The Exhibitioner Award: Going Beyond the Classroom!

The Exhibitioner Award at La Côte International School Aubonne creates an opportunity and platform for our students to develop, grow and thrive within their specific areas of interest. The award seeks to cultivate skills which will enable our students to go forward in the world, to be ambitious, confident, balanced and take risks - attributes that intrinsically underpin the principles associated with the IB learner profile*. As such, the Award is an excellent extracurricular opportunity for our students to prepare for the demanding IB Diploma Programme at ages 16-18.

Adam Seymour, Assistant Head of Secondary in charge of Teaching and Learning, explains:

"Today's curricula are diverse and interesting, but the final outcomes are determined largely by summative assessments. Yet, such assessments don't always identify nor develop critical life skills. The Exhibitioner Award aims to challenge and celebrate students' abilities beyond the prescribed curriculum, ensuring that they become well-rounded individuals as a result."

"In order to be considered for this prestigious award, applicants must submit a letter of application (no more than one side A4), attend an interview with an academic panel, and submit additional evidence related to their field of study." 

"A recent example illustrates the reason for creating these awards: Student X received the History Exhibitioner Award (Upper School) because he fulfilled all the requirements associated with it: He wrote a unique essay on the Middle East conflict in which he gave many comparative examples from the past and the present. In addition to this well-written and comprehensive critical essay, he also formulated his findings in a self-confident, differentiated and assured manner. He also regularly visited historical sites and museums, researched archives and read published historical texts, which shows his genuine passion for history. "

"Students who participate in this process gain valuable experience outside the classroom and curriculum, regardless of whether they win an award. They learn not only how to present themselves in a formal setting, but also how to speak in public and manage their time. The skills fostered and developed through this process are not finite, but help, for example, with university applications and boost confidence in future job interviews. Our award process promotes the concept of lifelong learning among our students and teaches them to embrace the mantra "sapere aude", which means "to dare to know", thus equipping them to successfully shape their future after leaving school. "

* WHAT IS THE IB LEARNER PROFILE?

The IB Learner Profile outlines ten attributes that are invaluable in developing our students to go beyond academic success. All aspects of the IB Diploma Programme are committed to the development of our students according to the IB Learner Profile qualities; giving them valuable skills to use after graduating from LCIS. 

Inquirers

IB Students develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. University faculties regularly note IB students’ passion for discovery.

Knowledgeable

IB Students explore concepts, ideas and issues that have localand global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. They are extraordinarily well prepared for the academic requirements of university coursework.

Thinkers

IB Students exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions. IB students do not shy away from challenging questions and, once they know the answer, follow up by asking ‘why?’

Communicators

IB Students understand and express ideas and information confidently and creatively, in more than one language and through a variety of modes of communication. They regularly deliver stimulating presentations and demonstrate excellence in group assignments.

Principled

IB Students act with integrity and honesty, with a strong sense of fairness and justice. They take responsibility for their own actions and the consequences that accompany them. They are well-versed with the academic integrity that is a fundamental value of academics at universities and colleges.

Open-minded

IB Students understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They have a deep understanding of various cultures and views, bringing an appreciation of new views to both their academic study. Their international mindedness complements the missions of the best tertiary institutions.

Caring

IB Students show empathy, compassion and respect towards the needs and feelings of others. They have a per- sonal commitment to service, and act to make a positive difference to the lives of others and to the environment. They tell us they bring this commitment to commu- nity and others to their activities and leadership roles at university and carry it throughout their lives.

Risk-takers

IB Students approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They transition well to challenging university settings and show resilience and determination in their work. In academics, they have the confidence to approach new or unfamiliar subjects or material.

Balanced

Students understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

IB students are active participants in a wide range of as- pects of campus life, as well as focusing on their academic development.

Reflective

Students give thoughtful consideration to their own learn- ing and experience. They are able to assess and under- stand their strengths and limitations in order to support their learning and personal development. IB students have developed an ability to reflect on their learning and to articulate critically how they learned.