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Option Internationale du Baccalauréat (OIB)‏. A bilingual and bi-cultural curriculum framework within French baccalauréat structure, responding to needs.

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Presentation on theme: "Option Internationale du Baccalauréat (OIB)‏. A bilingual and bi-cultural curriculum framework within French baccalauréat structure, responding to needs."— Presentation transcript:

1 Option Internationale du Baccalauréat (OIB)‏. A bilingual and bi-cultural curriculum framework within French baccalauréat structure, responding to needs of international people residing in France. Presentation by A. Ackroyd and R.Miller to the Admissions Group, King’s College, London, June 2008.

2 Aims To describe the French Baccalauréat and aspects of the French system To describe the French Baccalauréat and aspects of the French system To highlight key points about student performance in the French Baccalauréat To highlight key points about student performance in the French Baccalauréat To compare levels of performance in the Baccalauréat with A level performance To compare levels of performance in the Baccalauréat with A level performance To show how the OIB is clearly integrated into and added on to the baccalauréat framework To show how the OIB is clearly integrated into and added on to the baccalauréat framework To demonstrate why the OIB might be viewed as distinct from the normal French Baccalauréat in the consideration of UCAS applications because of its breadth and workload To demonstrate why the OIB might be viewed as distinct from the normal French Baccalauréat in the consideration of UCAS applications because of its breadth and workload To propose equivalences between the two examinations in the context of UK university entrance To propose equivalences between the two examinations in the context of UK university entrance To ensure that this information is communicated to all faculties/departments in the delegates’ respective universities To ensure that this information is communicated to all faculties/departments in the delegates’ respective universities

3 French Baccalauréat général Divided into S, ES and L series Divided into S, ES and L series Marked out of 20, a score of 10 giving automatic access to French university Marked out of 20, a score of 10 giving automatic access to French university Has three honours levels, “assez bien” 12 to 13.99; “bien” 14 to 15.99; “très bien” 16 and above Has three honours levels, “assez bien” 12 to 13.99; “bien” 14 to 15.99; “très bien” 16 and above Broad-based academically and all subjects taught by specialists Broad-based academically and all subjects taught by specialists Based on a coefficient system to give added weight to areas of specialisation Based on a coefficient system to give added weight to areas of specialisation All series cover maths, science, two foreign languages, philosophy and sport All series cover maths, science, two foreign languages, philosophy and sport

4 Characteristics of the French educational system Less variation between schools: methods and routines more uniform across country Less variation between schools: methods and routines more uniform across country Appreciation of the value of knowledge and education: “la culture générale” Appreciation of the value of knowledge and education: “la culture générale” Competitive and relatively unforgiving: “redoublement” Competitive and relatively unforgiving: “redoublement” High levels of discourse, analysis and knowledge base: no “soft option” subjects High levels of discourse, analysis and knowledge base: no “soft option” subjects

5 Characteristics of the French educational system Heavy workload: up to 38 hours of timetabled tuition a week: homework on top of this Heavy workload: up to 38 hours of timetabled tuition a week: homework on top of this Class numbers routinely up to 35 in specialised subject areas Class numbers routinely up to 35 in specialised subject areas Additional 4 hour tests as routine: more set at tri-annual, peak summative assessment moments Additional 4 hour tests as routine: more set at tri-annual, peak summative assessment moments Exceptionally long working day: from 8:00 to 17:30 Exceptionally long working day: from 8:00 to 17:30

6 Typical qualities needed for success High analytical skills High analytical skills Rigour Rigour Autonomy Autonomy Resilience Resilience Mature independent study skills and attributes: Mature independent study skills and attributes: organisation and staminaorganisation and stamina commitmentcommitment self-disciplineself-discipline

7 Examination context within French system Range of subjects with high content levels Range of subjects with high content levels Programmes of study often completed only days before examination session Programmes of study often completed only days before examination session Little or no pre-exam revision time Little or no pre-exam revision time Limited criterion referenced learning and target setting except in British OIB Limited criterion referenced learning and target setting except in British OIB Maximum of two and a half weeks exam period: very concentrated Maximum of two and a half weeks exam period: very concentrated 4 hour papers and high specification oral exams 4 hour papers and high specification oral exams

