Education for LifeThe International Baccalaureate Organisation (IBO) was founded over thirty years ago on the philosophy of assisting schools in developing a comprehensive, balanced and outward looking curriculum. The aim of all IB programmes is to develop internationally minded Alternatives such as the IB Diploma allow students and teachers to access opportunities throughout, and to contribute to the world community.
The IB Diploma proves a consistent, stable and internationally Over 500,000 students are currently enrolled in the IBO
21 things you should know about the IBThis excellent presentation answers 21 important questions about the International Baccalareate Organisation and its three Programs. Whether your daughter is considering candidature for the Diploma Program at MLC School or not, these clear and comprehensive answers to questions about the IB explain many of the reasons why MLC School decided to offer this alternative qualification to our graduates and why this decision has been so successful for our students. Click here to download.
The IB Diploma ProgrammeThe IB Diploma Programme is a comprehensive and rigorous two year preuniversity course of study undertaken in Years 11 and 12. For motivated students, it combines a range of subjects with a
The Programme is based on the
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The IB Diploma Programme at MLC
The IB Diploma both complements the philosophy of our Transforming Learning Programme and reinforces MLC’s strategic commitment to providing an outward looking curriculum. In offering the IB Diploma at MLC School we are demonstrating
our commitment to encouraging all members of the School community to pursue academic achievement through recognition of difference and individual potential.
The IB Diploma is not in direct competition with the NSW Higher School Certificate. Both courses cater
for students’ strengths and learning preferences.
The IB Diploma Candidate at MLC
Students considering the IB Diploma Programme should be committed to a course of study encompassing a breadth of subjects from the sciences, languages and humanities in an international context. Any student who feels interested in and capable of university study is suited to the IB Diploma. Students are catered for in the flexibility of choosing to study subjects at higher level in order to pursue areas of personal interest and talent. Candidates need to be interested in learning how to learn and how to evaluate information critically as, in the IB Diploma, this is as important as the content of the courses themselves.
| The International Baccalaureate Diploma offers educational opportunities for the growing internationally mobile community by providing access to higher education worldwide |
The IB Diploma candidate is:
- motivated
- able to work independently
- cares about learning not just marks
- willing to develop an international perspective
- is interested in making a difference to themselves and the wider community
- able to work to strict deadlines and regulation
- ready to take on personal and academic challenge
- a learner who is motivated by difference and willing to take a risk.
The Curriculum
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Diploma Students choose one subject from each area of the hexagon so that
they have:
- an A1 or native language (Group 1)
- a second language (Group 2)
- a social science (Group 3)
- an experimental science (Group 4)
- a mathematics subject (Group 5)
- either an arts subject or a second subject from Groups 2–5
- there are subject options in all six areas of the hexagon offering Standard Level (SL) curriculum and Higher Level (HL) curriculum
- 3 subjects must be taken at a Higher Level
- The centre sections of the hexagon are compulsory components of the programme.
| Extended Essay | Theory of Knowledge | Creativity, Action, Service |
Diploma candidates are required to submit an essay of 4,000 words on an area of interest The students work closely with their mentor who is a staff |
Students undertake a course in Theory of Knowledge (TOK) over the two years of the Diploma Programme. The IBO describes TOK as:
"...central to the educational philosophy of the Diploma Programme. It offers students and their teachers the opportunity to reflect critically on diverse ways of knowing and on areas of knowledge, and to consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world. It prompts students’ awareness of themselves as thinkers, encouraging them to become more acquainted with the complexity of knowledge and to recognise the need to act responsibly in an increasingly interconnected but uncertain world."
TOK is examined via a final essay and oral presentation. The mark gained in TOK is combined with the grade gained in the Extended Essay to determine the bonus points. |
Although not specifically marked, the CAS experience is central of the philosophy of the Diploma Programme. The IBO describes it as:
"a framework for experiential learning and refl ection about learning. This process of application and reflection provides an opportunity to extend what is learned in the classroom and, in turn, for the CAS experience to have an impact on classroom learning. CAS is intended to provide experiences for students to develop self-confi dence and empathy, and a willingness to help others. They may directly confront or indirectly engage in work on global problems, or work directly with other people at a local level, developing their capacity to function collaboratively and effectively with others. The IBO’s aim of educating the whole person comes alive in a practical, demonstrable way through CAS, when students are involved in the community, whether at a local, national, or international level. The three elements of CAS are mutually reinforcing. Together, they enable students to recognise that there are many opportunities to learn about life, self and others, and to inspire confidence, determination and commitment. Creative and physical activities are particularly important for adolescents and they offer many favourable situations for involvement and enjoyment at a time that is for many young people stressful and uncertain. The service element of CAS is perhaps the most signifi cant of the three, in terms of the development of respect for others, and of responsibility and empathy. |
- There are no prerequisite subjects for Group 3 (Individuals and Societies). Students can study Economics and Business & Management without studying Commerce. Geography and History skills are covered during the Year 7–10 School Certificate course.
- Group 6 subjects may require students to have studied these areas to the School Certificate level and achieved a strong level of attainment.
