Developments in the Diploma Programme Curriculum Andy Atkinson Head of Diploma Programme Development IB Cardiff / The Hague
Tuesday, 12 April 2011
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Who is my audience?
• Roles • Locations • IBEN role • IB experience
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Relevant structures
Programme development creates the “what” of all IB programs . . .
To schools division, which creates the global ways of doing things, the “how” of all IB programmes . .
To regional offices, which uses the processes to create a nurturing relationship with schools.
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Relevant structures
Programme development creates the “what” of all IB programs . . .
To schools division, which creates the global ways of doing things, the “how” of all IB programmes . .
To regional offices, which uses the processes to create a nurturing relationship with schools.
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Diploma Programmes 2010: 2183, 2011 - 2,225 Africa/Europe /Middle East 2010: 742
Asia PacĂfic 2010: 311 IB Americas 2010: 1130
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Connected Sessions in Melbourne The Hexagon Core Session 2 Chris Mannix
DP regional updates Session 8 Steve Keegan Briony Morath
Language Provision In the DP Session 4 and 6 Roxane Vigneault
IB Assessment Developments
DP online Session 4 Pamoja
Session 7 Carolyn Adams
IBCC Session 7 Chris Mannix
Continuum Developments Christine Amiss Session 7
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7 Year Curriculum Review Pattern
Key: T1 – first year of teaching new course T7 teacher training year – subject specific seminars
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Principles of DP reviews • Collaborative, working with teachers, examiners, consultants/universities and IB staff • Reports to and is reviewed by the Diploma Review Committee (DRC) and internal IB Cardiff review committee (IRC) • for groups 3 and 6 and core related to principles within the groups (e.g. aims), related to other subjects and conducted as single subject reviews • for group 1 & 2, 4 and 5 whole group reviews Tuesday, 12 April 2011
Profile of the review participants Participants selected on the basis of: • • • • • •
ability to contribute actively to development ability to represent each IB region school types public/private funded gender- to achieve balance language – aim to include IB languages senior examining experience – to include a mix of senior examiners • curriculum subject area manager invites through DP Coordinator Notes
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Processes involved - research • covering issues in the existing courses, links to university requirements, appropriate future developments • through questionnaires to teachers prior to the first meeting and during development cycle • reports from academics and senior examiners • reports from workshops and OCC threads • reviews of literature • other courses worldwide
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The Diploma Programme: Research Research in the Academic Division • Increased resources (TSMs) and focus on pedagogical research to inform new curriculum guides • A greater emphasis on ‘approaches to teaching and learning’ in subject guides and beyond • Commission research and increase use of external expertise to underpin and better articulate the beliefs and values of the programme • Greater involvement of university consultants in curriculum review • Dynamic discussions with schools using new technologies (virtual community) Tuesday, 12 April 2011
This is our Diploma
Tuesday, 12 April 2011
This is our Diploma A holistic, educational programme that leads to a preuniversity qualification.
Tuesday, 12 April 2011
This is our Diploma A holistic, educational programme that leads to a preuniversity qualification. Intended to be a transformative experience
Tuesday, 12 April 2011
This is our Diploma A holistic, educational programme that leads to a preuniversity qualification. Intended to be a transformative experience It’s part of a continuum of lifelong learning
Tuesday, 12 April 2011
This is our Diploma A holistic, educational programme that leads to a preuniversity qualification. Intended to be a transformative experience It’s part of a continuum of lifelong learning
Tuesday, 12 April 2011
This is our Diploma A holistic, educational programme that leads to a preuniversity qualification. Intended to be a transformative experience It’s part of a continuum of lifelong learning
Tuesday, 12 April 2011
World Studies Extended Essay Research Team
Harvard Project Zero and the IB
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United World College Mahindra
Interdisciplinary teaching & learning “Interdisciplinary understanding refers to the ability to integrate knowledge and modes of thinking from two or more disciplines to generate a new insight ... new understanding ‌ it does not replace disciplinary teaching,
INTERDISCIPLINARY UNDERSTANDING
purposeful, disciplined, integrative Page 16
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WSEE Development in Schools • Started in UWC Mahindra with a request in 2001 to authorise a world studies course • 2002 IB agreed that there should be a world studies extended essay. First cohort entered essays in 2005 session • 4 schools on board by May 2009 : Mahindra, Jakarta IS, Koc, and Bloomfield • 2009-10: 2 additional schools : OS Colombo (Sri Lanka) and Aga Kahn Academy, Mombassa • Sept 2010 – UWC Atlantic College, Washington International School
