IB Americas September 2012 eNewsletter by International Baccalaureate

Eleventh edition

IB Americas September eNewsletter

Welcome to the September 2012 edition of the IB Americas eNewsletter Dear Educators: Welcome to the September 2012 edition of the IB Americas eNewsletter. As many of us begin a new school year in the Northern Hemisphere, we return rested and ready to invest new energy into projects and programme improvements that put the interests of IB students at heart. The past three months at the IB have been busy. The 2012 IB Conference of the Americas was a great success thanks to all the members of our growing IB family who were able to attend the event, held in Riviera Maya, Mexico, 12-15 July. Videos of the conference’s plenary speakers, IB student speakers, and highlighted conference sessions can be seen on the IB’s YouTube channel by clicking here: 2012 IB Conference of the Americas highlights. We’re already hard at work planning next year’s conference which will take place 18-21 July in New Orleans, Louisiana, USA. Registration for the conference will open in late November 2012. nd

Here in Bethesda, Maryland, USA, the entire staff came together recently to celebrate the 2 anniversary of the official opening of the IB Americas Global Centre. In two years, the Global Centre has grown from its original staff of 60 to over 100 employees dedicated to supporting IB schools across the Americas and around the world. Keeping pace with growth and continuing to provide high quality support to schools is our number one priority. The number of schools adopting IB programmes continues to increase by more than 10 percent annually. The IB currently works with close to 3,500 schools in 143 countries and reaches over one million students across the globe. These numbers will continue to increase as more schools recognize the benefits of an IB education. Another way the IB community is growing is through the rollout of the IB Career-related Certificate or IBCC. The new qualification increases access to an IB education and is specifically designed to bring academic and practical skills together to meet the needs of students and the local community. IBCC students can study a broad range of disciplines, including engineering, biomedical science, automotive technology, and culinary arts to name a few. IBCC graduates are well-prepared for college or an immediate career. Another new development at the IB is the introduction of the IB’s new sub-brands for each of the four programmes. Click here to see the IB's new sub-brands. For a better understanding of how to use the IB

logo and to determine which logo is appropriate for use, please reference this link: Using the IB's Visual Identity. As always, we hope this newsletter provides you with ideas and inspiration. Please do not hesitate to contact me with your feedback at iba.director@ibo.org. Warm Regards, Drew Deutsch Director, IB Americas

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Featured IB World School

The reinvention of a school: Ponce and the MYP By Lillian Mila, Language Arts Department Chairperson, Ponce de Leon Community Middle School, Coral Gables, Florida, USA

Ponce de Leon Community Middle School (Ponce) is located in Coral Gables, Florida, USA. The City of Coral Gables serves as the headquarters for a multitude of international corporations and consulates. Prior to obtaining authorization from the International Baccalaureate (IB), Ponce had great difficulty recruiting students throughout Miami-Dade County, in spite of the many positive attributes of being situated in Coral Gables. Cognizant of the challenge and committed to improving Ponce, Miami-Dade County Public School officials collaborated with stakeholders to find a solution. The IB Middle Years Programme was the perfect answer. Through the vision and annual financial commitment of the MiamiDade Public School leadership, Ponce has become a model for other schools in the nation. Before the (IB) Middle Years Programme was implemented, however, things were very different at Ponce. In 1999, as a result of standardized testing, the state of Florida rated Ponce a ―D‖ school. This low rating exacerbated the poor reputation held by Ponce in the community, resulting in low enrollment and challenges to recruit into the magnet program. Consequently, Ponce began to reorganize in order to

