Horizon Middle School World School

  • Why you should consider the International Baccalaureate program:

    The advantage of being an IB Diploma Candidate is that colleges tend to look at such students first because they are attempting the most rigorous and challenging high school curriculum available. A study at the University of Florida, which accepts more IB students than any other university in the world, has shown that, in comparison with students from other honors programs, IB students graduate from college in fewer years, with higher grades, often with double or triple majors. They have also found that a much higher percentage of IB students go on to complete graduate studies which in turn results in higher salaries and lifetime earnings.These are the qualities that make an IB Diploma Candidate an outstanding “investment” for a college or university or corporation. College admissions officers tell us that the IB Diploma Program does the best job of preparing students for success in college; our graduates tell us that IB makes college easier for them. Those of us who teach the IB curriculum have found that it facilitates the development of discerning and compassionate thinkers who love learning and who are informed, self-reliant and wise.

International Baccalaureate Overview

  • Created in Switzerland in 1968 for students in international schools, IB is now offered in 3,460 schools across 143 countries — with 1,370 public and private schools (and counting) in the US. IB has gained popularity for setting high standards and emphasizing creative and critical thinking. IB students are responsible for their own learning, choosing topics and devising their own projects, while teachers act more as supervisors or mentors than sources of facts. IB emphasizes research and encourages students to learn from their peers, with students actively critiquing one another's work. Beyond preparing students for critical thinking and college-level work, the full IB program calls for students to express themselves through writing, requires community service, and aims "to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
    At its heart, the IB is a student-centered non-profit working to develop intellectual, personal, emotional and social skills for students that live, learn and work in a rapidly changing world. 
    District 49 offers its community three World Schools, each an important part of the IB Continuum (Primary Years Program, Middle Years Program and Diploma Program):

IB Learner Profile

  • The Learner Profile is the cornerstone of the IB Continuum (PYP, MYP and DP), which supports the intellectual and social development of all of our amazing students. The aim of all IB program is to develop internationally minded people who, recognizing our common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be:
    • Inquirers: Students develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
    • Knowledgeable: Students explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
    • Thinkers: Students exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
    • Communicators: Students understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
    • Principled: Students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
    • Open-minded: Students understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
    • Caring: Students show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
    • Risk-takers: Students approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
    • Balanced: Students understand the importance of intellectual, physical and emotional balance to achieve personal well being for themselves and others.
    • Reflective: Students give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

IB Documents