Dr Rebecca Duncan, a Polar Marine Ecologist, was invited by IB Diploma Programme 2 students, Mia Rae and Audrey Savage, in celebration of 2025 International Women in STEM. She shared a wealth of research experience in Antarctica with all of Westbourne students from Year 10 – 12.
“Dr Duncan, led us through her STEM pathway, including the various different opportunities she took as well as the many challenges she faced, especially as a woman in this industry. She was an inspiration to many of us, highlighting the importance of perseverance with STEM and the opportunities available, as a woman in a male-dominated field.” said Audrey, DP2.
Rebecca explained to students how her career as a researcher unfolded through an unexpected journey, demonstrating why it is worthwhile to take risks and seize opportunities as they arise. She continued with explaining the research she is currently undertaking with colleagues, which involves continuous months and various sample collections over time to monitor the state of the environment and ecosystem in Antarctica.
She also detailed how the research is only possible through the collaboration of others. On the field, she highlighted the importance of care for each other amongst the cold elements – addition to keeping a watchful eye for polar bears – and off the field, how her research is possible with gratitude to those funding the expeditions.
Dr Rebecca Duncan is the latest guest speaker to bring real world experience into College as part of the exclusive Guest Speaker Programme, a programme held at all campuses of Westbourne International in Sydney, UK and Singapore. Real world exposure before leaving high school reinforces traits of the IB Learner Profile with Westbourne students learning how to be resilient, to take risks, to collaborate as they prepare to be the world’s future leaders in STEM and business.
The Lasting Value of Learning Journeys in Schools – ISWA
April 29, 2025
Share
In education, certain practices become so ingrained in the life of a school that their true value can sometimes be overlooked. Learning journeys—dedicated times when students share their learning with their families—are one such example. They are not a new concept, but their impact remains profound, particularly when thoughtfully implemented in a way that truly honours student voice, agency, and academic rigour.
At the International School of Western Australia (ISWA), an IB World School delivering the Primary Years Programme (PYP), learning journeys are more than just a display of student work; they are a reflection of the inquiry-driven, student-centred learning that defines PYP education. Unlike in non-PYP settings where learning showcases may primarily focus on teacher-directed outcomes, PYP learning journeys place students at the heart of the experience, empowering them to take ownership of their learning and communicate their progress in meaningful ways.
Why Learning Journeys Matter
For students, learning journeys provide a unique opportunity to reflect on their growth, articulate their understanding, and build confidence in their ability to express their learning. When children guide their parents through their classroom, explain their inquiry, and demonstrate their skills, they are not simply recalling information—they are developing critical communication skills, self-awareness, and a sense of pride in their achievements.
Furthermore, learning journeys are a testament to the rigour embedded in the learning process. Students are not merely showcasing polished final products; they are sharing the complexities of their inquiry, discussing their challenges, and highlighting how they have refined their understanding through feedback and perseverance. This process strengthens their metacognition and fosters a growth mindset—essential skills for lifelong learning.
For instance, a Year 6 student might walk their parents through an inquiry into environmental sustainability, showcasing a self-directed research project, explaining their data analysis, and reflecting on their personal actions to support a greener future. Another Year 1 student might demonstrate a mathematical concept they previously struggled with, explaining how they overcame challenges through persistence and inquiry. These moments are powerful—not only do they celebrate progress, but they also reinforce the real-world relevance of learning.
The PYP Difference
The PYP framework at ISWA enhances the learning journey experience by embedding a deep sense of reflection, agency, and academic depth into the process. Students are not just presenting their work; they are engaged in metacognitive discussions, evaluating their growth, and setting personal goals. They understand that learning is not about the end product alone but about the process—how they think, question, and connect ideas across subjects.
In contrast to more traditional models of education where learning is often assessed through standardised testing or teacher-led reporting, PYP learning journeys emphasise student-led conferences, formative feedback, and authentic demonstrations of understanding. Parents leave not just with a sense of what their child has learnt, but with an appreciation for how their child is thinking, collaborating, and developing as an inquirer.
The Power, Pride, and Joy of Sharing Learning
Beyond academic rigour, learning journeys offer something equally vital—the deep emotional connection that comes with sharing growth with those who matter most. When students present their learning to their families, they experience immense pride and joy in their achievements. The encouragement and validation they receive from parents, grandparents, and guardians fuel their motivation and reinforce their belief in their own abilities.
The act of explaining their learning in their own words solidifies their understanding and builds confidence. Seeing their parents engaged and excited about their progress reminds students that their efforts matter and that learning is a journey best celebrated together. These moments of connection create lasting impressions, fostering a love of learning that extends beyond the classroom.
