What is the International Baccalaureate Diploma?
The International Baccalaureate (IB) Diploma is a two-year course, available at top boarding school Bromsgrove School, for young people aged 16–19. The IB Diploma is widely recognised by universities around the world as a valuable qualification for entry into higher education. Awarded by the International Baccalaureate Organisation in Switzerland, it has been steadily rising in popularity as an alternative to A levels.
There are some significant differences between the IB and A levels. These include the flexibility, integration and range of achievement measured by the IB. In addition to developing intellectual and academic skills, it also fosters students' personal and emotional development.
Sixth formers taking A levels have traditionally chosen a number of subjects, each leading to its own largely self-standing award at AS level, usually after one year's study, or A level, after two years' study. The IB programme offers students flexibility to take six subjects over two years, which include English and maths, plus at least one science and a foreign language. Three of these are taken at higher level and three at standard level. As well as providing a broader programme than the typical three or four A level subjects, the IB route is often seen as a greater challenge leading to a more rounded overall achievement.
There are a number of components of IB that are not generally reflected in A levels. These are designed to broaden, enrich and integrate students' learning experiences. Each student carries out an original piece of 'university style' research and documents it in an extended essay. The philosophy-based theory of knowledge course helps students to think critically and outside the box. The Creativity Action Service (CAS) requirement involves a creative arts activity, an action activity such as sport and service to the community. CAS provides a quite different perspective from and a valuable counterpoint to, academic study.
Students studying for A levels will of course usually take part in sport, cultural activities and volunteering during their time in sixth form. But generally these dimensions are not formally integrated with academic study as in the IB programme. Among the outcomes of IB are to give students the ability to work both independently and in a team, to organise themselves and their studies effectively, understand others' beliefs and cultures and appreciate global issues. The broader approach of IB has been enthusiastically welcomed by students, who enjoy rising to the challenge, which undeniably requires hard and diligent work.
The IB Diploma programme has been designed to develop critical thinkers and compassionate citizens. It therefore provides a good platform for the transition between school and university, where students will need to take more responsibility for their own learning. With uncertainties over future employment trends in a fast-changing, globalised world, the formative experience of IB offers young people a springboard to optimise their potential by developing a broad and flexible range of skills. When considering sixth form options, it is certainly worth evaluating the IB as an alternative to more traditional A levels.
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