S8 Latest developments in the Diploma Programme Groups 4 and 5 Curriculum Reviews by International Baccalaureate® (IB), Asia Pacific

Group 4&5 Curriculum Review IBAP Annual Conference Singapore

March 2012 Saturday, 16:15 Morrison room

David Jones CAH G4/5

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Mathematics Education in action

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ÂŠ International Baccalaureate Organization 2007

Curriculum Review Group 5

Aim of all IB programmes

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ÂŠ International Baccalaureate Organization 2007

 “The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.” Every IB teacher and subject has a role to play in this - you’re an IB teacher first and a mathematics teacher second More like this

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Should mathematics classrooms look a bit more like this?

Less like this

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ÂŠ International Baccalaureate Organization 2007

And a bit less like this?

Principles of DP Curriculum Reviews

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ÂŠ International Baccalaureate Organization 2007

Principles of DP Curriculum Reviews

 collaborative, working with teachers, examiners, consultants and IBCA staff  surveying teacher opinion via questionnaires on OCC  supported by the assessment division  reporting to the diploma review committee  aware of the impact of a subject or group review on the hexagon as a whole  scheduled on a seven year review cycle •

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7 YEAR REVIEW CYCLE © International Baccalaureate Organization 2007

7 YEAR REVIEW CYCLE 06/07

07/08

08/09

09/10

10/11

11/12

12/13

13/14

Teaching schedule

Review schedule

Key: IY – investigation year R1 – first year of subject review T1 – first year of new course Tr – teacher training year Page 9

Gr 5 CR 2006-2014 © International Baccalaureate Organization 2007

Group 5 curriculum review 2006 - 2014  All subjects in group 5 were given a one year extension  The original first teaching date was September 2011, but the extension moved this to September 2012, with first examinations in May 2014  Final examinations for the current courses will be in November 2013, final examinations for the new courses will be November 2020  Evaluation and development for the next review will be in 2014/2015 Outcomes of CR

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Outcomes of the curriculum review  draft guides published December 2011  new guides published March-June 2012

 new TSM available May 2012  specimen papers available May 2012  subject specific seminars early 2012  begin teaching September 2012  first exams May 2014

 last exams Nov 2020 Page 11

Followed by

Followed by     

Online moderator training Online and face to face teacher training OUP course companions Other publishers provided with drafts of the guides Partnerships for support materials on specific issues eg GDC SSS to introduce the new courses have already taken place in IBA Portland, Memphis, IBAEM Berlin and IBAP Singapore, Hong Kong, Melbourne and Delhi

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Whole group and Subject Meetings Informed by  group 5 questionnaire

 subject specific questionnaires  consultation with universities and subject associations  audit of overlap with other group 5 subjects  academic research Profile of participants

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Profile of participants      

participants from each IB region a mix of publicly funded / privately funded schools gender balance a mix of experienced and relatively new teachers representative senior examiners representatives of the three IB working languages (though meetings are normally held in English)  potential to lead workshops on the new courses Group 5 Review plan

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Group 5 Review Plan  whole group review  initial group 5 questionnaire to schools in July 07

 group 5 meeting in October 07  subject specific questionnaires  two subject specific meetings each year  one IA meeting each year Aims of meetings

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Aims of meetings  To consider the questionnaire results  To produce relevant courses for students which will be of use to them during their diploma studies, through university and beyond

Reports on OCC

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Reports on the OCC  After every meeting a report is produced and published on the OCC for teachers. Comments are invited from teachers as the review progresses.  Report on MSSL April 2010  Report on SL and HL April 2010  Report on SL and HL April 2011

GR 5 Aims and links

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Group 5 aims and links  Diploma-wide issues, TOK (including ethical implications), and international mindedness have been addressed in the new group 5 aims  The final column in the syllabus details provides useful links to these aims. APPL- real life examples and links to other diploma subjects Aim 8- moral, social and ethical implications Int- international mindedness TOK- suggestions for discussion

Gr 5AOs

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Group 5 assessment objectives      

Knowledge and understanding Problem solving Communication and interpretation Technology Reasoning Inquiry approaches

Revised courses

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Revised courses

 Mathematical studies SL  Mathematics SL  Mathematics HL • Graphic display calculators are required for all 3 courses Calculators yesterday and today

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Calculators yesterday and today

Assessment Models

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ÂŠ International Baccalaureate Organization 2007

Assessment models

 External assessment largely unchanged • Both SL courses have 2 x 1.5 hours • Mathematics HL 2 x 2 hour papers for the core, 1x 1hour for the option.

