Why IB?

International Baccalaureate (www.ibo.org) programme is a synthesis of the best research and practice from a range of national systems to create a transdisciplinary system that is relevant, challenging and engaging for learners.  IB believes that all children bring prior knowledge and experience to the learning situation which must be identified by the teacher in order to initiate the cycle of growth and change that constitutes learning.

Because students enter the classroom with varied knowledge and experience, the IB supports differentiated methods of teaching and assessment that ensure students are appropriately scaffolded and challenged.  It also allows for integration of student interests that are essential for learning to be meaningful and purposeful. The IB programme works under the assumption that there is no one set body of knowledge worth learning.  The syllabus is developed by integrating content area subject matter by means of transdisciplinary themes in the PYP.
The IB is committed to inquiry as the preferred approach to teaching and learning. It believes that schools are inquiry-based when all members of the school community are continually reflecting on their practice in the context of a commitment to continuous personal, professional and institutional improvement. It also means that instruction is driven by questions posed by the learners and guided by the teachers.

Finally, the most important aspect of the IB programme is a commitment to internationalism.  An IB school, regardless of its location, size, or constitution, strives toward developing an international person. This is a person with the attitudes and dispositions described in the IB Student Profile.   Internationalism is not the sole property of international schools; it is an ideal toward which all school should strive.


Traditional Curriculum vs. IB Curriculum


The table below illustrates some of the differences between traditional teaching, planning and assessment practices, and those promoted by the IB.

Traditional education has an increased emphasis on:
IB has increased emphasis on:
language as isolated strands, language taught as a separate discipline, restricted reading materials, language study as grammar and syntax, writing for accuracy, silent individual work
integrated language development, language as transdisciplinary element, a wide choice of reading materials, nurturing appreciation of the richness of language, writing for meaning, cooperative discussion
social studies planned in isolation, a survey approach to topics, factual information as an end in itself, textbooks and worksheets as predominant resources, a reliance on single sources
planning cross grade across disciplines, in-depth study, built on multi-cultural and global dimensions, focus on students constructing meaning and deepening knowledge of concepts to understand their world
science instruction emphasis on pre-set answers, instruction on interpretation of results, learning facts and skills, use of textbooks, teacher sole authority for correct answer or for disseminating information
accepting uncertainty and ambiguity, making predictions and hypotheses, challenging students to find applications, take action on what they have learned, use of materials and manipulatives