More and more schools are offering International Baccalaureate (IB) education model, so the timing of the EP Insights: IB curriculum seminar could not have been better. Parents who attended the event listened intently to a panel discussion featuring a prestigious group of educators including David Whalley, director of education at the English Schools Foundation (ESF); Annette Brandt-Dammann, principal, German Swiss International School (GSIS); Tim Kaiser, principal, Canadian International School (CDNIS) and Iyad Matuk, director, Malvern College Hong Kong. Organised by Education Post with NTK Academic Group as Platinum Sponsor and the English Schools Foundation (ESF) as Silver Sponsor, panellist explained how the IB ethos encourages students to develop independence and provides a rigorous and challenging learning platform suited to the needs of 21st century learning. "The critical thinking skills the highly challenging diploma programme equips students with skills and abilities that are valued by universities worldwide," noted keynote speaker David Ollerearnshaw, director of maths and science at NTK Academic Group. Ollerearnshaw also noted the emphasis placed on second language development and a focus on global understanding that prepares students to succeed in an increasingly globalised, demanding and complex world. Whalley said an IB education prepares today's students to be the successful global citizens of tomorrow. "Across ESF schools we see how involved and enthusiastic students are about their own education," he said, noting the Primary Years Programme (PYP), Middle Years Programme (MYP) and diploma programme (DP), all flow seamlessly into one another. Whalley also highlighted the IB Career-related Programme (CP), which the ESF first introduced in 2012. This, in addition to the Business and Technology Education Council (BTEC) qualifications cater to students with a specific aptitude for learning, or specific career paths already in mind. "Offering the CP is another example of ESF's commitment to provide education aimed at meeting the needs of a wide range of learners," Whalley said, stressing that in spite of rumours, the ESF has no intention of dropping the IGCSE (International General Certificate of Secondary Education) programme. David Whalley. IBDP students are required to study six subjects: three at higher level and three at standard, which must include maths, a science, English, and at least one additional language. A-levels students on the other hand, focus on three or four subjects. In addition, IBDP students must complete a course on the Theory of Knowledge (TOK), and a 4,000-word “Extended Essay”. Another compulsory part of the IBDP is the Creativity, Action and Service (CAS) requirement, designed to strengthen and extend students’ personal and interpersonal learning. "For many students, it is the CAS experience that they remember more than what subjects they studied," said Whalley. With GSIS having adopted the IBDP framework in 2013, Brandt-Dammann, explained the move was ultimately made in order to provide students with a holistic way of developing their talents. "The IB education prepares students for life beyond university," said Brandt-Dammann. The transition has been very successful thus far, as lastyear’s cohort of graduates achieved an average IBDP score of 40.17 out of 45 possible points, compared with the global average 30.07. High scores aside, Brandt-Dammann said the diploma helps students develop their creative talents, language skills and become well-rounded individuals that universities and employers look for. "The IB is rigorous and academic as well as being open and imaginative," she said, noting that GSIS students are accepted into leading universities in Europe, the US and Australia. Annette Brand-Damann. In addition to the IBDP, the GSIS offers the German International Abitur for students whose first language is German. . For Kaiser, the emphasis on a second language makes IB curricula among the most multi-cultural and adaptable learning programmes in the world, and this is evident with CDNIS’ notoriously strong Mandarin culture. "The IB encourages students to develop a strong sense of identity and culture; and develop the ability to communicate with and understand other people," said Kaiser who pointed out that CDNIS offers a "through train" IB education structure from pre-reception to Grade 12, allowing teachers to develop an in-depth understanding of students needs and abilities as they progress along their education journey. In reply to a question proffered by panel moderator, Ben Young, assistant editor of Education Post; that a lack of a familiar exam process could be a concern for some Hong Kong parents, the panellists replied that internal and external assessments ensure that each student is monitored and assisted according to his or her needs. The panellists also emphasised that, as well as being open and imaginative, IB programmes are taught around an established set of principles, core values and qualities. Comparing the IB diploma with the GCE A-levels curriculum, the panellists agreed the breadth of the IB programme is better suited to the demands of 21st century learning, living and career choices. However, they conceded the IB framework may not suit the learning style of every student. Matuk gave the example of a top performing student who switched from A-level studies to the IB diploma and was unable to cope with the different type of learning the IB diploma requires. Matuk also advised parents not to become overly stressed about their children achieving the maximum 45 points mark in the diploma programme. "It is what they learn and how they apply the skills and knowledge which is really important," said Matuk, adding that oftentimes it is the parents instead of students that provide the biggest challenge to schools. Iyad Matuk (right) and Tim Kaiser (left). Matuk added that when Malvern College Hong Kong opens its doors in 2018, it will be a through-IB school as the curricula aligns with the school’s teaching philosophies.