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WSEE Example 1 • Research question: What do members of three religious congregations (Hindu, Muslim and Christian) in Mombasa believe, or know about, the causes and cures of HIV-AIDS? • Local context: Mombasa where the student lives • Global perspective: The uneven impact of the disease on communities in the developed and developing world • Interdisciplinarity: Biology and World Religions
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WSEE Example 2 • Research question: How and why have two Japanese graffiti artists used American hip-hop art for the purposes of self-expression and community organization within Japan? • Local context: Japan • Global perspective: The globalization of culture • Interdisciplinarity: Visual arts and social and cultural anthropology
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World studies extended essays: Furthermore, in line with the IB’s mission, the world studies extended essay seeks to advance students’ global consciousness. Global consciousness supports international mindedness: global sensitivity—a sensitivity to local phenomena and experiences as manifestations of broader developments on the planet global understanding—the capacity to think in flexible and informed ways about issues of global significance global self—a developing perception of self as a global actor and member of humanity, capable of making a positive contribution to the world.
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World studies extended essays: Furthermore, in line with the IB’s mission, the world studies extended essay seeks to advance students’ global consciousness. Global consciousness supports international mindedness: global sensitivity—a sensitivity to local phenomena and experiences as manifestations of broader developments on the planet global understanding—the capacity to think in flexible and informed ways about issues of global significance global self—a developing perception of self as a global actor and member of humanity, capable of making a positive contribution to the world.
Research Report May 2011 Page 20
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Assessment of WSEE • WSEEs are assessed against the same criteria as all other EEs • WS guidance is currently provided in a long supplementary chapter • This is a challenging option which does not have a corresponding EE subject. This is why there is an impressive world studies teacher support material document in addition to a subject chapter http://67.207.142.65/exist/rest/app/tsm.xql? doc=d_0_wldst_tsm_1103_1_e&part=1&chapter=1 • Process-focused; use of journal (reflective research space): metacognitive aspects On open offer from September 2011 Page 21
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The Diploma Programme A more inter-disciplinary future? Unpacking of international mindedness and global engagement? Approaches to learning
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Theory of Knowledge – possible changes
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Theory of Knowledge – possible changes • Terminology changes e.g. ‘knowledge issues’ will be replaced with ‘questions of knowledge’
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Theory of Knowledge – possible changes • Terminology changes e.g. ‘knowledge issues’ will be replaced with ‘questions of knowledge’ • The course will be divided into four sections:
How do you know Ways of knowing Areas of Knowledge Applications
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Theory of Knowledge – possible changes • Terminology changes e.g. ‘knowledge issues’ will be replaced with ‘questions of knowledge’ • The course will be divided into four sections:
How do you know Ways of knowing Areas of Knowledge Applications
• Ways of knowing and Areas of Knowledge will each have core material, extension material and links
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Theory of Knowledge – possible changes • Terminology changes e.g. ‘knowledge issues’ will be replaced with ‘questions of knowledge’ • The course will be divided into four sections:
How do you know Ways of knowing Areas of Knowledge Applications
• Ways of knowing and Areas of Knowledge will each have core material, extension material and links • A much greater emphasis on other cultures Page 23
Tuesday, 12 April 2011
Theory of Knowledge – possible changes • Terminology changes e.g. ‘knowledge issues’ will be replaced with ‘questions of knowledge’ • The course will be divided into four sections:
How do you know Ways of knowing Areas of Knowledge Applications
• Ways of knowing and Areas of Knowledge will each have core material, extension material and links • A much greater emphasis on other cultures Page 23
Tuesday, 12 April 2011
Theory of Knowledge – possible changes • Terminology changes e.g. ‘knowledge issues’ will be replaced with ‘questions of knowledge’ • The course will be divided into four sections:
How do you know Ways of knowing Areas of Knowledge Applications
Core Session 2
• Ways of knowing and Areas of Knowledge will each have core material, extension material and links • A much greater emphasis on other cultures Page 23
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CAS futures - Review 2011
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CAS futures - Review 2011 • Re - defining creativity in a digital world
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CAS futures - Review 2011 • Re - defining creativity in a digital world • Re - defining action: adventure and sport?
