day 1 developments in the diploma programme curriculum

Developments in the Diploma Programme Curriculum

Andy AtkinsonHead of Diploma Programme Development

IB Cardiff / The Hague

Tuesday, 12 April 2011

Who is my audience?

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• Roles• Locations• IBEN role• IB experience


Programme development creates the “what” of all IB programs . . .

To schools division, which creates the global ways of doing things, the “how” of all IB programmes . .

To regional offices, which uses the processes to create a nurturing relationship with schools.

Relevant structures


Asia Pacífic2010: 311

IB Americas2010: 1130

Africa/Europe /Middle East 2010: 742

Diploma Programmes 2010: 2183, 2011 - 2,225


Connected Sessions in Melbourne

The Hexagon CoreSession 2

Chris Mannix

Language ProvisionIn the DP

Session 4 and 6Roxane Vigneault

DP regional updatesSession 8

Steve KeeganBriony Morath

IBCCSession 7

Chris Mannix

DP onlineSession 4Pamoja

IB Assessment Developments

Session 7

Carolyn Adams

Continuum Developments

Christine Amiss

Session 7


7 Year Curriculum Review Pattern

Key:T1 – first year of teaching new courseT7 teacher training year – subject specific seminars


• Collaborative, working with teachers, examiners, consultants/universities and IB staff

• Reports to and is reviewed by the Diploma Review Committee (DRC) and internal IB Cardiff review committee (IRC)

• for groups 3 and 6 and core - related to principles within the groups (e.g. aims), related to other subjects and conducted as single subject reviews

• for group 1 & 2, 4 and 5 - whole group reviews

Principles of DP reviews


Participants selected on the basis of:• ability to contribute actively to development• ability to represent each IB region• school types public/private funded• gender- to achieve balance• language – aim to include IB languages • senior examining experience – to include a mix of

senior examiners• curriculum subject area manager invites through

DP Coordinator Notes

Profile of the review participants


• covering issues in the existing courses, links to university requirements, appropriate future developments

• through questionnaires to teachers prior to the first meeting and during development cycle

• reports from academics and senior examiners• reports from workshops and OCC threads• reviews of literature • other courses worldwide

Processes involved - research


The Diploma Programme: Research

Research in the Academic Division• Increased resources (TSMs) and focus on pedagogical

research to inform new curriculum guides• A greater emphasis on ‘approaches to teaching and learning’

in subject guides and beyond • Commission research and increase use of external expertise

to underpin and better articulate the beliefs and values of the programme

• Greater involvement of university consultants in curriculum review

• Dynamic discussions with schools using new technologies (virtual community)


This is our Diploma


This is our DiplomaA holistic,

educational programme that leads to a pre-

university qualification.





Intended to be a transformative

experience





Intended to be a transformative

experience

It’s part of a continuum of

lifelong learning


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World Studies Extended Essay Research Team

Harvard Project

Zero and the IB

United World

College Mahindra


Interdisciplinary teaching & learning“Interdisciplinary understanding refers to the

ability to integrate knowledge and modes of thinking from two or more disciplines to generate a new insight ... new understanding … it does not replace disciplinary teaching,

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INTERDISCIPLINARY UNDERSTANDING

purposeful, disciplined, integrative


WSEE Development in Schools• Started in UWC Mahindra with a request in 2001 to

authorise a world studies course • 2002 IB agreed that there should be a world studies

extended essay. First cohort entered essays in 2005 session

• 4 schools on board by May 2009 : Mahindra, Jakarta IS, Koc, and Bloomfield

• 2009-10: 2 additional schools : OS Colombo (Sri Lanka) and Aga Kahn Academy, Mombassa

• Sept 2010 – UWC Atlantic College, Washington International School

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WSEE Example 1• Research question: What do members of three

religious congregations (Hindu, Muslim and Christian) in Mombasa believe, or know about, the causes and cures of HIV-AIDS?

