Source: Wellington College
We are delighted with this year’s extraordinary IB results. In only its third year offering the Diploma, the average score achieved is 37.3 points (the equivalent at A level according to the UCAS tariff would be more than A*A*A*A). This compares with a worldwide average for the Diploma of 29.8. A third of our candidates scored over 40 points and Paulina Grillo, (Head of the Apsley), was one of only 109 pupils worldwide (in a cohort of nearly 120,000) achieving a very rare maximum 45 points with full marks in every single component.
None of our candidates scored less than 30 points (A Level equivalent – A*AA).
Of all the papers sat by Wellington students, two thirds scored one of the two highest possible scores – a 6 or a 7.
The pupils have all worked exceptionally hard as Anthony Seldon comments : “These truly excellent results reflect the passion and belief in both our students and teachers for the IB and what it offers. These results are the greatest of testaments to the hard work and commitment of the IB cohort and their teaching staff. We are very proud of them all.”
Teaching Academic Writing
At most universities world-wide, future EFL teachers are required to write in an academic style. Essays, research papers, and theses are examples of the most important academic writing that the student-teacher (hereafter ST) does. Furthermore, when they become EFL teachers, it is quite possible that they will teach students wishing to study at undergraduate or postgraduate levels. However, there are few published, experiential accounts of how future EFL teachers are taught to do academic writing. In this article, I will attempt to fill that gap by sharing an account of an integrated, genre-based/process-writing experience in the Chilean context.
Click on the link below to get Teaching Academic Writing:
The global search for high-quality education, embedded in high-performing education systems, has taken on mythical proportions, almost resembling the alchemists’ quest to turn common metals into gold.
It is my hope that the present day search for global education, equitable and providing equality of opportunity for all, shall not cease until the “gold” we seek, has been found.
I therefore dedicate this book to all the educators, researchers, parents and students the world over, who strive to achieve this elusive goal,high-quality education for all the citizens of the world.
In this endeavour, it is my belief that the International Baccalaureate merits a closer look, based on their more than 40 year history of delivering consistently excellent results.
I add that all of the reflections and views in this book are mine alone, unless otherwise noted, and can not be attributed to my employer or any other organization I am affiliated with, past or present. For any errors or oversights, I bear the complete responsibility.
Thomas Baker is the Past-President of TESOL Chile (2010-2011). He is the Head of the English Department at Colegio Internacional SEK in Santiago, Chile.
He is the Co-Founder and Co-Organiser of EdCamp Santiago, free, participant-driven, democratic, conversation based professional development for teachers, by teachers. EdCamp Santiago 2012 was held at Universidad Mayor in Santiago.
Thomas is also a member of the Advisory Board for the International Higher Education Teaching and Learning Association (HETL), where he also serves as a reviewer and as the HETL Ambassador for Chile.
Thomas enjoys writing about a wide variety of topics. Thus far, he has written the following genres: romance, historical fiction, autobiographical, sports history/biography, and English Language Teaching. He has published a total of forty four (44) books overall.
The source and inspiration for his writing comes from his family, his wife Gabriela, and his son, Thomas Jerome Baker, Jr.