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CAS futures - Review 2011 • Re - defining creativity in a digital world • Re - defining action: adventure and sport? • Re - defining genuine service learning
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CAS futures - Review 2011 • Re - defining creativity in a digital world • Re - defining action: adventure and sport? • Re - defining genuine service learning • CAS - an escape from learning or an interconnected part of their learning?
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CAS futures - Review 2011 • Re - defining creativity in a digital world • Re - defining action: adventure and sport? • Re - defining genuine service learning • CAS - an escape from learning or an interconnected part of their learning? • CAS and global engagement
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CAS futures - Review 2011 • Re - defining creativity in a digital world • Re - defining action: adventure and sport? • Re - defining genuine service learning • CAS - an escape from learning or an interconnected part of their learning? • CAS and global engagement
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2012/14 Tuesday, 12 April 2011
The Diploma Programme Pilot Subjects
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The Diploma Programme Pilot Subjects Going Mainstream! Page 26
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Group 6 : Dance HL & SL
Pilot School of Dance: Guangya School, China
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IB Dance • expressive movement with intent, purpose and structure • a vital and integral part of human life. • It exists over time in many forms and styles and is practiced in all traditions and cultures. • functions as ritual, as artistic endeavour, as social discourse, as recreation and as education. • always evolving • reflecting the cultures from which they emerge. • a unique medium for learning about self and the world. • the integration of body, mind and spirit
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The new IB Dance course from September 2011 Consistent with the educational philosophy of the IB, this dance curriculum aims for a holistic approach to dance, and embraces a variety of traditions and dance cultures. Performance, creative and analytic skills are mutually developed and valued whether the students are writing papers or creating/performing dances. The curriculum provides students with an arts and humanities orientation to dance. This orientation facilitates the development of students who may become choreographers, dance scholars and/or performers. The course also welcomes those students who seek life enrichment through dance.
Tuesday, 12 April 2011
Group 6 Courses • Theatre Review: 1st External Review Meeting – November 2010 for new Courses 2014. Clarifying the guide’s misunderstandings for new schools and teachers
• Visual Arts External Meeting – new Courses 2014 Assessment Issues to be addressed – see new clarification June 2010 2 meetings to date.
• Film Review – delayed by one year for alignment – Courses 2016 • Music – new courses 2016
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The Diploma Programme The role, nature and place of Group 6 subjects
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% Candidates May Sessions
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% Candidates November Sessions
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Total Candidates
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Percentage of schools registered for Higher Level Arts Courses by Regions (2010 sessions)
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Percentage of schools registered for Higher Level Arts Courses by Regions (2010 sessions)
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Sports, Health and Exercise Science SL
This is an innovative course which enables students to investigate the scientific background to success in sport and in tune with the ethos of the IB allows investigation of moral, ethical, social, economic and environmental implications and provide opportunities for scientific study and creativity within a global context that will stimulate and challenge students.
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Sports Exercise and Health Science • Involves the study of the science that underpins physical performance • The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition • Students carry out practical (experimental) investigations in both laboratory and field settings. An opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance. • Where relevant, the course will address issues of internationalism and ethics by considering sport, exercise and health relative to the individual and in a global context. Tuesday, 12 April 2011
School
School Name
Type
Prog
Reg
Age
Country
0334
St George’s College
Private
P/M/DP
IBLA
3 - 18
Argentina
0040
UWCSEA
Private
P/DP
IBAP
4 - 18
Singapore
0409
St Julian’s School
Private
DP
IBAEM
3 - 18
Portugal
0434
Kristen School
Private
P/DP
IBAP
4 - 18
New Zealand
0568
State
DP
IBAEM
11 - 19
UK
0612
City Technology College, Kingshurst Wesley college
Private
DP
IBAP
14-18
Australia
0641
Malvern College
Private
DP
IBAEM
13 -18
UK
0815
Hockerill Anglo-European College
State
DP
IBAEM
14-19
UK
1010
Trinity Grammar School
Private
DP
IBAP
4 -18
Australia
1082
Commack High School
State
DP
IBNA
14 - 18
USA
1206
Sha Tin College
Private
DP
IBAP
4 - 11
China
1335
St Margaret’s College
Private
DP
IBAP
5 - 18
New Zealand
2153
Kardinia International college
Private
DP
IBAP
3 - 20
Australia
Mainstream subject 2012 Tuesday, 12 April 2011
World Religions SL Mainstream subject September 2011 • • •
•
The Diploma Programme world religions course is a systematic, analytical yet empathetic study of the variety of beliefs and practices encountered in nine main religions of the world. The course seeks to promote an awareness of religious issues in the contemporary world by requiring the study of a diverse range of religions. studied in such a way that students acquire a sense of what it is like to belong to a particular religion and how that influences the way in which the followers of that religion understand the world, act in it, and relate and respond to others. The course consists of an introductory unit, exploring five of the nine living world religions that form the syllabus. This is complemented by an in-depth study of two religions chosen from six world religions.
