DCPS Global Education recognizes two models of globally-focused schools that provide students unique opportunities to learn about global issues, cultures, and perspectives. Our International Baccalaureate (IB) and Global Studies Schools, provide students with a rigorous and comprehensive education that prepares them for success in an increasingly interconnected world.
Global Studies schools create an environment for students that actively fosters social and emotional development, global competence, and high academic outcomes. Taking research-backed approaches inside and outside of the classroom, global studies schools create a space in which students thrive. Walking into a classroom within any one of our Global Studies schools, it will become evident that students are building their global competence across disciplines.
see themselves represented in the curriculum and are exposed to differing perspectives, developing a disposition to appreciate differences and celebrate diversity through short-term international student visits.
bring intentionally curated field trips, classroom visits, service projects, and virtual exchanges to make Washington D.C. and its many resources a window to investigate the world, build key global competencies, and have ample chances to exercise those competencies in meaningful and authentic ways.
DCPS offers 8 IB Programmes across 7 schools for approximately 3,700 students in grades pre-K-12. All IB students participate in an inquiry-based, globally-focused curriculum that emphasizes critical thinking and student-led action with a deepened focus on research and writing. IB students are required to engage in a capstone experience at each level of the programme, elementary, middle, and high school which demonstrates critical thinking on a local, regional, or global issue.
DCPS and IB recognize a broad range of skills and capacities beyond academics to develop globally responsible citizens. Students engaged in all IB programmes aim to develop the following Learner Profile attributes:
DCPS and IB recognize a broad range of skills and capacities beyond academics to develop globally responsible citizens. Students engaged in all IB programmes aim to develop the following Learner Profile attributes:
Primary Years Programmes: In grade 5, students are expected to complete a PYP Exhibition project which reflects students’ area of interest on a local, regional, or global issue. Students utilize five essential skills (research, communication, self-management, thinking, social) to present knowledge and action on the selected issue.
Middle Years Programmes: In grade 8 (Community Project) and grade 10 (Personal Project), MYP students are expected to complete a student-centered, self-directed inquiry project which reflects students’ area of interest on a local, regional, or global issue. Students demonstrate skills, attitudes, and knowledge to complete a project over an extended period of time. Students align their work to the IB action cycle – Choose, Reflect, Act. The MYP grading scale is used to develop a rubric and provide students a project grade.
Diploma Programme: Students in the Diploma Programme (DP) are expected to complete a purposeful project which may require students to face a personal challenge, known as Creative, Service, Action (CAS) Project. Projects should involve valuable “action” with a significant focus on outcomes. IB Diploma students must complete a CAS project in order to be eligible for a full IB diploma.