become authorized to offer the MYP. In 2005, the year that Ponce officially applied to offer the MYP, Ponce jumped two state rating levels, going from a ―C‖ to an ―A.‖ Ponce continues to maintain its ―A‖ rating from the state of Florida to the present day. This is no small accomplishment for a designated Title I school in which over 78% of the student population is on free or reduced lunch and 89% are part of the minority population. In 2001, Ponce received 47 applications for the magnet program. In 2011, Ponce received 997 applications for the magnet program. That is an increase in applicants of over 2,000%. A stroll through present day Ponce now reveals a most unique site: a vegetable garden. How many schools have a thriving garden that grows tomatoes, peppers, lettuce, and herbs, among other edible plants? This organic edible garden is part of the annual Fairchild Garden Challenge organized by science teacher, Deepali Verma. Even more amazing, however, is that the garden is nurtured and maintained through the initiative and hard work of students school-wide and has existed for the past three years. For the past few years, Ponce has maintained an ongoing monthly donation initiative with the Camillus House, a local centre for the poor and homeless. The entire school donates casseroles, clothes and boxed food. The students in Ann Lee’s humanities class have taken this project one step further. Students administer the casserole project. Students collect, record, and organize the monthly casserole donations. The entire school is aware of and works towards meeting the needs of Camillus House. All of this would not be possible without the thriving sense of community that permeates the walls of Ponce Middle. During a visit to Ponce, it would also not be unusual to see students recycling. A team of students under the supervision of both Eugenio Machado, environments area of interaction leader, and Christopher Marsh, science teacher, regularly collaborate in an ongoing project to salvage reusable materials. Teams of students promote conservation and recycling in the community through the recycling project and other ongoing activities such as the ―Dream in Green‖ initiative. The 2012 World Languages Competition is further proof that change is in the air. Dr. Corinne L’Hermitte, Madame Patricia Bauer-Riquelm, both language B instructors, Anay Alvarez, Italian instructor, and Ponce’s new principal, Martha Chang, cheered students to victory in an unprecedented win over many other middle schools in the county. For the first time, students from Ponce de Leon Middle School won first place in this annual French competition sponsored by the Association of Foreign Language Teachers th of Dade County Florida. Ponce students also won 4 place in the annual Italian competition. All of these examples demonstrate the vitality of a school that is bursting with life by integrating the IB Middle Years Programme into the existing curriculum. Ponce continues to reap the rewards of integrating IB standards and philosophy into the curriculum. Magnet Schools of America has honored Ponce de Leon Middle School with the 2011 Magnet School of Distinction Award. Magnet Schools of America gives this award annually to magnet schools dedicated to maintaining the highest academic standards through creative educational strategies. In 2004, as the Ponce curriculum was being restructured to meet IB requirements, Ponce garnered the 2004 Magnet School of Excellence Merit Award—the top distinction given by Magnet Schools of America. In addition, Ponce earned an enormous distinction when it was honored by the Florida Department of Education with the 2010–2011 Five Star School Award, which is given to schools that have demonstrated excellence in achieving community participation.

Even though it is gratifying to see Ponce’s success being publicly recognized, students are the priority. Students continue to grow both academically and personally. As a result of the IB Middle Years Programme being brought to Ponce, students have a wider vision of the world and are more proactive participants in the greater community as a result of this incredibly dynamic programme.

2012 IB World Student Conferences challenge students to address global issues The IB recently held a series of World Student Conferences bringing together Diploma Programme students from around the world to discuss how to tackle important challenges facing today’s changing society. Segovia, Spain, and Vancouver, Canada were the destinations for this year’s IB World Student Conferences. At IE University in Segovia, students dealt with the theme of Global Engagement through Social Entrepreneurship, while at the University of British Columbia (UBC) in Vancouver, students engaged with the theme of The New Sustainability: Making Things Better, Not Just “Less Bad”. Each conference was attended by several hundred students. Over 40 countries were represented including 13 countries in the Americas: Argentina, Bermuda, Bolivia, Brazil, Canada, Colombia, Costa Rica, Ecuador, El Salvador, Mexico, Peru, the United States and Venezuela. Daily plenary speakers inspired students before they divided into Global Action Teams (GATs) to work on plans for executing activities related to the conference theme. The final presentation will form the basis of the student’s individual creativity, action, service (CAS) projects. In addition to the daily GAT session, students spent the five days of the conference taking part in enriching activities to expand their understanding of social entrepreneurship and sustainability. ―I met so many wonderful people from all over the world and each one inspired me in a very different way,‖ Sydney from the United States, said. ―The speakers were the same way. They opened me up to the shocking truth about our planet and sustainability.‖ Ultimately, students walked away from the conferences having learned something new about themselves, ―As the days go on, I am beginning to learn more about myself and the world I live in,‖ Itzel from the United States said. ―Every speaker, every GAT and concurrent sessions have given us ideas of improvement and inspired us to become the voices of the future.‖ As the conferences drew to a close, it became apparent that the students had formed close bonds with one another—―I can’t help but realize the fact that I have been touched by hearts from around the world,‖ Adam from Canada said.

