High School | IB

The aim of the IB is to develop internationally-minded people who help to create a better and more peaceful world. IB learners strive to be:

• Inquirers
• Knowledgeable
• Thinkers
• Communicators
• Principled
• Open-minded
• Caring
• Risk-takers
• Balanced
• Reflective 

The IB at LFC consists of the Middle Years Programme in Grades 9 and 10 and the Diploma Programme in Grades 11 and 12. The MYP provides a broad and balanced education in preparation for the Diploma Programme.

The MYP curriculum framework comprises:

• Six subject groups (visual arts, math, individuals and societies, language and literature, language acquisition, and science),
• A personal project in Grade 9,
• And a community project in Grade 10. 
• Opportunities for international trips or study abroad are possible in Grade 10.

In the DP, students can tailor their course schedules to match their interests. The curriculum is made up of:

• The DP core, which is comprising CAS (Creativity, Activity, Service), TOK (Theory of Knowledge), and a 4,000 word, research-based EE (Extended Essay), and
• Six subject groups (studies in language and literature, language acquisition, individuals and societies, sciences, mathematics, visual arts).
• Students may opt to study an additional sciences, individuals and societies, or languages course, instead of a course in visual arts.

The IB at LFC aims to transform students 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. In addition to class discussions, student-driven projects are integral and offered throughout the program. Students in the program learn self-motivation, autonomy and organization, helping prepare them for college.

The IB Diploma Programme exams at the end of 12th grade encourages an international outlook and intercultural skills, wherever appropriate. The standardized exams measure the extent to which students have mastered advanced academic skills during their IB years. Student results are determined by performance against global standards. The final exam counts for 70% to 80% of the students’ final score, and grades from “internal assessments” represent the remainder of the score. Internal assessments are self-directed projects, such as lab reports, historical investigations or oral presentations.

The LFC proposes numerous opportunities for high school students to discover other cultures and to engage in international dialogue. These selective programs are opportunities to create a more diverse high school environment and expand cross-cultural understanding, as well as to establish life-long friendships.

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Following our educational mission, the LFC is committed to educating students to become well-rounded members and leaders in a global community. Service learning projects and experiences engage students in ways that will expand their awareness of the world outside themselves and of the needs of others. At the high school level, students are required to complete ten hours of community service per year.