IB A sia Paci f i c eNe w sle tt e r Ju n e 20 1 2
Dear Colleagues, The International Baccalaureate’s deep connection with educators is a core strength of the organisation and events over the past months have continued to enhance the way that we work together. The Regional Conference represents the single largest gathering of the IB Asia Pacific community but there are many other points where the Regional Office is reaching out to ensure that we are hearing your views and responding with the quality that you expect. School Services staff have begun country visits which allow Heads and Coordinators to be updated, engage and feedback on IB programmes and services. At the same time, we are increasing efforts in terms of regional recognition by meeting with key stakeholders to ensure the value of an IB education is reflected in country policies. From Pakistan to Japan and down to Australia, the IB is working to ensure governments, policy makers and universities understand programmes and welcome our students.
doing so we can showcase your work both internally and externally. Your work is important to us so please do keep us updated through email either directly with our Schools Services staff or with Sebastien Barnard, Regional Communications & Marketing Manager AP : (sebastien.barnard@ibo.org) At an organisational level, we are working on a number of projects that will lead to better service for IB schools. The OCC rebuild is one of these and you will see significant improvements by the end of this year. Global connectivity of IB Students is being facilitated through the IB World Student Conferences in Spain and Canada - exciting opportunities for students to connect with their counterparts across the world bound by the goal to ‘think globally’. In the coming months I will be seeing a number of you in Thailand, Japan, China, the Philippines and India and I look forward to hearing more about your schools and receiving your feedback on how we are serving you. In the meantime, I am sure this newsletter will give you a greater sense of the work that we are doing to support both you and the IB mission. Thank you once again for your support, the work you do and your commitment to making a better future for young people across the world.
From our Associations, networks and visits we know that IB World Schools across the region are doing Warm Regards, fantastic and inspirational work in support of the IB Ian Chambers Mission. Director, IB Asia Pacific We would like to learn more about what you are www.ibo.org/ibap www.ibo.org
page 1
I B Asia Pa c i fi c A n n u a l Con fe r e nc e SINGAPORE PLAYS HOST TO THE INTERNATIONAL BACCALAUREATE 26TH ASIA PACIFIC ANNUAL CONFERENCE 2012 Asia Pacific’s largest regional educational gathering two lovely performers from the Canadian International School. Setting the tone for the day these were expertly followed by the student Keynote intro15th March 2012 – ductions with students from the German European Singapore played host School Singapore, Chatsworth International School, to the International BacEtonHouse International School, Hwa Chong Intercalaureate’s 26th Asia national School and the Global Indian International Pacific Annual ConferSchool. ence at the Raffles Conference & Convention With the musical and artistic performances providCentre from the 15th to ing a visual and auditory extravaganza; the Keynote 18th March. The largest presentations provided an intellectual and emotionever gathering of Asia al feast, facilitated by the introductions from IB StuPacific’s IB community dents themselves. Internationally renowned speakof its kind, the conferers featured at this year’s conference were; Hans ence attracted more Rosling, Co-founder of Gapminder Foundation and than 950 educators, Professor of International Health, Karolinska Instipolicy makers, IB practute; Sarah Kay, spoken word poet and Founder titioners and IB staff and Co-Director, Project V.O.I.C.E; Paul Nicklen, from around the world. Arctic explorer and National Geographic photographer; Prof Lee, Wing Entitled ‘What does it mean to be Educated’, the On, Dean, Education four day conference provided an opportunity for the Research, National members of the IB regional and global community Institute of Educato come together and be challenged to examine tion, Singapore and ideas and assumptions; gather information about Dr. Kiran Bedi, Ph.D, changes and developments within the IB; and alAnti-Corruption camlowed participants to engage in meaningful converpaigner, Founder of sations with colleagues, regional and global IB staff. the NGO, Navjyoti & India Vision Foundation. Representing 29 countries from over 400 schools throughout the Asia Pacific and Australasian region, delegates heard from the five distinguished keynote speakers and attended 80 smaller breakout sessions led by over 100 practitioners and education experts from the region and around the IB World.
Undoubtedly the highlights of the Conference were the Keynote presentations, student introductions and school performances. The performance were conducted by students from Singapore, School of the Arts (SOTA), Anglo-Chinese School Independent, Australian International School, Singapore and www.ibo.org
Planning is underway for the IBAP Conference 2013 and more information will be released over the coming months. Please check the IB Asia Pacific LinkedIn group for regular updates and keep yourself posted through www.ibo.org/ibap.
page 2
I B Asia Pac i fi c Re g i o n al Co un cil James MacDonald, Chair of Regional Council, Asia Pacific Dear Colleagues, Report from May 2012 Meeting of the Regional Council, Asia Pacific It is my pleasure to write to you on behalf of the Asia Pacific Regional Council to provide a brief summary of our meeting that took place in Singapore on May 11 and 12. Before jumping into this summary though, I would like to take a moment to provide some background on the council and introduce the members. The role of the council is to act as an advisory body to the Regional Director, which means at our bi-annual face-to-face meetings and, to a certain extent, using technology to connect between our meetings, we discuss topics related to the work of the IB that affect us in this region. One of the strengths of the Regional Council is that it consists of a mix of heads of IB Schools and together with external members, provides a range and depth of expertise and experience that aid our discussions. The members of the council who are school heads are: Anne Fowles (Suzhou Singapore International School - China), Anuradha Monga (Bangalore International School - India), Julian Whiteley (United World College of SE Asia - Singapore), Richard Tangye (International School Dhaka – Bangladesh), Deidre Fischer (Cebu International School - Philippines). This was also Deidre’s first meeting so a special welcome to our newest member. External members of the council are: Sonny Lim (Singapore), Eddy Henry (Indonesia), Harsh Singhania (India), Jan Keightley (Australia), and Mark Wang (China).
