WHAT IS THE IB?

The IB (International Baccalaureate) is an academically challenging program of study. Its purpose is to

provide a framework that encourages critical thinking, interdisciplinary understanding, holistic knowledge
and real-life application for success at university (including in Romania) and beyond.

WHAT IS THE SCHOOL DOING?

The school is applying to be an IB World School. This would link the school with 5000+ schools worldwide.
The school was accepted as a candidate to be an IB World School in 2021.

WHICH PROGRAMMES ARE THE SCHOOL APPLYING FOR?

The IB offers 4 different programmes designed for different levels of school. This range from Primary (PYP)
to Pre-University. (CP) The school is a candidate school for MYP (Middle Years Programme) and DP
(Diploma Programme).

WHAT ARE THE MAIN DIFFERENCES BETWEEN THE TWO

PROGRAMMES?
The DP (Diploma Programme) is an alternative to the Romanian
Baccalaureate (BAC) for students aged 16-18. Students choose one
subject in each subject group. They then choose whether they want to
learn it at a Higher Level or a Standard Level. They choose 3 subjects
in HL and 3 subjects in SL. This allows the student to learn a balanced
amount of information that they choose.
The students have assessed projects in each subject which are
supervised by their teacher and have to complete exams at the end of
their 2nd year which is marked externally internationally. The students
receive an internationally recognised diploma.
More information concerning the DP is here

The MYP (Middle Years Programme) is a framework that is

combined with the national syllabus for students ages 12-16. The
School is implementing for students aged 14-16. It is designed to
be combined with the national programme of a country. It is not an
alternative to the National Curriculum. It is designed to broaden
the focus of the content by building links between subjects.
The students complete assignments in the year in the same way
and they are marked by the teacher. They are marked by fixed
competencies. It does not change the hours for students. Students
do not choose their subjects but will have additional projects which
focus on community and their own talent. Their final project will be
assessed externally. If a student wishes for an additional
certificate, the IB provides optional exams at the end of their 2nd
year. (Clasa X)
More information concerning the MYP is here

WHY IS THE SCHOOL DOING THIS?

Olga Gudynn International School was built on the mission to offer a personalised and holistic educational
programme which is built on high academic standards. In a context where our students (OECD, 2019a) and
the UN (UNESCO, 2015) are requesting that students in Romania are provided more learning opportunities
that are holistic (which implies links between different subjects) and parents are demanding more explicit
and quantifiable standards in students’ assessment (Nicu, 2016), it makes sense to apply to a programme
which has objective assessment (Hamp-Lyons, 2014) which encourages inter-disciplinary learning (Perry,
et al. 2018). By offering an alternative to the BAC allows students to choose what skills they want for their
future. By adding the MYP to the Romanian Syllabus means students will be able to learn the same content
in a more modern way.
DIPLOMA PROGRAMME (DP)
The DP (Diploma Programme) is an alternative to the Romanian
Baccalaureate (BAC) for students aged 16-18. It is recognised in Romania
as an alternative by the Ministry of Education. (MEN)
The Diploma Programme (DP) curriculum is made up of six subject groups
and the DP core, comprising theory of knowledge (TOK), creativity, activity,
service (CAS) and the extended essay.
Students choose one subject in each subject group. They then choose
whether they want to learn it at a Higher Level (HL) or a Standard Level
(SL). They choose 3 subjects in HL and 3 subjects in SL.
The idea is that students get a broader amount of knowledge which is still academic. It also means that
students will be evaluated by international examiners and receive an internationally recognised diploma.
The DP is taught in English for all subjects (except for the Language courses)

OVERVIEW of HOURS (DP)

Each HL subject will be studied for 5 lessons a week.
Each SL subject will be studied for 3 lessons a week.
Students will study Theory of Knowledge (TOK) for 2 lessons a week. This is an IB course which is about
critical thinking, abstract analysis and teaches students how to solve problems.

CHOICE OF SUBJECTS (DP)

Students choose one subject in each subject group*, except for Sciences where they choose two.
They then decide if they want each subject at HL or SL
G1. LANGUAGE and G2. LANGUAGE G3. INDIVIDUALS & SOCIETIES
LITERATURE ACQUISITION
History SL
Romanian A Literature English B HL History HL
English A: Language & Business & Management SL
Literature Business & Management HL

G4. SCIENCES G5. MATHEMATICS G6. ARTS

Biology Mathematics: analysis Visual Arts
Chemistry and approaches
Physics Mathematics:
Computer Science applications and
Sports Science interpretation

*If a student wishes to have a bilingual certificate, they can choose two subjects in Language &
Literature
This list could change due to supply/ demand.

EXAMINATIONS (DP)
Students will be assessed throughout the year by their teachers. These will only be classed as predicted
grades and are designed as formative feedback for the students to improve on their performance.
There are Internal Assessments (IAs) in Year 2 (Clasa 12) which are assessed by the teacher, but that
work is moderated by an external examiner against the same criteria. This way, a student is assured that
their grade is accurate. The work is collected by the teacher and uploaded to a server.
Exams are held by the IB from the end of April to June. They are marked anonymously and externally by
trained examiners. The students do the exam on paper and it is held on campus.
MIDDLE YEARS PROGRAMME (MYP)
The MYP (Middle Years Programme) is a framework that is
combined with the national syllabus for students ages 12-16. The
School is implementing for students aged 14-16. It is designed to
be combined with the national programme of a country. It is not an
alternative to the National Curriculum. It is designed to broaden
the focus of the content by building links between subjects.
The MYP can be taught in any language, including Romanian.
Students do not choose their subjects; it includes the mandated
subjects that students have 2 or more lessons in a week. (The
MYP stipulates that they will need a minimum of 50hrs a year)
The MYP also asks that students engage in at least one
collaboratively planned interdisciplinary unit that involves at least
two subject groups.
G1. LANGUAGE and G2. LANGUAGE ACQUISITION G3. INDIVIDUALS & SOCIETIES
LITERATURE
English History
Romanian Spanish*
German*
French*

G4. SCIENCES G5. MATHEMATICS G6: PSHE

Biology
Chemistry Mathematics Sports
Physics Extended Mathematics*
Computer Science

* Depending on student’s choice

WHAT IS CHANGED FROM THE ROMANIAN SYLLABUS?

