From Curiosity to Confidence: Why Students Are Choosing the IB Diploma Programme
As Year 10 students continue to weigh their options for senior study, a question looms large: which programme will best prepare them not just for final exams, but for university, the workplace, and life in an increasingly interconnected world?
For a growing number of students, the answer is clear: the International Baccalaureate Diploma Programme (IBDP). Far more than just a qualification, the IB Diploma offers a holistic, globally-recognised education that nurtures independence, critical thinking, and real-world engagement. But don’t just take my word for it – here is what current IB Diploma students say about the programme that is reshaping their outlook, their habits, and their futures.
A Well-Rounded Education That Aligns with Your Interests
For Will Wenderoth, the appeal of the IB was immediate. “I chose the IB Diploma because I saw it as a more well-rounded final-year programme. I was really drawn to Theory of Knowledge (TOK), and the assessment structure made more sense to me. I also looked at the subject guides, and I found the IB courses aligned much more closely with my interests.” That breadth and depth of learning is a recurring theme. Mickey Chen explains, “The course stood out for its flexibility. Not only does it open up more opportunities overseas, but it also helps me develop a broader conceptual understanding across all subjects. People often say the other programme is more flexible, but in the long run, I think the IB gives you more options.”
Slade Keating was drawn to the IB’s international outlook and subject depth. “The programme’s global sensitivity, its emphasis on language, service, and academic rigour, really appealed to me. It felt like a continuation of the Cranbrook School experience I’ve always valued. The IB encourages curiosity and compassion in a broader, global context.”
A Community of Learners, Not Competitors
One of the most often-cited advantages is the learning environment itself. IB class sizes are typically smaller, which makes a big difference. “In earlier years, I was in classes of 20 or more,” says Oliver Smith, “but in the Diploma, most of my classes have around 10 students. That shift has made learning feel much more personal and interactive.” James Malcom echoes this: “Even in my largest class of 10, the teaching is highly individualised. I’ve learned more efficiently and effectively this semester than at any other point in high school.”
Elliot Lindley appreciated the shift in culture. “What drew me to the IB was the chance to collaborate rather than compete. I liked that the DP rewards consistent effort across subjects rather than perfection in one. The grade boundaries provide clear and achievable goals without the pressure of ranking.” This more open, collegiate learning culture also supports strong student-teacher relationships. “In the IB, teachers feel more like mentors than instructors,” says Louis Nguyen. “That makes the whole experience more relaxed and enjoyable.”
TOK, CAS and the EE: Developing the Whole Student
While academic rigour is a given, what sets the IB apart is its focus on how students learn and why learning matters. A core part of the IB experience is Theory of Knowledge (TOK), a subject that challenges students to reflect on the nature of knowledge itself. “TOK is one of my favourite parts of the programme,” says Will. “It’s perfect for someone like me who’s into philosophy, and I love the flexibility of the take-home assessments.” James agrees: “TOK helps you explore how we know what we know. The IB also offers the Extended Essay (EE), which lets you dive into something that really interests you. It’s a rare opportunity to do truly independent research in high school.”
The Creativity, Activity, Service (CAS) programme is another standout feature. Zak Bogg says, “CAS has pushed me to get involved in new activities I wouldn’t have tried otherwise. I even picked piano back up after quitting in Year 9. It’s helped me grow creatively in a way I didn’t expect.” Slade also highlights CAS as a space for self-discovery: “It encourages you to pursue individual projects and personal challenges. Within the IB, there’s room to be curious, and to act on that curiosity with purpose.”
Built for Independence, and for the Future
The IB Diploma demands strong time management, but it empowers students to take charge of their learning. Tom Dawson saw it as a chance “to test my own discipline and take full responsibility for my results.” Zak took the plunge for similar reasons: “I chose the IB because I knew I needed to become more organised and diligent. It’s already helped me build habits that I lacked in Year 10.”
This self-directed approach helps prepare students for life after school. “You learn to be accountable for your own learning,” says Oliver. “That independence will serve you well at university and beyond.” Aarya Mistry agrees: “The IB pushes you to be more active in your learning and more organised with your time and commitments.”
Global Recognition, Global Possibilities
For students with international aspirations, the IB is a strategic choice. “I wanted to study overseas, and the IB just makes that easier,” says Roman Fischer. “It’s recognised around the world and gives you a better sense of how global education systems work.” James agrees: “While you can go overseas through other pathways, the IB makes that process far more accessible. It also prepares you better for the expectations of university.” Mickey highlights another key point: “If you start with the IB and change your mind, you can transfer out. But it doesn’t work the other way around. That flexibility gave me peace of mind.”
Not Just for ‘Top’ Students
Contrary to myth, the IB isn’t just for academic high-flyers. “Don’t be scared of the IB!” says Will. “It’s a great opportunity, even if you’re not a straight-A student. If you enjoy a variety of subjects and want to dive deeper into them, you’ll love it.” What matters most is mindset. “The IB is definitely more challenging,” says Roman, “but that’s why it’s worth doing. It teaches resilience, balance, and global awareness, things you don’t always get in other programmes.”
Jared Swinbourne offers a practical tip for balance and wellbeing: “Take an Arts subject, even if it’s new to you. It’s something genuinely enjoyable in your week, there’s no final exam, and it helps make the rest of your workload feel a little lighter.”
An Interconnected, Modern Education
The IB fosters connections across disciplines. Elliot explains, “Taking subjects across all groups helped me see how everything is interconnected. Subjects I used to find dull became more engaging when I saw how they linked to topics I cared about.” He also praises the coursework. “The Internal Assessments and the Extended Essay let me explore areas of interest in real depth. I’m genuinely proud of the work I’ve produced.”
A Decision That Shapes Who You Become
Ultimately, choosing the IB is about far more than a piece of paper. It’s about becoming the kind of learner, and the kind of person, you want to be. As Slade puts it: “The IB is more than just subject choice; it’s an interactive community of students and educators. It fosters personal and character growth, not just academic achievement.” Or in the words of Elliot: “The IB challenges you to be creative, consistent, and curious. It rewards those who value understanding over memorisation and learning over performance. If that sounds like you, it’s absolutely worth it.”
As Marius Samway concludes: “The IB builds skills like critical thinking and global awareness that I’ll carry into university and beyond. For me, it’s not just a curriculum—it’s preparation for life.”
Nicholas Hanrahan
Head of IB Continuum and Diploma Programme Coordinator
