Option Internationale du Option Internationale du Baccalauréat (OIB)Baccalauréat (OIB) ..

A bilingual and bi-cultural curriculum framework within A bilingual and bi-cultural curriculum framework within French baccalauréat structure, responding to needs of French baccalauréat structure, responding to needs of

international people residing in France.international people residing in France.

Presentation by A. Ackroyd and R.Miller Presentation by A. Ackroyd and R.Miller

to the Admissions Group, King’s College,to the Admissions Group, King’s College,

London, June 2008.London, June 2008.

AimsAims To describe the French Baccalauréat and aspects of the French systemTo describe the French Baccalauréat and aspects of the French system

To highlight key points about student performance in the French To highlight key points about student performance in the French BaccalauréatBaccalauréat

To compare levels of performance in the Baccalauréat with A level To compare levels of performance in the Baccalauréat with A level performanceperformance

To show how the OIB is clearly integrated into and added on to the To show how the OIB is clearly integrated into and added on to the baccalauréat frameworkbaccalauréat framework

To demonstrate why the OIB might be viewed as distinct from the To demonstrate why the OIB might be viewed as distinct from the normal French Baccalauréat in the consideration of UCAS applications normal French Baccalauréat in the consideration of UCAS applications because of its breadth and workloadbecause of its breadth and workload

To propose equivalences between the two examinations in the context To propose equivalences between the two examinations in the context of UK university entranceof UK university entrance

To ensure that this information is communicated to all To ensure that this information is communicated to all faculties/departments in the delegates’ respective universitiesfaculties/departments in the delegates’ respective universities

French Baccalauréat généralFrench Baccalauréat général

Divided into S, ES and L seriesDivided into S, ES and L series

Marked out of 20, a score of 10 giving automatic access to French Marked out of 20, a score of 10 giving automatic access to French universityuniversity

Has three honours levels, “assez bien” 12 to 13.99; “bien” 14 to Has three honours levels, “assez bien” 12 to 13.99; “bien” 14 to 15.99; “très bien” 16 and above15.99; “très bien” 16 and above

Broad-based academically and all subjects taught by specialistsBroad-based academically and all subjects taught by specialists

Based on a coefficient system to give added weight to areas of Based on a coefficient system to give added weight to areas of specialisationspecialisation

All series cover maths, science, two foreign languages, philosophy All series cover maths, science, two foreign languages, philosophy and sportand sport

Characteristics of the French Characteristics of the French educational systemeducational system

Less variation between schools: methods and routines more uniform Less variation between schools: methods and routines more uniform across countryacross country

Appreciation of the value of knowledge and education: “la culture Appreciation of the value of knowledge and education: “la culture générale”générale”

Competitive and relatively unforgiving: “redoublement”Competitive and relatively unforgiving: “redoublement”

High levels of discourse, analysis and knowledge base: no “soft High levels of discourse, analysis and knowledge base: no “soft option” subjectsoption” subjects

Characteristics of the French Characteristics of the French educational systemeducational system

Heavy workload: up to 38 hours of timetabled tuition a week: Heavy workload: up to 38 hours of timetabled tuition a week: homework on top of thishomework on top of this

Class numbers routinely up to 35 in specialised subject areasClass numbers routinely up to 35 in specialised subject areas

Additional 4 hour tests as routine: more set at tri-annual, peak Additional 4 hour tests as routine: more set at tri-annual, peak summative assessment momentssummative assessment moments

Exceptionally long working day: from 8:00 to 17:30Exceptionally long working day: from 8:00 to 17:30

Typical qualities needed for Typical qualities needed for successsuccess

High analytical skillsHigh analytical skills

RigourRigour

AutonomyAutonomy

ResilienceResilience

Mature independent study skills and attributes:Mature independent study skills and attributes:

• organisation and staminaorganisation and stamina

• commitmentcommitment

• self-disciplineself-discipline

Examination context within Examination context within French systemFrench system

Range of subjects with high content levelsRange of subjects with high content levels

Programmes of study often completed only days before Programmes of study often completed only days before examination sessionexamination session

Little or no pre-exam revision timeLittle or no pre-exam revision time

Limited criterion referenced learning and target setting except in Limited criterion referenced learning and target setting except in British OIBBritish 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 exams4 hour papers and high specification oral exams

Key statistics on baccalauréat Key statistics on baccalauréat participation and outcomesparticipation and outcomes

French government, 2006:French government, 2006:

Numbers of a given generation obtaining a baccalauréat is on the Numbers of a given generation obtaining a baccalauréat is on the increaseincrease

In 2006, 64.2% of national cohort of 18 yr olds gained a 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. baccalauréat: 34.6% in the bac. général; 17.2 in the bac. technologique and 12.3 in the bac professionneltechnologique and 12.3 in the bac professionnel

OIB details are included in the bac. général statisticsOIB details are included in the bac. général statistics

In 2007, proportion of ALL 19 yr olds attaining at least two A levels 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 or equivalent was 46.8% of the population of UK and Northern IrelandIreland

