Universities and the IB 29 th September 2017 Peter Fidczuk

1. Universities and the IB 29th September 2017 Peter Fidczuk IB UK Development and Recognition Manager Peter.fidczuk@ibo.org

2. What do Employers want? CBI Education and Skills Survey 2016

3. CBI Education & Skills Survey 2016 What do Employers want?

4. What do Universities want? Enthusiasm for higher level learning Enthusiasm for their chosen subject Subject knowledge Cognitive and affective skills Research by Dr Harriet Jones, University of East Anglia has shown that the transition to HE is a problem for some students as they have the following problems: Forgotten much subject knowledge Lack ability to inquire Lack ability to read extended texts Lack ability to select sources and extract relevant material

5. Cognitive skills Analysing Synthesising Critical thinking Evaluating Problem solving Inquiring mind Intellectual insight Innovation Argument construction Intellectual risk

6. Affective skills Attitudes to learning Persistence and perseverance Focus and concentration, overcoming distractions Self-motivation Managing anxiety – coping with exams and deadlines Delaying gratification – looking to the longer term Managing impulsiveness and anger Developing resilience

7. IB learner profile • The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century • As IB learners we strive to be: • inquirers • knowledgeable • thinkers • communicators • principled • open-minded • caring • risk-takers • balanced • reflective

9. The IBDP is a Baccalaureate – develops a breadth of subjects and skills 3 subjects studied at Higher level, equivalent to A Level All courses are linear, like the reformed A Levels 3 subjects studied at Standard Level, equivalent to AS Level The IB Diploma All courses include internal assessment, unlike the reformed A Levels Skills developing Core

10. Subject Groups Choose 1 from each of groups 1 to 5 • Group 1 – Language A, English Literature, Language & Literature or Literature & Performance • Group 2 – Language B (language acquisition) • Group 3 – Humanities • Group 4 – Sciences (including Computer Science) • Group 5 – Mathematics The 6th subject is an ‘elective’ • Group 6 (Optional) - Arts • Or a second subject from Groups 2, 3, 4 or 5

11. Some Examples Pathway to medicine: • HL Biology, Chemistry, Psychology • SL English A Literature, Spanish B, Maths Pathway to economics: • HL Economics, Maths, History • SL Biology, English A Literature, Japanese Ab Initio Pathway to English • HL English A Literature, Philosophy, History • SL Environmental Systems, Mathematical Studies, Spanish

12. Standard Level – broadly similar to AS level Higher level –broadly similar to A level Usually 3 @ HL and 3 @ SL Each assessed on a 1 to 7 scale Total 42 points + 3 for Core = 45 max (201 in 2016) World average 30.0 UK average 34.7 Levels and Points

13. The IB Diploma Core Theory of Knowledge (graded A-E) 4000 word Extended Essay (graded A-E) Creativity, Action & Service

14. Theory of Knowledge In TOK we explore some key questions related to how knowledge is developed and used • How do we know? • What is truth in different subjects? • What affects our development of knowledge? • Is it ever possible to be certain?

15. Sample TOK Questions • There is no such thing as a neutral question. Evaluate this statement with reference to two areas of knowledge. • ‘Through different methods of justification, we can reach conclusions in ethics that are as well-supported as those provided in mathematics.’ To what extent would you agree? • “There are only two ways in which humankind can produce knowledge: through passive observation or through active experiment.” To what extent do you agree with this statement? • Using history and at least one other area of knowledge, examine the claim that it is possible to attain knowledge despite problems of bias and selection.

16. The Extended Essay • Research project • Inquiry is central – asking a question and then answering it • Teacher supported • Extended piece of writing • Structured argument central • Must demonstrate inquiry, research, investigation, argument, analysis, evaluation • Develops cognitive skills

17. The Extended Essay • What are the key factors John Williams employs to create an original soundtrack that is aurally appealing and a skilful underscore? • Captain Corelli’s Mandolin: to what extent is there a relationship between culture and identity? • Is artificial intelligence real intelligence? An analysis of internet systems and algorithms behind them. • Can there be any moral justification for the war in Iraq? • To what extent can the defence of Thermopylae and Artemisium be seen as a turning point in the Persian Wars? • To what extent is Cillit Bang safe to use?

