Making the choice: International Baccalaureate Diploma Programme
IB or HSC? Shortly, Year 10 students and their parents will make a preliminary choice between the Higher School Certificate (HSC) and the International Baccalaureate (IB) Diploma as their course of study for Years 11 and 12. I have 18 years experience as a Head of two schools which have offered the IB Diploma, and believe strongly in its value, equally as I believe in the value of the HSC. The two credentials are quite different; some students will be best suited to the one, while other students are best equipped for, and served by, the other. My own opinion is that the HSC, being the strongest credential of the Australian states and territories, is world class, as is the IB. SACS does not advocate one over the other. The IB Diploma was founded in the late 1960s to serve the interests of the children of mobile diplomatic personnel who needed a stable curriculum with continuity of learning, no matter which country they resided in at the time. It was set up by a consortium and available initially to English, French and Swiss citizens. Since that time it has grown rapidly; the IB, which consists of three programmes, the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the International Diploma, is taught in 141 countries world-wide. It is therefore the only truly international curriculum in the world, and is growing at around 20-25% per year both in Australia and worldwide. As an international course of study, the IB curriculum and examinations are the same everywhere in the world. It has three official languages in which instruction and examinations can be conducted: English, French, Spanish and Mandarin Chinese. In making the decision, I have found that some students make their choice on the basis of the credentials themselves, ie HSC or IB Diploma, while others decide on the basis of which credential will give them the subjects they most wish to do. But either way, as you consider which course to pursue in Year 11 and 12, I encourage you to make use of all information and resources available to you. Please take advice from academic staff before making the selection. All the best as you consider the best choice for you. Dr John Collier Head of School Lorem ipsum ero dolor sit ametos, consectetur iras adipiscing elitos. Maecenas in erat at est bibendum imperdiet. 2
International Baccalaureate Diploma Programme History of the IB Diploma The IBO is a non-profit educational foundation that was established in 1968 by a small group of international schools with geographically mobile students. They wanted a common curriculum and university entry credential. The IBO also had a vision for developing certain types of students for a more global world. Today IB programmes exist in internationally-minded schools for students 3 years to 19 years of age. At SACS we offer the Diploma Programme for Year 11 and 12 students. What are the aims of the IBO? The IBO Mission Statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. Overview of the IB Diploma Programme? The IB Diploma offers students a broad range of learning skills and subject areas, providing a truly international curriculum that is taught in 141 countries worldwide. The IB is designed to be a pre-university course, with research and self-directed learning a key focus. University tracking suggests that IB students are very well prepared for university and tend to flourish. IB subject requirements do not allow specialisation in a particular area, with the following essential courses: a foreign language, Mathematics, an experimental Science, a Humanity subject, a Creative Arts subject, Theory of Knowledge, and an elective subject. The Diploma course also requires students to undertake the Creativity, Action and Service (CAS) course, where they contribute to the greater community, and also complete a 4000- word extended research essay. The academically rigorous nature of the IB Diploma means that not all students are suited to the programme, but all who do undertake the Diploma at St Andrew s Cathedral School are carefully guided and mentored throughout the process by dedicated teachers, skilled in IB Diploma methodology and learning requirements. Lorem ipsum ero dolor sit ametos, consectetur iras adipiscing elitos. Maecenas in erat at est bibendum imperdiet. 3
How does the IB Diploma curriculum work? All students study six subjects, each awarding a score out of seven points. Students must select one subject from each of Groups 1-5. The sixth subject must come from either Group 2, 3, 4 or 6. All students must also complete the requirements for the Theory of Knowledge (TOK) course, the Creativity, Action and Service (CAS) course, and the Extended Essay. A final Diploma score is awarded out of a maximum of 45 points. IB Scores can be converted to an Australian Tertiary Admission Rank (ATAR) for entrance to Australian university courses. See the adjacent ATAR conversion table. What are the required teaching hours for IB subjects? Higher Level subject (HL) - 240 hours over 2 years Standard Level subjects (SL) - 150 hours over 2 years Theory of Knowledge (TOK) - 100 hours over 2 years Extended Essay (EE) - 40 60 hours over 2 years (not timetabled) Creativity Action Service (CAS) - consistent progress over 2 years (only one period a fortnight) What is the difference between an HL subject and an SL subject? Firstly, HL and SL subjects