International Baccalaureate (IB)
IB programmes aim to provide an education that enables students to make sense of the complexities of the world around them, as well as equipping them with the skills and dispositions needed for taking responsible action for the future. They provide an education that crosses disciplinary, cultural, national, and geographical boundaries, and that champions critical engagement, stimulating ideas, and meaningful relationships.
Scots College is an International Baccalaureate (IB) World School authorised to deliver the IB’s Primary Years Programme (PYP), Middle Years Programme (MYP), and the senior-level IB Diploma Programme.
The Primary and Middle Years Programmes were introduced at Scots in 2008. The IB Diploma was introduced in 2010, as an alternative to NCEA for Year 12-13 students.
The PYP runs from Year 1 to Year 6. The MYP runs from Years 7-10. The IB Diploma is a two-year course available to students in Years 12 and 13 as an alternative to NCEA. Scots offers a dual pathway to students, allowing them a choice between NCEA and IB.
IB Learners
The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, helping to create a better and more peaceful world.
IB learners strive to be:
- 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 recognise 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 wellbeing 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.