The IB at the Koç School

The Koç School has had the IB Dıploma as an option for our students since 1994. Because of the switch to the Track System from the Credit System that was mandated by the Ministry of Education in 1996, it has become extremely challenging for students to manage two parallel curricula simultaneously. Currently, the school offers the IB program in only the Science-Mathematics (FM) Track and the Turkish-Mathematics (TM) track.

The school has therefore been trying to design an IB Program that reduces the stress on students as much as possible. For instance, the school has introduced a Turkish Social Studies as a School Based Syllabus to reduce the academic load on some of its students.

However, the fact that the two programs have to be followed simultaneously also inevitably means a certain amount of restriction in the choices available to IB students.

See Permissible Subject Combinations for each track.

See the table below for the compatibility between the IB Learner Profile and the goals expected of our school graduates.

In order to achieve the school's strategic aim of developing a "convergent" curriculum that merges the IB and the regular streams, it is essential for teachers throughout the school to develop ways in which the goals of IB Learner Profile can be embodied into their own teaching approaches and lesson plans. Furthermore, the IB Learner Profile is meant to apply to the staff and administration of the school as much as to the students.

 

A COMPARISON OF THE IB LEARNER PROFILE WITH THE ACADEMIC AIMS AND OBJECTIVES OF KOÇ SCHOOL
IB LEARNER PROFILE		KOÇ GENERAL AIMS AND OBJECTIVES 1998
Inquirers	Their natural curiosity is nurtured. They acquire the skills necessary to conduct constructive inquiry and research, and become independent active learners. They actively enjoy learning and this love of learning will be sustained throughout their lives.	1) To nurture a love for continuous learning and inquiry
		2) To develop in students the capacity to formulate and solving problems by using scientific and mathematical analysis, and by making interdisciplinary connections.
		4) To prepare students for entry into universities in Turkey and abroad, and give them appropriate guidance for entry into universities of their choice.
		6) To prepare students for social and technological change, and foster in them a critical awareness of its cultural and ethical implications.
Knowledgeable	They explore concepts, ideas and issues which have global relevance and importance. In so doing, they acquire, and are able to make use of, a significant body of knowledge across a range of disciplines	2) To develop in students the capacity to formulate and solve problems by using scientific and mathematical analysis, and by making interdisciplinary connections.
		4) To prepare students for entry into universities in Turkey and abroad, and give them appropriate guidance for entry into universities of their choice.
Critical thinkers	They exercise initiative in applying thinking skills critically and creatively to approach complex problems and make reasoned decisions.	2) To develop in students the capacity to formulate and solve problems by using scientific and mathematical analysis, and by making interdisciplinary connections.
		6) To prepare students for social and technological change, and foster in them a critical awareness of their cultural and ethical implications.
Communicators	They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.	3) To develop communicative competence in Turkish and English and in a third language.
		5) To inculcate sound habits of both independent and collaborative work.
Risk-takers	They approach unfamiliar situations with confidence and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are courageous and articulate in defending those things in which they believe.
Principled	They have a sound grasp of the principles of moral reasoning. They have integrity, honesty, a sense of fairness and justice and respect for the dignity of the individual.	12) To help students develop responsibility and articulate sound moral reasons for their actions and behaviour.
IB LEARNER PROFILE		KOÇ GENERAL AIMS AND OBJECTIVES 1998
Caring	They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to action and service to make a positive difference to the environment and to the lives of others	9) To develop peace-loving and humane values in students through an awareness of political, social, economic and environmental issues.
		13) To develop a sense of responsibility and solidarity towards others less fortunate than oneself, and, when appropriate, provide opportunities for service to one’s community.
		14) To instill an awareness of the environmental consequences of one’s actions, and a desire to improve the quality of life in one’s community.
Open-minded	Through an understanding and appreciation of their own culture, they are open to the perspectives, values and traditions of other individuals and cultures and are accustomed to seeking and considering a range of points of view.	8)To instill a respect for and appreciation of Turkish history and culture, particularly in their dynamic interrelations with changes in other societies and nations.
		5) To inculcate sound habits of both independent and collaborative work.
Well-balanced	They understand the importance of physical and mental balance and personal well-being for themselves and others. They demonstrate perseverance and self-discipline.	5) To inculcate sound habits of both independent and collaborative work.
		11) To encourage students to make the right personal choices for their own well-being, and to understand the social implications of their choices.
		7) To develop a sensitivity for the aesthetic and creative aspects of work and daily life.
Reflective	They give thoughtful consideration to their own learning and personal development. They are able to analyse their strengths and weaknesses in a constructive manner.	10) To nurture a reflective attitude to one’s own knowledge, beliefs and values, and respect for those of others.