Schools' first terms with the IB

Ridings students learning about the IB programme

Last September, two more schools in the UK began offering their sixth-formers the chance to study International Baccalaureate (IB) courses.

Here, they review the progress they made in the first term.

As they began work, education ministers in England gave their blessing to the qualification's expansion.

They said all state school pupils would be able to study the IB, through at least one centre in each area, as well as more conventional A-levels.

THE RIDINGS HIGH SCHOOL, COMMUNITY COMPREHENSIVE

The first IB students included some who had previously been with international schools abroad.

What is particularly impressive is the motivation and the desire of these students to achieve.

While the academic work has been enjoyable and demanding, students have expressed their appreciation in relation to the breadth of opportunities the International Baccalaureate provides, and also the important place in which community, action, service (CAS) and theory of knowledge (TOK) plays in pulling the course together.

TOK lessons have quickly become the group's favourite lessons as they gain the ability to understand what they are learning and why they are learning.

Being able to question in education is something we hear about constantly as the desirable outcome and yet it rarely happens - but here are students who are motivated, organised and being prepared for lifelong learning.

Russian students

The international dimension which the IB brings to the students has enabled them to communicate principally via video-conferencing with schools abroad and also to support younger children in appreciating other cultures and the international context in which The Ridings High School operates.

Head teacher Rob Gibson: "positive start"

At the end of November 2006, Ofsted inspected the school and gave full recognition and praise to the international status and the delivery of the International Baccalaureate. They described the post-16 curriculum as "outstanding".

Our IB students say: "We have started fundraising to bring Russian students to England to spend time discovering our way of life, and we are continually finding new ways to raise the money required to fund their visit.

"Many hours are spent communicating across the world, and recently we were privileged to meet the deputy high commissioner of The Gambia, who presented us with a photograph of St Augustine's School with whom we are officially now linked."

International Baccalaureate Diploma co-ordinator Rob Ford said: "It is a real privilege to be leading colleagues who feel that we are doing something unique and rewarding not only in terms of the IB being established but also within our own teaching.

"The CAS programme has given the students the scope to really become individuals within education as they fundraise to bring Russian school children from School 56 in Tomsk over to Bristol in July, video conference with aid agencies in Afghanistan or just listen to primary school children read on a Wednesday afternoon."

Head teacher Dr Rob Gibson said: "I am delighted to see the International Baccalaureate Diploma programme begin in such a positive way at our school.

"The course is already attracting considerable interest from around the region and our decision to implement the International Baccalaureate is not only a great achievement for the school, but points to the international nature of post-16 education for the 21st Century."

FETTES COLLEGE, INDEPENDENT BOARDING AND DAY SCHOOL

Fettes College was the first Scottish independent school to introduce the IB Diploma alongside A-levels, after three years of preparation.

Now the first term is over, Fettes has interviewed its staff and pupils to see how they are adapting.

Although there was a natural level of trepidation and nervousness from both staff and pupils, the first term has been a resounding success.

Staff relish being part of something new and trailblazing within Scotland - something which the students have picked up on too.

What students find challenging

The main challenge for the students has been the workload. This is compounded when coming straight from the either the GCSE or Standard Grade systems.

Fettes staff and students find the course challenging but rewarding

However, these challenges seem to have encouraged pupils to manage their time and structure their studies effectively.

"At first I thought it was overwhelming but when I started planning my time better and organising myself I found that it is manageable and a bit of planning before you start an essay is very helpful," one said.

They have also realised that within just one month their hard work is paying off.

Another said: "You get out as much as you put in."

Teachers recognise the IB Diploma can be difficult for their students to get used to, as the volume of study and the reliance on independent thought increases. Yet it ensures they are stretched and all seem to be adapting well at this early stage.

"The curriculum does not allow the students to coast but obliges them to face up to its demands effectively."

Challenges for teachers

As Fettes College offers both the IB Diploma and A-level, staff have experienced teaching both systems.

Each curriculum has its merits (mainly specialisation for A-levels and breadth for the IB Diploma) but the introduction of the IB Diploma and the way it is taught has certainly been refreshing.

The non-prescriptive nature of the syllabus has introduced an element of freedom to teaching while the lack of pressure to prepare for exams so soon after GCSE is also appreciated.

As an example of the breadth of IB, in English there are 15 core texts as opposed to eight or so at A-level.

Whilst there is certainly an increased volume of work it brings with it new ways of responding to texts, especially the emphasis on oral commentaries - giving the students more scope for imagination and creativity.

Within the sciences, the nature of assessment and practical work is also being enjoyed.

"Students need to build up a portfolio of practical work which means that they try to gain the best possible results. They also have to spend a minimum number of hours in the lab."

What students enjoy

Their answers broadly relate to the holistic nature of the course; experiencing new ways of learning and being recognised for social skills through TOK and CAS.

After just one term Theory of Knowledge seems to have ignited our students' imaginations.

TOK aims to explore the nature of knowledge as well as evaluating worldwide cultural perspectives.

Students feel it really challenges them to think about the world around them, how they learn and debate different points of view.

"It is very philosophical and leaves me pondering ideas for ages. The other fantastic aspect is that we are allowed to choose the topics that interest us¿

"There is no right or wrong answer it is just about opening our eyes to different methods and opinions."

The fact that students' extra curricular activities are acknowledged as well as their academic results is also a favoured part of the IB Diploma.

Creativity, Action and Service has been appreciated by students as they feel that becoming aware of the world around them and helping the community is a benefit.

