Why the IB Diploma at WIS? |
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Why the IB Diploma at WIS?
West Island School believes in the advantages of the breadth and depth that the IB Diploma Programme promotes: the opportunity to study a wide range of subjects at either higher level (HL) or standard level (SL) creates both flexibility and balance in the curriculum. It keeps doors open for students unsure of their focus for tertiary education while allowing those with clear goals to specialise, to some degree. It challenges students to pursue a wide range of disciplines and assesses their ability to acquire and apply knowledge in a rigorous, creative and critical manner. Students are challenged to learn, think, create and critique their understanding of the world beyond the traditional classroom environment in the shape of an extended essay, which requires them to produce an original piece of academic research on a topic of their choice. By designing their own experiential learning on the CAS programme and participating in the core Theory of Knowledge course, which threads their six subject groups together, the students think way beyond the traditional classroom. Overall, the IB Diploma is not only designed to educate on an academic level; it acknowledges and rewards the student’s need to develop as an individual within a community and within society as a whole, thus promoting a holistic education. IB students are not taught what to think; they are taught how to think.
Is the IB Diploma Programme suitable for me?
The requirements to enter the IB Diploma are:
Appropriate academic challenge
Students who excel on the IB Diploma are highly motivated independent learners who select courses with appropriate academic challenge for their ability while engaging in a range of CAS activities in a proactive and reflective manner. Although the IB Diploma has a reputation for being challenging, it is still a viable option for a wide range of students if an appropriate range of subjects is selected. Still, students aiming for the very best universities in the world will need to design a curriculum that suggests that they are willing and able to work exceptionally hard in subjects where they are talented as well as in areas they find more difficult. Students at any end of the spectrum can and should seek guidance from the careers team, the Post 16 Director of Learning and/or the IB Coordinator (Post 16 - Vice Principal) in order to help them construct an appropriate, personalised programme. Any student who may want to do something unusual with their diploma is encouraged to contact the IB coordinator as early as possible to explore their options.
The course is linear and not modular
IB students submit coursework during the programme and sit terminal examinations in the May of their second year.
An international ethos pervades the curriculum
Whether or not you intend to study or work in Hong Kong, China or beyond, the reality is that we all live and work in a global society. The IB Diploma Programme encourages intercultural understanding in all areas of the curriculum. Students able to achieve the bilingual diploma by studying two first languages are encouraged to do so. This is becoming increasingly valuable (and necessary) both in Hong Kong and the wider world.
The IB Diploma is holistic
Not only are you educated academically, but socially and culturally, too. Indeed, the CAS programme rewards your involvement in extra-curricular activities.
IB Diploma Curriculum
The Diploma circle below shows the curriculum, with the six subject groups surrounding the core components.
IB Diploma students must complete:
The International Baccalaureate® (IB) Diploma Programme (DP) curriculum sets out the requirements for studying the DP.
West Island School believes in the advantages of the breadth and depth that the IB Diploma Programme promotes: the opportunity to study a wide range of subjects at either higher level (HL) or standard level (SL) creates both flexibility and balance in the curriculum. It keeps doors open for students unsure of their focus for tertiary education while allowing those with clear goals to specialise, to some degree. It challenges students to pursue a wide range of disciplines and assesses their ability to acquire and apply knowledge in a rigorous, creative and critical manner. Students are challenged to learn, think, create and critique their understanding of the world beyond the traditional classroom environment in the shape of an extended essay, which requires them to produce an original piece of academic research on a topic of their choice. By designing their own experiential learning on the CAS programme and participating in the core Theory of Knowledge course, which threads their six subject groups together, the students think way beyond the traditional classroom. Overall, the IB Diploma is not only designed to educate on an academic level; it acknowledges and rewards the student’s need to develop as an individual within a community and within society as a whole, thus promoting a holistic education. IB students are not taught what to think; they are taught how to think.
Is the IB Diploma Programme suitable for me?
The requirements to enter the IB Diploma are:
- Five grades A* to C (or equivalent) at GCSE/IGCSE level, including Mathematics and English (in a single sitting)
Appropriate academic challenge
Students who excel on the IB Diploma are highly motivated independent learners who select courses with appropriate academic challenge for their ability while engaging in a range of CAS activities in a proactive and reflective manner. Although the IB Diploma has a reputation for being challenging, it is still a viable option for a wide range of students if an appropriate range of subjects is selected. Still, students aiming for the very best universities in the world will need to design a curriculum that suggests that they are willing and able to work exceptionally hard in subjects where they are talented as well as in areas they find more difficult. Students at any end of the spectrum can and should seek guidance from the careers team, the Post 16 Director of Learning and/or the IB Coordinator (Post 16 - Vice Principal) in order to help them construct an appropriate, personalised programme. Any student who may want to do something unusual with their diploma is encouraged to contact the IB coordinator as early as possible to explore their options.
The course is linear and not modular
IB students submit coursework during the programme and sit terminal examinations in the May of their second year.
An international ethos pervades the curriculum
Whether or not you intend to study or work in Hong Kong, China or beyond, the reality is that we all live and work in a global society. The IB Diploma Programme encourages intercultural understanding in all areas of the curriculum. Students able to achieve the bilingual diploma by studying two first languages are encouraged to do so. This is becoming increasingly valuable (and necessary) both in Hong Kong and the wider world.
The IB Diploma is holistic
Not only are you educated academically, but socially and culturally, too. Indeed, the CAS programme rewards your involvement in extra-curricular activities.
IB Diploma Curriculum
The Diploma circle below shows the curriculum, with the six subject groups surrounding the core components.
IB Diploma students must complete:
- Six subjects, including three at standard level and three at higher level *(1 each from Groups 1-6, please see Arts Policy page)
- Theory of Knowledge
- Extended Essay
- CAS (Creativity, Action, Service)
The International Baccalaureate® (IB) Diploma Programme (DP) curriculum sets out the requirements for studying the DP.