A Tradition Worth Reaffirming
At ISWA, the PYP approach ensures that learning journeys are more than a tradition—they are an integral part of fostering lifelong learners who understand the value of their own growth. As schools continue to evolve, reaffirming the significance of these experiences will ensure that students remain at the centre of their learning, with their voices leading the way and their achievements celebrated by those who cheer them on the most.
IB Global Conference 2025 Singapore Reflection: Stuart Ablitt, Hills International College
April 1, 2025
Share
I recently had the privilege of attending the IB Global Conference in Singapore, and I’m still thinking about it. This year’s theme, Our Humanity, Connected, was extremely fitting. Over three days at Suntec, surrounded by educators from around the world, I was reminded of just how powerful it is when people come together around a shared purpose: to support young people to grow into compassionate, capable, and curious global citizens.
There was something energising about the whole experience — from the buzz in individual workshops to the conversations between sessions and the practical ideas I’ve brought back with me. What stood out most was the strong focus on what it means to be human in education. The sessions I attended touched on everything from personalising learning through Universal Design for Learning (UDL), to navigating the role of AI in classrooms, to leading with clarity and care, to prioritising wellbeing for both students and educators.
The UDL sessions were especially thought-provoking. I’ve always believed in meeting learners where they’re at, but UDL gave me a deeper lens to look through. It’s not just about differentiation — it’s about designing learning environments from the outset that recognise and embrace the diversity of all learners. It made me reflect on how we can make learning more accessible, more inclusive, and ultimately more empowering for every student.
Like many educators, I arrived at the AI sessions with a mix of curiosity and caution. What I appreciated was the balanced discussion — yes, AI has potential, but it also comes with real questions around ethics, equity, and authenticity. What matters is that we, as educators, stay in the driver’s seat.
Wellbeing was another common thread — and rightly so. In a profession that gives so much, it was reassuring to hear wellbeing spoken about not as a nice extra, but as essential. It reminded me that when we look after our own wellbeing and the wellbeing of our communities, we’re in a far better position to create meaningful, lasting learning.
I also appreciated the chance to dive into programme developments for the PYP, particularly the new inquiry learning progressions and the upcoming subject-specific continuums that will replace the previous scope and sequence documents. The shift towards a more cohesive and flexible framework feels like an exciting step forward, especially in how it supports teacher autonomy and learner agency. Huge thanks to Christine Vice and Nikki Walsh for guiding us through these changes with such clarity and enthusiasm. Their session made what could have been a complex update feel purposeful, practical, and inspiring.
As someone who has recently joined the IB Educator Network (IBEN), I found the leadership sessions especially valuable. It was a chance to reflect on what effective leadership looks like within the IB context — not as a title or position, but as a way of thinking, listening, and supporting others. I really appreciated the honest conversations and practical advice shared by more experienced IBENs. Their openness and willingness to guide those of us who are new to the role made a big impact. There was a real sense of community — a recognition that we’re all working towards the same goal, and that mentoring and sharing experiences strengthens the network as a whole.
More than anything, though, the conference made me feel connected — to colleagues, to ideas, and to the bigger picture. Whether it was sharing a laugh with someone I’d only just met, or swapping school stories with someone on the same journey, there was this quiet reassurance that we’re not doing this work alone.
I left Singapore inspired but also grounded. Reassured that amidst all the change and complexity in education, what matters most hasn’t changed: connection, purpose, and people.
St Andrew’s Cathedral School: Celebrating Women in STEM
February 27, 2025
Share
On the UNESCO International Day of Girls and Women in STEM, SACS celebrated our exceptional female staff in the science, mathematics and TAS departments and talented students. Today is a salient reminder that our girls and the next generation of women will play a critical role in scientific solutions to future problems and their participation should be strengthened.
Celebrating the 20th anniversary, UNESCO is focusing on their Call to Action “Closing the Gender Gap in Science”, where they are exploring the critical role of women in STEM and discussing the need for inclusive media representation to challenge gender stereotypes.
At SACS we are inquiring into how to continue to nurture female students in STEM, and we are so lucky to be blessed with creative, innovative and empowering minds who are pioneering the future in Science, Technology, Engineering and Mathematics.
It is important that we recognise girls and women in STEM not just today, but every day, empowering and encouraging girls and women to help us create a better future.
Saturday 1 February was an opportunity for NZ IB Schools to come together and celebrate our graduates and ‘Top Scholars’ from 2024. To qualify as a Top Scholar, students must achieve a score of 40, or more, in their Diploma.
