Raising the IB Bar: The Class of 2024 Leads the Way
Last week, the 2024 IB Diploma Programme cohort finished their final examinations. With this milestone, 40 students—our largest group yet—completed a programme known for its engaging and intellectually enriching approach to education. Their journey through the Diploma Programme was defined by opportunities to explore challenging concepts and pressing global concerns, develop critical thinking skills and collaborate with peers, resulting in a range of remarkable personal achievements.
A defining feature of the IBDP is its emphasis on student-directed research, a skill the Class of 2024 developed through the Extended Essay and internal assessments. These independent projects allowed students to explore topics of personal and academic interest while developing advanced research and analytical skills. For instance, Anthony Chuang researched Beijing-Taipei relations through speeches and policy documents, identifying a tension between shared economic interests and local and international political imperatives. Patrick Chang investigated the antibacterial properties of essential oils building on lessons drawn from the experiments of Alexander Fleming. Will Colquhoun explored renewable energy, looking to optimise wind turbine designs for efficiency in remote locations, and Paul Graebner applied biostimulation techniques in agriculture, testing the effects of seaweed solutions on seedling growth.
Equally vital, and increasingly recognised as essential in the modern workforce, is creative thinking—a skill highlighted by recent World Economic Forum research as one of the most important for future success. Through striking art installations and intriguing theatre productions, students used their creativity to challenge perceptions and engage their audiences. In Theory of Knowledge, they grappled with complex questions such as, In the production of knowledge, is ingenuity always needed but never enough? and In the pursuit of knowledge, what is gained by the artist adopting the lens of the scientist and the scientist adopting the lens of the artist? Although such questions pose significant intellectual challenges, by the end of the Programme, student responses to these and other questions demonstrated increased confidence and a refined ability to think critically and imaginatively across disciplines, reflecting their development into adaptable and innovative thinkers prepared to thrive in a rapidly evolving world.
Finally, service lies at the heart of the IB Diploma Programme, aiming to foster a commitment to community and meaningful action. One standout example of the service learning undertaken by the 2024 IB Diploma cohort was a collaborative beach cleanup project initiated by Sam Poswell who brought together peers from Cranbrook, Kambala, and SGEGGS Darlinghurst. This initiative combined environmental action with building social connections, allowing students to make a tangible impact while fostering collaboration, and building teamwork and leadership skills.
As these students take their next steps, their achievements demonstrate the value of learning driven by curiosity. Their completion of the Programme will not only have shaped their futures, but their example has also inspired younger Cranbrookians, reflected in the 55 students enrolling for the IB Diploma Programme in 2025.
Nicholas Hanrahan
IB Diploma Programme Coordinator