Taking the IB Diploma Programme is a journey through two intense years that demand a great deal of any young person. I originally fell in love with the IB because it offers a genuinely holistic form of education, one that seeks to nurture the whole human being rather than focusing solely on academic performance. Since the IB was founded in 1968, society has changed considerably. The growing emphasis on individual achievement and constant performance can, at times, challenge the foundations of a holistic approach.

At IB, we work every day to protect and strengthen this balance. Learning here is not only about the knowledge students bring into an examination room, but also about the qualities they develop as people. Through collaboration, service, reflection and creativity, students build resilience, empathy and confidence. These are qualities that cannot be measured by grades alone. They learn to listen attentively, to explore diverse perspectives and to take responsibility within a wider community. These skills help shape thoughtful young people and remain just as central to the IB experience as academic achievement.

With this in mind, the many expectations we place on students can naturally feel overwhelming. Yet when a student graduates from the IB, we must be able to attest that they have engaged fully in all aspects of the programme, not only in the examinations. This is why we maintain high expectations for attendance and highlight that it is not enough to “catch up” academically at home or during a holiday abroad.

We are also bound by Danish legislation, which requires schools to take action if a student exceeds five percent absence. Our attendance policy therefore makes it clear that students are not permitted to travel during term time. Of course, illness affects everyone, and situations may arise that call for individual consideration. However, our starting point is always that students attend school every day unless they are genuinely too ill to do so.

Although this may not be the most cheerful part of the newsletter, I share it to strengthen understanding of why we place such emphasis on attendance. Most of our students have no difficulty meeting these expectations, but we have noticed a growing tendency for families to plan extended trips during term time. This disrupts the learning not only of the students who travel, but also of those who remain in class and must revisit previously covered material. It is also challenging for teachers when different students are absent at different times.

 Back to everyday life. We are fortunate to have truly wonderful students. Their initiative is remarkable, and our many student-led clubs create a vibrant daily environment. There is dancing, badminton, music and much more. A small anecdote from Wednesday speaks volumes: late in the afternoon, an active IB1 student was injured while playing basketball. A large group of students accompanied her to the office and showed genuine care. Although it was an unfortunate incident, the sense of community was profoundly moving. Among the group were both IB students and students from HFI. HFI is a new (and in some ways familiar) programme that we have offered since the summer: the Danish HF programme taught in English. You are very welcome to read more about it if you are interested: https://www.aarhusgym.dk/uddannelser/hf-international/

 

 

We had the pleasure of welcoming 13 students and 3 teachers from Internationella Engelska Gymnasiet, an IB school in Sweden this fall semester.

During their visit, they explored our school environment, participated in classes, and visited the higlights of Aarhus (including a visit from Santa🎄🎅). One of the highlights was a guided city tour led by some of our very own IB2 students who planned and delivered the tour themselves.

We are now in the period when our IB2 students experience the most growth. Much is asked of them at this stage. In Weeks 8 and 9, they will sit their mock exams, the final IAs are being completed, they have their oral exams and they will reflect on their CAS achievements. CAS, which stands for Creativity, Activity, Service, is a central part of the IB Diploma Programme. It invites students to engage in experiences that extend far beyond the academic curriculum. Through creative projects, physical activity and meaningful service, students discover new interests, build confidence and learn how to contribute positively to their community. In this Newsletter Nuradin from IB2 talks about a CAS experience.

 

Our five‑year IB evaluation was completed last year, and we have now received the official feedback from the International Baccalaureate. The report highlights that our programme shows development beyond requirements in key areas, including student wellbeing, inclusion and the strength of our homeroom and counselling structures, with dedicated support for additional learning needs and English language development. IB commends our commitment to the IB mission and values, noting how community, diversity, inclusion and compassion are lived in daily school life and supported through genuine opportunities for international mindedness. Importantly for teaching and learning, IB finds that our curriculum is coherent and well organised, that teachers collaborate effectively, use up‑to‑date IB resources and engage in ongoing professional development, which together underpin high academic expectations and outcomes. The evaluation also confirms that all IB requirements are in place and recognises the positive impact of our focus on student voice, wellbeing and future pathways, while encouraging continued attention to teacher wellbeing and close partnership with parents.

