Rangitoto College is proud to be part of a global community of secondary schools in 144 different countries offering the International Baccalaureate (IB). The International Baccalaureate Diploma Programme is a broad, balanced and academically challenging educational programme, which prepares students for success at university and in life beyond. The IB Diploma has gained a reputation for its rigorous external assessment and is recognised and respected by universities worldwide.
Why the IB at Rangitoto College?
We chose to offer the IB Programme as we feel it perfectly matches our core values of participation, integrity, respect, creativity, diversity and excellence.
New Zealand is a young, innovative country that offers students a safe, caring environment in which to pursue their academic goals. Taking the IB at Rangitoto College is an affordable way to gain a world-class qualification.
We understand that the skills needed to positively impact the future are not purely academic. The IB Programme aims to develop students who are inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, open-minded, caring, balanced and reﬂective.
Through the course students learn to work independently and collaboratively. They develop a wide range of skills and learn to critically evaluate their work, reﬂect on their progress and set goals.
The IB has a positive impact on students, schools and their wider communities with learning going well beyond the classroom. Its unique and innovative approach to learning means both students and teachers are genuinely engaged with the programs and benefit from being a part of an unparalleled global network.
Students are able to participate in international conferences and educators work with their peers internationally to ensure that the IB remains at the cutting edge of international education.
Diplopma Course Length and Cost
Taught over two years in Years 12 and 13, the IB Diploma Programme can be taken as an alternative to the New Zealand national examinations (NCEA). The Diploma is awarded as a total qualiﬁcation and cannot be broken up.
Students undertake Level 1 NCEA in Year 11 before being offered the choice to either continue with NCEA in Years 12 and 13 or to begin the two-year International Baccalaureate Diploma programme in Year 12.
The IB Programme is an additional $1,500.00 per year, per student (total of $3,000.00 over two years).
The IB Diploma Programme is designed to be academically challenging and holistically balanced. In addition to their six chosen subjects, students are challenged to broaden their educational experience through community service, self-directed research (in the form of a 4,000 word extended essay) and critical examination in the Theory of Knowledge.
The IB Core Competencies include:
- independent study skills
- the ability to work collaboratively in groups
- good reading comprehension and written production in the student’s language
- reasonable language skills in the language of instruction and examination
- the ability to engage in authentic research by finding, evaluating and appropriately using a wide range of different source material
- an ability to write independent, critical essays, while maintaining academic honesty by consistent use of an appropriate method of citation and referencing
- the ability to generate a hypothesis, design and carry out experiments and analyse data
- literary skills—close reading of texts with a focus on analysing literary technique
- information literacy skills—the ability to effectively use a variety of electronic and other media in support of learning and the production of assignments
- presentation skills—the ability to make an oral presentation to others
- the ability to work independently on portfolios and projects in a number of subjects
- reflective practice—an ability to show initiative, critically evaluate one’s own work and the work of others, reflect on progress and set goals
The course consists of six subject areas. Students studying a Diploma Programme must choose one subject from each of the six subject areas and ensure they take three Standard Level (SL) subjects and three Higher Level (HL) subjects. HL courses involve 240 hours of teaching study over two years. SL courses involve 150 hours of teaching study over two years.
Language A - native language
- Mandarin (SL / HL)
- English (SL / HL)
Language B - acquired language
- Spanish (ab-initio / SL / HL)
- French (ab-initio / SL)
- Mandarin (a-initio / SL / HL)
- English (SL / HL)
- Japanese (ab-initio / SL / HL) - not confirmed - depends on level of interest
- History (SL / HL)
- Economics (SL / HL)
- Geography (SL / HL)
- Business Management (SL / HL) - not confirmed - depends on level of interest
- Biology (SL / HL)
- Chemistry (SL / HL)
- Physics (SL / HL)
- Maths Studies (SL)
- Mathematics (SL / HL)
- Applications & Interpretation (SL / HL) - available from 2020
- Analysis & Approaches (SL / HL) - available from 2020
- Music (SL / HL)
- Visual Arts (SL / HL) - not confirmed - depends on level of interest
- Any other subject from above
The Extended Essay (EE) is a requirement for students to produce a 4,000 word essay based on their independent research through an in-depth study of a question relating to one of the Diploma Programme subjects they are studying. The world studies extended essay option allows students to focus on a topic of global signiﬁcance which they examine through the lens of at least two Diploma Programme subjects.
Theory of Knowledge
Theory of Knowledge (TOK) develops a coherent approach to learning that uniﬁes the academic disciplines. In this course on critical thinking, students inquire into the nature of knowing and deepen their understanding of knowledge as a human construction.
Creativity, Action, Service
Creativity, Action, Service (CAS) involves students in a range of activities alongside their academic studies throughout the Diploma Programme.
Creativity encourages students to engage in the arts and creative thinking. Action seeks to develop a healthy lifestyle through physical activity. Service involves an unpaid and voluntary exchange that has a learning benefit for the student.
The three strands of CAS enhance students’ personal and interpersonal development through experiential learning and enable journeys of self-discovery. For student development to occur, CAS should involve:
- real, purposeful activities, with significant outcomes
- personal challenge—tasks must extend the student and be achievable in scope
- thoughtful consideration, such as planning, reviewing progress, reporting
- reflection on outcomes and personal learning
Concurrency of learning is important in the Diploma Programme. Therefore, CAS activities should continue on a regular basis for as long as possible throughout the programme, and certainly for at least 18 months. Successful completion of CAS is a requirement for the award of the IB diploma. CAS is not formally assessed but students need to document their activities and provide evidence that they have achieved eight key learning outcomes. A school’s CAS programme is regularly monitored by the relevant regional office.
All subjects (except CAS) are assessed by a combination of internal and external assessments. Students take external written examinations at the end of the second year of the programme in November, these are marked by independent IB examiners. Students also complete internal assessment in school, which are either initially marked by teachers and then moderated by external moderators or sent directly to independent IB examiners. Internal assessment varies subject to subject. It can involve written, oral or practical assessment.
For further information about the IB Programme core competencies, subjects, core requirements, assessment and selection criteria, please read our 2019 IB Student Handbook and 2019 IB Student Subject Guide.
For further information about the International Baccalaureate please visit the IB Diploma Programme Website Diploma Programme.