IB students from Garden International School Rayong (GIS) have achieved a range of excellent exam results.
At GIS there were 17 IB2 students. Of these 15 took the Diploma course and 11 were awarded the full IB Diploma. The average point score was 29.1, an improvement on last year and roughly in line with the world average.
Among the star students was Benjamin Huber, who gained a total of 43 points out of 45; GIS’s best ever score.
Also worthy of mention is Daranee Amornpansiri, a second language English speaker who scored 24 points and gained a Bilingual IB Diploma.
The two-year course is accepted at major universities around the world. This year a new group of 17 IB1 students has started the Diploma course.
For more information visit www.gardenrayong.com
The IBDP: An Education for Life
Welcome to the International Baccalaureate Diploma Programme (IBDP), the world’s premier pre-university course of study. At Garden International School, the IBDP begins after the completion of the IGCSE course in Years 10 and 11. It concludes almost two years later in term three of Year 13.
For those students wishing to have either a head start in their chosen career, their choice of University worldwide or advanced placement at a Thai University, the IB Diploma is the only real option.
For over 10 years GIS has been at the forefront of Diploma Programme delivery, boasting a committed, enthusiastic and experienced staff whose high standards and practices reflect the demands of the Diploma.
The ‘IB’, as it is known globally, is proud of its pursuit of lifelong learning, academic excellence, and the celebration of cultural diversity.
By adopting these three ideals into its own mission statement, GIS is perfectly positioned to offer students a passport to success, via the IB Diploma.
The curriculum contains six subject groups together with a core made up of three separate parts – Creativity, Action, Service (CAS) , Theory of Knowledge (TOK) and Extended Essay.
This is represented in the hexagonal model below.
To follow the programme students must study one subject from each subject group. Normally, three subjects are studied at higher level and the remaining three subjects are studied at standard level.
All three parts of the core-extended essay, theory of knowledge and creativity, action, service-are compulsory and are central to the philosophy of the Diploma Programme.
Here you can see the descriptors for the Whole School Themes used in years 7 to 11, the description of the Learner Profile in years 12 and 13, and the Effort and Homework criteria used for all Secondary years.
See the relevant subject areas on this website for subject specific criteria.
Please click the links below to access further information:
Group 1 – Language A1
Group 2 – Second language
Group 3 – Individuals and societies: Business and management, Geography, History,
Information technology in a global society
Group 4 – Experimental sciences: Biology, Chemistry, Physics, Design technology
Group 5 – Mathematics and computer science: Computer science, Mathematics
Group 6 – The arts: Music, Visual arts
Theory of knowledge
Creativity, action, service
The IB learner profile
Teaching Debate in Chile
Available now at CreateSpace
By the end of November, my class of twenty-five 6th grade boys had finished their textbook and taken their final exams for the 2008 school year. Every student had passed and would be going on to 7th grade. But there were still three more weeks of school to go! What was I going to do in the final three weeks?
The purpose of this article is to share with colleagues how I used debates with my students during those three weeks.
Why did I decide to use debates?
There were two reasons I decided to use debates. First, I had used various forms of debate in the past as a classroom speaking activity. One of my favourites is the “Balloon Debate”.
In this activity, a group of four to eight students is formed. Each student chooses to be a famous person who is in a balloon that is rapidly losing altitude. The group can only be saved if one person sacrifices themself by jumping overboard. To decide who must jump, each student must give reasons why they should stay in the balloon.
The teacher and/or the class (by voting) then decides who has made the least persuasive argument. That person must jump. This process continues until there is only one person left in the balloon, who lands safely, winning the debate.
My second, and most important, reason for using debates with my class of sixth graders was because of a movie I saw, “The Great Debaters” (2007). It was directed by Denzel Washington. In it Denzel also plays the role of Melvin Tollson, coach of the undefeated Wiley College Debate Team of 1935.
The movie is based on a true story, the 1934 Wiley College Debate Team. They defeated the National Champion Stanford Debating Team. In the movie, Wiley College Debates Harvard in a thrilling challenge debate that was broadcast on radio.
If you like debating, that movie is a must see!
Let me describe the simple yet powerful scene that made me think to myself, “Even my sixth-graders can understand that”. Denzel is explaining his philosophy about debating. The room is full of nervous students who are trying out for the debate team:
Denzel: “Debate is combat. Your weapons are words. In a debate there is a “resolution”. One team, called the “affirmative team”, argues for the resolution. The other team, called the “negative team”, argues against the resolution.”
When I heard that, I knew that was “all” my students needed to get started debating.
For the full article, click here: http://ihjournal.com/debating-in-the-efl-classroom
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 past member (2011-2012) 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 five (45) books overall.
The source and inspiration for his writing comes from his family, his wife Gabriela, and his son, Thomas Jerome Baker, Jr.