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Diploma: Global Politics - a new pilot: SL & HL A new group 3 course to be piloted from 2011 (mainstream 2014-15) International relations, political thought, world development, human rights, peace & conflict Emerging from 4 existing school-based syllabuses(SBSs). Drawing together inspiration from and the best elements of these, while developing its own subject matter that is forward looking and interdisciplinary in nature
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Diploma: politics and development – now Global Politics Course Aims: To develop in students the capabilities to: • ‘read’ political events on the world stage as they occur and relate local issues to a global contexts • use an analytical tool kit to interpret and evaluate global events and critically evaluate their own political biases and prejudices • critically appreciate political and developmental challenges that face the world and consider alternative approaches to dealing with these challenges • Develop their own informed ideas for development in different areas of interest and a will to act as active world citizens • understand the individual’s place in the world around them and how individual and collective action can make a positive difference • Be able to communicate their understandings Page 41
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GROUP 3 in review Economics is all ready for mainstream teaching in 2011/13. The final versions of the Economics guide (November 2010) and TSM (February 2011) are available on the OCC An updated TSM for History (current course) is being prepared for September. As part of the research phase, a questionnaire seeking teacher views on the present course is currently on the OCC. Philosophy and Business & Management have each held their first meetings in 2010 . No major issues arising. Reports and questionnaires will be available on the OCC after their respective 1st development meetings.
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SBSs School Based Syllabus
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Improving SBSs • Strict application of criteria in accepting SBSs – – – –
International dimensions Transferible to other schools Clearly different from mainstream offer High level of interest from a group of schools
• Promoting SBSs as seedbeds of future pilots – No longer keeping them a secret!
• Mini reviews of some guides - e.g. Chinese Studies • Applying assessment principles and practices to large SBSs to ensure quality, reliability and security – – – –
Externally set (and translate) most papers and markschemes. Externally mark all scripts Transferring all marks and moderation over to IBIS. Align grade awarding and EURs as appropriate
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The Diploma Programme Language Courses
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The Diploma Programme Language Courses
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Details session 4&6
Diploma: group 1 – studies in language and literature Course
Nature of the course
Language A: Literature
the techniques involved in literary criticism; promoting independent literary judgments
Language A: Language and Literature
the constructed nature of meanings generated by language; writing and analytical skills
Literature and Performance
Synthesis of Language A: literature and Theatre (groups 1 and 6); the dynamic relationship between literature and performance.
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Diploma: mother-tongue entitlement 28 special request languages in A1 were offered in the Diploma Programme in May 2010: Armenian, Albanian, Belarusian, Bengali, Burmese, Chichewa, Dhivehi, Dzongkha, Estonian, Georgian, Greenlandic, Icelandic, Kazakh, Kinyarwande, Khmer, Kurdish, Mongolian, Romanian, Shona, Somali, Tamil, Tibetan, Tigrinya, Ukrainian, Urdu, Uzbek, Vietnamese, Zulu.