Numbers and success rate of Numbers and success rate of students taking the French students taking the French baccalauréat général, 2006baccalauréat général, 2006

Series No. Of pupils taking exam

No. Of pupils obtaining pass

Pass rate as % of candidates

ES 101,861 85,965 84.4

L 60,998 50,792 93.3

S 163,815 146,031 89.1

All series 326,674 282,788 86.683.7 in 2003

Levels of achievement Levels of achievement

In 2006, the proportion of bacheliers graduating In 2006, the proportion of bacheliers graduating with a "mention" (honours: "assez bien", "bien" with a "mention" (honours: "assez bien", "bien" and "trés bien") is on the increase at 46%, but is and "trés bien") is on the increase at 46%, but is relatively stable in comparison to A levelrelatively stable in comparison to A level

Based on figures given for numbers taking the Based on figures given for numbers taking the bac géneral, this makes 16.8% of total population bac géneral, this makes 16.8% of total population of bac taking ageof bac taking age

Percentage of successful Percentage of successful students gaining each level of students gaining each level of

the "mention" in 2006the "mention" in 2006

Series Très bien Bien Assez bien Total “mentions” as % of

bacheliers

L 2.9 9.2 23.3 35.5

S 7.1 17.5 30.7 55.2

ES 2.9 9.3 25.2 36.8

All Series 4.9 13.5 27.7 46.1

A level grades as % of students A level grades as % of students taking the exams, 2006taking the exams, 2006

A B A/Bcumulative

C D E U

All A levels 24.1 24.0 48.1 23.2 16.6 8.7 3.4

S bac mentions

TB7.1

B17.5

Total24.6

Mathematics 43.5 21.1 64.6 15.3 10.5 6.5

Bac Mentions TB B AB Total

All series 4.9 13.5 27.7 46.1

Comments on statisticsComments on statistics

Note the similarity between % of As and Bs Note the similarity between % of As and Bs in all A levels and the % of all mentionsin all A levels and the % of all mentions

This translates to following equivalence This translates to following equivalence when we counsel studentswhen we counsel students

Approx. equivalence guidelines Approx. equivalence guidelines for studentsfor students

This is one model for how we advise our students and help them to assess 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 themselves in relation to course criteria and their ability to meet entry requirements: it has been relatively successful in terms of offers made. We requirements: it has been relatively successful in terms of offers made. We believe that OIB students should be differentiated from non OIB believe that OIB students should be differentiated from non OIB baccalauréat students.baccalauréat students.

Bac mark OIB mark A level equivalence

10 9 / 10 1 B and 2 Cs

11 10 2 Bs and 1 C

12 11 3 Bs

13 12 1 A and 2 Bs

14 13 2 As and 1 B

15 14 3 As

16 15 4 As, reflecting trend for more A levels being taken by high level candidates

Issues we encounterIssues we encounter

Distinctions not often made between "normal" French Baccalauréat Distinctions not often made between "normal" French Baccalauréat students and OIB studentsstudents and OIB students

Courses with lower A level requirements do not always make Courses with lower A level requirements do not always make adjustments below 12 in interpretation of Bac adjustments below 12 in interpretation of Bac

A 10 gives automatic university entrance in FranceA 10 gives automatic university entrance in France

At highest level of offers, extremely high grades required of the Bac: 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 increase in level of offers based on A level grading rather than on any perception of rate of "mention" acceleration in the French systemperception of rate of "mention" acceleration in the French system

Outstanding students may not obtain these grades but their exam Outstanding students may not obtain these grades but their exam performance is still of the highest quality, especially true for science performance is still of the highest quality, especially true for science studentsstudents

Where distinction is made, our students perform very wellWhere distinction is made, our students perform very well

Option Internationale du Option Internationale du BaccalauréatBaccalauréat

Bi-lingual and bi-cultural examinationBi-lingual and bi-cultural examination

Partnership between French government, participating international Partnership between French government, participating international schools and Cambridge International Assessment (CIA)schools and Cambridge International Assessment (CIA)

A level type studies in English language and literature and history A level type studies in English language and literature and history and geographyand 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 Adheres to French educational principle of a demanding written and oral strandoral strand

OIB across the seriesOIB across the series

This high level option retains the same course This high level option retains the same course content within all seriescontent within all series

Demonstrates level of general culture and range of Demonstrates level of general culture and range of linguistic expertise in these bi‒lingual studentslinguistic expertise in these bi‒lingual students

Participation in OIBParticipation in OIB

UK optionUK option

2001 285 students2001 285 students

2008 642 students2008 642 students

20 schools in France; 1 school in Belgium20 schools in France; 1 school in Belgium

There are more schools in the pipeline: French government is There are more schools in the pipeline: French government is developing the examination and the participation of schools developing the examination and the participation of schools

Proportion of marks awarded to Proportion of marks awarded to OIB elements as coefficients OIB elements as coefficients

and %and %

Eng lang/litW.O.

Hist / GeoW.O.

