Presentation on theme: "Changing Perspectives: Developments in IB programmes"— Presentation transcript:
1Changing Perspectives: Developments in IB programmes Judith Fabian, Bethesda, March 2012
2Changing perspectives: our new homes Americas Global Centre 2010AEM Global Centre 2011AP Global Centre2012
3Why the IB existsResponse to the needs of multinational groups of studentsEducation for international mindednessEducation for peaceInfluencers: Dewey, Hahn, Piaget, A.S Neil, Bruner, Peterson, Gardner,George Walker. The Changing Face of International Education, 2011Before we get to the new we must not forget what came before. These are the reasons the IB exists at all. From GW’s new book – his summary – the practical and the idealistic, in a powerful combination. We forget our roots at our peril!
4Why the IB is successful Student centredTeacher centredHolisticCollaborativeIdealisticIndependentWhy is it that the IB has been so successful over the last 43 years?Key elements there from the beginningStrengthened by the introduction of MYP and PYPlearner at the heart of everything – exemplified by learner profileThe whole learner, not just the academic – acknowledging that learning cannot be isolated from the emotional. The physical etc.Also teacher-centred – collaborative in nature; programmes work best when teachers collaborate to develop curriculum and support the learnerIdealistic – always – despite constraints of time, money, politics etc aim for the best education possible and to creating a better and more peaceful world. The mission is unashamedly idealistic. It is what keeps us all going.
5Strategic directions for programme development Meeting the needs of young people in the 21st century:Conceptual understandingTrans-and inter-disciplinary learningApproaches to teaching and learningGlobal contextsMultilingualismAction/service learning…what it means to be internationally minded
16Wikis used as collaboration and publication tools We are using a range of technologies—wikis, videocasts, blogs—to extend opportunities for more schools to participate in the development of curriculum support materials.For example:Sample units of inquiry, which include planners and related resources provided by schoolsThe role of ICT in the PYP has links to resources provided by schools. These samples will be refreshed as more material comes in from schools.Sample units of inquiry ( )The role of ICT in a PYP school (2011)
17VideocastsUsing videos to support understanding of written curriculum documentsIntroduction to arts and PSPE videos, February 2010How to use the PYP planner, March 2012We are producing videocasts that provide teachers with the opportunity to be talked through a document by a PYP curriculum manager.
18Using blogs to share PYP practice Sharing examples of practice supplied by local associations and networks(September 2011)We are using a range of technologies—wikis, videocasts, blogs—to extend opportunities for more schools to participate in the development of curriculum support materials.For example:Sample units of inquiry, which include planners and related resources provided by schoolsThe role of ICT in the PYP has links to resources provided by schools. These samples will be refreshed as more material comes in from schools.
20The new World Studies Extended Essay New EE option 2011/13InterdisciplinaryHarvard Project ZeroGlobal issue with a local contextEmphasis on reflectionChallenging for schools and studentsThe world studies extended essay is available from September 2011 (for first examinations in September 2013) to all students following the core components of the Diploma Programme.What is the world studies extended essay?A world studies extended essay must focus on a topic of global significance. This encourages the student to reflect on the world today in relation to issues such as the global food crisis, climate change, terrorism, energy security, migration, global health, technology and cultural exchange.The student should then explore how their chosen issue may be illustrated in a local context or contexts using specific examples of a small scale, local phenomenon; in this way the student is linking the local to the global.Page 20
21Literature and performance Mainstream September 2011 Pilot course ‘Text and Performance’Teaching began in September 2011An interdisciplinary synthesis oflanguage A and theatre.Essential elements of literature and performanceAn opportunity for all schools to broaden their offeringsDeveloped from the Pilot course ‘Text and Performance’Teaching begins in September 2011 available at Standard level only, in English, French and SpanishThis course is an interdisciplinary synthesis of language A and theatre.It incorporates essential elements of literature and performance and aims to explore the dynamic relationship between the two.The Guide supported by Teacher Support Material are both availableCurrent teachers of Text and Performance will notice few changes from the May 2011 session as the pilot has gradually evolvedA tremendous opportunity for all schools to broaden their offer in group 1 to their students while it remains interdisciplinary with Group 6
