GETTING MORE

OUT OF THE IB
A GUIDE FOR STUDENTS WHO
WANT TO CHANGE THE WORLD
UWC USEFUL GUIDES
WE ARE UNITED WORLD COLLEGES

We are United World Colleges, a global movement that inspires young people to push for
social change, peace and unity.

At our 17 schools on four continents, we bring together diverse students from more than
155 different countries and backgrounds, to share experiences and discover common ground.

We believe that a high quality education shouldn’t be just for those with money, so 70% of
our IB Diploma students receive scholarships to pay their tuition in part, or in full.

WHO
Our WE
students AREafter by universities all over the world. But UWC life isn’t just about
are sought
exams and classes. You will:

Meet people from all over the world, and discover new cultures and perspectives
Challenge yourself, and become more compassionate, considerate and confident
Discover new interests, from art to music, sport and causes
Get involved in community projects, and organise some of your own
Learn that you can make an impact, and start making it

Every year we select students that want to turn their passion into progress. Join us: you’ll
make friends from many countries, and discover that you have the power to shape a better
world for everyone.

It’s all possible. And it starts here.

For more information on UWC visit our website at

www.uwc.org
 IS THE IB DIPLOMA FOR ME, AND
HOW CAN I MAKE THE MOST OF IT?

Choosing the next step in your education can be stressful.

There are so many options available to you, and so much is possible. But everyone has a
different piece of advice, and it seems like there are no “right” answers.

At this point, the most important piece of advice is: what feels right for you?

Everyone has different reasons for choosing their next school. Some want to focus on their
favourite subjects, while others want to learn about a wide range of topics. Some want a
programme that’s designed to get them into a leading university. Some want to explore
other passions - such as sport, music and drama - and others want to grow as a person,
meet new friends, and get involved in projects and trips in their communities and beyond.

If you’ve been researching, you may have come across the International Baccalaureate (IB)
Diploma. The IB Diploma is a challenging but rewarding programme designed for students
aged between 16 and19.

As an IB student, you will:

Explore a broad range of subjects, rather than just a few

Learn valuable life skills, such as being able to think critically, research and work in a team
Discover your athletic, artistic, and creative sides
Consider your place in the world, and how you can make communities better

But what is studying the IB Diploma like, and how do you make the most of it? In this
guide, we will help you to find out more about what the IB Diploma involves, and where it
can take you. 

We’ll discuss:

What the IB Diploma involves

Whether the IB Diploma is for you
How to choose the right IB school for you
How to make the most of the programme, in and out of the classroom
How the IB Diploma can transform your life

Along the way, you’ll hear from IB teachers, and you’ll meet students who will tell you
about their own personal experiences.
 A DIFFERENT
TYPE OF
EDUCATION
Leonor was looking for something else. Back in 2014, she was
studying at a public school in her native Portugal, preparing
for her last two years at high school. She was hard-working
and had a plan laid out to study medicine. But there was
something missing.

“I remember getting to winter break, and feeling so

frustrated. The teachers would say something and we would
just write in our books. We had some labs, but they were
slightly old subjects, and I didn’t feel like there was any
relationship between what I was studying and the real world.”

Leonor wanted a new challenge that would push her out of

her comfort zone. She knew someone that had gone to a
UWC school in Hong Kong, and loved the idea of spending a
couple of years in a high school somewhere else in the world.

But the IB Diploma stood out for other reasons as well.

“At high school in Portugal, you often choose a track. I chose

science, but I felt like I was missing out on social sciences and
other interesting subjects. I looked up the IB and a lot of the
schools were expensive, but then UWC came up.”