"With CAS, we are able to help the community¿coming out of our protected shells."

Students also mentioned a range of specific subjects they were particularly enjoying, with a number noting that the oral work associated with English was benefiting their confidence, public speaking and interview preparation.

The IB Diploma has also stimulated a new way of learning for many pupils as they have noticed the need for more work outside of the classroom. The answers can no longer be found by just looking at a textbook.

"The learning is not cut out and spoon fed any more, there is a lot of research to be done on your own."

The increased levels of interaction and debate are praised by students and teachers alike, with students feeling they are treated more like young adults - though that is a natural step from GCSE found by A-level students too.

Most enjoyable aspects for staff

The most favourable element of teaching the IB seems to be the freedom it offers: "teaching is exciting again."

There is increased room for personal creativity and exploration for the pupils which can only help them especially with the preparation for study at university.

The clear structure and pace of the course have also been praised.

"I enjoy the pace of the course and I've enjoyed learning how much pupils can get through if it is simply expected of them."

The course seems to be much more hands-on, stimulating debate and encouraging individual thinking.

"I've enjoyed the variety of assessment methods available to the pupils and the interesting work [that] results from this¿

"I enjoyed planning the course and introducing to it a range of world literature texts which I have never been able to teach before."

A pleasant side effect has also been the smaller class sizes, but realistically this will change as the course becomes more established.

So far so good

Recent news from UCAS regarding the equivalent grades between IB and A-levels has increased students' support for the IB as they feel fulfilling this course may give them the edge within a highly competitive environment of university entrance.

The reaction to the introduction of the IB Diploma at Fettes has been overwhelmingly positive from both staff and pupils but has involved a lot of hard work and dedication.

There are naturally still some reservations about adjusting to a new system and how it will pan out over the next 18 months until the first set of results are announced.

But if the first term is anything to go by, the future of the IB alongside A-levels at Fettes is bright.

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We asked you to let us know your own thoughts about the benefits or otherwise of International Baccalaureate study. Here is a selection relfecting the range of comments received:

I am the Secondary Principal of an international school that has offered the IB Diploma programme since 1998 and is now a candidate school for the Middle Years Programme.I also teach English A1. The IBO respects the professionalism of the teacher, offers freedom of choice and autonomy within a rigorous structure; students learn how to think. This is education at its best, free of political interference, creating independent thinkers ready to take on and transform the society of the 21st century and beyond. Outstanding and better than any national system, particularly A-levels.
Nancy Jenkins, Jerusalem

As a mathematics teacher, I appreciate the challenge that the IB Diploma provides for students. However, in mathematics, it certainly does not give the teacher 'freedom'. In many ways, the mathematics courses are very traditional and remind me of some A-level courses of 30-odd years ago. Oh for some more modern, relevant, thinking on the mathematics curriculum. The 'Middle Years Programme', also run by IBO, is a totally unsatisfactory preparation, in mathematics, for their own diploma programme. Ditch it!
K Bowker, Eindhoven, The Netherlands

The IB - it shapes individuals into a more rounded person. Helped with the discussions on knowledge and learning in TOK, and being more aware and active in the community and local environmental issues through CAS. It is a great course for people who do not want to just study a few indepth subjects. It is not easy, but it is so worth the work that goes into it. I did mine whilst living in Singapore.
Rick Jones, Manchester

Very pleased to hear more schools are going with the IB, The extra breadth of learing coupled with the focus on independant thought, will reap great rewards for the UK. I hope the trend continues to expand to other schools and funding becomes available for those currently unable to change. A friend's son returned to the UK before being able to complete his IB and was able to A/B pass four A-levels at age 16. There are many bright kids being let down by the A-level's descent in standard.
S Cooper, Luxembourg

As a Year 13 (Upper VI) student that commutes from Hackney to Ingatestone everyday just to do the IB: Coming from an innercity, all-girls comprehensive in Hackney, I can do nothing but sing the praises of both my new school (Anglo European) and the IB. Initially I chose it because I didn't know what to do at university. But it is so different from A-Levels. In a such a good way! I get to do 6 subjects, and go to university so much better prepared.

All those who argue that the A-Levels allow kids to specialise obviously haven't looked into the IB. It allows the specialisation that A-Levels give, without letting people overstream themselves. The other elements, CAS TOK and the Extended Essay prepare students for university so much more! CAS gets students back in the community, volunteering, and doing Extra-Curriculars, things people often forget during upper school. Theory of Knowledge teaches us to question what we learn, and write better essays for it! And finally the EE teaches us the dissertation skills which we otherwise don't encounter until we're at university.

I won't disagree that the IB is an immense workload, but it places well rounded, well educated, better human beings at university entry level - how can anyone argue with that?
Jessica Brittain-George, London, England

Am greatly in favour of it. We wrestle with the question of how well our students are doing. If they are locally evaluated on local tests by teachers who know them, we don't know objectively where they are.

Of course, education is not a race to see how many firsts a pupil or country can gain. Evaluation is not the only goal of education - far from it. But we do need independent benchmarks, at least to guard against the "all students are above average" style of grading. The IBO has an excellent reputation, so let us promote its adoption.
Dr William Galloway, Vancouver Canada

I completed the IB in 1999 at Exeter College. However, upon application through the UCAS system, I was rejected from every university to which I applied, without gaining an interview, despite obtaining good results and excellent references. It is encouraging to see the increasing profile of the IB as it is a far superior qualification in many aspects to standard A-levels. I just hope this extends to the university application boards.
Mark, Bristol