Option Internationale du Baccalauréat (OIB) ‏ .

1. A bilingual and bi-cultural curriculum framework within French baccalauréat structure, responding to needs of international people residing in France. Presentation by A. Ackroyd and R.Miller to the Admissions Group, King’s College, London, June 2008. Option Internationale du Baccalauréat (OIB)‏.

2. Aims • To describe the French Baccalauréat and aspects of the French system • To highlight key points about student performance in the French Baccalauréat • To compare levels of performance in the Baccalauréat with A level performance • To show how the OIB is clearly integrated into and added on to the baccalauréat framework • To demonstrate why the OIB might be viewed as distinct from the normal French Baccalauréat in the consideration of UCAS applications because of its breadth and workload • To propose equivalences between the two examinations in the context of UK university entrance • To ensure that this information is communicated to all faculties/departments in the delegates’ respective universities

3. French Baccalauréat général Divided into S, ES and L series Marked out of 20, a score of 10 giving automatic access to French university Has three honours levels, “assezbien” 12 to 13.99; “bien” 14 to 15.99; “trèsbien” 16 and above Broad-based academically and all subjects taught by specialists Based on a coefficient system to give added weight to areas of specialisation All series cover maths, science, two foreign languages, philosophy and sport

4. Characteristics of the French educational system • Less variation between schools: methods and routines more uniform across country • Appreciation of the value of knowledge and education: “la culture générale” • Competitive and relatively unforgiving: “redoublement” • High levels of discourse, analysis and knowledge base: no “soft option” subjects

5. Characteristics of the French educational system Heavy workload: up to 38 hours of timetabled tuition a week: homework on top of this Class numbers routinely up to 35 in specialised subject areas Additional 4 hour tests as routine: more set at tri-annual, peak summative assessment moments Exceptionally long working day: from 8:00 to 17:30

6. Typical qualities needed for success High analytical skills Rigour Autonomy Resilience Mature independent study skills and attributes: organisation and stamina commitment self-discipline

7. Examination context within French system • Range of subjects with high content levels • Programmes of study often completed only days before examination session • Little or no pre-exam revision time • Limited criterion referenced learning and target setting except in British OIB • Maximum of two and a half weeks exam period: very concentrated • 4 hour papers and high specification oral exams

8. Key statistics on baccalauréat participation and outcomes French government, 2006: • Numbers of a given generation obtaining a baccalauréat is on the increase • In 2006, 64.2% of national cohort of 18 yr olds gained a baccalauréat: 34.6% in the bac. général; 17.2 in the bac. technologique and 12.3 in the bacprofessionnel • OIB details are included in the bac. général statistics • In 2007, proportion of ALL 19 yr olds attaining at least two A levels or equivalent was 46.8% of the population of UK and Northern Ireland

9. Numbers and success rate of students taking the French baccalauréatgénéral, 2006

10. Levels of achievement • In 2006, the proportion of bacheliers graduating with a "mention" (honours: "assezbien", "bien" and "trésbien") is on the increase at 46%, but is relatively stable in comparison to A level • Based on figures given for numbers taking the bacgéneral, this makes 16.8% of total population of bac taking age

11. Percentage of successful students gaining each level of the "mention" in 2006

12. A level grades as % of students taking the exams, 2006

13. Comments on statistics • Note the similarity between % of As and Bs in all A levels and the % of all mentions • This translates to following equivalence when we counsel students

14. Approx. equivalence guidelines for students This is one model for how we advise our students and help them to assess themselves in relation to course criteria and their ability to meet entry requirements: it has been relatively successful in terms of offers made. We believe that OIB students should be differentiated from non OIB baccalauréat students.

15. Issues we encounter • Distinctions not often made between "normal" French Baccalauréat students and OIB students • Courses with lower A level requirements do not always make adjustments below 12 in interpretation of Bac • A 10 gives automatic university entrance in France • At highest level of offers, extremely high grades required of the Bac: increase in level of offers based on A level grading rather than on any perception of rate of "mention" acceleration in the French system • Outstanding students may not obtain these grades but their exam performance is still of the highest quality, especially true for science students • Where distinction is made, our students perform very well

16. Option Internationale du Baccalauréat • Bi-lingual and bi-cultural examination • Partnership between French government, participating international schools and Cambridge International Assessment (CIA) • A level type studies in English language and literature and history and geography • Represents up to four hours extra in curriculum time • Adheres to French educational principle of a demanding written and oral strand

17. OIB across the series This high level option retains the same course content within all series Demonstrates level of general culture and range of linguistic expertise in these bi‒lingual students

18. Participation in OIB UK option • 2001 285 students • 2008 642 students • 20 schools in France; 1 school in Belgium There are more schools in the pipeline: French government is developing the examination and the participation of schools

19. Proportion of marks awarded to OIB elements as coefficients and %

20. OIB S bac:UCAS form sample profile

21. OIB: structure of History and Geography paper Written: 4 hour paper based on whole syllabus One question answered on history and one on geography from selection of two per subject area Oral examination of 15 minutes duration after 15 minutes preparation

22. OIB: structure of the Language and Literature paper Written paper: 4 hours based on study of three texts, poetry, prose and drama Unseen critical appreciation of poetry or prose passages, with comparison option 30 minute oral on three texts, including 7 to 10 minute presentation on a passage from Shakespeare, after 35 minutes preparation

23. Educational benefits of OIB OIB teaching and pedagogy adds the following to the Baccalauréat framework: high level of monitored assessment and focused self-assessment student-focused dialogue leading to reflective and exploratory thinking in formative work creative application of analytical skills in various media based on UK curricular frameworks high specification oral and presentation skills

24. Contract for excellence between pupils and teacher Diversity and opportunity added to French curriculum Truly international range of students working at mother tongue level Motivated, self-selected, diverse and talented student body Sense of contract based on meeting high demands together

25. A Level/OIB equivalence in terms of offers Within this, universities might ask for higher grades for specific subjects connected to the degree applied for. See OIB handbook on ASIBA website, published by University of Cambridge.

26. Key Messages • It is worth reflecting on making a distinction between normal French bac. offers and offers made to those following the OIB, as already happens in some universities • Often, offers for the highest level courses seem too high in relation to statistical comparisons between A level and the bac. The same is true of courses requiring lower than two Bs and a C at A level

27. Key Messages • Bear in mind the key statistical comparisons of A and B achievement at A level and the total % of "mentions" we have mentioned today • OIB is optional in a context of an already heavy workload: often, it is a contrast to series specialisation • It is a positive educational choice for enriched learning by motivated students • Can also be a risk in terms of coefficient-based assessment

28. Key Messages • This is in opposition to recent notions of "soft options" coming through in debates about A level grades in UK • Most students are, by all measures and indicators, high-achievers • The principle of negotiation and discussion with the school UCAS co-ordinators is of prime importance as the establishment of clear correspondences between the two national systems remains elusive

29. Contacts Alan Ackroyd: aackroyd@enpferney.org Rob Miller: robjmilller@hotmail.com