International Baccalaureate Diploma (IB)

...have a clue what the International Baccalaureate Diploma (IB) is, so, I intend to tell you! I have completed one year of a two year (well, almost two year) long course and am doing the IB instead of A-levels, and furthermore I’m enjoying it. Well, okay, perhaps school work and enjoyment don’t quite equate, but I am happy that I chose the IB and am finding it actually quite interesting (what???). So, if you want to know more read on, and ...
...It doesn’t take to much intelligence to figure that one out!

~So What The Hell Is This IB Thing?~

The IB is an alternative sixth-form qualification unfortunately offered by just 32 state schools in the UK, although hopefully this will soon increase, and involves doing six subjects, three at higher level (fairly similar to A-level standard) and three at standard level (fairly similar to AS-level standard).
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Most of you probably won’t have a clue what the International Baccalaureate Diploma (IB) is, so, I intend to tell you! I have completed one year of a two year (well, almost two year) long course and am doing the IB instead of A-levels, and furthermore I’m enjoying it. Well, okay, perhaps school work and enjoyment don’t quite equate, but I am happy that I chose the IB and am finding it actually quite interesting (what???). So, if you want to know more read on, and if like the majority you are already bored, then don’t. It doesn’t take to much intelligence to figure that one out!

~So What The Hell Is This IB Thing?~

The IB is an alternative sixth-form qualification unfortunately offered by just 32 state schools in the UK, although hopefully this will soon increase, and involves doing six subjects, three at higher level (fairly similar to A-level standard) and three at standard level (fairly similar to AS-level standard).

However it is not quite as simple as that because the IB challenges students to gain a broad educational base; to gain the Diploma you must study Maths, English, a science, a humanity, a modern foreign language (yeah that’s nasty) and an “other”. As an example I am studying English, Maths and History at higher level, with Chemistry, Economics and French at standard level. Each candidate must also complete a 4000 word essay on a topic of their choice, complete a Theory of Knowledge course (in which as far as I can tell you learn the art of sleeping) and 150 hours of action, creativity and service (50 hours of each), which I was somewhat apprehensive about when I started, but has actually been easier than I expected and good fun as well (although I’m yet to complete the creativity section- writing on ciao doesn’t count apparently).

I won’t be giving a subject-by-subject guide of IB courses because that would not only bore you, but would also bore me, so you’ll just have to accept any generalisations about the content of the courses that I make later.

~Why Do Only Fools And Horses Work?~

So why on Earth do the IB? The main reason I chose it was that I did not particularly wish to decide upon a career at the age of 16 and therefore didn’t have a clue what subjects I wanted to do. The IB enabled me to keep a large number of possible career paths open to me so that I could make my decision at a later date. With hindsight though an even better reason to do it is that top universities love it, for a whole host of reasons. They (and I have spoken to quite a few admissions tutors) claim to want students with good-all round knowledge, who take an active part in the community (Creativity, Action and Service) and who have displayed the self-discipline to undertake and complete a reasonable piece of independent research (hence the extended essay). The IB also distinguishes better between good and very good students as a level 7 is equivalent to an A* at A-level (which doesn’t exist). Hence why even and Oxford and Cambridge require just 36 points out of 45 for most courses, and that leads me nicely on to the IB points system.

In each subject, higher or standard, you attain a grade 1-7, with 6 and 7 being equivalent to an A at A-level. This accounts for 42 points from the six subjects; the other 3 of the 45 are from Theory of Knowledge (based on essays and oral work) and the Extended Essay. These last 3 points are more difficult to achieve than might originally be thought; most candidates gain only 1 of them and to get all 3 you must submit an “outstanding” extended essay and an excellent or outstanding ToK (Theory of Knowledge) essay, or vice-versa. To gain the Diploma you must get at least 26 points and not have a 1 in any subject, a 2 in any two subjects, two 3’s in any standard subject that are not “cancelled” out by a 6 or 7 in a higher level subject and a 1, 2 or 3 in a higher subject. It might sound complicated, but quite frankly if you get a 1, 2 or 3 then you are not up to scratch and unlikely to get 26 points anyway.

