International Baccalaureate (IB) Diploma Programme

IB Diploma Programme Logo

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 life-long learners who understand that other people, with their differences, can also be right.

Students Celebrating Holding IB Grad Banner

IB Diploma Programme Information

IB DP Overview

Circle Graphic Showing IB Subject Areas and Core Components
The International Baccalaureate Diploma Program is a comprehensive option program for any student seeking a rigorous course of studies. This two-year curriculum adds to intellectual rigor and high academic standards by fostering a strong emphasis on the ideas of international understanding and responsible citizenship. Achievement is assessed using international standards.
The IB was born of efforts to establish a common curriculum and university entry credential for students moving from one country to another. International educators were motivated by practical considerations but also by an idealistic vision: students should share an academic experience that would emphasize critical thinking, intercultural understanding and exposure to a variety of viewpoints.

Sunset students may take selected, individual IB courses with the opportunity to take the exams as "IB Course Candidates." Students can also opt for the rigor of completing a full IB Diploma:

  • Full IB Diploma candidates are required to select and complete one subject within each of six subject groups. Those groups include Language A (usually English), Language B (a second language), Individuals and Societies, Experimental Sciences, Mathematics, and Arts (optional -- may swap for a second IB science or social studies course).
  • At least three and not more than four are taken at the higher level (HL) and others at the standard level (SL). HL courses represent 240 teaching hours and SL courses cover 150 hours. This program of study allows students to customize their approach to the IB Diploma depending on their specific areas of interest. IB Diploma Candidates also complete three "core" components (Theory of Knowledge, Extended Essay, and Creativity, Activity, Service).

Link to International Baccalaureate Organization (IBO)

IB Subjects

Group 1: Studies in Language and Literature
Offered at Sunset HS:

  • IB Language & Literature HL

Group 1 is the study of literature in a student’s first language, including the study of selections of world literature. In studying their first language, students are able to develop:

  • personal appreciation of the literature
  • skills in literary criticism
  • strong written and oral skills
  • respect for the literary heritage of their first language
  • an international perspective

The range of texts studied in language A1 courses is broad, and students grow to appreciate a language’s complexity, wealth and subtleties in a variety of contexts. A specific aim is to engender a lifelong interest in literature and a love for the elegance and richness of human expression.

Group 2: Language Acquisition
Offered at Sunset HS:                

  • IB Spanish SL
  • IB French SL & HL
  • IB Japanese SL & HL
  • IB Self-Taught Language A*           

There are several objectives for Diploma Programme (DP) language classes. Students in Spanish, French, and Japanese will be assessed on their ability to communicate clearly and effectively in a range of situations, demonstrating both linguistic competence and intercultural understanding. Through their speaking, listening, reading, and writing, students will understand and use language to express and respond to a range of ideas with accuracy and fluency. In order to prepare themselves for the IB examinations, students will be asked to repeatedly interpret and respond to a range of authentic written and spoken texts. At the HL level only, students will need to demonstrate understanding and use works of literature written in the target language of study. *Students with mother tongue proficiency may opt to do a two-year study of literature in the language.

Group 3: Individuals and Societies
Offered at Sunset HS:

  • IB History SL & HL
  • IB Business Management HL
  • IB Economics SL
  • IB Psychology SL
  • IB Social Cultural Anthropology SL

Studying any one of these subjects provides for the development of a critical appreciation of:

  • human experience and behavior
  • the varieties of physical, economic and social environments that people inhabit
  • the history of social and cultural institutions
  • In addition, each subject is designed to foster in students the capacity to identify, to analyze critically and to evaluate theories, concepts and arguments relating to the nature and activities of individuals and societies.

Group 4: Experimental Sciences
Offered at Sunset HS:

  • IB Biology HL
  • IB Physics SL & HL
  • IB Chemistry SL
  • IB Sports Exercise Health Science SL

Each subject contains a body of knowledge together with scientific methods and techniques which students are required to learn and apply. In their application of scientific methods, students develop an ability to:

  • analyze
  • evaluate, and
  • synthesize scientific information

A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary: students analyze a topic or problem which can be investigated in each of the science disciplines offered by the school. It is also an opportunity for students to explore scientific solutions to global questions.

Group 5: Mathematics
Offered at Sunset HS:

  • IB Math Analysis & Approaches SL & HL
  • IB Math Applications & Interpretations SL               

The aims of these courses are to enable students to:

  • develop mathematical knowledge, concepts and principles
  • develop logical, critical and creative thinking
  • employ and refine their powers of abstraction and generalization

Students are also encouraged to appreciate the international dimensions of mathematics and the multiplicity of its cultural and historical perspectives.

