INTERNATIONAL BACCALAUREATE DIPLOMA SUBJECT SELECTION

HANDBOOK

YEARS 12 – 13

2017 and 2018

INTRODUCTION

Welcome to the International Baccalaureate Diploma Programme! This is a prestigious two year qualification recognised worldwide and recommended by universities in New Zealand and overseas. The IB Diploma is the natural progression from the International Baccalaureate Middle Years Programme taught at Queen Margaret College and is widely respected throughout the world. It has been established since 1968 and is a course recommended for any student who is planning to attend a tertiary institution, as it focuses on the skills required for university study. It is not a course restricted to brighter students. The IB Organisation is adamant that any student contemplating university study is a suitable IB Diploma candidate.

The IB Diploma programme educates both the minds and the hearts of the students, who are enriched by a rigorous academic programme which enables them to gain acceptance at universities worldwide including New Zealand. Concurrent with this, students become citizens of the world - appreciating and practising international-mindedness.  The concept of creating a life-long learner with a global perspective is the philosophy underpinning this curriculum.

The programme of study includes a wide range of subjects plus a Theory of Knowledge course, an Extended Essay, a commitment to voluntarily participating in one or more artistic or creative endeavours, taking part in some form of physical activity, and undertaking a service project which will benefit others. These latter components are referred to as CAS - Creativity, Activity and Service. The IB Diploma is currently taught in over 2400 schools throughout the world. Several studies have shown that IB Diploma students are extremely successful at university because they are well-educated, mature, highly organised and, above all, independent thinkers who are highly valued by universities and employers. The IB Diploma encompasses a very different approach from the NCEA course, as it specifically focusses on critical thinking and the skills required for university. However, both the IB Diploma course and the NCEA courses demand equal academic application from students for successful completion.

THE MISSION STATEMENT OF THE INTERNATIONAL BACCALAUREATE ORGANISATION

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 and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

This Mission Statement aligns very well with that of Queen Margaret College which reads:

Within an inclusive Christian environment, we light the flame of learning: through a holistic education, our girls become confident, principled women who make a difference in the modern world.

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THE ELEMENTS OF THE INTERNATIONAL BACCALAUREATE DIPLOMA

(© ABOVE DIAGRAM COPYRIGHT IBO )

The above diagram illustrates the compact and integrated nature of the International Baccalaureate Diploma programme.

Students of the International Baccalaureate Diploma programme select six subjects for a two year (Year 12 and 13) course. The philosophy of this programme requires students to take courses which respect and appreciate the different areas of learning in order to provide a holistic concurrent education.

The areas of learning are divided into six components with the Extended Essay, the Theory of Knowledge Course and the CAS programme as essential elements of the course, and the thrust of the Theory of Knowledge course is evident in each subject, not just in the course itself. This helps to produce students who are independent thinkers.

THE EXTENDED ESSAY

Students may choose their own topic (related to any subject that they are studying for the IB Diploma). This offers the opportunity to investigate a topic in depth and to research independently. The detailed structure of this essay follows the expectations of similar work undertaken at university. The prescribed limit is a maximum of 4000 words, and teacher supervision and guidance is provided throughout. The first draft will be written towards the end of the first year and the final version is completed in the second year of study, when the student is at their most mature. Many exemplars are available for inspection from the Queen Margaret College library and from the Head of IB Core.

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THE THEORY OF KNOWLEDGE (TOK) COURSE

The interdisciplinary TOK course is designed to provide coherence by exploring the nature of knowledge across disciplines and by encouraging an appreciation of other cultural perspectives. In simple terms, students attend weekly lessons where they discuss the nature of knowledge, how it is acquired, and how or if truth can be sought. The theory of knowledge (TOK) course encourages students to think about the nature of knowledge, to reflect on the process of learning in all the subjects they study as part of their Diploma Programme course, and to make connections across the academic areas. Assessment is undertaken through an oral presentation and an essay.

THE CREATIVITY, ACTIVITY, SERVICE (CAS) PROGRAMME

Participation in the school’s CAS programme encourages students to be involved in artistic pursuits, sports and community service work, thus fostering a student’s awareness and appreciation of life outside the academic arena. A reflective journal is kept in which a student indicates individual growth and awareness. Whilst there is no definitive assessment for this part of the Diploma, all three components must be satisfactorily completed in the student’s own time. An advisor will be allocated to each student, who will oversee the individual student’s programme and provide guidance and mentoring.