22World Religions SL Mainstream September 2011 Opportunity to study the nine main religions of the worldSeeks to promote an awareness of religious issues in the contemporary worldStudents acquire a sense of what it is like to belong to a particular religionIntroductory unit: exploring five of the nine living world religionsIn-depth study of two religions chosen from six world religionsThe Diploma Programme world religions course is a systematic, analytical yet empathetic study of the variety of beliefs and practices encountered in nine main religions of the world.The course seeks to promote an awareness of religious issues in the contemporary world by requiring the study of a diverse range of religions.studied in such a way that students acquire a sense of what it is like to belong to a particular religion and how that influences the way in which the followers of that religion understand the world, act in it, and relate and respond to others.The course consists of an introductory unit, exploring five of the nine living world religions that form the syllabus. This is complemented by an in-depth study of two religions chosen from six world religions
23Pilot school for dance: Group 6 : Dance HL & SLMainstream September2011Pilot school for dance:Guangya School, Chinaexpressive movement with intent, purpose and structurea vital and integral part of human life.It exists over time in many forms and styles and is practiced in all traditions and cultures.functions as ritual, as artistic endeavour, as social discourse, as recreation and as education.always evolvingreflecting the cultures from which they emerge.a unique medium for learning about self and the world.the integration of body, mind and spirit
24Sports, Health and Exercise Science SL: Mainstream September 2012Innovative course: scientific background to success in sportIn tune with the ethos of the IB moral, ethical, social, economic and environmental implicationsProvides opportunities for scientific study and creativity within a global contextThis is an innovative course which enables students to investigate the scientific background to success in sport and in tune with the ethos of the IB allows investigation of moral, ethical, social, economic and environmental implications and provide opportunities for scientific study and creativity within a global context that will stimulate and challenge students.
25New pilot subject: Global Politics HL/SL Pilot for 2012/14Four (HL/SL) core units:power, sovereignty and international relationshuman rightsdevelopmentconflict and post conflict transformation.HL students also choose two (of six) options (e.g. international security).Scheduled for first teaching September, 2016.Global politics (HL, SL) 1st teaching September 2012, 1st exams May The course builds on fundamental political concepts in a variety of contexts and geographic levels.Four (HL/SL) core units:ｷ power, sovereignty and international relationsｷ human rightsｷ developmentｷ conflict and post conflict transformation.HL students also choose two (of six) options (e.g. international security).Invitation for applications to the pilot phase appeared in DP Coordinator Notes. Its move into mainstream is (provisionally) scheduled for 1st teaching September 2016.
26A new Group 4 SL Course?A new SL science and technology course for the vast majority of students who will need to understand scientific issues arising in their lives, upon which they will need to make reasoned judgmentsProposal: 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 could replace the subject specific SLs but recognizing constraints it will need to be introduced as an additional course.
27Diploma: summary of new courses World Studies extended essay 2011Literature and performance (interdisciplinary Groups 1 and 6) 2011World religions (Group 3) 2011Dance (Group 6) 2011Sports, exercise and health science (Group 4) 2012Global politics (Group 3) - piloting from 2012; mainstream 2016
29IB Career-related Certificate (IBCC): Minimum of 2 IB Diploma Programme coursesIB core: approaches to learning; reflective project; community service; language developmentRecognised vocational qualifications offered by schoolOpen to all IB World Schools from September 2012An alternative pathway for 16 – 19 years oldsCollaboration between the IB and schools wishing to provide a vocational / career-related option for students
30IBCC: collaborationsThe IB is actively pursuing a policy of aligning with key career-related qualification providersThese presently include:National Academy Foundation (USA): hospitality and tourism, IT, finance, and engineeringProject Lead The Way (USA): engineering and biomedical STEM coursesBTEC (Global): hospitality, business, health and care, environment, media and public servicesInternational School of Finance (UK): financial services
32DP courses onlineIncreased access and greater educational opportunitiesExtend subject choice for students in IB World SchoolsEnable students who cannot attend IB World Schools to benefit from an IB educational experienceCreate international and intercultural classrooms in ways which cannot be envisaged in many schoolsEnable students, increasingly socialized in the digital world, to develop 21st century skills that will equip them for life after schoolConnecting people with technology,
33DP courses online September 2011 Planned course offering Group 2 NEWGroup 5Group 6NEWFilm SLGroup 3NEWPhilosophy SLNo current (2010/11) students for ITGS SL
34IB Open World Schools: extending access to external students (Source:- Open World School- external studentExisting IB World SchoolsBeginning Sept. 2012
35Changing perspectives What is important in an IB education?What must we hold on to? What can we let go?How can the IB programmes accommodate the needs of schools around the world while retaining what is important?