Group 6: Arts
Offered at Sunset HS:

  • IB Visual Arts SL & HL
  • IB Theater SL & HL
  • IB Music SL & HL
  • IB Film HL               

(Note: full IB Diploma candidates may opt to study an additional sciences, individuals and societies, or languages course, instead of a course in the arts).

The subjects in the arts allow a high degree of adaptability to different cultural contexts. The emphasis is on creativity in the context of disciplined, practical research into the relevant genres. In addition, each subject is designed to foster critical, reflective and informed practice, help students understand the dynamic and changing nature of the arts, explore the diversity of arts across time, place and cultures, and express themselves with confidence and competence.

Assessments in IB


A variety of assessment methods are used by IB to value both the content and the process of academic achievement and take into account different learning styles and cultural patterns.

The external assessments, evaluated by chief examiners worldwide, include oral and written work, long and short responses, and data-based questions. The internal assessments are evaluated by the classroom teachers working with members of the IB. These assessments are portfolio based, presentation based, project based, or research based products.

Grading for IB Diploma


IB Diploma Planning

Informational sessions for students and parents are held during the school year to learn more about the IB Diploma Programme and explore shaping the IB experience that best aligns with students' goals and strengths.

  • Students will be invited to attend meetings before forecasting each year to aid in four-year planning. Students are also encouraged to review the information on the website and invited to schedule meeting time with the IB Coordinator or Counselors.
  • For parents/guardians, there will be informational presentations at Curriculum Night held in February each year.

Below is some "How to Plan My IB Diploma" guidance -- students are encouraged to explore options that best align with strengths and goals.

Here's the Basic Formula: 3 HL + 3 SL + Core = IB Diploma

You must have subjects from at least five IB Subject Groups (see next column)

Choose 3 Higher Level (HL) Subjects -- Choose subjects you rock in!

Choose 3 Standard Level (SL) Subjects

+ Diploma Core Course (This DP cohort course is taken Jr & Sr years and combines required Theory of Knowledge course and support for Extended Essay & CAS)

Choose Your IB Subjects Offered at Sunset:

Group 1: English
IB Language & Literature HL

Group 2: Language Acquisition:
Spanish SL
French SL or HL
Japanese SL or HL

Group 3: Individuals and Societies
History SL or HL
Psychology SL
Economics SL
Business Management HL
Anthropology SL

Group 4: Science
Biology HL
Physics SL or HL
Chemistry SL

Group 5: Mathematics
Math Apps & Analysis SL or HL
Math Apps & Interpretation SL

Group 6: Arts
Art SL or HL
Theater SL or HL
Music SL or HL
Film HL


Check your plan and make sure you've got all the requirements covered:

  • Do you have IB Language & Literature HL?
  • Do you have an IB Math course (SL or HL)?
  • Do you have an IB Language B course? (Spanish, French, or Japanese)
  • Do you have IB History SL or HL?
  • Do you have an IB Science course?
  • Do you have an IB Arts course (OR you can swap this out for another IB science, social studies)?

Current IB Students: May 2020 Exam Info

Registration Deadline for
May 2020 IB Exams: 10/30/19

May 2020 IB Exam Schedule


Juniors & Seniors may take IB exams

HOWEVER, if you are a full IB Diploma Candidate, you may only take up to two (2) SL exams Junior year.* 

If you are taking exams as an IB Certificate Candidate, you may take as many exams as you like (provided you complete the course and all assessment requirements.)

An IB Certificate Candidate is a student who is NOT a full IB Diploma Candidate, but is taking IB courses/exams to earn college credit for individual courses, and/or demonstrate they are taking rigorous courses for admissions consideration.

HL (higher level) exams may only be taken Senior year, and require two years of study in the appropriate HL course. (*This is an IB regulation, not Sunset policy.)




The May 2020 exam session is 5/1 - 5/22 Information on specific dates for each subject exam may be found on the Sunset IB Program website.

Students should note that there are NO alternative exam dates: you must be present on the date(s) of the exam(s) you register for.

The registration deadline is 10/30/19. You can pick up a registration form at the Business Office OR from the IB Office (there is an envelope on the door with forms).  


Great news – starting this year, IB has eliminated a registration fee, so all you pay for now is exam fees.

  • The fee for each subject exam is $94.
  • This reflects a $25 discount, thanks to funding by the State of Oregon.
  • There is also a $6 postage fee per candidate each year
  • For students eligible for free/reduced lunch, the cost of exams and registration is covered via scholarship. 



Yes! All of Oregon University System (OUS) universities grant credit for IB SL and HL scores of 5, 6, or 7. (7 is the highest score.)

