LCHS Student Testimonies Two years ago at this time, I was learning how to adapt to the rigor of college-level work in high school, stressed out but surviving, struggling but learning. Two years later, here I am, a first year student at UNC Chapel Hill, successfully managing the workload of 16 credit hours and thriving academically. I attribute this success I am having in college to my two years in the IB Diploma Programme at Lee County High School. Though demanding and stressful at times, it has more than well prepared me for the rigors of college.
One unique aspect of the IB programme I found and still find to be invaluable is the Theory of Knowledge course. Unlike any AP course, this class focuses not on a specific body of knowledge but rather how we acquire and process knowledge in various fields. I found this class to be an asset for myself as a global learner. My eyes were opened to a variety of perspectives and opinions that differed from my own, and I learned to not only accept but embrace these differing opinions. Being open-minded has been absolutely essential with all the different types of people I have encountered in college.
I would also like to point out how truly outstanding the IB teachers are at LCHS. The IB faculty is made up of some of the best and brightest teachers in the school. They don’t simply want you to memorize and regurgitate information; they want you to challenge yourself by thinking critically and considering a variety of perspectives on any given subject. They will encourage you when stress levels rise and cheer you on as you push through your final IB exams.
The IB programme has also instilled within me the value of being a lifelong learner. By challenging me to think critically in all disciplines, I stopped focusing on simply memorizing information and started actually applying this knowledge to real-world situations. I began to make connections between academic disciplines that on the surface seem very different but in actuality share many commonalities.
In essence, learning is a lifelong process that does not end when one graduates high school or even earns their PhD. The moment we stop learning is when we stop growing as individuals and contributing to society in a meaningful way. IB taught me these invaluable lessons that I have carried with me to college, and for that I will be forever thankful to all the IB teachers who shaped me into who I am today. - 2018 Graduate
IB mission statement "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. To this end the organization 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."
The curriculum for the IB Diploma Programme is "broad, balanced, conceptual and connected." It focuses on learners and develops effective teaching and learning. The programme also looks at issues in a global context; how issues are interconnected; and explores significant content.
Inquiry, action and reflection are at the heart of each IB classroom. Students take one course from each of the six IB disciplines: Studies in Language and Literature, Language Acquisition, Individuals and Societies, Mathematics, Sciences and The Arts. Diploma candidates also complete the core of the programme, which include the Theory of Knowledge course, writing an extended essay to a topic from one of the six disciplines, and completing the CAS component, which includes an extended service project.
"An IB education is unique because of its rigorous academic and personal standards. IB programmes challenge students to excel not only in their studies but also in their personal growth. The IB aims to inspire a lifelong quest for learning hallmarked by enthusiasm and empathy. To that end, the IB gathers a worldwide community of supporters who celebrate our common humanity and who share a belief that education can help to build a better world. The IB connects this higher purpose with the practical details of teaching and learning. A global community of IB World Schools put these principles into practice, developing standards for high-quality education to which they hold themselves mutually accountable. An IB education represents a testament to the power of this collaboration. Education is an act of hope in the face of an always-uncertain future. An IB education calls forth the very best in students and educators alike. The IB believes that together we can help to prepare students for living and working in a complex, highly interconnected world."
Students should ideally apply prior to their freshman year in high school. Students will enter the pre-IB curriculum in order to prepare them for the expectations of the program. Students enter the Diploma program at the beginning of their junior year and must complete all components to be awarded the IB Diploma Certificate. Students my apply at any time prior to the junior year.
Students should also apply to the AVID program for their first two years in high school.
Minimum Recommended Pre-Requisites include: English Honors (II, III) Math III Biology Spanish or French I, II & III If registering for IB Art, Visual Art I & II World History Honors