ASSESSMENT

Throughout the second year of the programme (in Year 13), students are assessed both internally and externally in ways that measure individual performance against stated objectives for each subject.

Internal assessment

In nearly all subjects at least some of the assessment is carried out internally by teachers, who mark individual pieces of work produced as part of a course of study. Examples include oral exercises in language subjects, projects, student portfolios, class presentations, practical laboratory work, mathematical investigations and artistic performances. All such work is moderated by the IBO to maintain world-wide standards.

External assessment

Some assessment tasks are conducted and overseen by teachers without the restrictions of examination conditions, but are then marked externally by examiners. Examples include Written Assignments for Language A, essays for Theory of Knowledge and Extended Essays.

Because of the greater degree of objectivity and reliability provided by the standard examination environment, and the fact that standards of marking must remain the same on a world-wide basis, externally marked examinations produce very credible and fair results.

The grading system is criterion based (results are determined by performance against set standards, not by each student’s position in the overall rank order): validity, reliability and fairness are the watchwords of the Diploma Programme’s assessment strategy.

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STUDY AT HIGHER OR STANDARD LEVEL AND THE IB DIPLOMAPOINTS SYSTEMThe International Baccalaureate Diploma course allows for three of the selected subjects to be studied at Standard Level, and three to be studied at a Higher Level. This permits students to specialise in subjects for which they are particularly talented and /or will be required by their university choices.

The final choice as to which subjects are selected for Higher Level is not made until the middle of the first year. Teachers and the International Baccalaureate Diploma Coordinator will help with this important decision. A few subjects are not available at Higher Level and this is indicated on the Subject Selection Chart on page 7.

The number of points which can be gained for the IB Diploma is 45, and the IB Diploma is awarded for a minimum score of 24, which is the equivalent of university entrance in New Zealand and overseas for non-restricted courses. As with NCEA, a higher number of points are required for courses such as medical school, law school, engineering etc. The 45 points are made up of seven points for each subject, and up to three additional points for achievement in the Extended Essay, Theory of Knowledge Course and CAS programme.

NB: subject availability is dependent on the number of students selecting that subject. Entry to the IB Diploma will be at the discretion of the Head of Senior School. Results in the NCEA Level 1 examinations will be taken into account.

PROPOSED COURSES OFFERED BY QUEEN MARGARET COLLEGE FOR THE INTERNATIONAL BACCALAUREATE DIPLOMAIn accordance with the philosophy of the International Baccalaureate Diploma, students maintain studies in a range of subjects, representing the groups of subjects mentioned in the diagram above. These are:

Group 1: the mother tongue of the student. The IB Diploma and its philosophy support at all times the importance of the student’s mother tongue and culture

Group 2: a second language. The emphasis on international-mindedness would not be complete without the obligation to study another language to enhance the ability to relate to other cultures.

Group 3: individuals and societies. The knowledge of a humanities subject is considered essential to a well-rounded education

Group 4: the experimental sciences. The study of a science is another requisite in today’s world to gain a complete education.

Group 5: mathematics. Mathematical ability underpins much of life in all its aspects.

Group 6: the arts. Although optional, subjects in this range are very much valued in the IB Diploma, and the creativity component in the CAS programme is an extension of this area also.

Students select six subjects, one from each of Groups 1 to 5, and another subject of their choice either from Group 6 or from Group 1-4.

Environmental Systems and Societies meets the requirements of Groups 3 and 4, thus allowing a student to select two subjects from another group.

Three Science subjects may be selected if required for a specific university course, so as not to disadvantage any student.

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PROPOSED COURSES OFFERED BY QUEEN MARGARET COLLEGE FORTHE INTERNATIONAL BACCALAUREATE DIPLOMA (2017)*GROUP 1 GROUP 2 GROUP 3 GROUP 4 GROUP 5 GROUP 6

Language A Second Language Individuals and Societies

Experimental Sciences

Mathematics The Arts

Chinese SL/HL Chinese B SL Business Management SL/HL

Biology SL/HL Mathematics SL/HL

Film SL/HL

English SL/HL English B SL/HL History SL/HL Chemistry SL/HL Mathematical Studies SL

Music SL/HL

Japanese SL/HL French B SL/HL Psychology SL/HL Physics SL/HL Theatre SL/HL

Other languages with the permission of the Principal

Japanese B SL/HL Environmental Systems and Societies SL Visual Arts SL/HL

Spanish B SL/HL Visual Arts – Textiles SL/HL

Spanish ab initio SL

NB: All classes are dependent upon student numbers and availability of staffing Students select six subjects, one from Groups 1 to 5, and another subject of their choice from Group 6 or 1-4.

