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Universities and the IB Bryanston school 3 rd October 2014 Peter Fidczuk PowerPoint Presentation
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Universities and the IB Bryanston school 3 rd October 2014 Peter Fidczuk

Universities and the IB Bryanston school 3 rd October 2014 Peter Fidczuk

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Universities and the IB Bryanston school 3 rd October 2014 Peter Fidczuk

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  1. Universities and the IB Bryanston school 3rd October 2014 Peter Fidczuk IB UK Development and Recognition Manager (formerly Director IB, Dartford Grammar School) Peter.fidczuk@ibo.org

  2. What do Employers want? CBI Education & Skills Survey 2012 John Cridland, CBI Director-General, said: "It's alarming that a significant number of employers have concerns about the basic skills of school and college leavers. Companies do not expect them to produce 'job-ready' young people, but having a solid foundation in basic skills, such as literacy and numeracy, is fundamental for work."

  3. What do Employers want? CBI Education & Skills Survey 2013

  4. What do Employers want? CBI Education & Skills Survey 2014

  5. What do Universities want? UEA comments at the Westminster Education Forum 2014 Students starting at university have the following problems: Forgotten much subject knowledge Lack ability to inquire Lack ability to read extended texts Lack ability to select sources and extract relevant material

  6. What do Universities want? Nottingham - cognitive skills Analysing Synthesising Critical thinking Evaluating Problem solving Inquiring mind Intellectual insight Innovation Argument construction Intellectual risk

  7. IB learner profile • The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century • As IB learners we strive to be: • inquirers • knowledgeable • thinkers • communicators • principled • open-minded • caring • risk-takers • balanced • reflective

  8. The IB Diploma

  9. Standard Level – broadly similar to AS level Higher level –broadly similar to A2 level Usually 3 @ HL and 3 @ SL Each assessed on a 1 to 7 scale Total 42 points + 3 for Core = 45 max (146 in 2014) Levels and Points

  10. IB Diploma • Broad & balanced does not mean shallow • Linear, not modular (synoptic exams in May of Year 13) • Connections within subject areas • Connections between subject areas • Assessment: more ‘open question’ than A level (hard to ‘teach to the test’) • Standard Level (SL) courses are as challenging as Higher Level (HL) • Theory of Knowledge (TOK) a very good indicator of a student’s ability to think analytically, critically and independently

  11. The IB Diploma Core Theory of Knowledge (graded A-E) 4000 word Extended Essay (graded A-E) Creativity, Action & Service

  12. Theory of Knowledge

  13. Sample TOK Questions • Knowledge is generated through the interaction of critical and creative thinking. Evaluate this statement in two areas of knowledge • ‘Through different methods of justification, we can reach conclusions in ethics that are as well-supported as those provided in mathematics.’ To what extent would you agree? • ‘What separates sciences from all human activities is its belief in the provisional nature of all conclusions’. (Michael Shermer). Critically evaluate this way of distinguishing the sciences from other areas of knowledge. • Using history and at least one other area of knowledge, examine the claim that it is possible to attain knowledge despite problems of bias and selection.

  14. The Extended Essay • Research project • Limited teacher input • Extended piece of writing • Structured argument central • Must demonstrate inquiry/research/investigation/analysis

  15. The Extended Essay • What are the key factors John Williams employs to create an original soundtrack that is aurally appealing and a skilful underscore? • Captain Corelli’s Mandolin: to what extent is there a relationship between culture and identity? • Is artificial intelligence real intelligence? An analysis of internet systems and algorithms behind them. • Can there be any moral justification for the war in Iraq? • To what extent can the defence of Thermopylae and Artemisium be seen as a turning point in the Persian Wars? • To what extent is Cillit Bang safe to use?

  16. Creativity Action Service (CAS) • Experiential Learning • About 150 hours over the course of two years • Must be completed and 8 learning outcomes satisfied to pass the diploma • Changes students’ perceptions and takes them out of their comfort zone

  17. CAS • increased their awareness of their own strengths and areas for growth • undertaken new challenges • planned and initiated activities • worked collaboratively with others • shown perseverance and commitment in their activities • engaged with issues of global importance • considered the ethical implications of their actions • developed new skills

  18. Any questions?

  19. Universities’ Perceptions of the Diploma

  20. What do Universities say? Oxford comments at the IBSCA HE Conference 2014 IB is a “great qualification” as it is: Challenging Offers a global perspective Integrated programme Interdisciplinary develops essay writing skills Extended Essay is an extended piece of writing developing inquiry, independent study skills and research skills TOK develops the skill of critical analysis

  21. Accepted by all universities UCAS tariff points HEI very positive attitude to DP applicants Higher offer rate than A level HEFCE equivalence 34 points = ABB Some examples of offers this year: Oxford, English 38 + 666 @HL Kings College London, Medicine 35 + 666 @ HL Exeter, Spanish & Russian 34 Leicester, Physics 32 + 55 @ HL Aberystwyth, Geography 26 Greenwich, Games Computing 24 Entry to Higher Education in the UK

  22. 20 most popular IB Universities 324 HEI in total

  23. Offer rates for IB UK students

  24. Entry to Higher Education in the USA/Canada • The following universities have accepted IB students from the UK in 2014: • Harvard • Columbia • Rutgers • Duke • Carnegie Mellon • McGill

  25. Diploma students have difficulty getting to HE Diploma students can’t access medicine courses because they can’t study triple science If a student fails a subject they fail the Diploma It’s too hard It’s only suitable for the most academic students Diploma Myths

  26. Conclusion Universities value Diploma students as they are : HE ready Well organised Well skilled Rarely ‘fail’ Able to cope with intense courses

  27. THANK YOU Peter.fidczuk@ibo.org