. Students at work on their GAT projects, which culminated in whole-group presentations

―One of the most vital connections for me was with my Global Action Team,‖ Iwani from Swaziland, said. ―There were about 20 of us and every day we would get together for an hour to work and discuss what we had learned. Who knew these strangers from all around the world would make such an impact and leave such a huge impression on me?‖ The World Student Conference at UBC was recently featured on a Voice of America radio broadcast, which you can listen to here: IB Program Aims to Form 'Students of the World'. To read more about the students’ experiences at the World Student Conferences, read some the official conference blogs: UBC: http://blogs.ibo.org/worldstudentconferences-vancouver/ IE University: http://blogs.ibo.org/worldstudentconferences-segovia/ The IB Global Recognition team is currently planning for the 2013 IB World Student Conferences. For more information, email us at recognition@ibo.org or visit the website at www.ibo.org/wsc/.

Professional Development highlights IB webinars offered for the first time - 29 September to 25 November 2012 Would you like a shot of inspiration? A new point of view? Maybe just a fresh way of looking at an existing challenge? Ignite your spark for teaching and learning with this series of webinars from the IB. Ask questions and network with other participants, much like a conference or training event—but without leaving your desk! IB webinars give you the opportunity to dive deeper into selected topics and access stimulating, helpful material in real time. These webinars are presented by leading practitioners from around the world and cover a broad range of topics of interest to you whether you are an IB teacher, coordinator, or head of school. Each 40-minute webinar runs twice daily to provide greater access to you across time zones. You will also receive support materials after the webinar. Register now at the introductory price of just US$50! For more information and to register online, visit: http://www.ibo.org/programmes/pd/webinars.

The IB goes green: Paperless workshop pilot this December in Cincinnati, OH, USA The IB is committed to being an environmentally conscious and sustainable organization. To that end, we are excited to announce that the IB Americas Cincinnati regional workshop will be our first paperless workshop. PYP and MYP educators will have the opportunity on 8–10 December to participate in this initiative. More information about this pilot can be found at: http://www.ibo.org/iba/workshops/cincinnatipaperlessworkshop2012.cfm.

IB Americas now accepting district applications for 2013 Do you have a training need for 100+ participants in your area? On-site district workshops are training events managed by the IB for institutions that are interested in developing and sustaining IB programmes through a network such as a district. Category 1, 2 and select category 3 IB workshops for the PYP, MYP, and DP are offered in North America only. Applications are available to request a workshop event between January and June 2013. Find more information and apply here: http://ibo.org/iba/workshops/documents/IBAmericasDistrictApplication2013.pdf .

IB Americas PYP in-school workshops—apply by 1 October IB Americas in-school workshops provide IB World Schools offering the PYP and PYP candidate schools the opportunity to train their entire staff on the school’s campus. These workshops are led by experienced IB educators and count towards the required professional development needed for school authorization and evaluation. Additional category 2 and 3 PYP in-school workshops have been added to the offerings for 2013; apply by 1 October to secure a workshop in the first quarter of next year.

