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Welcome

Welcome. The International Baccalaureate Diploma Information Evening. Three Global Hubs Bethesda USA, The Hague and Singapore. 45 Y ears on. 1971. 2014. 131,548 DP exam candidates. 681 DP exam candidates. Estimate of 1,100,000 students. Estimate of 749 students. 7 schools.

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Welcome

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  1. Welcome The International Baccalaureate Diploma Information Evening

  2. Three Global HubsBethesda USA, The Hague and Singapore

  3. 45Years on 1971 2014 131,548 DP exam candidates 681 DP exam candidates Estimate of 1,100,000 students Estimate of 749 students 7 schools 3,580 schools PrivateSchools 43% State Schools 57%

  4. March 2013 • 3550 IB World Schools 168 in the UK • 144 countries • 8,030 examiners • More than 1 million scripts e-marked

  5. 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

  6. AtSevenoaks • 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

  7. The IB in the 1960s… Why? Practical Widely recognized university entrance qualification Visionary Promote international perspectives, understanding, communication and intercultural competence Pedagogical Critical thinking and problem-solving skills ‘learning how to learn.’

  8. Educationtrends (by the 1960s) Traditional Progressive Memorisation Same content for all Hermeticsubjects IQ tests Didactic Teacher-centred Academic intelligence Norm-referenced Machine-scored tests Translation (languages) Closedclassrooms National perspective Criticalanalysis Studentchoice Transdisciplinarity Range of skillstesting Constructivism Child-centred Education of the wholechild Criterion-referenced AV and AL (languages) Open plan rooms Multiple perspectives

  9. Alec PetersonDirector of Education Oxford University 1958-1973 • Reform 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

  10. 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 universalscales 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)

  11. UNESCO1974 International educationincludesteachingabout peace, democracy, and humanrights. The followingelementswereidentified: • values education for peace • conflictresolutionskillsat an international level • respect for cultural heritage and the environment • interculturalunderstanding (within and between nations) • global issues and attitudes of solidarityat national and international levels. • It askedteachers to tap the creative imagination of children, to developtheirskills of criticalanalysis, and to teachforeignlanguages and civilisations • ‘as a means of promoting international and interculturalunderstanding’

  12. The IB Diploma offers a Vision a Programme Independence Engagement Critical Reflection a Qualification

  13. The IB Diploma offers a Vision

  14. The IB Learner Profile a vision of what being educated in the 21st century means

  15. ‘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

  16. The IB Diploma offers a Vision a Programme

  17. The IB Structure Breadth • 6 subjects across the • traditional academic • spectrum • First Language • Second Language • Humanities • Sciences • Mathematics • Arts

  18. The IB Structure Breadth withoutsacrificing depth 3 Higher Level 3 Standard Level Possible to take 2 languages,2 humanities or 2 sciences Deep specialisation through the Extended Essay and coursework

  19. The IB Structure • The IB Core: • “Programme”, not potluck • Extended Essay • Theory of Knowledge • Creativity, Action, Service

  20. SubjectChoices? • First Language • Second Language • Humanities • Sciences • Mathematics • Arts 168,480 different combinations of subjects

  21. Subject Choices? Mathematics or HL Mathematics HL Physics HL Economics SL English SL Spanish SL Chemistry Engineering

  22. Subject Choices? Modern Languages: HL English HL French HL German SL Math Studies SL Design SL Classical Civilisation

  23. Subject Choices? Law: HL Economics HL Latin HL English SL Mathematics SL Chemistry SL Philosophy

  24. Subject Choices? Art: HL Visual Arts HL English HL Classical Civilisation SL Math Studies SL Biology SL German

  25. Assessment 6 subjects with 7 points possible in each 42 Points (Core) + 3points (0.25%) 45

  26. The IB Diploma Average UK Diploma Score No Grade Inflation

  27. Assessment World Average 29.83 UK Average 33.42 168 Diploma Schools UK State Average 31.56 UK Independent Average 35.06 Sevenoaks Average 2014 39.1

  28. The IB Diploma offers a Vision a Programme Independence

  29. Extended Essay Does ultraviolet light have an effect on the photosynthetic activity of the scenedesmus alga? (Biology) What Curves are Generated by the Octopus Ride? (Mathematics) in-depth independent research processes communication preparation 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)

  30. The IB Diploma offers a Vision a Programme Independence Engagement

  31. 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

  32. CASLearning 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

  33. The IB Diploma offers a Vision a Programme Independence Engagement Critical Reflection

  34. 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

  35. 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.”

  36. FAQs • Doesn’t breadth mean that there is less depth? • What if my son/daughter wants to specialise? • Will my son/daughter be suited to the IB? • What if my son/daughter is weak at <enter least favourite subject here>? • What if my son/daughter is not an all-rounder? • Will UK universities accept my son/daughter?

  37. The IB Diploma offers a Vision a Programme Independence Engagement Critical Reflection a Qualification

  38. The IB and University Entry

  39. 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.

  40. Offer Rate Is it easier to get an offer with IB or A’levels…? The difference is more pronounced with the Russell Group (+6%)

  41. UCAS data: Offer and Acceptance rate (2012)

  42. 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

  43. Entrants into Higher Education Institutions Higher Education Statistics Agency (HESA)

  44. Higher Education Statistics Agency (HESA) Class of degree by qualification

  45. Our University Destinations

  46. UniversityEntry by Subject

  47. Questions for the panel

  48. Our panel John Sprague – Director of IB Ruth Greenhalgh – Director of Higher Education • 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 • Robert Ede(OS 2010) • University of Exeter • BA Geography • University of OxfordMSc 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)

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