Summary Curric changes

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Summary of curriculum changes  Syllabus content similar to current content • 7 topics for mathematical studies SL • 6 topics for mathematics SL • 6 topics for mathematics HL core (182 hours) • Note that matrices has gone from both mathematics SL and HL core

• 4 options for mathematics HL (48 hours)

Contd

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Summary of curriculum changes (cont)  The project retained for mathematical studies SL, with minor amends to the criteria  Internal assessment for mathematics SL and HL changed completely

Syllabus outline for studies

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The Mathematical Exploration  The mathematical exploration is a written submission, which will address one or more of the group 5 aims , 6-9 which cannot be assessed in examinations.  The intended audience is their mathematics class.  The emphasis is on communication by means of mathematical forms (e.g. formulae, diagrams, graphs etc) with accompanying commentary.  A list of optional stimuli will be provided in the TSM.

Stimuli

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Criteria

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ÂŠ International Baccalaureate Organization 2007

Criteria for the exploration     

Communication Mathematical presentation Personal engagement Reflection Use of mathematics

 For more details see Report on SL and HL April 2011

New TSM

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The new TSM • guidance on introducing and developing the exploration • advice on how to support students • exemplar student work marked according to new criteria • guidance on marking ‘explorations’ written for teachers by teachers • an example of a mind map from a given stimulus Spirals

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Spirals in Nature â&#x20AC;&#x201C; plotting points

FM future

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ÂŠ International Baccalaureate Organization 2007

Further Mathematics - the future  Further mathematics SL is an anomaly in the diploma  It will be replaced by a new Further mathematics HL course modelled on the existing SL course  Four existing mathematics HL option topics to increase to 48 hours, plus geometry and a new topic – linear algebra  Six topics of 48 hours = 240 hours, as one topic will be taught as part of the mathematics HL course.

FM new course

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Further mathematics HL- the new course  Statistics, Sets and Discrete to remain broadly as they are at present but augmented to make 48 hours  Series will be renamed ‘Calculus’ and be less seriesbased  Geometry ‘topic’ in Further Mathematics will be augmented from 30 to 48 hours. The additional content is less abstract and more accessible while still demanding.  Linear algebra will include an introduction to matrices (excluded from core) and extended to look at vector spaces and applications to geometry. Assessment model

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Further Mathematics HL ď&#x201A;§ Assessment model Paper 1 GDC

1 2

hours

Paper 2 GDC 2 2 hours

50%

Short & medium response questions

Medium & extended response questions

Changes to Comp Sci 1

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ÂŠ International Baccalaureate Organization 2007

Changes to Computer Science (1)  Group 4 non-elective (can count as a Group 4 subject) rather than Group 5 elective (must take Mathematics as well).  Participate in Group 4 Project.  Has options like other Group 4 subjects.

 Common Internal assessment across SL and HL.  Algorithmic thinking lies at the heart of the pedagogy. Changes to Comp Sci 2

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Changes to Computer Science (2)  Assessment statements for core and HL extension radically different.  Any pseudo-code developed should use the approved notation (although if it is understandable the student will not get penalised).  No insistence on one specified programming language (Java), unless the OOP (object orientated programming) option is taken.  Case study is more researched based than current one, linked to HL Paper 3 only (similar to ITGS Case Study).

Changes to Comp Sci 3

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Changes to Computer Science (3) New components  SL and HL Paper 1 – similar to current paper 1 and paper 2 (except Case Study).  SL and HL Paper 2 – linked to the option chosen.  HL Paper 3 - based on the Case Study and independent research.  Solution (replaces Dossier) – Development of a product underpinned by algorithmic thinking linked to an unresolved question or problem, submitted digitally, 2000 word max. Last slide

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Group 4 Curriculum Review IBAP Annual Conference Singapore

March 2012 Saturday, 16:15 Morrison room

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 “The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.”  Every IB teacher and subject has a role to play in this - you’re an IB teacher first and a subject teacher second

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Principles of DP Curriculum Reviews  collaborative, working with teachers, examiners, consultants and IBCA staff  surveying teacher opinion via questionnaires on OCC  supported by the assessment division  reporting to the diploma review committee  aware of the impact of a subject or group review on the hexagon as a whole  scheduled on a seven year review cycle Page 55

Followed by     

Online moderator/examiner training Online and face to face teacher training OUP course companions Other publishers provided with drafts of the guides Partnerships for support materials on specific issues eg GDC

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Group 4 Review Plan  initial group 4 questionnaire to schools in March 2010  whole group 4 review meeting in October 2010

 subject specific questionnaires  two subject specific meetings each year (first took place in April and 2nd will be in November)  one IA meeting each year  After every meeting a report is produced and published on the OCC for teachers. Comments are invited from teachers as the review progresses. Page 57

Subjects in Group Review  Biology, Chemistry, Physics and Design Technology (Design Technology has separate but parallel development) Not in group review:  Sports Health and Exercise Science (currently a standard level pilot subject. The course is on open offer from September 2012, with first examinations in May 2014.)  Environmental Systems and Societies (interdisciplinary groups 3 & 4 SL) 1st year of review.  Computer Science moving to Group 4 from Sept 2012 as a non-elective (can count as a G4 subject) Page 58