She applied to UWC through the UWC national committee in WHAT ARE UWC
Portugal. She was then invited to a selection weekend, where NATIONAL COMMITTEES?
candidates got involved in debates and interviews.
UWC national committees are
Where students end up often depends on which of the 17 responsible for selecting students who
schools offer them a scholarship. Leonor’s top three wish to study the IB Diploma at a
preferences were Hong Kong, India and Canada. UWC school. In particular the 70% of
our students who receive financial
“I wanted to see how far I could go. I wanted to experience a assistance apply through their local
culture that was very different from mine.” national committee.  The Global
Selection Programme is an alternative
At the age of 15, she was accepted by UWC Mahindra application route for those who are
College, and packed her bags for Pune, India. able to pay the full fee themselves.
See www.uwc.org/howtoapply for
“I told myself that everything’s going to change for me for more information on our national
now. It was like I was going on an adventure.” committees and application routes.
 WHAT IS WHAT DOES IT INVOLVE?
The IB Diploma encourages you to explore a wider range of
THE subjects than qualifications such as A-levels. It also pushes
you to develop your writing, debating, critical and research
IB DIPLOMA? skills, and requires you to get involved in creative, sporting
and community activities. At the heart of the programme is
the “core”, which is made up of:
The IB Diploma is one of four
Theory of Knowledge
programmes offered by the You’ll explore and debate the nature of knowledge, think
International Baccalaureate. about what we “know” and consider different perspectives
The Diploma is for 16 to 19
Extended Essay
year old students. It is designed
You’ll research and write a 4,000 word paper on a subject
to provide a broad education that interests you
that will help you get a place at
a high-quality university, as Creativity, Activity and Service
You’ll get involved in a range of initiatives and challenges,
well as teach you to think and you’ll complete at least one project. This could involve
critically, and inspire you to producing a performance to raise awareness of an issue
help others. (creativity), coaching or starting a community sports club
(activity) or launching a community campaign (service)

The IB is taught in around You’ll also choose six subjects from the following groups:
5,000 schools, in over 150
countries worldwide. It is Studies in Language and Literature
Language Acquisition
respected by top-ranking
Individuals and Societies
universities, from the USA’s Ivy Sciences
League to the historic Mathematics
campuses of Europe. UWC The Arts

worked closely with the

You will take three or four of these six subjects at Higher
Geneva International School Level, and the rest at Standard Level. You can also replace
and the United Nations School your Arts subject with an extra Sciences, Individuals and
in New York to develop the IB Societies, or Languages course.
when it was founded in 1968.
To find out more about the IB Diploma, go to www.ibo.org 
  IS THE IB DIPLOMA FOR ME?

The IB Diploma can be fascinating, but it’s also a challenging programme.

These questions might help you work out if it’s right for you.

WHAT IS YOUR MAIN REASON FOR STUDYING?

Many national high school qualifications and the IB Diploma are accepted by leading universities. However,
the IB asks more of you than just good academic grades. You will be required to get involved in creative and
physical activity, organise and contribute to community projects, and explore different perspectives and
ways of thinking.

DO YOU WANT TO LEARN ABOUT A BROAD RANGE OF

SUBJECTS, OR JUST FOCUS ON THE ONES YOU LOVE?
If you study the IB Diploma, you’ll be asked to choose six subjects that include sciences, arts, and languages.
You’ll also explore more general skills, such as how to think critically, research effectively, and express
yourself. Programmes such as A-Levels are valuable if you want to specialise in a particular field, such as
sciences.

ARE YOU INTERESTED IN LEARNING LANGUAGES?

The IB Diploma is designed for young people who are curious about different cultures. You will be required
to learn at least one language other than your native language, though there are often opportunities to
learn more too.
HOW GOOD ARE YOU AT MANAGING YOUR TIME?
If you study the IB Diploma, be prepared for a busy two years. The programme requires you to complete
several assessments, research and write a detailed essay, and participate in projects. Many former IB
students have said that the programme has really helped them to grow, and made them much more
prepared for university. But there will be days when the homework might feel overwhelming, so it is worth
learning to plan out your time effectively.

ARE YOU INTERESTED IN HELPING OTHERS?

The IB Diploma encourages students to be more caring and considerate. As part of the programme, you will
be asked to plan and get involved in projects that benefit the community. You will develop empathy for
others, seeing the world through other realities. You will also learn important skills such as organisation,
teamwork and responsibility.

At UWC, we go even further. We bring together students from many different backgrounds and countries,
and challenge them to make a difference in their communities with projects and even small enterprises.