Approx % ofOverall mark

Bac L 6.4 5.3 40

Bac S 5.4 4.3 30

Bac ES 5.4 5.4 40

OIB S bac:OIB S bac:UCAS form sample profileUCAS form sample profile

Baccalaureate Académie de Lyon 06/2008 S

French Written coef. 2 06/2007 12

French Oral coef. 2 06/2007 11

Travaux Pratique Encadrés coef. 2 04/2007 16

Mathematics coef. 7 06/2008

Life and Earth sciences coef. 6 06/2008

Physics and Chemistry coef. 8 06/2008

Philosophy coef. 3 06/2008

English BOI coef. 9 06/2008

History-Geography BOI coef. 7 06/2008

Sports coef. 2 06/2008

Spanish coef. 3 06/2008

GCSE English 06/2006 Edex A*

English Literature 06/2006 Edex A*

Mathematics 06/2006 Edex A*

OIB: structure of History and OIB: structure of History and Geography paperGeography paper

Written: 4 hour paper based on whole syllabusWritten: 4 hour paper based on whole syllabus

One question answered on history and one on One question answered on history and one on geography from selection of two per subject areageography from selection of two per subject area

Oral examination of 15 minutes duration after 15 Oral examination of 15 minutes duration after 15 minutes preparationminutes preparation

OIB: structure of the Language OIB: structure of the Language and Literature paperand Literature paper

Written paper: 4 hours based on study of three Written paper: 4 hours based on study of three texts, poetry, prose and dramatexts, poetry, prose and drama

Unseen critical appreciation of poetry or prose Unseen critical appreciation of poetry or prose passages, with comparison optionpassages, with comparison option

30 minute oral on three texts, including 7 to 10 30 minute oral on three texts, including 7 to 10 minute presentation on a passage from minute presentation on a passage from Shakespeare, after 35 minutes preparationShakespeare, after 35 minutes preparation

Educational benefits of OIBEducational benefits of OIB

OIB teaching and pedagogy adds the following to the Baccalauréat OIB teaching and pedagogy adds the following to the Baccalauréat framework: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 student-focused dialogue leading to reflective and exploratory thinking in formative workthinking in formative work

• creative application of analytical skills in various media based on creative application of analytical skills in various media based on UK curricular frameworksUK curricular frameworks

• high specification oral and presentation skillshigh specification oral and presentation skills

Contract for excellence between Contract for excellence between pupils and teacherpupils and teacher

Diversity and opportunity added to French Diversity and opportunity added to French curriculumcurriculum

Truly international range of students working at Truly international range of students working at mother tongue levelmother tongue level

Motivated, self-selected, diverse and talented Motivated, self-selected, diverse and talented student bodystudent body

Sense of contract based on meeting high demands Sense of contract based on meeting high demands togethertogether

A Level/OIB equivalence in A Level/OIB equivalence in terms of offersterms of offers

Within this, universities might ask for higher grades for specific Within this, universities might ask for higher grades for specific subjects connected to the degree applied for. See OIB handbook on subjects connected to the degree applied for. See OIB handbook on ASIBA website, published by University of Cambridge.ASIBA website, published by University of Cambridge.

OIB Score A levels

10 2 Bs and 1 C

11 3 Bs

12 1 A and 2 Bs

13 2 As and 1 B

14 3 As

Key MessagesKey Messages

It is worth reflecting on making a distinction It is worth reflecting on making a distinction between normal French bac. offers and offers between normal French bac. offers and offers made to those following the OIB, as already made to those following the OIB, as already happens in some universitieshappens in some universities

Often, offers for the highest level courses seem too Often, offers for the highest level courses seem too high in relation to statistical comparisons between high in relation to statistical comparisons between A level and the bac. The same is true of courses A level and the bac. The same is true of courses requiring lower than two Bs and a C at A levelrequiring lower than two Bs and a C at A level

Key MessagesKey Messages

Bear in mind the key statistical comparisons of A and B Bear in mind the key statistical comparisons of A and B achievement at A level and the total % of "mentions" we achievement at A level and the total % of "mentions" we have mentioned todayhave mentioned today

OIB is optional in a context of an already heavy workload: OIB is optional in a context of an already heavy workload: often, it is a contrast to series specialisation often, it is a contrast to series specialisation

It is a positive educational choice for enriched learning by It is a positive educational choice for enriched learning by motivated students motivated students

Can also be a risk in terms of coefficient-based assessmentCan also be a risk in terms of coefficient-based assessment

Key MessagesKey Messages This is in opposition to recent notions of "soft This is in opposition to recent notions of "soft

options" coming through in debates about A level options" coming through in debates about A level grades in UKgrades in UK

Most students are, by all measures and Most students are, by all measures and indicators, high-achieversindicators, high-achievers

The principle of negotiation and discussion with The principle of negotiation and discussion with the school UCAS co-ordinators is of prime the school UCAS co-ordinators is of prime importance as the establishment of clear importance as the establishment of clear correspondences between the two national correspondences between the two national systems remains elusivesystems remains elusive

ContactsContacts

Alan Ackroyd:Alan Ackroyd:

aackroyd@enpferney.org

Rob Miller:Rob Miller:

robjmilller@hotmail.com