nario to the council of a government approaching the IB wishing to rapidly introduce the IB programmes into its public school system. Generating key questions to begin with, the council then discussed the complexities of such an initiative and ‘layers’ of issues that this would entail. It was a rich discussion and, on a personal note, it left me with a renewed appreciation for the valuable work done by those at the IB. I would add that this topic is not entirely hypothetical either and is something the IB is dealing with in this region and elsewhere. This was followed by a debrief on the IBAP Annual Conference 2012 and a discussion about some of the initial planning that is going into the 2013 conference. Julian Whitely, who serves on the global Heads Council, provided an update from their meetings and this lead into a dialogue about a new initiative since our last meeting, that of sharing minutes of the meetings between the different regional councils and the heads councils. This idea allows us to explore ways to connect across regions in meaningful and effective ways. We also received a finance update (everything seems to be in order!) and an update from Cardiff via videoconference on some of the new communications ideas and proposals. Recognizing that communications was something brought up in the ‘Heads to Heads’ session at the regional conferences, we were pleased with what we saw and heard.
Related to communications, Ian spoke about a new initiative unique to our region called the ‘Regional Visits’ which sees senior members of the IB hosting a series of meeting in different locations around Asia Pacific. There was strong support from the Regional Council for this plan. As IB continues to grow, our feeling is that the IB needs to look for ways to allow for personal connections to continue to be made and help ensure the IB does not become a ‘faceless’ At our May meeting, we kicked things off with up- organization. dates from Ian Chambers on a variety of topics ranging from professional development workshops We were also excited to see a MYP Assessment to school authorization stats. From there we moved Demo via video conference. While it seems the into a ‘case study’ discussion, with Ian posing a sce- finished product is not yet ready, the demonstration www.ibo.org
page 3
showed considerable potential and represents an exciting development. We also hope that this will *IB Asia Pacific Regional Council not just replicate what can be done on paper but rather open up new possibilities. There is evidence Heads that this will happen. 1. Mr James Macdonald (Chair) Head of School, Yokohama International On Saturday, we began the day with an update School (Japan) via videoconference on the new Online Curriculum Center/Workshop Leader Resource. From the 2. Ms. Anuradha Monga presentation, it seems the changes planned will Head of School, Bangalore International mark a considerable improvement over the current School (India) resource, both in ease of use and access speeds. This presentation was followed by regional updates 3. Ms. Anne Fowles from council members including Anuradha Monga Head of School, Suzhou Singapore Interna and Richard Tangye (India), Mark Wang (China), tional School (China) Jan Keightley (Australia) and from myself (Japan). Mr Julian Whiteley The updates and subsequent discussions were a 4. Head of School, United World College of SE reminder of the diversity of the region and the range Asia/Singapore (Singapore) of challenges that IB schools and the organization itself contends with on a daily basis. We finished our Ms. Deidre Fischer meeting by conducting a self-evaluation exercise of 5. Superintendent, Cebu International School, our council, using the conversation generated from (Philippines) it to further clarify our advisory role. Finally, and on a personal note, I would like to sincerely thank all the members on the council for volunteering their time to serve the IB community. I would also like to thank those working with the IB. I always enjoy meeting with them, hearing about their work and how they are addressing the challenges they face. Finally, much is said about the changing nature of the IB and, at least from my perspective (and I suspect many of you would agree), it is not the same organization it was ten years ago and probably will not be the same organization it is now in ten years time. But in today’s changing world, I do not think this is bad thing. Our challenge, as a community of educators, is to continue to strive to provide the best education possible for this generation of students and it is an honour to serve on this council and be a part of this important dialogue.
Non-heads 6.
Mr Eddy Henry (Vice-Chair) Program and Alumni Affairs Director, Putera Sampoerna Foundation (Indonesia)
7.
Mr Harsh Singhania Managing Director, JK Paper Ltd (India)
8.
Dr Janet Keightley Chair, Governing Body, Annesley College, (Australia)
9. Mr Mark Wang Chairman & CEO, Agrinos China Co. Ltd (China) 10.
Mr Sonny Lim Director, International Relations, Nanyang Technological University (Singapore)
www.ibo.org/ibap/aboutibasiapacific/regionalcouncil/
www.ibo.org
page 4
T h e I B P ri m a r y Ye a r s P r o ga m m e Mignon Weckert, Regional School Services Manager PYP RESEARCH SYMPOSIUM : PYP Implementation and Impact in India Recently both PYP managers Kathy Derrick and Mignon Weckert attended a symposium in India which is part of the research project recently commissioned by the IB Research Department entitled “PYP Implementation and Impact in India”. After a rigorous Request For Proposal process that attracted at least 13 institutional proposals/responses from India, Hong Kong and Australia, the IB Research Department commissioned Dr. K Pushpanadham and his team from the Faculty of Education and Psychology at the MS University of Baroda (Gujarat, India) to undertake this research project. Their proposal demonstrated a very high level of academic rigor combined with strong local contextual knowledge, which set them apart from other applicants.
cities in Manila, Mumbai, Jakarta, Bejing, Tokyo, Bangkok, Sydney and Perth are part of the process for the first half of 2012. Information about all three programs is shared during these meetings, which are targeted at heads of schools and coordinators. Where possible the PYP has tried to combine with Network meetings, in order to provide further time for in-depth questions and answers relating to the initial presentation and programme developments.
