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New additions to the IB continuum Chris Mannix San Jose – October 24, 2011
© International Baccalaureate Organization 2007 The goal of continuum development Page 2
© International Baccalaureate Organization 2007 Page 3 Who? How? Why? What?
© International Baccalaureate Organization 2007 Page 4 Developing PYP curriculum support material Current curriculum review cycle ending in 2015 provides opportunity for the development of curriculum support materials (CSM) throughout the cycle. Rationale for CSM To support schools understanding of PYP core documents To prompt school-wide discussion impacting on implementation To increase communication and collaboration between IB World Schools To use technology to enhance teaching and learning
© International Baccalaureate Organization 2007 Further CSM to be developed case studies of how schools are adapting or adopting the IB PYP scope and sequences webinar series on pedagogical leadership assessment samples, in particular recording and reporting screencast on how to use the PYP planner with video of PYP teachers sharing their schools practice prompts to help schools in the selection and purchase of resources to support the pedagogy of the programme Page 5
© International Baccalaureate Organization 2007 Summary of key developments Page 6 Curriculum Assessment Support Significant concepts Areas of interaction (AOIs) 8 subject groups Prescribed concepts with illustrative content Replacement of AOIs with global contexts Choice of subjects years 4-5 Optional moderation Certificate of Achievement Optional external summative assessment (e-assessment) Compulsory PP moderation Year 3/4 culminating task Guides Teacher support materials Guides Teacher support materials Development of online curriculum planning tool Engaged students motivated teachers improved preparation for DP recognition and accreditation more children benefitting from the MYP
© International Baccalaureate Organization 2007 MYP assessment in 2015 Page 7 Year 3/4: Culminating task where school finishes at Yr3-4 Year 5: Mandatory: moderation of Personal Project Optional: summative assessment monitoring
© International Baccalaureate Organization 2007 Timeline Page 8 Development: Core Programme model Concepts Pilot subject options, 6 from 8 Development: Core Programme model Concepts Pilot subject options, 6 from 8 Subject guides; authorisation and evaluation; professional development; assessment; piloting all new elements Subject guides; authorisation and evaluation; professional development; assessment; piloting all new elements Sept 2014 launch; first assessment May, 2015 Sept 2014 launch; first assessment May,
© International Baccalaureate Organization 2007 New science SL course Developed in addition to the present group 4 offerings First teaching of the course will begin in September 2014; first exams May 2016 Designed for students, who may not study science after secondary school, but will need to understand scientific issues arising in their lives upon which they need to make reasoned judgments There will be an exclusion with biology, chemistry and physics SL Page 9
© International Baccalaureate Organization 2007 New science SL course The aim of this course is for students to explore 6 big ideas in science During this exploration students will be exposed to the nature and methodologies of science and the implications that science has for society and how these affect the students place within the world Page 10
© International Baccalaureate Organization 2007 Global Politics Pilot Page 11 The IB Diploma Programme global politics course explores fundamental political concepts such as power, rights and equality, in a range of contexts and at a variety of levels. It allows students to develop an understanding of the local, national, international and global dimensions of political activity, as well as allowing them the opportunity to explore fundamental issues affecting their own lives.
© International Baccalaureate Organization 2007 Core: People, Power and Politics Four compulsory units for all SL and HL students: Power, Sovereignty and International Relations Human Rights Development Peace and Conflict Page 12
© International Baccalaureate Organization 2007 Internal Assessment Engagement Activity Students undertake an engagement activity, and then produce a written investigative report into the political issue raised by that activity. Examples of engagement activities include: interviewing a member of a local NGO or community group, participating in a model UN, or investigating the food miles of products in a local store. Page 13
© International Baccalaureate Organization 2007 HL Extension The HL extension gives students the opportunity to explore key global political challenges through a case studies approach. Two of the following 6 topics must be studied: The politics of international security The politics of the environment and sustainability The politics of poverty The politics of health and disease The politics of culture and identity The politics of migration Page 14
© International Baccalaureate Organization 2007 Aims of the IBCC Broadening access to an IB education Fostering the development of internationally-minded young people Encouraging flexibility and mobility Encouraging interdependency of learning styles Preparing students for 21 st century jobs [Jobs] require a well-skilled labour force, with a range of mid-level trade, technical and professional skills alongside those high-level skills associated with university education (OECD, Learning for Jobs, 2010) Bridging the academic/practical divide Enabling students to reach their full potential Page 15
© International Baccalaureate Organization 2007 The Framework At least two Diploma courses + a specially designed IBCC core recognising and emphasising IB values, missions and needs of career-related students An approved career / vocational course Page 16
© International Baccalaureate Organization 2007 IBCC Core Approaches to learning (ATL) course Community and Service Language development Reflective project Page DP Courses Career- related courses IBCC Framework
© International Baccalaureate Organization 2007 Diploma Programme courses 2-4 courses can be studied Courses can be studied at SL, HL or a combination of both The courses can come from any of the hexagon groups (1 to 6) It is possible to study more than one course from the same hexagon group (except mathematics courses in group 5 IBCC students cannot take pilot subjects or SBS subjects Page 18
© International Baccalaureate Organization 2007 Career-related course Must run concurrently with the DP courses and the core Must be externally accredited Assessment must be externally validated It must provide pathways beyond secondary education Page 19
© International Baccalaureate Organization 2007 Approaches to Learning Designed to introduce students to life-skills, and to operate in a variety of contexts now and in the future At the heart of the ATL model is the learner, who uses a range of skills to make sense of the world around us Includes the development of transferable skills with an emphasis on the nature of thinking critically and ethically and communicating effectively Page 20
© International Baccalaureate Organization 2007 Language development All IBCC students undertake language development Designed to assist and further students understanding of the wider world It is appropriate to the background, needs and context of the students It aims to provide students with the necessary skills and intercultural understanding to enable them to communicate using the language studied. Page 21
© International Baccalaureate Organization 2007 Based on the principles of service learning A good service learning programme will help Knowledge development Social development Civic development Personal development Develop working relationships with members of a community Community and Service Page 22
© International Baccalaureate Organization 2007 The Reflective Project Encapsulates fundamental elements of the certificate Embodies aims we hope to develop in students A structured piece of work that can take a variety of forms Students will be able to identify, analyse, explore, critically discuss and evaluate an ethical issue arising from their vocational study Page 23
© International Baccalaureate Organization 2007 IBCC conclusion The IBCC has been developed with the specific goal of combining academic skills with practical skills providing students with a well-rounded educational experience and the opportunity to experience an IB education while preparing them effectively for life beyond secondary education. Page 24
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