PYP in-school workshops for 2013 Category 1 An introduction to the curriculum model Making the PYP happen in the classroom Category 2 Collaborative planning Assessment The written curriculum Category 3 Inquiry For more information, please visit: http://www.ibo.org/iba/workshops/ibainschoolprocess.cfm.

Category 3 seminars: Subject-specific seminars (SSS) for 2013 The IB publishes new subject guides at the beginning of the calendar year, and then offers subjectspecific seminars to help educators understand and implement the changes. Subject-specific seminars offer an important opportunity for experienced teachers to fully acquaint themselves with changes to a particular subject area. They explain and exemplify the teaching and learning framework, the guidelines and requirements for implementation, the objectives and criteria, and the assessment tools and task types. Academic staff from the programme development team and/or a member of the curriculum review team will be on hand throughout the workshop to answer questions and participate in discussion. Subject-specific seminars will be held at face-to-face events within the first three months of publication of the new guide. All workshops held after the subject-specific seminars (online and face-to-face) will use the new guide; any workshops held before the subject-specific seminars will continue to use the current guide.

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For 2013, the subject-specific seminars will be: Diploma Programme: Theory of knowledge (TOK) Middle Years Programme: The next chapter—special seminar Recommended audience: educators and administrators interested in changes in the MYP The IB is reviewing the design of the Middle Years Programme (MYP), with the aim of providing a structure that more clearly enables students to be successful in further IB studies while also facilitating schools in combining the MYP with the requirements of national/state systems. The new design will create an innovative, concept-based and appropriately assessed programme for 11–16 year olds that fully reflects the IB principles of teaching and learning. This special seminar will take the place of any subject-specific seminars in 2013. We will resume subject seminars in 2014 when all subject guides will be republished. This seminar will summarize the changes being made and provide an update on progress in the project so far. Participants will explore new elements, such as the move towards a more explicit concept-based curriculum that encourages ideacentred teaching and learning through global contexts.

Changes to MYP workshop titles In May 2012, the IB implemented title changes for all MYP category 1, 2 and some category 3 workshops. The new titles are more descriptive and part of a process to help coordinators and participants choose the correct category of workshop. Beginning with San Diego, all workshops held in the Americas will feature these new titles, but rest assured that no significant content change has been made. The new titles are: Category 1—Technology

Category 1—Technology: Implementing the Middle Years Programme (MYP) curriculum

Category 2—Language A

Category 2—Language A: Delivering the Middle Years Programme (MYP) curriculum

Category 3—Humanities: Moderation and monitoring of assessment

Category 3—Humanities: Managing assessment in the Middle Years Programme (MYP)

Launching the MYP in-school workshop Over 40 of IB Americas’ MYP candidate schools are hosting the mandatory introductory in-school workshop, Launching the MYP, over the next few months. MYP school leaders are recognizing the benefits of this induction: it provides the school with a consistent knowledge base across the staff, and

acts as a specific launch point for their MYP practice. Since schools must host this workshop prior to the verification visit (after the successful submission of the application for candidacy), the intent is to provide some exposure to key elements of the MYP, while allowing for further exploration of these elements in subject-specific workshops. The workshop is intended for all members of the candidate schoolâ&#x20AC;&#x2122;s MYP teaching staff, including specialists, librarians, and part-time teachers, and it is expected that all prospective MYP teachers will attend. The workshop spans one full day (six hours of instruction) with two sessions in the morning and two sessions in the afternoon. The activities are designed to engage adult learners who are at the beginning of their MYP journey.