 

Thank you for taking the time to read this update and for being part of our IB community. It is a privilege to follow our students’ growth each day and to work together with families who support them with such care and commitment. I look forward to the months ahead and to the many conversations, celebrations and challenges that shape life in the Diploma Programme. Please do not hesitate to reach out if you have questions or thoughts you would like to share.

All the best,

 

 

 

I have always found the start of a new year particularly inspirational. It offers a natural moment to reflect on the year behind us and consider what we want to carry forward and what we might change. I do this reflection both privately and professionally, and I encourage the pre-IB students to do the same.

 

With December and first-term grades, the students have completed the first half of their pre-IB year. By now, they have settled into the school, their classes, and their friendships, experienced their first evaluations, and begun all their pre-IB subjects. Along the way, there have likely been both successes and challenges, providing valuable material for self-reflection: What am I proud of? Where can I improve? Am I putting in sufficient effort? Am I adequately balancing school life and my social life? Am I a good friend? And ultimately, am I on track for the IB Diploma Program in August?

 

The new year marked an important shift in the pre-IB, from settling into the program to looking ahead to the IB. Students have recently begun the process of choosing their IB subjects. They have been given a general introduction to the IB Diploma Program, as well as information about further education options in Denmark. A presentation that was also given to parents in last week’s online information session.  The students have also heard (almost all) subject-specific introductions by experienced IB teachers and next week they will meet the IB student ambassadors, who will happily share their experiences from when they were in the same position one to two years ago.

 

I often feel that we and the students walk a fine line when it comes to their subject choices. On the one hand, we naturally want students to choose subjects strategically: combinations that keep doors open and allow for flexibility in their post-IB lives, whether in Denmark or elsewhere. On the other hand, I strongly believe that their choices should come from a place of genuine interest. The IB is a demanding two-year journey, and students spend a significant part of their everyday lives with these subjects. When a subject is chosen primarily because it feels “right,” it brings motivation, confidence, and a willingness to persist when the work becomes challenging. Strategy matters, but in my experience, it is passion and enjoyment that most often sustain students through the IB and help them thrive.

 

These weeks offer many opportunities for the pre-IB students to learn more, ask questions, and reflect on their choices. We encourage open conversations, both at home and at school, and we are always happy to support students as they navigate this process. Choosing IB subjects is an important step, and we look forward to guiding them as they move closer to the next stage of their academic journey.  

 

 

Warm regards, 

Maria Friis Lindinger

Pre-IB Coordinator

If you know of any young people getting ready to choose a youth education, or of families relocating to Aarhus, please do share our video. You can also find our new IB brochure a little further up in the newsletter. 

 

 

 

 

I think it is important to know that even though it might seem like a daunting task at first, it doesn’t have to be stressful and super hard. While you definitely have to challenge yourself and put in the work there is still lots of help to get from your supervisor and at times also fellow students.

 

 

 

Emilie Borch Lanther, former IB student.

 

One of the main things I regret not doing more was to start the research and writing early. Once you have your topic, it is a good idea to begin to conduct research and find quality sources even if your topic is in a scientific subject and you have not yet done your experiment. Parts of the EE can be written early on such as the introduction and methodology and when the process is divided into smaller steps it becomes much more manageable. Some deadlines are also set by the school, so while definitely following those I would suggest to also do a little more than just those. That way it is much easier when you get to the writing days in June as you will already have most of the EE first draft completed. Another thing (more specific to EEs written in a science subject) is that if you do not have a lot of experience with writing research papers or reports, it is a good idea to leave a lot of time to analyze the data from your experiment. I underestimated how time-consuming the data processing was, especially because I had to learn to use Excel properly and to extract relevant data from the graphs and calculations I did. My last piece of advice: Don’t be afraid to ask for help. If you get stuck somewhere in the process or just need some advice, make sure to reach out to your supervisor so you can keep the process going.

I had a former colleague at AU Engineering who previously had worked at AGT. My job at AU was temporary, so he told me to apply for AGT, because he thought I would like it. So I did – and he was right.

