Introduction to IB Diploma Preparation Pathway

IB DIPLOMA PROGRAMME PREPARATION PATHWAY 2023

MISSION

Statements

THE MISSION STATEMENT OF THE INTERNATIONAL BACCALAUREATE:

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 organisation 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.

This booklet for students and their parent/ caregivers explains the International Baccalaureate (IB) Diploma Programme at Somerset College.

It is designed particularly for our current Year 10 students who are about to enrol in Year 11 courses and also for students entering the porgramme from other schools at the start of Year 11.

2

Profile The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. The IB learner profile represents the IB mission statement in action. As IB learners we strive to be: THE IB LEARNER

Inquirers - We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable - We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers - We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators - We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled- We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Risk-takers - We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Caring - We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Open-minded - We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Balanced - W e understand the importance of balancing different aspects of our lives – intellectual, physical, and emotional – to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.

Reflective - We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

3

WHY CONSIDER TAKING THE

IBDiploma?

Somerset College offers Senior students the opportunity to study the two year International Baccalaureate Diploma course in Years 11 and 12. The IB Diploma Programme is exciting and challenging. If you are a Year 10 student currently achieving an average grade of 5 or better in your subjects, then you will manage the challenges of the IB Diploma.

Taking a subject for two years and working with the same teacher creates continuity and enables deeper learning. The programme provides an excellent preparation for the demands of university.

Noelle Panlilio CLASS OF 2013 (42)

• The Diploma is an excellent

Bachelor Laws (1 st Class Honours) and Bachelor Commerce BOND University, currently studying Master of Law at Cambridge, specialising in International Law

preparation for university and life beyond.

• Students create a truly

personalised Senior pathway for their Diploma. • Students are encouraged to think independently and drive their own learning. • Students are able to engage with people in an increasingly gloablised, rapidly changing world. • Students become more culturally aware and are part of a world learning programme. • Foreign language proficiency is an asset when competing for a career in a globalised economy. • The programme offers academic breadth and depth. • It’s a genuinely international qualification that educates the whole person. • It assesses more than examination techniques. • Students develop excellent time management skills.

Alex Krueger CLASS OF 2020 (42) Aeronautical Engineering at University of Queensland

Nachiket Shah CLASS OF 2016 (43) UC Berkeley School of Economics 2021 admitted into graduate fellowship PHD Economics

Clare Hong CLASS OF 2020 (42) Studying Pure Mathematics at ANU

4

IB DIPLOMA PROGRAMME

Results 2021

Average IB Score

ATAR Range

Cumulative Number

Cumulative Percentage

99+

3

18%

97+ 96+ 90+ 85+ 80+

5 8

29% 47% 71% 94%

Somerset College: 37 out of 45

World Average: 32.39

12 16 17

Average Grade Obtained

Somerset College: 5.82 out of 7

100%

World Average Grade: 5.19

Miku Adachi CLASS OF 2021 (42)

Chloe Ming CLASS OF 2021 (44) IB DUX Bachelor of Biomedicine/Doctor of Medicine at Melbourne University

Bachelor of Medical Science and Doctor of Medicine International Scientia Scholarship at UNSW

"I wanted to study the IB Diploma Programme because I wished to challenge my ways of thinking and grow in my knowledge in a variety of subject areas. The Extended Essay and TOK assignments in particular stood out to me because they encouraged me to step outside of my comfort zone in terms of skills and view the world around me from different perspectives. My journey through the IB Diploma Programme has enabled me to realise that tasks that may seem out of reach at first can always be achieved through perseverance , patience and self-belief . I am grateful to be at a school that provided me with an opportunity to take the IB Diploma Pathway and engage in a globally examined senior certificate."

Helena Hagan CLASS OF 2021 (43) Bachelor of Economics/ Bachelor of Laws (Honours) at University of Queensland

Jarvis Dover CLASS OF 2021 (40)

5

DIPLOMA PROGRAMME

Testimonial

Regarding the IB Diploma Programme, I cannot speak highly enough of the programme. It was a wonderfully holistic educational experience that has served me well in my adult life, irrespective of the career path I chose. I remember looking forward to the tutorials each week, as they added breadth and depth to our subjects, and the content has certainly stayed with me (I am pleasantly surprised at how often I come across pieces by Pablo Neruda!). The small tutorial format was similar to a university style of teaching, and I think it promoted a more mature level of engagement from myself and the other students. In retrospect, for the right group of students, this primer for the university experience came at a perfect time to pique our interest in the learning process. If I had chosen to study overseas, the IB qualification would have been ideal. I do find that it is universally recognised and respected across Australia as well as internationally.

