IB primary years programme also found to support positive learning outcomes.
Singapore—A study conducted by researchers at Deakins University illuminates how the IB Diploma Programme aligns with the standards, principles and practices of Australia’s national curriculum at the senior secondary level. Findings suggest that the core elements of the Diploma Programme enhance alignment of the two, but notably that the Diploma Programme has greater international focus. With few exceptions, the Diploma Programme was found to provide greater depth than the national curriculum and to support the development of critical knowledge and skills. Australian teachers who participated in case studies with the research team stated their belief that the Diploma Programme is the more rigorous course of study and that it provides better preparation for university studies.
The following findings highlight the similarities and disparities between the two curricula:
Curriculum alignment
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Australia’s key documents reveal a national focus while the IB’s Diploma Programme (DP) has a global focus. However, the Diploma Programme’s core elements (extended essay, theory of knowledge, and creativity, action service project) merge well with content emphasized in the Australian curriculum.
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The researchers concluded, based on data they collected, that the DP surpassed the Australian curriculum with respect to problem solving and inquiry-based learning.
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The Australian curriculum is more prescriptive in what should be taught while the IB reflects a more open approach to knowledge development, through inquiry-based learning.
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Teaching, assessment and reporting were generally in alignment. However, quality assurance in the DP was found to be more extensively developed compared to the Australian curriculum.
Content alignment
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Math—The DP surpassed the Australian curriculum by requiring all students to take a mathematics course. The DP also has a higher minimum requirement compared to the Australian curriculum, which can range from zero hours (no math required) up to 480 (elective hours).
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Science—All DP students are required to take a science course; the Australian curriculum does not have this requirement. Because it offers higher- and standard-level science courses, the DP was found to offer greater flexibility, depth and breadth, enabling real-world applications of science not found in the Australian curriculum. Course by course, there were variables.
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English—The DP was found to surpass the Australian curriculum because every student is required to develop their mother tongue and a second language. Plus, the DP’s literature and performance syallabus was unmatched in the Australian curriculum.
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History—The DP bridges gaps in ancient history and pan-Asia/Australia history by providing higher-level course options that focus on particular issues, events or nations that align with such content in the Australian curriculum. While the two curricula produce comparable history knowledge, the DP surpasses the Australian curriculum in building skills such as construction of a written argument under exam conditions. There is alignment with respect to development of intercultural understanding and critical and creative thinking.
The above four DP subject areas were judged to fulfill the Australian qualifications framework for a senior secondary certificate of education.
Download the full report, “The International Baccalaaureate Diploma Programme: Alignment with the Australian Curriculum and Australian Qualifications Framework”. A summary of it also can be downloaded.
A second study, conducted by a research team at RMIT University, also Melbourne-based, found that primary students at 13 government primary schools in Victoria enjoyed learning outcomes higher than children in similar schools throughout Australia. Using the national assessment instrument called NAPLAN, researchers found that students enrolled in the IB Primary Years Programme (PYP) had higher scores, on average, in reading and in their capacity for quantitative thought and expression. In addition, principals of the schools that offered the PYP indicated that the PYP has a high impact on student outcomes, particularly in terms of their deep understanding of concepts. Principals and teachers alike voiced the opinion that the PYP contributed substantially to academic achievement, student development and student motivation.
To see more detail of the study on primary education in Australia’s government schools, download the report, The International Baccalaureate Primary Years Programme in Victorian Government primary schools, Australia. A summary is also available.