Environmental Systems and Societies meets the requirements of both Groups 3 & 4, thus allowing a student to select an additional subject from Group 6 or 1-4.

Three Science subjects may be selected if required for a specific university course

THE NEW ZEALAND SCHOLARSHIP EXAMINATION

Most of the subjects offered for the International Baccalaureate examination at Higher Level benefit students who wish to enter for the New Zealand Scholarship examination.

Scholarship is a monetary award to recognise New Zealand’s top students annually. It will enable students to be assessed against challenging standards and will be demanding for the most able students in each subject.

As for the International Baccalaureate Diploma qualification, the New Zealand Scholarship examination expects students to demonstrate high level critical thinking, abstraction and generalisation, and to integrate, synthesise and apply knowledge skills and understanding and ideas to complex situations. Students who have studied the International Baccalaureate Diploma programme have these skills well developed and further extended through the Theory of Knowledge course.

Assessment is standards-based (as in the International Baccalaureate Diploma), and all assessments are externally examined. Student performance will be assessed against a schedule that ensures a ranking of students is produced.

For each standard there are three levels of reporting:

Scholarship not attained Scholarship Outstanding performance

The number of awards in each subject will be based on the proportion of the number of students in Year 13 entered for national assessment in those subjects. There are considerable financial rewards for ‘top’ scholar. There is a cost of $30 per scholarship entry for domestic students. International students are welcome to enter for scholarship and there is a separate charge for these examinations.

THE INTERNATIONAL BACCALAUREATE LEARNER PROFILE

As with the Primary Years Programme (PYP), Middle Years Programme (MYP) the International Baccalaureate Diploma Programme aims to produce students who embody the qualities and attributes of the IBO Learner Profile. Units of work are planned with these outcomes in mind. The IB Learner Profile is a list of 10 descriptions of personal qualities that IB learners achieve or strive to develop within themselves. Its aim is exactly that of the IB programmes: to develop internationally-minded people who, recognizing (our) common humanity and shared guardianship of the planet, help to create a better, more peaceful world.

IB learners strive to be Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Risk-takers, Balanced, Caring and Reflective.

SCHOOL FEESQueen Margaret College does not charge any extra school fee for a student who chooses the IB Diploma programme. The fees paid at QMC are for the teaching and the consequential learning that takes place, and are not dependent on the course which the student is studying.

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EXAMINATION ENTRY COSTThe total current cost is approximately $US700, which will be charged to your account in instalments. As this figure is dependent on the exchange rate of the NZ dollar, any necessary adjustments will be made to cater for currency fluctuations at the end of the course of study.

Candidates receive the following services:

Comprehensive assessment using a wide range of assessment methods, including moderated internal assessment and externally marked examinations.

Assessment by an international team of examiners and moderators, overseen by independent chief examiners.

Detailed clerical checking of every examination script to ensure administrative accuracy.

Accommodation for special educational needs and detailed consideration of individual special circumstances, where appropriate

Access to results on the day of publication via a dedicated and secure website

Printed Diploma, Diploma results or certificate (dependent on results).

Up to six free requests to transmit results to universities and admission centres worldwide

NB: the marking of examination papers is rigorous in the IB Diploma programme. Teachers submit predicted grades, and students who are two or more grades different from this predicted grade have their papers automatically completely remarked. The usual number of papers given to markers is kept low, to ensure that careful and fair marking takes place. Every marker has work sampled and checked by a senior examiner. Comprehensive grade marking meetings are held, and all students who have a mark within two marks of a higher grade, also have their paper automatically remarked.

SUBJECT OUTLINES FOR INTERNATIONAL BACCALAUREATE DIPLOMASubjects are arranged in groups, following the International Baccalaureate pattern, and the chart of subjects offered. This is a two year course, with most final assessment done during the second year.

Pre-requisites of entry to subjects for the IB Diploma will be a satisfactory level of performance in the same or a similar subject in NCEA Level 1. Entry will be at the overall discretion of the Head of Senior School.

Academic honesty (authenticity) is vital in this course, as it is assessed world-wide and high standards of integrity must be maintained. All requirements must be met.

All deadlines MUST be adhered to, and will be indicated to the students in their individual Course Outlines, issued in the first week of study. Assistance is available to students who have special requirements such as the need for a reader and/or writer and/or extra time.

