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Students across the world have been studying the International Baccalaureate (IB) since 1968, but there are still some myths and misconceptions about what it is, what kind of student is an ideal IB candidate, what skills the IB develops, and what it can lead to.
Parents and students also often have questions about how the IB compares to high school qualifications such as the Victorian Certificate of Education (VCE), or the Higher School Certificate (HSC) in New South Wales.
So, what are some of the misunderstandings surrounding the IB? Here, we’ve unpacked 10 of the most common myths.
Myth 1: The IB doesn’t offer students as much variety as VCE
To complete the IB, students undertake six subjects of their choice and study three core compulsory subjects. Individual IB subjects can include Biology, Business Management, Chemistry, English Language and Literature, Film, French, Mandarin, Math Analysis, Math Applications, Physics, Psychology, Spanish, and Sports Exercise and Health Science.
Students can choose to do three of those subjects at Higher Level, so in greater depth.
The three core IB subjects are Theory of Knowledge (TOK), Creativity, Activity, Service (CAS), and a 4,000-word extended essay where students pick a topic, develop a research question based on that topic, carry out the research and report their findings.
“TOK invites students to think about how knowledge is produced and what knowledge actually is. For example, how does knowledge in the field of history differ from knowledge in maths?” says Casper Buisman, Standing Committee Member of IB Schools Australasia and Head of IB at Melbourne Montessori College. He is also a member of the IB Educators Network in Australia and is a member of the IB Curriculum Review Committee to develop the mathematics subject guides.
“CAS encourages students to think about how they can give back to their community — they might coach a kids’ tennis club, be a conversation partner with the elderly at a retirement home, work at St Vinnie’s or organise a beach clean-up day. They find ways to connect what they are learning in the classroom with the society and world around them.”
Myth 2: The IB is only for young people who are highly academic
“In Australia, the IB Programme is often seen as prestigious and even elitist — there’s a misconception that it’s only suited to the very best academic students,” says Casper.
“That is not the case. Students do not have to possess exceptional academic skills — they just need to be good workers who like to learn and who want to be well prepared for Uni. The IB challenges each young person to develop their critical thinking skills and it takes them out of their comfort zone, but it’s not solely a program for academic high-flyers.
“IB students are young people who want to develop themselves, who are curious, and who are preparing themselves for the next phase of their life.”
Myth 3: Because the IB promotes independent learning, my child won’t get enough support
While the IB promotes independence, students are still supported and guided by their educators to learn, explore, investigate and discover what they are capable of.
Individual learning plans and support ensure each student receives the encouragement and practical advice they need to meet IB requirements.
“Many smaller schools that offer the IB have a lower student to teacher ratio, too, which means classes can be more bespoke and tailoured to each student’s interests and needs,” says Casper.
“For example, I can ask students what do you need from me today? How can I help you move ahead with your learning today? What do you have to finish and how can I help you with that? Where are you in that process and what will help you move forward?”
Myth 4: The IB is more competitive than other high school qualifications
Unlike in the VCE for example, students do not compete against each other for a ranking in the IB Programme. In essence, VCE study scores are determined by how well a student performs in a subject compared to other students in their cohort taking that subject. A student’s individual study scores determine their final ATAR.
The IB Programme is non-competitive so, depending on how hard they work, every student can get a high grade regardless of what grades other students get.
“If a student and the rest of their classmates work hard, they will all get a high grade in the IB. Because of this approach, the IB encourages students to collaborate and support each other to do their best — because they are not in competition,” explains Casper.
Myth 5: The IB isn’t as rigorous as other high school qualifications
Three of the six chosen subjects in the IB Programme are studied at higher level, giving students the opportunity to explore at greater depth.
All IB students also study a second language and the programme offers several languages ‘ab initio’ — which means students spend two years learning about the language and culture without any previous knowledge of that language.