Having completed tertiary education in the sciences, I can confirm that the level of the IB science subjects was outstanding and included much of the content from first year undergraduate courses. Rather than a sense of repeating oneself, it instead served to reinforce the core concepts, which are crucial to master in order to make new discoveries in a field. I am perhaps even more grateful for the other IB subjects I studied, including German, English, Economics, as well as TOK and the Extended Essay. I look back on them fondly and often reflect on how

they informed my broader understanding of the world. To have studied with the singular goal of pursuing an occupation would have been a shame. Instead, I do feel the IB encouraged us to become well rounded and nuanced thinkers, with a broader skill-set and an appreciation of how to learn.”

Dr Casey Linton (Neurologist) Diploma Programme Graduate (45) Class of 2009, Somerset College

6

INTRODUCTION

The programme of studies leading to the International Baccalaureate Diploma is a comprehensive and rigorous pre-university course taken in Years 11 and 12. The programme aims to: 1. Provide a balanced and challenging academic experience, which emphasises the education of the whole person, thus developing socially responsible citizens of the world. 2. Prepare students to succeed at university, as well as providing an internationally accepted entrance qualification into universities in Australia and in over 158 countries. 3. Promote international understanding through shared academic experience and development of global awareness. 4. Build and reinforce a student’s sense of identity and cultural awareness. 5. Make transfer between international schools more convenient for internationally mobile families. The IB Diploma Programme is successful and growing. IB students attend over 5500 IB World Schools in nearly 160 countries who teach IB Programmes. 70 schools are currently offering the IB Diploma in Australia and Somerset College is one of three independent schools in Queensland to offer. The International Baccalaureate Organisation (IBO founded in 1968 is registered as a foundation with the Swiss Federal Government and holds consultative status with UNESCO. The IBO works with schools and educators around the world from its three Global Centres (The Hague, Bethesda and Singapore; the Foundation Office (Geneva); the Assessment Centre oversees two examination sessions per year in May and November. Somerset College prepares our students for the May session (for Italian ab initio) and the November session for all other subjects. Thousands of individual examiners worldwide participate in the assessment of student work.

“It is a challenging and exciting curriculum and we are privileged to offer it.” - Dane Oman Diploma Economics and Business Management Teacher Assistant Head of Department - Business

7

OVERVIEW

Somerset College is an authorised IB World School, offering the PYP (Pre-Prep to Year 5), MYP (Years 6 to 10) and the IB Diploma Programme as an option to the Queensland Certificate of Education (QCE) at Years 11 and 12. Somerset first offered the International Baccalaureate Diploma Program (IB DP) in 2000 and since that time our students have enjoyed it and many have achieved outstanding results. The IB Diploma is a global curriculum which has a reputation for focusing on holistic education, critical thinking and global perspectives. This is achieved by encouraging breadth over specialisation. All IB Diploma students develop this breadth by studying subjects from six groups outlined elsewhere in this booklet. While gaining expertise in this broad range of subjects, students also have the opportunity to specialise in subjects of their own choosing, drawing on their personal strengths, interests and aspirations. By electing which subjects to focus on at High Level (HL) or a Standard Level (SL), students are given the capacity to truly personalise their senior pathway. In addition to their six subjects, students write an Extended Essay on a topic of their own choosing. The Extended Essay is a genuine point of difference to other senior programmes, as it requires students to define a question and write a 4000-word response. The length and, particularly, the process of defining the question and responding are demands typically made in the first or second year of university, and when the time comes IB graduates often feel very at home with the process. Similarly, the Theory of Knowledge course (beginners’ epistemology) is unique to the IB and key to Diploma student’s success within the university context. Through this programme, students also extend their learning out of the classroom and into the community through the completion of the compulsory CAS (creativity, activity and service) component. Our experience in delivering the IB DP has shown it to be a most rewarding senior pathway, providing an added dimension to a student’s final two years of schooling. As stated, the IB Diploma is primarily, a pre-tertiary preparation course . Students taking this programme are attracted to studying a broad range of IB subjects, its international and national recognition and the capacity to control the subjects they will study at a high or standard level. Others are attracted by no inter-subject scaling, with all subjects considered equal in terms of rigour, standards and complexity. Somerset’s two senior pathways recognise that our young people have different interests, dreams and needs. Our final year of the Middle Years Programme (Year 10) is a focused preparation course, specifically designed to allow students to transition successfully to the Diploma or the QCE. For those seeking a university education, there is no doubt that the IB enhances the playing field in terms of coping with and staying the course of a chose degree. Research conducted by both the IB and various universities supports this notion. In recognising their preparation, Diploma students who meet course requirements are looked favourably upon by university admissions teams. Students who have completed the IB Diploma at Somerset College have gone on to study, nationally and internationally, at some of the world’s most esteemed universities.

