The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.IB Mission Statement
To this end the IBO works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment.
AIS has been an IB World School since 1977, just 9 years after the IB Diploma Program began. We were the 72nd IB school to be authorized, now out of almost 5,000 schools worldwide. We are one of the most experienced IB schools in our region (Africa, Europe, and the Middle East) and the most experienced IB school in Austria.
These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Most of our students follow the International Baccalaureate (IB) program, a demanding course of study designed to provide international students with a diploma that is recognized by many universities throughout the world. The IB grew out of the need for an acceptable curriculum that would meet the requirements of diverse national systems. The IB Diploma consists of six examinations. Three or four of these are taken at the Higher Level (HL) and the remainder at the Standard Level (SL). In addition, a student must complete:
- Theory of Knowledge, a course covering
- areas of knowledge: mathematics, natural sciences, human sciences, history, the arts, and ethics
- ways of knowing: perception, language, reason, reason and knowledge, and emotion.
- An Extended Essay of approximately 4000 words.
- 150 hours minimum (over a two-year period) of creative, activity, and service activities.
Grades earned in each of the six examinations are added together to obtain a composite score. A minimum composite score of 24 points is typically required for the IB Diploma. There are some scores and certain combinations of scores, however, that may prevent a student from receiving the Diploma. In addition, many universities require more than the minimum 24 points.
For more information, see www.ibo.org.
|Group 1||English A: Literature (HL/SL)
English A: Language and Literature (SL)
German A: Literature (HL/SL)
German A: Language and Literature(HL/SL)
Mother tongue A: Literature (tutorial) (HL/SL)
Mother tongue A: Language and Literature (tutorial) (HL/SL)
Literature and Performance (interdisciplinary)* (SL)
|Group 2||English B (HL)
German B (HL/SL)
French B (HL/SL)
Spanish B (HL/SL)
|Group 3||History (SL)
History of Europe (HL)
|Group 4||Physics (HL/SL)
|Group 5||Mathematics (HL/SL)
Mathematical Studies (SL)
|Group 6||Visual Arts (HL/SL)
Theater Arts*** (HL/SL)
Literature and Performance (interdisciplinary)** (SL)
A second choice from Groups 1-4 (HL/SL)
* "Literature and Performance" may not be chosen in conjunction with "English A: Literature" or "English A: Language and Literature".
** "Psychology HL" is offered for the first examination session, May 2018.
*** "Theater Arts" may not be chosen in conjunction with "Literature and Performance".
The IB Diploma subjects must be taken during the last two years of the student's High School program, culminating in the final examinations.
Special testing accommodation are available for students with learning disabilities; however, this requires external evaluation and should be arranged at least 18 months in advance of the examination dates.
In some cases, it is recommended that the student enroll for a thirteenth year. This is especially necessary in cases where a student is not adequately prepared for Math, Science, and/or Language.
Advancement to high level or second year class is not automatic but must be approved by the teacher.
Since the requirements for admissions to university vary from country to country, as well as from one university to another within one country, it is recommended that the student contact the university of interest before starting the IB program at AIS.
CAS enables students to enhance their personal and interpersonal development through experiential learning. A meaningful CAS program is a journey of discovery of self and others. For many, CAS is profound and life-changing. Each individual student has a different starting point and different needs and goals. A CAS program is, therefore, individualized according to student interests, skills, values and background.
Assessment of CAS
The various activities as well as the reflections for the activities are recorded in the CAS online journal called “Managebac”, which is assessed by the CAS Coordinator. The link is http://aisat.managebac.com/login.
The progress is recorded as a comment on the semester report card. The final self evaluation completed by the student is a summative reflection upon the student’s individual CAS program. The CAS Coordinator determines the whether the student has successfully fulfilled the CAS requirement.