With its broader Outlook Russ Thorne asks whether the diploma that more choice is rounded
Although the diploma of the international baccalaureate (IB) of a growing number of schools as an alternative to the Abitur is offered, the qualification in the United Kingdom is present since the early 1970s. Aimed at students aged 16 to 18 and studied two years as A-levels, the IB mission statement sets in the same period "requesting, competent and caring to help young people to create a better and more peaceful world, to develop" (see ibo.org for the full mission statement).
In practice means a this approach width, with all students continue to mathematics and modern languages learn, and participate in measures to promote, independent learning, communication and security.
"The IB provides width that some students can fit better than others," says Peter Dunn, head of communication at the University of Warwick. "It can be especially those who have any certain elected academic direction and want to keep their options open fit, and he gets also young people who enjoy excel in a number of disciplines, want it all and simply not this range of learning still to give up."
The diploma is divided into six subject groups with students, who each select one option: native language (usually their mother tongue, the study of literature, language, or both); a second language; an experimental science (such as biology or chemistry); Mathematics; the Arts (including music and drama); and society (history or geography, for example). Students choose three subjects at a "higher" (with approximately 240 hours of study time) and three on "standard" to study level (about 150). Assessment is by examination, although there are some elements of the course work.
"Challenged the diversity of topics and kept me motivated throughout the course," says Emma Mercer took the IB Brockenhurst College. "If I was satisfied with the science, I could work on language or literature for a while."
In addition to the six groups, students also complete three core activities: theory of knowledge (TOK); Creativity, action and service (CAS); and a 4000-Word extended essay. The essay is linked to one of the six areas and must devote to independent research (Mercer investigated the antibacterial properties of tears), while for CAS each of the three components students 50 hours (the Mercer in ceramics, rock climbing, and volunteering in a special needs school).
TOK, teaches in the meantime, students to think analytically and critically. "It makes you question," Sarah Jinks explained, teacher at the St. Clare's school, Oxford, "" What is science?"questions, for example, or 'how contact logic?'" Although enjoy to find difficult some students this part of the course, other issues, which are raised. "The talks can be very interesting", Devyani Garg, says school this year of ACS Hillingdon made.
"It makes you think about it, what you learn, you start on the question of what do you think to be true." Jinks believes that the IB students who helps a broader world view of, but also the development of independent learning is better preparation for higher education as A-levels. "Things like TOK and the extended essays can be very helpful, even at the University," she says. "I have spoken professors much IB students prefer, because they are better on their work." Garg, which launches this fall, LSE is true.
"The IB teaches you skills such as time management, organization, and self-discipline that will remain with you for the rest of your life."
With IB students who put more in about 5 percent can as to study their A-level counterparts on average and with a minimum pass class (24 points out of a total 45) points (a (b) and two c-class to A-level) equivalent to 260 UCAS, IB a demanding program of study. Nevertheless, the students who secure a place at the University about 44 percent gain entry a top 20 vehicles (compared to 20 percent of the students, to take the A-level) according to the UK higher education statistics agency.
This is an indication that students can usually expect high school, go to a higher average salary than students deserve to follow the more common A level path. For Jinks but-the A-level and IB programs - taught that real value which is an IB education of the personal effect, can, have of course to their students. "By the time that they leave they are independent and very happy," she says. "You are not only taught as one controls, you are taught to live." "I feel good to know me, that our students are going to be out here and good in the world."
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