 

I think the huge variety in my work tasks is very interesting. Besides from teaching Physics, I also teach PE and Design & Architecture. The fact that we have so many nationalities represented at the school, is also exiting. I am trying to learned to say good day in all the languages my students can speak.

 

I like that my subjects are so different. One workday for me, could shift from teaching very theoretical physics on for example the expansion of the universe, too dancing HipHop in PE and building small model houses in Design & Architecture. I feel grateful and privileged about my job. I like to dive in to exiting concepts of physics. I like to be active in PE, and I like to be creative in Design & Architecture.

 

My favourite IB Learner Profile Attribute, is the one about “Caring”. I hope to make a positive difference in the lives of others, by (hopefully) being an inspiring teacher. I would still like to improve on all the attributes. Being a new teacher, I still feel I have much to learn, and thus it could be especially nice to improve on the “Risk-Taker” attribute, which is to approach uncertainty with forethought and determination.

 

To capsule me as a teacher and a person in one single dish, would not do justice, I guess. If I must answer the question, it would be Oatmeal. Because you need I strong healthy base to performance on anything else.

I think the coolest part of Physics, is the greater understanding of the universe. I think this philosophical question is one of the things that separate us humans from animals. Our imagination and ability to reflect on the big question. Trying to learn Physics, is trying to get a deeper understanding of the architecture of the universe.

 

Some students think Physics is about Chemistry. Well, no… It’s about Physics. To understand the difference between the two: Join AGT 😉

 

The students will hopefully obtain skills on solving problems, working scientifically, and be able to view information and data critically. They will also hopefully be enlightened with the big wonders and mysteries of our universe.

 

In what ways can they use your subject later on in life? So many things in our society is built upon knowledge of physics. Buildings, cars, computers, satellites and many more. To live as a modern civilisation, we should be grateful for the big thinkers that led the way. If they not use physics directly, they should remember this fact. That so many things in their daily lives, are build on the understanding of physics.

 

Some students once asked me: “Is Big Bang just for our solar system or what?” I like questions like that, because then the world view of the student can really be challenged. Another student asked me: “What questions we don’t have answers for in physics?” This is also very exciting, because the student showed curiosity. A very important skill in Physics and life.

One day, while watching an episode of The Big Bang Theory, I came across the fascinating practice and art of Mongolian throat singing. In amazement, I said “How could such a sound come from a human being?” As a kid with still-developing vocal cords, the idea of even attempting it seemed overwhelmingly difficult, so my curiosity remained dormant. That was until I joined IB and became involved in CAS.

 

I finally revived my long-abandoned interest in throat singing, all thanks to CAS. While I had always been intrigued by the concept of vocal overtoning, genuine motivation came from the purpose and idea behind CAS where personal growth is the goal. This journey has shown me the limitless potential we all possess when we give ourselves a chance to take on challenges that seem daunting or impossible. As someone taking Mongolian throat singing lessons online today, I can confidently say that trying often is easier than failing to try at all. I now sing well enough to have earned the occasional complaint from my neighbour: “Stop soul searching and war crying!”

 

Nonetheless, I am proud of my progress, my curiosity to explore the unfamiliar, and above all, the personal growth I have achieved through this experience.

 

 

We asked one of our IB Alumni the following question: 

 

After graduating from the IB with an international diploma in 2022, I was accepted into Aarhus University, where I am currently pursuing a Bachelor’s degree in History. My motivation for studying History arises from a profound interest in international relations and global politics. Therefore, if I were to choose and identify with specific attributes from the IB learner profile, I would choose the qualities of ‘Knowledge’ and ‘Communicators.’

 

The way I interpret these attributes is that ‘Knowledge’ means seeking conceptual understanding, while ‘Communicators’ confidently express ideas and demonstrate a willingness to learn multiple languages to engage effectively with people from other countries.    I value these qualities because they form the foundation of thoughtful, reflective, and engaged individuals.  Throughout my university studies, I have continued to embody these attributes by critically engaging with historical texts, contributing thoughtfully to seminar discussions, and connecting with individuals who share the same interests in History and international relations from around the world. 

 

We have received small greetings from our former students, which can be seen on our social media. Here you can find some of the greetings:

 

Nader_ClassOf2021