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Diploma: mother-tongue entitlement 28 special request languages in A1 were offered in the Diploma Programme in May 2010: Armenian, Albanian, Belarusian, Bengali, Burmese, Chichewa, Dhivehi, Dzongkha, Estonian, Georgian, Greenlandic, Icelandic, Kazakh, Kinyarwande, Khmer, Kurdish, Mongolian, Romanian, Shona, Somali, Tamil, Tibetan, Tigrinya, Ukrainian, Urdu, Uzbek, Vietnamese, Zulu. Decisions on offering ‘Language and Literature’ in more languages? AP: Indonesian, Hindi and Filipino 47 Tuesday, 12 April 2011
Diploma: group 2 - language acquisition Course
Description
Language B HL
Understanding of complex text, both concrete and abstract; interaction with fluency and spontaneity
Language B SL
Understanding clear standard input on familiar matters and handling of most situations
Language ab initio
Understanding of frequently used language; communication of simple and direct exchange of information
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Placement of students • The IB is mapping language courses to the Common European Framework levels of achievement. • Students should be placed in courses that stretch them educationally, and our aim is to state clearly the level of competence they are expected to reach having completed the courses. We place trust in the schools to implement our programmes
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Possible Future Course Combinations
Definition of a ‘bilingual diploma’ changing 2011/13 onwards Tuesday, 12 April 2011
Possible Future Course Combinations • One group 1 course, and one group 2 course
Definition of a ‘bilingual diploma’ changing 2011/13 onwards Tuesday, 12 April 2011
Possible Future Course Combinations • One group 1 course, and one group 2 course • Two group 1 courses – Language A Literature, and Language A Language and literature
Definition of a ‘bilingual diploma’ changing 2011/13 onwards Tuesday, 12 April 2011
Possible Future Course Combinations • One group 1 course, and one group 2 course • Two group 1 courses – Language A Literature, and Language A Language and literature
• Two group 1 courses – two Literature courses
Definition of a ‘bilingual diploma’ changing 2011/13 onwards Tuesday, 12 April 2011
Possible Future Course Combinations • One group 1 course, and one group 2 course • Two group 1 courses – Language A Literature, and Language A Language and literature
• Two group 1 courses – two Literature courses
• Two group 1 courses – Two Language and literature courses
Definition of a ‘bilingual diploma’ changing 2011/13 onwards Tuesday, 12 April 2011
Possible Future Course Combinations • One group 1 course, and one group 2 course • Two group 1 courses – Language A Literature, and Language A Language and literature
• Two group 1 courses – two Literature courses
• Two group 1 courses – Two Language and literature courses
• Three language courses selected from groups 1 and 2 Definition of a ‘bilingual diploma’ changing 2011/13 onwards Tuesday, 12 April 2011
Possible Future Course Combinations • One group 1 course, and one group 2 course • Two group 1 courses – Language A Literature, and Language A Language and literature
• Two group 1 courses – two Literature courses
• Two group 1 courses – Two Language and literature courses
Complex language profiles
• Three language courses selected from groups 1 and 2 Definition of a ‘bilingual diploma’ changing 2011/13 onwards Tuesday, 12 April 2011
We need the information about languages now! •University Recognition Document •Courses Accredited •Online WSL courses •Guides Dec 2010 on OCC •Face to Face Workshops: Subject Specific Seminars and ongoing •Online courses for teachers Page 51
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Curriculum review documents February – March 2011 • Final draft of PLT and all 53 PLAs available on OCC and for sale as paper copy • Final draft of groups 1 and 2 guides on OCC and for sale as paper copy • Specimen papers for all courses
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Curriculum review documents May 2011
• Teacher support materials (TSMs) for groups 1 and 2 courses • Language A DVD to accompany TSM • Language ab initio language specific syllabuses Page 53
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Group 5 Mathematics New Courses 2012/14
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Internal Assessment in Maths: Maths in the real world What is the research report?