• Local context: Mombasa where the student lives• Global perspective: The uneven impact of the

disease on communities in the developed and developing world

• Interdisciplinarity: Biology and World Religions

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WSEE Example 2• Research question: How and why have two

Japanese graffiti artists used American hip-hop art for the purposes of self-expression and community organization within Japan?

• Local context: Japan• Global perspective: The globalization of culture• Interdisciplinarity: Visual arts and social and

cultural anthropology

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World studies extended essays:

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Furthermore, in line with the IB’s mission, the world studies extended essay seeks to advance students’ global consciousness. Global consciousness supports international mindedness:

global sensitivity—a sensitivity to local phenomena and experiences as manifestations of broader developments on the planet

global understanding—the capacity to think in flexible and informed ways about issues of global significance

global self—a developing perception of self as a global actor and member of humanity, capable of making a positive contribution to the world.


World studies extended essays:

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Furthermore, in line with the IB’s mission, the world studies extended essay seeks to advance students’ global consciousness. Global consciousness supports international mindedness:

global sensitivity—a sensitivity to local phenomena and experiences as manifestations of broader developments on the planet

global understanding—the capacity to think in flexible and informed ways about issues of global significance

global self—a developing perception of self as a global actor and member of humanity, capable of making a positive contribution to the world.

Research Report May 2011


Assessment of WSEE

• WSEEs are assessed against the same criteria as all other EEs

• WS guidance is currently provided in a long supplementary chapter

• This is a challenging option which does not have a corresponding EE subject. This is why there is an impressive world studies teacher support material document in addition to a subject chapter

http://67.207.142.65/exist/rest/app/tsm.xql?doc=d_0_wldst_tsm_1103_1_e&part=1&chapter=1

• Process-focused; use of journal (reflective research space): metacognitive aspects

On open offer from September 2011Page 21






The Diploma ProgrammeA more inter-disciplinary future?

Unpacking of international mindedness and global

engagement?Approaches to learning

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Theory of Knowledge – possible changes

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Theory of Knowledge – possible changes• Terminology changes e.g. ‘knowledge issues’ will

be replaced with ‘questions of knowledge’

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be replaced with ‘questions of knowledge’• The course will be divided into four sections:

How do you know Ways of knowing Areas of Knowledge Applications

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• Ways of knowing and Areas of Knowledge will each have core material, extension material and links

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• A much greater emphasis on other cultures

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• A much greater emphasis on other cultures

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Core Session 2


CAS futures - Review 2011

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• Re - defining creativity in a digital world

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• Re - defining creativity in a digital world• Re - defining action: adventure and

sport?

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sport?• Re - defining genuine service learning

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sport?• Re - defining genuine service learning• CAS - an escape from learning or an

interconnected part of their learning?

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sport?• Re - defining genuine service learning• CAS - an escape from learning or an

interconnected part of their learning?• CAS and global engagement

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2012/14Tuesday, 12 April 2011

The Diploma ProgrammePilot Subjects

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The Diploma ProgrammePilot Subjects

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Going Mainstream!


Group 6 : Dance HL & SL

Pilot School of Dance: Guangya

School, China


• expressive movement with intent, purpose and structure• a 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 evolving• reflecting the cultures from which they emerge. • a unique medium for learning about self and the world. • the integration of body, mind and spirit

IB Dance


Consistent with the educational philosophy of the IB, this dance curriculum aims for a holistic approach to dance, and embraces a variety of traditions and dance cultures.

Performance, creative and analytic skills are mutually developed and valued whether the students are writing papers or creating/performing dances.

The curriculum provides students with an arts and humanities orientation to dance. This orientation facilitates the development of students who may become choreographers, dance scholars and/or performers. The course also welcomes those students who seek life enrichment through dance.

The new IB Dance course from September 2011


Group 6 Courses

• Theatre Review: 1st External Review Meeting – November 2010 for new Courses 2014. Clarifying the guide’s misunderstandings for new schools and teachers

• Visual Arts External Meeting – new Courses 2014Assessment Issues to be addressed – see new clarification June 20102 meetings to date.