TIME TO REFLECT...
KNOWING WHAT YOU NOW KNOW ABOUT THE IB, TAKE A MOMENT TO WRITE DOWN WHAT
MATTERS MOST TO YOU AND WHAT YOU WANT TO GET OUT OF STUDYING FOR THE DIPLOMA
  CHOOSING THE RIGHT PLACE TO
STUDY THE IB DIPLOMA

Choosing the right school is often even more important than choosing the right
courses. You want to be somewhere you feel comfortable, form new friendships, and
have inspiring experiences. Picking the school that suits you most is the first crucial
step in making the most of the IB experience.

So what should you look out for?

DO YOU WANT TO EXPLORE OUTSIDE YOUR COMFORT ZONE?

There are many different ways to study the IB:
Online
It is possible to study some of the IB Diploma courses online through Pamoja Education, although the
full programme can only be completed in schools. Students from 25 different countries learn together
through weekly lessons and guided discussion. 

Day school
You will study the IB curriculum as normal, but will go home at the end of the school day.

Boarding school
You will stay on the school campus during term time. Many boarders say they make close friends during
their time at school, but this can require a bit of adjustment.

International school
These schools are often attended by students who are not from the country in which the school is
located. This may be because their parents in this country for work, and want their child to learn the
curriculum of another country. For example, a British International School would offer curricula you
would expect to find in Britain, such as iGCSEs or A-Levels. Studying at an international school will often
allow you to meet people from many different countries.

Alternative school experiences

You may find that some schools have a philosophy which makes them stand out. At UWC, we believe
that one of the most important things a student can learn is to embrace new cultures and perspectives.
We select diverse students from all over the world, so you will be living and studying with people with
different cultures, religions and life experiences. Many of our students will be living in a completely new
country, and because we offer full scholarships, young people from many backgrounds will be learning
together. This can be an eye-opening and transformative experience, but you need an open mind and the
ability to adapt.
WHERE IS THE SCHOOL LOCATED?
When you’re looking for your ideal IB school, think of where you want to learn. Some schools will be based
within a city, putting you within easy reach of things like museums, transport and shops. Others are
sprawling campuses in beautiful locations, surrounded by breathtaking views and landmarks - but may be a
little bit more isolated.

For example, UWC Pearson College's campus is set in the forest on the southern end of Vancouver Island.
Waterford Kamhlaba UWC SA is on top of a mountain in Sidwashini, 15 minutes from Swaziland’s capital. In
contrast, our school in Hong Kong, UWC Li Po Chun, is in the heart of this thriving global financial capital. 

WHAT DOES THE SCHOOL COST?

Money is obviously a factor when selecting a school. Many private international schools and boarding
schools can be expensive, although they offer strong teaching and state-of-the-art facilities. UWC believes
that young people should have access to a quality education regardless of their background, and offers part
or full assistance to most students. However, you will have to go through a selection process to be
accepted.

WHAT IS THE REPUTATION OF THE SCHOOL?

There are many school league tables out there that grade schools on factors such as their academic
achievement. These can be useful, but don’t always give you the full picture. You need to find out whether
the school has the right atmosphere for you, how they support students, and what activities they offer. Talk
to former students and research online to get a clearer picture of whether a certain school is for you, or visit
an open day if you can.
DOES THE SCHOOL OFFER THE COURSES YOU WANT?
The IB offers a wide range of subjects, and not every school is able to provide all of them. If you have
specific subjects that interest you, make sure that the school you’re considering will let you take them, and
find out more about the facilities and teachers that will help you learn and enjoy them.

DO THEY HAVE A PARTICULAR APPROACH TO THE IB?

The IB is not set in stone. That can give you the opportunity to explore new things and challenge yourself,
but it can also mean that schools interpret it in different ways. For example, do they focus heavily on the
academic side to ensure that students are attractive to universities? Or do they make the most of the
community and creativity focus to develop you as a rounded and resilient person?

UWC schools empower students who want to change the world. Therefore, we build on the community
service element of the IB. We will help you discover that you can take action for positive change, and help
you to create projects and initiatives that make a difference in the lives of others. We also stress the
importance of being a global citizen. Your friends will be from all over the world and you’ll have an
understanding of, and appreciation for, many countries and their cultures.

