Malvern College International Baccalaureate

Malvern College International Baccalaureate

THE INTERNATIONAL BACCALAUREATE AT MALVERN The International Baccalaureate is much more than simply a route to university; it is a coherent and holistic educational programme that aims to educate the whole person and so provide the necessary skills to succeed in a rapidly changing world. The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through inter-cultural understanding and respect. To this end, the organisation 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. IB Mission Statement as an alternative to A levels and currently approximately half of the Sixth Form study for each. Malvern has acquired an enviable reputation for being one of the best IB schools in the country and each year comfortably beats the world average in all subject areas. Approximately 2,300 schools worldwide now offer the IB to their Sixth Form pupils, and that is recognised across the globe and provides a genuinely world-class education. IBSCA CONFERENCE, 1ST MAY 2013

THE DIPLOMA PROGRAMME (DP) an overall total. 45 points maximum score A score of 38 points is normally considered a minimum entry requirement for Oxbridge. totals worldwide. The extended essay was a really powerful opportunity to develop my understanding of something that was genuinely interesting to me. EMILY G, MALVERN COLLEGE

IB LEARNER PROFILE Inquirers They will develop natural curiosity. Knowledgeable They will be able to explore concepts, ideas and issues that have local and global Thinkers They will be able to exercise initiative in applying thinking skills critically. Communicators Principled They will be able to act with integrity and honesty. Open-minded They will be open to the values and traditions of other individuals and communities, as well as their own. Caring They will be able to show empathy, compassion and respect towards others. Risk-takers They will be able to approach unfamiliar situations with courage and forethought. Balanced They will be able to understand the importance of intellectual, physical and emotional balance. They will have a perspective on their own learning and experience. The IB course stretched my academic ability and the variety of subjects suited my learning style. VICTORIA J, MALVERN COLLEGE

of work, to design and create their own tasks in ways that enable effective teaching and learning. Synoptic courses allow for skill development over time without overloading pupils. Teachers and pupils work in partnership and teachers are viewed as supporters of pupil learning. Pupils are expected to develop and learn through their natural curiosity and through lifelong learners with a long term interest in the subjects they have chosen.

BREADTH AND DEPTH Pupils choose from a wide range of subjects Group 1 Language A Literature Group 2 Language Acquisition and Classical Languages Latin and Classical Greek Group 5 Mathematics Mathematics, Further Mathematics and Mathematical Studies Visual Arts, Music and Theatre from Group 6 or a second from one of the earlier groups. This broad but simultaneously intensive approach allows the pupil choosing the IB to keep practically all university or careers open to age 18.

some examples Medicine/Biochemist English SL Latin SL Environmental Systems SL Mathematician/Physicist English SL Spanish ab initio SL Economics SL Linguist Environmental Systems SL Maths Studies SL All-rounder Economics SL Biology SL Medicine, PPE, Biology, Chemistry, Mathematics, Economics, Business, English Literature, The International Baccalaureate may prove to be the saviour of the English education system.

THE IB CORE The Core elements are designed to allow cross-curricular learning and to develop pupils Theory of Knowledge pupils knowledge and experience both inside and outside the classroom. The course is thus philosophical in the sense that it means to encourage pupils to acquire a critical awareness of what they and others know through analysing concepts and arguments as well as challenging the origins of value judgments, which all human beings make. Although there is no examination at the end of the course, pupils are assessed by means of presentations and through an externally assessed essay. Extended Essay Each pupil produces an Extended Essay; a 4,000 word research essay on a topic of the pupil s choosing. The Extended Essay provides practical preparation for undergraduate study and gives an opportunity to engage in an in-depth investigation of a chosen topic. IB candidates will be guided into choosing a suitable subject and topic during the Summer term of the Lower Sixth year. Each pupil will have a supervisor who will oversee the writing of the essay, which is expected to be completed towards the end of the Autumn term in The Creativity, Action and Service component ensures pupils are learning from experience, developing skills in entirely new areas; building their strengths whilst at the same time discovering new talents. Each activity or project is monitored for appropriateness, quality and pupil participation. Evaluation by the school and self-evaluation by the pupil is a continuous process throughout the two-year diploma period. The school includes an assessment of personal growth and development over the two years. might be a better world.

The most fundamental difference is that the IB offers a programme of six academic subjects and three core elements, underpinned by a holistic philosophy of education. Because not all pupils are the same and one programme may suit one individual better than another. Pupils studying for the IB will take more subjects than most pupils doing A levels. This does mean increased demands on their time and necessitates greater personal organisation and equivalent A level course, and in that sense is equally demanding, but is likely to contain less breadth. Each course is taught separately. covered. At Standard Level depth is comparable to that of AS level. learners who will make the move to university life easily. There is strong evidence that IB pupils entering university have a lower drop out rate than others and that they achieve Is the IBDP a good course for someone who struggles with foreign languages Malvern offers both Spanish and Italian ab initio, for which no prior knowledge is required and which concentrates on communication. The Mathematical Studies course only extends GCSE work very slightly. IB is well known to us for excellent preparations. Success in an IB programme correlates Programme on the transcript.

Collaborating in multi-disciplined groups to present research in Science. In a paper entitled Global Graduates into Global Leaders, presented by the Council for by order of importance. Employers felt the most important global competencies and an ability to work collaboratively drive and resilience More information on the IB can also be found at www.malverncollege.org.uk/ib Everything is global, every business is looking for students that have a broader view. Nowadays or a scientist than someone who has done an accounting degree. The country should move to an IB system.