The research project aims to address the following key questions through a mixed methods study involving 12 case study schools across India: 1. What are the contributing factors for adopting and implementing the IB PYP in schools of India?
Participants at the Indonesia country visit and PYP Dunia Meeting.
2. How is the ed, adapted in terms of aspirations
IB PYP implemented, enactand experienced in schools NETWORK NEWS students’ perceptions, parents’ and teachers’ experiences? Our PYP Regional Networks continue to grow with 22 PYP networks in Asia Pacific. All network chairs 3. To what extent and in what ways has the IB PYP are now connected through the PYP Network Chairs program made an impact on (i) teachers’ ped- forum on Basecamp. The Basecamp forum proagogical beliefs and practices, and (ii) student vides an easy way for our networks to collaborate learning outcomes (scholastic and non-scho- and share ideas etc at a whole new level. It also lastic) (iii) organizational culture of the school? provides an efficient way for the AP office to send out IB updates and information. We thank everyone 4. What are the benefits and challeng- involved in our networks – it’s exciting to read and es for successful PYP implementa- hear about the creative ways in which our schools tion and integration in Indian IB Schools? are sharing best PYP practices. Thank you also to the Dunia, Hong Kong and Southern China, NSW/ We look forward to the findings of this im- ACT and the Victorian networks who feature in ‘Sharportant research project which will be ing PYP Practice’ http://blogs.ibo.org/sharingpyp/. made available via the IB website. MAY 2012 PYP COORDINATOR’S NOTES COUNTRY VISIT MEETINGS Please make sure you check out the latest PYP A significant initiative this year from the Singapore of- coordinator notes on the OCC for updates. fice is the implementation of Country Visits. Already www.ibo.org
page 5
T h e IB Mid d l e Ye a r s P r o ga m m e Curtis Beaverford, Regional School Services Manager MYP
Moderators
Coordinator Notes MYP Coordinator notes were published in May. This document is always an important read but now more than ever as it is the source of the most up to date information on the MYP the Next Chapter Project. If you haven’t already had time to download it off of the OCC please plan to do so in the near future.
A month or so ago we sent out a request for schools to nominate practitioners to undergo moderation training as there was a shortage of moderators in some subject areas. There were a number of schools and individuals who put their names forward for the training.
MYP Census
As part of the MYP Next Chapter the regions were asked to estimate in the number of students in each year level of the programme. The regional office put out a request for schools to submit their enrollment numbers. We had 88 authorized and 22 candidate Language B and Humanities Guides schools report back, so while we were not able to report exact numbers the information provided alEarlier this year we released the latest versions of lowed for much more accurate predictions. the Langague B and Humanities guides. In addition to needing to know what changes have to be ac- The following are some of the numbers that came commodated in September (northern hemisphere back. schools) or January (southern hemisphere schools) these guides provide useful information about what is to come. They have been developed to align with some of the elements of the Next Chapter Project. Within them you will find subject specific examples of the conceptual frameworks which will become part of all subject guides, the mandated interim objectives and the mandated criteria for years 1 and 3. Within the guides there are also new descriptions of some of the key elements of the programme which can be generalized across the other subject areas. The Teacher Support Materials were published at the same time of the guides. As mentioned we did not get 100 per cent of candiSubject Pilots date and authorized schools to complete the form. It is still open and we would appreciate it if you have Currently all subject guides are under review and not entered your enrollment figures that you take a will be published as a suite in 2014. Review teams few minutes to do so. The form can be accessed at are working on the guides now and soon the official through the following link: pilots will start within schools in all regions. Thank you is you identified your school as a potential pilot www.smartsheet.com/b/publish?EQBCT=31cbbd0 there was an amazing amount of interested. Unfor- d69c240eaab8ec71093409f12 tunately not all schools could be considered to pilot the new guides. www.ibo.org
page 6
T h e I B Dip l o m a Pr o ga m m e
Stephen Keegan, Regional School Services Manager DP At the time of writing, the May examinations 2012 were into their final days. Congratulations to all candidates in all schools for their efforts and achievements. We have been visiting schools during these past weeks hat have been conducting examinations. This year we visited schools in Singapore, China, Korea and India. Although arriving unannounced, and with an inspection agenda, we do still welcome the opportunity to support schools, coordinators, teachers and students in their relationships with the programme. We commend virtually all the schools which we visited on their adherence to correct examinations procedures.
written on IB answer paper. If the candidate does not want this draft to be marked, a line must be drawn through that draft or the working out of an answer. In examinations where the answers are written on the examination paper itself (referred to as a structured examination paper) the draft/ working out must be written on IB answer paper and subsequently attached to the examination paper. Again, if the candidate does not want this to be marked, a line must be drawn through this work. In both situations the candidate’s draft work must be submitted and not retained either by the school or by the candidate. Note: The following instruction in the booklet: May 2012: IB Diploma Programme Examination Materials available in the library section of IBIS is not correct: “Rough paper can be used if candidates require it and should be provided by the school. It should not be submitted to the examiner, but should be handed in to the invigilator at the end of the examination.”