We feel that the best way to get the most out of the IB is to immerse yourself in a new environment,
surround yourself with diverse people from a variety of backgrounds, and improve your teamwork,
resilience and self-confidence by creating initiatives that benefit others.
 WHAT IS  The UWC experience can be very different, depending on
where you go in the world. However, it is always a mix of
many different nations and ideas.
IT LIKE
Leonor was keen to discover a new part of the world, and says
STUDYING her time in India helped her see things in a new light.

THE IB “I remember being very nervous. In the first month, everyone’s

just getting used to things and the pace is very slow. Back at

DIPLOMA home, I was always the one who’d say something first. But
when I was there, it wasn’t so much that I got shy, but I

AT UWC? realised that I didn’t know so much about certain things. So I

decided I’d shut up for a while and see what other people had
to say. It was about learning more than speaking.

“There were so many things happening at once, and it was

really intense, but the environment was warm and welcoming.”

Leonor considers herself hard-working, but says that the

timetable was very busy and required good time management.

“We’d have classes from around 7.30am to 2pm, and then

Creativity, Activity and Service (CAS) activities. I was part of a
volleyball team as we had the opportunity to create our own
clubs. But I was also a co-ordinator for a medical and political
programme, in which we’d go to one of the surrounding
villages and do performances.”

The approach to classes was also very different.

“The teachers would ask us leading questions but not give us

the answer. We had to be resourceful and find the answer. I
took Spanish, Psychology, Maths, Standard Level English
language and literature, Biology and Chemistry. I was very
happy as we studied Theory of Knowledge. At first, I wondered
why it mattered to talk about why we know things, but it’s
something that a lot of people think and write about in college
now.”

So what does she feel about the IB now?

“Looking back, although the IB was quite overwhelming at

times and there was a lot to be learned, overall it made me a
lot more confident and taught me how to study. My first year
at college felt much easier than my second year of IB. I’m
much more sure of the things I say because I research, and I’m
so much better at writing.”
While Leonor spent two years in India, Inês found herself on
Vancouver Island at UWC Pearson College.

“I heard about UWC through a friend and read about it, and it
was amazing. I never know it was what I wanted from life until I
read it. The idea of bringing people together through education
and making them discuss the world sounded so inspiring.”

Her English wasn’t bad, but she found herself in a school where
no one else spoke Portuguese.

“It was definitely colder, and the food was a bit different. It could
be challenging if I didn’t know a word and couldn’t ask someone.
When we all got there we had two weeks where we didn’t do
much, and everyone was a bit homesick. But when you start
classes, you get into a rhythm. I just became so efficient. You’re
in this place where everyone is doing everything and you’re all in
the same boat. You go with the flow and make yourself do it.”

So what was the IB like for Inês at UWC?

“It’s a lot of work. You start off in your first year and it’s okay. In
the second, there are lots of internal assessments and essays. I’d
never really written an essay in my life, and hadn’t given my
opinion in that way before in school. It really changed the way I
approach things.

The workload is huge. I had a checklist with all the things I

needed to do. A friend said once that you never really finish it,
you just add new things. But now I don’t really find university
that bad, because the IB prepared me for all of that workload.

“Doing the IB at UWC is a very different experience. You’re part

of a group of people from all over the world. Some had nothing
growing up, but there you’re all equal and there are no barriers
between you.”

For many, researching the IB can be confusing. Does Inês have

any advice?

“Make sure you choose a subject that you really like and are
interested in. If you do something you don’t like, it’ll be a pain.
For example, if you do physics and don’t like it, you will struggle
as it’s one of the hardest subjects in the IB. The IB is continuous
assessment. It will push you to the limit and you’ll need to be an
organised person. And you’ll have to make sacrifices. You might
have to say: ‘I have to turn in a paper, so I can’t go out’.”
  CHOOSING THE RIGHT 
SUBJECTS FOR YOU

So, to recap:

As well as the “core” of the IB Diploma, which consists of your Theory of Knowledge, Extended Essay and
Creativity, Activity and Service elements, you’ll be asked to choose six subjects from the following
categories:

Studies in Language and Literature

Language Acquisition
Individuals and Societies
Sciences
Mathematics
The Arts

You may also be able to take an extra Languages, Individuals and Societies or Sciences subject instead of
one from the  Arts. You’ll also have to study three or four of these subjects at Higher Level, which is 240
teaching hours per subject. Standard Level subjects are 150 teaching hours.

