How to choose an IB school
King Edward’s School
www.baccalaureate.eu.com is grateful to Mrs Christine Meharg, IB Coordinator of King Edward’s School, for this article outlining the school’s experiences since introducing the IB.
Our Experience of the IB at King Edward’s School Witley
King Edward’s is a co-educational boarding and day school. We introduced the IB Diploma in 2004 to run alongside A Levels for several reasons. We believed that the programme would provide pupils with sound preparation for life. We were also concerned about grade inflation in A Level, which does not occur in IB, and over-examination of 6th form pupils. IB pupils take six subjects, a balance of arts and sciences, allowing them to keep their options open until they are more mature.
We have not been disappointed. Our sixth form is now buzzing with the enthusiasm of IB students and teachers. We can now send our students on to tertiary education, equipped with a highly respected qualification and all the skills which they will need. It has given them the ability:
• to work independently and as a team
• to organise themselves effectively
• to recognise the need for tolerance of other peoples’ beliefs and cultures
• to appreciate global issues.
But most importantly, all our IB students thoroughly enjoy their sixth form experience, even if it is hard work. They are invariably pleased that they kept up their Maths or their Language, as there is the option of Maths Studies for the weaker mathematicians, and Language ab initio for those who do not wish to continue with an existing language. The IB is not victim to over-examination, so although there is a certain amount of coursework in all subjects, there is only one set of external examinations, at the end of the second year. There are of course internal trial examinations to help students to prepare for the ‘real thing’.
Those who do not wish to continue with a range of subjects in the 6th form do A Levels. It is not possible to combine the two programmes.
Our IB students gained places at top universities including UCL, Warwick and Durham. We find universities very favourably disposed to the IB, as IB students are well prepared and less likely to join the large numbers of A Level students who drop out every year. Invaluable preparation is provided by the Extended Essay, which, although supervised by subject teachers and our Librarian, is intended to be an independent ‘university style’ piece of research. Theory of Knowledge assists students to think critically and outside the box. CAS provides a real balance to academic study. Students have to complete 50 hours of pursuits involving Creativity, Action and Service.
Students enjoy the opportunity to try new and exciting activities, from learning a new sport to taking part in our 3-week trip to an orphanage in Malawi. Such has been the impact of CAS on our IB pupils that we have introduced a similar scheme throughout the school for non-IB students.
Our IB cohort includes students from a variety of countries, within and outside Europe. The qualification is accepted by universities worldwide, and can even be transferred from one school to another if the need arises.
Teachers and pupils are delighted with the impact the IB has had on our school, and we look forward to increasing the percentage of our sixth form who take up this exciting and worthwhile option.