8 Key statistics on baccalauréat participation and outcomes French government, 2006: Numbers of a given generation obtaining a baccalauréat is on the increase Numbers of a given generation obtaining a baccalauréat is on the increase In 2006, 64.2% of national cohort of 18 yr olds gained a baccalauréat: 34.6% in the bac. général; 17.2 in the bac. technologique and 12.3 in the bac professionnel In 2006, 64.2% of national cohort of 18 yr olds gained a baccalauréat: 34.6% in the bac. général; 17.2 in the bac. technologique and 12.3 in the bac professionnel OIB details are included in the bac. général statistics OIB details are included in the bac. général statistics In 2007, proportion of ALL 19 yr olds attaining at least two A levels or equivalent was 46.8% of the population of UK and Northern Ireland In 2007, proportion of ALL 19 yr olds attaining at least two A levels or equivalent was 46.8% of the population of UK and Northern Ireland

9 Numbers and success rate of students taking the French baccalauréat général, 2006 SeriesNo. Of pupils taking exam No. Of pupils obtaining pass Pass rate as % of candidates ES 101,86185, L 60,99850, S 163,815146, All series 326,674282, in 2003

10 Levels of achievement In 2006, the proportion of bacheliers graduating with a "mention" (honours: "assez bien", "bien" and "trés bien") is on the increase at 46%, but is relatively stable in comparison to A level In 2006, the proportion of bacheliers graduating with a "mention" (honours: "assez bien", "bien" and "trés bien") is on the increase at 46%, but is relatively stable in comparison to A level Based on figures given for numbers taking the bac géneral, this makes 16.8% of total population of bac taking age Based on figures given for numbers taking the bac géneral, this makes 16.8% of total population of bac taking age

11 Percentage of successful students gaining each level of the "mention" in 2006 SeriesTrès bienBienAssez bienTotal “mentions” as % of bacheliers L S ES All Series

12 A level grades as % of students taking the exams, 2006 ABA/B cumulative CDEU All A levels S bac mentions TB 7.1 B 17.5 Total 24.6 Mathematics Bac Mentions TBBABTotal All series

13 Comments on statistics  Note the similarity between % of As and Bs in all A levels and the % of all mentions  This translates to following equivalence when we counsel students

14 Approx. equivalence guidelines for students This is one model for how we advise our students and help them to assess themselves in relation to course criteria and their ability to meet entry requirements: it has been relatively successful in terms of offers made. We believe that OIB students should be differentiated from non OIB baccalauréat students. Bac markOIB markA level equivalence 109 / 10 1 B and 2 Cs Bs and 1 C Bs A and 2 Bs As and 1 B As As, reflecting trend for more A levels being taken by high level candidates

15 Issues we encounter  Distinctions not often made between "normal" French Baccalauréat students and OIB students  Courses with lower A level requirements do not always make adjustments below 12 in interpretation of Bac  A 10 gives automatic university entrance in France  At highest level of offers, extremely high grades required of the Bac: increase in level of offers based on A level grading rather than on any perception of rate of "mention" acceleration in the French system  Outstanding students may not obtain these grades but their exam performance is still of the highest quality, especially true for science students  Where distinction is made, our students perform very well

16 Option Internationale du Baccalauréat Bi-lingual and bi-cultural examination Bi-lingual and bi-cultural examination Partnership between French government, participating international schools and Cambridge International Assessment (CIA) Partnership between French government, participating international schools and Cambridge International Assessment (CIA) A level type studies in English language and literature and history and geography A level type studies in English language and literature and history and geography Represents up to four hours extra in curriculum time Represents up to four hours extra in curriculum time Adheres to French educational principle of a demanding written and oral strand Adheres to French educational principle of a demanding written and oral strand

17 OIB across the series This high level option retains the same course content within all series This high level option retains the same course content within all series Demonstrates level of general culture and range of linguistic expertise in these bi ‒ lingual students Demonstrates level of general culture and range of linguistic expertise in these bi ‒ lingual students

18 Participation in OIB UK option students students students students 20 schools in France; 1 school in Belgium 20 schools in France; 1 school in Belgium There are more schools in the pipeline: French government is developing the examination and the participation of schools

19 Proportion of marks awarded to OIB elements as coefficients and % Eng lang/lit W.O. Hist / Geo W.O. Approx % of Overall mark Bac L Bac S Bac ES5.4 40