- Group 2 Languages are offered in 3 levels:
» Ab initio – beginners (no previous instruction, no background). Italian ab initio exams are taken in May of Year 12
» Language B – language continuers or students with background in language
» A2 – near native fluency.
Diploma Students are unable to take:
- both Ancient History and Dance
- 2 Group 6 subjects.
| Higher Level | Standard Level |
| 240 hours of instruction | 150 Hours of instruction |
| Different assessment requirements to SL | Different assessment requirements to HL |
| Can be either more content or more indepth content |
International Baccalaureate Diploma Courses available at
MLC School:
Courses of study may vary year to year.
| Group 1 | Language A1 | English |
| Group 2 | Language B | French B, German B, Indonesian ab initio, Japanese B , Italian ab initio, Latin |
| Group 3 | Individuals and Societies | History 20th Century, History - Islam & Europe, Economics, Geography, Business & Management |
| Group 4 | Experimental Sciences | Biology, Chemistry, Physics, Design Technology |
| Group 5 | Mathematics and Computer Science | Mathematics Higher Level Mathematical Standard Level Mathematical Studies |
| Group 6 | Arts and Electives | Music, Visual Arts, Theatre Arts, Dance |
| Other Requirements | Theory of Knowledge | Compulsory |
| Creativity, Action and Service | Compulsory | |
| The Extended Essay | Compulsory |
IB Diploma Assessment
Classroom teachers and IB Diploma examiners work in partnership to ensure that students have ample opportunity to demonstrate what they have learned. Responsibility for all academic judgments about the quality of candidates’ work rests with examiners worldwide, led by chief examiners with international authority in their fields.
Examinations at MLC are offered in November and in May for Italian ab initio.
The IBO assesses more than 60,000 DP students annually. Each November, approximately 90% of candidates who attempt the diploma in Australia are awarded it.
An essential element of IB assessment is that standards are the same worldwide.
Authorized schools are located throughout the world and examiners represent many cultural and academic traditions,
yet the Organisation measures candidate performance according to established standards and criteria that are consistent from place to place and year to year.
Examiners are trained to assess work from an agreed perspective using common IBO ‘mark schemes’.
A variety of assessment methods is used to acknowledge both the content and the process of academic achievement and to take into account different learning styles and cultural patterns.
Assessment can take the form of examinations and may include oral and written, long and short responses, data-based questions, essays, and multiple-choice questions.
Specialized forms of assessment, appropriate to the nature of a given subject, are also used. Visual Arts students, for example, submit a ‘Candidate Record Booklet’ containing photographs of their work and a written statement reflecting
on the development of their talents and technical skills, but the basis of their examination is an exhibition of their work. Candidates following IB Music courses submit recordings of their performances. Similarly, students of a foreign language are tested for fluency, command of vocabulary, grammar and structure.
External assessment is complemented by internal assessment of coursework by the MLC teachers responsible
for evaluating students over the entire period of the course. This is an important aspect of the IBO’s overall assessment strategy, because it recognises the professional role of the teacher and gives students a chance to show what they can do over time, not just in the pressured context of a final examination.
Internally assessed work usually counts for a minimum of 20% of the final grade in a subject.
| WHO SHOULDN'T DO THE IB? |
The IB Diploma course is not for every student. You should not take the IB Diploma course if you
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Scoring the IB Diploma
- 6 subjects with a maximum grade of 7 (/42)
- Up to 3 bonus points for the Extended Essay and
Theory of Knowledge assessment.
In order to be awarded the IB Diploma, a student must meet
defined standards and conditions, including a minimum total of 24 points and the satisfactory completion of the three Diploma requirements: TOK, the Extended Essay, and CAS activities.
The minimum score of 24 is based on the notion that a Grade 4 represents passing level in each of the six subjects.
This mark out of 45 is equated with a UAI Equivalent Rank for entry into Australian Tertiary institutions that do not have a specific IB Diploma score requirement. There is no scaling applied by the UAC between the Diploma score and the UAI Equivalent Rank.
Tertiary Entrance / University Admissions
The IB Diploma Programme has become a leading, internationally recognised pre-university qualification.
Now it is a symbol of academic excellence worldwide. The student who satisfi es its demands demonstrates a strong commitment to learning, both in terms of the mastery of subject content and in the development of wide-ranging skills.
She is also encouraged to appreciate the universal value of human diversity and its legitimate boundaries, while at the same time understanding the common humanity that we all share.
While each component of the Diploma Programme has specific aims and assessment objectives, the distinctive aims of the programme, as a whole, are to:
- Provide an internationally accepted qualification for entry into higher education
- Promote international understanding
- Educate the whole person, emphasising intellectual, personal, emotional and social growth
- Develop inquiry and thinking skills, and the capacity to refl ect upon and to evaluate actions critically.
MLC students completing the IB Diploma have a range of options both in Australia and overseas. The Diploma is accepted at all Australian Universities either as a direct score or as the result of the UAI Equivalent Rank. Students apply to tertiary institutions in the same way as students completing the HSC.
International institutions have differing entry requirements although a number list their specific Diploma scores for admission. Published data from Australia, USA and UK indicate that IB Diploma Holders are highly regarded by universities in these areas.
Click here if you would like to read more about IB Achievements at MLC School.