So which subjects should you do?

There’s no right answer here. Making the correct choice depends on:

Which subjects you’re interested in

This sounds obvious, but if you’ve got a particular love for a subject such as Physics or Spanish, you’re much
more likely to put the hours in. The IB can be a  lot of work, so it helps to enjoy the work you’re doing.

Which subjects your school teaches best

In an ideal world, you’ll pick the school for you based partly on how well they teach the subjects you want
(or need). But if you’re choosing to round off your subjects that compliment those you really want to study,
you may want to research which ones the school excels in. That can turn a subject that’s moderately
interesting into something that really inspires you.

Which career you’d like to pursue

One of the key benefits of the IB Diploma is that it gives you a broad base of knowledge. But if you’re
thinking of studying a particular subject at university or graduating into a certain field, there are
combinations that universities and employers are looking for. 
For example, according to a blog post by King’s College at Cambridge University (UK), you’ll need:

At least two (and possibly three) of Biology, Chemistry, Maths or Physics to study the sciences or maths
Mathematics at Higher Level to study computer science
Higher Level Chemistry to study medicine
Higher Level Maths and Physics to study engineering

To find out more about how you can choose the right subjects for your ambitions, get in touch with your
school’s careers advisor.

Which subjects are most difficult

If you’re studying the IB, you’ll be graded on a scale from one to seven, with seven being the highest. While
most universities will give you due credit for completing challenging subjects, you may wish to select some
subjects in which a seven is achievable.

If you want to get an idea of which are considered hardest and easiest, it’s worth asking IB teachers and
students for their views, either in person or online. You can also get some idea from the “statistical bulletin”
released each year by the IB itself, showing the percentage of students that achieved a certain grade in a
subject. Of course, this can be down to a variety of factors, but can give you some indication.

For example, the November 2017 IB Diploma Statistical Bulletin published by the IBO shows that 11.96% of
students achieved a seven in Biology at Higher Level, compared to 27.80% in Higher Level Chemistry. In the
Individuals and Societies cluster, only 2.16% achieved a seven in Higher Level History, while 21.84% got the
top grade in Higher Level Economics.
  GETTING MORE OUT
OF SUBJECTS

When you’re in an IB classroom, you won’t just be memorising textbooks. In each

subject, you’ll be discussing concepts, considering different points of view, and
discovering how what you’ve learned applies to the world.

There is also a lot of scope for inspiring and creative teachers to adapt the curriculum
to explore the subject in a new and intriguing way.

If you want to get the best IB experience, it’s worth looking for those teachers and
classes that take a different approach, or come up with trips or practical projects that
bring learning to life.

So how can you transform a subject with a little creativity? We asked a few UWC
teachers about how they’re making their subjects exciting for students.
JAIME NIEMAN
UWC DILIJAN
ARMENIA
Jaime Nieman teaches Global Politics and Theory of Knowledge at UWC Dilijan in Armenia. He says the
IB gives him the opportunity to look beyond a “formula.”

“There are all these hard skills that need to be observed in global politics, such as analysis. But I felt the
soft component was missing. I wanted to explore the emotional side of how we relate to each other,
and felt that was something that was really going to be transferable in life.

“This isn’t just stuff we learn in class to prepare for some exam. We ask students what the most
important issues are to them, and what they can do to address them. For me, that’s the biggest element
of UWC. It’s that sense of possibility. I’ve not seen the level of motivation I’ve found at UWC anywhere
else, and I’ve taught at university.”

For Jaime, it’s important that students see Global Politics as something relatable, not just as a subject
with a grade. One way that he achieves this is to reduce the sense of pressure in the classroom.

“We believe in each other, and create a nuclear family environment. We try to make the whole thing
more relaxed, rather than high-stakes, do-or-die. We do things slowly. We do Tai Chi as part our classes.
It’s about being together, and doing something collectively.”

Each UWC school offers “Project Weeks” in which students break from their normal activities to
organise or participate in a project. This could be a hiking or camping expedition, a creative community
project, or a service project that helps to build something or support a group in need.

In 2015, Jaime was a history teacher, and took his students to neighbouring Georgia to discover more
about the birth and origins of Stalin.

