Matura międzynarodowa Middle school Choose our school Why the IB

Why the IB

When we started preparing ourselves for the introduction of the IB at school, after the suggestion of the new physics teacher, Marek Piotrowski, many of us felt that it was something unattainable. Until that time, the IB seemed like a synonym for a very elite club, in which were old schools that achieved highly in the league tables. In Warsaw there were three of them; Kopernik and two foreign schools; The British School and the American School of Warsaw. All of them were well known, large with long-standing traditions. We, on the other hand, were a private school, without a sports hall, without spacious classrooms and without various other facilities. However, after working through piles of IBO documents, reading the mission statement, the programmes, its foundation, we felt… or rather, we were becoming more and more certain that we have something in our school which is, to all intents and purposes, the most important aspect of the IB programme – we were full of eagerness, we had teachers who were excellently prepared in what was needed in the courses, and most importantly, we had youth. This was not youth who was compelled, in the traditional sense of the word, but rather, people affected by a natural curiosity and creativity, who often found it difficult to fit within the school routine. Our pupils, and unusually, together with their parents, believed that the IB programme was a sensible project that was worth getting involved in. When, as if in a trance, we were preparing for yet another visit from Stockholm, in order to finally obtain the IBO certificate and authorisation, as the first non-public school in Warsaw, we all believed, both teachers and pupils, that we were doing something really important; that we were changing the quality of our education. This is because the IB has an aspect to it which gives every entrant the feeling of a genuine comprehensive development. It allows the teachers to feel that by teaching superbly, they are creating a better world. The programme prepares pupils for life and working in an increasingly diversely cultural world which is subject to globalisation.

Of course, the IB programme is not only a wonderful concept. Above all, it involves two years of hard work – from both the pupil and teacher. It became obvious very quickly that not all pupils and teachers were able to come to terms with the new challenge. This is because the IB programme demands from the pupil, above all, motivation towards work, good organisation, self-discipline, reliability and critical, independent thinking.

One cannot hide the fact that in the months that followed, both teachers and pupils were dropping out. This was not because they were bad, rather that they could not “find themselves” in a course which differed so much from the experiences of a traditional school.

Now that the first few IB exam sessions are behind us, we are able to say that we know what will help pupils in achieving success, and what will threaten them with failure.

The IB is not a programme for those who are satisfied by easy solutions, but for those who sometimes like “swimming against the current” and who want to depend on the quality of their education.

The IB programme is definitely harder than the Polish one – the necessity to learn in a foreign language, even for those who are very proficient in it, is quite a challenge. There is a lot to write and think about, and it is not always possible to find things out from a text book, you have to carry out experiments individually, plan out projects, and analyse pieces of prose. As for the website “sciaga.pl”, (website for obtaining ready made essays) that will not be much help. Furthermore, you have to systematically study six (!) subjects, as the diploma (final exams) requires a grade from each of them. On top of that is CAS (creativity, action, service) - 150 hours of activities, often for the benefit of other people.

In total, there is quite a bit to do. This could put some people off. However, once someone has achieved the IB diploma, and is able to discuss in English about the subject of DNA, standard deviation, the course of the Cold War or on the topic of the evil appearance of every day life around the world, it gives a good feeling of satisfaction. Furthermore, if one bears in mind that the diploma is recognised by all European universities, therefore opening up the possibilities of studying in London, Madrid, Gothenburg, Cracow or Warsaw, then it is a pleasant feeling indeed.