• Film Review – delayed by one year for alignment – Courses 2016

• Music – new courses 2016


The Diploma ProgrammeThe role, nature and place of

Group 6 subjects

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% Candidates May Sessions

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% Candidates November Sessions

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Total Candidates

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Percentage of schools registered for Higher Level Arts Courses by Regions (2010 sessions)

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This 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.

Sports, Health and Exercise Science SL


Sports Exercise and Health Science

• Involves the study of the science that underpins physical performance

• The course incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition

• Students carry out practical (experimental) investigations in both laboratory and field settings. An opportunity to acquire the knowledge and understanding necessary to apply scientific principles and critically analyse human performance.

• Where relevant, the course will address issues of internationalism and ethics by considering sport, exercise and health relative to the individual and in a global context.


School School Name Type Prog Reg Age Country

0334 St George’s College Private P/M/DP IBLA 3 - 18 Argentina

0040 UWCSEA Private P/DP IBAP 4 - 18 Singapore

0409 St Julian’s School Private DP IBAEM 3 - 18 Portugal

0434 Kristen School Private P/DP IBAP 4 - 18 New Zealand

0568 City Technology College, Kingshurst

State DP IBAEM 11 - 19 UK

0612 Wesley college Private DP IBAP 14-18 Australia

0641 Malvern College Private DP IBAEM 13 -18 UK

0815 Hockerill Anglo-European College State DP IBAEM 14-19 UK

1010 Trinity Grammar School Private DP IBAP 4 -18 Australia

1082 Commack High School State DP IBNA 14 - 18 USA

1206 Sha Tin College Private DP IBAP 4 - 11 China

1335 St Margaret’s College Private DP IBAP 5 - 18 New Zealand

2153 Kardinia International college Private DP IBAP 3 - 20 Australia

Mainstream subject 2012


World Religions SL

• The 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.

Mainstream subject September 2011


Diploma: Global Politics - a new pilot: SL & HL

A new group 3 course to be piloted from 2011 (mainstream 2014-15)

International relations, political thought, world development, human rights, peace & conflict

Emerging from 4 existing school-based syllabuses(SBSs). Drawing together inspiration from and the best elements of these, while developing its own subject matter that is forward looking and interdisciplinary in nature

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Diploma: politics and development – now Global Politics

Course Aims: To develop in students the capabilities to:

• ‘read’ political events on the world stage as they occur and relate local issues to a global contexts

• use an analytical tool kit to interpret and evaluate global events and critically evaluate their own political biases and prejudices

• critically appreciate political and developmental challenges that face the world and consider alternative approaches to dealing with these challenges

• Develop their own informed ideas for development in different areas of interest and a will to act as active world citizens

• understand the individual’s place in the world around them and how individual and collective action can make a positive difference

• Be able to communicate their understandings

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GROUP 3 in reviewEconomics is all ready for mainstream teaching in 2011/13. The

final versions of the Economics guide (November 2010) and TSM (February 2011) are available on the OCC

An updated TSM for History (current course) is being prepared for September. As part of the research phase, a questionnaire seeking teacher views on the present course is currently on the OCC.

Philosophy and Business & Management have each held their first meetings in 2010 . No major issues arising. Reports and questionnaires will be available on the OCC after their respective 1st development meetings.


SBSsSchool Based Syllabus


Improving SBSs• Strict application of criteria in accepting SBSs

– International dimensions– Transferible to other schools– Clearly different from mainstream offer– High level of interest from a group of schools

• Promoting SBSs as seedbeds of future pilots– No longer keeping them a secret!

• Mini reviews of some guides - e.g. Chinese Studies• Applying assessment principles and practices to large

SBSs to ensure quality, reliability and security– Externally set (and translate) most papers and markschemes.– Externally mark all scripts– Transferring all marks and moderation over to IBIS.– Align grade awarding and EURs as appropriate


The Diploma ProgrammeLanguage Courses

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The Diploma ProgrammeLanguage Courses

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Details session 4 & 6


Diploma: group 1 – studies in language and literature

Course Nature of the courseLanguage A: Literature the techniques involved in literary criticism;

promoting independent literary judgments

Language A: Language and Literature

the constructed nature of meanings generated by language; writing and analytical skills

Literature and Performance

Synthesis of Language A: literature and Theatre (groups 1 and 6); the dynamic relationship between literature and performance.