4. Exam security must include the protection of IB exam stationery as well as empty IB exam plastic envelopes. We can sometimes forget that any official IB materials can contribute to issues We have a few general observations to make on of academic honesty. our examination visits. 5. During reading time, candidates may not write 1. Occasionally, our representative had trouble with pen or pencil,or use highlighters. Could I getting access to the examination hall. It is good suggest that they are strongly instructed to not that schools have effective security, but it can be even hold a pen or pencil. quite off-putting to be trapped at the front gate for half an hour. We will be speaking to schools again before the next exam session, so that to- Theory of Knowledge in Chinese [TOKIC] gether we can ensure that the visitor does actu- now available for November Session ally get to visit the exams! The good news is that TOKIC is now available for 2. Calculator checks are not always checked as November session schools. This has been available prescribed. Remember that calculators must be for May session schools for some years. I only know checked at every exam for which GDCs are al- of two schools in the region which intend to take lowed. Random checks are not sufficient. advantage of this option. Consequently, I have been advised that this option may not remain for many 3. I repeat the following which we recently sent to more years. So, if you have even one student who all schools. In our recent examination visits, we have noted that a minority of schools seem to be would benefit from TOK assessment in Chinese, aware of the change to the following paragraph please consider arranging for this option. Note that assessment in Chinese might not necessarily mean on the procedures for ‘rough paper’. that classes have been conducted in Chinese. This message has also been sent to November session Candidates’ use of scratch/rough paper If a candidate wishes to write a draft for an an- schools by email. swer, or any part of an answer, the draft must be www.ibo.org
page 7
T h e I B Car e e r - r e l at ed Cer t if ic ate Avalokita Nanda, DP Schools Services Associate Manager Interest in the IB Careers related Certificate (IBCC) is growing in the region. Two schools are moving to authorized status for start of teaching in September 2012. All schools, both pilot and candidate, are being supported through the Regional office and Curriculum Area Managers in the Hague. Now the IB’s fourth programme, the combination of the IBCC core, two or more IB Diploma courses and the careers related course, IBCC is well suited to students who wish to follow alternative pathways into careers or into university. PTIS in Thailand is the What is the IB Career-related Certififirst school to offer all four IB programmes. cate (IBCC)? Further interest is being followed up in Australia, India, Malaysia and other parts of the region. In order to best suit the needs of the students who do the IBCC, various models and relationships are being designed by schools with regard to the careers related aspect of the programme. PTIS in Thailand and West lsland in Hong Kong have linked the careers aspect through the BTec qualifications that the schools already offer. PTIS, for example, has linked its programme with the BTec extended Diploma in Sports development. Other schools in the region have linked their programme to local industries.
The IBCC incorporates the educational principles, vision and learner profile of the IB into a unique offering that specifically addresses the needs of students who wish to engage in careerrelated education. The IBCC encourages these students to benefit from elements of an IB education, through a selection of two or more Diploma Programme courses in addition to a unique IBCC core, comprised of an approaches to learning (ATL) course, language development, a reflective project, and community and service.
The IBCC is designed to provide a “value added” qualification to schoolsthat already offer Elsewhere in the IB world, besides the Amerithe IB Diploma Programme and are also delivcas and Europe, the IBCC is growing, with ering career-related studies to their students. interest shown in Kazakisthan and Angola. The IBCC is accredited by Ofqual in the U.K as a Level 3 qualification. In February 2012 The Educational Funding Agency confirmed the funding rate for the IBCC for state-funded education. The IBCC is available on the ‘drop down’ list of courses available to students on the UCAS Apply site, and features in UCAS’s International Qualifications Guide. Other recognition efforts are underway around the world. www.ibo.org
The IBCC enables schools to widen participation to an IB education. Schools retain the ability to choose the career-related courses that are most suited to local conditions and the needs of their students. Schools gain the added flexibility in direct curriculum development as well as the IBCC core to create an educational pathway that puts a strong focus on individual student needs. For more information visit www.ibo.org/ibcc/ page 8
Cur riculum -
Group 5 – New mathematics courses
Lennox Meldrum, Curriculum Manager (Physics and Mathematics) The review of the group 5 mathematics courses is complete. The first year of teaching for the new courses is September 2012 (May session schools) or February 2013 (November session schools), with first examinations in 2014.
of the course. Extra time has been allowed in each topic of the syllabus to allow for this change. The IA project has had some minor changes to the assessment criteria and the time assigned for its completion has been increased to 25 hours.
Throughout the review process for all subjects, teachers were encouraged through items on the Online Curriculum Centre (OCC) and in the Diploma Coordinator Notes to provide feedback, starting with questionnaires on the current courses and then comments on proposed changes. Suggestions for syllabus change in each subject varied tremendously and were all considered by the review team.
