The International

Baccalaureate Programme
A guide for prospective students starting in 2020

The British School, Rio de Janeiro

Urca Site

0
 CONTENTS

Introduction to this Guide 2

An Outline of the IB Programme 2

The IB at The British School 2

The IB Diploma Programme 3

The Diploma Programme Model 5

Guidance on Choosing Subjects 6

Group 1 7

Group 2 8

Group 3 9

Group 4 14

Group 5 17

Group 6 19

Questions and Answers 23

1
 Introduction to this Guide

This guide has been produced as an introduction to the IB Diploma Programme as offered in classes
10 and 11 at The British School, Rio de Janeiro, Urca site. Prospective IB students and their parents
are invited to read this outline of the programme. The Questions and Answers section hopefully
clarifies any remaining doubts. Should you enquire further explanation or advice, please do not
hesitate to contact the Head of Upper Senior/IB Coordinator who will be happy to schedule a
meeting for this purpose.

An Outline of the IB Programme

The International Baccalaureate (IB) Diploma Programme is a comprehensive and rigorous two-year
pre-University course of study, comprising coursework and final examinations. It is designed to
meet the needs of the highly motivated student and is internationally recognised as an excellent
preparation for university.

Based on the pattern of no single country, the IB is a deliberate compromise between the
specialisation required in some national systems and the breadth preferred in others. The IB
Organisation does not seek to compete with national systems of education, but rather to run parallel
with them. It offers a curriculum which is international, innovative, balanced and flexible.

The IB at The British School

All students who complete Class 9 will follow an IB programme. In the majority of cases, students
will attempt the full Diploma programme, both for its intrinsic educational value and to maintain
university entrance options. It is, however, recognised that a personalised Course programme may
prove more suitable for some students.

2
 Subjects Available at The British School

The IB curriculum consists of six subject groups.

Within this framework, the British School offers courses at both Higher Level (HL) and Standard Level
(SL) in each of the following subjects:

1. Language A:
- Literature: English or Portuguese
- Language and Literature: English or Portuguese.
2. Language B (Foreign Language): French; Spanish; Portuguese.
3. Individuals and Societies: Geography; History; Brazilian Social Studies (SL only); Business
Management
4. Experimental Sciences: Biology; Chemistry; Physics,
5. Mathematics: Mathematics: Analysis and Approaches; Mathematics: Applications and
Interpretations.
6. Arts and Electives: Visual Arts; Theatre; Music; Computer Science

The IB Diploma Programme

All IB Diploma candidates are required to choose six subjects. At least three, and not more than four,
of the six subjects must be taken at Higher Level, with the other subjects taken at Standard Level.

Students must select one subject from each of the six groups listed above, with the following
alternatives:

● The Group 6 option may be substituted by a second subject from the Humanities or
Sciences, (from Groups 3 or 4), or by a third Modern Language (from Group 2) in addition
to English and Portuguese.
● Students may choose a second option from Group 1 instead of a Group 2 option. Most
students will be expected to choose both English and Portuguese from Group 1.
Portuguese B is only designed for those students who are learning Portuguese as a foreign
language.

3
All subjects, whether HL or SL, are graded on a scale of 1 (minimum) to 7 (maximum). The award of
the Diploma requires a minimum total of 24 points and the satisfactory completion of three essential
additional requirements, which form the IB Core:

The Extended Essay, an individual academic research paper of up to 4000 words in a subject of the
student’s choice.

Theory of Knowledge (TOK), which leads the students to engage in critical reflection and analysis
and to formulate a rational argument. TOK explores the relationships between the various
disciplines and provides the student with a unified approach to learning.

Creativity, Activity and Service (CAS). The CAS programme offers the students the opportunity to
engage in a variety of experiences and at least one project (lasting at least one month from planning
to execution), which will enhance their social and personal development. Although emphasis is
placed on some aspect of community service, each student’s range of experiences must encompass
all three strands of the programme. CAS is an excellent complement to the academic disciplines of
the curriculum.

Bonus points (a maximum of three) may be awarded for an exceptional Extended Essay and/or
outstanding performance in Theory of Knowledge.

A student failing to satisfy the demands of the Diploma will be awarded individual Certificates for
each subject studied.

The IB Diploma is a symbol of academic integrity and intellectual promise. IB Diploma holders have
been accepted into universities and colleges in more than sixty countries around the world. In the
USA, IB students are often accorded advanced standing and college credit based on their IB work.