“We explored his early life as a monk, then as a revolutionary. We were on the hunt for relics of Stalin’s
past, and sometimes we had to split up into groups. We went to his birthplace outside of Tbilisi, and
interviewed people, and tried to find out how this figure could be seen in such different ways.”

Another year, his class investigated the evolution and history of wine production. During this project,
they met a man who still adhered to the old ways of making wine, and spent the following project week
helping him with harvesting and production.

“You ask a student at the end of their two years about what they remember, and everyone talks about
the project weeks. They really set a higher bar for the students, and they feel like they really did
something.”
RAMILA PATEL
WATERFORD KAMHLABA UWC SA
ESWATINI, SWAZILAND
Ramila Patel has been teaching the IB for 28 years. From her mountain-top location at Waterford
Kamhlaba UWC of Southern Africa, she helps students to discover their creative voice through visual
arts.

“We have this free reign to organise the programme according to expertise and location. I spent 20
years studying in Europe, but I’ve been in Africa for many years and totally embrace African art in
classes. For me, my aim in these two years is for students to go away with the best of art culture and
politics in this region.”

During her life, Ramila has been involved with the Socialist Workers Party in the UK and the African
National Congress in Botswana. Internationalism and social change are hugely important to her, and she
believes in empowering students to express both through art.

“In art, you’ve got to say something. The real challenge is how you’re going to say it. Considering the
viewer is all part of the course for us. Ultimately, if I’m teaching a technical skill, the themes and topics
have to come from the student. We ask them: ‘What do you want to change in the world?’ and then we
draw on these topics. I might teach them photographic screen printing or computer aided design or stop
motion animation, but the subject matter comes from their topic.

“It’s one thing to be aware of injustices. But to be truly conscious, you have to ask yourself what you’re
going to do about it. And through art, there’s a channel to do something.”

Ramila’s course features  studio visits to meet artists, and trips to cinemas and theatres in the city. She
says the key is not to tell a class something, but to guide them to their own conclusions.

“You’re not telling students what to think, but teaching them the process of how to arrive at something
themselves. You mix up so many concepts and objectives, and that’s exciting because we have such
deliberate diversity here.

“I get students that come here with a range of experiences. Some have never done art before, and
become brilliant students. We look at art forms that have had an impact, and consider the role of the
artist in changing society.”

Several of Ramila’s students over the years have progressed to creative institutions such as the Ringling
School of Art, but Ramila says that all her students “have tried to set the world on fire in their own
way.”

“Even if you’re not going to pursue art, you learn to think like an artist here.”
DANIEL TOA-KWAPONG
UWC RED CROSS NORDIC
NORWAY
Daniel Toa-Kwapong says that one of the most important lessons he teaches his students is about the
value of “hope.”

“Hope is the oxygen of life. For example, when your father and mother don’t have a job, it creates a
sense of hopelessness. People ask: ‘Why should I go to school if I’m going to end up the same way?’. We
need to make hope for ourselves, but also create hope for other people. We need to ask: ‘Are we
creating light for ourselves, or for the wider society?’ We have to justify the investment of our
education.”

Daniel is a Development Studies teacher at UWC Red Cross Nordic. He says that his style is often to be
a “co-learner” as well as a teacher.

“We have students from over 80 countries here. No matter how much geography I’ve learned, it’s a
changing world and human geography changes a lot. It would be the height of arrogance for me to think
I know more about a place than someone that lived there.

“It’s my job to make class as interesting as possible. But my students know they are needed to make the
class work. In the Norwegian winter we start classes with music, and we all show the rest of the class a
move. We showcase our cultures, and I’ve yet to see one of my students fall asleep.

“When I’m preparing for classes like geography, I bring something like chocolate from Ghana. Our
chocolate is dark with less milk, because we use our resources to our advantage. But different countries
have different flavours. We explore what comes from where, and why it matters. We make education
relevant to our times.”

Two crucial rules of Daniel’s lessons are that students must learn to think independently, and that they
must be able to have fun.

“I can train my students to be lions in the zoo, or lions on the Savanna. Who feeds the lions in the zoo,
and who feeds the lions on the Savanna? We want our students to be caring, to be risk-takers, to be
global citizens. People need to go into societies and make progress.