Further mathematics HL
This course is a new course and is available only at higher level. The course caters for students with a very strong background in mathematics who have attained a high degree of competence in a range of analytical and technical skills, and who display considerable interest in the subject. It is expected that students taking this course will also be taking Mathematics HL. In the move from further mathematics SL to become a higher level subject Mathematics HL and Mathematics SL all existing topics have been extended to 48 hours and During the initial stages of the mathematics SL and HL the new Linear Algebra topic has been added. reviews it was proposed that the internal assessment (IA) be a modelling task and as such it was felt appropriate to Additional details of changes to the syllabuses and of include the correlation and regression subtopic in Statis- the SL/HL mathematical exploration can be found in the tics and Probability. Discussions on matrices suggested curriculum review reports on the OCC as well as in the that they needed to be extended to include transforma- new guides and teacher support material (TSM). In adtions, but given the time constraints this was not feasible. dition, two screencasts on the new courses have been Thus, to make room for correlation and regression, it was produced. One of the screencasts details the general agreed to remove matrices. Matrices are now included in changes in the mathematics courses and the second the Linear Algebra topic in further mathematics HL. screencast discusses the changes to the internal assessment in mathematics SL and HL. The internal assessment for mathematics SL and HL has changed completely from the current portfolio tasks to Teachers are reminded that as part of the mathematics an exploration. The mathematical exploration is a written curriculum review, it was agreed that the current inforsubmission which will address one or more of the group mation booklets, which contain both formulae and sta5 aims 6 -9 which cannot be assessed in examinations. tistical tables, would be replaced by formula booklets. Details of the rationale and development may be found These formula booklets will not contain any statistical in the curriculum review reports on the OCC, but a major tables. Students will be expected to obtain statistical valchange here is of ownership from IB developed tasks ues from their graphical display calculators (GDC). The (which is what most teachers used) to teacher and stu- minimum requirements for GDCs for use in examinadent interest. The following are some of the points made tions from May 2014 will be updated to reflect this. This in these reports. means that some GDCs which are currently approved • Ideas for work for internal assessment should arise for use will no longer be suitable, as they will not provide out of classroom experience as topics are introduced, the required statistical information. Schools are advised and not be generated by the IB. to ensure they are aware of this when planning for Sep• Teachers were reluctant to produce their own tasks tember 2012. Calculator information posted on the caldue to perceived problems with moderation. culator forum of the OCC will be updated annually to give • Teachers were reluctant to share their own devel- further information on the GDCs allowed in examination oped tasks with the IB as then they would have a sessions. Teachers should not use the current informalimited shelf life. tion for May 2011 to plan for the May 2014 examination • Plagiarism and the perception of plagiarism were evi- sessions (first teaching in September 2012). dent in the submitted portfolio tasks. Coordinators must ensure that all mathematics teachers Mathematical studies SL are provided with the appropriate guide as well as other The major change to the syllabus has been the removal supporting documents published on the OCC. of the Introduction to the GDC topic as learning how to use a GDC effectively is now considered an integral part www.ibo.org
page 9
I B Pr ofess i o n a l D eve lop m e nt
Stuart Jones, Head Professional Development, Asia Pacific 2. Address school specific issues IB In-School Workshops : elps drive strategic action plan Benefiting your Teaching Community • H IB Asia Pacific offers schools a number of different Professional Development options from which to choose. In-School workshops are one of the options which are growing in popularity in the Asia Pacific region.
• F ocus on areas highlighted in the authorisation / evaluation process • R elevant to specific school context/environment • F ocus on school specific student-learning needs • S upports differentiation • B road selection of workshops available tailored to different stages of programme development and Programme Standards and Practices.
We will help you make the most of your InSchool Workshop and Professional Development needs. These workshops are an important option with many benefits for schools. These workshops are created for the in-school context and it is important for the co-ordinator to discuss the objectives and proposed outcomes 3. Cost-effective ransferable PD with verifiable certificates with the workshop leader prior to the workshop • T in order to ensure that the workshop addresses • N o need to fly teachers to other regions or pay accommodation costs specific school issues. • C an train a group of teachers simultaneously 1. Develop common understanding in your • F ocussed on your schools needs • C an run more than one workshop at the faculty by: same time to meet full PD needs to school. • B ringing staff together • S upporting professional learning communities • S upporting collaborative learning and planning – everyone hears the same message • P roviding opportunities for pedagogical leaders to identify areas of strength in the faculty in order to improve the implementation of the programme. • E nhancing the role of the co-ordinator as a pedagogical leader. • S trengthening the school community through analysis/reflection on current school situation and development of a common action plan • P romoting Action research • Identifying common goals with clear, agreed action plans • P riming and focussing the professional development for the school. • B uilding champions and facilitating shared responsibility and leadership for the action plan. www.ibo.org
4. Models IB classroom practice by: • S haring understanding of particular aspects of the program. • D eveloping a community of learners, reflecting what is happening in the classroom. • O ffering teachers an opportunity to practice and discuss a range of activities that can be applied to classroom practice • A dapting activities to schools’ resources and physical environment. • R eviewing and updated to be consistent with IB developments and publications • M odelling academic honesty through provision of copyrighted resources • S upporting a learning community in constructing their own understanding • P roviding time to reflect and to plan action that is relevant to the school. • C onsidering international mindedness in unique school contexts page 10
