IB vs. AP

International Baccalaureate at Littleton High School

o Students are required to take all six subjects, sit for exams, and complete Theory of Knowledge, the Extended Essay, and CAS (Creativity, Action and Service) hours.

o The Diploma Program begins the junior year and is completed the senior year.

o Student assessments include internally (teacher) graded work, such as oral presentations and portfolios, and externally (international examiner) graded work, such as papers and experiments.

o Each subject includes an international component.

o Scores in the subject (including all assessments and May exam) range from 1-7. (Grade in LHS class may differ.)

o With an IB diploma, students earn 24 credits at any Colorado public university (except School of Mines).

o Other universities may give credit based on the student’s score in a subject. See www.ibo.org for details.

For more information, contact Claudia Anderson, IB Coordinator, 303-347-7724

Advanced Placement at Littleton High School

o Students may take whichever course fits their academic strengths.

o The program is flexible; students are not locked in to a course of study for more than
one year.

o Sitting for the exam is voluntary and is comprised of one exam at the end of the
course.

o Scores on the AP subject exam (in May) range from 1-5. (Grade in the LHS class may differ.)

o Universities may give credit for scores of 3, 4, or 5, depending on the school. See the university’s
website for details.

For more information contact Adam Federspill, AP coordinator and counselor, 303-347-7761.

IB and AP Course GENERAL Comparisons

Group 1 – Language Arts

IB English – Higher Level
•Two-year course; one semester is the study of works originally written in a language other than English. Other three semesters study novels, drama and poetry
•Each semester focuses on a different component: World Literature, detailed study, art of the novel, etc.
•Assessments are oral and written
•Personal response to the literature and original thinking are emphasized
•Students are taught to read texts with many literary theories in mind (formal, biographical, historical, etc.)

AP English
•One-year course focusing on different genres
•Assessments are written: essay and multiple choice
•Course also includes speaking, research and viewing to prepare students for college-level courses
•Analytical response and close reading of texts is emphasized
•Students are taught to read texts with many literary theories in mind (formal, biographical, historical, etc.)

Department Chair: Curt Stedron 303-734-6826

Group 2: World Languages

IB Language – Standard Level
•Emphasizes demonstrating thinking, analysis, debate, synthesis of themes and cultural topics
•Reflection and thinking is emphasized more than structure and language
•Oral testing is based on research of a cultural topic with reflection and analysis
•Listening comprehension only formally assessed during speaking interactions

AP Language
•Stronger focus on grammar
•The 4 skills of speaking, listening, writing and reading are all tested; multiple-choice questions and fill in the blanks on listening, reading and grammar.
•The structure of the language (verb tenses and function words) is an important focus.
•Oral testing based on spontaneous reactions from visual cues
Department Chair: Michelle Colli-Villecrose 303-734-6773

Group 3: Individuals and Societies

IB History – Higher Level
•More depth and less breadth
•Study of 1789 to present
•Strong emphasis on source analysis
•Very rigorous
•Many opportunities to develop writing, problem-solving, research and information literacy skills

AP US History, AP World History, and AP Government and Economics
•More breadth and less depth
•Study of the year 1000 to present
•Strong emphasis on making connections among political, economic, social and environmental and geographical experiences
•Very rigorous
Department Chair: Greg Klein 303-734-6796

Group 4: Experimental Sciences

IB Biology – Higher Level
•Two-year course, so more depth in certain areas
•Content is similar to AP
•Portfolio labs required
•Portfolio is 25 percent of classroom contact hours

AP Biology
•One-year course
•Content is similar to IB but pace is faster
•No portfolio
•Must cover 12 sets of labs

IB Chemistry – Standard level
•More breadth, less depth
•Types of problem-solving is significantly less advanced and complex than AP
•More application (but not a lot)
•College credit is not standard for SL
•Some emphasis on inter-disciplinary and group work

AP Chemistry
•More depth
•Problem-solving is much more difficult than IB SL
•Topics are similar in AP and IB
•College credit is standard for scores of 4 and 5 on exam
•No emphasis on interdisciplinary or group work
•No credit for lab work
Department Chair: Leslie Fotopulos 303-734-6786

Group 5: Mathematics

IB Calculus (SL) and AP Calculus
Both sets of students take honors Trigonometry and Pre-calculus, so the prerequisite sequence is the same. The largest single difference is the IB focus on Statistics. AP Calc is equivalent to college-level Calculus. IB Calculus does not have the depth or rigor of AP Calculus.

Higher Level Math (Beyond Calculus, HL)
•IB Calculus is a prerequisite for this course
•Extremely challenging curriculum for only top math students
Department Co-chairs: Chris Marchetti 303-734-6855, and Don Zolla 303-734-6829

Group 6 – The Arts

IB Art (SL or HL)
•Students put together a portfolio of work created one (junior or senior) or two (junior and senior) years
•Students create work based on individual research and their chosen path
•Course culminates in an oral exam given by a visiting examiner