Leading Staff Shares Insights on IB Success

Most parents are familiar with the IBDP, a programme that has been supporting DCSZ students to access top universities worldwide for over 15 years. The IBCP is designed for students who want to fast-track and focus their studies on a particular industry or career field. So, if your child has a particular passion, such as aeronautical or biochemical engineering, computer science, international sports or hospitality management, game design and development, or business and sustainability, this may be the pathway for them.

“ The IBDP is academically rigorous and broad, the IBCP is academically rigorous and specialized”, says Stewart Paterson, Assistant Head of Senior School and IB coordinator.”

Here is the introduction for our Mr Stewart Paterson, Assistant Head of Senior School and IB coordinator:

Stewart is a British national. He graduated with a BSc in Sports Studies, Physical Education and Professional Education from the University of Stirling in Scotland. Stewart taught Physical Education in Scotland for four and a half years before moving to China in August 2017 with his wife. Stewart has seven years of experience as an IB Coordinator in Shanghai and Suzhou and loves teaching Personal and Professional Skills and Physical Education. Stewart is a member of the IB Educator Network (IBEN) and regularly contributes to curriculum and programme development with experienced IBCP/IBDP educators and IBO curriculum managers. He has excellent relationships with IBCP partner universities and strives to produce personalised pathways of academic learning for his students.

On 21-23 March, Mr Stewart Paterson attended the IBO Global Conference Daegu 2024 in South Korea. During the conference, he and other IB experts from all over the world shared experiences and learned from each other. The theme for the conference this year was “Inspiring learners, realizing potential “. Let us invite Mr Stewart Paterson to share his insights with us!

ASK: Could you kindly provide us with an overview of the conference? What were the key takeaways and how do you suggest we implement them into practice?

Answer: Attending the IBO conference was a remarkable experience, and I believe there are numerous valuable insights to take away from it. The conference primarily focused on key upcoming curriculum changes in IBCP/IBDP and explored possible changes to the IBCP and IBDP provision post-2030. Knowledge and understanding of the immediate and long-term changes will allow us to plan effectively to support our IB students now and in the future.

Overall, I believe these developments are a great step forward for the IBCP Core and the entire programme.

There were also several discussions centred around the IBO 16+ review, which involves a comprehensive evaluation and review of the entire IB educational provision for students aged 16 and above, to be implemented after 2030. As a College, it is vital for us to be informed of the latest innovation and potential reform as we seek to prepare our students for any adaptations to the IB programmes.

Furthermore, the conference provided invaluable opportunities for networking with other IB professionals and university counsellors. This enabled me to gain diverse perspectives and make informed decisions regarding suitable university pathways for our students. 

Additionally, I had the privilege of presenting to the IBCP community, facilitating the exchange of experiences and ideas. The conference also shed light on the significance of technology and digital advancements. By 2030, the IB aims to transition all final exams to a digital format. Throughout the conference, I gained insights into various technological applications, such as the integration of AI in classrooms and teacher planning.

ASK: As one of the presenters at the conference, you delivered a session titled "Unlocking student success: The transformative power of the IBCP for your school community." Could you elaborate on how the IBCP revolutionizes education, fostering growth, driving change, and empowering school communities to prepare students for future success?

Furthermore, we are actively working on establishing partnerships with universities worldwide. Therefore, with the IBCP, we can better meet the needs of all of our students. Currently, I am planning to meet with Key Stage 3(Year 7 to Year 9)  and Key Stage 4(Year 10 to Year 11) students and parents to understand their aspirations and interests and explore ways in which current or potential DCSZ university partnerships can meet their needs.

ASK: Could you give some advice to our community about how to choose between IBCP and IBDP? What kind of students do you believe are best suited to the IBCP, and could you provide us with some illustrative examples?

ANSWER: To help decide which program is most suitable for you, please consider the following factors: The IBDP is academically focused and offers a broader range of subjects, the IBCP is academically focused but offers a more narrow and specialised range of subjects. Reflect on your passion and determine if it aligns with your strengths. If your passion is also a strong academic area for you, then the IBCP may be the best fit. However, if you have multiple interests and are unsure about your future studies, selecting the IBDP would give you a two-year window to explore different subjects and discover your true passion.

At DCSZ, we initiate the process of determining whether students should pursue the IBCP or IBDP officially in November of Year 11. We conduct individual meetings with each student to understand their needs and also arrange meetings with parents to address any questions. 

I am part of the IBCP curriculum development team and the 16+ review at the IB, and I  convened in The Hague to discuss the modifications for the IBCP/IBDP in June this year with the IBO curriculum managers. 

ASK: Could you update us on the current status of the IBCP at DCSZ? 

ANSWER: Currently, we have three students who have chosen the IBCP program in the Class of 2026. 

The first student is pursuing Interactive Design and Game Development as their university major. They will be involved in subjects such as higher-level physics, math, and computer science. They are going to be studying with our IBCP partner, the Savannah College of Art and Design (SCAD).

Two Class of 2026 students have chosen International Sports Management as their future field of study. Both are studying with the World Academy of Sport, with direct access to the second year of their undergraduate studies available at the University of Stirling, another one of our university partnerships. Their subjects include English A, higher-level business, higher-level sports, exercise, and health science, and math.

In general, the subjects chosen by IBCP students align more closely with their passions, giving them the expertise to pursue their interests.

This year, we have expanded our university partnerships and pathways available to our IBCP students. Here is the current list:

Furthermore, we are exploring three additional university partnerships to further enhance the opportunities available to DCSZ students through the IBCP.

Thank you, Mr Paterson, for your insightful sharing. We will continue to provide updates on positive developments. Stay tuned for more exciting news!