• R especting language richness in schools 5. Under the IB’s Quality Assurance Framework Development of workshops • I nternationally recognised and certificated workshops • O ngoing Research and Development are basis of workshops • C alls on latest thinking from university and IB experts. • P rovision of copyrighted resources IB Workshop Leader • S election, training and ongoing IB PD ensure quality peer to peer IB professional development • IB operates a full selection and training programme funded by the IB. • E ducator training by educator
Registrations for Oct-Dec 2012 now!! REGISTRATIONS 5 MONTHS IN ADVANCE. Workshops now open in January. REGISTRATIONS 6 MONTHS IN ADVANCE
IB ASIA PACIFIC PROFESSIONAL DEVELOPMENT REGIONAL workshop NEWS:
IB Quality Assurance : • Q A supported by a team of international analysts and statisticians • H uge data bank of information from around the world • F eeds back to Professional Development departments as part of ongoing review
Register for workshops in Australia and New Zealand in July New Workshops August to December 2012: • C ONTINUUM: Creating Inclusive Classrooms (SEN), cat 3 • M YP Performing Arts (Drama), cat 2 • M YP Performing Arts (Music), cat 2 • P YP Teachers as Researchers, cat 3 • P YP PPSE – Well Being, cat 3 • D P Visual Arts: Emerging Media, cat 3 • D P ITGS: Incorp Web 2.0, cat 3 • D P: Physics: Promoting ICT, cat3 • D P World Religions, cat 1 • D P Successfully Navigating University Recognition, cat3
6. New in 2012: Creative Solutions for Unique Requirements: Building on relationships between IB regional offices and schools • S mall school policy - support for small school under 12 staff • C ontext related workshops - e.g. Girls schools, Faith Based schools, Environmental issues, Well-being, Global context. • Workshops over different timeframes including after school hours. • C an offer more than one workshop at the PLANNING CALENDAR FOR 2013... same time • C an offer any workshop in-school in catalog Available early July 2012 on Google doc and www.ibo.org/events/documents/IB_Work- REGIS! Stay tuned... shopCatalog_web.pdf www.ibo.org/ibap/professionaldevelopment/ www.ibo.org
page 11
IB University Recognition & Development From the desk of: Greg Valentine IB Manager Development (Australasia) Following Recognition of PYP as an Alternative Curriculum Framework for the delivery of the Australian Curriculum, contact has been made with The Australian Children’s Education and Care Quality Authority (ACECQA) to see how PYP schools with early childhood sections can meet the requirements of the Early Years Learning Framework (EYLF). This contact and discussions with some Victorian PYP Coordinators as well as Dr Kay Margetts from the University of Melbourne make us confident that PYP schools will have no problem meeting the requirements of the National Standards and the EYLF. The mapping that has taken place in Victoria may be able to be shared with PYP schools in Australia and meetings will be organized with each of the State Regulatory Authorities in the coming months.
All Tertiary Admission Centres in Australia and NZ Universities have been sent copies of the new Literature, Language and Literature, Sports, Exercise and Health Science and World Religions Guides. This contact will also be followed up with individual Universities to ensure that they are fully aware of the courses and how they will be assessed for entry, pre-requisite and credit/advanced placement requirements. Education Queensland, in cooperation with the Queensland Academies of Creative Arts, Science Mathematics and Technology and Health Sciences, and the University of Queensland, Queensland University of Technology and Griffith University have commenced some research into the Tertiary performance of IB Diploma Graduates. Queensland now has the second largest cohort of students in Australia. In other news, IBAP has entered into a memorandum of understanding with the Victorian Registration and Qualifications Authority (VRQA) to exchange information about IB schools and IBDP students in Victoria and, where appropriate, engage in some shared school visits. This is part of the Diploma Recognition Agreement that the IB has with VRQA and the IB’s reporting responsibilities under that agreement.
School personnel who know the names and contact details of key people in each of their locations who are responsible for School Reviews and Registration should provide these details to Greg Valentine in the Sydney Office so that arrangements can be made for a joint meeting to discuss how IB schools will be using the PYP and MYP Frameworks to meet the requirements Formal Recognition of the IBCC will be pursued of the Australian Curriculum and the EYLF. initially in Victoria, Queensland and Western Australia. If schools in those, or other locations, Meetings with key personnel in Australian Uniare looking to introduce the IBCC please conversities and media articles seem to suggest that tact the Sydney Office to ensure we work with Australian Universities, following the removal of you to secure the recognition of the programme the enrolment cap, may look at broader enrolthat you require. ment criteria in addition to the valuable ATAR. In responce if you have the names and contact deVisits are being planned for Western Australia tails of key University personnel with whom the in June and New Zealand (Auckland, Wellington IB should meet please provide these so we can and Christchurch) in June/July. Please contact follow up. Meetings have taken place with UNSW, Greg Valentine in the Sydney Office if you have UTS and others are currently being organized. particular Recognition issues that need to be www.ibo.org
page 12
addressed with Universities, Qualifications and on the IB website for upcoming workshops. Recognition Authorities during those visits.
From the desk of: Priyamvada Taneja IB University Liaison Officer (India) Guide to University Recognition: The aim of the recognition team is to work with universities and colleges and give up-todate information to all stakeholders. Last year we published and posted the “Guide to University Recognition” which is now updated with 20 new statements from universities and can be accessed at : www.ibo.org/ibap/universityrecognition/
From the desk of: Jamie Tan IB Programme Support Manager (China)
Counselor/Diploma coordinators University recognition sessions in Mumbai, Pune, Delhi, Hyderabad and Bangalore – University recognition sessions with authorized and candidates schools were held in 5 cities in the country with the aim to have meaningful discussions regarding recognition of the IB Diploma. The sessions were well appreciated and attended by schools in these cities.