4
The Diploma Programme Model

5
 Choosing a Programme

The prospective IB student makes his/her subject combinations with reference to his/her academic
plans and preferences, and the School’s academic tracking and guidance throughout Class 9.

Guidance on Choosing Subjects

The best way for a student to find out exactly what is involved in the study of a particular subject
is to ask his or her teacher to explain the contents and requirements of the programme, and the
kind of student for whom the programme is best suited. Students might also find the following
information helpful in making their choices:

● Science and Humanities choices: students should note that in addition to their IB
programme they will be expected to study Filosofia, Sociologia, Historia/Geografia and
Supplementary Science in the non-IB lessons now offered by the school. For example, a
student who has chosen to do Biology at IB, will study Physics and Chemistry in the
supplementary lessons. Similarly, the student who chooses IB History will have lessons in
Historia/Geografia. Optional after-school classes are also available for any student who
wishes to do extra preparation for Brazilian university entrance exams.

6
Group 1

Language A English and Portuguese

Literature or Language and Literature? Most of our students will elect to do both English and
Portuguese Language A, but they will have to choose which course they prefer to follow for each
language. Literature consists of an in-depth study of literature with a reading requirement of 13
texts (prose, drama, poetry and prose non-fiction) for Higher Level and 9 texts for Standard Level
over a period of two years. The Literature course is the ideal option for students who enjoy studying
the art of the writer and wish to extend their literary horizons. The Language and Literature course
is designed for students who prefer a more broadly-based course that focuses on language in
relation to social and cultural issues in addition to literature topics. Language and Literature
students will be asked to read 6 literary texts for Higher Level and 4 for Standard Level during the
course of the programme, as well as exploring a broad range of non-fiction texts. To conclude, all 6
options are offered to our students:

● Language A English Literature (Higher and Standard)

● Language A English Language and Literature (Higher and Standard)
● Language A Portuguese Literature (Higher and Standard)
● Language A Portuguese Language and Literature (Higher and Standard).

It is recommended that most students choose Literature in one language and Language and
Literature in the other, to give more variety to their programme, though this is not a requirement.
As a result of studying two Language A subjects (regardless of level chosen) our students if
successful, will attain a bi-lingual IB diploma.

7
Group 2

Language acquisition:
French, Portuguese and Spanish

Language B SL Is for the student who does not wish to continue study of the language
beyond the Diploma and who normally has 2 to 5 years’ experience of
this language.
Language B HL Is for the student who intends to study the language for a future career
(or to meet a Diploma requirement) and has 4 to 5 years’ experience of
this language.

This group focuses on language acquisition and development and there is some study of literary
and other texts. Most of the course is topic-based and focuses on different types of texts, styles
and registers. Thus students become aware of the needs of different audiences. 30% of the
assessment is by an oral component and there are two written papers. 2 literary texts must be
studied at Higher Level. There is a core course which includes the following topics, Communication
and media, global issues and social relationships. And also 2 options must be chosen from the
following options, Cultural diversity, customs and traditions, health, leisure, science and
technology.

8
Group 3

History
IB History Higher Level (HL) is an in-depth study of three areas of European History from 1789 to
1914 in class ten. The three areas are interconnected to create a general understanding of the
themes, political, social and economic during the time period. In class eleven a number of areas in
20th century world history are studied to accommodate the prescribed subject in paper one and the
themes in paper 2. IB History Standard Level (SL) concentrates only on the prescribed subject and
themes for papers 1 and 2 over the two year period. Students will sit three exams for HL-papers 1,
2 and 3. Students will sit two exams for SL-papers 1 and 2. All students will be responsible for course-
work in addition to the exams. Course-work is essentially a student choice based on an area of
interest.

9
Geography
Geography is a dynamic subject that is firmly grounded in the real world and focuses on the
interactions between individuals, societies and the physical environment in both time and space. It
seeks to identify trends and patterns in these interactions and examines the processes behind them.
It also investigates the way that people adapt and respond to change and evaluates management
strategies associated with such change. The geography course embodies global and international
awareness in several distinct ways. It examines key global issues, such as poverty, sustainability and
climate change. It considers examples and detailed case studies at a variety of scales, from local to
regional, national and international. Geography seeks to develop international understanding and
foster a concern for global issues as well as to raise students’ awareness of their own responsibility
at a local level. The Geography course integrates both physical and human geography, and ensures
that students acquire elements of both scientific and socio‑economic methodologies. Students at
standard level and higher level in geography are presented with a syllabus that has a common core
and optional themes. Although the skills and activity of studying geography are common to both SL
and HL students, the HL student is required to acquire a further body of knowledge, to demonstrate
critical evaluation, and to synthesize the concepts in the higher level extension.