Research update Jeff Thompson Research Award The IB would like to congratulate the latest round of Jeff Thompson Research Award winners. Daniel Keller, Bilkent Laboratory and International School, Turkey International Education: Stakeholder Perceptions and Values Richard Lineham, St George's School, Switzerland The IB mission statement: does it permeate the everyday teaching and learning of the International Baccalaureate Diploma Programme? Heather Mills, Elizabeth Hudson K-8 School, USA The Impact of US Educational Policy on the Implementation of the PYP: A Case Study of an Urban, Lowincome Public School We are also pleased to announce a newly completed Jeff Thompson Research Award study by Chad Carlson, which looks at criterion-based assessment in the MYP in two case study schools in the Americas. More information on all past award winners can be found here. We are very pleased to be able to support the research of IB practitioners. The next deadline for applications is 31 October 2012. You can find out more on the award and how to apply at http://www.ibo.org/research/resources/jeffthompson/index.cfm.

Programme development research New position paper: Concept-based teaching and learning by H Lynn Erickson This paper examines the characteristics of concept-based curriculum and instruction and discusses:

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The three-dimensional model of concept-based curriculum and instruction How the IB programmes are concept-based and benefit student learning Required pedagogical shifts towards concept-based teaching and learning Challenges and rewards in developing and implementing such an approach You can read the full paper on the IB position papers blog.

Making resources available The IB makes a concerted effort to both produce quality research on the IB programmes and to make the fruits of this labour more easily accessible to the IB community. As part of this effort, there are a number of new resources available. We are pleased to provide the following. A compilation of available research on the IB released in 2011. We identified over 70 pieces of research published last year, which span the PYP, MYP and DP across the world and cover a range of topics. The references can be found on our research resources page Information sheets of findings from studies on the impact of IB programmes in the Americas: http://www.ibo.org/iba/documents/research_americas.pdf A research brief on IB World Schools in the US with Title I status: http://www.ibo.org/iba/documents/ib_global_research.pdf

Announcements MYP teachers: Come aboard as the IB sets the agenda for introducing the enhanced MYP By now, you may have heard the ―buzz‖ about the next generation of the Middle Years Programme (MYP)—an innovative and exciting new design that creates a concept-based, appropriately assessed programme for 11 to 16 year-olds. ―The next chapter‖ fully reflects the IB principles of teaching and learning and will be taught for the first time in September 2014/January 2015 (an external e-assessment option will be introduced following the launch of the revised programme). While much is currently in development, the IB is working hard to ensure that all changes to the MYP are thoroughly piloted and tested before they are offered for implementation. Between now and 2014, the IB is providing a sure and gradual pathway to smooth the transition to the newly enhanced MYP for all IB World Schools that offer it. Guidance during the transition will occur in two ways: Professional development: Workshops, starting in September 2012, will include the new conceptual framework for unit planning. In 2013, ―The next chapter‖ workshops will include the first stage of unit planning, including global contexts. As 2013 progresses, the complete new unit planner will be covered; in 2014, all changes will be incorporated. Attendance at IB workshops will equip you with knowledge that will ensure a smooth transition to implementation of the MYP next chapter. Through these gradual enhancements, you will be prepared to work with the new documents to be published in 2014. Check out the full list of workshop and conference offerings here.

Publication of draft guides and materials on the IB’s online curriculum centre (OCC): As different aspects of the MYP next chapter are piloted and tested, draft documents will be released on the OCC as ―pre-published drafts‖. Although there may be slight changes made at final publication, these prepublished drafts will be sufficiently accurate so that schools can work with them effectively. Look for a report on the OCC in October 2012 that will specify programme changes and their expected release dates. A calendar of implementation milestones, including professional development opportunities and document publication dates, can be reviewed on the OCC on the IB coordinator’s page under the section labelled, ―Next Chapter‖. This calendar will be updated in every upcoming edition of Coordinator’s notes (next issue: November 2012). Journeying along the IB’s structured pathway will ensure that your school’s ―next chapter‖ of the MYP will be seamless. The coming MYP revision is an exciting programmatic development expected to improve both teacher and student experiences. For more information, visit the MYP pages on the OCC, select ―Implementation of the Programme‖ and use the MYP ―Next Chapter‖ top tab. There you will find the most recent programme updates (http://occ.ibo.org).