have different requirements for teaching hours (240 hours over 2 years for HL and 150 hours over 2 years for SL). HL subjects cover more content, but also conceptually require deeper thinking and understanding. The depth of the IB comes through the study of the HL subjects. Greater higher order thinking and critical analysis would normally be required in these subjects. How do you qualify for an IB Diploma? Each subject is awarded a maximum of 7 points: 3 HL + 3 SL = 42 points maximum TOK + EE = 3 points maximum ---------- 45 points maximum 24 points is the minimum required, with certain conditions, to qualify for the award. (Not all students are awarded the Diploma.) Are there any other requirements for qualification of the Diploma? All assessment components for each of the six subjects and the additional IB Diploma requirements must be completed in order to qualify for the award of the IB Diploma. The IB Diploma will be awarded to a candidate whose total score is 24 points or above, provided all the following requirements have been met: numeric grades have been awarded in all six subjects registered for the diploma, an approved programme of CAS has been completed, grades A (highest) to D (lowest) have been awarded for both Theory of Knowledge and an Extended Essay, there is no grade 1 in any subject, a grade 2 has not been awarded three or more times (Higher Level or Standard Level), overall, there are no more than four grade 3s or below, at least 12 points have been gained on higher level subjects (for candidates who register for four higher level subjects, the three highest grades count), at least 9 points have been gained on standard level subjects (candidates who register for two standard level subjects must gain at least 5 points at standard level), the final award committee has not judged the candidate to be guilty of malpractice. 4
Which subjects are currently offered at St Andrew s? Australian university recognition Group 1: Literature (English) Group 2: All are SL subjects French B, German B, Japanese B, Spanish Ab Initio (beginner), Mandarin Ab Initio (beginner) Group 3: Business and Management, Economics, History, Geography, Philosophy, Psychology, World Religions Group 4: Biology, Chemistry, Computer Science, Design Technology, Physics, SEHS (Sports Exercise Science) Group 5: Maths HL, Maths SL, Maths Studies Group 6: Film, Music, Theatre, Visual Arts Highlighted (underlined) subjects are offered in joint partnership with Newington College and MLC. These subjects are offered out of school hours on Monday afternoons from 4pm 6pm. For Year 11 students in 2016, it is proposed that these subjects will be: SACS: Mandarin Ab Initio, World Religions MLC: Film, Theatre Newington: Design Technology, SEHS (Sports Exercise Science) In undertaking these courses, students also make a commitment to attend classes on nominated Saturdays and during school holidays throughout the year. Subjects Are there additional charges to do the IB? Yes, the school charges an extra fee over the two-year period. This charge covers the registration fee and the examination fees. will only run with a sufficient number of students, as deemed by the Deputy Head of School. What types of assessment are used in the IB Diploma Programme? Students are required to complete both Internal and External Assessments. External Assessments are held in May and November (over 2500 examiners worldwide) and can be worth up to 80 per cent, depending on the subject. Both Internal and External assessments use an established grading criteria. A variety of skills are tested across disciplines. There is a balance between independent tasks and teacher supervised tasks. There are multiple methods of assessment for each course, including: oral examinations in languages projects student portfolios class presentations practical lab work mathematical investigations artistic performances The following table converts 2015 IB results for 2016 university admissions in New South Wales, the Australian Capital Territory, Queensland, Tasmania, Victoria and Western Australia. This table changes slightly from year to year. This Combined Rank measure of overall achievement is comparable with the Australian Tertiary Admissions Rank (ATAR). This means that a Combined Rank of 92.90 equals an ATAR of 92.90. Diploma Score Combined Rank = ATAR 45 99.95 44 99.85 43 99.70 42 99.40 41 98.80 40 98.15 39 97.35 38 96.35 37 95.45 36 94.05 35 92.80 34 91.45 33 89.85 32 87.95 31 85.95 30 83.00 29 80.25 28 77.90 27 75.40 26 72.75 25 69.65 24 66.10 5
Advantages of studying the IB Diploma Some of the differences and possible advantages of the IB include: A globally focussed curriculum allows students to consider a broader range of perspectives and cultures; For students wishing to study overseas after Year 12, the IB is ideal as it is known and recognised internationally. the HSC allows students to specialise in particular subjects, while the IB requires students to work across a broad range of subjects, including studying maths, a language and science. This helps to keep a student s career options open. The IB is designed to be a pre-university course, with research and self-directed learning a key focus. Students strive to develop learner profile attributes, including being reflective, collaborative as well as independent, good communicators and knowledgeable. IB students tend to transition very easily to university