The Beijing Municipal Education Commission (BMEC) international department and the Beijing Institute of Education (BJIE) have been investigating IB education since 2011, when representatives from the two bodies visited IB Geneva and met with Deputy Director-General Ian Hill. In 2012, representatives of the two bodies, along with representatives from the Education Committee of Chaoyang District and government high schools in Beijing, visited the IB Asia-Pacific office to learn about IB programmes in greater depth. As a result of their investigation, BMEC’s international department has decided to support selected government schools in the municipality in applying to become IB World Schools, and to support BJIE in working with IB Asia-Pacific to ensure that the professional development in these schools are met in the future.
COBSE membership – The Council of Boards of School Education in India (COBSE) is a voluntary association of all the Boards of School Education in India. We have now become Associate members of COBSE. This will pave a way for nationwide MYP recognition and awareness of IB programmes across the country.
Recognizing the quality of IB professional development for teachers, the International Education Association of Shanghai (with the support of the international section of the Shanghai Municipal Education Commission) is also working with IB Asia-Pacific to meet the training needs of IB teachers in Shanghai and eastern China.
Successfully Navigating University recognition workshop in New Delhi - The first Uni- For more information : versity recognition workshop in the Asia Pacific www.ibo.org/ibap/universityrecognition/ region was attended by 10 participants from Singapore, Hong Kong and India ranging from 0 – 15 years of experience. The workshop, the first of its kind, was received very positively by all participants. Watch out for the Workshop page www.ibo.org
page 13
I B Resear ch D e p a r t m e nt Justine Sanders, Research Specialist
New Programme Impact and Programme Development Research
search on the IB published last year. These studies span all three programmes across all three regions and cover a range of topics. The references can be found on our research resources page: www.ibo.org/research/resources/. There is also a quick info sheet of findings coming from studies on the impact of IB programmes in the Asia-Pacific region available here: www.ibo.org/ibap/documents/ib-research-apfindings-3.pdf
A literature review report, “Curriculum alignment, articulation and the formative development of the learner” by Dr Richard Watermeyer examines various definitions of curriculum alignment and articulation; analyzes possible impacts of credentialism, assessment and marketization of education on the development curriculum; explores initiatives and approaches of articulating and aligning in international contexts; and draws implications for the development of an IB Jeff Thompson Research Award education. You can find the complete document in Cross-Programme Publications section of the Congratulations to the latest round of Jeff Thompson Research Award winners! We are pleased to OCC. be able to support their engaging work. A new study on the post-secondary success of DP students from Chicago Public Schools by Daniel Keller, Bilkent Laboratory & International the Consortium for Chicago School Research at School (Turkey) the University of Chicago was released in March. • International Education: Stakeholder Perceptions and Values This research has some very positive implications for the DP, suggesting that IB students go to college at higher rates, go to more selective colleg- Richard Lineham, St. George’s School in Swites, are more likely to stay in college, and report zerland (Switzerland) feeling better prepared to succeed. You can view • The IB mission statement; does it permeate the everyday teaching and learning of the Internaa summary and full report here: www.ibo.org/retional Baccalaureate Diploma Programme? search/policy/programmevalidation/diploma/ The Australian Council for Educational Research (ACER) has released a report further documenting PYP and MYP student performance on the ISA as well as investigating perceptions, attitudes and wellbeing of IB students through student questionnaires. An analysis of student performance on the 2009-2011 ISA helps confirm that, on a global level, IB students performed better than students from non-IB schools in the ISA assessment areas at many grade levels, again with the strongest effects at grade 10 (the final year of the MYP). A full summary of the results can be found at: www.ibo. org/research/policy/programmevalidation/
Heather Mills, Elizabeth Hudson K-8th School (USA) • The Impact of US Educational Policy on the Implementation of the PYP: A Case Study of an Urban, Low-income Public School
Applications for the next round are currently being accepted. The application deadline is 31 October 2012. The award provides IB World School faculty and staff with incentive funding to support research conducted on IB programmes. Individual awards will be granted up to a maximum of US$5,000 each. To access the application, policies and procedures as well as terms and conditions, please visit the Jeff Thompson Research Research Resources Award pages. Questions and applications can be There are two new research resources available sent to research@ibo.org. to the IB community. We are pleased to provide a compilation of available research on the IB To find out more on any of the IB’s research activireleased in 2011. We found over 70 pieces of re- ties, please visit: http://www.ibo.org/research/. www.ibo.org
page 14
I B Asia Pa c i fi c A s s o c iatio n Up dat e Association of Australian IB Schools (AAIBS)
From September 21 to 23, Lauriston Girls’ School Keynote Speakers will host the 2012 AAIBS Conference. Our conference theme is Lifelong Learning. Dr Judith Slocombe Dr Judith Slocombe is the In developing the program for the conference we CEO of the Allanah and have considered the needs and interests of prac- Madeline Foundation. Her titioners who teach the International Baccalaure- career spans many roles; ate PYP, MYP and DP courses. Our speakers will veterinarian, entrepreneur, provide a range of viewpoints on topics which have business owner as well as senior executive roles relevance. within the corporate and non-profit sectors. Our conference program which is available on both the Lauriston Girls’ School website (www.lauriston. vic.edu.au) and the AAIBS website (www.aaibs.org) provides details on each of our keynote presenters.
