Growing Towards IB Education at OIS

Building on what we already do

Currently, our learning is guided by the International Primary Curriculum (IPC). Like the IB Primary Years Programme, IPC uses an inquiry-based, thematic approach that connects subjects and encourages children to think broadly, ask questions and engage with real-world ideas.

IPC also places strong emphasis on personal development through its personal goals, such as being thoughtful, respectful, adaptable, collaborative and empathetic. Many families will recognise clear similarities between these goals and the IB learner profile attributes. This means that our move towards IB is not a sudden shift, but a natural continuation of the learning culture already present in our classrooms — and also a purposeful next step that deepens and strengthens it through a more coherent, whole-school framework.

The IB philosophy

The IB is known for its broad and balanced approach, combining strong subject learning with the development of key skills such as critical thinking, research, collaboration and communication. At its core, the IB aims to develop curious, knowledgeable and caring young people who can help create a better and more peaceful world through intercultural understanding and respect. 

This means students learn to make connections between disciplines, apply learning to real-life situations, and grow into thoughtful, reflective learners and capable researchers. Over time, these habits support them well in further study and future pathways — and universities around the world recognise IB students for their academic readiness, independence and strong study habits.

The IB Learner Profile

A central element of IB education is the learner profile: ten attributes that describe the kind of learners IB schools aim to nurture.

These attributes include being Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced and Reflective.

They provide a shared language for learning and personal growth. Rather than focusing only on academic achievement, the learner profile supports children in developing character, responsibility and international mindedness. It encourages them to ask meaningful questions, think critically, communicate confidently across languages, act with integrity, show empathy and reflect on their own development.

For us as a school, this feels like a natural extension of what we already value: children who are curious, confident, compassionate and aware of the world around them.

Developing internationally minded learners

A key aspect of IB education is the focus on the whole child. Academic learning remains important, but equal attention is given to curiosity, communication, wellbeing, ethical awareness and intercultural understanding.

In practice, this means encouraging children to:

• ask questions and explore ideas with confidence
• communicate across languages and cultures
• reflect on their learning and personal growth
• show care, respect and responsibility towards others
• develop resilience, independence and collaboration skills

These qualities closely match what we value as a school community and what we see every day in our diverse student population.

The importance of language

Language is not considered as just a subject, it’s fundamental tool for all thinking, learning and communication, and it runs through every subject at both Primary and Secondary. All language skills (like reading, speaking, listening, writing, expressing) are all woven together creating an environment where students are always actively investigating ideas and thinking about what they are learning.

Students’ cultural and linguistic identities are celebrated, valued and nurtured. We help students develop the confidence to communicate across cultures and recognise linguistic diversity as an essential part of identity. Students learn that languages are not barriers, but bridges.

What candidate status means

Being in the candidacy phase means we are carefully developing our curriculum, professional learning and school environment in line with IB standards. This is a deliberate, whole-school process designed to ensure quality, coherence and sustainability over time. It also requires strong collaboration across the team: shared planning, joint reflection on teaching and learning, and learning from other IB schools through school visits and professional exchanges.

Throughout this journey, the IB organisation carries out formal quality checks — including documentation review and school visits — to verify that a school meets the required standards. Authorisation is therefore an independent quality assurance step, not an automatic outcome of candidacy.

Only schools authorised by the International Baccalaureate Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, or the Career-related Programme (CP). Candidate status gives no guarantee that authorisation will be granted.

For those who would like to learn more

If you are interested in understanding how the IB ensures quality and coherence across schools worldwide, this short video provides a clear overview of the IB Programme Standards and Practices — the framework that guides curriculum, leadership, culture and learning in every IB World School.

IB Programme Standards and Practices

For further information about the IB and its programmes, you can also visit www.ibo.org.

Looking ahead

As our community continues to grow towards Optimist International Academy, our aim remains the same: providing a warm, internationally minded learning environment where every child feels they belong and is supported to develop academically, socially and personally.

We look forward to sharing further updates as this journey continues.