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Diploma: mother-tongue entitlement

28 special request languages in A1 were offered in the Diploma Programme in May 2010: Armenian, Albanian, Belarusian, Bengali, Burmese, Chichewa, Dhivehi, Dzongkha, Estonian, Georgian, Greenlandic, Icelandic, Kazakh, Kinyarwande, Khmer, Kurdish, Mongolian, Romanian, Shona, Somali, Tamil, Tibetan, Tigrinya, Ukrainian, Urdu, Uzbek, Vietnamese, Zulu.

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Diploma: mother-tongue entitlement

28 special request languages in A1 were offered in the Diploma Programme in May 2010: Armenian, Albanian, Belarusian, Bengali, Burmese, Chichewa, Dhivehi, Dzongkha, Estonian, Georgian, Greenlandic, Icelandic, Kazakh, Kinyarwande, Khmer, Kurdish, Mongolian, Romanian, Shona, Somali, Tamil, Tibetan, Tigrinya, Ukrainian, Urdu, Uzbek, Vietnamese, Zulu.

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Decisions on offering ‘Language and Literature’ in more languages? AP: Indonesian, Hindi and Filipino


Diploma: group 2 - language acquisition

Course DescriptionLanguage B HL

Language B SL

Language ab initio

Understanding of complex text, both concrete and abstract; interaction with fluency and spontaneity

Understanding clear standard input on familiar matters and handling of most situations

Understanding of frequently used language; communication of simple and direct exchange of information

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Placement of students• The IB is mapping language courses to the

Common European Framework levels of achievement.

• Students should be placed in courses that stretch them educationally, and our aim is to state clearly the level of competence they are expected to reach having completed the courses.

We place trust in the schools to implement our programmes


Possible Future Course Combinations

Definition of a ‘bilingual diploma’ changing 2011/13 onwards


Possible Future Course Combinations• One group 1 course, and one group 2 course



Possible Future Course Combinations• One group 1 course, and one group 2 course• Two group 1 courses

– Language A Literature, and Language A Language and literature





• Two group 1 courses– two Literature courses






• Two group 1 courses– Two Language and literature courses







• Three language courses selected from groups 1 and 2







• Three language courses selected from groups 1 and 2

Complex language profiles



We need the information about languages now!

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•University Recognition Document

•Courses Accredited

•Online WSL courses

•Guides Dec 2010 on OCC

•Face to Face Workshops: Subject Specific Seminars and ongoing

•Online courses for teachers


Curriculum review documentsFebruary – March 2011

• Final draft of PLT and all 53 PLAs available on OCC and for sale as paper copy

• Final draft of groups 1 and 2 guides on OCC and for sale as paper copy

• Specimen papers for all courses

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Curriculum review documentsMay 2011

• Teacher support materials (TSMs) for groups 1 and 2 courses

• Language A DVD to accompany TSM

• Language ab initio language specific syllabuses

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Group 5 Mathematics

New Courses 2012/14


Internal Assessment in Maths: Maths in the real world What is the research report?

•is a written submission, not an essay.•will address one or more of the group 5 aims •the intended audience is their mathematics class.•the emphasis is on communication by means of mathematical forms •a list of stimuli may be provided, each student should choose one of these.•it is envisaged that each stimulus has the potential to suggest a number of different paths of research


ArtGolden Ratio in Art

Geometric Perspective in ArtPlatonic Solids and Polyhedra

Fractal ArtSymmetry and Patterns

Kaleidoscopes and TessellationsMathematics in Music and Dance

Traffic FlowTrafficking Networks

Implications of the “Two Second Gap” on Traffic FlowMaths Behind the Psychology of Changing Lanes