New Diploma Programme PowerPoint The IB is pleased to introduce a new resource aimed at helping school and district IB coordinators communicate the short and longer term benefits of the Diploma Programme. In the fall of 2011, the IB conducted a series of focus groups with school and district IB coordinators in the United States. The purpose of the focus groups was to elicit feedback on key messages intended to promote student participation in the Diploma Programme. While the primary purpose of the focus groups was to inform the development of a set of videos aimed at encouraging participation, we were keen to gather ideas about how best to support IB leaders in their efforts to expand access to the programme. In response to consistent requests for research based tools that clearly define the benefits of the IB to students, families, and the community, we created a series of PowerPoint slides to serve that purpose. The slides reference the growing body of evidence demonstrating the positive impact of the IB Diploma Programme on students’ high school experience, preparation for and admission to college, and overall performance while at university. As you promote the IB programme at your school, we trust that the attached PowerPoint slides will enhance your presentations and help you communicate the value of the Diploma Programme to all the stakeholders in your community. This slide deck can be used in its entirety or as individual slides to incorporate into your own presentations. We value your opinions and ask that you send us your feedback so we may continue to improve our school services. Click the link to access the presentation.

http://www.ibo.org/iba/schools/documents/DP_coordinatorslides_FinalPresentation.97-2003.ppt If you haven’t seen them, the videos mentioned previously are available here: Experience the Diploma Programme: http://blogs.ibo.org/ibtv/2012/03/12/experience-the-diplomaprogramme/ Choices: http://blogs.ibo.org/ibtv/2012/03/12/choices/

Diploma Programme: Mathematics update Group 5—New mathematics courses Schools are reminded that 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. Throughout the review process for all subjects, teachers were encouraged through items on the online curriculum centre (OCC) and in the Diploma Programme Coordinator’s 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. Mathematics HL and Mathematics SL During the initial stages of the mathematics SL and HL reviews it was proposed that the internal assessment (IA) be a modelling task and as such it was felt appropriate to include the correlation and regression sub-topic in ―Statistics and probability‖. Discussions on matrices suggested that they needed to be extended to include transformations, but given the time constraints this was not feasible. Thus, to make room for correlation and regression, it was agreed to remove matrices. Matrices are now included in the ―Linear algebra‖ topic in further mathematics HL. The internal assessment for mathematics SL and HL has changed completely from the current portfolio tasks to an exploration. The mathematical exploration is a written submission that will address one or more of the group 5 aims 6–9, which cannot be assessed in examinations. Details of the rationale and development may be found in the curriculum review reports on the OCC, but a major change here is of ownership from IB-developed tasks (which is what most teachers used) to teacher and student interest. The following are some of the points made in these reports. Ideas for work for internal assessment should arise out of classroom experience as topics are introduced, and not be generated by the IB Teachers were reluctant to produce their own tasks due to perceived problems with moderation Teachers were reluctant to share their own developed tasks with the IB as then they would have a limited shelf life Plagiarism and the perception of plagiarism were evident in the submitted portfolio tasks