7 YEAR REVIEW CYCLE 10/11

11/12

12/13

13/14

14/15

Teaching schedule

Review schedule

R4 SSS

15/16

16/17

17/18

Key: IY – investigation year R1 – first year of subject review T1 – first year of new course SSS – subject specific seminars Page 59

Outcomes of the curriculum review  draft guides published December 2013  new guides published March-June 2014

 new TSM material available May 2014  specimen papers available May 2014  subject specific seminars early 2014  begin teaching September 2014  first exams May 2016

 last exams Nov 2023 Page 60

1st Group 4 Curriculum Review Meeting Informed by:  Reports from investigative year  Questionnaire to schools  Online discussion with participants  Internal Review Committee (Senior IB Staff)

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Significant outcomes  Diploma-wide issues, TOK (including ethical implications), and international mindedness have been addressed.  Teacher notes in the syllabus details provides useful links to these aims. APPL- real life examples and links to other diploma subjects Aim 8- moral, social and ethical implications Int- international mindedness TOK- suggestions for discussion Page 63

Significant outcomes

Number of options reduced from 2 out of 8 to 1 out of 4 at both SL and HL Number of written papers at SL reduced from 3 to 2 New internal assessment at SL and HL

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ÂŠ International Baccalaureate Organization 2007

Significant outcomes  Nature of science to be overarching theme in physics, chemistry and biology (nature of technology in Design Technology)  Group 4 project to continue with collaboration between schools emphasized  New science course at SL

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Internal Assessment IA group 4

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ÂŠ International Baccalaureate Organization 2007

New Internal assessment  “The model proposed is for one, open-ended practical investigation with new generic criteria that will allow both a wider range of activities satisfying the varying needs of the three subjects and more agreement on the marks awarded as a result of the application of the criteria. It would be 20% of the overall assessment. The criteria would need to reflect the learner profile and the overarching Nature of Science theme for the new group 4 courses.”

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New Internal assessment  Summary of outcomes  The practical activities programme will remain at 40/60 hours and the group 4 project would remain and be assessed, as now, with the criterion personal skills.  The IA task will be one investigation/scientific exploration similar in length and time to the new group 5 IA. It will be presented as written task (as the group 4 project already allows for wider range of presentational modes).

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New Internal assessment  The task will allow a wider range of activities than the present traditional hands on practical investigation (this latter would remain as a possible IA task but the detailed assessment of specific aspects of it would be undertaken in the written papers) : E.g.    

Using a spreadsheet for analysis and modelling Extracting data from a database and analyzing graphically etc Simulations – must be interactive and open ended More qualitative work allowed

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New Internal assessment  The task will have the same assessment criteria for SL and HL but may have different grade boundaries. Moderation would probably be based on e-portfolios and e-moderated by seeding.  The rigour of the IA would be maintained by ensuring the criteria reflect the demanding conceptual understanding required by making the nature of science (NOS) the overarching theme.

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New Internal assessment  Draft criteria are Context, Analysis, Communication, and Reflection, each on a possible 0-4 point scale.  The tasks produced would be complex and commensurate with the level of the course. They would require a purposeful research question and the scientific rationale for it and a cognitive component critical scientific thinking element (thinking like a scientist).

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New Science course. Why?  The broad rationale for the course was accepted by DRC and DPC. i.e. for the vast majority of SL science students this may be their last experience of science education so the current single subject courses may not serve them well.  What may be more relevant is a general education in science that will allow them to understand and make judgements on critical societal issues affecting their lives arising from developments in science and technology. Page 74

Recommendation: New SL Course

ď&#x201A;§ Design a new SL science and technology course for the vast majority of students (who may not study science again) but will need to understand scientific issues arising in their lives upon which they need to make reasoned judgments. This will run alongside the existing subject specific SLs.

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ÂŠ International Baccalaureate Organization 2007

New Science course  There be an exclusion with the new physics, chemistry and biology.  It is believed that the primary clientele would be diploma students who would not choose a science subject if free to do so and are unlikely to choose additional G4 subjects. We would not have to worry about any overlap, perceived or real. We would be free to introduce some of the ideas, philosophy and content from the science course into the new phys, chem. and bio SLs. Page 76

New science course  The course philosophy is to bring forth through student centred activities, the wonder of science, its power to change the world for good or bad and its concomitant limitations.  The aim is to explore 6 big ideas in science, illustrating in the process the nature and methodologies of science and raising the implications for society and how these affect the student’s place within it.

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The universe

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ÂŠ International Baccalaureate Organization 2007

Atomic Theory

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ÂŠ International Baccalaureate Organization 2007

Medicine and Health

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ÂŠ International Baccalaureate Organization 2007

Evolution

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ÂŠ International Baccalaureate Organization 2007

Radiation

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ÂŠ International Baccalaureate Organization 2007

Earth Science

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ÂŠ International Baccalaureate Organization 2007

Earth Science

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ÂŠ International Baccalaureate Organization 2007

 “The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.”  Every IB teacher and subject has a role to play in this - you’re an IB teacher first and a subject teacher second

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