18. Creativity Activity Service (CAS) • Experiential Learning • About 150 hours over the course of two years • Must be completed and 6 learning outcomes satisfied to pass the diploma • Changes students’ perceptions and takes them out of their comfort zone • Develops affective skills

19. CAS learning outcomes • identified own strengths and develop areas for growth • demonstrate that challenges have been undertaken, developing new skills in the process • demonstrate how to plan and initiate a CAS activity • demonstrate the skills and recognise the benefits of working collaboratively • show commitment to and perseverance in CAS experiences • demonstrate engagement with issues of global significance • recognise and consider the ethics of choices and actions

20. Any questions?

21. Universities’ Perceptions of the Diploma

24. What do Universities say? Oxford comments at the IBSCA HE Conference 2014 IB is a “great qualification” as it is: Challenging Offers a global perspective Integrated programme Interdisciplinary develops essay writing skills Extended Essay is an extended piece of writing developing inquiry, independent study skills and research skills TOK develops the skill of critical analysis

25. UK HE Entry Requirements The IB Diploma is welcomed by all UK universities Some examples of offers this year: • Cambridge, Natural Science 40 + 776 @ HL • UCL, History 39 + 19 @ HL • LSE, Economics 38 + 766 @ HL (7 Ma) • Oxford, English 38 + 766 @ HL (7 En) • Durham, Liberal Arts, 38 • Exeter, Psychology 36 • Bristol, Philosophy 36 + 18 points @ HL • Kings College London, Medicine 35 + 666 @ HL • Kent, Mathematics 34 + 6 HL Ma • Birmingham, Law 32 + 666 @ HL • Birmingham, Medicine 32 + 766 @ HL • Aberdeen, Geography 32 + 555 @ HL • Southampton, Environmental Science 32 • Canterbury Christ Church, Paramedic Science 28 • Gloucestershire, Landscape Architecture 26

26. 20 most popular IB Universities

27. IB, A Level and BTEC Offer rates in 2016 Offer rate calculated as: number of offers for a qual/number of applicants Source UCAS ‘Exact’

28. 2016 Confirmed IB Places Sample of 1200 destinations collected from UK IB schools

29. Most popular 2016 subjects

30. 2016 Confirmed IB Places - subjects

31. 2% of all applicants to UCAS hold IB qualifications Top universities disproportionately recruit IB students: Oxford 6% of Y1 UGs in 2015 Cambridge 6% Bath 6% Exeter 7% Imperial College London10% University College London 13% Kings College, London 16% (including Nursing), 20% (excluding Nursing) IB students in UK Higher Education

32. Entry to Higher Education overseas The following Directors of Undergraduate Admission have shared the following: Marilyn Lewis of Harvard stated that, “IB is well known to us for its excellent preparations. Success in an IB program correlates well with success at Harvard.  We are always pleased to see the credentials of the IB Diploma Programme on the transcript.” Marilee Jones of the Massachusetts Institute of Technology suggested, “Send us prepared students a la IB...It is the ‘best’ high school prep curriculum an American school can offer.”

33. The following universities have accepted IB students from the UK in 2014-2016: Entry to Higher Education overseas Columbia Harvard Stanford Yale Rutgers Chicago Duke Carnegie Mellon William Penn North Carolina West Michigan McGill, Canada ICU, Tokyo Hokkaido University Universidad Autónoma de Madrid Esade, Ramon Llull University, Barcelona University of Zaragoza Trinity College, Dublin St Gallen, Switzerland Sapienza, University of Rome Istituto Italiano di Fotografia, Milan Bocconi University Bologna Turin Erasmus University, Rotterdam Hogeschool, Rotterdam Hague University of Applied Sciences Maastricht Amsterdam Budapest Paris Institute of Political Sciences Shanghai Deakin University, Melbourne

34. Diploma students have difficulty getting to HE Diploma students can’t access medicine courses because they can’t study triple science If a student fails a subject they fail the Diploma It’s too hard It’s only suitable for the most academic students Diploma Myths

35. Conclusion Universities value Diploma students as they are : HE ready Well organised Well skilled Rarely ‘fail’ Able to cope with intense courses

36. THANK YOU Peter.fidczuk@ibo.org