All enquiries should be directed to the Head of Senior School – Jacqui Brown (jacqui.brown@qmc.school.nz) or IB Coordinator Holly Payne (holly.payne@qmc.school.nz)

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GROUP 1 LANGUAGE A

ENGLISH AThis course will encourage a personal appreciation of literature and develop an understanding of the techniques involved in literary criticism through the study of a wide range of literary works from different periods, genres, styles and contexts. These works will incorporate some texts in translation and a reflection on the culture to which they belong so that the students’ cultural perspective is widened. Texts will be chosen with the students’ interests in mind. This will result in students gaining a deep appreciation of literature.

CHINESE A, JAPANESE A AND OTHER APPROVED LANGUAGESThe course is similar to that described for English A above. These courses are developed with the needs of the learners in mind and to meet the criteria of the Language A syllabus.

GROUP 2 LANGUAGE B

SPANISH AB INITIO (TWO YEAR BEGINNERS’ COURSE)This course is for those with little or no knowledge of the Spanish language. The topics covered will give students exposure to a variety of contexts and situations related both to their personal experiences and to the culture of the language. This will expand the students’ knowledge of other cultures and will also ensure that they become aware of different views and beliefs. The focus will be on speaking, listening, reading and writing. The course will be fast-paced to enable learners to acquire a useful degree of proficiency. Students will also have regular conversation classes with our Spanish language assistant to help develop their oral communication and aural skills.

FRENCH BThe concept of international-mindedness is at the heart of language learning. The study of French will help students build their confidence by improving their speaking, listening, reading and writing skills. Emphasis will be on making the language a vibrant and current tool for the understanding of another culture. The course will be taught in French wherever possible, with an aim to encourage students to deduce and infer unknown words from context. The course will also cover recent texts on topical issues in detail. Students will have regular conversation classes with our French language assistant to help develop their oral communication and aural skills.

CHINESE BThe Chinese course is focused on the use of language in a range of contexts and for different purposes. The students will join this course having completed three years of Chinese including NCEA Level 1. They will study and consolidate grammar structures and text types through reading, writing, listening and speaking activities. Students will discuss aspects of the Chinese culture and current affairs in China. The course will be taught in Chinese whenever possible. Students will also have regular conversation classes with our Chinese language assistant to help develop their oral communication and aural skills.

ENGLISH BThe English B course is designed for students whose mother tongue is a language other than English. Typically, our international students will choose this course in order to develop their language skills through the study of authentic written and spoken texts covering a range of contemporary topics. Discussion will focus on intercultural understanding and awareness of different views and beliefs. In the Higher Level course, the students will study two literary works in the target language. The development of skills in comprehension, essay writing and creative response to literary texts will be beneficial to students who are undertaking their course of study in English as their second language.

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SPANISH BFor students electing to continue their study of Spanish, this course will extend their knowledge of both the language itself and the cultures of Spanish speaking countries. They will further practise the four key skills of speaking, listening, reading and writing through up-to-date texts about issues of interest and current affairs. The course will be taught in Spanish wherever possible and students will be exposed to examples of the various forms of Spanish to be found across Latin America and Spain. They will also have regular conversation classes with our Spanish language assistant to help develop their oral communication and aural skills.

JAPANESE BThe Japanese course is designed to give students a solid continuation in their study of the language. The students will arrive into the course having completed three years of Japanese including NCEA Level 1. They will discuss aspects of the Japanese culture and current affairs in Japan. Students will become proficient in speaking and listening, reading and writing, using current texts. The course will be taught in Japanese wherever possible.

GROUP 3 INDIVIDUALS AND SOCIETIES

BUSINESS MANAGEMENTBusiness Management studies business functions, management processes and decision-making in contemporary contexts of strategic uncertainty. It examines how business decisions are influenced by factors internal and external to an organisation, and how these decisions impact upon its stakeholders. Business management also explores how individuals and groups interact within an organisation, how they may be successfully managed and how they can ethically optimise the use of resources in a world with increasing scarcity and concern for sustainability.

The course integrates a variety of business-based topics, including strategic decision-making and the operational business functions of human resource management, finance and accounts, marketing and operations management.