10
Brazilian Social Studies
The Brazilian Social Studies course is divided into eight topics covering a variety of areas of study in
the geography and history of Brazil. In order to provide a comprehensive view of Brazil’s
development and its current status as a regional power in a global economy, the course is connected
with individuals, society and environment in the widest context: physical, political, social, economic,
religious, technological and cultural.
In both history and geography, students are encouraged to seek answers to broad and complex
questions through investigative methods. In history, for example, students are encouraged to reflect
on the role of the historian and to appreciate different interpretations of past events. In geography,
they are encouraged to recognize the ways in which the Brazilian physical space has been organized
as the result of socio-economic processes, as well as to understand the interaction between human
beings and the physical environment. Students are also led to reflect on geographical issues that
may require the use of many approaches from various fields.
In addition, students are led through a course of study that allows them to develop an appreciation
of Brazilian culture. Assessment of this is woven throughout the assessment of the historical and
geographical elements of the course.
Brazilian Social Studies is a challenging course for both students and teachers. It is taught in
Portuguese, and, since the May 2009 session has also been assessed through the medium of
Portuguese. Permission to change the examination language from English to Portuguese has helped
immensely, by allowing the students to write the exam in the language in which the course and
materials were given.

11
Business Management
Business Management is a discipline in the individuals and societies subject group 3. The role of
businesses, is to produce and sell goods and services that meet human needs and wants by
organizing resources. Profit-making, risk-taking and operating in a competitive environment
characterize most business organizations.
Business Management is the study of decision-making within an organization, whereas Economics
is the study of scarcity and resource allocation, both on micro and macro levels in the economy.
Business management studies business functions, management processes and decision-making in
contemporary contexts of strategic uncertainty. It examines how business decisions are influenced
by factors internal and external to an organization, and how these decisions impact upon its
stakeholders, both internally and externally. Business management also explores how individuals
and groups interact within an organization, how they may be successfully managed and how they
can ethically optimize the use of resources in a world with increasing scarcity and concern for
sustainability.
The business management course is designed to develop students’ knowledge and understanding
of business management theories, as well as their ability to apply a range of tools and techniques.
Students learn to analyse, discuss and evaluate business activities at local, national and international
levels. The course covers a range of organizations from all sectors, as well as the socio-cultural and
economic contexts in which those organizations operate. In particular students are encouraged to
‘adopt’ two or three organisations which they will follow closely in the media for the duration of the
course. Further to this, students get to prepare a business report or a commentary to answer a real
life business problem or decision.
Emphasis is placed on strategic decision-making and the operational business functions of: human
resource management, finance and accounts, marketing and operations management. Links
between the topics are central to the course, as this integration promotes a holistic overview of

12
business management. Through the exploration of six concepts underpinning the subject (change,
culture, ethics, globalization, innovation and strategy), the business management course allows
students to develop their understanding of interdisciplinary concepts from a business management
perspective.
Through the study of topics such as human resource management, organizational growth and
business strategy, the course aims to develop transferable skills relevant to today’s students.
These include the ability to: think critically; make ethically sound and well-informed decisions;
appreciate the pace, nature and significance of change; think strategically; and undertake long
term planning, analysis and evaluation. The course also develops subject-specific skills, such as
financial analysis.

13
Group 4

Science
In all studies of Group 4 programmes students should become aware of the way in which scientists
work and communicate with each other throughout the world. While, in practice, 'the scientific
method' may take on a wide variety of forms, it will generally involve the formation, testing and
modification of hypotheses, through observation and measurement, under the controlled
conditions of an experiment. It is this experimental approach that distinguishes the sciences from
other disciplines and characterises each of the programmes within Group 4.
The HL courses are usually taken because you wish to continue to use the subject at degree level.
The SL courses in the sciences are usually for students not wishing to take the sciences any further
The Group 4 Project is a collaborative activity where students from different Group 4 subjects work
together on a scientific or technological topic. Students also complete an internal assessment
project of their own design, which is worth 20% of the final grade in each of the IB sciences.