•is a written submission, not an essay. •will address one or more of the group 5 aims •the intended audience is their mathematics class. •the emphasis is on communication by means of mathematical forms •a list of stimuli may be provided, each student should choose one of these. •it is envisaged that each stimulus has the potential to suggest a number of different paths of research
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Examples of stumuli in Art maths IA Golden Ratio in Art Geometric Perspective in Art Platonic Solids and Polyhedra Fractal Art Symmetry and Patterns Kaleidoscopes and Tessellations Mathematics in Music and Dance Traffic Flow Trafficking Networks Implications of the “Two Second Gap” on Traffic Flow Maths Behind the Psychology of Changing Lanes Traffic Light Sequences Weather Dynamic Systems and Chaos Theory (HL) Spectrum Model (HL) Numerical Weather Predictions “The Grapes of Math” – A Global Warming Fraud Selective Data and Global Warming
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THE EXPERIMENTAL SCIENCES REVIEW 2009-15: RESEARCH AND DEVELOPMENT YEAR GET INVOLVED! OCC QUESTIONNAIRES/THREADS REVIEW GROUPS FROM IB WORLD SCHOOLS • GREATER EMPHASIS ON NEW TECHNOLOGIES • INTERDISCIPLINARY POSSIBILITIES AT SL? ‘AN EDUCATION IN SCIENCE’ • INTERNAL ASSESSMENT CHANGES - WE PROMISE! • WORKING TO PRODUCE ONLINE DP COURSES PHYSICS AND ESS COMING FIRST • WETLAB EXPERIMENTS IN A VIRTUAL ENVIRONMENT? Tuesday, 12 April 2011
• • • • • • •
Types of investigative/experimental Hands on experiments in labs At home lab kits (e.g. Brian Woodfield: Professor of microscale) Chemistry, Brigham Household resources Young University. UT USA Virtual experiments Remote experiments Kemi Jona: Director Simulations OSEP, Learning Strategist-School of Solving problems using Continuing Studies-
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Research Associate Professor, Learning Sciences, Northwestern University IL USA
Update on DP courses online
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Diploma courses online Increased access and greater educational opportunities Extend subject choice for students in IB World Schools Enable students who cannot attend IB World Schools to benefit from an IB educational experience Create international and intercultural classrooms in ways which cannot be envisaged in many schools Enable students, increasingly socialized in the digital world, to develop 21st century skills that will equip them for life after school
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Collaboration with Pamoja Education  Pamoja is committed to preserving the quality of the IB experience  Support for IB research into the delivery of experimental sciences online. Support provided for initial meeting which took place September 2010
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Extending subject choice for students in IB Schools and beyond • Pamoja to develop courses in all subject groups plus the core • IB will provide curriculum support and quality control • Minimum catalogue of 27 courses by 2015 • Pace and scope of development determined by school demand
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Number of Courses
Regional distribution of students: 2010/11
IBA 9 countries 33 schools 130 students
•
39 countries
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•
IBAEM
IBAP
21 countries 29 schools 71 students
9 countries 15 schools 50 students
77 schools
•
251 students
Courses & student numbers: 2010/11 HL courses
•
SL courses
Economics
69
Business + management
26
ITGS
41
Economics
19
Mathematics
22
Psychology
35
Spanish ab initio
39
7 subjects
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•
12 teachers •
18 sections • 251 students
DP courses online: extending access to external students Opportunities and support structures will be similar for all participating students Internal students External students
IB World School
IB Open World School Pilot in 2010/11
•Certificates
•Certificates
•Diploma Programme
•DP Coordinator
•DP Coordinator •Site Coordinator* * Required when students are enrolled in online courses
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•Site Coordinator
Profile of an online student • • • • • •
is responsible, independent learner Is well-organized and with good time management enjoys new challenges and is a risk-taker is not easily frustrated by temporary technical issues is motivated and interested in the online subject enjoys interaction with students of different backgrounds and geographies • does not require constant teacher direction • is a proficient reader and writer in the language of instruction Is it for a certain type of student learner? Tuesday, 12 April 2011
Diploma courses online: nurturing global citizenship “It has allowed me to connect with people that I otherwise wouldn't have, which in turn has given me other takes on issues that may not have been raised in a class of one nationality. “ “It allowed communication and cooperation with classmates from all over the world who had different viewpoints than I, as opposed to a local, face-to-face course.” “Socializing with them. Getting their ideas and opinions because of the place where they were
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Perceived assessment burden of the DP?