HISTORYThe focus of this course is an understanding of international events and links between different countries and movements. The purpose of studying particular topics is for students to more deeply understand the interconnections of the major themes which have impacted on the development of the world as we know it today and to gain skills in analysis of information and writing historical arguments. A wide variety of topics are studied from different regions of the world and the objective is to see what commonalities are to be found amongst different regions and role players. The aims are to promote an understanding of history as a discipline, to encourage an understanding of the present through critical reflection of the past, to encourage an understanding of the impact of historical developments at all levels and to develop an awareness of one’s own historical identity. Students will study Rights and Protest for the Prescribed Paper I topic, which will study the USA in the 1950’s and 1960’s, and South Africa 1940’s to 1960’s. For Paper 2 Standard Level the Cold War and Independence Movements will be studied in the first year. For the second year (Higher Level) the topics are yet to be decided as it involves a new curriculum.

PSYCHOLOGYThe IB Diploma Programme psychology course aims to develop an awareness of how research findings can be applied to better understand human behaviour and how ethical practices are upheld in psychological inquiry. Students learn to understand the biological, cognitive and sociocultural influences on human behavior and explore alternative explanations of behavior.  They also understand and use diverse methods of psychological inquiry. Core components of the course include the biological, cognitive and sociocultural levels of analyses, plus additional modules in health psychology and child development.

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INTERDISIPLINARY SUBJECT–FULFILS REQUIREMENTS OF GROUP 3 & 4

ENVIRONMENTAL SYSTEMS AND SOCIETIESThe prime intent of this course is to provide students with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Students’ attention is constantly drawn to their own relationship with their environment and the significance of choices and decisions that they make in their own lives. This approach helps students to evaluate the scientific, ethical and socio-political aspects of issues. The course covers such topics as conservation and biodiversity, the ecosystem, human population, carrying capacity and resource use and is assessed both internally and externally.

GROUP 4 EXPERIMENTAL SCIENCES

BIOLOGYBiology studies the diverse living world at the molecular, cellular and systems level. A wide variety of topics and related experimental work will be developed over the two years. The overarching aim is to relate cellular knowledge to an understanding of the physiology, behaviours and responses of microorganisms, plants and animals. This approach leads to an understanding of applications of biological science in the modern world. Throughout the course students also cultivate an awareness and appreciation of how scientists develop knowledge and understanding of biological systems

CHEMISTRYChemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, Chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment. The Diploma Programme Chemistry course includes the essential principles of the subject but also, through selection of an option, allows some flexibility to meet the needs of our students.

PHYSICS The most fundamental of experimental sciences, Physics seeks to explain the universe itself, from the very smallest particles (quarks) to the vast distances between galaxies (1024m). The Diploma Programme Physics course allows students to develop traditional practical skills and techniques. It also calls upon them to use mathematics, the language of Physics, to communicate physical phenomena and relationships. Students will develop skills of cooperation, perseverance and the taking of appropriate risks and responsibility for their learning. Information and communication technology skills, being important transferable skills in their own right and which are essential in science, are also developed.

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GROUP 5 MATHEMATICS MATHEMATICS This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics and psychology. Students who wish to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology, might consider Higher Level study.

MATHEMATICAL STUDIES SLThis course is available only at standard level, and is equivalent in status to mathematics SL, but addresses different needs. It has an emphasis on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical backgrounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking. The individual project is an extended piece of work based on personal research involving the collection, analysis and evaluation of data. Students taking this course are well prepared for a career in social sciences, humanities, languages or arts. These students may need to utilise the statistics and logical reasoning that they have learned as part of the mathematical studies SL course in their future studies.

GROUP 6 THE ARTS

FILM Film is both a powerful communication medium and an art form. The Diploma Programme Film course aims to develop students’ skills so that they become adept in both interpreting and making film texts. Through the study and analysis of film texts and exercises in film-making, the course explores film history, theory and socio-cultural background. The course develops students’ critical abilities, enabling them to appreciate the multiplicity of cultural and historical perspectives in film. To achieve an international understanding within the world of film, students are taught to consider film texts, theories and ideas from the points of view of different individuals, nations and cultures.

The IB film course emphasises the importance of working individually and as a member of a group. Students are encouraged to develop the professional and technical skills (including organisational skills) needed to express themselves creatively in film.

MUSICThe Diploma Programme Music course provides an excellent foundation for further study in music at university level or in music career pathways. This course also provides all students with the opportunity to engage in the world of music as lifelong participants.

The course consists of two main areas. The first is Musical Perception: this is subdivided into study and analysis of musical cultures, periods and genres, and also the detailed study of two prescribed works. Both of these components are assessed in an external examination. Students also engage in an independent project, a Musical Links Investigation, in which they study in detail two distinct musical cultures. In the second area, students are given the opportunity to create or perform music (either solo or in a group) at Standard Level, or to both create and perform music at Higher Level.

