welcome the international baccalaureate diploma information evening
TRANSCRIPT
Welcome The International Baccalaureate Diploma
Information Evening
Three Global HubsBethesda USA, The Hague and Singapore
45 Years on
7 schools 3,580 schools
681 DP exam candidates
131,548 DP exam candidates
Estimate of 749 students
Estimate of 1,100,000 students
1971 2014
Private schools100%
Private Schools 43%
State Schools 57%
Number of IB students
2007 2010 2013
Africa, Europe and the Middle East
16,533 22,435 26,1734,999 in
UK
Asia Pacific 6,240 9,783 11,817
Americas 57,161 72,780 83,205
Total 79,934 96,776 121,195
March 2013• 3550 IB World Schools 168 in the UK• 144 countries• 8,030 examiners• More than 1 million scripts e-marked
Department of Education, UK Maths Initiative
8 October, 2013
‘The evidence is clear, maths is vital to getting on in life. Careers increasingly demand strong numeracy and reasoning. We need far more of our young people going to university and into work with these skills.’
Under-Secretary of State for Education Elizabeth Truss
At Sevenoaks
1978 Sevenoaks introduces IB
1999 decision to move to full IB
2006 Full IB Sixth Form
• 11 examiners• 2 assessment team
leaders• 4 workshop leaders• 5 IB authors
The IB in the 1960s…
Why?
PracticalWidely recognized university entrance qualification
Visionary
Promote international perspectives, understanding, communication and intercultural competence
Pedagogical
Critical thinking and problem-solving skills
‘learning how to learn.’
Education trends (by the 1960s)
Traditional
Memorisation
Same content for all
Hermetic subjects
IQ tests
Didactic
Teacher-centred
Academic intelligence
Norm-referenced
Machine-scored tests
Translation (languages)
Closed classrooms
National perspective
Progressive
Critical analysis
Student choice
Transdisciplinarity
Range of skills testing
Constructivism
Child-centred
Education of the whole child
Criterion-referenced
AV and AL (languages)
Open plan rooms
Multiple perspectives
Alec PetersonDirector of Education Oxford University
1958-1973Reform of Sixth Form education• Broader education with some degree of
specialisation• Ethics in science • Humanities specialists to know about the
beauty of mathematics • Critical analysis and learning to learn
rather than encyclopaedic knowledge and memorisation
Oxford Department of Educational Studies report
Arts and Science Sides in the Sixth Form, 1960
Robert Leach International School of Geneva
Critical enquiry in history teaching: • do not expect reassurance for holding conventional
or closed opinions• challenge accepted views• dissect and weigh the issues ‘in whatever universal
scales the teacher may find immediately useful’• be prepared to retreat from entrenched positions• appreciate and analyze multiple perspectives.
Robert Leach, International schools and their role in the field of international education, (Pergamon, 1969)
UNESCO 1974
International education includes teaching about peace, democracy, and human rights.
The following elements were identified:
• values education for peace• conflict resolution skills at an international level• respect for cultural heritage and the environment• intercultural understanding (within and between nations)• global issues and attitudes of solidarity at national and
international levels.
It asked teachers to tap the creative imagination of children, to develop their skills of critical analysis, and to teach foreign languages and civilisations
‘as a means of promoting international and intercultural understanding’
The IB Diploma offersa Visiona ProgrammeIndependenceEngagementCritical Reflectiona Qualification
The IB Diploma offersa Vision
The IB Learner Profile
a vision of what being educated
in the 21st century means
‘A broad set of so-called employability skills. That is, being able to work in a team, to solve problems, to communicate effectively, to understand how businesses work and the ability to manage their time’
John Cridland, CBI
The IB Diploma offersa Visiona Programme
The IB Structure
Breadth
6 subjects across the traditional academic spectrum
• First Language• Second Language• Humanities• Sciences• Mathematics• Arts
The IB Structure
Breadthwithout sacrificingdepth
3 Higher Level3 Standard Level
Possible to take 2 languages,2 humanities or 2 sciences
Deep specialisation through the Extended Essay and coursework
The IB Structure
The IB Core:
“Programme”, not potluck
• Extended Essay
• Theory of Knowledge
• Creativity, Action, Service
Subject Choices?
• First Language• Second Language• Humanities• Sciences• Mathematics• Arts
168,480 different combinations of subjects
Subject Choices?
Mathematics or
HL MathematicsHL PhysicsHL Economics
SL EnglishSL SpanishSL Chemistry
Engineering
Subject Choices?
Modern Languages:
HL EnglishHL FrenchHL German
SL Math StudiesSL DesignSL ClassicalCivilisation
Subject Choices?
Law:
HL EconomicsHL LatinHL English
SL MathematicsSL ChemistrySL Philosophy
Subject Choices?
