breadth. Where A levels offer a detailed study of three or four subjects, the IBDP has a broader curriculum based on project-based learning. The Diploma programme is well-recognised for its
breadth. Students study a range of subjects including maths, sciences, language and the arts. Three subjects are studied at higher level and three at standard, alongside an extended essay and a compulsory philosophy-based course in the Theory of Knowledge (TOK), which aims to develop intellectual curiosity through critical thinking and reflection. “When students return to us after being at university
they inevitably say it is the Theory of Knowledge (TOK) component which has resonated the most as they continue their studies,” says Joshua Parker of Schule Schloss Salem. “The deeper critical thinking in this course really does mark an intellectual leap for them.” Students also complete a 150-hour programme
of Creativity, Action and Service (CAS) designed to encourage personal development outside the classroom. “For us, this is the stand-out feature of the IB curriculum,” says ICS Paris university counsellor, Steve Uomini. “It allows students to actively contribute to society, enabling them to grasp the practical implications of their education.” The IB workload is heavy and students need to
be fully switched on for the entire two years of study. The end results are awarded as a mark out of 45. To receive the full diploma students must get a minimum of 24 points, but most universities require a significantly higher score for admission – often in the early 40s. “The breadth of the curriculum is a real strength,”
says Schule Schloss Salem’s Joshua Parker. “The range of subjects gives students the chance to develop skills to an advanced level across languages, humanities, the sciences, maths and the arts.” Some believe the methods of learning better prepare
students for higher education, particularly in university- style independent research and essay writing. “Most of my ex-students say their undergraduate
study is less demanding than their IB years and that the discipline they learnt there set them up for success in academia,” says Alethea Bleyberg, director of the Learning Curve education consultancy and an IBDP core consultant. “Diploma students develop the research, critical thinking, academic writing and self-management tools needed to thrive in higher education and are sought after by top universities around the world.”
THE CRITICS Not every teacher and parent is a fan of the qualification though. Its critics say it is elitist, too full of jargon and favours more academic students. “It is not the best fit for everyone,” admits
Netherlands-based education consultant, Anne Van Dam. “The rigorous curriculum requires commitment, time management skills and intellectual curiosity and some find the workload overwhelming. The IBCP can be a better pathway for these students to university or on a more vocational route.” “I wish more people would celebrate the lower IB scores too,” says Suman Lall, an ex-higher education
counsellor for ESF schools in Hong Kong and mother to two IB graduates. “It is only the scores of 40 or over that are really rated.” Other criticism revolves around the quality of
teaching. “The IB is a fantastic programme, but its success depends on the school and its teaching staff,” says one parent whose daughter swapped IB schools and got a far superior delivery of the programme. “The teachers really need to know what they are doing.”
WORLD-READY The IB is often credited with turning out students equipped to take on the challenges of a fast-changing global workforce. “Learning in a transdisciplinary environment that goes beyond books prepares students for any global challenge,” says ICS Paris’s Steve Uomini. In addition, the emphasis on creating internationally-
minded students is sound preparation for a global workforce, says the International School of Dusseldorf ’s Sibylle Harth. “It prepares them well for the interconnected world and future workplace challenges.” Sometimes, says Joshua Parker from Schule Schloss
Salem, it is the simple fact of being educated in an international environment that has the greatest effect: “The IB fosters intercultural understanding via the curriculum, but it is the reality of the student sitting in a classroom with peers from many cultures, with different values and perspectives, that helps to engender this cultural awareness most powerfully.”
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GLOBAL EDUCATION CURRICULUM
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