International Baccalaureate (IB) Candidacy
Since 2013, as part of our continued commitment to our families, HFCA began reviewing and evaluating various ways to take our curriculum from our current “best practices” to tomorrow’s “next practices.”
In the spring of 2015, HFCA applied for and was accepted as a candidate* school in the International Baccalaureate Primary Years Programme.
- IB World Schools share a common philosophy–a commitment to high quality, challenging, international education that HFCA believes is important for our students.
- During the candidacy phase, HFCA will have access to IB’s comprehensive framework, standards and practices from which to enhance our curriculum,
- Our teachers and teacher assistants will begin professional development courses.
- HFCA’s IB Candidacy is fully supported and encouraged by the Archdiocese of Chicago’s Office of Catholic Schools. HFCA is the first school in the Archdiocese, the nation’s largest private school system, to apply for candidacy in the Primary Years Programme, and the first known school in suburban Chicago.
*Candidate status gives no guarantee that authorization will be granted.
IB Mission Statement:
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 international organizations to develop challenging programmes of international education and rigorous assessment.
These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
IB learner profile
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.
IB learners strive to be:
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
The act with integrity and honesty and 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.
They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending beliefs.
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.