Biology
Biology is the scientific study of living organisms. Developments in scientific research have put the
issues of genetic engineering, environmental degradation, antibiotic resistance, cloning and many
more in the popular press. The IB Biology courses give students a good understanding of the
concepts involved in these issues and many more.
The HL course forms a very good basis from which to proceed to further study of biology (e.g.
medicine, veterinary science, genetics, and environmental sciences). The core covers cells,
biochemistry, genetics, ecology and human physiology. Students will find much more detail here
than at IGCSE. Additional HL material covers cells and genetics in more detail, along with DNA and

14
proteins, respiration and photosynthesis, reproduction, defense against disease, muscles and
movement, the kidney and plant science. Further to these topics, one out of four possible options
is chosen by the teacher to study in detail.
To tackle the HL Biology course successfully, students must be able to grasp scientific ideas quickly,
and to cope confidently with the details and many technical terms. The SL course offers a smoother
transition from IGCSE, and although very detailed, it is more suited to pupils with less of a scientific
background.
Both higher and standard level courses involve learning a lot of new language and content.

Chemistry
Chemistry is, according to chemists, the central science. The principles and concepts of chemistry
underpin our physical environment and living systems. Chemistry is important as all living things
depend on chemical reactions to function and survive. Also, Chemistry is the foundation of medicine
and is vital to the continual advancement of technology. Chemistry HL might be studied if you are
considering taking a degree in chemistry or a chemistry related course (geology, biochemistry,
medicine, environmental sciences) and SL is valued by other professions such as accountancy,
business and law.
The core (which is common to HL and SL) contains stoichiometry, atomic theory, bonding,
periodicity, energetics, kinetics, equilibrium, acids and bases, oxidation and reduction, organic
chemistry, measurement and uncertainty and spectroscopic techniques. Additional HL material
includes further study of the core topics. Further to these topics, one out of four possible options is
also studied.

Physics
Physics is the fundamental science and attempts to explain all observations of the natural and
physical world in terms of laws related to matter and energy. Students are made aware of the
connections between the domains of physical laws, experimental skills and social and historical
aspects of physics.
The core (which is common to HL and SL) contains topics on measurement, mechanics, thermal
physics and properties of matter, waves, electricity and magnetism, atomic and nuclear physics.
Additional material includes further study of the core topics. Further to these topics, one out of four
possible options is chosen by the teacher to study in detail.

15
If students elect to study HL Physics and wish to continue this topic at university, they are strongly
encouraged to also include HL Maths in their IB profile. Maths Studies is not advisable.
Those wishing to further their studies in physics at university level, may be interested in courses,
such as, engineering, material science, cosmology and medical physics

16
Group 5

Mathematics
There are two different routes to follow in the study of Mathematics at Diploma Level.

Mathematics: analysis and approaches is for students who enjoy developing their mathematics to
become fluent in the construction of mathematical arguments and develop strong skills in
mathematical thinking.
Mathematics: applications and interpretation is for students who are interested in developing
their mathematics for describing our world and solving practical problems.
Each route mentioned above has options of both HL and SL, and the content of SL is a subset of
the content of HL. For each route, HL has an extra emphasis on investigation and problem-
solving.
Mathematics: analysis and approaches
This course recognizes the need for analytical expertise in a world where innovation is increasingly
dependent on a deep understanding of mathematics. This course includes topics that are both
traditionally part of a pre-university mathematics course (for example, functions, trigonometry,
calculus) as well as topics that are amenable to investigation, conjecture and proof, for instance
the study of sequences and series at both SL and HL, and proof by induction at HL.
The course allows the use of technology, as fluency in relevant mathematical software and hand-
held technology is important regardless of choice of course. However, Mathematics: analysis and
approaches has a strong emphasis on the ability to construct, communicate and justify correct
mathematical arguments.
Mathematics: applications and interpretation
This course recognizes the increasing role that mathematics and technology play in a diverse range
of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by

17
focusing on topics that are often used as applications or in mathematical modelling. To give this
understanding a firm base, this course also includes topics that are traditionally part of a pre-
university mathematics course such as calculus and statistics.
The course makes extensive use of technology to allow students to explore and construct
mathematical models. Mathematics: applications and interpretation will develop mathematical
thinking, often in the context of a practical problem and using technology to justify conjectures.