Data from May 2010 Session
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Aims of Investigation • To compare the assessment burdens for students of the five most popular subject combinations of the Diploma Programme • To analyse some of the assessment methods used to test students at the end of their courses
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Top 5 Most Popular Combinations
Combination 1 • Malay A1 SL
Combination 2 • English A1 HL
Combination 3 • English A1 HL
Combination 4 • English A1 HL
Combination 5 • English A1 HL
•
French B SL
•
Spanish B SL
•
Spanish B SL
•
Spanish B SL
• Economics SL
•
History HL
•
History HL
•
History HL
•
History HL
•
Biology HL
•
Biology HL
•
Biology HL
• Psychology SL
•
Biology HL
•
Chemistry HL
•
Chemistry SL
• Mathematical Studies SL
•
Chemistry SL
•
English B SL
• Mathematics HL
• Mathematics SL
• Visual Arts SL
•
Biology HL
• Mathematical Studies SL
• Mathematics SL
Combinations ranked 1-5, 1 being most popular and 5 least popular; they are labelled in this way for ease of reference in analysis Tuesday, 12 April 2011
Assessment Method Terminology •
Written Exams: – Short Answer Questions (SAQs) – Extended Response Questions (ERQs), including essays, analysis etc. – Combinations of SAQs and ERQs (Mixed Qs), where there are unknown proportions of SAQs and ERQs
•
Coursework: – Practical Investigation and Report, carrying out a study and collecting data in order to write a report – Portfolio, displaying a selection of a student’s work (e.g. Artwork) – Assignment, creating an extended piece of writing on a topic/argument – Oral, testing language speaking abilities – Presentation, displaying and explaining work to an audience
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Averages for Comparisons • Mean number of hours of written exams = 22 • Mean number of coursework pieces = 12.6 • Mean word count expected from all coursework = 17,030 These averages have been calculated using figures solely for the top 5 diploma combinations referred to in this project. They include the assessment of the Extended Essay and Theory of Knowledge core components.
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Combination 1 Overview The graph here includes exams and coursework for the following subjects (but excludes the assessment of the core): Biology HL; Chemistry HL; Mathematics HL; Malay A1 SL; Economics SL; English B SL
Weighting of Exams and Coursework in Assessment of Combination 1
Including the Extended Essay and TOK, Combination 1 involves: Number of Exams = 15 Total Exam Hours = 23 Number of Coursework Pieces = 15 Approx. Total Word Count = 16,700 Exam Hours +1 above average Coursework +2.4 above average Word Count -330 below average
Tuesday, 12 April 2011
Combination 3 Overview The graph here includes exams and coursework for the following subjects (but excludes the assessment of the core): Biology HL; English A1 HL; History HL; Mathematical Studies SL; Visual Arts SL; Spanish B SL Including the Extended Essay and TOK, Combination 3 involves: Number of Exams = 12 Total Exam Hours = 19.5 Number of Coursework Pieces = 13 Approx. Total Word Count = 22,100 Exam Hours -2.5 below average Coursework 0.4 above average Word Count 3720 above average
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Components of Written Exams
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Components of Written Exams
Further Research Tuesday, 12 April 2011
IB ‘position’ papers http://blogs.ibo.org/positionpapers
• • • •
•
Cross programme papers written to inform, stimulate and provoke. Concurrency of learning (2010) Holistic education (2010) East is East and West is West – reflections on the IB learner profile (2010) The roles of cognition, language and culture in teaching and learning in international schools – coming in 2011 International mindedness – coming in 2011
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Boring but important!
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Boring but important!
2011/13 Tuesday, 12 April 2011
Where we have come from?
“I regard it as a foremost task of education to ensure the survival of these qualities: an enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness for sensible self-denial and, above all, compassion.� Kurt Hahn, 1936 Page 78 Tuesday, 12 April 2011
Where we have come from? “.. to develop to their fullest potential the powers of each individual to understand, to modify and to enjoy his or her environment, both inner and outer, in its physical, social, moral, aesthetic and spiritual aspects.� Alec Peterson First Director General and co-founder of the IB
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Tuesday, 12 April 2011
Where are we going? New George Walker Book
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Tuesday, 12 April 2011
‘Teaching and learning’ Judith Fabian Recommend pedagogical principles Learning how to learn Review the volume of content conceptual? Interdisciplinary futures New technologies
This is our IB Diploma IMAGINE what you can do with it in your schools!
Email me your ideas: andrew.atkinson@ibo.org Tuesday, 12 April 2011
This is our IB Diploma IMAGINE what you can do with it in your schools!
Email me your ideas: andrew.atkinson@ibo.o Tuesday, 12 April 2011
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