The Merits and Defaults of the Ib

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Theory Of Knowledge The International Baccalaureate (IB) diploma programme is a strenuous two-year course, primarily aimed at students aged 16-19. I have been a part of the IB curriculum for the previous five weeks. I find the IB to be an undoubtedly rigorous program, teeming with looming deadlines and constant assignments. This encourages the student to stop looking at the bare minimum and work at a much higher level. Having two science HL subjects, the lab work I require to send in is staggering and don;t even get me started on my French B essays. It requires a lot of challenging reading and writing in every subject. Personally, I find this to be one of the most rewarding aspects of choosing IB. The curriculum is inquiry-based, focusing on each individual student and utilising his or her maximum potential. The IB makes me think outside the box, the obvious is just not feasible anymore. It encourages me to perpetually improve my efforts and my performance, be it the tutorials or presentations. The time management skills I have picked up will remain with me for life. The most striking aspect of IB is its structure. The importance placed on the CAS, Extended Essay and Theory Of Knowledge is unparalleled in other courses. This aspect of IB focuses on a well-rounded development of the student and not just rote academic learning. A good grade is simply not enough to excel in this course. This key element would help me succeed in not just these two years but throughout my learning experience at a university stage as well. And university admissions become easier when you flash that IB diploma, and rightly so. IB teaches with an interdisciplinary approach, unlike other courses. What you learn in Literature SL has implications in the Option you chose in Physics HL, a factor that is explored through this program. But the thing about IB that clinched it for

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