• IB Diploma Programme

    IB Diploma Programme Coordinator Message

    Introducing IB 101 Nights

    We are very excited to introduce our IB 101 NIGHTS.

    • Where: Wooster College and Career Center
    • When: Presentation starts at 6:30 and usually lasts about an hour

    We will be presenting valuable information to current parents and students about:

    • The IB Diploma Programme (IBDP): Focused on 11th and 12th grade IB Diploma and Certificate students
    • The IB Career Programme (IBCP): Focused on 10th, 11th and 12th grade students registered in our IBCP program
    • The IB Middle Years Programme (IBMYP): Focused on our 9th and 10th grade students, all 9th & 10th grade students are MYP students

    Parents can choose which presentations to attend according to their child'’'s current need. The IB programme coordinators will lead discussions and presentations on their respective programs. We hope to help break down the mystery, and obstacles to IB by providing students and parents the tools and information they need to be successful. The IBDP presentations will vary each month, and the IBCP and IBMYP programmes will provide general information and requirements each month.

    IBMYP Information

    • MYP Project
    • MYP Service
    • MYP Rubrics & Grading
    • MYP Managebac

    IBDP Information

    • CAS Requirements
    • Registering for IB and AP Exams
    • The Extended Essay
    • College Planning
    • Theory of Knowledge
    • Exams and Assessment
    • What it Means to “Drop” from Full IB

    IBCP Information

    • CTE Courses
    • Reflective Project/Essay
    • Service Learning & Portfolio
    • Language Development
    • Personal and Professional Skills (PPS)
    • Exams and Assessment

    If you have any further questions, please contact:

    Jennifer Lienau
    IB Diploma Coordinator

    Tawna Eldridge
    IB Middle Years

    Dustin Coli
    IB Career Program

    IB 101 Dates

    College & Career Center
    Times are 6:30 PM to 8:00 PM unless noted otherwise.

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    IBDP Programme Requirements

    To participate as a diploma candidate the IB student must fulfill the following requirements starting in the 11th grade:

    • Participate in six IB subject exams (subjects are divided into "Groups," and students must take an exam in each of the subject groups-see "Subjects" tab.
    • Take IB examinations in each of the six subject areas (each student is responsible for paying an IB registration fee and the cost of all six exams).
    • Write an original essay (called the Extended Essay) of approximately 4000 words.
    • Take the Theory of Knowledge class for two years.
    • Participate in 120 – 150 hours of C.A.S. (Creativity, Action, and Service) and meet the Outcomes.

    To participate as a Courses/Certificate student:

    A student may participate in the IB Programme at the certificate level. Though we encourage all students to complete the IB Diploma, not all do. Students not completing the IB Diploma are called "courses candidates". Courses Candidates must take one or more IB subjects, pay the IB registration fee each year, exam fees for the courses in which they are enrolled, and take the IB exam in those subject areas. FAILING CONDITIONS: A student will NOT receive an IB Diploma if one or more of the following occur:

    • CAS requirements have not been met.
    • Candidate’s total points are fewer than 24.
    • An N has been given for theory of knowledge, extended essay or for a contributing subject.
    • A grade E has been earned for the Theory of Knowledge oral exam and/or the Extended Essay.
    • There is a grade 1 earned in any subject/level.
    • A score of 2 has been earned three or more times (HL or SL).
    • A score of 3 or lower has been earned four or more times (HL or SL).
    • Candidate has gained fewer than 12 points on HL subjects (for candidates who register for four HL subjects, the three highest grades count).
    • Candidate has gained fewer than 9 points on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).

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    * All must be satisfied for an IB Diploma.

    IB Subject Groups* IB Courses Offered at Wooster Higher Level (HL) Standard Level (SL) One or Two-Year Course
    GROUP 1 ENGLISH HL and SL Two-Year Course
    HL and SL
    HL and SL
    All are two-year courses
    Two-year course
    One-year course
    HL and SL
    HL and SL
    HL is a two-year course
    SL is a one-year course
    Two-year course
    One-year course
    HL and SL
    HL and SL
    Both HL and SL are two-year courses (for Visual Art & Theater).
    MUSIC SL is taught every other year, and is a one-year course.
    TOK THEORY OF KNOWLEDGE   Two-year course

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    The Core of the Diploma Programme Model

    See CORE Subject Brief Description
    All Diploma Programme students participate in the "core" of the IB Diploma Programme. Click the following links to learn more about the core:


    CAS involves students in a range of enjoyable and significant experiences, as well as a CAS project.

