At the International School of Western Australia (ISWA), we take pride in preparing our students not only for academic success, but for inspiring and meaningful futures in a rapidly changing global landscape.
As an International Baccalaureate (IB) World School our students graduate equipped with the skills, insights, and support necessary to thrive in the transition to higher education. As a small international school in Australia, ISWA offers a uniquely diverse learning environment, with students representing over 60 nationalities. We view this diversity as a strength, enriching learning with a range of global perspectives.
We offer an inclusive learning space that encourages open dialogue, critical thinking, and collaborative problem-solving. Our globally focused approach is supported by the structure of our academic calendar. ISWA is the only school in Australia to offer a Northern Hemisphere school year. This calendar enables smooth transitions for families arriving from overseas and allows students to move easily into universities in the U.S., Canada, Asia or Europe, while also retaining the flexibility to begin Australian university pathways in either February or July.
This flexibility reflects our commitment to meeting students where they are and guiding them to where they want to go.
Building adaptability and readiness for change
In an age where industries are transforming and new careers are emerging at unprecedented rates, preparing students for life after school is no longer just about good grades. Our students benefit from a dual focus on rigorous academics and future-focused career guidance that builds adaptability, transferable skills, and global readiness. At the heart of our approach is personalisation. Our approach to personalised learning & rigorous professional development allows our teachers to build meaningful relationships with students, closely monitor their academic progress, and provide tailored feedback and intervention when needed. This careful attention ensures no student is left behind. Each learner is known, supported, and challenged to reach their full potential, which translates into higher engagement and stronger academic outcomes.
Our senior students work closely with our experienced Careers and College Counsellor, in both one-on-one and group settings. Through diagnostic testing, access to international job and education data, university research, and personalised family consultations, students are empowered to make informed, confident decisions about their next steps.
Students receive dedicated one-on-one support with global university applications. Students also benefit from our accreditation as an SAT testing centre and the use of the BridgeU global application platform, which streamlines the complex process of applying to universities around the world. To help students begin this journey early, all students participate in our dedicated Careers sessions from the Middle Years. These sessions help students explore their interests and career options early on.
As Puvi Arora (2023) notes, preparing the next generation of learners means equipping them with lifelong learning habits, interdisciplinary understanding, and an openness to change. At ISWA, these qualities are central to our approach.
What does the research say on ISWA and the IB’s approach to university preparation?
Recent global research strongly supports the value of this kind of personalised guidance, particularly when paired with an education like the IB Diploma Programme (DP). A study by Hillman, Edwards, and Clarke (2024) found that IB DP students in Australia not only received university offers at significantly higher rates than non-DP students, but also demonstrated stronger persistence and completion rates, regardless of their socioeconomic background. Similarly, Leake and Townsend (2024) reported that in the U.S., IB students achieved postsecondary enrolment, persistence, and graduation rates that outperformed national averages, with diploma earners reaching an impressive 94% graduation rate. These outcomes are not accidental, they reflect the intentional design of the IB Diploma Programme and the way it prepares students for the real demands of university study. ISWA students experience a curriculum grounded in inquiry, critical thinking, global awareness, and time management. That preparation includes the essential “soft skills” demanded by employers and universities alike.
Importantly, the IB Diploma Programme offers a broad, balanced curriculum that allows students to keep multiple doors open. With six subject groups and a wide range of course combinations, students are not locked into one narrow pathway. This flexibility is particularly important when nearly 40% of first-year university students worldwide change either their major or degree (Arora, 2023). The DP’s interdisciplinary structure allows students to explore multiple interests in high school, providing both clarity and adaptability when transitioning to higher education.
This is echoed in feedback from IB alumni. A Hong Kong-based study by Lee, Wright, and Walker (2024) found that DP graduates reported higher levels of communication, cultural sensitivity, time management, and global-mindedness than their peers. These attributes were directly tied to core components of the IB curriculum, such as the Theory of Knowledge (TOK) course and the Creativity, Activity, Service (CAS) program, both of which foster curiosity, leadership, and reflective learning. We also see this reflected in our own alumni community.
When students leave ISWA, we gift them a boomerang – a symbol of our hope that they will one day return. And they do; often popping in to chat with staff or to share stories and tips with younger students. It’s one of the most rewarding parts of our community, seeing alumni reflect on how far they’ve come and how ISWA helped shape their journey. They consistently tell us that their first year of university felt easier, not only because they had strong research skills, but because the DP had already taught them how to manage their time, think critically, and take ownership of their learning.
We are incredibly proud of the diverse global pathways our graduates are pursuing across engineering, the arts, business, science, medicine, law, education, psychology, design, information technology, environmental science, communications, international relations, and beyond. As they step into universities around the world, they carry with them more than just strong academic results. They bring a readiness to engage with the world critically, ethically, and compassionately. Traits that are nurtured by the IB DP, our small school community, and our deeply personalised approach to future planning.
Laura Nicholson
ISWA College and Careers Counsellor
Works Cited
Arora, P. B. (2023). Building resilience in the future workforce: The role of continuous learning and transferable skills. BSSS Journal of Education, 12(1), 91–105. Retrieved from https://doi.org/10.51767/je1207
Hillman, K., Edwards, D., & Clarke, L. (2024). Australian university outcomes: A national study comparing International Baccalaureate Diploma Programme and non-Diploma Programme students. International Baccalaureate Organization. Retrieved from https://ibo.org/research/outcomes-research/diploma-studies/australian-universityoutcome-2024/
Leake, J., & Townsend, M. (2024). Postsecondary outcomes of International Baccalaureate Diploma Programme graduates in the United States. International Baccalaureate Organization. Retrieved from https://ibo.org/research/outcomes-research/diploma-studies/postsecondary-outcomes-of-dp-graduates-in-the-united-states/
Lee, M., Wright, E., & Walker, A. (2024). IBDP student university preparations and studies. In M. Lee, E. Wright, & A. Walker (Eds.), The International Baccalaureate in Asia: Navigating a changing landscape (pp. 36–48). Routledge. Retrieved from https://doi.org/10.4324/9781003399698-4
