International Baccalaureate Diploma Programme

We do not think that students need to be at the kitchen table to midnight try to do homework, right? No, but instead we're talking about giving students opportunities to engage deeply with challenging and relevant materials that prepare them for what comes after high school.

And that can take many different forms, right? So the first of that could be advanced placement, which is our AP courses, or international baccalaureate or IB courses, dual enrollment, or even programs like early middle college.

Basically courses where students can earn college credit while they're still in high school.

But rigor isn't only about college credit.

So getting them to really pause and think about, okay, where did that answer come from? And sometimes that's investigating the source.

But I think also when I'm talking about my IB students and extended essay, like we read these to hear what you think, not to hear what other people think and being very clear about What is their creative output that comes from their mind and their thinking and their experience of a text? I'm usually working with English literature students as opposed to those secondary sources and trying for them to see themselves as a type of primary source in the making, shall we say? Mm

hmm.

Mm hmm.

Yes, of course, if you're using an overview, you have to get to the actual source.

So we trace it back, but we teach citations.

More than half of our graduates end up being IB, DP students.

So they're gonna be doing extended essays.

How do you think that scientific mindset, being a scientist, how does that impact the way you tutor and the way you build educational products?

Yeah, so I think another very fascinating thing about science is that when you are in the deepest core of really researching new things, new equations, just new information about science, is that you see GCSE and A-level IB students, you look at their textbooks and you think, wow, this is where all this started from.

And the funny thing is what they teach in school is that they sort of think that the textbooks are the... like the Bible, right? It's, it's there.

It's, it's correct.

This is what I mean.

I mean, how can 80 questions even really understand who you are? I mean, it's impossible, right? But then my point is that 80 very specific questions and then...

The other important part of this future map is that it's based on, as well as my experience, yes, but it's based on over 500,000 real data of GCSE, A-levels and IB, real students' data.

And therefore, in my opinion, what you've raised just now is is i think is the core difficulty and danger of of us as counselors telling someone's someone's story but because this is based on such a vast data i think you will give a i would say a slightly more accurate way of pointing someone to to where they could be or something that they could they could do in the future

Okay.

And they, my parents really wanted me to go to this one school and for middle school that had advanced programming, a pre-IB program.

I failed the test to get in.

And likely, this is another thing with, I think, gifted children or children in general.

So yeah, in India, it is not just opening more schools.

It is trying to understand this pedagogy of IB and this philosophy of IBs.

And so I don't want the international curriculum to simply replace Indian curriculums.

I want the entire idea of inquiry.

What does inquiry look like in India? What does international mindedness mean for an Indian student? What is global citizenship, learner profile? What does it mean and how are we using our history, our challenges, our experience more in our kind of way of teaching? I would not want my student to be good at simply reproducing information in an exam.

I would want a student who can challenge an idea, say we don't agree with that and have the confidence to do that and also explain why.

And I think that is what the IB is eventually training the child to have enough confidence to do that.

Hi folks, welcome back to IB Matters.

ways to collaborate directly with us.

So today we have Dom Verve, who is currently the middle school and high school service learning and student leadership coordinator, IB core educator, and global impact diploma educator at the American International School of Budapest.

What a job.

Dom is an international school service learning educator with a passion for supporting those around him and developing their service leadership endeavors.

I've also been a CAS coordinator for a long time and it was one of my, as I started moving farther away from the classroom, it was always a connection that I really appreciated because it's such a special opportunity to get to know students on a different level.

to be there, you know, their guides, mentors along that journey.

So I just wondered, you know, what does the CAS portfolio journey and that element of the IB diploma program for anybody who's not familiar, just what does that mean to you? What do you see as the opportunities as part of that program? And then what are the challenges that you faced with it?

I'll start with the challenges because I think they will then lead me on to some of the beautiful things as well that I've found out of the program.

Mm

... like the IB diploma because, you know, like-

Yeah

... d- it's a pretty small school.

Yeah, that's interesting.

That's interesting.

That reminds me of the IB diploma.

I think maybe-