    CAS is at the heart of the Diploma Programme. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning from the PYP and MYP.

    • CAS is organized around the three strands of creativity, activity and service defined as follows.
      • Creativity—exploring and extending ideas leading to an original or interpretive product or performance
      • Activity—physical exertion contributing to a healthy lifestyle
      • Service—collaborative and reciprocal engagement with the community in response to an authentic need
    • The CAS program formally begins at the start of the Diploma Programme and continues regularly.
      • All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is a collection of evidence that showcases CAS experiences and for student reflections; it is not formally assessed.
      • Completion of CAS is based on student achievement of the seven CAS learning outcomes. Through their CAS portfolio, students provide the school with evidence demonstrating achievement of each learning outcome.
      • Students engage in CAS experiences involving one or more of the three CAS strands.
      • A CAS experience can be a single event or may be an extended series of events.
      • The nature of CAS Creativity, activity, service guide 9 Further, students undertake a CAS project of at least one month’s duration that challenges students to show initiative, demonstrate perseverance, and develop skills such as collaboration, problem-solving, and decision-making. The CAS project can address any single strand of CAS, or combine two or all three strands.
      • Students use the CAS stages (investigation, preparation, action, reflection and demonstration) as a framework for CAS experiences and the CAS project.
      • There are three formal documented interviews students must have with their CAS coordinator/adviser. The first interview is at the beginning of the CAS program, the second at the end of the first year, and the third interview is at the end of the CAS program.
      • CAS emphasizes reflection which is central to building a deep and rich experience in CAS. Reflection informs students’ learning and growth by allowing students to explore ideas, skills, strengths, limitations and areas for further development and consider how they may use prior learning in new contexts.

    CAS Documents

    Extended Essay

    The Extended Essay, a substantial piece of academic writing of up to 4,000 words, enables students to investigate a topic of special interest that they have chosen themselves; this encourages the development of independent research skills expected at university.

    "The extended essay is:
    • Required for all Diploma Programme students
    • Externally assessed and, in combination with the grade for theory of knowledge, contributes up to three points to the total score for the IB diploma
    • A piece of independent research/investigation on a topic chosen by the student in cooperation with a supervisor in the school
    • Chosen from the list of approved Diploma Programme subjects normally one of the student’s six chosen subjects for the IB diploma presented as a formal piece of scholarship containing no more than 4,000 words
    • The result of approximately 40 hours of work by the student
    The extended essay is an in-depth study of a focused topic chosen from the list of approved Diploma Programme subjects. is intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in the school)." — "Nature of the Extended Essay," International Baccalaureate.

    The Theory of Knowledge (TOK)

    The Theory of Knowledge (TOK) course encourages students to think about the nature of knowledge, to reflect on the process of learning in all their subjects, and to see and understand the connections between them. Knowing about knowing TOK is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge. It is a core element which all Diploma Programme students undertake and to which all schools are required to devote at least 100 hours of class time. The TOK course examines how we know what we claim to know. It does this by encouraging students to analyze knowledge claims and explore knowledge questions.

    Knowing About the Knowing

    A knowledge claim is the assertion that "I/we know X" or "I/we know how to Y", or a statement about knowledge; a knowledge question is an open question about knowledge. A distinction between shared knowledge and personal knowledge is made in the TOK guide. This distinction is intended as a device to help teachers construct their TOK course and to help students explore the nature of knowledge.

    The Ways of Knowing

    While there are arguably many ways of knowing, the TOK course identifies eight specific ways of knowing (WOKs). They are language, sense perception, emotion, reason, imagination, faith, intuition, and memory. Students must explore a range of ways of knowing, and it is suggested that studying four of these eight in depth would be appropriate.

    The WOKs have two roles in TOK:

    • they underlie the methodology of the areas of knowledge
    • they provide a basis for personal knowledge.

    Discussion of WOKs will naturally occur in a TOK course when exploring how areas of knowledge operate. Since they rarely function in isolation, the TOK course should explore how WOKs work, and how they work together, both in the context of different areas of knowledge and in relation to the individual person. This might be reflected in the way the TOK course is constructed. Teachers should consider the possibility of teaching WOKs in combination or as a natural result of considering the methods of areas of knowledge, rather than as separate units.