New: Juniors taking exams in May 2020 who matriculate at an Oregon public university in fall 2021 will be granted credit for scores of 4 and above (this is due to a bill passed in Oregon to expand credit-award).

The cost for one credit in Oregon is around $200 (plus fees) – so earning credit can result in significant savings.

Some schools grant sophomore standing to students who complete a full IB Diploma with a score of 30 or above.

Here are some examples of credit granted at Oregon public universities with a score of 5 or above:

  • IB English HL: 12 credits (SL = 4 credits)
  • IB Physics, Biology, Chemistry HL: 12-15 credits (SL = 4 credits)
  • IB History HL: 9-12 credits (SL = 4 credits)

Students must complete ALL “internal assessments” (IAs) for a course in addition to sitting for the exams.

Some private and/or highly selective universities may not grant credit, but look highly favorably upon candidates who take IB courses because of the rigor. Some may allow students to advance to higher level courses (such as Harvard) or skip lower level prerequisites.

Students should check the website of each school being considered. Search for “IB Credit” and you will get specific information on the policies. 

IB DP Core

Circle Graphic Showing IB Subject Areas and Core Components

Made up of the three required components, the DP core  aims to broaden students’ educational experience and challenge them to apply their knowledge and skills. The three core elements are:


  • Theory of knowledge, in which students reflect on the nature of knowledge
    and on how we know what we claim to know.
  • The extended essay, which is an independent, self-directed piece of
    research, finishing with a 4,000-word paper.
  • Creativity, Activity, Service (CAS), in which students complete a project
    related to those three concepts.

Theory of Knowledge (ToK)

The IB Theory of Knowledge (TOK) class at Sunset is an interdisciplinary course intended to stimulate a student's critical reflection on knowledge and experience gained inside and outside the classroom. The course challenges students to question the basis of knowledge, to be aware of subjective and ideological biases and to develop the ability to analyze evidence.

TOK is a key element in encouraging students to appreciate other cultural perspectives. It links different lines of inquiry and explores similarities and differences in different types of knowledge found in different disciplines. As a core element of the IB Diploma Program, each IB subject course has links to TOK.

While TOK is open to any student at Sunset, it is required by IB for completion of the Diploma. Diploma candidates are encouraged to reflect on all aspects of their work throughout their course of study. They examine the grounds for moral, political, and aesthetic judgments that individuals must make in their daily lives.

For IB Diploma candidates, this course must be taken over two years (Junior and Senior years).

Extended Essay (EE)

Each Sunset IB Diploma Candidate has the opportunity to investigate a topic of special interest through the development of the Extended Essay. This core requirement for the IB Diploma familiarizes students with the kind of independent research and writing skills expected by colleges and universities. The essay may be written on a topic in one of 60 subject areas and allows students the opportunity to explore an area of interest in depth.

For example, selecting a topic in one of their higher level courses allows a student to broaden their knowledge in a highly rigorous academic topic of their interest. They also might add breadth to their academic experience by electing to write in a subject not included in their course of study. While the essay is a student-led project, they are assisted and supported in their efforts by a staff mentor ("Extended Essay Supervisor") who meets regularly with the student.

CAS: Creativity, Action & Service (CAS)

One goal of Sunset's IB program is to help students become responsible and compassionate citizens. The IB Diploma's CAS requirement encourages students to share their energy and special talents with others through Creativity, Activity, and community Service. Students may, for example, participate in theater or musical productions, competitive and non-competitive sports, and community service activities. Students participate in these activities in order to develop a greater awareness of themselves, concern for others, and the ability to work cooperatively with other people.

Creativity is interpreted broadly. It includes a wide range of art activities but can also be defined as the creativity students show in designing and implementing service projects. Activity can include not only participation in individual and team sports but also taking part in hiking and backpacking expeditions and in local or international projects. Service encompasses a host of community and social service activities, such as helping children with special needs, visiting hospitals, and working with refugees or the homeless.

Want a glimpse into some of the incredible CAS experiences IB candidates around the globe are engaged with? Check them out!

Examples of CAS experiences from past Sunset HS IB Diploma Candidates are below -- but this list by no means captures the expanse of CAS experiences Sunset's IB Diploma Candidates engage in.

