Diploma Programme Update
DP Update The DP development team The new DP model The DP curriculum review cycle New/updated courses coming soon Approaches to teaching and learning across the DP Detailed update on changes to TOK
Where we are... Assessment Centre, Cardiff
AEM Global Centre, The Hague
Americas Global Centre, Bethesda Asia Pacific Global Centre, Singapore
Who we are ... The DP development team
Based in The Hague 19 staff, 13 different nationalities Taught in 19 different countries
The IB Diploma Programme - unpacking the new visual •
The IB Diploma Programme (DP) is an academically challenging and balanced academic programme
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prepares students aged 16 to 19 for success
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recognition and respect from the world’s leading universities
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addresses the intellectual, social, emotional and physical well-being of students
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Prepares students to become effective participants in a rapidly evolving and increasingly global society. March 2013
The Learner Profile The learner profile remains central to the Diploma, and every IB programme •
lies at the heart of our mission to create a better world through education
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exemplifies the broad range of human capacities that go beyond intellectual development and academic success
IB learners strive to become •
inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective.
March 2013
Alignment across the continuum
The DP Curriculum Review Cycle Implementation
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Research
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Evaluation
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Development - Implementation
SEVEN YEAR COLLABORATIVE REVIEW CYCLE FOR ALL DP SUBJECTS
T1
T2
T3
T4
T5
T6
T7
T1
1st teaching of new course
1st exams of new course
Development meetings
Development meetings
Development meetings
Evaluation of previous review
Research
Evaluation and development year
Upskilling of workshop leaders
1st teaching of new course
Draft guide and TSM sent to publishing and translation
Subject Specific Seminar workshops on the new course
Initial research
Evaluation of 1st assessment
Internal Review Committee and External Review Committee meet 1st Development meeting
Specimen papers produced
Curriculum Review – The Process Research • Reports from senior examiners • Reports from external consultants • Survey data (alumni surveys, teacher surveys, etc.) • Literature review • Syllabus comparisons • Feedback from universities
Development • 3 day meetings in The Hague attended by 6-8 teachers, examiners and consultants from all three IB regions • Feedback on progress / proposals through teacher surveys • Feedback from internal review committees, Diploma Review Committee, etc.
Implementation • Production of new materials (guide, TSM, specimen papers) • Upskilling of workshop leaders • Subject specific seminars • Accreditation and recognition of new courses
Approaches to teaching and learning The aim of the project is to introduce and develop a new dimension of the DP, aligned with PYP and MYP, to improve the quality of teaching and learning across the programme and support key values and principles of an IB education through developing and offering commercial and fee-covered deliverables for schools, teachers and students.
Approaches to teaching Approaches to learning An evolutionary development in pedagogical leadership - inspired by best practice in our school community approaches to teaching and learning have evolved as deliberate strategies, skills and attitudes which demonstrate the IB’s explicit commitment to change the way our students are prepared for assessment and for life,
by articulating dynamic pedagogical excellence
and inspiring development of the IB learner profile attributes a life-long quest for learning March 2013
Approaches to learning self-regulated learners self-management skills
Approaches to learning are designed to develop:
thinking skills research skills communication skills social skills balance social and emotional learning mindfulness
March 2013
Approaches to teaching holistic informed by assessment
differentiated
exemplary
Demonstrates a concurrency of learning
inquiry based
conceptually focused
collaborative contextualised
March 2013
Project deliverables • Fee-covered publications: (a) Approaches to teaching and learning in the DP (standalone document), (b) Chapter in DP: From principles into practice (2015), (c) Non-mandated unit planner – examples of good planning • Commercial publication: manuals, toolkits etc • Workshops (new and revised) • Multimedia: video, audio, podcast etc
What have we missed? • Are there key things you think we have overlooked? • What other deliverables would you like to see? • Could you be involved?
Diploma Programme – recent developments World Studies Extended Essay Interdisciplinary; mainstream from 2011 Literature and Performance Interdisciplinary synthesis of Language A and Theatre; mainstream from 2011 World Religion (SL only) Mainstream from 2011; study of nine main world religions; promotes awareness of religious issues in a contemporary world Sports, Health and Exercise Science (SL only) Mainstream from 2012; innovative, scientific background to success in sport Dance Mainstream from 2011
Science Updates New courses – first teaching in 2014 First assessment in 2016 New IA criteria Nature of science 1 option from 4 instead of 2 options from 8 (SL and HL)
Arts updates: New theatre and visual arts courses First teaching in 2014 First assessment in 2016 Theatre course focuses on 3 interrelated areas: “theatre in context”, “theatre processes”, and “presenting theatre” Visual arts course focuses on 3 interrelated areas: “visual arts in context”, “visual arts methods” and “communicating visual arts”
New Course: Global Politics Pilot course from 2012 Mainstream from 2015 Explicitly focused on concepts such as power, rights and conflict Dedicated unit on human rights
Engagement activity for IA – e.g. Model UN, interviewing a member of an NGO, simulation gaming, etc. Oral presentation of 2 detailed case studies at HL
Theory of Knowledge Update The new TOK course will begin teaching in 2013, for first assessment in 2015 A pre-publication version of the guide is now available on the OCC The guide and TSM will be published on the OCC in April 2013
Distinction between shared and personal knowledge Personal knowledge "I know because ..."
Shared knowledge "We know because..."
More Choice ... 4 new ways of knowing and 2 new areas of knowledge have been added, giving teachers greater choice and flexibility when designing their TOK course. Teachers still select 6 areas of knowledge and 4 ways of knowing to focus on – they are not expected to cover all of them.
New WOKs New AOKs
Intuition
Religious Knowledge Systems
Faith
Memory
Indigenous Knowledge Systems
Imagination
Global Impression Marking Instead of being assessed using 4 distinct criteria the essay and presentation will be assessed using a global impression approach This approach was developed in conjunction with ACER (Australian Council for Educational Research) This approach was trialled on TOK essays in the May 2011 exam session, where it led to a very encouraging increase in reliability
Knowledge Framework
Knowledge Framework
Questions ...
• Any questions on the new TOK course? • Any questions on other developments in DP?
Reflection ...
“I used to think, now I think”
Malcolm Nicolson: malcolm.nicolson@ibo.org Jenny Gillett: jenny.gillett@ibo.org