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 CSMTo support schools’ understanding of PYP core documentsTo prompt school-wide discussion impacting on implementationTo increase communication and collaboration between IB World SchoolsTo use technology to enhance teaching and learningWe are developing resources, with contributions from schools that have trialled the practices, to show how the PYP is implemented in a variety of school contexts.
5 Further CSM to be developed case studies of how schools are adapting or adopting the IB PYP scope and sequenceswebinar series on pedagogical leadershipassessment samples, in particular recording and reportingscreencast on how to use the PYP planner with video of PYP teachers sharing their school’s practiceprompts to help schools in the selection and purchase of resources to support the pedagogy of the programme
6 Summary of key developments Engaged studentsmotivated teachersimproved preparation for DPrecognition and accreditationmore children benefitting from the MYPSignificant conceptsAreas of interaction (AOIs)8 subject groupsCurriculumPrescribed concepts with illustrative contentReplacement of AOIs with global contextsChoice of subjects years 4-5Optional moderationCertificate of AchievementAssessmentOptional external summative assessment (e-assessment)Compulsory PP moderationYear 3/4 culminating taskGuidesTeacher support materialsSupportGuidesTeacher support materialsDevelopment of online curriculum planning tool
7 MYP assessment in 2015 Year 5: Year 3/4: Culminating task where school finishesat Yr3-4Year 5:Mandatory:moderation of Personal ProjectOptional:summative assessmentmonitoringMonitoring of assessment is a service for school improvement and, therefore, can be taken on at any time. There will be a mandatory aspect linked to programme evaluation.
8 Timeline 2011 2012-2013 2014 Subject guides; Development: CoreProgramme modelConceptsPilot subject options, 6 from 8Subject guides;authorisation and evaluation;professional development;assessment; piloting all new elementsSept 2014 launch;first assessment May, 2015
9 New science SL courseDeveloped in addition to the present group 4 offeringsFirst teaching of the course will begin in September 2014; first exams May 2016Designed 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 judgmentsThere will be an exclusion with biology, chemistry and physics SL
10 New science SL courseThe aim of this course is for students to explore 6 big ideas in scienceDuring 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 student’s place within the world
11 Global Politics PilotThe 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.
12 Core: “People, Power and Politics” Four compulsory units for all SL and HL students:Power, Sovereignty and International RelationsHuman RightsDevelopmentPeace and Conflict
13 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.
14 HL ExtensionThe 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 securityThe politics of the environment and sustainabilityThe politics of povertyThe politics of health and diseaseThe politics of culture and identityThe politics of migration
15 Aims of the IBCC Broadening ‘access’ to an IB education Fostering the development of internationally-minded young peopleEncouraging flexibility and mobilityEncouraging interdependency of learning stylesPreparing students for 21st 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
16 An approved career / vocational course The FrameworkAt least two Diploma courses + a specially designed IBCC core recognising and emphasising IB values, missions and needs of career-related studentsAn approved career / vocational course
17 Career-related courses IBCC Framework2-4DP CoursesCareer-related coursesIBCC CoreApproaches to learning (ATL) courseCommunity and ServiceLanguage developmentReflective project
18 Diploma Programme courses 2-4 courses can be studiedCourses can be studied at SL, HL or a combination of bothThe 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 5IBCC students cannot take pilot subjects or SBS subjects
19 Career-related course Must run concurrently with the DP courses and the coreMust be externally accreditedAssessment must be externally validatedIt must provide pathways beyond secondary education
20 Approaches to Learning Designed to introduce students to life-skills, and to operate in a variety of contexts now and in the futureAt the heart of the ATL model is the learner, who uses a range of skills to make sense of the world around usIncludes the development oftransferable skills with an emphasison the nature of thinking criticallyand ethically and communicatingeffectively
21 Language development All IBCC students undertake language development Designed to assist and further studentsunderstanding of the wider worldIt is appropriate to the background, needs and context of the studentsIt aims to provide students with the necessary skills and intercultural understanding to enable them to communicate using the language studied.
22 Community and Service Based on the principles of ‘service learning’ A good service learning programme will helpKnowledge developmentSocial developmentCivic developmentPersonal developmentDevelop working relationships withmembers of a community
23 The Reflective Project Encapsulates fundamental elements of the certificateEmbodies aims we hope to develop in studentsA structured piece of work thatcan take a variety of formsStudents will be able to identify,analyse, explore, critically discussand evaluate an ethical issue arisingfrom their vocational study
24 IBCC conclusionThe 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.
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