The IB Approach

The IB approach to education sets it apart from traditional qualifications like the Victorian Certificate of Education (VCE). With a holistic framework, the IB emphasises not only academic excellence but also personal development through its core components: Theory of Knowledge (TOK), Creativity, Activity, Service (CAS), and the Extended Essay (EE). As we explore the key differences in assessment methods, the determination of final scores, the requirement of a second language, and the importance of mathematics, you’ll discover how the IB cultivates a collaborative learning environment that prepares students for success beyond the classroom.

The IB As A Holistic Program

The IB is a holistic programme designed to develop the whole person, not just teach isolated subjects. In the IB, all subjects are connected through “The Core,” which offers students opportunities to grow in personality, skills, and knowledge beyond the classroom. The core components—Theory of Knowledge (TOK), Creativity, Activity, Service (CAS), and the Extended Essay—ensure that every student receives a broad, well-rounded education, which is not always guaranteed in other programmes.

Achieve your personal best – In the IB students acquire life skills for study and work after high school, not just a high ATAR

The IB Vs VCE

Here are the key differences you’ll find between VCE and the IB approach.

Aspect	IB Programme and Assessment	VCE Programs and Assessment
Starting	Students start the IB Diploma Programme in Year 11 after finishing the Australian Curriculum.	Students can start the VCE in year 10.
Subjects	Students study six subjects over a maximum of two years and a further compulsory three core components.	Students need a minimum of 16 units to pass which is the equivalent of five subjects in Y11 and three in Y12. Students who want to go to university often try for 20-24 units (up to six subjects).
Timetable	Students have a full timetable with very little free study time during school hours.	Students often have gaps in their timetable for unsupervised study, unless they take on extra subjects.
VET	VET is not part of, and does not count towards the IB Diploma. All subjects contribute to the ATAR which is often favourable compared to VCE.	VET courses can be used as units towards the VCE and contribute to the ATAR. More difficult subjects contribute more towards the ATAR.
Assessment Frequency	Students take regular tests throughout the two year period as part of the IB approach, but the grades are only indicative for the progress made towards final assessment and do not count towards the final score.	Assessments (SACs and SATs) start as soon as the student enters the VCE in Year 11 and must be completed satisfactory.
Setting the Assessments	Final assessments and criteria are set by the IB and is the same for all students in the world doing the program.	Assessments are largely school based with exam papers set by the state of Victoria for some subjects.
Assessment Pieces	Students produce a number of portfolio pieces in Year 12, known as Internal Assessments (IA), making up 20-25% of the final grade. The IA requirements are set by the IB.	Grades obtained for final assessment pieces throughout the two years contribute significantly to the final score. The assessments are set by the school.
Exams	Many subjects have two or more exam papers at the end of the two year studies, making up around 70-80% of the final grade.	Some VCE subjects have one exam paper at the end of Year 12. Papers are set by the state.
Final Scores	The final IB score is determined according to fixed qualitative criteria. Everyone who meets the criteria for the highest mark will receive the highest mark. This encourages collaboration.	Final grades are ranked statistically such that the average score is 30 and the top score is 50. This means that students compete against each other to get above the average.
Re-sitting exams	Students have a year to re-sit exams that they did not pass. The year consists of two re-sit sessions (in May and November).	Students can enter year 13 if they fail to obtain the certificate by the end of year 12.

source: https://www.goodschools.com.au/start-here/at-school-and-beyond/understanding-the-school-curriculum-in-victoria/vce

Assessments and Final Scores

There are key differences in assessment and final scoring between the IB Diploma Programme and the Victorian Certificate of Education (VCE), showcasing the unique features of each programme.

assessment

There are key differences in assessment between the IB Diploma Programme and the Victorian Certificate of Education (VCE), highlighting the unique aspects of the IB approach. Both programmes assess students through a mix of school-based work (internal assessments) and final exams.

The IB approach features a comprehensive final assessment over three weeks at the end of Year 12, similar to the VCE. However, the IB also assesses the core components—Theory of Knowledge (TOK), Creativity, Activity, Service (CAS), and the Extended Essay (EE)—which are not included in the VCE.

Final Scores

After the exams, students’ final scores are determined. In the IB Diploma Programme, this is based on well-defined criteria, with each student assessed individually. In contrast, the VCE uses a statistical ranking system, where final scores depend on the performance of the entire cohort of Victorian students. While the VCE can feel like a race against peers, the IB encourages collaboration!

In the IB, every student gets the same opportunity to achieve well, regardless of what other students do.
(IB scores are based on criteria, not on a student’s rank compared to others)

IB Myths, IB Approach

The Second Language

In the IB, every student is required to study a second language – it’s embedded within the IB approach. This requirement reflects the programme’s holistic approach and its international character. Students can take a language “Ab Initio,” meaning no prior knowledge is needed. Those who already speak a second language can continue to develop their skills at an appropriate level.

Every new language is like an open window that shows a new view of the world and expands your attitude towards life.

