International Baccalaureate International Baccalaureate The Learner Profile.

International BaccalaureateInternational Baccalaureate

The LearnerProfile

a manifestation of the IBO Mission Statement

a long term vision of education

places the learner at the heart of IB Programmes

defines the type of learner the IB hopes to develop

applies to all students and adults in the learning community

attributes that should infuse all elements of the Programmes

a profile of the whole person as a lifelong learner

NOT a profile of the perfect student but a map of a lifelong journey

expected of students, staff and administrators in terms of learning, as well as parents in support of that learning

set of ideals to motivate, focus and unite schools and teachers

the heart of the articulation, common framework of the Programmes

the common ground on which IB World Schools stand

central to what it means to be internationally-minded

inquirers

knowledgeable

thinkers

communicators

principled

open-minded

caring

risk-takers

balanced

reflective

Learners in the IB programmes are nurtured to be…

Inquiring learners…

…acquire the skills necessary to conduct constructive inquiry and research and become independent, active and life-long learners.

Thinking learners……exercise initiative in applying thinking skills critically and creatively to approach complex problems and make reasoned decisions.

Communicators as learners…

…understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.

Risk-taking learners…

…approach familiar and unfamiliar situations with confidence and independence of spirit to explore new roles, ideas and strategies, and are courageous and articulate in defending those things in which they believe.

Knowledgeable learners…

…explore concepts, ideas and issues which have global relevance and importance and, in so doing, acquire and are able to make use of a significant body of knowledge across a range of disciplines.

Principled learners……develop a sound grasp of the principles of moral reasoning, incorporating integrity, honesty and a sense of fairness and justice and respect for the dignity of the individual.

Caring learners…

…show empathy, compassion and respect towards the needs and feelings of others, and have personal commitment to action and service to make a positive difference to the environment and the lives of others.

Open-minded learners…

…gain an understanding and appreciation of their own culture, 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

Well-balanced learners…

…understand the importance of physical and mental balance and personal well-being for themselves and others, and they demonstrate perseverance and self-discipline.

Reflective learners……give thoughtful consideration to their own

learning and personal development by analysing their personal strengths and weaknesses in a constructive manner

In a school that has commitment to the Learner Profile, these values will be readily apparent in:

• classroom practices

• assessment practices

• the daily life of community members

• leadership and management

The Learner Profile can provide a shared vision for schools about how to create the best:

• environment for learning

• collaborative learning environment

• investment in Professional Development

The Learner Profile can be a tool for whole school development – key question “ To what extent do our philosophy, our school structures and systems, our curriculum and units of work enable students, and the adults who implement and support the programme, to develop into the learner described in the profile?”

The Learner Profile is NOT an assessment tool, neither is it to be assessed, but it can assist assessment and reporting a common language for describing student learning

common ‘indicators’ for recognising student success

The Learner Profile qualities can also support and inform the planning and delivery of the curriculum

areas of learning

areas of interaction

A principled learner, for example, considers the ethical issues of:

Scientific research associated with cloning (Homo faber - Biology)

Helping to feed the homeless in Adelaide (Community and service – Christian Studies)

Deforestation of the Amazon (Environment - Geography)

Single gender boys’ environments (Health and social education – Language A)

Learning preferences in acquiring understanding(Approaches to learning – Mathematics)

A knowledgeable learner, for example, considers the facts:

Scientific research associated with cloning (Homo faber - Biology)

Helping to feed the homeless in Adelaide (Community and service – Christian Studies)

Deforestation of the Amazon (Environment - Geography)

Single gender boys’ environments (Health and social education – Language A)

Learning preferences in acquiring understanding(Approaches to learning – Mathematics)