  • Cross Country
  • OHSU Internship
  • Democratic Mock National Convention
  • Bell-Ringing
  • Car Wash to raise money for landmine removal
  • School wide landmine educational campaign REAL INDIA Day Booth
  • Wild Arts Festival
  • BEF Phone-A-Thon
  • Tennis
  • Piano
  • Marching Band
  • Amnesty International
  • Death With Dignity Volunteer
  • Children’s Museum Volunteer
  • School Newspaper
  • Landmines Project
  • Making Marionettes
  • National Honor Society
  • Hospital Volunteer
  • Boy Scouts
  • Model UN
  • Eagle Scout Project
  • Football
  • Junior Leader YL Camp
  • Choir
  • Theater
  • Teaching Taekwondo
  • ARC of Oregon Convention
  • Youth Camp Leader
  • Racquetball Team
  • Girl Scout Gold Award
  • Mexico Service Project
  • Backpacking
  • Preparation for Developmental Disabilities Council Meeting
  • Fencing
  • National Young Leaders Conference
  • Mt. Hood Kiwanis Camp Counselor
  • Missions Trip to Kiemtu, BC
  • DNA Forensics Lab
  • International Language Camp Counselor
  • Club Swimming
  • Link Crew
  • Holiday Sharing
  • Blood Drive
  • Sunday School Teacher
  • Dragon Boats
  • Avamere Assisted Living: Senior Friend

CAS: An Expression of Who You Are

How Do Colleges Regard IB?

Education in International Baccalaureate® (IB) World Schools:

  • centres on learners
  • develops effective approaches to teaching and learning
  • works within global contexts, helping students understand different languages and cultures
  • explores significant content, developing disciplinary and interdisciplinary understanding that meets rigorous international standards.

 An IB education aims to transform students and schools as they learn, through dynamic cycles of inquiry, action and reflection.  Teachers enable and support students as they develop the approaches to learning they need – for both academic and personal success.

 IB programmes aim to help students explore and construct their own personal and cultural identities.

From the International Baccalaureate Organization Website

What Do Universities Say About IB?

"IB is well known to us as excellent preparation. Success in an IB program correlates well with success at Harvard. We are always pleased to see the credentials of the IB Diploma Program on the transcript."

Marilyn McGraff Lewis, Assistant Dean of Admissions, Harvard University

"Send us prepared students ala IB... it is the best high school prep curriculum an American school can offer."

Marilee Jones, Director of Undergraduate Admissions, M.I.T.

"One of the advantages of an IB curriculum is its structure and quality. It's a coordinated program, well established, well known, and well respected. We know the quality of IB courses, and we think the IB curriculum is terrific."

Christoph Guttentag, Director of Undergraduate Admissions, Duke University

"Advanced Placement and IB examinations for most highly selective institutions are the 'gold standard' in terms of quality and in terms of predicting success on our campuses."

Dan Walls, Director of Undergraduate Admissions, Emory University

"The IB is a first-rate program, one we are familiar with, and it prepares students well for a university like ours."

Fred Hargadon, Director of Undergraduate Admissions, Princeton University

"The rigor of IB Diploma requirements meets our recommendation for the strongest high school preparation possible.

The Extended Essay echoes William & Mary's belief in the value of original research as well as the College's emphasis on strong writing skills, and the Theory of Knowledge course fosters active and critical learning and is philosophically akin to the goals of our freshman seminar program.

The CAS component answers our call for students who have been exposed to community service and creative endeavors and who understand the importance of developing the whole person. In sum, the IB diploma candidate who has met the challenge successfully receives strong consideration from the William & Mary admission committee.

Allison Jesse, former Associate Dean of Admissions, William & Mary


The Value of an IB Education: Stanford University's Assistant Dean of Admission
University Skills Created by IB DP
How Familiar Are Universities With the Components of the IB Diploma?

IB Learner Profile

IB Learner Profile Attributes In Connected Puzzle Pieces

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 create a better and more peaceful world. As an IB Student at Sunset High School, you are expected to strive to demonstrate the following characteristics:

IB Learners Are...


Develop your natural curiosity. Acquire the skills necessary to conduct inquiry and research and show independence in learning. You should actively enjoy learning and this love of learning will be sustained throughout your life.


Explore concepts, ideas and issues that have local and global significance. In so doing, you will acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.


Exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.


Seek to understand and appreciate your own culture and personal history, and be open to the perspectives, values and traditions of other individuals and communities. Become accustomed to seeking and evaluating a range of points of view, and be willing to grow from the experience.


Show empathy, compassion and respect towards the needs and feelings of others. Demonstrate a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers

Approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. Be brave and articulate in defending your beliefs.


Seek to understand the importance of intellectual, physical and emotional balance to achieve personal well-being for yourself and others.


Give thoughtful consideration to your own learning and experience. Assess and understand your strengths and limitations in order to support your learning and personal development.


Seek to understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. Work effectively and willingly in collaboration with others.


Act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. Take responsibility for your own actions and the consequences that accompany them.

Frequently Asked Questions & Programme Documents

What is unique about the IB Program?

