IB SCHOOL IN CHICAGO

The two IB Programs (IB Diploma Programme and the IB Career-related Programme) at the British International School of Chicago, South Loop, one of the finest IB High Schools in Chicago, afford students the opportunity to gain qualifications highly valued by top universities in the United States and abroad.

The IB Programmes

The IB Programmes at BISC, South Loop, one of the top IB international schools in Chicago, give students the best possible preparation for college or university, opening the door to their top choices and a successful future. At the most important stage of their education, our IB Programmes in Chicago can represent a rewarding chapter for students aged 16 to 18.

The IB Programmes at the Upper High School at the British International School of Chicago, South Loop are challenging pathways that see students develop across core subjects and gain vital life skills. State-of-the-art facilities and highly qualified teachers make our IB school one of the finest in Chicago, giving our students the best possible opportunity to unlock their potential and achieve their aspirations. For more information regarding our IB Programmes, just contact a member of our team.

We offer two distinct IB pathways to suit the ambitions and strengths of every student. The IB Diploma Programme (IBDP) is an academically rigorous course in which students work towards an internationally recognized qualification respected throughout the United States and by the world's top colleges and universities. It provides a broad curriculum across six subjects, fully preparing students for college studies and helping them develop to their full potential. The IB Career-related Programme (IBCP) combines the academic rigor of IB coursework with practical, career-focused learning, offering students a pathway that connects their studies directly to professional ambitions and real-world skills, and provides academic challenge recognized by colleges throughout the world.

Empowering Students for Success

Students go beyond the collection of facts and learn how to flourish in our interconnected and globalized world. They ask challenging questions, discover what it means to learn, develop a strong sense of identity and culture, as well as the ability to communicate with and understand people different from them. Time spent with peers during Advisory and through the core elements of our IB Programmes continues to spark students' holistic growth through leadership opportunities, collaborative work, and community service. For IBDP students, this is structured around Theory of Knowledge, the Extended Essay, and Creativity, Activity, Service; IBCP students engage with Language Development, Service Learning, the Reflective Project, and a Personal and Professional Skills course.

We also see students lending the knowledge they have acquired over the years to younger peers in support sessions and clubs. In Years 12 (junior year) and 13 (senior year), students become especially engaged in the college planning process. They continue to meet regularly with our College Counsellors, receiving guidance and support with college applications, essays, and transcripts.

On the other side of Year 13 is a new phase for students. Empowered by our personalized instruction and international curriculum, they graduate from BISC, South Loop equipped with the knowledge, skills, and ambition to achieve beyond what they may have thought possible – academically, socially, and personally.

UNDERSTANDING THE IB CURRICULUM

Based on their IGCSE course route and prior attainment requirements, students in Years 12 and 13 follow one of two IB curriculum routes.

IB Diploma Programme

Students study six subjects, three at Standard Level and three at Higher Level, alongside three core elements — Theory of Knowledge, the Extended Essay, and Creativity, Activity, Service — that develop critical thinking, independent research, and a commitment to the wider community. Successful completion results in being awarded the IB Diploma alongside the High School certificate of completion.

IB Career-related Programme

Students take a minimum of two IB Diploma courses alongside a career-related study of their choice, and complete four core elements — Language Development, Service Learning, the Reflective Project, and a Personal and Professional Skills course — that build the real-world competencies needed for success in higher education and the workplace. Successful completion results in being awarded certificates for the IB Diploma courses studied, a qualification in the career-related study, alongside the High School certificate of completion.

IB Programme Course Options

IB Diploma Programme

Students take one course from each of the subject groupings:

All students additionally take the core program of:

Theory of Knowledge

Extended Essay

C.A.S. - Creativity, activity, service

IB Career-related Programme

Students select a minimum of two of the Diploma courses offered, plus a career-related study option:

BTEC Business

BTEC Sports

Dual enrolment: Arizona State University or SCAD online courses

All students following the IBCP route also take the core program of:

Personal and professional skills

Language and Cultural Studies

Reflective project

Community engagement

IB Curriculum Guides

Year 12 Curriculum Guide

Year 13 Curriculum Guide

primary

HIGH SCHOOL

A TYPICAL DAY AT BISC SOUTH LOOP IB SCHOOL

Students commence their IB curriculum studies with both eyes on their desired university. With enthusiastic support from their teachers and encouragement to pursue independent study, our IB programme students invariably leave South Loop with the path ahead well and truly forged.