2024 saw 84 students from across New Zealand qualify as a Top Scholar and come together at Diocesan School for Girls, in Auckland, to celebrate.
The guest speaker for the day was Prime Minister Rt Hon Christopher Luxon, who spoke about the importance of looking forwards, taking risks and rising to challenges, something that every one of those graduates had done.
Congratulations to all that completed the 2024 IB DP programme!
IB’s ‘Approaches To Learning’ Are Essential For The AI Era
February 25, 2025
Share
In an era defined by rapid technological advancements and the rise of artificial intelligence, the true purpose of education is being redefined. No longer is it enough to simply impart knowledge; education must equip students with the skills to navigate an unpredictable future, solve complex problems, and thrive in a globalized world. This is where the International Baccalaureate program stands apart from traditional systems like Advanced Placement, A-Levels, and the European Baccalaureate. At the heart of the IB’s success are its Approaches to Learning, which foster a problem-solving mindset and produce global citizens ready to tackle real-world challenges.
Why the International Baccalaureate helps curious students flourish
December 16, 2024
Share
If the Higher School Certificate (HSC) is about guiding our Year 11 and 12 students on their chosen pathway to academic success through a rigorous yet linear curriculum, the International Baccalaureate Diploma Programme (IBDP), offered by Newington College, allows students to approach their senior study journey with a high degree of freedom and wide subject choice.
Universally known by its acronym, the IB was started in 1968 in post-war Geneva, Switzerland. It was built around the philosophy that an internationally oriented education could lead to a better, safer, more empathetic and peaceful world after the global conflicts of World War I and II, says Ms. Cheryl Priest, Newington’s Head of IB and a language teacher.
‘The IB’s mission statement also focuses on the idea of creating passionate lifelong learners who are consciously global citizens,’ says Ms Priest, who has taught in the programme since it started at Newington College in 2008 and has overseen it since 2018.
‘Also central to the programme are the Approaches to Teaching and Learning, which foster thinking, social, communication, research and self-management skills. Combined with a mandatory component requiring students to be creative, physically active and to engage in service, the IB in its entirety encourages students to consider who they are, who they are in their own community, and how they can look beyond themselves and make a difference. It’s a very holistic approach to learning where students are encouraged to grow and really see themselves as more than just mark generating machines.’
Newington College was the first GPS secondary school in NSW to offer the International Baccalaureate and has been doing so since 2008. The IB Primary Years Program (PYP) is also offered to our younger Kindergarten to Year 6 students at our Lindfield Preparatory Campus on Sydney’s north shore.
With Newington’s Year 12 IB students currently sitting their final IB Diploma exams in silenced halls on our senior Stanmore campus, Ms Priest says a decade and a half of alumni have benefitted from this global education philosophy which today operates out of Cardiff, The Hague, Singapore and Washington.
‘Newington has a long and successful association with the IB which has helped our College educate hundreds of our students over the past 15 years to become open minded, curious, ethical and caring individuals.’
The IB Diploma starts in Year 11 when students select six subjects from six different groups.
‘In the IB you do a taste of everything from each group,’ says Ms Priest.
‘Everyone does their first language (Group 1) and then they must do a second language (Group 2). They also select a subject from the humanities and social sciences (Group 3), the experimental and applied sciences (Group 4), and Mathematics (Group 5),’ says Ms Priest.
‘The last group is Group 6, where students can choose one or two subjects from the Arts. Alternatively, they can pick up an additional subject from Groups, 2, 3 or 4.’
IB students do three of their chosen subjects at a higher level and three subjects at standard level.
‘There is no hierarchy within that, it’s each student’s individual choice which subjects they do at standard level to allow greater breathing space to do their more specialised subjects at the advanced level.
‘The IB is a mixture of prescription but also offers students a degree of intellectual freedom through their internal assessment work, worth about 25% of their final subject score, and so, in part, to steer their own ship. Exams make up the remaining 75%. The exceptions are the Arts subjects, where there are no exams, consisting instead of portfolio work.’
Students are also tasked to write a 4000-word research essay in an area about which they are passionate. Additionally, they all take a critical thinking subject, the Theory of Knowledge. Exams are marked externally, and each subject is given a score from 0 to 7, with 7 being the highest. The final score is out of 45, and this includes the combined grades for the Theory of Knowledge and the Extended Essay.
In 2023, Newington’s median IB score was 37/45, which is an approximate 94.25 ATAR equivalent. Newington IB students go on to gain places at tertiary institutions all around Australia, as well as at some of the world’s leading universities, says Ms Priest.
‘Universities really like the IB because of the research students do, and how they learn to communicate that research with academic integrity,’ says Ms Priest.