An IB Diploma requires courses in at least five subject areas, including acquisition of a second world language. The Theory of Knowledge course challenges students to explore "how they know what they know," and the 4,000 word Extended Essay, CAS, and the two year commitment to six areas of study, plus tests scored using international standards combine to make the program unique.

How do IB classes compare with AP classes?

IB and AP courses feature college level curriculum. IB uses international standards of excellence; AP uses national standards of excellence. IB is a diploma"program"; AP allows students to take one or more courses which are not necessarily connected. IB Higher Level exams are recognized for college credit; AP exams are also recognized for college credit. As part of the external assessments, IB has an oral component in most classes; AP has an oral component in foreign language only. Full diploma IB students prepare for exams in all areas; AP students generally choose AP exams in their area of strength.

What is a typical IB student profile?

IB honors diversity; what IB students have in common is their love to learn and their high motivation.

How much homework is involved in this program?

On average, Diploma Candidates have approximately 2-3 hours a night; this varies depending on major project and test dates. IB teachers at Sunset coordinate their major project due dates with the goal of minimizing unmanageable "spikes" in workload.

Learning to plan and work incrementally on longer, more involved assessments is key to avoiding overwhelm. This skill is also an essential skill for university studies.

If a student did not take a second language in middle school, will that be a problem?

No: students will be prepared to take a foreign language exam if they start in the 9th grade. Depending on students' progression, IB Language B teachers may encourage/recommend continued independent study during summer, as language acquisition is best achieved through continuous engagement and practice.

What do colleges think about the IB program?

Most colleges recognize IB Diploma students as extremely well-prepared for the challenges of college work. At Oregon State University, for example, IB diploma candidates who achieve a score of receive sophomore standing and a renewable $3,000 Provost scholarship if they receive a score of 30 or higher (out of 45) on their exams. To find out more about college credit, go to the International Baccalaureate Organization (IBO) information on University Recognition; there is a downloadable, searchable spread sheet with IB recognition and credit award policies available.

Is there research that shows how students who take IB courses and/or the full diploma fare in post-secondary studies?

Yes. From the IB website: "Research plays a central role in the development, quality assurance and assessment of IB programme outcomes. The IB commissions research to leading research institutions and universities around the world, and also conducts a small number of studies in-house." Here is a link to a study on outcomes in the IB Diploma Programme.

Programme Policy Documents

IB DP Language Policy

Sunset High School Language Policy
IB Diploma Programme


The Sunset High School community values language as an essential component of learning that supports growth in both academics and personal identity. Therefore, we view all staff members - administrators, teachers, librarians, counselors, and other support staff - as resources for an individual’s language acquisition and development.

In order to foster advancement of literacy in the language of instruction, world languages, and the mother tongue, we:

  • value the cultural, ethnic, and linguistic diversity of our community
  • integrate exchange students as vital members of our community
  • advocate for exploration of multicultural perspectives in all content areas
  • encourage all students to explore world languages
  • provide scaffolding for literacy in English
  • engage students in accessing background knowledge
  • prepare all students with foundational language to pursue higher level academic study



Students at Sunset High School speak approximately 47 different mother tongue languages.  While the language of instruction is English and 75% list English as their first language, other prominent first languages include Spanish, Korean, Arabic, Farsi, Chinese and Vietnamese.  

Language of Instruction

English is the language of instruction at Sunset High School as well as the host country language. To support language development, Sunset provides a comprehensive and rigorous curriculum aligned with Oregon Department of Education’s Content Standards and Beaverton School District Learning Targets.

To support students for whom English is a second language, students are enrolled in English Language Development courses and individualized supports in the classroom. Students are supported outside the classroom by having available to them the opportunity to join clubs, athletic teams, or other extracurricular activities where English is the language used. The library has many levels of reading materials and resources for all levels of English learners.

Mother Tongue Support

Sunset High School values the development and maintenance of mother tongue languages. Some Sunset High School textbooks are available in Spanish, and through interdistrict library loans, materials in a variety of languages are available.  Our school has bilingual staff members.

Although we have a great number of languages spoken in our students’ homes, most individual languages have too low of an incidence to warrant courses specifically for native speakers.  However, Sunset teachers encourage students to obtain a classroom text in their native tongue and encourage reading that text in conjunction with the English version.  

IB Diploma Candidates are supported in their native tongue development by choosing to complete their IB Language A in their mother tongue through school-supported self-taught language. They are supported in their endeavors by an HL English Literature teacher and the IB Coordinator for their selection of literature and exam preparation.

Language Assessment

Our first enrollment assessment for students whose home language is other than English is the Woodcock-Munoz test. If students are proficient in English on the basis of this assessment they do not qualify for ESL services.  Students in ESL and those who have waived out but have not achieved a proficient score to exit the program must take the English Language Proficiency Assessment (ELPA) test each year to make sure they are progressing in their English skills. Other language assessments include both formative and summative assessment in the Language Arts and World Language courses.  

