

• Each course is worth a maximum of 7 points: 6*7 = 42 

• Up to 3 possible bonus points from TOK/EE: 42+3 = 45 

• Minimum passing score for the IB Diploma is 25 points. 

• No student who fails EE, TOK, or CAS will earn an IB Diploma, no matter how many other points they have earned.

* ES&S is one of two interdisciplinary courses offered in the Diploma Programme; Literature and Performance is the other interdisciplinary course (which we do not yet offer). Because it is an interdisciplinary course, students can study this course and have it count as either a Group Three (individuals and societies) or a Group Four (science) course, or both. This gives students the opportunity to study (an) additional subject(s) from any group.