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…