Language Acquisition

Learning a second language allows students to be world-minded citizens and to learn about different cultures and perspectives. We believe this is important for all students during their educational experience at our school. Our school has a rich diverse community and learning about each other’s language and culture is extremely valued.

Every student is highly encouraged to take a Language B (World Language) for two or more years.  In order for students to enter an Oregon University they must successfully complete the second level of a World Language and many out of state universities require students to successfully complete the third level. Students entering World Languages who speak or sign that mother tongue at home are placed appropriately. Formative and summative assessments are used regularly throughout World Language courses to evaluate student progress. Students are held to high standards in World Language classes and experience full immersion throughout their courses. Currently our acquired language courses include Spanish, French and Japanese. The outcomes of language acquisition courses are: speaking, listening, writing/composing, reading, cultural understanding and appreciation.

Professional Development
The Beaverton School District and Sunset High School are committed to providing multiple opportunities to staff throughout the year. The opportunities provided are for individual professional development and also development in collaboration with other professionals in our building and in our field.

  • Individual teachers may access TeacherSource on the Beaverton School District Website. TeacherSource is an interactive portal where teachers share resources, lessons and ideas in all different subject areas specifically with regards to improving student skills and language acquisition.
  • Each year we continue to send teachers to IB training.  
  • Sunset High School is also committed to Learning Teams (LT) in which teachers focus their attentions on specific areas of academic or professional development which are relevant to their needs. These LTs have focused on technology, best practices, language acquisition, student engagement, socially relevant issues, equity amongst students, and literacy.  Many of the LTs focus on language learning and acquisition for students in their mother tongues as well as the language of instruction.
  • Sunset High School teachers are encouraged to continue professional development on an ongoing basis through the Beaverton School District Professional Growth and tuition reimbursement programs


Guidelines for Developing a School Language Policy, IBO, 2010
Beaverton School District Multi-Lingual Department, 2018

Language Policy, IBO, 2008
Language and Learning in IB programmes, IBO, 2011
International School of Beaverton Language Policy, March, 2011

Academic Integrity

Sunset IB Academic Honesty Policy

This document is designed for students, parents, and teachers in order to clearly define the expectations of academic honesty on the part of the students enrolled in IB classes. Excerpts from the IB document, Academic Honesty are included throughout. The parenthetical citations refer to the specific sections of the IB document

How is academic honesty promoted and defined by the IB? IB defines academic honesty in their document Academic Honesty as “a set of values and skills that promote personal integrity and good practice in teaching, learning, and assessment.” (1.1) Personal integrity should be emphasized as the primary reason for promoting a policy on academic honesty, and the primary reason for an individual student to decide to follow a behavior pattern that is consistent with academic honesty.

This is consistent with the IB Learner Profile that states this aim for all IB Learners:

“They 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.” (IB Learner profile Booklet. 2009)

What is the difference between authenticity and intellectual property? Authenticity refers to the fact that when a candidate produces any work, written or oral, that work is “one that is based on the candidate’s individual and origina ideas with the ideas and work of others fully acknowledged.” (1.5) Intellectual property refers to the many forms of intellectual and creative expression (literature, art, music, patents, trademarks, copyrights, etc.). These are in most cases, protected by national and international law. (1.3)

Responsibilities of the School, Teachers, and Candidates

The IB school, through the principal and program coordinator is responsible for ensuring that all candidates:

“understand what constitutes academic honesty and an authentic piece of work and intellectual property

  • receive guidance on study skills, academic writing, how to conduct research and how to acknowledge sources
  • understand what constitutes malpractice (particularly plagiarism, collusion and misconduct during an examination)
  • know the consequences of being found guilty of malpractice” (3.2)

The IB teacher is responsible for confirming that “to the best of his or her knowledge, all candidates’ work accepted or submitted for assessment is the authentic work of each candidate.” (3.3)

The IB student “is ultimately responsible for ensuring that all work submitted for assessment is authentic, with the w ideas of others fully and correctly acknowledged.” (3.4)

How to Cite and how to Acknowledge Original Authorship:

IB students should cite their sources according to the current MLA and APA guidelines. For consistency, students should use the Online Writing Lab at Purdue University’s webpage:

How to test for authenticity: Teachers and students will use to check for authenticity for all summative assessments, the Extended Essay, the ToK essay, and internal assessments.

