At one time, it could be said that the IB Diploma Programme was an exclusive undertaking that was designed for elite, university-bound students only. Over the past few decades, however, this has changed, and with the advent of the IB Learner Profile and the development of the IB Approaches to Teaching and Learning, the IB Diploma Programme, which has always promoted the value of diversity, has become inclusive in nature and design.
The IB Diploma Programme at Richmond Secondary School has a thirty-year tradition of being inclusive, having historically found that the chief predictor that a student will have success in the programme is the possession of a genuine, authentic and personal commitment to managing the challenges that the Diploma Programme generates.
To this day, this core belief leads to the construction of classes which are inclusive and diverse, composed of students of assorted abilities, from all socio-economic backgrounds, with varying religious and cultural heritage throughout. Exposure to this diversity has long made our students understanding, empathetic, resourceful and resilient problem-solvers, which is critical preparation for life in university, the workplace and beyond.
Our belief in these principles was confirmed recently, in 2013, when researchers at UBC found that “BC Public Schools are more effective than BC Independent Schools in preparing students for success at university.”1
- Adamuti-Trache, M., Maria Adamuti-Trache, George Bluman, & Thomas Tiedje. (11/21/2013). International journal of science education: Student success in first-year university physics and mathematics courses: Does the high-school attended make a difference? Taylor & Francis.