The academic programme, International Baccalaureate(IB) Diploma, is a broad based two year plan of rigorous academic content leading to final examinations for students between 16 and 19 years of age. As its name implies, it is an international programme and does not follow the traditional Ecuadorian academic system.

The general objectives of the program include providing a balanced, integrated education which will lead students to have a more complete global vision.

IB has become a symbol of intellectual capacity, achievement, academic integrity and a solid base for future university study and beyond. This base is formed through a dedication to learning, skill development, and discipline. IB graduates have the skills necessary to study anywhere in the world upon completion of the program.

Colegio Americano has been a member school of International Baccalaureate (IB) since 1985. It was the first IB school in the coastal region of Ecuador. Given Colegio Americano´s status as an early adaptor, over time the school has provided assistance and guidance to other Ecuadorian schools during their transitions into becoming IB schools.



For more information please visit http://www.ibo.org/ or contact MBA. Whymper León.

International Baccalaureate Director.


programa bi



Students may choose between one and six subjects at the IB level. If they chose to complete the full Diploma Programme (DP), six subjects total, then 3 or 4 are studied at Higher Level, and the remainder at Standard Level. One subject is chosen from each from Groups 1–5 and a sixth subject may be chosen from groups 3, 4, or, 6. Each student must also fulfill 3 further requirements: CAS, TOK, and Extended Essay.


Historically around 25% of students choose to attempt the full Diploma Programme while the others choose to pursue 3 certificates on average.




Group 1

–   Spanish A: Language and Literature (High Level) (Williams Sánchez – Guisella Vulgaín )


Group 2

–   English B HL (Kathleen Magill – Sonnia Mite)


Group 3

–   History Standard Level and High Level (Teacher: Pia Aycart)

–   Business and Management HL (Teacher: Whymper León)

–   Global Politics SL (Teacher: Pia Aycart)

–   Economics SL and HL (Teacher: Carlos Pazmiño)


Group 4

–   Phyiscs SL and HL (Teacher: Flavio Arguello)

–   Environmental Systems SL (Teacher: Angie Coello)

–   Biology SL and HL (Teacher: Mariuxi Bonilla)

–   Chemistry SL and HL (Teacher: Sofia Recalde)


Group 5

–   Mathematics SL (Teachers: Leonardo Maya and Jordy Salgado)

–   Mathematics  HL (Teacher: Flavio Arguello)


Group 6

–   Visual Arts SL and HL (Teacher: Lenin Muñoz)

–  Theory of Knowledge: (Teacher: Jonathan Lucero)

–  Creativity Action and Service: (Teacher: Carolina Villacis)



The IB curriculum is often represented as a circle, with Theory of Knowledge (TOK), Extended Essay and Creativity, Activity, Service (CAS) at its core.


Each of the six academic subjects is graded on a scale of 1–7, with 7 being the highest grade. TOK and the Extended Essay provide a further 3 points, giving a potential maximum score of 45. TOK and Extended essay are graded from A-E. Students must receive at least a D in each of these subjects and score 24 total points (12 in High Level subjects) to earn the IB Diploma. CAS must also be completed, but provides no points.




–   The Extended Essay is a 4,000 word essay written in an IB subject which provides an opportunity to conduct independent research or investigation on a topic that interests them.


–   Theory of Knowledge is a class that investigates the nature and scope of knowledge.  Put concisely, it is the study of knowledge and justified belief. It questions what knowledge is and how it can be acquired, and the extent to which knowledge pertinent to any given subject or entity can be acquired.


–   CAS is another essential part of the IB Diploma Programme. It provides students with an opportunity to learn through the experience of helping others.  The possibilities for CAS projects are almost limitless but all have the same desired outcomes. The students should Increase awareness of their strengths and areas for growth, undertake new challenges, plan and initiate activities, work collaboratively with others, show perseverance and commitment, engage with issues of global importance, consider ethical implications, and develop new skills.



IB students are evaluated in a number of ways throughout the program the culmination of which takes place in November of the final year when the students take their IB exams.  Before the exams, the students complete a number of evaluative activities such as laboratories, essays, investigations, oral commentaries, and text related commentaries.





The IB as well as Colegio Americano expects all students to follow a strict academic honesty code.  This code has been developed by various members of the teaching and administrative staff and will be applied vigorously toward any student found to be in violation of the code.


Some common examples of malpractice are:

1.-   Plagiarism

2.-   Collusion

3.-   Duplication of work

4.-   Misuse of technology during evaluations


All students are encouraged to consult with their teachers regarding any academic honesty issues. A copy of the academic honesty policy can be found here (link to academic honesty policy)





All IB students strive to be the following:


1.-   Inquirers: The IB nurtures student curiosity, developing skills for inquiry and research.


2.-   Knowledgeable: The IB teaches students to develop and use conceptual understanding, exploring knowledge across a range of disciplines.


3.-   Thinkers: IB students use critical and creative thinking skills to analyze and take responsible action on complex problems.


4.-   Communicators: IB students express themselves confidently and creatively in more than one language and in many ways.


5.-   Principled: IB students act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere.


6.-   Open-Minded: IB students appreciate their own cultures and personal histories, as well as the values and traditions of others.


7.-   Caring: IB students show empathy, compassion, and respect. They have a commitment to service, and they act to make a positive difference in the lives of others in the around them.


8.-   Risk-Takers: IB students approach uncertainty with forethought and determination; they work independently and cooperatively to explore new ideas and innovative strategies.


9.-   Balanced: IB students understand the importance of balancing different aspects of their lives-intellectual, physical, and emotional-to achieve well-being for themselves and others.


10.-   Reflective: IB students thoughtfully consider the world and their own ideas and experience. They work to understand their strengths and weaknesses in order to support their learning and personal development.