study. The IB Diploma is academically rigorous and is more heavily exam based than the HSC, with the HSC made up of 50 per cent exams and 50 per cent internal assessments, whereas the weight in IB subjects is usually 75 per cent exams Core components of the IB a separate 4000-word extended research essay, the Theory of Knowledge subject and Creativity, Action and Service are all distinctive elements designed to develop an inquiring mind. Unlike the HSC, there is no scaling of final scores. Raw IB scores are converted to ATAR scores for admission to Australian universities according to a conversion table, which is known in advance. This can result in a very favourable final ATAR for students are in the top end of the most capable students. The IB offers high-level courses in all subject areas, whereas in the HSC, extension courses are only available in English, Mathematics, History, Music and Languages. Some subjects offer a point of difference with the HSC. For example, IB English studies the great literature of Western Civilisation and so is a more conservative course than HSC English, which is heavily influenced by post-modernist critical theory. IB Visual Arts is an entirely practical course, so unlike the HSC, there is no theory examination. What do students see as the problems or challenges of the IB Diploma? It is more work than the HSC, as many syllabuses contain more content The IB Diploma is more heavily examination based, with the assessment weight in IB classes being around 75 per cent exams. The HSC is 50 per cent examinations and 50 per cent internal assessments. The IB exams also take place in a shorter space of time, with most subjects having two or three two-hour exams. It is not unusual for a student to have three exam papers on the one day of the timetable. You cannot specialise in one area in the IB due to the required breadth of learning across subject areas. Under the HSC, specialisation is possible, with English being the only compulsory subject. In the HSC, it is possible to do four units of English, four units of Mathematics or six units of the sciences; this is not possible in the IB Diploma course. Study of a foreign language is compulsory in the IB. In the IB, both Years 11 and 12 are examinable, unlike in the HSC where only Year 12 work is examinable, with the exception of Extension 1 Mathematics. In the IB, it is possible for students to fail and not receive an IB Diploma, which means no ATAR can be obtained for university entry in Australia. In the HSC, all students who attend the examinations and complete formal assessment tasks and other work set will receive an HSC and subsequent ATAR score. The most common reasons for failure in the IB are an inability to obtain the base level of 24 points out of the 45 points possible, or failure to gain 12 points across three Higher Level courses, or scoring as low as 2 in a Higher Level course (out of 7). 6
The IB learner profile What should a prospective IB learner look like? The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. Students considering undertaking the IB Diploma should have some of the following characteristics or be willing to work towards developing these: average or above average ability good work ethic/time management skills ability to work across different subject areas enjoy collaborative work practices higher order thinkers interest in internationalism want to keep career options open want success at university, not just get in want to impact positively on your world want to challenge yourself against world benchmarks see yourself as being life-long learners In summary, students who are comfortable with the structure of the IB, who are prepared to work hard and methodically, and who are self-disciplined should consider undertaking the IB Diploma. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire indepth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. 7
The science of IB: Mr John Kennedy 8 It s 7.45am but in Mr John Kennedy s IB Physics room, you can barely tell it s an early class. His students, alert and excitable, are asking questions, probing for answers. A packet of croissants sits on the front table (a sporadic thank you to students for making the early trip) and the whole space is filled with that indelible buzz that comes from classrooms and lecture halls where minds are eagerly tuned-in. This is a place where students are thrilled to learn. As Head of Science at SACS and a teacher of both HSC and IB Physics, Mr John Kennedy is well-versed in the specifics of the IB programme. We caught up with the English ex pat to demystify the science of IB and find out how the programme s curriculum instils confidence, inquisitiveness and high-functioning cognitive qualities in young learners. We also find out how he is making the classes his own, tailoring lessons to his hands-on, what if? teaching style. Tell us a little about yourself professionally how did you come to be teaching in the sciences? Mr Kennedy: I studied in England and have a Master s Degree in Physics at the end of my degree I ended up doing a PGCE, which is the English equivalent of a Graduate Diploma in Education, hence I started teaching. I was teaching in high schools in the UK for four years, teaching physics mainly, with a bit of biology and chemistry. Every day is a new adventure. I ve been in Australia since 2009, teaching in Cranbrook, Newington and now