Dr Ben Jensen In 2009, Dr Ben Jensen joined Grattan Institute from the OECD, where he spent five years working in the inThroughout the conference we will have four break- ternational policy arena on out sessions and a call for papers can be found on issues critical to Australian both the Lauriston Girls’ School and AAIBS web- education policy. sites. It is our intention to provide presentations which will be of interest and value to PYP, MYP Clinton Golding and DP practitioners. We would like to emphasize Clinton Golding consults that break-out session presenters have the role of nationally and internationprovoking discussion and offering information and ally on Philosophy for Chilinsights which further our practice as IB teachers, dren, Education for Thinkco-ordinators and leaders. ing and Creating Thinking Schools.
During the conference, AAIBS will hold its Annual General Meeting and staff from the IB Asia-Pacific Professor Paula Barrett office in Singapore will be present for a question Professor Paula Barrett is and answer session. internationally recognised as a prominent scholar and In planning the conference, our intention has been groundbreaking researcher to provide opportunities for making connections in the field of child psycholwith other practitioners, co-ordinators and leaders ogy. in schools from Australia and New Zealand. There is much to gain from communication with colleagues Jason Kimberley and we have made time for informal networking Jason Kimberley is cothroughout the conference schedule. founder and CEO of Cool Australia. Cool Australia is We are looking forward to welcoming delegates a onestop info-shop for all to the 2012 AAIBS conference at Lauriston Girls’ things environmental, inspiSchool. rational, practical and sustainable. Susan Just Lauriston Girls’ School, Principal www.ibo.org
page 15
I B Asia Pac i fi c s t a f f u pd ate s Arrivals : Stefanie Leong joins the IB as Head of Development and Recognition, Asia Pacific. Stefanie was previously the Senior School Development Manager, East Asia for a provider of International qualifications where she build and solidified relationships with government, schools and universities from Singapore to Mongolia. As the Head of Development in IBAP, Stefanie will be overseeing the development of schools interested in offering IB programmes and becoming IB World Schools, along with managing the relationship between the IB and universities, governments, education authorities and associations. The Development function will continue to provide important events such as the Recognition Forums, IB Community events and Orientation sessions in order to educate and provide support to schools and for recognition and advocacy efforts of the IB. Stefanie will be working closely with the IB Regional Director, Ian Chambers, along with the Global Head of Recognition, Paul Sanders. “I am excited to have joined the IB Organization when there is so much activity going on in Asia Pacific. The demand for the IB programmes continues to rise and to support this, the Development function will endeavour to provide schools with the best experience during the journey to becoming an IB World School. We have an enthusiastic and experienced team; they are a valuable resource. I recommend schools to make contact with us to explore the implementation of IB programmes.” In March, I attended the IB Asia Pacific Regional Conference in Singapore; I used to hear from schools how great the conferences are. Being one of the thousand people at the conference, I can attest the conference was truly amazing and inspirational. It has definitely been one of my favourite moments since I joined the IB. We have begun planning for the 2013 Regional Conference and I have no doubt the future conferences will continue to offer a an exceptional experience to educators.
www.ibo.org
Asia Pacific is a unique region; the university destination survey tells us that students in the region will travel for the best educational experience. One of the things we hope to accomplish is to increase the recognition of IB qualifications. With the new developments in MYP Next Chapter and the IB CareerRelated Certificate (IBCC), we will be working hard on the university and government recognition for these programmes” - Stefanie Leong In February 2012, Jamie Tan was appointed the Programme Support Manager for China, based in Shanghai. Before taking up this role, Jamie taught in the Diploma Programme and also worked for IBAP School Services, focusing on schools in China. In her present role, she provides support for schools who are interested in IB programmes and communicates with government and other institutions interested in working with the IB.
Departures : We will soon be farewelling one of our staff who, for so many of us, has typified what is best about the IB – a passion for education and a commitment to the IB programmes. Mignon Weckert will be leaving her role as PYP regional manager at the end of August to take up a position as Head of Elementary at the Australian International School in Singapore. I would like to take this opportunity to formally thank Mignon, on behalf of the regional office, for the tremendous and untiring efforts she has put in over the last 5 years in support of schools in this region. She will, I am sure, be leaving with your and our applause and good wishes assuring her how much she will be missed. We wish her all the very best in her new appointment. Nigel Forbes-Harper Regional Head of School Services
page 16
New I B Wo r l d Sch o o ls in As ia Pa cif ic We are pleased to officially welcome schools that have been authorized to teach an IB programme between January 2012 and May 2012
School Name
Country
Helena College Mater Christi College Mount View Primary School
AUSTRALIA AUSTRALIA AUSTRALIA
Alcanta International College Chengdu Shude High School EtonHouse International School - Wuxi High School Attached to Northeast Normal University Hua Mao Multicultural Education Academy Rainbow Bridge International School The High School Affiliated to Renmin University of China
CHINA CHINA CHINA CHINA
Causeway Bay Victoria and International Kindergarten
HONG KONG
Chennai Public School CHIREC Public School India International School Neerja Modi school Oakridge International School Step by Step School The Heritage School The Indian Public School-Coimbatore Trivandrum International School
INDIA INDIA INDIA INDIA INDIA INDIA INDIA INDIA INDIA
Doshisha International School, Kyoto
JAPAN
Nexus International School, Putrajaya
MALAYSIA
TNS Beaconhouse
PAKISTAN
One World International School St Joseph's Institution
SINGAPORE SINGAPORE
CHINA CHINA CHINA
IB Asia Pacific; supporting :
510Schools 720Programmes 170,000Students 155Nationalities 28Countries www.ibo.org
page 17