We are delighted that each year we have students choosing to do such a rigorous course.

8

The International Baccalaureate (IB) Diploma Programme (DP) curriculum sets out the requirements for study of the DP. The IB Diploma Programme is a balance between the desirability of a broad education and the need to allow some specialisation. In all subjects the emphasis is on the development of skills and learning how to learn, in addition to mastery of subject content. To achieve a broad and balanced programme, the student must choose one subject from each of these six groups. IB DIPLOMA PROGRAMME Curriculum

The six subject groups are:

1. Studies in Language and Literature

Sciences

4. 5. 6.

2. Language Acquisition 3. Individuals and Societies

Mathematics

The Arts (or a second subject from Group 3 or Group 4

There are different subjects offered within each subject group. Students choose courses from each of the six subject groups. Students may opt to study an additional science, individuals and societies, or languages course, instead of a course in the arts. Students will take some subjects at higher level (HL) and some at standard level (SL). HL and SL courses differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at higher level. Each student takes at least three (but not more than four) subjects at higher level, and the remaining at standard level.

The Core

Creativity Arts and other experiences that involve creative thinking

1. Theory of Knowledge (TOK) which explores the nature of knowledge across the disciplines. It encourages students to appreciate other cultural perspectives and understand their own culture. It stimulates critical reflection on knowledge and allows students to examine the grounds for moral, political and aesthetic judgements. 2. An Extended Essay of 4,000 words (maximum) which offers the opportunity to investigate a topic of special interest and acquaints students with the kind of independent research and writing skills expected at university. 3. Creativity, Activity, Service (CAS) which involves a range of activities. The three strands of CAS, which are often interwoven with particular activities are characterised to the right.

Activity Physical exertion contributing to a healthy lifestyle complementing work elsewhere in the Diploma Programme.

Service An unpaid and voluntary exchange that has a learning benefit for the student.

9 9

NEW INITIATIVE COMMENCING 2023 Year 10 IBDiploma Preparation Course

From 2023 students considering the IB Diploma for their Year 11 and 12 Senior pathway, will have the option to commence this journey starting in a Pre-IB Diploma course at Year 10.

The new Year 10 IB Diploma Preparation Pathway serves as specific preparation for the International Baccalaureate (IB) Diploma Programme (DP) in Year 11 and 12.

The IB Diploma curriculum emphasises both breadth and depth of knowledge and provides a broad, liberal education suited to study an any tertiary institution. The Year 10 IB Diploma preparation course will immerse students in their pre-diploma subjects, preparing them for the rigour and skill set required to successfully complete their subjects and achieve the International Baccalaureate Diploma at the end of Year 12, as their exiting credential.

Through this program we aim to:

1. ensure all students are prepared to successfully undertake the IB Diploma curriculum at the commencement of their Standard Level (SL) and High Level (HL) subjects. 2. provide an introduction to curriculum models and structures (teaching and learning) that closely align with their selected IB Diploma subjects. 3. to provide exposure to assessment structure and objectives that mirror those of the IB Diploma, creating a successful transition into IB Diploma assessment 4. to further enhance the skills and strategies that reflect the mind-set required for this global curriculum 5. to provide students with opportunities to authentically engage with tertiary partners, to develop further enhance critical and creative thinking, reflection, communication, and collaboration skills required to engage in real world applications central to the IB Curriculum

Why Year 10 IB Preparation Course?

We recognise the IB Diploma requires a specific skill- set and way of thinking. Assessment in the IB Diploma is also structured and weighted differently in Year 11 and 12 to our state program, QCAA. As such we have developed a programme where students will be slowly introduced to the IB Diploma subject objectives, curriculum models and assessment structure, prior to moving into the IB Diploma in Year 11.