Mathematical studies SL The major change to the syllabus has been the removal of the ―Introduction to the GDC‖ topic as learning how to use a GDC effectively is now considered an integral part of the course. Extra time has been allowed in each topic of the syllabus to allow for this change. The IA project has undergone some minor changes to the assessment criteria and the time assigned for its completion has been increased to 25 hours. Further mathematics HL This 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, all existing topics have been extended to 48 hours and the new ―Linear algebra‖ topic has been added. Additional details of changes to the syllabi and of the SL/HL mathematical exploration can be found in the curriculum review reports on the OCC as well as in the new guides and teacher support material (TSM). In addition, two screencasts on the new courses have been produced. One of the screencasts details the general changes in the mathematics courses and the second screencast discusses the changes to the internal assessment in mathematics SL and HL. The screencasts can be found on the OCC. Teachers are reminded that as part of the mathematics curriculum review, it was agreed that the current information booklets, which contain both formulae and statistical tables, would be replaced by formula booklets. These formula booklets do not contain any statistical tables. Students will be expected to obtain statistical values from their graphical display calculators (GDC). The minimum requirements for GDCs for use in examinations from May 2014 will be updated to reflect this. This means that some GDCs that are currently approved for use will no longer be suitable, as they will not provide the required statistical information. Schools are advised to ensure they are aware of this when planning for September 2012. Calculator information posted on the calculator forum of the OCC will be updated annually to give further information on the GDCs allowed in examination sessions. Teachers should not use the current information for May 2011 to plan for the May 2014 examination sessions (first teaching in September 2012). Coordinators must ensure that all mathematics teachers are provided with the appropriate subject guide as well as other supporting documents published on the OCC.

IBCC update The IB would like to officially welcome the new IB World Schools offering the IB Career-related Certificate (IBCC), which will begin implementation in September 2012. There are currently over 20 IB World Schools offering the IBCC in the Americas region.

In order for a school to be authorized to offer the IBCC, it must already be authorized to offer the Diploma Programme. If you are interested in applying to become authorized to offer the IBCC at your school, please complete the Expression of Interest form to inform the IB of your interest in the programme and request additional information. Please visit http://www.ibo.org/iba/ibcc/ for more information regarding the IBCC and the application process.

Reviewers wanted for the IB Journal of Teaching Practice As you may know, the IB is entering the world of journal publishing in 2013 with the first of two annual editions publishing online early in the year. This journal will share the best ideas in teaching and learning practice: written by teachers, reviewed by teachers, published for teachers. We are very pleased with the number of submissions received for the first issue and would like to invite more peer reviewers to join the existing panel to help distribute the work. If you are interested in joining the panel of reviewers, you can find more information and an application form on the dedicated website.

New publications from the IB Primary Years Programme: Ways to Learn Through Inquiry Middle Years Programme: MYP Inquire, MYP Taskbank Online: Humanities, English B and Spanish B, IB skills: A Practical Guide To ATL and IB skills: A Practical Guide To ATL (Teacher book). Diploma Programme: CAS illustrated, 10 monografías excelentes, Preparados para el IB: La evaluación al estilo del IB Monografía and Academic honesty poster, May 2012 examination and marksheme DVD Professional development: Journeys in Learning Across Frontiers and Ways to Learn Through Inquiry You will find sample pages to download for many of these publications on the product page on the IB store. Please contact sales@ibo.org with any queries.

IB pinboard contest on Have you heard of Pinterest? Pinterest is a virtual pinboard that allows you to organize and share all sorts of images you find on the web. You can browse pinboards created by other people to discover new things and get inspiration from people who share your interests. This month the IB Americas eNewsletter contest will be a challenge to create the best Pinterest pinboard using the IB as a theme. Contest winners will receive a prize, as well as the honor of being featured on the IB’s social media websites. Some examples of IB-related themes: The IB learner profile What the IB means to me Education for a better world Programme pinboards: PYP, MYP, DP, IBCC To submit a pinboard, please follow these simple guidelines. Send all submissions to iba.comm@ibo.org. Be sure to include the following information in the email: o Your name o School name and address o School classrooms may also enter as an entire class. If so, please include the following information in the email:  Teacher’s name  School name and address  Grade level and number of students in the classroom  Provide a link to the board you created  Here is an example of a link: http://pinterest.com/iborganization  Please use the hashtag #IBpinterestcontest in the description of your board Winners will contacted by email and prizes mailed to the address provided. Good luck and happy pinning! __________________________ GENERAL CONDITIONS: In accordance with the Pinterest terms of use, entrants must ensure that they have permission to use all material pinned to their boards. By opting in and providing your personally identifiable information, you are consenting to the use of said information for use in IB competitions and agree to be contacted by the IB, using the contact methods provided to the IB, regarding any prize earnings in the event that you are the successful winner. USE OF DATA: The IB collects and uses personally identifiable information for the sole use of competitions and to contact individual winners regarding their prizes. The IB will comply with Directive 95/46/EC of the European Union regarding the protection of personal data and shall not share said information with other businesses. All personally identifiable information will be destroyed upon the completion of the contest and once the winners have been successfully contacted.