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THEATREThis course is designed to encourage students to examine theatre in a diversity of forms around the world and to develop the organizational and technical skills needed for creative expression in theatre. This will be achieved through a critical study of the theory, history and culture of theatre and will find expression through work shopping, devised work and scripted performance. They will be challenged to explore and understand alternative views, to respect and appreciate cultural diversity and to see the varied role theatre plays in reflecting these. By studying theatre and engaging with it practically and dynamically, students will develop their understanding of society and the relationships within it. The core areas of the course cover: Presenting Theatre, Theatre in context and Theatre processes

VISUAL ARTS In the Core Programme taken in the first year, the IB Visual Arts course is designed to give students a solid foundation in the Visual Arts. Each student will choose from a range of school-developed units of work that may offer experiences in drawing, painting, printmaking, sculpture, design and/or photography. This will provide an integrated investigation into related themes and issues, cultural and historical contexts, core art concepts, processes of art criticism, analysis and aesthetics. Access to Adobe Creative Cloud is recommended but not required. Students will be exposed to a wide range of self-chosen visual arts techniques that can be reinterpreted and applied to their artistic outcomes. They may also visit a number of local galleries in order to review and analyse the exhibited artworks. Near the end of the first year of study, each student will undertake a range of independent, self-developed thematic units designed to give opportunities for research, investigation and creation of studio work. This thematic work will carry on into the second year of the programme. The second year will conclude with a final exhibition and celebration of the student’s artworks.

VISUAL ARTS - TEXTILES      This course will follow the same fundamental focus as outlined above in the above Visual Arts course.

Textiles units of work may include topics such as: printmaking, sculpture, design and / or photography, wearable art, costume design, jewellery, stitch manipulation. Units of work may vary from year to year depending on student interest and related opportunities at the time, such as current gallery exhibitions.

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TERTIARY PATHWAYS

For many, the question of “Where to?” after secondary school looms large. The internet has numerous sites which offer advice and guidance for secondary students. Three New Zealand websites that might be worth visiting are:

www2.careers.govt.nz/secondary_studentswww.tki.org.nz/e/tki/career_planningwww.auckland.ac.nz/uoa/home/for/secondary-students-and-schools

The International Baccalaureate is valued at universities throughout the world. The core components enable students to do particularly well at university, as the course they have studied develops the skills needed for a successful university course.

The IB works closely with universities in all regions of the world to gain recognition for the IB Diploma. To aid this process, university admissions officers and government officials have direct online access to all syllabuses and recent examinations. To assist IB Diploma students in making appropriate choices, the organization holds a database containing contact details of universities around the world together with up-to-date information about their requirements for admission.

Students applying to a particular university may also be granted permission for their grades to be accessed directly from the IB’s secure website.University websites contain a wealth of relevant information and should be consulted before final decisions are made about future tertiary or career pathways.

UNIVERSITY WEBSITESNew Zealand

University of Auckland www.auckland.ac.nz

Auckland University of Technology www.aut.ac.nz

University of Canterbury www.canterbury.ac.nz

Lincoln University www.lincoln.ac.nz

Massey University www.massey.ac.nz(Albany, Palmerston North, Wellington)

University of Otago www.otago.ac.nz

Victoria University of Wellington www.vuw.ac.nz

University of Waikato www.waikato.ac.nz

Wellington Institute of Technology www.weltec.ac.nz

World Wide

Australian National University www.anu.edu.au

Cambridge University, UK www.cam.ac.uk

Duke University www.duke.edu

Harvard, USA www.harvard.edu

University of Melbourne www.unimelb.edu.au9

MIT, USA www.mit.edu

Monash University, Australia www.monash.edu.au

Oxford University, UK www.ox.ac.uk

Princeton University www.princeton.edu

University of Queensland www.uq.edu.au

Stanford University, USA www.stanford.edu

University of Sydney www.usyd.edu.au

Yale University, USA www.yale.edu

ACKNOWLEDGEMENT

Some of the material in this booklet is sourced from the website of the International Baccalaureate Organisation – www.ibo.org, and the course outlines have as their base the Guidelines for each subject as given on the Online Curriculum Centre of the International Baccalaureate Organisation.

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Passionate Learners

Resilient Women

Future Leaders

www.qmc.school.nz

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