Here are Auburn University’s 25 reasons to study a second language:

Foreign Language study creates more positive attitudes and less prejudice toward people who are different.
Analytical skills improve when students study a foreign language.
Business skills plus foreign language skills make an employee more valuable in the marketplace.
Dealing with another culture enables people to gain a more profound understanding of their own culture.
Creativity is increased with the study of foreign languages.
Graduates often cite foreign language courses as some of the most valuable courses in college because of the communication skills developed in the process.
International travel is made easier and more pleasant through knowing a foreign language.
Skills like problem solving, dealing with abstract concepts, are increased when you study a foreign language.
Foreign language study enhances one’s opportunities in government, business, medicine, law, technology, military, industry, marketing, etc.
A second language improves your skills and grades in math and English and on the SAT and GRE.
Four out of five new jobs in the US are created as a result of foreign trade.
Foreign languages provide a competitive edge in career choices: one is able to communicate in a second language.
Foreign language study enhances listening skills and memory.
One participates more effectively and responsibly in a multi-cultural world if one knows another language.
Your marketable skills in the global economy are improved if you master another language.
Foreign language study offers a sense of the past: culturally and linguistically.
The study of a foreign tongue improves the knowledge of one’s own language: English vocabulary skills increase.
The study of foreign languages teaches and encourages respect for other peoples: it fosters an understanding of the interrelation of language and human nature.
Foreign languages expand one’s view of the world, liberalise one’s experiences, and make one more flexible and tolerant.
Foreign languages expand one’s world view and limit the barriers between people: barriers cause distrust and fear.
Foreign language study leads to an appreciation of cultural diversity.
As immigration increases we need to prepare for changes in the American society.
One is at a distinct advantage in the global market if one is as bilingual as possible.
Foreign languages open the door to art, music, dance, fashion, cuisine, film, philosophy, science…
Foreign language study is simply part of a very basic liberal education: to “educate” is to lead out, to lead out of confinement and narrowness and darkness.

Maths as a Prerequisite

Every IB student must take a Maths course. The IB approach offers a variety of courses to ensure that each student can choose the level that suits their needs.

Students can select from applied maths (Mathematics: Applications and Interpretation) or pure maths (Mathematics: Analysis and Approaches). Both courses are widely recognised by universities, especially if maths is listed as a prerequisite.

MORE TEENS ARE DROPPING MATHS. HERE ARE THREE REASONS TO STICK WITH IT

By Rachel Wilson, August 1, 2019 6.03am AEST

The numbers of secondary school students who take higher-level maths and science are low in Australia. In 2012, there were 30,000 more Year 12 students than in 1992. But the numbers of students studying physics, chemistry and biology decreased by 8,000, 4,000 and 12,000 respectively.

Enrolments in intermediate and advanced mathematics also fell over this period, by 11% and 7% respectively.

The Australian Curriculum mandates maths until Year 10. But we’re seeing more students dropping the subject as soon as they can.

In 2008, 31.2% of the NSW student population were studying maths for the High School Certificate, compared to 28.9% in 2017. This was a drop of around 5,300 students.

But studying maths brings many benefits. Here are three reasons to persevere.

You’ll be more likely to get a job

Many industry and economic experts predict future economies specifically those using technology to rapidly create goods and services will be built on maths and science knowledge and skills.

Research on the changing nature of employment predicts that, by 2030, we will spend 77% more time on average using science and mathematics skills. With youth (people aged 15-24) unemployment in Australia on the rise, maths skills may offer some protection.

There are more engineering jobs in Australia than skilled people to fill them. Between 2006 and 2016, the demand for engineers exceeded the number of local graduates. Employers often look overseas for suitable applicants, with some figures showing more vacancies are filled by overseas engineering graduates than locals.

2. You’ll probably earn more

Some studies have shown students taking higher maths at school go on to have higher earnings in adulthood.

The relationship between studying higher-level maths and earning more may be one of causation (that maths skills lead to higher earners), correlation (that people with good maths skills are more likely to have other skills that lead to higher earnings), or a bit of both. But, either way, it exists.

According to US analysis that compared university majors with median starting pay, median mid-career pay (at least ten years in), growth in salary and wealth of job opportunities, maths and engineering majors reigned supreme.

And a more recent analysis by the US data researcher PayScale found graduates in maths, science and engineering had the highest mid-career salary.

Girls aren’t worse than boys at maths, but they drop the subject earlier. One of the biggest gender gaps in education is seen in maths. Girls in most countries complete less, or lower level, maths than boys.

The low numbers of girls participating in advanced maths courses is not because girls are worse at maths, as there is no clear gender gap when it comes to maths abilities. But girls do show less confidence in their maths skills and more maths anxiety than boys.

Research suggests learning maths is often associated with student anxiety. This anxiety is related to poor performance, negative attitudes and general avoidance of the subject. If girls were encouraged to persist with the challenges presented by advanced levels of maths, we could even see a start to a narrowing of the gender wage gap.

3. You’ll probably be smarter

A study examined the association between intelligence and educational achievement in relation to 25 secondary school subjects in the UK. It showed maths was most strongly associated with the so-called “g” factor, which is a mark of underlying intelligence (English came second).

The g factor, or general ability, is the foundation of cognitive abilities and affects all learning, including in maths and science. Graduates in STEM (science, technology, engineering and mathematics) disciplines report their degrees led to them developing higher-order skills and qualities (such as logical thinking and creativity).

Another study showed an increase in population IQ alongside a rise in access to maths education in the US. Studies show higher levels of maths attainment for a population are strongly linked to national IQ and national shifts in economic development, such as higher GDP and faster economic growth.

A higher g factor is also associated with higher scores on international assessments of educational attainment, such as PISA and TIMSS, and IQ tests.

As the Australian system doesn’t require maths after Year 10, it seems it is up to individuals, families and their communities to recognise its importance and support students in persevering in maths for their own good.