Eighth grade students and families,
Learn about Foss and our International Baccalaureate (IB) middle years programme, career-related programme, and diploma programme through this recorded panel with Foss students and staff (53 min).
The diploma programme in grades 11 and 12, is a challenging and internationally accepted college-prep curriculum that can support students with up to two years’ worth of college credit. Additionally, students in the diploma programme are more likely to get into the college of their choice.
Henry Foss High School offers rigorous college-prep International Baccalaureate (IB) programs and a range of career and technical education (CTE) programs to help students explore college and career options.
The International Baccalaureate in its own words (from The IB "Education for a Better World")
Our commitment to international education starts with a belief that the only way to appreciate someone else’s culture is first to be confident in your own.
The international-mindedness that permeates our programmes is about more than simply learning a second language. For example, in biology, students might learn about the typhoid bacteria but also its impact on life expectancy in a developing country. Students learning about the history of their town or region might look at the broader context, of history and the effects of certain global events, and how these impact on their local environment.
Like the world it seeks to improve through education, the IB never stands still. Our programmes and curricula evolve and undergo regular review to ensure we are delivering the best possible education for IB students. Our vision is constantly sharpened by research, both our own and that of other respected academic bodies.
Innovative and creative educators from many different cultures play a critical role in the development of each programme. The programmes represent good practice from around the world, and the curriculum review process involves practising teachers, examiners and education experts.
We are flexible enough to be able to respond to new research and pedagogical studies and engage with expert analysis where appropriate. For example, the IB Careerrelated Programme, our newest qualification, is designed to provide a flexible learning framework to meet the needs of students and the local community as well as the world beyond.
IB programmes are challenging.
Universities and future employers recognize the depth and breadth of the rigorous work undertaken by IB students. As a result there are many literate scientists, numerate artists, and sociologists able to communicate in more than one language among IB graduates. In spite of this breadth, the depth of subject study is not sacrificed. Universities also welcome the creativity, activity and service (CAS) requirement, alongside the 4,000 word extended essay component in the DP that demands research, analysis and in-depth study to prepare students for work at university level.
Research by and with universities in Australia, Canada, the United Kingdom and the United States has demonstrated that IB students are well prepared for university. Almost 2,000 of the best universities around the world list their IB admission policies on our web site at www.ibo.org.
Of course results are important, and we are proud of our programmes and of our students, but the IB experience is much more than that: it’s not just a way to learn, it’s a way of life.
Foss IB Learners strive to be:
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
We understand the importance of balancing different aspects of our lives—intellectual, physical and emotional—to achieve wellbeing for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help people become responsible members of local, national and global communities.