18
Group 6

Visual Arts
The visual arts encourage inquiry through experimentation and expression, as well as an
appreciation of the student’s own culture, through an understanding of its place in world Art. There
is considerable freedom to pursue personal directions and to take advantage of facilities available
at Barra. Ideas can be developed through painting, printmaking, sculpture, textiles or mixed media.
It is possible to follow a mixture of specialisations and there are no limits to the courses students
explore.
The Visual Arts course comprises 3 components:
Visual Art in Context
The cycle of inquiry, this involves considering and comparing work from a variety of cultures,
historical, social contexts. Analysing, interpreting, comparing, evaluating, using art vocabulary.
Reflection and understanding.
Visual Arts Processes
This involves experimenting with techniques, media, processes, developing a body of resolved and
unresolved work, self-review and critique, this work is documented in a visual arts journal.
Presenting Visual Arts
This 3rd part has to do with understanding curatorial processes, what makes an effective
exhibition and selecting and presenting the students own work.

19
Theatre
Theatre is a dynamic, collaborative and live art form. It is a practical subject that encourages
discovery through experimentation, the taking of risks and the presentation of ideas to others. It
results in the development of both theatre and life skills; the building of confidence, creativity and
working collaboratively.
The IB Diploma Programme theatre course is a multifaceted theatre-making course of study. It gives
students the opportunity to make theatre as creators, designers, directors and performers. It
emphasizes the importance of working both individually and collaboratively as part of an ensemble.
It offers the opportunity to engage actively in the creative process, transforming ideas into action
as inquisitive and productive artists.
Students experience the course from contrasting artistic perspectives. They learn to apply research
and theory to inform and to contextualize their work. The theatre course encourages students to
appreciate that through the processes of researching, creating, preparing, presenting and critically
reflecting on theatre—as participants and audience members—they gain a richer understanding of
themselves, their community and the world.
Through the study of theatre, students become aware of their own personal and cultural
perspectives, developing an appreciation of the diversity of theatre practices, their processes and
their modes of presentation. It enables students to discover and engage with different forms of
theatre across time, place and culture and promotes international-mindedness.

20
Music
Music at IB level is divided in to three components – each week, students need to make progress
in each of the areas:

Musical Perception (Listening Exam and Music Links Investigation) - (90/240)

Each week, during lessons, you will listen to music, endeavouring to establish musical links
between music from different parts of the world, time periods and musical cultures.
In addition to a final listening exam (3 hours), students will be expected to present a musical links
investigation (MLI) which explores the characteristics of two pieces from distinct musical cultures.

Creating (3 pieces max 18 mins) – (75/240)

Students are expected to spend some lesson time and some private time creating original music.

Performing (3 pieces max 18 mins) – (75/240)

IB students should be practicing their instrument every day. Each quarter, students are expected
to make a recording of their performance, in front of a live audience. By the end of the course, the
best three pieces will be chosen for submission.

21
Computer Science
(a group 4 subject offered in group 6)
Computer science involves solving problems using computers. Therefore a full understanding of
logical problem solving is required as well as a detailed knowledge of how computers operate.
Successful computerized systems result from: a clear understanding of the problem to be solved;
appropriate use of hardware based on a detailed knowledge of its capabilities and limitations;
efficient use of algorithms and data structures; thorough and logical design; careful testing and
integration of all these components. Students of Diploma Programme computer science will be
guided by problem solving strategies that will be continually reinforced in their coursework. Initial
stages of the process will involve identifying and defining the problem(s) to be solved using a
computerized system. The problem will be broken down (decomposed) into parts, with each part
requiring a particular solution. From this problem definition, the student will construct appropriate
algorithms to create a solution. The emphasis should be on the use of a logical approach and
analytical thinking while using a computer to solve problems.

22
Questions and Answers
Where is the International Baccalaureate recognised?
The IB is taught in over 2500 schools in over 140 countries worldwide. Universities in the USA,
Canada, UK and most European countries recognise the IB Diploma as a most suitable qualification
for entrance to Higher Education. In Latin America, the degree of recognition accorded to the IB
varies between countries and institutions. In Brazil, although some universities in Rio de Janeiro
and São Paulo now accept a small number of students based on IB results, most students are
currently still required to do the Vestibular entrance exams. The introduction of the ENEM exam,
with its emphasis on the problem solving approach to knowledge, is a very positive development
for our students.

What is the status of the IB in the UK specifically?

The IB Diploma is recognised by all British Universities, and indeed very highly regarded. Upon
application to a course, a university will request a minimum IB Diploma points total from a student
and perhaps a minimum grade in a particular subject of the applicant’s IB programme.

What is the status of the IB in the USA specifically?

