Academic Programs

Our Schools offers IB, AP, Swiss Matura, French Baccalaureate, German Abitur, A Level academic programs.

The International Baccalaureate (IB)
In 1968, the IB Diploma Programme (DP) was established to provide a challenging and comprehensive education that would enable students to understand and manage the complexities of our world and provide them with skills and attitudes for taking responsible action for the future.

Such an education was rooted in the belief that people who are equipped to make a more just and peaceful world need an education that crosses disciplinary, cultural, national and geographical boundaries.

The IB’s work is informed by research and by over  40 years of practical experience. This overview  honours the vision  that launched the IB and sustains its growth today. The dynamic legacy of the IB’s founders continues to support a growing global network of schools dedicated to high-quality education, ongoing professional development and shared accountability.

The IB has always championed a stance of critical engagement with challenging ideas, one that values the progressive thinking of the past while remaining open to future innovation. It reflects the IB’s commitment to creating a collaborative, global community united by a mission to make a better world through education.

As the IB’s mission in action, the learner profile concisely describes the aspirations of a global community  that shares the values underlying the IB’s educational philosophy. The IB learner profile describes the attributes and outcomes of education for international-mindedness.


The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
Informed by these values, an IB education:
centres on learners
develops effective approaches to teaching and learning
works within global contexts
xplores significant content. Working together, these four characteristics define an IB education.

IB Learners
At the centre of international education in the IB are students aged 3 to 19 with their own learning styles, strengths and challenges. Students of all ages come to school with combinations of unique and shared patterns of values, knowledge and experience of the world and their place in it.

Promoting open communication based on understanding and respect, the IB encourages students to become active, compassionate, lifelong learners. An IB education is holistic in nature—it is concerned with the whole person.

Along with cognitive development, IB programmes address students’ social, emotional and physical well-being. They value and offer opportunities for students to become active and caring members of local, national and global communities; they focus attention on the values and outcomes of internationally minded learning described in the IB learner profile.

IB learners strive to become inquirers, knowledgeable, thinkers, communicators, principled, open- minded, caring, risk- takers, balanced and reflective. These attributes represent a broad range of human capacities and responsibilities that   go beyond intellectual development and academic success. They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them.

 

IB programmes aim to increase access to the curriculum and engagement in learning for all students. Learning communities become more inclusive as they identify and remove barriers to learning and participation. Commitment to access and inclusion represents the IB learner profile in action.

The learner and the IB World School

The IB learner profile brings to life the aspirations of a community of IB World Schools dedicated to student- centred education.

IB programmes promote the development of schools that:

Create educational opportunities that encourage healthy relationships, individual and shared responsibility and  effective teamwork and collaboration
Help students make informed, reasoned, ethical judgments and develop the flexibility, perseverance and confidence they need in order to bring about meaningful change
Inspire students to ask questions, to pursue personal aspirations, to set challenging goals and to develop the persistence to achieve them
Encourage the creation of rich personal and cultural identities.  These educational outcomes are profoundly shaped by the relationships between teachers and students; teachers are intellectual leaders who can empower students to develop confidence and personal responsibility. Challenging learning environments help students to develop the imagination and motivation they need in order to meet their own needs and the needs of others. IB programmes emphasize learning how to learn, helping students interact effectively with the learning environments they encounter and encouraging them to value learning as an essential and integral part of their lives.

IB curriculum frameworks value concurrency of learning. Students encounter many subjects simultaneously throughout their programmes of study; they learn to draw connections and pursue rich understandings about the interrelationship of knowledge and experience across many fields.

Course aims and programme requirements offer authentic opportunities to learn about the world in ways that reach beyond the scope of individual subjects.

In the PYP, students learn about and use knowledge, concepts and skills from a variety of subjects to explore six transdisciplinary themes of global significance. In the MYP, students study a range of subjects and often bring together two or more established areas of expertise to build new interdisciplinary understanding. In the Diploma Programme, students encounter a range of subjects, and through the creativity, action, service (CAS) component of the DP core may continue their own explorations of physical activity and the creative process. Interdisciplinary DP courses and requirements offer students ways to explore new issues and understanding that reach across subjects, and the theory of knowledge (TOK) course helps students connect their learning across the curriculum. In the IBCC, the components of the core act as a link between the DP subjects and the career-related studies to assist students understanding across the curriculum.

 

Conclusion

An IB education is unique because of its rigorous academic and personal standards. IB programmes challenge students to excel not only in their studies but also in their personal growth. The IB aims to inspire a lifelong quest for learning hallmarked by enthusiasm and empathy. To that end, the IB gathers a worldwide community of supporters who celebrate our common humanity and who share a belief that education can help to build a better world.

The IB connects this higher purpose with the practical details of teaching and learning. A global community of IB World Schools put these principles into practice, developing standards for high-quality education to which they hold themselves mutually accountable. An IB education represents a testament to the power of this collaboration.

Education is an act of hope in the face of an always-uncertain future. An IB education calls forth the very best in students and educators alike. The IB believes that together we can help to prepare students for living and working in a complex, highly interconnected world.

 



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