10

Year 10 students undertaking this pathway will engage in a broad-based pattern of study. This is similar to what they have experienced in the MYP however, students taking this Year 10 course will only select and study 6 subjects from the designated IB Diploma subject groups. Students will make a choice of one subject from each group (See page 12). For more information on the Diploma Preparation subjects at Year 10, please refer to the ‘2023 Year 10 Diploma Preparation Course Guide’. Links to subject videos from the IB teachers and current students can be accessed through in the booklet. Year 10 IBDiploma PreparationSubjects Given the IB Diploma is a pre-university preparation programme, we are currently working closely with our local universities to provide further access to university resources, lectures, and facilities, for our Year 10 IB Diploma preparation students. We aim to build these sessions into student’s fortnightly timetable (Tertiary Engagement) where they will form a key component of developing the mindset required to best engage with the IB Diploma. TERTIARY PARTNERSHIPS

ASSESSMENT

Subject assessment in the IB Diploma Preparation Pathway at Year 10 will:

• mirror the style and structure of the assessment in the IB Diploma • be marked according to IB Diploma subject criteria • marked by the IB subject teacher/s and moderated with the Head of Department

For further detail and FAQ See Year 10 IB DIPLOMA PREPARATION 2023 SUBJECT GUIDE Attend Information Session: July Tuesday 12 ROB Theatre 6pm

Continuous Reporting will reflect the subject specific criteria.

Semester Reporting will reflect the IB Grading of 1 to 7, outlined elsewhere in this booklet.

Contact Dean of Studies msauer@somerset.qld.edu.au

11

IB DIPLOMA PROGRAMME - SUBJECTS ON OFFER

GROUP

YEAR 10 2023

YEAR 11 AND 12

1 Language and Literature

IB English A: Literature

IB English A: Literature (HL / SL)

2 Language Acquisition

Italian ab initio French B

ab initio Italian (SL) French B (SL) German B (SL) Japanese (SL)

German B Japanese

3 Individuals and Societies

Economics Business Management Philosophy

Economics (HL/ SL) Business Management (HL/ SL) Philosophy (HL/ SL)

4 Sciences

Biology Chemistry Physics

Biology (HL/ SL) Chemistry (HL/ SL) Physics (HL/ SL)

5 Mathematics

Mathematics: Analysis and Approaches Mathematics: Analysis and Approaches (HL/ SL)

6 Arts

Music Visual Arts

Music (HL/ SL) Visual Arts (HL/ SL)

Theory of Knowledge

Introduction to TOK

TOK

Extended Essay

Tertiary Engagement (Case Method)

Extended Essay

Creativity, Activity, Service (CAS)

Some subjects offered are determined by student numbers.

ENROLMENT REQUIREMENTS AND CHOOSING SUBJECTS Remember that you need to choose six subjects, one from Groups 1 to 5 and one from Group 6 or a second from Group 3 or 4. Three subjects must be at Higher Level and three at Standard Level. Take into account: • Your interest and ability in the subject • Your commitment to your studies and ability to work independently • Your university and career plans • At Year 11 and 12, if a student who undertakes the IB Diploma wishes to transfer to QCE after one semester, QCAA will record results towards QCE subjects. There are however some com plexities in taking this action, which can be discussed with the Dean of Studies. IB subjects studied at Somerset are recognised by QCAA as eligible to contribute to a QCE. Students who complete the IB Diploma will also receive a Queensland Certifcate of Education (QCE).

“ I am perhaps even more grateful for the other IB subjects I studied, including German, English, Economics, as well as TOK and the Extended Essay. I look back on them fondly and often reflect on how they informed my broader understanding of the world. ” - Dr Casey Linton (Class of 2009)

12

Given the nature of the IB work load, it requires a different pattern of study to the QCE. Diploma students need to be prepared to commit to being organised over a two year campaign, which has fewer internal assessments than their QCE counterparts yet has examinations that contribute a greater percentage to their final subject grade. As such, students currently enrolled at the College, who wish to complete the IB Diploma in Year 11 and 12, or enter the Pre-Diploma course in Year 10, must meet the following conditions: IB DIPLOMA PROGRAMME Conditions of Entry

IB MYP (internal and external applicants)

EXTERNAL NON IB

1. Students must have gained a final achievement score of 5 or higher in the following MYP subjects: Maths, Science, Language and Literature, Individuals and

1. Students must have achieved a B grade average or higher for the following subjects: English, Humanities, Maths and Science. 2. NAPLAN results at or above SEA 3. School reports provided, that also reflect positive behaviour, effort and attendance.

Societies and grade of 4 in Language Acquisition. 2. Successful completion of the Personal Project and satisfactory participation in Service Learning requirements. 3. Due to the nature of this two year Senior programme, students must have demonstrated high levels of motivation and self-discipline. This will be reflected in student reports,

behaviour, effort and attendance.