What is malpractice in IB? The following comes directly from section 2 of its guide to academic honesty: “The Regulations define malpractice as behaviour that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment component. Malpractice includes:

  • Plagiarism: this is defined as the representation of the ideas or work of another person as the candidate’s own
  • Collusion: this is defined as supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another
  • Duplication of work: this is defined as the presentation of the same work for different assessment components and/or diploma requirements

Any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, taking unauthorized material into an examination room, misconduct during an examination, falsifying a CAS record).” (2.1)

IB states in their definition of malpractice: “Some candidates believe that because the Internet is in the public domain and largely uncontrolled, information can be taken from web sites without the need for acknowledgment. On the contrary, candidates must record the addresses of all web sites from which they obtain information during their research, including the date when each web site was accessed. The uniform (or universal) resource locator (URL) constitutes the web site address for this purpose. Simply stating the search engine that was used to find the web site is not acceptable and does not, in the view of the final award committee, constitute a form of acknowledgment.”

For most assessment components students are expected to work independently with support from their subject teacher (or supervisor in the case of extended essays). However, there are occasions when collaboration with other students is permitted or even actively encouraged, for example, in the requirements for internal assessment. Nevertheless, the final work must be produced independently, despite the fact that it may be based on similar data. This means that the abstract, introduction, content and conclusion or summary of a piece of work must be written in each student’s own words and cannot therefore be the same as another candidate’s. If, for example, two or more students have exactly the same introduction to an assignment, the final award committee will construe this as collusion, and not collaboration. It is essential that both teachers and candidates are aware of the distinction between collaboration and collusion. Teachers must pay particular attention to this important distinction to prevent allegations of collusion against their candidates. (2.5)

What is permitted for IA and EE topics that are similar or the same?

Students cannot turn in the same work for two different courses or assignments.

IB states the following: “The presentation of the same work for different assessment components and/or diploma requirements is a duplication of work and therefore constitutes malpractice. If, for example, a student submits the sa or very similar piece of work for the in-depth study in history internal assessment and for an extended essay in histor this would be viewed as malpractice. However, it is perfectly acceptable for a student to study one aspect of a topic f internal assessment and another aspect of the same topic for an extended essay. (2.6)

What are examples of Academic Malpractice?

Malpractice most commonly involves collusion or plagiarism. However, there are other ways in which a student may commit malpractice and thereby breach the Regulations. The following examples of malpractice do not constitute an exhaustive list and refer mainly to the written examinations:

  • taking unauthorized material into an examination room (such as cell/mobile phone, written notes).
  • leaving and/or accessing unauthorized material in a bathroom/restroom that may be visited during an examination
  • misconduct during an examination, including any attempt to disrupt the examination or distract another candidate
  • exchanging information or in any way supporting, or attempting to support, the passing on of information that is related to the examination
  • failing to comply with the instructions of the invigilator or other member of the school’s staff responsible for the conduct of the examination
  • impersonating another candidate
  • stealing examination papers
  • using an unauthorized calculator during an examination
  • disclosing or discussing the content of an examination paper with a person outside the immediate school community within 24 hours of the end of the examination (2.9)

What happens if a student is suspected and/or determined to be guilty of Malpractice?

At Sunset, the consequences are decided by a group or individual which may be the teacher, the IB Coordinator, administrator, counselor or a combination. Consequences may include any or all of the following:

  • No credit for an assignment
  • Meeting with administrator, parent of student, student, counselor, and IB Coordinator
  • Overall grade impacted negatively
  • Permanent academic malpractice noted on student school record
  • Contact with parents of the student about the malpractice
  • Removal from the IB Diploma Programme

The responsibility of authenticating IB assessed work lies both with the student and the teachers. Students must sign an academic honesty form for all IB work (excluding the May exams) verifying that his or her work is authentic. Likewise, supervising teachers for each subject and the extended essay must sign a statement verifying to the best of his or her knowledge, that the work submitted by the student is authentic. Because of this, teachers will closely monitor all assessed work, and candidates will post their papers on to help ensure authenticity.

It is important that all student work clears or other plagiarism software (as directed by teacher) and the teacher’s final check for authenticity before the signing of all IB coversheets. Once the student has signed the coversheet the work is sent to IB.

IB Consequences: The Regulations of IB are clear when malpractice is suspected. These are stated in the General regulations: Diploma Programme.

“Article 28: Applicable procedure for malpractice

28.1 The school’s Diploma Programme coordinator must inform the IB Organization if he or she identifies any malpractice (for example, plagiarism) in relation to a candidate’s work after the candidate has signed the cover sheet to the effect that it is his or her own work and constitutes the final version of that work. In such cases, or when an examiner or the IB Organization suspects malpractice, the school will be required to conduct an investigation and provide the IB Organization with relevant documentation concerning the case. If questions arise about the authenticity of a candidate’s work before the cover sheet has been signed, that is, before the work has reached its final stage, the situation must be resolved within the school.