8:30 a.m.

Advisory starts at 8:30 a.m.

8:30 a.m.

Morning

Students focus on core learning skills English and Math. After break, High School students will focus on elective courses

Morning

IB School in Chicago | BISC South Loop - Visual Time Line Tabs

Lunchtime

Students enjoy a hearty meal in our cafeteria, or may leave campus with their friends if they wish.

Lunchtime

Afternoon

Students will continue learning from specialists in each of their lessons.

Afternoon

3:45pm

Lessons end, but students may stay on to elicit help from their teachers or unwind with some sports or extracurricular activities.

3:45pm

Purpose of Assessment

Purpose of Assessment

Assessment is the gathering and analysis of information about student performance. It identifies what students know, understand, can do, and feel at different stages in the learning process; this information guides teachers in instruction. Assessment is an ongoing and daily part of school life, and the formative comments students receive develop their understanding of the skills and knowledge required to be successful in each course.

The aims and purpose of assessment are to:

Provide information to enhance and improve learning and teaching
Provide information for target-setting for individuals, groups, and cohorts
Share learning goals with students
Involve students in self-assessment
Help students know and recognize the standards they are aiming for
Raise standards of learning
Identify possibilities for academic intervention
Inform parents of their child’s progress

IB ASSESSMENT

IB Diploma Programme

The IBDP culminates in written examinations marked by external IB examiners. Students also complete assessment tasks in school, which are initially marked by teachers and then moderated by external examiners, or sent directly to external examiners. IB subjects are assessed on a scale of 1 to 7 points per subject, giving a maximum of 42 points across six subjects. An additional three points are available through the combined assessment of the Extended Essay and Theory of Knowledge, bringing the highest possible total to 45 points. To be awarded the IB Diploma, students must achieve a minimum of 24 points, subject to minimum levels of performance across the program as a whole, and must satisfactorily complete all three core requirements: the Extended Essay, Theory of Knowledge, and Creativity, Activity, Service.

IB Career-related Programme

The IBCP culminates in written examinations in the IB Diploma Programme subjects that the student studies, which are marked by external IB examiners. Students also complete assessment tasks in school, which are initially marked by teachers and then moderated by external examiners, or sent directly to external examiners. IB subjects are assessed on a scale of 1 to 7 points per subject. Students receive a certificate for each subject they successfully pass. The IBCP core subjects are internally assessed and verified by our expert subject teachers.

BTEC courses are internally assessed and externally moderated by the Pearson examination board.

Setting Targets

Regardless of previous academic achievement, students are expected to make appropriate progress and continually improve. Our teachers are highly trained in estimating and setting academic targets that challenge student learning. Teachers use students’ results to set challenging, yet achievable academic targets. High School students usually achieve short-term targets by each academic report and long-term targets by the end of the school year or the end of High School. We continually track and monitor the academic achievements of every student in every subject to ensure they are reaching their goals. Students also reflect on their academic achievement during every lesson and after homework assignments and assessments. If a teacher identifies a student whose progress is slowing, the school administers an individual learning plan to help ensure the student is back on track by the next report.

Academic Reports

Academic reports describe students’ academic and social development and list targets in all subjects for the student to concentrate on before the next report. Teachers communicate with families about student achievement and progress via four reports during the school year in October, January, March, and June. Staff use results from the October and March reports to evaluate which course route each student should pursue. The student’s course route and attainment grade are detailed on the academic reports in January and June, and entered onto their college transcript. Any transitions between course routes must be discussed among the student, parents, teachers, and School Leadership Team. There are parent consultations with teachers scheduled during the school year. Parents may also meet with teachers outside of the consultation dates.

GRADES

There are two semesters during the school year. At the end of each semester, students receive a grade for each subject, which reflects their attainment over the semester. The subject grades for Semester 1 and Semester 2 are published on the students’ official college transcript. Halfway through each semester, students receive a “progress grade”. This grade is not published on the college transcript and serves to demonstrate the students’ current attainment. Students receive an assessment map from for each subject at the start of the school year. The map outlines how final and progress grades are determined.