International Baccalaureate
The Learner
Profile
a manifestation of the IBO Mission
Statement
a long term vision of education
places the learner at the heart of IB
Programmes
defines the type of learner the IB
hopes to develop
applies to all students and adults in
the learning community
attributes that should infuse all
elements of the Programmes
a profile of the whole person as a
lifelong learner
NOT a profile of the perfect student but
a map of a lifelong journey
expected of students, staff and
administrators in terms of learning, as
well as parents in support of that
learning
set of ideals to motivate, focus and
unite schools and teachers
the heart of the articulation, common
framework of the Programmes
the common ground on which IB World
Schools stand
central to what it means to be
internationally-minded
Learners in the IB programmes are
nurtured to be…
inquirers
open-minded
knowledgeable
caring
thinkers
risk-takers
communicators
balanced
principled
reflective
Inquiring learners…
…acquire the skills
necessary to conduct
constructive inquiry and
research and become
independent, active and
life-long learners.
Thinking learners…
…exercise initiative in applying thinking skills
critically and creatively to approach complex
problems and make reasoned decisions.
Communicators as learners…
…understand and
express ideas and
information confidently
and creatively in more
than one language and
in a variety of modes of
communication.
Risk-taking learners…
…approach familiar
and unfamiliar
situations with
confidence and
independence of spirit
to explore new roles,
ideas and strategies,
and are courageous
and articulate in
defending those things
in which they believe.
Knowledgeable learners…
…explore concepts, ideas and issues which
have global relevance and importance and, in
so doing, acquire and are able to make use of a
significant body of knowledge across a range of
disciplines.
Principled learners…
…develop a sound grasp
of the principles of moral
reasoning, incorporating
integrity, honesty and a
sense of fairness and
justice and respect for the
dignity of the individual.
Caring learners…
…show empathy,
compassion and respect
towards the needs and
feelings of others, and
have personal
commitment to action
and service to make a
positive difference to the
environment and the
lives of others.
Open-minded learners…
…gain an understanding
and appreciation of their
own culture, are open to
the perspectives, values
and traditions of other
individuals and cultures,
and are accustomed to
seeking and considering
a range of points of view
Well-balanced learners…
…understand the
importance of
physical and
mental balance
and personal
well-being for
themselves and
others, and they
demonstrate
perseverance
and selfdiscipline.
Reflective learners…
…give thoughtful consideration to their own
learning and personal development by
analysing their personal strengths and
weaknesses in a constructive manner
In a school that has commitment to the
Learner Profile, these values will be
readily apparent in:
• classroom practices
• assessment practices
• the daily life of community members
• leadership and management
The Learner Profile can provide a
shared vision for schools about how
to create the best:
• environment for learning
• collaborative learning environment
• investment in Professional
Development
The Learner Profile can be a tool for
whole school development – key question
“ To what extent do our philosophy, our
school structures and systems, our
curriculum and units of work enable
students, and the adults who implement
and support the programme, to develop
into the learner described in the profile?”
The Learner Profile is NOT an assessment
tool, neither is it to be assessed, but it can
assist assessment and reporting
a common language for describing
student learning
common ‘indicators’ for recognising
student success
The Learner Profile qualities can also
support and inform the planning and
delivery of the curriculum
areas of learning
areas of interaction
A principled learner, for example, considers
the ethical issues of:
Scientific research associated with cloning
(Homo faber - Biology)
Helping to feed the homeless in Adelaide
(Community and service – Christian Studies)
Deforestation of the Amazon
(Environment - Geography)
Single gender boys’ environments
(Health and social education – Language A)
Learning preferences in acquiring understanding
(Approaches to learning – Mathematics)
A knowledgeable learner, for example,
considers the facts:
Scientific research associated with cloning
(Homo faber - Biology)
Helping to feed the homeless in Adelaide
(Community and service – Christian Studies)
Deforestation of the Amazon
(Environment - Geography)
Single gender boys’ environments
(Health and social education – Language A)
Learning preferences in acquiring understanding
(Approaches to learning – Mathematics)