The IB Diploma Programme

Future proofing our students in a world of increasing change

We chatted with Miranda and Madison, two current Year 12 students, on how the IBDP is setting them up for success in their future endeavours.

What was it about the IBDP that attracted you to this program, over the VCE?

Miranda: When comparing IB to VCE, IB was much more appealing as it was not scaled and typically did not have the competitiveness that VCE was known for. It was also the international aspect that I leaned towards, even though I wasn’t planning on applying overseas but it would open up opportunities if I wanted to at the end of Year 12.

Madison: I think one of the appeals of the IBDP was the international focus that runs through the curriculum and encourages its participants to think as an international citizen, as well as the assignment style that promotes university preparedness. Additionally, I appreciate the breadth and depth that the IBDP offers to its students through the combination of CAS, the Extended Essay, Theory of Knowledge as well as the academic program.

When you were considering your options of VCE and IB, what helped you understand the differences between the two options?

Miranda: My sister who did IB in 2019-2020 gave me some insight on the program and was something I was much more familiar with than VCE. We did learn the differences between the two during workshops and sessions that were held at the end of Year 10.

Madison: Throughout the period leading up to the decision, Lauriston offered countless sessions during our wellbeing program, SHINE, to help us understand the differences between the two programs. These sessions were great at explaining in depth the requirements of each course and contrasting the offerings of each program. Additionally, the teachers with experience in both courses are able to offer personal advice regarding particular characteristics as a learner to help students come to the conclusion of which program is the best fit for them.

IBDP may not have been an option when your parents were at school – how do you help them to understand the different ways to learn in the modern world?

Miranda: They did quite a bit of research themselves, as well as hearing from their own friends about the IB program well before my sister and I were at Lauriston, which was also one of the reasons we were drawn to Lauriston.

Madison: I think the information sessions run by the school are really helpful in educating parents about the ins and outs of the program. For me personally, I try to explain the assignments or components of the IBDP to my parents as I encounter them, so that I can progressively help them understand the course and its intentions and they are able to come on the IBDP journey with me.

How has the IBDP changed the way you approach projects, or changed the way you learn?

Miranda: Especially in Year 12, with all the assessments and tests that are scheduled closely together, I’ve had to adapt to organising my time, so I was working on all subjects equally as to not fall behind with an assessment or any required knowledge needed for a topic.

Madison: My experience so far in the IBDP has been a challenging yet highly rewarding program of learning. Due to the program’s promotion of research-based assignments, the IBDP has encouraged the development of my research and referencing skills as well as my timemanagement skills. The tight-knit community that we are lucky to have in the IBDP cohort additionally promotes high levels of communication and collaboration amongst students, for the mutual maximisation of our learning.

How will you use skills you learn in IBDP once you graduate, and when you are considering your future learning and career pathways?

Miranda: I think that with the Higher Level (HL) subjects that IB requires for all students and with the great number of assessments and the Extended Essay (EE), it gives an insight to the level of work and effort needed for university. In choosing a career pathway, IB helps as it requires us to choose a subject from each category and provides me with a variety of knowledge in order to discover something that I may be interested in for the future.

Madison: I believe that the research and timemanagement skills that I have gained through the IBDP place me in an optimal position when considering studying at university, due to the IBDP assessment style reflecting potential university assignments. Looking more broadly at preparedness for the workforce, the high level of self-sufficiency and personal regulation that the IBDP fosters, places me in good stead moving into the postgraduation sphere where independence becomes vital.

What do you think has been the biggest benefit to your own way of being, by doing the IBDP?

Miranda: Finding balance between schoolwork and academics with family and hobbies. Currently, I am feeling quite overwhelmed and worried about our assignments that are due, but managing my time and not leaving out what I find relaxing and fun in life (such as sport) helps me to maintain a healthy mindset to complete tasks.

Madison: I believe that the benefit of the Creativity, Activity, Service (CAS) program cannot be understated when considering the IBDP, by promoting immersion in activities that prioritises the preservation of physical and mental health while undergoing your studies. I have found that participating in these creative, active and service activities actually improves my ability to study while also helping me to maintain relationships in my broader community. The advantages I have reaped from the CAS program combined with the rest of the IBDP have encouraged me to continue this style of balancing activities as I move into a future beyond school.

Howqua is an important part of developing attributes in readiness for senior college –what was the top skill that has served you well in your IBDP that you built at Howqua?

Miranda: Definitely discussion with others. Howqua helped me build connections with other people, and the IB cohort being a very connected and united group of people — it is a crucial skill for me when talking to others and building friendships during the two year period.

Madison: Out of the multitude of skills that I developed at Howqua, I would say that the resilience built during Year 9 has been the most significant advantage in the IBDP. Due to the challenging and novel nature of the program, at the beginning of Year 11 it can be a bit of a shock when you receive the first results of an IB style test. However, the resilience that I developed at Howqua helped me to remain motivated and determined and begin to reap the results I desired. Due to this attribute, I am able to take full advantage of the IBDP and receive the benefits that come from immersing yourself in the course.