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=  INTERNATIONAL BACCALAUREATE =

The three programmes for students aged 3 to 19 help develop the intellectual, personal, emotional and social skills to live, learn and work in a rapidly globalizing world. = =
 * The Diploma Programme** for students aged 16 to 19 is a demanding two-year curriculum leading to final examinations and a qualification that is welcomed by leading universities around the world.

[| THEIB IS UNIQUE]

C**ontinuum of education.**


 * International-mindedness.**

**High quality education.** **Positive attitude to learning.**

**Accessible**

= THE IB LEARNER PROFILE =

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**The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st** **century. The attributes of the profile express the values inherent to the IB continuum of international** **education: these are values that should infuse all elements of the Primary Years Programme (PYP), Middle** **Years Programme (MYP) and Diploma Programme and, therefore, the culture and ethos of all IB World** **Schools. The learner profile 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.** **The IB’s concept of an educational continuum, and of a coherent, broad-based international curriculum,** **was fully realized in 1997 with the introduction of the PYP. The IB is now able to offer three programmes of** **international education and, with them, the prospect of a continuous international educational experience** **from early childhood to pre-university age. While the IB now offers a sequence of three programmes—the** **PYP, the MYP (introduced in 1994) and the Diploma Programme (introduced in 1969)—each programme** <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**must continue to be self-contained, since the IB has no requirement for schools to offer more than one** <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**programme. However, they must also form an articulated sequence for those schools that teach all three** <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**programmes or any sequence of two.** <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**With the development of a continuum of international education, it is intended that teachers, students and** <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**parents will be able to draw confidently on a recognizable common educational framework, a consistent** <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**structure of aims and values and an overarching concept of how to develop international-mindedness. The** <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**IB learner profile will be at the heart of this common framework, as a clear and concise statement of the aims** <span style="font-family: 'Comic Sans MS',cursive; font-size: 110%;">**and values of the IB, and an embodiment of what the IB means by “international-mindness"**

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 apprach 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

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