Why Choose IB?
There is a simple answer to this question once you have witnessed the incredible personal value that it offers to sixth form students; why not?
The IB Diploma is a course that offers you a breadth of study, whilst still allowing you to specialise in your chosen subject areas.
However the true value of the course lies within the core of the diploma; this encourages you to reflect upon your own learning (through TOK) and how you fit into the global marketplace (through a second language and regular international experiences embedded into the curriculum), as well as focussing on your community involvement and the service that you offer to others (through CAS).
You will be developed as an independent learner (through the EE) and you will have a true thirst for knowledge, culminating in a hugely enjoyable and rewarding sixth form experience.
Student life
- IB TV
- A day in the life
- The IB Learner Profile
The IB learner profile is inherent to all aspects of the Diploma, and is, at heart, the fundamental aim of the course. The IB learner profile aims to develop students who are:
Inquirers
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable
They explore concepts, ideas and issues that have local and global significance. In doing so, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers
They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators
They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled
They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded
They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takers
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
From: IB Learner Profile Booklet, International Baccalaureate Organization. Geneva. 2008
Apply
Please complete the form below to express your interest in applying to do the IB course at North Liverpool Academy.
Universities and Employment
- University information
- Future prospects
Whether you study A Levels or the IB, only the most resilient and hard-working students get into the top universities, however, the IB Diploma not only equips you with the skills to get into University, but also with the capacity to excel whilst studying your degree and beyond.
The IB grades have not been inflated for over 40 years, so Universities and Employers can easily compare you to past Diploma graduates.
In 2011 the Higher Education Statistics Agency* conducted research on the relative success rates of IB Students and concluded:
19% of IB entrants achieved a first-class honours degree, compared to 14.5% with A-Level or equivalent.
IB students are almost twice as likely to study medicine and dentistry: 5.1% compared to 2.9% of A-Level
* Research published by the Higher Education Statistics Agency (HESA) in 2011.
“The new Vice Chancellor’s aim is to make the University of Liverpool a global university to which IB students would aspire to apply.” – University of Liverpool.
‘I think that IB is a great opportunity, not just for me but for everybody. It doesn’t just give you a challenge - it helps you grow, mature and learn responsibility, and it teaches you to become a better person.’ – Jovina Yang, IB Student 2006.
Intellectually curious, IB students are almost twice as likely as their A-Level and equivalent peers to pursue further full-time study.*
The diploma encourages risk-taking and reflection, so that students are more confident and creative, possessing the integrity and the skills to succeed in a global economy.
“The University of Leeds welcomes applications from IB students – it is widely acknowledged that an IB student is most likely to be a very good student.” – University of Leeds.
IB students are more likely to be employed in graduate level jobs, and enjoy higher salaries than their peers.*
‘Our schoolchildren cannot afford to fall behind the rest of the world. For the UK to compete in a global economy, it is vital that we encourage our young people to have an interest in and engagement with the world around them.’- Martin Davidson, CEO of the British Council.
* Research published by the Higher Education Statistics Agency (HESA) in 2011.
The IB @ North Liverpool Academy is a unique programme designed to equip you with the skills and the knowledge to be a high achieving global citizen. It will not only thoroughly prepare you for Higher Education, but will also make you attractive as a versatile and resourceful employee.
It is widely recognised throughout the world as the ‘Gold Standard’ in education.
This website gives a snap-shot of what the IB can do for you, but for more information please fill out the contact form and we will get straight back to you.
IB Prospectus
The prospectus for the International Baccalaureate course has been developed to try and make clear exactly what options are available to as additional information to this website.
Click here to download the PDF version or for the flash version of the prospectus click here. (opens in new window/tab)
FAQ's
What is the IB?
The International Baccalaureate diploma is a two-year programme for Sixth Form students. All students study six subjects: three at Higher Level and three at Standard Level. In addition, students write an Extended Essay and follow a critical thinking course entitled Theory of Knowledge. Participation in creative activities, sports and Service are also required.
Each of the six subjects is graded out of 7. The Extended Essay and Theory of Knowledge are combined to give up to 3 core points. The total diploma score is therefore a maximum 45 points.
How does the IB compare to A-levels?
The International Baccalaureate diploma is a complete programme of study and is generally more comprehensive and rigorous than A-levels. The IB has not suffered from grade inflation and therefore is able to distinguish between good and excellent students. All universities recognise the IB as at least an equivalent qualification, and in some cases indicate a preference for it.