Admissions policies in the USA vary between colleges. Many institutions recognise the IB Diploma
and Certificates as suitable admissions criteria, often in conjunction with SAT/ACT tests. Optional
preparatory lessons are offered at The British School, as a co-curricular activity. Upon entrance to
a college, IB students are frequently offered course credits or advanced placement, due entirely to
their IB scores (particularly in those subjects taken at Higher Level). When applying to American
colleges, IB Diploma students are encouraged to submit a copy of their Extended Essay as testimony
to their academic calibre.
23
Is the IB a worthwhile option for those students planning to go on to Brazilian
universities?
The experience of our ex-students is that the IB programme prepared them most adequately for
university education, and has even given them advantages over their peers. The IB encourages
independence, initiative and the development of research skills - all critical to a successful
performance in higher education. The requirements of most IB courses, particularly at Higher Level
are generally far greater than the requirements for the Brazilian Ensino Medio.

Optional supplementary lessons are also provided by the school in those areas where extra support
is perceived to be necessary to help students prepare for the Brazilian University entrance
requirements

Do IB exam results depend exclusively on exam performance?

No. Students are required to do IB final exams at the end of the programme, however, a significant
proportion of their IB total points will come from coursework and continuous assessment carried
out from the start of the IB programme. The value of these assessment elements accounts for
between 30-50% of the student’s final result. It is therefore critical that students consistently
perform to the best of their ability throughout the duration of their programme.

Where are the IB exams marked?

The IB exams are marked externally. Upon their completion, exams are sent immediately to IB
examiners around the world, and results are collated and issued by the IBCA (IB Curriculum and
Assessment) in Cardiff, Wales. Depending on the subject, coursework is either internally assessed
and externally moderated or externally assessed in its entirety.

What if a student fails in a particular subject?

Upon the issue of results, students have the opportunity to re-sit an exam in a given subject, within
a six-month period. These are called Retakes, and if they are required then the IB Coordinator must
be informed immediately. N.B. The Brazilian Social Studies (BSS) is a “school-based syllabus” and
students can only retake this subject after 12 months.

24
In which language are the IB exams written?
The IB programme can be taught in English, Spanish or French. The British School, Rio de Janeiro
teaches the programme in English, with the obvious exception of French, Spanish and Portuguese
courses. The vast majority of our Diploma students are awarded a Bilingual Diploma upon
completing the IB, due to the Language A programme components.

Can students transfer to other IB schools?

In theory, this is possible, but in practice it depends on the range of subjects available at the
accepting school. Some alteration may be required to the student’s courses in the new school. In
cases where the student is able to continue with the same courses, continuous assessment grades
and coursework can also be transferred to the new school.

What assistance does the IB student receive in the area of careers?

From the transition into the IB Diploma Programme, and throughout the 2 year course, students
meet at regular intervals with their academic tracking tutor the University and Careers Guidance
Counsellors – Mr. Garry Nash, Mr Rodrigo Maia and, for Brazilian University counselling, Ms Rose
Peixoto. The purpose of these meetings is to discuss possible career paths, and/or encourage
students to reflect on their possible academic interests beyond the IB. Meetings are held in small
groups or, individually, as required.

As part of the IB Induction Programme in Class 9, students are encouraged to spend a week on a
Work Experience Placement. This has proved to be very useful in helping students decide on IB
subject choices, and university destinations.

Does the school help with overseas university applications?

Yes. Students interested in studying at universities abroad are offered full support and
encouragement from the University and Careers Guidance Counsellors. Students are encouraged to
consult the extensive selection of university prospectuses available on the Internet. The school
seeks to provide assistance to such students throughout the whole applications process. The
careers service holds an annual meeting with parents and students interested in Higher Education
overseas.

25
Do our IB graduates get into the best universities?
The British School alumni have succeeded in obtaining places at top British universities such as
Oxford, Cambridge, Durham, Edinburgh and the London School of Economics, as well as Ivy League
universities in the USA such as Harvard, Yale, Columbia and Princeton. It should be borne in mind,
however, that different universities have different strengths, and that a so-called ‘top’ university is
not necessarily the best choice for a particular academic area. Advice on this is available to all
students.

What proportion of British School students successfully complete the IB

programme?
The vast majority of students have successfully completed the IB Diploma Programme. Our aim is to
fit students to the Diploma programme based on their needs and ability. Those students who are
not advised to take the Diploma still receive individual certificates for the individual subjects.

26