The syllabus (content) of the Romanian Curriculum stays intact. The material that students are legally
required to learn stays the same. Nothing is removed from the Romanian syllabus.

WHAT IS ADDED TO THE PROGRAMME?

Students will have to do two large projects. In Clasa IX, they have to do a Community Project which they
have to plan, document and complete a project of their choosing which benefits the local community. It is
assessed by the teacher internally.
In Clasa X, they have to complete a Personal Project which is outside of school. They choose a topic to
explore through learning a new skill/knowledge and creating a product/outcome. It allows them to show
their skills in a real life context. It is assessed by the teacher AND externally moderated by the IB, giving
the students an extra accreditation.

ASSESSMENT
The assessment for the MYP is based on fixed criteria for each subject group. Students are scored from 1-
8 in their individual assessment and their overall grade for a year is scored out of 7.
IB provides the required assessment criteria for years 4 and 5 of the MYP. At OGIS, MYP teachers make
decisions about students’ achievement using their professional judgment and “best-fit” approach, guided by
mandated criteria that are public, known in advance and precise (MYP Assessment Criteria are discussed
with students in August and at the start of the unit), ensuring that assessment is transparent.

In the final year of the programme, optional MYP eAssessment provides IB-validated grades based on
examinations and course work. Students who undertake external assessment are eligible for MYP course
results and the IB MYP Certificate. Students can choose to take these at extra cost.
APPROACHES TO LEARNING
Approaches to Learning (ATL) are how the IB brings focus
to specific skills that the students develop whilst at
school. These skills are general and can be used in all
subjects.
While planning Units of learning, (Modules) teachers
should provide opportunities for the students to develop
all these skills. Teachers should also mention which skill
the students should use. The aim is to develop students
so they can decide what would be the best way to
approach a task without a teacher telling them.
ATL SKILLS EXPLAINED
While planning lessons, teachers should consider identifying questions that enable students to reflect on
the skills. For example, when teachers ask “how” questions, students are inclined to gravitate towards a
skill-related response. By incorporating the ATLS in instruction, students are provided an opportunity to use
their skills and to develop the desired attributes.

PRACTICAL WAYS TO INCLUDE THEM IN LESSONS

1) Write what skills the students will need on the board at the start.
2) Write the Learning Objectives on the board at the start. This enables students to see their
progression through the lesson.
3) Before giving them a task, tell them what skills they will need to use.
4) Alternatively, tell them the task and ask them what skills they will need. For example: “We’re
planning a group presentation. What skills will we need?”
5) Model a good use of the skill before giving them the task. For example, with research, show how
you would do it well and state “This is a good use of my Research Skill.”
6) Find a good example of a student using the skill well and draw others attention to it.
7) At the end of an assessment, say that a student showed a good example of a skill. This reinforces
HOW the student got a certain grade.
8) Mention how the skill is used in other subjects. For example; “I know that
9) At the end of the lesson, ask reflection questions about the lesson and get the students to answer.

For example; “How did you use your research skills?” “When did you use self-management skills
today? “ What skills did we use today?

At the beginning, some students will find this tricky to do by themselves. This is normal. We are trying to
build capable students who can work by themselves. We as teachers are trying to get students to move
from Novice to Expert.

ATL PROGRESSION
THE LEARNER PROFILE
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 make a better and more peaceful world.
INQURIERS
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.
BALANCED
We understand the importance of
balancing different aspects of our
lives; intellectual, physical, and
emotional to achieve well-being
for ourselves and others. We
recognize our interdependence
with other people and with the
world in which we live.
OPEN MINDED
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.
PRINCIPLED
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.
WAYS TO INCLUDE THIS IN OUR SCHOOL
1) We can use it in our Diriginteia time, by making students fill out Learner Profile quizzes and get
them to reflect on the results.
2) We can use the language in our Student Reports (no matter what year group) we send to parents.
3) We can have posters on the wall
THINKERS CARING
We use critical and creative We show empathy, compassion
thinking skills to analyse and take and respect. We have a
responsible action on complex commitment to service, and we
problems. We exercise initiative act to make a positive difference
in making reasoned, ethical in the lives of others and in the
decisions. world around us
KNOWLEDGEABLE REFLECTIVE
We develop and use conceptual We thoughtfully consider the
understanding, exploring world and our own ideas and
knowledge across a range of experience. We work to
disciplines. We engage with understand our strengths and
issues and ideas that have local weaknesses in order to support
and global significance. our learning and personal
development.
RISK TAKER COMMUNICATOR
We approach uncertainty with We express ourselves
forethought and determination; confidently and creatively in more
we work independently and than one language and in many
cooperatively to explore new ways. We collaborate
ideas and innovative strategies. effectively, listening carefully to
We are resourceful and resilient the perspectives of other
in the face of challenges and individuals and groups.
change.
The Learner Profile is a way to describe a student without
using the terms “bad”, “weak” or “good” and instead focusses
on their attributes. The idea is that students excel in different
areas and have character traits which are positive. By using
this language, students can focus on what makes them good
and build self-confidence in their learning; away from the focus
on number grades.