All internal applicants will meet with the IB Co-ordinator to determine their suitability to attempt the Diploma Programme. At the meeting, the IB Co-ordinator will assess students’ level of commitment and ability to take personal responsibility for their learning, as well as their level of oral English fluency. The primary purpose of the meeting is to consider the applicant’s potential to succeed not only in their individual subjects but also in the core components of CAS, Theory of Knowledge and the Extended Essay. New applicant’s to the College will meet with the Dean of Admissions who will determine student suitabilities to undertake the IB Diploma. LEARNING AGREEMENT All Diploma Candidates must sign a learning agreement indicating their awareness of the rigorous nature of the programme and constituting their commitment to meeting its academic deadlines and adhering to the requirements of the Academic Honesty Policy. The criteria outlined above are to be used as guidelines when assessing a candidates suitability to participate in the Diploma Programme. Other factors may be considered when determining whether the Diploma or QCE are the most appropriate option for each student.

13

A variety of assessment techniques are used by the IB to award an IB grade. These techniques vary from subject to subject. ASSESSMENT IN THE Diploma Programme

Written Examinations - in all subjects except The Arts.

These may include multiple choice tests, short answer questions, data and document based questions and essays. The examination scripts are marked by IBO external examiners. Students are prepared for examinations over the course of the two years through practice questions, examination technique and mock examinations.

Oral Examinations - in Languages.

Conducted by the subject teacher and captured digitally for submission to the IB moderators.

Internal Assessment

In some subjects a proportion of the final marks is based on assessment by the subject teacher. In all cases the teacher’s assessment is moderated by IB examiners who require the school to submit samples of students’ assessed work. This applies to course work in Languages, Individuals and Societies, Sciences, Mathematics, The Arts and TOK essays. Internally assessed work usually counts for about 30% of the final grade in a subject and 100% for the Arts which is portfolio driven.

Theory of Knowledge

In Year 12, students are given a choice of 6 essay titles (prescribed by the IBO). They choose one to respond to. In addition, they must prepare a presentation. All Theory of Knowledge essays are marked by examiners appointed by the IBO.

Extended Essay

Each student is assigned a mentor (teacher) who supervises the student through the research process. Students are required to write a 4000 word essay. All Extended Essays are marked by examiners appointed by the IBO.

Creativity, Activity, Service Activities

Students complete self-evaluations of their activities. These are discussed with the CAS Coordinator. Samples of CAS folders are sent to the examiner for evaluation. If the school assesses that a student has not satisfied the CAS requirement it will inform the IBO. This will lead to the failure of the Diploma.

14

GRADING IN THE DIPLOMA Programme

GRADING

FINAL SCORE

The grading scheme used for IB subjects is 1 to 7:

The maximum score for the IB Diploma is 45. Students study six subjects with a possible score of 7 in each (6 x 7 = 42). A maximum of three bonus points (TOK and Extended Essay) is added to give the final possible total of 45 (on average about 0.2 to 0.4% of the worldwide cohort achieve a 45 each year). A grade will not be awarded in any subject where the student has failed to complete any of the required assessment components.

1 - Very poor 2 - Poor 3 - Mediocre 4 - Satisfactory 5 - Good 6 - Very good 7 - Excellent

For a Diploma student, the grades achieved in the six subjects are added together to obtain a total points score.

Bonus points are added to the total as per the table below.

BONUS POINT MATRIX

GRADE A GRADE B GRADE C GRADE D GRADE E NO GRADE N

Grade A Grade B Grade C Grade D Grade E

3 3 2 2

3 2 2 1

2 2 1 0

2 1 0 0

Failing Condition

Failing Condition

No Grade N

16

GRADING IN THE DIPLOMA Programme

CONDITIONS WHERE THE DIPLOMA WILL NOT BE AWARDED A student will not qualify for the award of the IB Diploma if certain requirements have not been met. The following codes indicate which requirements have not been met. These codes apply to all Diploma (and retake) students. 1. CAS requirements have not been met. 2. Candidate’s total points are fewer than 24. 3. An N has been given for Theory of Knowledge, Extended Essay or for a contributing subject. 4. A Grade E has been awarded for one or both of Theory of Knowledge and the Extended Essay. 5. There is a Grade 1 awarded in a subject/level. 6. Grade 2 has been awarded three or more times (HL or SL). 7. Grade 3 or below has been awarded four or more times (HL or SL). 8. Candidate has gained fewer than 12 points on HL subjects. 9. Candidate has gained fewer than 9 points on SL subjects.