Traffic Light SequencesWeather

Dynamic Systems and Chaos Theory (HL)Spectrum Model (HL)

Numerical Weather Predictions“The Grapes of Math” – A Global Warming Fraud

Selective Data and Global Warming

Examples of stumuli in maths IA


THE EXPERIMENTAL SCIENCES REVIEW

2009-15: RESEARCH AND DEVELOPMENT YEAR

GET INVOLVED! OCC QUESTIONNAIRES/THREADS

REVIEW GROUPS FROM IB WORLD SCHOOLS

• GREATER EMPHASIS ON NEW TECHNOLOGIES• INTERDISCIPLINARY POSSIBILITIES AT SL? ‘AN EDUCATION IN SCIENCE’ • INTERNAL ASSESSMENT CHANGES - WE PROMISE!• WORKING TO PRODUCE ONLINE DP COURSES - PHYSICS AND ESS COMING FIRST• WETLAB EXPERIMENTS IN A VIRTUAL ENVIRONMENT?


Types of investigative/experimental • Hands on experiments in labs• At home lab kits (e.g.

microscale)• Household resources• Virtual experiments• Remote experiments• Simulations• Solving problems using

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Kemi Jona: Director OSEP, Learning Strategist-School of Continuing Studies-Research Associate Professor, Learning Sciences, Northwestern University IL USA

Brian Woodfield: Professor of Chemistry, Brigham Young University. UT USA


Update on DP courses online


Diploma courses onlineIncreased access and greater educational opportunitiesExtend subject choice for students in IB World Schools

Enable students who cannot attend IB World Schools to benefit from an IB educational experience

Create international and intercultural classrooms in ways which cannot be envisaged in many schools

Enable students, increasingly socialized in the digital world, to develop 21st century skills that will equip them for life after school


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Collaboration with Pamoja Education

Pamoja is committed to preserving the quality of the IB experience

Support for IB research into the delivery of experimental sciences online. Support provided for initial meeting which took place September 2010


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• Pamoja to develop courses in all subject groups plus the core

• IB will provide curriculum support and quality control

• Minimum catalogue of 27 courses by 2015

• Pace and scope of development determined by school demand

Number of Courses

Extending subject choice for students in IB Schools and beyond


Regional distribution of students: 2010/11

IBA IBAEM IBAP

933

130

countriesschoolsstudents

212971


91550


• 39 countries • 77 schools • 251 students


Courses & student numbers: 2010/11

Economics

ITGS

Mathematics

69

41

22

• 7 subjects • 12 teachers • 18 sections • 251 students

Business + management

Economics

Psychology

Spanish ab initio

26

19

35

39

HL courses SL courses


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•Certificates

•Diploma Programme

•DP Coordinator

•Site Coordinator*

•Certificates

•DP Coordinator

•Site Coordinator

IB World School

IB Open World School

Internal students External students

Pilot in 2010/11

* Required when students are enrolled in online courses

DP courses online: extending access to external students

Opportunities and support structures will be similar for all participating students


Profile of an online student

• is responsible, independent learner• Is well-organized and with good time management• enjoys new challenges and is a risk-taker• is not easily frustrated by temporary technical issues• is motivated and interested in the online subject• enjoys interaction with students of different backgrounds

and geographies• does not require constant teacher direction• is a proficient reader and writer in the language of

instruction

Is it for a certain type of student learner?


Diploma courses online: nurturing global citizenship“It has allowed me to connect with people that I otherwise wouldn't have, which in turn has given me other takes on issues that may not have been raised in a class of one nationality. “

“It allowed communication and cooperation with classmates from all over the world who had different viewpoints than I, as opposed to a local, face-to-face course.”

“Socializing with them. Getting their ideas and opinions because of the place where they were


Perceived assessment burden of the DP?