"One of the things I like about the IB is that I get my students together in groups. They are competitive
and cooperating, and learning all kinds of things about the subject and themselves.

"If you go to a place Monday through Friday because you have to, that’s a bore. But what if you go
because you love to be there, and you look forward to the music? One thing we don’t do enough these
days is laugh. We’re too serious, and these students are too young to be so serious.”
  GOING BEYOND
THE CLASSROOM

WHAT DO YOU WANT

TO DO IN LIFE?
Do you want a comfy desk job and a solid wage? Or do you want to make an impact in the world,
challenge injustice, and make lives better for others in small and dramatic ways?

The IB Diploma is often attractive to people who want to change the world. The Creativity, Activity and
Service element of the programme requires students to take part or take charge of a project that does
good in the community.

You’ll be asked to complete a personal project that you’ve carefully planned out, and then reflect on
what you’ve learned and achieved.

This can be hugely rewarding for students, who learn how to organise themselves, work in teams, and
show leadership. Most importantly, it illustrates to them that they can make some difference, and see
how their actions can benefit others.

A CAS project could feature any one strand of Creativity, Activity or Service, or a combination of two or
three. While an IB Diploma CAS project could be something such as learning a tricky piece of music,
many students have said the biggest reward comes from projects that make a difference for others.
To get the most out of this part of the IB, it is best to choose a project which:

You are passionate about

Teaches you skills such as self-discipline, organisation, and teamwork
Benefits others in the community
Tests your ability to work as part of a team, and as a leader

Schools will not tell you which projects to do. But they can advise and guide you in selecting the project
that’s right for you.

To really stand out in the world, it helps to demonstrate that you’ve involved yourself in projects and
activities outside the classroom. And those that have say that it’s helped them to boost their confidence
and grow as people.

TIME TO REFLECT...
THINKING ABOUT WHAT YOU'VE JUST LEARNED ABOUT THE CAS PROJECT, WHAT WOULD AN IDEAL
PROJECT LOOK LIKE TO YOU? HOW WOULD IT HELP YOU MAKE A DIFFERENCE TO THE WORLD? USE
THE SPACE BELOW TO CAPTURE YOUR IDEAS, THOUGHTS AND DREAMS FOR YOUR PROJECT.
  GOING 
FURTHER
At UWC, we embrace our role as part of our communities, and our ability to change the world. So we go
beyond the requirements of the IB Diploma, and encourage our students to consider others.

This could involve organising small clubs or initiatives in the local community, starting up a new enterprise,
or even driving a larger project with global impact.

During her time at UWC Mahindra College, Leonor Teles continued her interest in volleyball, setting up a
club which met three times a week. But she also got involved in a medical “clowning” programme called
Nose Up!, which would create performances based on issues such as plastic consumption.

“We went into a busy market to get people’s reactions, and ask how we would improve on it. We would
spend time with people in the village. They’d put up an art exhibition and as the clowns we’d be there
making them laugh. It was very impactful as I created a bond with these people and it was sad when I had to
leave.

I remember writing in my original UWC application that I wanted to fight world hunger. By doing things like
this, you realise there are so many levels to every single thing. And while the world’s problems aren’t that
easy to solve, you discover the importance of cooperating.”

Jaime Nieman, Global Politics teacher at UWC Dilijan, says:

“I tell my students to see these global problems like climate change as huge dragons. As individuals, we
might not be able to kill these dragons, but we could clip their fingernails. It’s okay to impact the lives of
people around us, and we can set off change in many different ways.”

At UWC Dilijan, Jaime helped students to run a project called Transformation Through Tennis. He
empowered a group of students who had experience coaching tennis, and together they ran lessons for
children from the Dilijan Internat, a home for at-risk and socially challenged families.
“We created a programme teaching them the fundamentals through games, as the students didn’t speak
Armenian. We were running different sessions over three years. The children were developing the skills they
needed to do tennis.

“It was a lot of work. We would meet beforehand to set up the drills, and everyone who joined was there for a
year. It wasn’t as easily satisfying as some of the Project Week projects, but becoming a change-maker and
leader and transforming the world starts with transforming yourself.”