Is the IB accepted by universities?
The IB is accepted by universities in the UK, the US and across the world.
What subjects are available?
For details of the wide range of subjects currently available, please follow this link
Does the IB include coursework?
Yes, around 20% for each subject and then 3 core points awarded for Theory of Knowledge and Extended Essay coursework.
What is the difference between SL, HL and ab initio language courses?
As a rough guide, the Standard Level (SL) course is equivalent to an AS module, a Higher Level (HL) is equivalent to an A2 course, and the Spanish ab intio or Mathematical Studies are best regarded as a bridge between GCSE and A Level courses.
Can you take three sciences?
Because of its emphasis upon breadth, the International Baccalaureate diploma does not allow a student to take 3 sciences. Chemistry and one other Science or Maths are standard subject requirements for UK medical schools.
Links
The international Baccalaureate Website:
An unwavering gold standard
The Daily Telegraph here
The IB does put you significantly ahead in the global race for the best universities.
Financial Times
The IB is the best route to university.
Cambridge University Examinations here.
The IB is the favoured choice for university admission tutors.
The Independent here
This course should be compulsory in all schools everywhere
AC Grayling, The Guardian here
The Course
In order to obtain the Diploma, students must take one subject from each of Groups 1-6, and study three at Higher Level (HL) and three at Standard Level (SL). Subjects are covered in sufficient depth and breadth to provide balance and flexibility.
The choice of HL subjects allows a student to pursue areas of personal interest and to meet specialist requirements for university entrance.
The IB also provides the opportunity for students to specialise in the Humanities or in the Sciences by allowing them to choose a second subject from Groups 3 or 4 instead of an Arts subject in Group 6.
Group 3 - Individuals & Societies
- Geography
- History
- Psychology
- Business Studies
Group 1 - Language A
- The study of Language and Literature, including works from World Literature
Group 5 - Mathematics
- Mathematical Studies SL
Group 2 - Second Language
- Spanish
Core
- Theory of Knowledge (TOK)
- Community, Action, Service (CAS)
- Extended Essay
Theory of Knowledge
"Tell a man there are 300 billion stars in the universe and he'll believe you. Tell him a bench has wet paint on it and he'll have to touch it to be sure." Murphy’s Law
The IB Diploma is unique in its aims and objectives, and one the major ways that it distinguishes itself is through the Theory of Knowledge element of the course. This aims to introduce students to the 'real' world of knowledge, which they will meet properly later on at university and beyond. It looks at what we believe to be true, the reasons we have for holding these beliefs and whether or not the reasons for holding them are good reasons.
It views these issues from several different perspectives:
- Ways of knowing: (perception, reason, emotion, authority and language)
- Areas of knowledge (mathematics, natural sciences, human sciences, history, the arts and ethics)
The course is assessed via an internally marked 10 minute oral presentation and an externally marked 1200-1600 word essay. The grades from these are combined with the grade from the Extended Essay to give up to 3 points towards a candidate’s total score for their Diploma.
Community, Action, Service
"Tell me and I’ll forget. Show me and I may remember. Involve me and I’ll understand." Confucius
Students cannot get the full diploma without completing CAS and so it is given the same impetus as academic subjects or the other inner-hexagonal disciplines. All students will, in essence, partake in CAS under the North Liverpool Academy’s pre-existing i-Lead banner. CAS is perhaps a misguiding title for what the IBO would like the students to achieve.
Creativity, Action and Service is thinking globally, acting locally, doing something within your community for which the benefits are experienced widely. At the NLA we will essentially offer CAS throughout the school but offer IB students additional support to lead the volunteering opportunities and guide them on their reflections.
All NLA students do CAS but only IB students complete CAS.
Extended Essay
The extended essay is an independent, self-directed piece of research, culminating in a 4,000-word paper. As a required component, it provides:
- practical preparation for the kinds of undergraduate research required
- an opportunity for students to engage in an in-depth study of a topic of interest within a chosen subject
Emphasis is placed on the research process:
- formulating an appropriate research question
- engaging in a personal exploration of the topic
- communicating ideas
- developing an argument
Participation in this process develops the capacity to:
- analyse
- synthesise, and
- evaluate knowledge
Students are supported throughout the process with advice and guidance from a teacher at the school.
Group 6 - The Arts
- Film Studies
- Visual Arts
Group 4 - Experimental Sciences
- Biology
- Chemistry
- Physics