New IB World Schools in the Americas We are pleased to officially welcome schools that have been authorized to teach an IB programme between 1 May 2012 and 31 August 2012

Primary Years Programme Academy for Global Citizenship, Chicago, IL, United States Buckingham School, Bogotá, Colombia Colegio Internacional de México, México D. F., Mexico Collège Marie-de-l’Incarnation, Trois-Rivières, QC, Canada Dunalastair Valle Norte, Santiago, Chile Durand Eastman Intermediate School, Rochester, NY, United States Earlington Heights Elementary School, Miami, FL, United States École de la Mosaïque, Jonquière, QC, Canada Elkhart Elementary School, Aurora, CO, United States Escola Suíço Brasileira Rio de Janeiro, Rio de Janeiro, Brazil Florida Mesa Elementary School, Durango, Colorado, United States Lakeland Elementary School, Humble, TX, United States Laurelton Pardee Intermediate School, Rochester, NY, United States Needham Elementary School, Durango, CO, United States Ninety Six Primary School, Ninety Six, SC, United States Oxford Elementary School, Oxford, MI, United States Robison Magnet Elementary School, Tucson, AZ, United States Rufus E. Payne Elementary School, Jacksonville , FL, United States Savannah Primary School, Grand Cayman, Cayman Islands Stowers Magnet School of International Studies, Cerritos, CA, United States Wesley International Academy, Atlanta, GA, United States

Middle Years Programme Abbotsford Middle School, Abbotsford, BC, Canada Arthur I. Meyer Jewish Academy, West Palm Beach, FL, United States Boca Prep International School, Boca Raton, FL, United States Colegio Atid A.C., Mexico D.F., Mexico Colegio Celta Internacional, Querétaro, Mexico Colegio Internacional Rudolf Steiner, Quito, Ecuador El Sereno Middle School, Los Angeles, CA, United States Heritage High School, Saginaw, MI, United States International Academy, Bloomfield Hills, MI, United States J.H. Workman Middle School, Pensacola, FL, United States Lawton Chiles Middle Academy, Lakeland, FL, United States McKinley Middle School Racine, WI, United States Midvale Middle School, Midvale, UT, United States Montrose Junior High School, Grande Prairie, AB, Canada Peak Preparatory, Dallas, TX, United States Riverdale High School, Pierrefonds, QC, Canada Sabin School, Portland, OR, United States St. John's School, Vancouver, BC, Canada Susan B. Anthony Middle School, Minneapolis, MN, United States The Metropolitan Learning Center Interdistrict Magnet School, Bloomfield, CT, United States Thomas Edison High School, Minneapolis, MN, United States Unidad Educativa Tomás Moro, Quito, Ecuador Wesley International Academy, Atlanta, GA, United States White Pine Middle School, Saginaw, MI, United States

Williams Preparatory, Dallas, TX, United States Woodrow Wilson High School, Los Angeles, CA, United States

Diploma Programme Hellgate High School, Missoula, MT, United States Island Pacific Academy, Kapolei, HI, United States Lake Wales High School, Lake Wales, FL, United States Ogden High School, Ogden, UT, United States Ogden International School of Chicago, Chicago, IL, United States Pan American School of Bahia, Bahia, Brazil Pierson High School, Sag Harbor, NY, United States Samuel W. Wolfson High School, Jacksonville, FL, United States Shawnee Mission North High School, Overland Park, KS, United States Terry Parker High School, Jacksonville, FL, United States

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