Art:
HL Visual ArtsHL EnglishHL Classical Civilisation
SL Math StudiesSL BiologySL German
6 subjects with 7 points possible in each
42 Points
(Core) + 3 points
(0.25%) 45
Assessment
The IB Diploma Average UK Diploma Score
No Grade Inflation
Assessment
World Average29.83
UK Average 33.42168 Diploma Schools
UK State Average31.56
UK Independent Average35.06
Sevenoaks Average 201439.1
The IB Diploma offersa Visiona ProgrammeIndependence
Extended Essay
in-depth
independent
research processes communicationpreparation
Jusqu’à quel point et comment les événements et les personnages dans le film « La Haine » reflètent-ils la réalité dans la banlieue parisienne? (Modern Langages)
To what extent are acts of individual rebellion necessary for social progress? (Philosophy)
To what extent has the redevelopment of Princesshay shopping centre in Exeter had positive impacts? (Geography)
What Curves are Generated by theOctopus Ride? (Mathematics)
Does ultraviolet light have an effect on the photosynthetic activity of the scenedesmus alga? (Biology)
The IB Diploma offersa Vision
a ProgrammeIndependenceEngagement
Creativity, Action and Service (CAS)
Central to IB philosophy
Creativity: artistic expression of all kinds
Action: sport, Duke of Edinburgh expeditions etc.
Service: to the local or wider community
CAS Learning Outcomes
• increase your awareness of your own strengths and areas for growth
• undertake new challenges• plan and initiate activities• work collaboratively with others• engage in issues of global importance• consider the ethical implications of your
actions
The IB Diploma offersa Visiona ProgrammeIndependenceEngagementCritical Reflection
Theory of Knowledge (TOK)
Higher order or critical thinking skills
Disposition to use these skills
powerful combination of cognitive and affective aims
Critically engage with the world of ideas, concepts and knowledge
Theory of Knowledge (TOK)
“There is no reason why we cannot link facts and theories across disciplines and create a common groundwork of explanation.”
“The whole point of knowledge is to produce both meaning and purpose in our personal lives.”
FAQs
1. Doesn’t breadth mean that there is less depth?
2. What if my son/daughter wants to specialise?
3. Will my son/daughter be suited to the IB?4. What if my son/daughter is weak at
<enter least favourite subject here>?5. What if my son/daughter is not an all-
rounder?6. Will UK universities accept my
son/daughter?
The IB Diploma offersa Visiona ProgrammeIndependenceEngagementCritical Reflectiona Qualification
The IB and University Entry
IB students are well prepared
Survey of 150 UK university faculty and admissions staff
IB Diploma Programme was rated higher than other qualifications based on
• the breadth of the curriculum • development of critical thinking• time-management and communication skills• motivation of the students
• 97% were satisfied the Diploma Programme prepares students for university
• 96% favoured a broad curriculum of the type IB offers
• 57% felt the Diploma Programme offers an advantage to students.
Offer Rate
Is it easier to get an offer with IB or A’levels…?
The difference is more pronounced with the Russell Group (+6%)
UCAS data: Offer and Acceptance rate (2012)
Dr Geoff Parks Director of Admissions
Cambridge
‘Because the IB differentiates better than A-level, if we are hesitating about making an offer at all, we would be more likely to make an offer to an IB student than an A-level student.’
The Telegraph 22/10/10
Higher Education Statistics Agency (HESA)
Entrants into Higher Education Institutions
Higher Education Statistics Agency (HESA)
Class of degree by qualification
Cambridge; 29
US/Canada, 23
UCL; 21
Durham; 18Exeter; 11
Imperial; 10
Bath; 10
KCL; 9
Oxford; 8
LSE; 7
Nottingham; 7
Warwick; 6
Europe & Int'l; 6
Edinburgh; 5
Bristol; 5
Other; 20
Our University Destinations
University Entry by Subject
2825
2017 17 16 16
12 12 119 9
7
3 31 1 1
Questions for the panel
Our panel
Mark Thompson (OS 2002)
• University of ManchesterBSc International Management with American Business Studies
• Currently employed as Head of Business Insight – City Football Group
• Previously employed at Oliver Wyman asStrategy Consultant
John Sprague – Director of IB Ruth Greenhalgh – Director of Higher Education
Robert Ede(OS 2010)
• University of Exeter
BA Geography
• University of Oxford MSc Environmental Policy
• Currently employed
at The Whitehouse Consultancy, a political consultancy and lobbying firm.
Lucy Tiffen(OS 2013)
Charlotte Ritchie
(OS 2011)
• University of Oxford, Christ Church CollegePPE (Final Year)
• UCL Medicine (2nd Year)
Questions for the panel
The rest of your life…