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IB in, on and out

This document explores the International Baccalaureate (IB) from a Career and Higher Education Adviser's viewpoint. Topics include personalized learning, course availability, and the importance of specific subject combinations for university entry, especially in Germany. It also highlights the importance of career management skills over traditional university paths. The guide discusses managing student progress, the CAS program's role in developing work-related skills, and the coordination of references and guidance for college applications. The document aims to equip advisers with comprehensive insights for supporting IB students.

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IB in, on and out

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  1. IB in, on and out a careers and higher education adviser’s perspective of the IB Liz Reece Liz.reece@stclares.ac.uk

  2. IB: in • Personalised learning – combinations • Good for generalists and specialists – may need to check entry requirements with HEIs • Course availability at SL and HL depending on school/college • Staffing – admissions staff need information relating to options and HE • Ability – choose combinations with care • German universities require particular subjects

  3. IB: on • Switching and implications need guidance e.g. maths • Monitoring progress – communication/ICT systems/progress reports over range of subjects • Time management for staff and students: exams /assessments/personal statements/field courses • No time for work experience – holidays? • CAS develops WRL skills – not always perceived • CAS self evaluation links to personal statements • Careers education

  4. IB: on careers education and guidance • Focus on skills of ‘career management’ rather than just university • self awareness, opportunity awareness, career planning • Lessons by careers and higher education adviser in first term ToK time • PSHE: most by CHEA, some by tutors e.g. skills analysis, personal statements, decision making, applications, finance • Optional additional workshops e.g. CVs, gap, HEI visitors • UCAS convention day at Reading University • Gifted/talented strategy : Oxbridge; early completion of extended essay • Links with CAS programme (WRL) and self evaluation • Careers and HE site on intranet – extensive links, world database, information + Fast Tomato (IB related), events • Full time guidance and reference co-ordinaton: CHEA • Part time US adviser: US guidance and preparation for SATs; SAT centre • Director of studies and admissions staff: constant liaison with CHEA • Destinations : circa 75% UK, 10% US, 15% Europe • ‘outstanding ’ ISI inspection, March 2008

  5. IB: out • Workload – tests e.g. BMAT, UKCAT, LNAT, SAT • Number of staff from whom to gather references; timing of reference and predicted grades • Reference should include short school profile • Excellent new ‘Adviser Track’ – offers, responses • UCAS tariff – little used • HE perception and typical offers • Two results times – July (IB) and August (A level) • International acceptance – Canada and US offer credits • Transcripts • Re-sits up to two times – but no module re-sits • Students need to be aware of skills developed for employers and personal statements.... PLTS??

  6. IB: outpersonal learning and thinking skills IB learner profile: • Inquirers • Knowledgeable • Thinkers • Communicators • Principled • Open-minded • Caring • Risk-takers • Balanced • Reflective QCA PLTS: • Team working • Independent enquiry • Self-management • Reflective learning • Effective participation • Creative thinking

  7. Post scriptum: what do others say? • Reports and surveys that might further inform, analyse or give evidence about the IB http://www.ibicus.org.uk/moreabout.php • And it’s worth looking at the UCAS Expert Group report leading to and within the UCAS tariff pages: http://www.ucas.com/students/ucas_tariff/factsheet/ib.html

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