• 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 of love of learning will be sustained through 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.

Useful Links

To download IB Profile Learner booklet,
visit http://www.ibo.org/programmes/documents/learner_profile_en.pdf [174 kb, PDF]

For more information about the IB Learner Profile
visit http://www.ibo.org/programmes/profile/

 

The International Baccalaureate (IB)

Mission :

The IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IB works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right

A worldwide programme:

The IB offers three programmes:

  • The Primary Years Programme (PYP) for students aged 3 – 12;
  • The Middle Years Programme (MYP) for students aged 12 – 16;
  • The Diploma Programme (DP) for students aged 16 – 19.

The IB currently works with 1,921 schools in 124 countries to offer the three IB programmes (PYP, MYP and Diploma Programme) to approximately 500,000 students.

IB programmes at IST:

International School Telemark offers:

  • the PYP for students aged 6 – 12; and
  • the MYP for students aged 12 – 16.

The International School Telemark is an IB World School. IST gained full authorisation for the PYP program in May 2011 and for the MYP program in July 2007.

Quality assurance:

The Norwegian government has approved the IB programmes as an educational alternative to regular Norwegian education.

The IB enforces a system of quality assurance that include:

  • clear standards;
  • guidance during the development phase (e.g. pre-authorization visit);
  • professional development demands for teaching staff and management;
  • strict authorization procedure;
  • (after authorization) external moderation of student assessment;
  • 5 year evaluation cycle.

 

For more general information about the IB please surf to: www.ibo.org