In the IB, the Creativity, Activity and Service component ensures that students tap into their creative selves, engaging in anything ranging from learning a new skill, playing music, theatre, photography, even learning to cook with Grandma.’
‘The only criterion is that students show regular involvement over 18 months and document their growth. The activity must be physical to assist students with maintaining their wellbeing. There is also a service element, which equally could be Newington Cadets or Challenge, volunteering for bush care, helping out a neighbour or working in a charity shop. In short, anything that makes students think beyond themselves to make a difference.’
And what type of student and learner does the IB suit?
‘If you have a child who, when presented with a new piece of information says, ‘OK, that’s fine, great, full stop’, then often the HSC’s more linear approach might be better for them,’ says Ms Priest.
‘But if your child wonders about things a lot and is keen not just to know more, but also to understand the ‘how’ and ‘why’, then the IB could offer them an intellectually challenging, inspiring and fulfilling option.
‘You also don’t have to be the best in your class or sitting in the A stream to undertake the IB. There is no ranking in the IB. Trends show that this, along with the ATAR alignment with the IB score, can potentially boost those students who may not usually be in the top echelon of their academic year group. The IB allows these students to flourish because they are just competing against themselves’
‘Overall, the IB offers our students the opportunity to grow, not just as scholars, but also as empathetic, globally minded young people, empowered to be adaptive, creative, confident, passionate and resilient, able and equipped also to embrace our rapidly changing world.’
International Baccalaureate Diploma Programme final examinations run from 21 October* to 8 November. Australasian students will sit for these examinations across Australia, New Zealand, Papua New Guinea and Fiji. Results will be released on 17 December 2024 locally.
A Total of 3072 candidates from Australia, 823 from New Zealand and 27 from Fiji are sitting for these examinations. Additional students are completing the exams in Papua New Guinea. State by State in Australia, 827 students are from NSW, 823 from Victoria, 760 from Queensland, 341 from South Australia, 184 from the ACT, 57 from Western Autralia and 53 from Tasmania.
The full November 2024 examination schedule may be found here.
Students should check with their school as the exact start times for examinations as these will vary between schools.
The International Baccalaureate Diploma Programme is a highly regarded senior secondary programme designed to prepare students for university and the challenges of a rapidly changing world. It is sat for by approximately 200,000 students in more than 5,500 schools in over 159 countries worldwide in examination sessions in May or November this year.
For more information about the IB Diploma in Australasia please read All students should have the choice to study IB.
For further information about International Baccalaureate Programmes in Australasian schools please contact: IB Schools Australasia.
For further information about International Baccalaureate Programmes please go to www.ibo.org * a small number of students may have start exams on Friday 18 October if they are enrolled in a ‘school based syllabus’ subject. Virtually all November students around the world will start their exams in the week commencing Monday 21 October.
Accessing your results
Candidates will be able to access results online from on December 17, 2024 at candidates.ibo.org using your Personal Code (3 letters+3 numbers) and your Candidate PIN. Remember that Safari is not a compatible browser. Your IBAS will be available on December 18, 2024 from your local Tertiary Admissions Centre.
IB and TAFE Queensland Build New Partnership in Australia
October 24, 2024
Share
The International Baccalaureate (IB) will sign a memorandum of understanding (MOU) with TAFE Queensland and Brisbane South State Secondary College to advance career-ready education in Australia.
TAFE Queensland is a provider of technical and further education. Brisbane South State Secondary College (Brisbane South SSC) educates students at the secondary level to cultivate an environment that fosters academic excellence and the development of essential life skills, both personal and professional.
As part of the new partnership, Brisbane South SSC will introduce the IB’s Career-related Programme (CP), maintaining academic rigour while preparing students for a complex world. Through this new collaboration, the school aims to prepare students for both higher education and their chosen career paths, developing students’ skills in critical and creative thinking, problem-solving, and global citizenship.
To accomplish this goal, TAFE Queensland will become an official career-related studies strategic partner, offering a selection of courses that will form part of the IB CP Career-related Study (CRS) components that distinguish the CP curriculum. TAFE Queensland will support Brisbane South SSC in implementing the CRS programmes, while the IB will offer guidance and expertise throughout the implementation process of the CP.
As a result, students will gain exposure to real-world career applications in their chosen fields, develop essential workplace skills, and graduate with a solid foundation for success.
Together, leaders from all three entities will report on best practices to serve as a resource for future collaborations. In addition to providing professional development opportunities to educators, this partnership with the IB will contribute to a more skilled and future-ready workforce in the region.