Another good reason to do it is that the courses are excellent, especially in the way they prepare you for uni (or so I am told, not having gone to uni makes this quite hard to judge). The main emphasis is on thinking (ah, that’s where I’m going wrong) and debating based on evidence rather than simply accepting facts. Therefore, for example, in history there is an importance given to historiography (changing perceptions and opinions of historical events) than in the A-level, and besides the subject matter is infinitely more interesting (in IB history we study causes, practices and effects of war, the rise and rule of single party states and the cold war, while the AS-level people seem to have spent a lot of time studying unemployment in interwar Britain)! In other subjects this manifests itself by encouraging greater practical work, such as in the sciences, where you have to do a 10 hour “Group 4 Project” (the group 4 thing is just to do with how the syllabus is arranged), planning, practicing, concluding from and presenting the findings of an experiment in groups (very scary as we had to give a presentation to the headmaster). I enjoy this style of learning as I am a natural cynic and usually refuse to simply believe what is told to me.

The courses do vary a little in their standard in terms of British education because they are to a worldwide standard. Higher level maths for example is very difficult (thanks to the Eastern Europeans apparently) but the universities realise this and take what you get in it as effectively a grade higher, while standard maths is according too teachers and students alike exceptionally easy, but make sure that if doing standard level maths you are doing “maths methods” as universities see “maths studies” as pathetically easy, as is geography (higher level is only a similar standard to GCSE). Higher sciences are also very challenging, but probably no more so than an A-level, the problem being that with the IB you have fewer lessons per subject. Other subjects are generally regarded as OK except for languages, which appear to be the weak point of just about everyone (whether they are doing French, German or Spanish). There are a couple of people who excel in languages and they appear to be doing very well at higher level while the rest of us are struggling at standard level (no dictionaries allowed in exams I’m afraid). All subjects have a coursework element that usually accounts for 20% of the final mark, although obviously this is greater in Art and Design Technology.

The IB is obviously not for everyone, it is academically very challenging and with the CAS (Creativity, Action and Service), ToK and EE (Extended Essay) it is probably more work than AS and A levels (which in turn are more work than the old A-level system). People need to be at least average at all subjects and good in some (a GSCE points average of 6.5 or so is recommended- mostly As and Bs), although the IB is by no means just for “geniuses” (well I’m doing it after all). However if you are adequately academically gifted then I recommend this course as it provides a challenge and an excellent qualification.

There are a couple more advantages that I have so far failed to mention; there are no public exams in Year 12 (hence why I have time to write this review- now being updated two months later) and the course is internationally recognised so if you want to go to a foreign university or want to be available on the global job-market then that provides further incentive to take this course.

~Time Flies When You’re Having Fun~

A year into the course- so what are my thoughts? I have already given them quite comprehensively, but just to add that the year has flown by and next years exams are fast approaching. I have had difficulty keeping up with work at times, but then again I’ve never been the most organised of people, and now the summer holidays have given me a chance to thoroughly catch up (I haven’t used this chance, but it exists!). However I have actually enjoyed doing my extended essay on a rather obscure historical topic and with that out the way I now have plenty of time for ciaoing until school recommences. I’m still overjoyed to have had the opportunity to take this course and would still recommend it, but watch out for an update before, during and after the exams, as my thoughts might just change dramatically. Anyway, this whole last paragraph seems pretty unnecessary, so I just have one think to say:

Campaign for this to be taught in your school now (assuming you are a student/parent/teacher). If you go to one of the few schools that do offer it then take advantage of the marvellous opportunity. Good luck and for more information visit www.ibo.org/ibo2/en/programmes/prg_dip.cfm or just go to www.ibo.org and click on the “Diploma Programme” link.

*This opinion has been updated and changed, not too dramatically, but some bits have been added and a few deleted*
 

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