“While the IB encourages independence and fosters self-directed learning, each student has to meet strict criteria and standards to complete the programme and be awarded the IB Diploma,” says Casper.
“The IB is recognised by universities worldwide and is often referred to as the ‘Gold Standard’ of education, where each student’s work is assessed according to international standards.”
Myth 6: You need to be fluent in a second language to take the IB
Taking a second language subject is compulsory in the IB, but you don’t have to be proficient because the IB offers Language Ab Initio courses. These are specifically designed for students with little or no prior language experience at all. These courses develop a student’s intercultural understanding together with a basic command of the language being studied.
“An IB course with small class sizes and plenty of personalised support from language teachers means that even first-time learners build language confidence and skills quickly and discover the joy of learning a new language,” says Casper.
Myth 7: The IB doesn’t prepare students for entry to university
A 2024 study by the Australian Council for Educational Research (ACER) showed the percentage of IB Diploma Programme students offered a university place was 97.7% or more — about 10 percentage points higher than for Year 12 students who didn’t do the IB. Completion rates for the IB are also higher than for students who complete VCE.
“The IB challenges students to take charge of their own learning — an important factor for success in university and beyond,” says Casper.
Myth 8: The IB is only for students who are planning to study overseas
The IB Diploma is recognised internationally, however it’s also highly respected by every major Australian university. In fact, IB students are often offered early or preferential entry to universities across Australia.
Research also shows that young people who complete the IB are more likely to enrol in a top-ranking institution compared to students who’ve chosen other pathways to higher education.
Myth 9: The IB doesn’t prepare students for STEM careers
IB students consistently perform strongly in STEM fields, because the Programme includes challenging, inquiry-based maths and science subjects, including Biology, Physics and Chemistry.
“It builds the critical thinking and problem-solving skills that are essential for success in STEM degrees and for successful careers in STEM,” says Casper.
For instance, in December 2024, 28 Victorian IB students achieved perfect 45-point scores (ATAR of 99.95), with many intending to study STEM-related degrees, underscoring the IB’s strength in preparing students for STEM pathways (The Age, December 2024).
Myth 10: You have to give up your life to do the IB!
While the IB is a rigorous programme, it is also holistic in its design. For students who undertake the IB at a smaller school, with lower student to teacher ratios, students can often be well-supported to ensure their IB years are balanced and that they maintain their wellbeing and extra-curricular interests.
With the right structure and guidance, students learn how to manage their time effectively and can still participate in music, sport, part-time work and their life beyond the classroom.
“The third element of the core, CAS, recognises that the IB is not just about study and achieving high grades and it encourages a balanced lifestyle,” says Casper.
The IB in action…
Matthew Voudouris is an IB graduate from Melbourne Montessori College (MMC) who is fascinated by architecture, particularly the design and construction of vast sports amenities, such as Marvel Stadium and the MCG. He’s studying a Bachelor of Architecture at the University of Melbourne and plans to complete a Master of Architecture.
Matthew is also a talented musician and composer and he’s also completing a Diploma in Music, specialising in Composition, at the Melbourne Conservatorium of Music.
“I started playing piano when I was five and had piano lessons for 12 years. When I began the International Baccalaureate Diploma Programme (IBDP), I did Music Higher Level so I could build my performance and composition experience,” says Matthew.
He joined Melbourne Montessori College in kindergarten and when he graduated from the school in 2021, he became the first MMC student to attend the IB schools Victoria and Tasmania award ceremony for students who achieve a score of 40 or more out of a possible 45 in the IBDP.
“During the IB, there were opportunities to discover subjects that particularly interested me, and to explore those at a deeper level. Small classes also ensured I had plenty of support from teachers,” says Matthew.
“The IB certainly prepared me for university. I knew how to manage my time and build good relationships with lecturers and tutors. The programme also taught me that you have to be proactive, independent and to enjoy the process of learning.”
* This article is sponsored by Melbourne Montessori College. Learn more about them here.*
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