Senior Secondary, IB and Steiner Education

The decision to introduce the IB Diploma into Sophia Mundi was made with the conscious acknowledgement of the coherence between the educational philosophy of the IB and the pedagogical principles of Steiner Education. We place great emphasis on preserving this sense of coherence and continuity for our students. Many of our teachers cross over with the students from middle school into the IB, while the students themselves hold onto a strong sense of their evolving place in the school community. As with Steiner Education, the IB structures its diploma curriculum around holistic values that focus not only on the students’ intellectual development but also on their growth as emotional and social beings. These values are integrated throughout all the subjects of the diploma. Perhaps most notably, the IB diploma requires students to develop their sense of social identity and responsibility as members of local, national and global communities. As an international programme, the IB stimulates an international awareness of the differences and commonalities that link and differentiate the many communities of our world.

The IB Curriculum

The IB is a two-year programme that engages the senior secondary student across sixdifferentiated fields (groups) of study. The International Baccalaureate’s mission is 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 organisation works with schools, governments and international organisations 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.

Aims and objectives of the Diploma Programme:

• Provide an internationally acceptable qualification for entry into higher education
• Promote international education and intercultural understanding
• Develop a holistic view of knowledge that emphasizes the connections between the various fields of learning
• Educate the whole person, emphasizing intellectual, personal, emotional and social growth in a student-centred philosophy
• Develop enquiry and thinking skills, and the capacity to reflect upon and to evaluate actions critically.

For further information about the IBO and its programmes, visit www.ibo.org.