28.2 Candidates suspected of malpractice will be invited, through the school’s Diploma Programme coordinator, to present a written explanation or defence.

28.3 Cases of suspected of malpractice will be presented to the final award committee, or a sub-committee of the final award committee. After reviewing all evidence collected during the investigation, the committee will decide whether to dismiss the allegation, uphold it or ask for further investigations to be made.

It is also possible for malpractice to be discovered after a candidate has been awarded marks or a diploma. In such cases, if it is determined that malpractice did indeed take place, the diploma could be withdrawn.

In cases of investigations of malpractice, the candidate has these rights:

The right to be informed of the investigation and to see evidence against him/her. (It is up to the discretion of the school to determine whether or not to inform the parents or legal guardians depending on the legal age of the candidate. Also, it is up to the discretion of the coordinator or head of school to withhold evidence to protect the identity of informants.)

The right to be heard and submit a written defense. The candidate has the right to make this statement available to the coordinator or withhold it from the coordinator.

The candidate must be given sufficient time to prepare a defense.” (IB General Regulations: Diploma Programme 2011)

The IB has the final decision as to whether marks or a diploma are withdrawn due to malpractice.

All IB students of Sunset sign an Academic Honesty statement as proof of their understanding of this policy and agreement to follow the rules and regulations of Sunset and the International Baccalaureate.

All parents and legal guardians of Diploma Candidates must read, date, and sign a statement of having read, understood, and agree to the IB’s General Regulations.


Carroll, J. 2012. Academic honesty in the IB. Cardiff, UK. International Baccalaureate Organization IB. 2010. Programme standards and practices. Cardiff, UK. International Baccalaureate.
IB. 2011. Academic Honesty. IBO. Cardiff, UK. International Baccalaureate.
IB. 2009. Learner profile booklet. IBO. Cardiff, UK. International Baccalaureate.
IB. 2011. General regulations: Diploma Programme IBO. Cardiff, UK. International Baccalaureate.

Last updated: September 2017


Inclusive Education

Sunset High School IB Diploma Programme
Special Education & Inclusive Education

As a secondary school in the Beaverton School District, Sunset High School abides by all policies and laws governing provision of special education services and inclusion. Below are selected excerpts from the Beaverton School District Special Education and Equity & Inclusion website pages:

Beaverton School District Special Education:
Beaverton School District’s Special Education Department is committed to meet the changing needs of students by working with families and our community.  We embrace the individual differences of our students and strive to help each student achieve academic and social success by: listening, providing support, and creating solutions.

Special education services​ are available at each school within the Beaverton School District to serve students who have been identified as eligible for special education services.  Students identified as eligible for special education services must meet the following two requirements:

  • Federal and state eligibility requirements as having a disability in at least one of 11 handicapping condition categories.
  • Need specially designed instruction.

Transition services (ages 16 - 21) are available to special education students who graduate with a Modified Diploma, Extended Diploma, or Alternative Certificate. 

The Northwest Regional Education Service District (NWRESD) provides educational services for eligible children birth to kindergarten.  For children younger than kindergarten, please telephone NWRESD at 503-614-1446.

Contact our administrative offices at 503-356-3900 if you have any questions or input regarding special education services or programs at the Beaverton School District.

Identifying Children with Disabilities

The Beaverton School District (BSD) is seeking assistance in locating children with disabilities (birth through age 21) who have not graduated from high school and currently are not attending nor receiving other special services from public schools.

Oregon and federal law mandate educational services for children with disabilities.  BSD provides educational programs and services for eligible children from kindergarten through high school.  Services provided are appropriate to each child's disability.  

From the Beaverton School District Office of Equity and Inclusion:

MISSION of Office of Equity and Inclusion:
Transform the educational system in Beaverton to eradicate the predictability of student success based on students’ social and cultural backgrounds, explicitly related to race, socio economic status, sexual orientation, and gender identity.

Theory of Action:
If we develop capacity in every leader to demonstrate unequivocal belief in the success of ALL students and eradicate the systemic barriers, then student successes will not be predicted by student subgroup membership.

 Links to BSD Programs That Promote Equity & Inclusion:

Support of Immigrant Students & Families
Beaverton School District school board’s resolution supports immigrant students and their families: “All students in the Beaverton School District have a right to a free public education, regardless of their actual or perceived national origin, immigration or citizenship or that of their parents. Their learning experience will be provided in safe and inclusive environments so they can succeed.”

In addition, we have developed a resource list of organizations to assist our teachers and families.


Beaverton School District, 2018