    The Areas of Knowledge

    Areas of knowledge are specific branches of knowledge, each of which can be seen to have a distinct nature and different methods of gaining knowledge. TOK distinguishes between eight areas of knowledge. They are mathematics, the natural sciences, the human sciences, the arts, history, ethics, religious knowledge systems, and indigenous knowledge systems. Students must explore a range of areas of knowledge, and it is suggested that studying six of these eight would be appropriate. The knowledge framework is a device for exploring the areas of knowledge. It identifies the key characteristics of each area of knowledge by depicting each area as a complex system of five interacting components. This enables students to effectively compare and contrast different areas of knowledge and allows the possibility of a deeper exploration of the relationship between areas of knowledge and ways of knowing.


    There are two assessment tasks in the TOK course: an essay and a presentation. The essay is externally assessed by the IB, and must be on any one of the six prescribed titles issued by the IB for each examination session. The maximum word limit for the essay is 1,600 words. The presentation can be done individually or in a group, with a maximum group size of three. Approximately 10 minutes per presenter should be allowed, up to a maximum of approximately 30 minutes per group. Before the presentation each student must complete and submit a presentation planning document (TK/ PPD) available in the Handbook of procedures for the Diploma Programme. The TK/PPD is internally assessed alongside the presentation itself, and the form is used for external moderation. (International Baccalaureate).

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    Assessments & Fees

    2016—2017 IB and AP Exam Policy

    The following WCSD policy will be applied to all students registered in an IB or AP course. ALL requirements must be met before the AP or IB designation is awarded and recorded on your transcript.
    Students register for AP or IB courses during regular high school pre-registration each fall.

    • All WCSD students enrolled in an IB or AP course are required to take the exam in that course per Administrative Regulation 6501; therefore, students registered in AP and IB classes will be automatically registered for the course exam unless direct communication has been made to the IBDP and AP Coordinator. AP students that do not show up to their exam will be charged a $20 processing fee.
      • Students must be registered for ALL IB exams before the first IB deadline in NOVEMBER. Students making changes to their IB registration (dropping a class, changing courses, adding courses, or changing EE subjects) after this deadline will pay an IB amendment fee. Prices increase further after November, January and April.
      • Students dropping an IB course after the November deadline will not receive a refund for their IB registration fee. Students dropping an IB exam after January will not receive a refund for that exam
    • Students wishing to maintain the IB designation on their transcripts, and obtain the IB weighting of the course must complete all components required by IB (including all IA’s, exams, orals, presentations, labs, etc.).


    • IB exam fees Due in November
      • Diploma Programme students will pay a $168 registration fee their junior year and $116 per IB exam (no registration fee is due their senior year as long as they remain a diploma program student).
      • IB Courses/Certificate students will pay $168 registration fee twice (once junior and once senior year), and $116 per exam.
    • AP exam fee - $93 per exam is due February 1, 2017
    • Late fees will be assessed at $5 per 30 days late. To avoid this fee, complete a payment schedule fee form and submit it to Mrs. Lienau.
    • REDUCED FEES: If students qualify, we highly suggest that students apply for the Free and Reduced Lunch (FRL) Program, as it helps to reduce exam fees tremendously. This amount changes yearly according to the State of Nevada, see Mrs. Lienau for specifics. IB registration fees are not reduced.
    • Fee amounts change yearly.
    • All fees must be paid by check, cash, or money order to the bookkeeper in the main office, or you can pay online with a credit card (includes a small processing fee) at Wooster High School's home page, select "Shop the Tack Shack".
    • The testing coordinator will visit classes to register students for both IB and AP exams. A copy of this registration will be sent home. Please keep this for your records.
    • We will send out statements at least three times in the year, but it is your responsibility to make sure all fees are paid. Please contact the bookkeeper to check payment of fees, 321-3160 ext. 37010.
    • If at any time your child’s registration changes, make sure you inform Mrs. Lienau that you will not be taking the exam (or that you want to add an exam). If you do not communicate with Mrs. Lienau before the deadlines, then you will be held responsible for all fees.

    Miscellaneous Testing Information and Exam Calendar

    • 2017 Testing Calendar
    • IB students are offered the opportunity to take AP exams.
    • If an AP exam date conflicts with a student’s scheduled IB exam date, the student will take the IB exam, and we will order the student a Late AP exam to be given at a later date.

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    Interested in finding out more about IB? Find out more about our 8th grade shadowing program and IB Parent Information Nights.

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