Will MIC consider offering the IB Diploma Program in addition to the IB Career-related Program?
Yes, MIC will be giving consideration to offering the IB Diploma Program in addition to the IB Career-related Program in the near future. However, our current priority is to establish the IB Career-related Program at MIC and ensure a smooth transition to the IB for both current and incoming senior phase students.
I’m already half way through Year 11/Year 12 at my current school – can I still study the IBCP at MIC?
The IBCP is a two-year program that is studied by students in Year 11 and Year 12 at MIC. Our entry point to the IBCP is Year 10 so that we have the opportunity to work with students and their families to build a personalised IB Career-Related Program for Years 11 and 12. Therefore we are unable to accept students who are already in Year 11 or Year 12 at another school.
Do I need to meet a minimum achievement level in Year 10 to study the IBCP?
It is expected that Year 10 students will achieve a passing grade in all subjects to study the IBCP in Year 11 and Year 12.
For more information check out the IB Admissions Policy or contact our IB Coordinator.
Are their additional costs associated with studying the IBCP at MIC?
No, for most senior students at MIC there aren’t any additional costs associated with studying the IBCP – our tuition fees are already all-inclusive and the college is absorbing any IB costs. However, there may be a circumstance where a student chooses a high number of high-cost external courses as part of their studies. MIC reserves the right to pass on some of these costs to families, however this would be considered on a case-by-case basis.
Visit the fees page of our website for more information on fees.
I’ve heard the IBCP is very difficult – is that true?
The IB has an international reputation as being academically rigorous which is why it is held in such high esteem by universities and employers around the world.
At MIC all IBCP students are well supported as they study subjects that are tailored around their interests and passions. Every student has a mentor/supervisor for every subject and our small class sizes allow us to take an individual approach to each child throughout the two years of their IBCP studies.
Does the IBCP provide a pathway to university?
The IBCP is an internationally recognised qualification that is recognised by universities overseas as providing a pathway to university.
Montessori International College (MIC) also has a Memorandum of Understanding with University of the Sunshine Coast (USC) which means that graduating MIC students gain direct entry to USC upon recommendation by the college.
MIC is also currently working with a number of other major Australian universities to determine direct university entrance pathways as the IBCP is not currently eligible for an Australian Tertiary Admissions Rank. Contact the IB Coordinator at MIC if you have any questions on the specific pathway for other Australian universities.
Is the IB Career-related Program (IBCP) the same as the IB Diploma Program (IBDP)?
The IB Career-related Program (IBCP) and the IB Diploma Program (IBDP) are two separate and different courses.
The IB Diploma Program aims to develop students who have excellent breadth and depth of knowledge – students who flourish physically, intellectually, emotionally and ethically.
The IB Career-related Program incorporates the values of the IB into a unique, international, real-world and career focused program that addresses the needs of students interested in career-related education.
As the IBCP includes IBDP academic subjects, Career-related Program students benefit from the theoretical and academic rigour of the Diploma Program, which is also supported by the practical, real-world approaches to learning of their career-related studies. Students also develop the skills and competencies required for lifelong learning from the IBCP core subjects.
What do the children do each day in the Senior Phase program? What is the curriculum?
Montessori International College delivers the National Curriculum, but in a totally Montessori way – with purpose and meaning. We prepare our students for adulthood so that they can lead happy and purposeful lives, which fulfill their aspirations and which contribute to making the world a beautiful, just and peaceful place. This is achieved by meeting the psychological, social and physical needs of the adolescent through a prepared environment which encourages meaningful work, life experience and a love of learning.
Year 10 is a preparation year for the International Baccalaureate Career-related Program which is studied in Year 11 and Year 12.
Does the MIC curriculum include study of a second language?
Yes. Montessori International College is a big believer in children learning languages other than English. Children start learning Mandarin at three with the help of a dedicated Mandarin teacher – and those lessons can continue until students graduate.
Do the children do any sports at school?
Although Montessori schools are non-competitive, the playing of sport and non-competitive games is encouraged. There is a programme for all children with regards to gross motor development. Initially the students are taught developmentally appropriate skills which include activities involving movement and hand/eye co-ordination. These skills are built upon and in primary there is often a specific time each week for non-competitive games and skill development. Our aim is on the acquisition of skills, however emphasis is also placed on being a member of a team. There is a non-competitive element to all sports during these lessons.
Why is there no uniform?
Montessori International College respects individuality – and what you wear is often a reflection of your individuality. Independence is also highly valued in MIC, and choosing appropriate clothing – which later becomes your personal style – is one of the ways to practise making decisions for yourself. Uniforms tend to obliterate individual differences and create the illusion that students’ membership of a school community is more important than their individuality.
What is MIC’s approach to assessment and reporting?
In traditional schools, retention of material is measured primarily with regular standardised testing and grading. This method of assessment is given after-the-fact as a seal on what the student has (or hasn’t) learned. It is known as summative assessment as it purports to show the sum of a child’s learning. The structure of traditional classrooms further limits assessment. Teachers have students, all of the same age, for only one year, limiting their time horizon. And typically the teacher is the only source of feedback.
Montessori classrooms avoid these limitations. Assessment is mainly formative, meant to guide the child during learning. It occurs in the context of a longer time horizon. And it enables the child to learn from her peers or directly from the world. Activities are open-ended, encouraging exploration and creative thinking, and as such do not lend themselves to grading.
In a Montessori classroom feedback is given partially by the teacher, but mostly through the child’s direct experience with materials and peers. Most materials have a control of error that allows the child to know whether they have used the material accurately without waiting for a teacher. Younger children can also receive help from older children who have been in the classroom longer.
The multi-age classroom promotes familiarity and trust among a community of learners that includes children and adults. Returning students have an institutional memory of classroom procedures and rituals, and their daily management of many aspects of the classroom frees adults to teach individually and to carefully observe each child’s progress. Such personalised assessment provides more nuanced information than most forms of testing can reveal.
Primary children take ownership of their own progress through their daily work journal, weekly individual conferences with their teacher, by requesting specific lessons as the need arises, and by maintaining portfolios of work completed. These materials, and detailed daily observations of each child by the teacher, form the basis of reporting to parents.
Not only is comparative reporting often misleading for parents, and a cause of unwarranted anxiety, it is discouraging for students who score “poorly”, detrimental to both their self-esteem and their willingness to persist, as well as potentially negative for those who do “well’ by encouraging the valuing of high scores over the inherent satisfaction of learning.
Students in the Adolescent and Senior Phase program use the national curriculum (although it is delivered in a different way than you would find in a mainstream school) and they can undertake OP subjects and are graded accordingly. But other paths to university have been created, including the International Baccalaureate program.
What are the term dates for 2019?
The term dates for 2019, including public holidays and student free days, are available here.
How many students does MIC have?
Small by design, we currently have less than 350 students which allows us to provide a quality Montessori education and highly personalised learning programs, with the benefit of economies of scale as we sustainably grow our school.