
10 IB FAQS
Welcome to our IB FAQs page! Whether you’re a prospective student or a current parent, we aim to address your questions and help you understand how the IB can enhance your educational experience at MMC. If you have further questions, please don’t hesitate to contact us.
IB FAQs
The IB program is holistic as it integrates subjects through “The Core,” which includes Theory of Knowledge, Creativity, Activity, and Service, and the Extended Essay. This approach fosters personal development, critical skills, and a broad education, linking learning across various disciplines rather than treating subjects in isolation.
At MMC, students select their pathway during the first semester of Year 10, choosing between the Montessori Careers Programme (VCE (VM)) and the IB Diploma Programme. The pathway selection process involves a series of tasks and activities that allow students to present their preferred choice and demonstrate their preparedness for the chosen programme. Students are encouraged to select a pathway that aligns with their personality and helps them achieve their personal best. Their success in this process depends on their commitment to the chosen pathway and their ability to manage their school-life balance effectively. This is one of the most comment IB FAQs that we hear.
To achieve the IB Diploma, students must complete a prescribed set of subjects, which includes six subjects along with three core components: the Extended Essay (EE), Theory of Knowledge (TOK), and Creativity, Activity, Service (CAS). Students must accumulate at least 24 points from their assessments and meet additional criteria, such as completing all requirements within a maximum of three examination sessions. The overall diploma score is based on a points system with a maximum of 45 points, derived from subject grades and contributions from TOK and the EE. CAS is not graded but must be completed to pass the diploma.
In addition to earning at least 24 points, candidates must fulfill several additional criteria to be awarded the IB Diploma. These include completing all CAS requirements, not receiving an “N” grade for TOK, the EE, or any contributing subject, and avoiding a grade of E for TOK or the EE. Furthermore, students cannot receive a grade of 1 in any subject, no more than two grades of 2, and no more than three grades of 3 or below across all subjects. Candidates must also earn at least 12 points in Higher Level (HL) subjects and 9 points in Standard Level (SL) subjects, and they must not face penalties for academic misconduct from the final award committee.
The IB Diploma Programme (DP) at Melbourne Montessori College consists of the DP core and six subject groups. The core includes three required components: Theory of Knowledge (TOK), the Extended Essay (EE), and Creativity, Activity, Service (CAS). Students must choose one subject from each of the six subject groups:
Group 1: Studies in Language and Literature (e.g., English A: Language and Literature)
Group 2: Language Acquisition (e.g., Italian B, French Ab Initio, Spanish Ab Initio)
Group 3: Individuals and Societies (e.g., Business Management, History, Psychology)
Group 4: Sciences (e.g., Sports Exercise and Health Science, Physics, Chemistry, Biology)
Group 5: Mathematics (e.g., Mathematics: Applications and Interpretation, Mathematics: Analysis and Approaches)
Group 6: The Arts (e.g., Visual Arts, Film)
Students must take at least three subjects at Higher Level (HL) and can choose to study an additional science or Individuals and Societies in place of an Arts subject if offered by the school.
A common concern expressed by parents is that their son or daughter may not be accustomed to traditional testing methods and may struggle when faced with them. Students from a Montessori background, in particular, are familiar with varied and alternative assessment methods that may not initially appear as tests. However, they have undoubtedly been assessed on numerous occasions throughout their daily school experience. Montessori recognised the importance of tests and exams in fostering children’s self-esteem and sense of value:
“Ich glaube, wenn die Menschen sich daran gewöhnt haben, Prüfungen abzulegen, dann möchten sie noch mehr davon machen. Man könnte sagen, es sei ein Beweis des eigenen Wertes. Das muss sich der Seele einprägen. Es liegt auch in der menschlichen Natur.” (Montessori, Von Der Kindheit zur Jugend, 2018, p. 483)
“I think that once people get used to taking exams, they will want to do more of them. One could say that it is a proof of one’s own self-esteem. We must get this into our heads. It is part of the nature of humans.”
To effectively demonstrate their learning, every student needs to recall and apply the knowledge they have acquired. They should be able to utilise the skills they have mastered in various situations and combine these skills and knowledge to solve unfamiliar problems, which requires higher-order thinking. Therefore, merely reciting facts or completing a task is insufficient; learning solely for the test—or “teaching to the test”—is not an option in the Diploma Programme, nor in Montessori education. Students who can successfully demonstrate higher-order thinking and subject-specific skills will find it much easier to approach tests and exams once they become accustomed to them.
The IB states, “the underlying principle is to test what is important rather than judge as important what we can test. This needs to be balanced against all the other considerations such as reliability and candidate workload.” (IB Assessment Principles, 2019)
Recognising that no single approach can meet every possible priority, the IB emphasises that effective assessment design differs for summative and formative assessment. The IB’s views on what constitutes good assessment can be summarised as follows:
Supporting Curricular Goals: Assessments should promote effective teaching (positive backwash) and offer predictability.
Utilising a Range of Assessment Tasks: Assessments may include multiple-choice questions, short-response questions, extended-response questions, essays, projects, single pieces from a portfolio, oral presentations, or research assignments, showcasing a diverse range of tasks.
Considering Wider Student Competencies and Higher-Order Thinking Skills: IB assessments aim to evaluate higher-order thinking skills such as evaluation and analysis, rather than merely assessing knowledge recall.
The IB’s philosophy and approach to student competencies is centred on the learner profile and its connection to international-mindedness. This is one of our most commong IB FAQs.
Students take exams in 3 standard level (SL) and 3 higher level (HL) subjects.
The IB Diploma Programme assesses students through a combination of internal assessments and final exams, with a comprehensive evaluation at the end of Year 12. In contrast, the VCE ranks students based on their performance relative to peers, while the IB promotes collaboration by evaluating each student against fixed criteria, allowing every student equal opportunity to achieve well.
Yes, every IB student must study a second language as part of the program’s holistic approach. Learning a foreign language enhances cultural understanding, improves cognitive and analytical skills, and opens doors to career opportunities, fostering respect and appreciation for diversity. You can find more in-depth information on these IB FAQs, here.
Yes, every IB student must take a math course. The IB offers different levels of math, including Mathematics: Applications and Interpretation (applied math) and Mathematics: Analysis and Approaches (pure math), ensuring students can choose a level that suits their skills and university prerequisites. You can find more in-depth information on these IB FAQs , here.
At Melbourne Montessori College, our IB FAQs page offers clear and detailed answers to your questions about the International Baccalaureate program. Whether you’re a parent or student, you’ll find valuable insights into the IB curriculum, its advantages, and how our school supports students in achieving their goals. Explore our IB FAQs today and discover why our college is the perfect choice for a transformative IB education.
Visit the IBO webpage for further information.