Data from May 2010 Session


Aims of Investigation

• To compare the assessment burdens for students of the five most popular subject combinations of the Diploma Programme

• To analyse some of the assessment methods used to test students at the end of their courses


Top 5 Most Popular Combinations

Combination 1• Malay A1 SL

• English B SL

• Economics SL

• Biology HL

• Chemistry HL

• Mathematics HL

Combination 2• English A1 HL

• French B SL

• History HL

• Biology HL

• Chemistry SL

• Mathematics SL


• Spanish B SL

• History HL

• Biology HL

• Mathematical Studies SL

• Visual Arts SL


• Spanish B SL

• History HL

• Psychology SL

• Biology HL

• Mathematical Studies SL


• Spanish B SL

• History HL

• Biology HL

• Chemistry SL

• Mathematics SL

Combinations ranked 1-5, 1 being most popular and 5 least popular; they are labelled in this way for ease of reference in analysis


Assessment Method Terminology• Written Exams:

– Short Answer Questions (SAQs)– Extended Response Questions (ERQs), including essays, analysis etc.– Combinations of SAQs and ERQs (Mixed Qs), where there are unknown

proportions of SAQs and ERQs

• Coursework:– Practical Investigation and Report, carrying out a study and collecting

data in order to write a report– Portfolio, displaying a selection of a student’s work (e.g. Artwork)– Assignment, creating an extended piece of writing on a topic/argument– Oral, testing language speaking abilities– Presentation, displaying and explaining work to an audience


Averages for Comparisons

• Mean number of hours of written exams = 22

• Mean number of coursework pieces = 12.6

• Mean word count expected from all coursework =

17,030

These averages have been calculated using figures solely for the top 5 diploma combinations referred to in this project. They include the assessment of the Extended Essay and Theory of Knowledge core components.


Combination 1 OverviewThe graph here includes exams and coursework for the following subjects (but excludes the assessment of the core):Biology HL; Chemistry HL; Mathematics HL; Malay A1 SL; Economics SL; English B SL

Including the Extended Essay and TOK, Combination 1 involves:Number of Exams = 15Total Exam Hours = 23Number of Coursework Pieces = 15Approx. Total Word Count = 16,700

Exam Hours +1 above averageCoursework +2.4 above averageWord Count -330 below average

Weighting of Exams and Coursework in Assessment of Combination 1


Combination 3 OverviewThe graph here includes exams and coursework for the following subjects (but excludes the assessment of the core):Biology HL; English A1 HL; History HL; Mathematical Studies SL; Visual Arts SL; Spanish B SL Including the Extended

Essay and TOK, Combination 3 involves:Number of Exams = 12Total Exam Hours = 19.5Number of Coursework Pieces = 13Approx. Total Word Count = 22,100

Exam Hours -2.5 below averageCoursework 0.4 above averageWord Count 3720 above average


Components of Written Exams


Components of Written Exams

Further Research


IB ‘position’ papershttp://blogs.ibo.org/positionpapers

Cross programme papers written to inform, stimulate and provoke.

• Concurrency of learning (2010)• Holistic education (2010)• East is East and West is West – reflections on the IB

learner profile (2010)• The roles of cognition, language and culture in

teaching and learning in international schools – coming in 2011

• International mindedness – coming in 2011


Boring but important!


Boring but important!

2011/13Tuesday, 12 April 2011

Where we have come from?

“I regard it as a foremost task of education to ensure the survival of these qualities: an enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness for sensible self-denial and, above all, compassion.”

Kurt Hahn, 1936Page 78


Where we have come from?

“.. to develop to their fullest potential the powers of each individual to understand, to modify and to enjoy his or her environment, both inner and outer, in its physical, social, moral, aesthetic and spiritual aspects.”

Alec PetersonFirst Director General and co-founder of the IB

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Where are we going?New George Walker Book

‘Teaching and learning’ Judith Fabian

• Recommend pedagogical principles

• Learning how to learn• Review the volume of content -

conceptual?• Interdisciplinary futures• New technologies


This is our IB Diploma IMAGINE what you can do with it in your

schools!

Email me your ideas: [email protected], 12 April 2011

day 1 developments in the diploma programme curriculum

Documents