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Universities and the IB Bryanston school 3 rd October 2014 Peter Fidczuk IB UK Development and Recognition Manager (formerly Director IB, Dartford Grammar School) Peter.fidczuk@ibo.org. What do Employers want? CBI Education & Skills Survey 2012

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Universities and the IB

Bryanston school 3rd October 2014

Peter Fidczuk

IB UK Development and Recognition Manager

(formerly Director IB, Dartford Grammar School)

Peter.fidczuk@ibo.org


What do Employers want?

CBI Education & Skills Survey 2012

John Cridland, CBI Director-General, said:

"It's alarming that a significant number of employers have concerns about the basic skills of school and college leavers. Companies do not expect them to produce 'job-ready' young people, but having a solid foundation in basic skills, such as literacy and numeracy, is fundamental for work."


What do Employers want?

CBI Education & Skills Survey 2013


What do Employers want?

CBI Education & Skills Survey 2014


What do Universities want?

UEA comments at the Westminster Education Forum 2014

Students starting at university have the following problems:

Forgotten much subject knowledge

Lack ability to inquire

Lack ability to read extended texts

Lack ability to select sources and extract relevant material


What do Universities want?

Nottingham - cognitive skills

Analysing

Synthesising

Critical thinking

Evaluating

Problem solving

Inquiring mind

Intellectual insight

Innovation

Argument construction

Intellectual risk


IB learner profile

  • The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century

  • As IB learners we strive to be:

    • inquirers

    • knowledgeable

    • thinkers

    • communicators

    • principled

    • open-minded

    • caring

    • risk-takers

    • balanced

    • reflective


The IB Diploma


Standard Level – broadly similar to AS level

Higher level –broadly similar to A2 level

Usually 3 @ HL and 3 @ SL

Each assessed on a 1 to 7 scale

Total 42 points + 3 for Core = 45 max (146 in 2014)

Levels and Points


IB Diploma

  • Broad & balanced does not mean shallow

  • Linear, not modular (synoptic exams in May of Year 13)

  • Connections within subject areas

  • Connections between subject areas

  • Assessment: more ‘open question’ than A level (hard to ‘teach to the test’)

  • Standard Level (SL) courses are as challenging as Higher Level (HL)

  • Theory of Knowledge (TOK) a very good indicator of a student’s ability to think analytically, critically and independently


The IB Diploma Core

Theory of Knowledge

(graded A-E)

4000 word Extended Essay (graded A-E)

Creativity, Action & Service


Theory of Knowledge


Sample TOK Questions

  • Knowledge is generated through the interaction of critical and creative thinking. Evaluate this statement in two areas of knowledge

  • ‘Through different methods of justification, we can reach conclusions in ethics that are as well-supported as those provided in mathematics.’ To what extent would you agree?

  • ‘What separates sciences from all human activities is its belief in the provisional nature of all conclusions’. (Michael Shermer). Critically evaluate this way of distinguishing the sciences from other areas of knowledge.

  • Using history and at least one other area of knowledge, examine the claim that it is possible to attain knowledge despite problems of bias and selection.


The Extended Essay

  • Research project

  • Limited teacher input

  • Extended piece of writing

  • Structured argument central

  • Must demonstrate inquiry/research/investigation/analysis


The Extended Essay

  • What are the key factors John Williams employs to create an original soundtrack that is aurally appealing and a skilful underscore?

  • Captain Corelli’s Mandolin: to what extent is there a relationship between culture and identity?

  • Is artificial intelligence real intelligence? An analysis of internet systems and algorithms behind them.

  • Can there be any moral justification for the war in Iraq?

  • To what extent can the defence of Thermopylae and Artemisium be seen as a turning point in the Persian Wars?

  • To what extent is Cillit Bang safe to use?


Creativity Action Service (CAS)

  • Experiential Learning

  • About 150 hours over the course of two years

  • Must be completed and 8 learning outcomes satisfied to pass the diploma

  • Changes students’ perceptions and takes them out of their comfort zone


CAS

  • increased their awareness of their own strengths and areas for growth

  • undertaken new challenges

  • planned and initiated activities

  • worked collaboratively with others

  • shown perseverance and commitment in their activities

  • engaged with issues of global importance

  • considered the ethical implications of their actions

  • developed new skills


Any questions?


Universities’ Perceptions of the Diploma


What do Universities say?

Oxford comments at the IBSCA HE Conference 2014

IB is a “great qualification” as it is:

Challenging

Offers a global perspective

Integrated programme

Interdisciplinary

develops essay writing skills

Extended Essay is an extended piece of writing developing inquiry, independent study skills and research skills

TOK develops the skill of critical analysis


Accepted by all universities

UCAS tariff points

HEI very positive attitude to DP applicants

Higher offer rate than A level

HEFCE equivalence 34 points = ABB

Some examples of offers this year:

Oxford, English 38 + 666 @HL

Kings College London, Medicine 35 + 666 @ HL

Exeter, Spanish & Russian 34

Leicester, Physics 32 + 55 @ HL

Aberystwyth, Geography 26

Greenwich, Games Computing 24

Entry to Higher Education in the UK


20 most popular IB Universities

324 HEI in total


Offer rates for IB UK students


Entry to Higher Education in the USA/Canada

  • The following universities have accepted IB students from the UK in 2014:

  • Harvard

  • Columbia

  • Rutgers

  • Duke

  • Carnegie Mellon

  • McGill


Diploma students have difficulty getting to HE

Diploma students can’t access medicine courses because they can’t study triple science

If a student fails a subject they fail the Diploma

It’s too hard

It’s only suitable for the most academic students

Diploma Myths


Conclusion

Universities value Diploma students as they are :

HE ready

Well organised

Well skilled

Rarely ‘fail’

Able to cope with intense courses


THANK YOU

Peter.fidczuk@ibo.org


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