St Andrew s Why am I teaching physics? I like to see how the universe has been stuck together. The more you teach, the more you learn. What first drew you to the IB as an alternative learning programme? It s a two-year course, it builds on itself from one year to the next. It s mentally challenging and stimulating. I also teach HSC science at SACS it s a little bit more humanities biased than pure science and considers more the effects, history and uses of science in society. The IB does do that too, but often more obliquely through the Theory of Knowledge content which appears in physics and through specific units that act as a sort of synthesis topic. What kind of students flourish well in IB science? They would be students who are selfmotivated, organised and independent learners. The sort of students who can tackle a problem from the bottom up and keep working on it even when it appears to be going nowhere! That said, the students who are going to do really well [academically] and get 95 ATARS and above would flourish in either course (HSC or IB). What s your own teaching philosophy? I don t think I am particularly unique I just enjoy the subject so much that it really comes across to my classes. Students get annoyed when I put problems on the board that I don t know the answer to and we work it out together. Sometimes they even turn out to be impossible! Eventually they get used to it, they realise it s quite fun and see if they can get to the answer before me. We often break from the topic someone might ask the question What if?, so we get the equipment out and find out. It s very hands on. My classes are very flexible the IB allows me to have a bit more time to do that as it s a little less prescriptive, though I still teach this way with my HSC classes. How do you actively engage your students in learning? I upload the information we will be discussing in class to a learning management system. It s available for students to see before and after class even during, as most of our IB students bring laptops. They ll write on power-point files and flick ahead, look back. We ll often connect to an ipad and use it as a camera, or connect computers up to data logging equipment so students can literally get data from their experiments immediately transcribed to their ipads, laptops, iphones or Android phones. It sounds more like a university style of learning I try to invoke that. I ll lecture; we ll do tutorials and labs. It s very much a university approach in my classes. How important is it for you to keep abreast of current scientific progressions? Obviously you need to keep your finger on the pulse that s why I m doing a PhD. One of the focus areas of my PhD is trying to understand why a smaller proportion of students are doing science in Year 11 and 12 than they were 20 years ago. It s important that students are picking up New Scientist, Cosmos, the SMH and seeing what s going on! It s important that students can see what they re learning and how it gets used in the real world. And that s important for any course, be it HSC or IB, in any subject area.
A parent s perspective: Mrs Liz Hurley I did a lot of reading before the decision was made for my son to do the IB I recommend parents do the same. Having an adult education background, the IB learner profile and the assessment policy really resonated with me in terms of pedagogy and good learning practice. For my son, the IB suited his learning style and his broad interests as he certainly wasn t a diehard humanities student when he began the IB. manage his time well! He is in his third year studying US Studies and philosophy, but what really excites me is that he is already on the SRC, executive of the Art Students Society, captain of the USYD Quidditch team, regularly campaigning for University Union and SRC elections, along with working one-and-a-half days per week. My advice for parents is to be as prepared as the students need to be. Yes, it is a lot of work, but not insurmountable if they get organised. Here is how I survived the IB: I had the latest assessment schedule I made contact with teachers if I had any concerns I constantly asked how the Creative, Action, Service portfolio was going (maybe I nagged) I tried to be actively interested when my son spoke about something he was learning I fed him lots of his favourite food! All in all, the IB is a great programme. Whether you choose the IB or HSC, it is all going to be hard work! Preparation for the future: He is very busy and highly engaged at university; the IB prepared him to 9
Where are they now? Emma Jagot 2013 Graduate IB Dux. Now studying B.Arts/B.Law at Australia s National University. From the thought provoking subjects to the heated philosophical discussions in TOK and volunteering for absolutely every charity event for CAS, the IB was a rewarding and challenging experience. But, it was by no means easy. Perseverance, time management and a strong sense of independence are all characteristics we had to develop quickly to be successful graduates. Despite the large amounts homework and volunteering required for the IB, what really had set my year apart from all the rest is the support of my IB cohort. As we all moved closer towards our final IB exams, the relationships and bonds we had made during our final year were invaluable. Meredith Grey Dux of the Year in 2011. Now studying at the New School in New York The IB