Tag: Trinity Grammar

To IB or not to IB: Understanding the International Baccalaureate

Last year, Melbourne’s Preshil Independent School announced that it will no longer offer the VCE, Victoria’s equivalent to the HSC. Instead, the school will teach only the syllabus for the International Baccalaureate (IB) diploma from 2018 onward.

Preshil is the first school in Victoria to abandon the VCE in favour of the IB but it may not be the last. Take-up of the IB is growing rapidly throughout Australia and around the world. More than 63,000 students at 4000 schools internationally attained an IB diploma in 2015, representing an increase of almost 50 per cent in the last five years.

In Australia, the numbers are growing even more strongly. Since 2000, participation has tripled with almost 1900 students at 63 schools throughout Australia earning their IB diplomas last year.

So what is the IB and why is its popularity surging?

The IB program was established in 1968 in Geneva, Switzerland, with a pedagogical mission to “develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.”

Its academically rigorous curriculum stresses critical reasoning and breadth of knowledge over specialisation and rote learning. All diploma students must study literature and a second language, as well as an experimental science, mathematics, and a humanities subject. A sixth subject of their choosing – either from the creative arts or a second academic subject – is also required.

The unique aspect of the IB is seen in its three “core” elements: the Theory of Knowledge component, in which students study the nature of knowledge and its acquisition; the Extended Essay, a self-directed 4000-word research paper; and the Creativity, Activity, Service project, a learn-through-experience assignment in which students set themselves a significant personal challenge to surmount under the guidance of a supervisor.

In the IB organisation’s view, self-regulated, lifelong learning is the key to success at university and in the world of work, business and enterprise. As such, it aims to produce students “who can learn in any situation, at any time, in any place, from any person, using any media or technology – without the support of teachers.”

The high level of independence promoted by the IB is not for everyone though. When it comes to choosing between the HSC and the IB diploma, Redlands school, the first in NSW to offer the IB diploma in 1988, advises that parents take into account their child’s natural inclinations. The IB is better suited to students of a generalist bent due to the second language, maths and science requirements, Redlands cautions. As well, students will need to develop excellent time management and organisational skills to succeed to the best of their ability, the school says.

Trinity Grammar offers similar advice, saying that “between the HSC or IB there is no wrong answer. The decision should take into account a student’s interests and which course is better suited to them. Both courses offer rich opportunities for learning.”

In NSW, the IB diploma is only offered at select independent schools. For more information on the International Baccalaureate and participating Australian schools see the organisation’s website: http://www.ibo.org/

Read more:

Melbourne private school scraps VCE in favour of International Baccalaureate – Kellie Lazzaro, the World Today, ABC radio, November 2, 2015
http://www.abc.net.au/worldtoday/content/2015/s4343482.htm?site=melbourne

How to help your son decide between the HSC and IB courses – Trinity Grammar website
http://info.trinity.nsw.edu.au/how-to-help-your-son-decide-between-the-hsc-and-ib-courses?hs_preview=C2DNTd1e-4068134628

International Baccalaureate information page – Redlands school website
http://www.redlands.nsw.edu.au/education/international-baccalaureate/

International Baccalaureate website: http://www.ibo.org/

Association of Australasian IB Schools website: http://www.aaibs.org/

Getting the most out of parent teacher interviews

As term 1 comes to a close, schools will soon be hosting parent teacher interviews. These meetings are a valuable opportunity for parents to attain greater insight into their child’s progress, academically and socially.

Speaking one-on-one with teachers allows parents to canvass their child’s areas of strength and weakness and to coordinate effectively with the school to provide more support if needed. Parents can also discuss a range of issues that may be affecting a child’s school life beyond the classroom.

Parent teacher interviews are usually restricted to 10 or 15 minutes so it’s important to come prepared with questions that will elicit the most information in the shortest time.

Trinity Grammar recommends parents ask these three essential questions:

1. What are my child’s strengths?
To determine where they’re performing best and what their current level of achievement is.

2. Are there any areas of concern?
Not just academically but also behaviourally or emotionally.

3. What are the upcoming focus areas of the curriculum and how best can we support my child?
Clear goals make it easier for parents to work with teachers to help children achieve to the utmost of their ability.

Parents may also find it helpful to ask questions about specific aspects of their child’s schooling such as homework, discipline measures and school expectations around behaviour, uniform and punctuality.

This is an occasion for parents to forge a strong partnership with teachers and, where needed, formulate a plan to improve their child’s learning outcomes.

“The key to a successful interview is to make sure that you are prepared, listen to advice and finish with an agreed way forward,” The Scots College counsels. “While parents are occasionally not happy with the progress of their children, the importance of parent-teacher-student interviews cannot be underestimated, especially in kick starting a change in attitude or direction.”

The NSW Department of Education urges parents to make it a positive experience by highlighting children’s accomplishments and ensuring that they are on-board with any agreed academic or behavioural strategies: “It’s important to discuss the meeting with your child and really congratulate them on their strengths. If the teacher made suggestions of things you could do at home, discuss these with your child and commit to following through with them.”

Each child is different and parents will have varying concerns. Some parents may feel that attending the parent teacher interview is unnecessary as their child is doing quite well and there are no issues to raise with the school.

But parent teacher interviews aren’t only about addressing problems, they’re also about celebrating a child’s achievements and engagement in the school community.

As the NSW Department of Education warns: “If you don’t go to parent teacher interviews, you’re also missing out on the chance to hear really positive things about your child that they may not tell you themselves. It’s equally rewarding for teachers to share good news with a parent.”

No matter what a child’s situation, the parent teacher interview is a critical communications channel between school and family. Make the most of it to optimise your child’s chances of success.

Read more:

Three essential questions to ask at parent teacher interviews – Trinity Grammar School, March 5, 2016
http://info.trinity.nsw.edu.au/blog/3-essential-questions-to-ask-at-parent-teacher-interviews

How to get the most out of parent teacher interviews – The Scots College, February 4, 2016
https://www.tsc.nsw.edu.au/tscnews/how-to-get-the-most-out-of-parent-teacher-interviews

Parent teacher interviews – NSW Department of Education Schools A-Z website
http://www.schoolatoz.nsw.edu.au/homework-and-study/planning-for-the-future/parent-teacher-interviews