The IB Diploma Program at Salem High School is open to all Salem City School District students as well as all area students through School Choice. The IB Program at Salem High School provides an opportunity for students to take classes that have all the rigor and expectations found in private school courses while allowing these students to take advantage of the diversity of activities and leadership positions available at a comprehensive high school. At Salem High School we are proud of the fact that our students have the opportunity to explore their individual strengths in an environment that supports achievement in all areas and disciplines.
Salem City High School has been an IB World School since March 2012. It offers the IB Diploma Programme. The school is state funded. The head of the school is Gregory Dunham.
Ms Helen Hall
What is the Diploma Programme?
The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students, normally aged 16 to 19, for success at university and life beyond. The programme is normally taught over two years and has gained recognition and respect from the world's leading universities.
IB Diploma Programme students study six courses at higher level or standard level. Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be an arts subject chosen from group 6, or the student may choose another subject from groups 1 to 5.
In addition the programme has three core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding.
The extended essay is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying.
Theory of knowledge is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical).
Creativity, action, service requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.
Diploma Programme (DP)
The International Baccalaureate Diploma Program (IBDP) is a rigorous pre-university course of studies leading to examinations, which meets the needs of highly motivated secondary school students between the ages of 16 and 19. Designed as a comprehensive two-year curriculum that allows its graduates to fulfill requirements of various national education systems, the diploma model is based on the pattern of no single country but incorporates the best elements of several countries' educational systems. The IBDP is accepted worldwide as a superior secondary school qualification, giving students access to college and university study throughout the world. In the United States, the IBDP is valued as an honors program that leads to advanced standing and college credit at the finest universities. No prior language experience is needed before students join the IBDP programme. Language options exist for students with all levels of language experience from absolute beginners to bilingual students.
At the end of the IBDP programme students will:
- speak a second language to a high level
- be exceptional writers and text analysts
- have developed college-level research skills
- be excellent critical thinkers
- have a breadth of knowledge that includes all subject areas
- have applied their knowledge and skills to extensive community service
The curriculum in grades 11 and 12 is designed to prepare students for the IBDP, which offers special features in addition to the traditional strengths of the curriculum. The IBDP is not granted after an accumulation of credits. It is granted following assessment of individual student performance by external examiners. This evaluation is based primarily on examinations taken in all subjects at the conclusion of the final year of study, and includes some internal assessment, for example, oral examinations, science laboratory investigation reports and portfolios of artwork.