The Diploma Core
The Extended Essay and Theory of Knowledge components allow students to begin to develop the critical thinking, analytical and research skills necessary for successful tertiary studies.
The Creativity, Action and Service component ensures that students develop their creativity, become involved in an activity and become aware of their role in society. It develops in them a sense of the contribution they can make to their respective communities and the wider world.
A bilingual diploma will be awarded to a successful candidate who fulfills one or both of the following criteria:
- completion of two languages selected from group 1 with the award of a grade 3 or higher in both
- completion of one of the subjects from group 3 or group 4 in a language that is not the same as the candidate’s nominated group 1 language. The candidate must attain a grade 3 or higher in both the group 1 language and the subject from group 3 or 4.
Pilot subjects and interdisciplinary subjects can contribute to a bilingual diploma, provided the above criteria are met.
Recognition of the IB Diploma
The IBO works closely with universities in all regions of the world to ensure that the IB Diploma is properly recognised. To aid this process, university admissions officers and government officials have direct online access to all syllabuses and recent examinations. To assist IB diploma students in making appropriate choices, the IBO holds a database containing contact details of universities around the world together with up-to-date information about their requirements for admission. Students applying to a particular university may also grant permission for their grades to be accessed directly from the IBO’s secure web site. Presently, universities all over the world accept students with an IB Diploma. It is well recognised throughout North America, Europe, Hong Kong, Korea and Australasia. Many universities offer credit for students who do well in particular subjects. SWA has a University Guidance Counsellor who is familiar with the requirements of specific universities worldwide and assists all senior students with their university applications procedures and placement.
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
The IB learner profile is the International Baccaulaureate’s mission statement translated into a set of learning outcomes for the 21st century.
The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.
Our SWA students as 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 so doing, 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.