What is the International Baccalaureate, and is it right for my child?

In Australia, the school system is broadly divided into three types: public, Catholic, and private. However, a closer look reveals a wide variety of educational approaches, with each school having its own curriculum focus, some emphasizing the arts, others the environment, and still others, sports.

Each student is unique, and different educational approaches suit different learners. However, accurately understanding what a school offers and making the best educational choice for your child can be challenging.

The International Baccalaureate (IB) program is increasingly becoming a popular alternative to mainstream curricula in Australian schools. You may have heard the term "IB" at the school gate or in the media. Perhaps a school you are considering offers IB. So, what exactly is IB, and is it right for your child?

In short, IB is a non-profit educational foundation that offers four programs for children aged 3 to 19. These programs are designed to prepare students for university and ultimately award the IB Diploma—a globally recognized educational qualification. IB programs focus on developing students' international mindedness and critical thinking skills. To offer IB programs, a school must be authorized as an IB World School. IB originated in Geneva, Switzerland in 1968 and is now offered in over 5,600 schools in 159 countries.

Currently, there are 209 schools in Australia offering one or more IB programs. IB programs operate independently of the Australian curriculum, but its primary and middle years programs align with the learning goals and milestones outlined in the Australian curriculum. The IB Diploma is recognized by all Australian universities and over 140 universities globally.

IB is a holistic approach to education that emphasizes personal development and academic breadth. At its core is the “Learner Profile”—ten attributes that students should strive to achieve, including being caring, principled, and inquisitive. This profile also informs teaching and learning. As a secondary teacher who taught in IB schools for six years, I referred to it when planning lessons and teaching in the classroom.

At my school, students in Years 7 to 10 study the IB Middle Years Program (MYP), while senior students study the Victorian Certificate of Education (VCE). IB programs can be studied consecutively or independently. Some schools offer a dual system of both IB and state/territory curricula.

Students can transition between IB and other systems relatively easily before Years 11 and 12. However, the rigor and academic nature of the IB senior program, the Diploma Program (DP), makes transitioning difficult. Switching during Years 11 and 12 can also present issues with subject selection as the subjects differ between systems. Therefore, schools generally do not allow students to transfer to the DP after commencing Year 12.

IB offers four programs. The Primary Years Program (PYP) is for students aged 3 to 12 and focuses on child development, learning how to learn, developing self-sufficiency, and exploring their place in the world. The Middle Years Program (MYP) is for students aged 11 to 16 and develops empathetic, proactive learners who can connect their learning to the real world. The Diploma Program (DP) is for students aged 16 to 19. It is a demanding two-year university preparatory program that culminates in the IB Diploma. The DP is suited to academically inclined students. The Career-related Program (CP) is for students aged 16 to 19 and offers career pathways in addition to academic study. The CP has the lowest uptake in Australia but is the fastest-growing program globally.

The most obvious difference between IB and mainstream education frameworks is that IB allows students to seamlessly transfer between curricula in other states, territories, and countries, whereas state and territory frameworks do not. Furthermore, IB programs, particularly the DP, are designed for university, international study, and employment, whereas mainstream senior school frameworks, such as the VCE and HSC, cater to all Australian students—providing broad educational and employment pathways.

Another notable feature of IB is its emphasis on developing a "well-rounded" child—nurturing personal and academic growth. This holistic approach appealed to me as an educator and influenced the lessons I taught. For example, in a Year 9 unit on fast fashion, my students investigated the ethics and life cycle of their favorite clothing brands. In doing so, they reflected on the global environmental and human costs of producing and distributing the cheap clothing they often bought, and developed empathy for affected communities and young women like themselves who sew clothing in harsh factory conditions.

Teaching and assessment in all four IB programs emphasize the learning process and reflection, as well as the outcomes. Compared to state and territory senior school frameworks, the DP is best suited to “all-rounder” students. Students must complete six subjects from the arts, humanities, sciences, mathematics, English, and a foreign language. Additionally, there are three core studies, including an extended essay (4000 words), a 100-hour Theory of Knowledge (TOK) critical thinking course, and three hours per week of extracurricular activities, including community service, arts, and sports (CAS).

This structure can be problematic if a student lacks interest or aptitude in a particular area, or if they prefer to focus on one area (for example, the arts). The DP culminates in written exams marked by external IB examiners. The DP grading system is also unique. DP students are graded on a scale of 1 to 7 in their six subjects, with a maximum score of 42, plus a bonus of 3 points for the core studies. To pass the course and receive the diploma, students must score a minimum of 24 points.

Until recently, IB Diploma students also benefited from a process that directly converted each IB grade to an ATAR equivalent. This conversion meant that an IB student achieving 44.5 points would be elevated to 45 points and receive the highest ATAR of 99.95. However, to ensure a fairer conversion, a scaled system was introduced in 2022. Australian universities accept students with the diploma. Generally, IB scores are directly converted to a value similar to an ATAR using an IB composite rank table. However, some universities directly use IB scores for admission without conversion.

In IB programs, students of all ages are expected to take ownership of their learning. Some thrive in this environment, while others find it overwhelming. IB employs an inquiry-based approach, involving open-ended questions, investigations, and problem-solving. I have found that academically strong students or those who have completed the Primary Years Program enjoy posing and exploring questions, while academically weaker students or those with little experience in inquiry struggle to know what questions to ask in the first place. Cost can also be a barrier.

Most schools that offer IB programs are Catholic or private schools, which makes them unaffordable for some families. Furthermore, this lack of access may widen the educational gap already present in our communities between those who can afford specialized education and those who cannot. Becoming an IB World School and maintaining this status requires additional administrative costs and training for teachers, school leaders, and non-teaching staff, which may be a barrier to IB authorization or lead to increased tuition fees. Furthermore, senior students seeking vocational pathways will not find them in the DP. Many mainstream secondary schools incorporate vocational training into their senior school curricula to cater to students who wish to go directly into apprenticeships, traineeships, alternative pathways to tertiary education, or employment after high school. Currently, only one school in Australia offers the Career-related Program.

IB is an educational framework for 21st-century learners—developing young people into caring and critical thinkers who are concerned about others and the world. While mainstream Australian curricula and senior school courses also strive to do this, they tend to be more prescriptive in their approach and curriculum. Working in the MYP in an IB school was an enlightening experience. I saw independent learners thrive when given the freedom to question and investigate subjects that interested them. On the other hand, I also recognized the need to teach inquiry skills to students who did not possess them. IB also supports students to take ownership of their learning from the beginning, with the PYP focusing on independence, curiosity, and reflection.

I have seen the benefits of students completing consecutive IB programs, particularly the PYP and MYP. The consistency of approach equips them with critical thinking skills that help them think broadly and deeply about issues that arise in the classroom and the world around them. In Years 11 and 12, students can apply these skills to completing the DP. Those who are academically inclined or have studied the MYP, or even the PYP, have an advantage when tackling the rigorous academic nature of the DP. However, it is important to remember that not all students are suited to university, and there are many pathways to work and higher education.

Furthermore, more than just a certain type of curriculum is needed to ensure our students thrive. Teachers, learning environments, parental involvement, peers—and other factors—all have a significant impact on student achievement. Schools, families, and students must be willing to invest financially, academically, and in terms of time to be successful, whatever that success may look like.