The International Baccalaureate (IB) 16-19 Curriculum
The International Baccalaureate [IB] provides a challenging, internationally focused, broad and balanced educational experience for students aged 16-19. The significant majority of students at UWC Atlantic College opt for the full IB Diploma. This requires students to study six subjects and a curriculum core concurrently over their two year stay.
The full Diploma is a prescriptive structure and students also have the option to pursue individual subject certificates if the full diploma does not meet their individual needs. For example a student who is passionate about the arts may opt for two or three group six subjects and this combination is not possible in the full IB Diploma. The college will consider each individual’s aspirations and passions in making course selections. All students are required to follow a challenging academic programme and are expected to strive for academic excellence.
The IB mission mirrors that of the college. This is not surprising given the fact that the college was one of the first schools in the world to offer the IB and was involved in the development of the programme.
The International Baccalaureate (IB) Mission Statement
“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. “
The Learner Profile
The learner profile [see Table 1] is the embodiment of the IB mission in 10 attributes and defines the type of learner the college, through the IB and AC enrichment programme, aspires to develop.
Disciplinary and Interdisciplinary Understanding
The IB 16-19 curriculum provision provides an academically rigorous disciplinary approach to study. Each academic discipline provides its own methodological framework that students learn to understand and use. This disciplinary based understanding is essential in order to provide a deep appreciation of the nature of an academic discipline as well as a solid foundation for future university work. In addition to this, students are expected to make connections between disciplines. At UWC Atlantic College the mission focused periods and extra curricula events and activities provide opportunities for students to apply what they learn in their academic disciplines to real world issues. Teachers are encouraged to make connections in their teaching and relate theory to real world contexts. They are also encouraged to help build inter-disciplinary bridges in students’ minds between subjects highlighting connections. The Theory of Knowledge course is specifically designed to facilitate this process.
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IB Learners strive to be: |
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Inquirers |
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love will be sustained throughout their lives. |
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Knowledgeable |
They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in depth knowledge and develop understanding across a broad and balanced range of disciplines. |
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Thinkers |
They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. |
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Communicators |
They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They take responsibility for their own actions and the consequences that accompany them. |
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Principled |
They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. |
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Open-minded |
They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values, and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. |
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Caring |
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. |
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Risk -Takers |
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. |
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Balanced |
They understand the importance of intellectual, physical and emotional balance to achieve personal well being for themselves and others. |
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Reflective |
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. |
Table 1: The Learner Profile of the International Baccalaureate
Education for Intercultural Understanding
International mindedness is an attitude of openness to, and curiosity about, the world and different cultures. It is concerned with developing a deep understanding of the complexity, diversity and motives of human actions and interaction. In the IB 16-19 curriculum individual subjects, though their aims, objectives, content and assessment criteria are written in order to help develop international mindedness. The UWCs are uniquely placed to take advantage of the richness of student cultural backgrounds and it is for this reason that Intercultural understanding is one of the strands in the college enrichment programme.
