35 years of IB at TFS | Embracing the Spirit of an International Education
This year, as we mark 35 years of implementing the IB program at TFS, we’re reminded of what an extraordinary decision it was for TFS to embrace the IB and how powerfully it continues to shape the experience of every student who walks through our doors. Over the course of this school year, we will highlight the unique advantages of being a bilingual IB school.
Last week, we had the privilege of welcoming school leaders from peer institutions across Canada and the United States. They joined us for the North American French IB Schools (NAFIBS) Conference, hosted at TFS, to leverage the expertise of internationally-minded educators.
TFS is fortunate to attract IB experts who enrich our academic life. Anderson Vidal, Director of Teaching and Learning for the PYP, shared insights on a student-centred approach to the PYP Exhibition, a key milestone where young learners leave parents much impressed as they demonstrate their knowledge, skills and IB Learner Profile attributes. Our IB Diploma Coordinator, Dr. Jennifer Elliott, led a discussion on artificial intelligence, allowing participants to discuss the creation and implementation of policies for artificial intelligence for teachers and students. Doug Parker presented on the Theory of Knowledge as it related to an IB/French program. Finally, Senior School Vice-Principal Kelly Longmore, offered an engaging, hands-on exploration of leading learning and teaching in an IB context.
The IB at TFS: a consistent and global framework
As a full-continuum IB school, the IB serves as the fil conducteur or the “common thread” of TFS’ educational approach from PK to all the way to graduation. Right from the beginning, our youngest learners practice the characteristics that define the profile of an IB learner: inquiry, open-mindedness, communication, reflection, balance, care, courage, principled action and independent thinking. These attributes then continue to be cultivated intentionally, no matter the content being taught, whether it is the French or the Ontario curriculum.
This foundation ultimately leads to the internationally recognized IB Diploma, a credential respected by universities in Canada and around the world. It strengthens our students’ applications, opens doors and affirms the impact of the continuum approach that begins at TFS from the very first years.
“The IB really is a great program. Once I got to MIT, I felt like I had a head start compared to some of my peers. Especially in higher-level IB courses, the rigour was equal to, if not above, my freshman classes. I’m very grateful for it.” - Robin Yeo ’09, Après TFS
As we mark this milestone year, we look forward to sharing more about our series that celebrates 35 years of the IB program, our journey as a school and why this approach remains one of TFS’ greatest strengths.
The IB at TFS: a consistent and global framework
As a full-continuum IB school, the IB serves as the fil conducteur or the “common thread” of TFS’ educational approach from PK to all the way to graduation. Right from the beginning, our youngest learners practice the characteristics that define the profile of an IB learner: inquiry, open-mindedness, communication, reflection, balance, care, courage, principled action and independent thinking. These attributes then continue to be cultivated intentionally, no matter the content being taught, whether it is the French or the Ontario curriculum.
This foundation ultimately leads to the internationally recognized IB Diploma, a credential respected by universities in Canada and around the world. It strengthens our students’ applications, opens doors and affirms the impact of the continuum approach that begins at TFS from the very first years.
The dual advantage of IB learning and a language-immersive environment
And the results speak for themselves. Research from UBC and the University of Toronto* continues to show that IB graduates are the most prepared students entering university, earning higher grades, staying enrolled and completing their degrees at higher rates. In essence, they found that in every category, IB students and French immersion students performed better than students with a regular provincial diploma. TFS students, who complete the IB Diploma in greater numbers than any school in the world, benefit from a rigorous, multilingual program that sets them up for success.
These facts are exactly why the world of NAFIBS and the growing collaboration among schools that are both IB and bilingual is so important. A special thank you goes to Julie Rouette, whose new role as Executive Director of Teaching and Learning positions her to have an even greater impact on curriculum, assessment and teaching practices across TFS. Her leadership was key to bringing this conference together, and she also generously shared her expertise during the Assessment in the IB session and supporting schools with IB school visits.
Together, we are shaping a model of education that develops agile thinkers and active citizens who thrive in multiple languages and multiple contexts. Time and again, our alumni tell us the same thing: they felt exceptionally prepared for university, both academically and personally, thanks to the rigour of their IB experience at TFS, blended with their language immersive education
“The IB really is a great program. Once I got to MIT, I felt like I had a head start compared to some of my peers. Especially in higher-level IB courses, the rigour was equal to, if not above, my freshman classes. I’m very grateful for it.” - Robin Yeo ’09, Après TFS
As we mark this milestone year, we look forward to sharing more about our series that celebrates 35 years of the IB program, our journey as a school and why this approach remains one of TFS’ greatest strengths.
*Davies, S., & Guppy, N. (2022, June). Comparing university outcomes of International Baccalaureate Diploma Programme graduates to their peers in Toronto and Vancouver, Canada (Research report). International Baccalaureate Organization.
By Norman Gaudet
By Norman Gaudet
Head of School