20 OIB S bac: UCAS form sample profile Baccalaureate Académie de Lyon06/2008S French Written coef. 206/ French Oral coef. 206/ Travaux Pratique Encadrés coef. 204/ Mathematics coef. 706/2008 Life and Earth sciences coef. 606/2008 Physics and Chemistry coef. 806/2008 Philosophy coef. 306/2008 English BOI coef. 906/2008 History-Geography BOI coef. 706/2008 Sports coef. 206/2008 Spanish coef. 306/2008 GCSE English06/2006EdexA* English Literature06/2006EdexA* Mathematics06/2006EdexA*

21 OIB: structure of History and Geography paper Written: 4 hour paper based on whole syllabus Written: 4 hour paper based on whole syllabus One question answered on history and one on geography from selection of two per subject area One question answered on history and one on geography from selection of two per subject area Oral examination of 15 minutes duration after 15 minutes preparation Oral examination of 15 minutes duration after 15 minutes preparation

22 OIB: structure of the Language and Literature paper Written paper: 4 hours based on study of three texts, poetry, prose and drama Written paper: 4 hours based on study of three texts, poetry, prose and drama Unseen critical appreciation of poetry or prose passages, with comparison option Unseen critical appreciation of poetry or prose passages, with comparison option 30 minute oral on three texts, including 7 to 10 minute presentation on a passage from Shakespeare, after 35 minutes preparation 30 minute oral on three texts, including 7 to 10 minute presentation on a passage from Shakespeare, after 35 minutes preparation

23 Educational benefits of OIB OIB teaching and pedagogy adds the following to the Baccalauréat framework: high level of monitored assessment and focused self-assessmenthigh level of monitored assessment and focused self-assessment student-focused dialogue leading to reflective and exploratory thinking in formative workstudent-focused dialogue leading to reflective and exploratory thinking in formative work creative application of analytical skills in various media based on UK curricular frameworkscreative application of analytical skills in various media based on UK curricular frameworks high specification oral and presentation skillshigh specification oral and presentation skills

24 Contract for excellence between pupils and teacher Diversity and opportunity added to French curriculum Diversity and opportunity added to French curriculum Truly international range of students working at mother tongue level Truly international range of students working at mother tongue level Motivated, self-selected, diverse and talented student body Motivated, self-selected, diverse and talented student body Sense of contract based on meeting high demands together Sense of contract based on meeting high demands together

25 A Level/OIB equivalence in terms of offers Within this, universities might ask for higher grades for specific subjects connected to the degree applied for. See OIB handbook on ASIBA website, published by University of Cambridge. OIB ScoreA levels 102 Bs and 1 C 113 Bs 121 A and 2 Bs 132 As and 1 B 143 As

26 Key Messages It is worth reflecting on making a distinction between normal French bac. offers and offers made to those following the OIB, as already happens in some universities It is worth reflecting on making a distinction between normal French bac. offers and offers made to those following the OIB, as already happens in some universities Often, offers for the highest level courses seem too high in relation to statistical comparisons between A level and the bac. The same is true of courses requiring lower than two Bs and a C at A level Often, offers for the highest level courses seem too high in relation to statistical comparisons between A level and the bac. The same is true of courses requiring lower than two Bs and a C at A level

27 Key Messages Bear in mind the key statistical comparisons of A and B achievement at A level and the total % of "mentions" we have mentioned today Bear in mind the key statistical comparisons of A and B achievement at A level and the total % of "mentions" we have mentioned today OIB is optional in a context of an already heavy workload: often, it is a contrast to series specialisation OIB is optional in a context of an already heavy workload: often, it is a contrast to series specialisation It is a positive educational choice for enriched learning by motivated students It is a positive educational choice for enriched learning by motivated students Can also be a risk in terms of coefficient-based assessment Can also be a risk in terms of coefficient-based assessment

28 Key Messages This is in opposition to recent notions of "soft options" coming through in debates about A level grades in UK This is in opposition to recent notions of "soft options" coming through in debates about A level grades in UK Most students are, by all measures and indicators, high-achievers Most students are, by all measures and indicators, high-achievers The principle of negotiation and discussion with the school UCAS co-ordinators is of prime importance as the establishment of clear correspondences between the two national systems remains elusive The principle of negotiation and discussion with the school UCAS co-ordinators is of prime importance as the establishment of clear correspondences between the two national systems remains elusive

29 Contacts Alan Ackroyd: Rob Miller:


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