challenged me to make myself my only competition, and not get complacent in my education. I found the lack of scaling and ranking a huge influence on my decision to do the IB. Getting a mark that is directly reflective of your work, and then seeing that mark and others you earned becoming your final score out of 45 is a really rewarding experience. One thing I didn t think of until I was nearing the end of the IB was the fact that the actual course content and structure engaged me in a way that made going to school enjoyable. The way I learnt in Year 11 and 12, the assessments I did and the stuff I learnt about was refreshingly new and interesting, and I understand they regularly update the syllabuses and assessments, ensuring an engaging two years. This was particularly true of English and Drama, where I felt the courses were so different to the HSC, and to anything I d done before. The unique assessment style and content kept us all on our toes. While there are many other reasons I chose and enjoyed the IB, one reason was that it planted a seed of curiosity in me about studying overseas. While for most of my high school life I was reasonably sure I would do Arts at Sydney deciding to do the IB made me at least look into studying overseas, if only to pay respect to the fact that I was able to so easily. From there, I applied for and got accepted into a college in New York (whose small class sizes, individual learning style and cross disciplinary education with an emphasis on turning theory into practice and changing things in the real world sound suspiciously like the mission statement of the IB). To apply for entry I used not only the actual diploma, but the experiences I have gained through doing the IB to display myself as a desirable student with breadth of knowledge, emphasis on service and a generally inquisitive and proactive nature. 10
Kate Sligo Dux of 2012 with an IB score of 44/45 and an ATAR of 99.85. Currently studying at the University of Cambridge studying International Studies, focusing on the Middle East. I studied the IB for a few reasons: I wanted to study overseas, I liked the international perspective that the subjects had, and it offered me the best subject combination that I wouldn t have been able to do with the HSC. The IB challenged me inside the classroom, but also outside of it. The Creativity Action Service programme made my final two years at SACS more incredible than I could have imagined. It got me running fun runs in a Santa costume, swimming 24 hours in a mega swim to raise funds for Multiple Sclerosis, arguing for my client s case in a Mock Trial and even DJ-ing a Junior School disco to raise money for children living in poverty in Cambodia. Having completed the IB 3 years ago, I am now studying Arabic and French at the University of Cambridge in England my first year. I absolutely love my degree and living in Cambridge. In French we study quite a lot of French literature, dating back to the Middle Ages, and next year we will have the option of specialising in the history, culture, philosophy and literature of a specific time period. This year, Arabic is very language intense, allowing us to grasp the basic skills of speaking, reading, writing and listening. Next year I have the option of taking papers ranging from the Anthropology of Islam, to studying Arab Literature, or the Politics of the Modern Middle East. Living in Cambridge is so much fun, and King s College is a wonderful environment to be a part of. There are always so many talks and debates that you can go to. Later this year, I am heading to Jordan for two months to further my Arabic at the Qasid Institute. I will then come back to Australia to see my friends and family before second year commences in October. The IB definitely gave me the platform to make all of this possible. It gave me so many options so I ended up studying exactly what I wanted to study, in an incredible social and intellectual Tom Woolley 2013 IB Graduate. Now studying BCom/Education at University of New South Wales. I chose the International Baccalaureate Diploma Programme because it truly interested me. I was already learning a language (German) at the time and the subjects that I wanted to study fitted quite well with the IB criteria. I had heard that students generally did quite well and I was ready for a challenge and to try something new. I really like the IB teaching style. The classes are very small and our teachers are all incredible. I love how our teachers let us choose which option topics we want to learn. We are also given a lot of freedom to learn in the ways that suit us best. The content in each subject is extraordinary! The IB is over two years and this allows a deeper exploration of many more topics. There is such a variety it s hard not to develop an interest in what you are learning. Simply put, the workload is enormous. There is always something to do or revise. The key is to be organised and manage your time. If you are confident you can do this then I definitely recommend this awesome course.
St Andrew s: St Andrew s Cathedral School is a coeducational K-12 Anglican school, located in the heart of Sydney s CBD. St Andrew s Cathedral School Sydney Square, Sydney NSW 2000 ABN 34 429 367 893 phone +61 2 9286 9500 fax +61 2 9286 9550 email infosacs.nsw.edu.au CRICOS Registration: The Council of St Andrew s Cathedral School 02276M www.sacs.nsw.edu.au