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International Baccalaurete (IB)

The International Baccalaureate (IB) is a worldwide network of schools committed to creating a better and more peaceful world through intercultural understanding and respect. Students in IB programs think critically, ask challenging questions, and consider both local and global contexts. 

As the only IB Preschool through Grade 8 school in Bend, Seven Peaks uses the IB as a framework for delivering standards and curriculum. The IB is an integral piece in fulfilling our school’s mission to develop inquiring, knowledgeable, and caring young people who can thrive in a complex world.

Seven Peaks is a candidate school* for the International Baccalaureate (IB) Primary YearsProgramme and pursuing authorization as an IB World School. IB World Schools share a common philosophy—a commitment to improve the teaching and learning of a diverse and inclusive community of students by delivering challenging, high quality programmes of international education that share a powerful vision.

*Only schools authorized by the International Baccalaureate can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme or the IB Career-related Certificate (IBCC). Candidate status gives no guarantee that authorization will be granted.

For further information about the IB and its programmes, visit

What Is IB?

PYP Program

MYP Program

Elements of the IB PrograM

Learner Profile Traits

The Learner Profile is often described as the IB Mission Statement in action. It describes a broad range of capacities and responsibilities that go beyond academic success. The ten attributes listed below are a set of ideals meant to teach, inspire, and motivate students to become internationally minded.

The profile aims to develop learners who are:

  • Inquirers - we are curious about our world, learn independently and are enthusiastic about learning

  • Knowledgeable - we explore our understanding across a broad range of subject areas and engage with issues and ideas that have global significance

  • Thinkers - we use critical and creative thinking skills to become problem-solvers

  • Communicators - we share and receive ideas and information in more than one language (our chosen world language is Spanish)

  • Principled - we do the right thing even when no one is looking

  • Open-minded - we appreciate our own culture and that of others and listen to other points of view

  • Caring - we show empathy, compassion and respect and seek to make a difference in the world around us

  • Risk-takers - we are not afraid to try new things, even if we’re unsure

  • Balanced - we understand the importance of balancing work and play in our lives and taking good care of our minds and bodies

  • Reflective - we think about our learning and what we can do to become better learners

Approaches to learning

An essential part of all IB programs is the dedication to teaching students how to learn through 5 Approaches to Learning (ATL). Developing and applying these thinking, social, self-management, research, and communication skills helps students learn inside and outside of the classroom. Approaches to Learning skills provide the foundation for independent learning and application of learning to new or complex situations. Teachers explicitly teach these skills and students set goals and reflect on their journey to refine and develop these schools.  

 ATL Skill Categories:

  • Thinking

  • Social

  • Self-Management

  • Research

  • Communication


Concept-based instruction is a cornerstone of the IB program. Conceptual instruction is driven by big ideas that transcend subjects rather than focusing on subject specific content that might not be transferable to the real world or new situations. Conceptual teaching is a shift from teacher-centered, fact based thinking to:

  • High level thinking

  • Deeper understanding 

This kind of learning allows students to explore traditional subjects in deeper and more meaningful ways. Examples of concepts include: systems, forces, interdependence, and space. Broad concepts are used to develop central ideas for units of inquiry in each grade level. The IB identifies seven key concepts that facilitate planning for deeper inquiry learning. Together, these concepts form the heart of inquiry learning at all IB schools. 

Key Concepts:

  • Form

  • Function

  • Causation

  • Change

  • Connection

  • Perspective

  • Responsibility


A variety of assessment strategies are used by teachers to inform their teaching, as well as to understand what students have learned. A key component of assessment in IB schools includes both teacher and student reflection and self-assessment in order to provide feedback on the learning process.

Forms of Assessment:

  • Pre-assessment: Before any unit begins, teachers take time to assess students’ prior knowledge. This helps the teacher know and plan for topics that students may be particularly drawn to during unit inquiry studies, as well as how to challenge or support students. Pre-assessments range from discussions to concept maps to hands-on learning tasks. 

  • Formative Assessment: During all teaching and learning the teacher will assess students' understanding so that adjustments can be made. These types of assessments are integrated with daily learning and may include journal entries, discussions, homework, or exit tickets. 

  • Summative Assessment:  At the end of each unit of inquiry students will have a change to demonstrate their knowledge through a final task. Taks can range from essays to design projects, or performances.  Students will generally have choice in how they present their knowledge and these tasks will be graded based on student and/or teacher developed rubrics.  Summative tasks are dynamic and usually students’ favorite part of any unit!