The type of activity you might get involved in at UWC can depend on the school, and on your own
imagination. UWC Mostar in Bosnia and Herzegovina is a partner in the Street Arts Festival, which celebrates
urban art by giving space to artists from the school as well as local, neighbouring and international creators.

At Pearson College UWC in Canada, students share stories, dance and music from their homelands at the
annual One World community event, while at UWC Changshu China, students explore a remote area of China
each year and carry out public services such as teaching and outreach.

Through a partnership with the Aurora Humanitarian Initiative, students from UWC schools can also think up
and suggest ideas that could help tackle humanitarian issues across the globe. One winning team gets $4,000
to assist in developing the idea as well as presenting their project in Armenia to a jury of Nobel Peace Prize
winners, heads of states and leaders from the world of business.

At Waterford Kamhlaba UWC of Southern Africa, Ramila Patel’s visual arts students get involved in teaching
art to inmates from a local prison.

“At a younger age, it’s not unusual to have the 'me, me, me' syndrome. You don’t knock that out of someone.
You just put eye-opening challenges in their way. The inmates look forward to their interactions with the
students, and if they bunk off that session, that person will be disappointed. It’s about understanding that
when you work with other people, you have to consider them.”
 TIME TO START
CHANGING
THE WORLD
You’re at an important time in your life. You know you’ve got a lot of potential, but there’s also a heavy
weight of expectation. So here’s what you do next:

FOLLOW YOUR HEART.

EXPLORE YOUR WORLD.
AND CONSIDER HOW TO MAKE IT BETTER FOR OTHERS. 

Over the next few years, you’ll discover new things. You’ll push yourself further. You’ll meet new people, and
experience different outlooks. It’ll require you to be resilient, adaptable, compassionate, hard-working and
open-minded.

People will tell you that achievers keep their heads down, work hard, and do what’s expected. And there’s a bit
of that. But prolific, inspiring change-makers get stuff done because they draw on how they are, who they
know, and what they love, and use this to push them forward to great things.

Your next step is to find a school that will challenge you, but respect you. That will appreciate who you are,
but teach you how to work for and with others. That will introduce you new interests, light your path, and
show you how to turn your passions into action.

During her time at UWC, Leonor discovered a passion for research and essay writing. She is now studying at
the University of Rochester in the USA, and participating in programmes such as Engineers Without Borders.

“I’d applied to a few medical schools already, but I decided that I wanted to go down more of a research path.
The IB and UWC really made me want to stay curious. I loved the whole process of the extended essay and
realised that I wouldn’t mind writing papers for the rest of my life.
“One thing that UWC taught me is that I can never be too sure of what I think of the world. It made me less
opinionated and more critical, and I’m now aware that there are many sides to things. It made me more
resilient, and you learn to live in a community and accommodate many people’s needs.

“I always wanted to help people, but UWC helped me realise that it’s doable, and that there are resources out
there to help.”

After leaving Canada, Inȇs Sousa went on to London, where she is studying medicine at Queen Mary
University of London.  

“I don’t know where life will take me now, but we’ll see. Because I know now that there are so many
opportunities out there, and I’m not afraid to explore new things.

“It’s hard to explain. I can barely remember the person I was before because I changed so much. I’m from a
small place, and I hadn’t been exposed to that sort of diversity before. It really opened my mind.

“I had conversations with people from all over the world, with many different experiences. People who had
grown up in war zones. My best friend was Palestinian. Now I’m never going to look at a country and feel
nothing. I’m going to associate every place with a face. It will matter to me, partly because my friend is from
there. You take that with you in life.”

TIME TO REFLECT...
HOW WILL YOU MAKE THE MOST OF THE IB DIPLOMA TO ADVANCE YOUR FUTURE AND HELP YOU TO
CHANGE THE WORLD FOR THE BENEFIT OF EVERYONE?
We hope this guide has been useful in helping you weigh up your options for
the next step in your journey. If you wish to find out more about the
International Baccalaureate, you can visit their website at www.ibo.org.

To discover more about the United World Colleges movement our website
at www.uwc.org will give you information about our schools all around the
world, our unique approach to education, the people and communities that
make it special, and how you can apply to join one of our schools.