ATAR CONVERSION

2021 Passing Diploma Score (including bonus points)

ATAR

45 44 43 42 41 40 39 38 37 36 35 34 33 32 31 30 29 28 27 26 25 24

99.95 99.75 99.45 99.10 98.55 97.90 97.10 96.25 95.20 93.90 92.60 91.30 89.50 87.70 85.90 84.10 81.85 79.85 77.60 75.35 72.70 70.20

Please Note:

1. All successful candidates are eligible for an ATAR. 2. ATARS are only used for purposes of entry into Australian universities (International universities use the IB total score out of 45.) 3. A candidate who fails the Diploma is not awarded an ATAR score. 4. The IBO demands the highest standard of academic honesty and has zero tolerance of malpractice. 5. All students awarded the IB Diploma are also eligible to receive the Queensland Certificate of Education.

17

Success in the DP hinges on student’s ability to balance and manage time. Here are the average weekly time demands for a student in the DP. The Somerset College timetable is based on a 10 day (two week) cycle. Lessons are of one hour’s duration. TIME REQUIREMENTS FOR DPStudents • Three HL courses: seven lessons each per cycle (Year 11 and 12) • Three SL courses: seven lessons each per cycle (Year 11 and Year 12 - Term One, during Term Two SL periods are reduced with time allocated to students working on their Extended Essay, TOK and other internal assessments IA).) • TOK: two lessons per cycle • CAS: four hours per week (self-scheduled, can include sport, band etc.) • One lesson per week for careers exploration, and university applications. • Year 12: Term Three to Term Four two lessons per cycle for Academic consolidation. Students may go home to study or work on their assessment.

18

The clearest indication of the acceptance of the IB has been the wide recognition it has received from Ministries of Education and universities around the world. Since the first examinations were administered in 1970 over one million students have earned the Diploma. Many of the them have chosen to continue their studies, often in other countries, by using their IB credentials in making application. IB results are released in December following the November exams. These results automatically go to the Australian University Admissions Centre (UAC) and students apply to university through QTAC and / or relevant equivalent in other Australian states. Students who wish results to go to overseas admission centres or individual universities, must advise the IB Co-ordinator in writing before the end of October. IBDiploma RECOGNITION OF THE The skills that students will develop and refine to support their IB Diploma study over this extended period, have been recognised by recent research. In 2020, a University of Oxford study showed that IB Diploma students develop significantly higher critical thinking skills than those undertaking state-based equivalent curriculum by the end of year 12. In other words, IB Diploma students had enhanced ability to analyse, synthesise and evaluate information, all skills that significantly correlate to university success. Students are encouraged to think independently and drive their own learning, developing excellent time management skills and learners who feel prepared for university and life. Students become more culturally aware and are part of a world learning programme. The IB Diploma is not only globally recognised by universities, but also recognised domestically, where students may receive adjustment scores as well as course credits and exemptions for HL subjects. Melbourne University, Monash University, the Australian National University, Newcastle University, Griffith University, the Queensland University of Technology, the University of Queensland and Bond University have acknowledged the value of the IB Diploma as a pre-eminent university qualification and all have special allocations for students completing the IB Diploma. Increasingly, universities in Australia accept students solely on the basis of their IB Diploma results. The IB Diploma is an internationally recognised qualification and overseas universities consider IB Diploma results directly when offering enrolments. The IB Diploma is not only well recognised by universities, it is also well respected by business leaders. Chairman of Qantas, the AFL and Woodside, Richard Goyder, is a strong supporter of the IB Diploma: “ If the aim of our education system is to turn out well-rounded, inquiring, broad thinking students, the IB does that. Business leaders who know the IB rate it highly, and it is universal when benchmarking education. Through the breadth and quantity of subjects – rather than students being driven to a narrow set just so they and the school can achieve a higher ATAR – the learning process and international benchmarks, my experience is that students who have completed the IB are incredibly well placed for the next part of their life journey. ” - Richard Goyder | Chairman of Qantas, the AFL Commission, Woodside Petroleum and CEO of Wesfarmers 2005 - 2017 (Businessnews.com February, 2021) “ The IB is the ‘Gold Standard’ of International Education. IB is the main source of international students at Oxford.” - Warden of Merton College Oxford

19

For further information contact Mrs Michele Sauer, Dean of Studies and IB Programmes Co-ordinator.

Somerset College ABN 54 010 343 227 Somerset Drive Mudgeeraba Queensland 4213

Telephone 07 5559 7100 Facsimile 07 5559 7345 mail@somerset.qld.edu.au www.somerset.qld.edu.au