The IB Diploma
WHY THE IB DIPLOMA?
This decision to offer the IBDP is a key differentiator between Newington and other schools. We offer both the HSC and IB Diploma Programme so that boys have the opportunity to explore all avenues of academia available.
INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME
The International Baccalaureate Diploma Programme is a comprehensive and rigorous two-year course of study, undertaken in Years 11 and 12. It is chosen by a range of students as an alternative to studying the NSW Higher School Certificate.
The decision to implement the IBDP reflects Newington’s commitment to providing our boys with an internationally respected education, in an environment where they have access to excellent teachers, facilities and opportunities. The tradition, facilities and values of a GPS school interspersed with an internationally recognised academic program distinguishes Newington as a truly unique boys’ education institution.
The programme is based on the International Baccalaureate Organization (IBO)’s Mission Statement:
IB DIPLOMA MISSION STATEMENT
The International Baccalaureate Organisation aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. The IBO encourages students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Worldwide, the IB Diploma Programme is recognised by leading universities as setting a standard for the academic challenge needed in preparation for university success. There are more than 778,000 IB students at over 2,800 schools in more than 138 countries – and the numbers are growing!
CREATING YOUNG PEOPLE WHO CARE
While it is tempting to think of the International Baccalaureate Diploma Progamme (IBDP) as purely a mark out of 45 achieved at the end of Year 12, it’s actually the 10 elements of the IB Learner Profile that drives the ways in which we construct curriculum, complete our DP core requirements and assess student learning outcomes. It’s for this reason that the IB includes ‘caring’ as one of the 10 elements of the profile. In this case, the IB defines caring as a student who can, “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.”1
But what does this really mean in an academic context? The most obvious way we can see students learning to care is through their Creativity, Action and Service (CAS) requirements. This part of the course requires students to identify ways in which they can undertake good quality activities to meet defined outcomes such as engaging with issues of global importance and considering the ethical implications of their actions. Like all aspects of CAS, this is not a token effort in getting students to think about things outside their academic studies, rather it is a deliberate requirement that asks students to consider ways in which they can show leadership and compassion as an integral part of their academic pursuits.
Even if we were to think about more ‘traditional’ academic subjects, the IB is equally committed to developing learners who care. One of the core questions in Theory of Knowledge asks students to consider their responsibility to others as a result of gaining academic knowledge. Looking further, we can find specific subject aims that require an understanding of the impact of knowledge, context and decisions in every one of the student’s subject areas.
Throughout their 46 years of operation, the IB has remained committed to providing opportunities for students to build on the IB mission statement whereby they “develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.”2
Ms Briony Morath
2. IB Mission