the diploma revisited: diploma programme updates...• world religion (sl): mainstream in 2011...
TRANSCRIPT
The Diploma Revisited:
Diploma Programme Updates
Michael Leshner, Development & Outreach Manager, IB Americas
AACRAO – 4 April 2012
New perspectives: our new homesAEM Global Centre Americas Global Centre
Strategic plan 2011 - 2016
Number of Diploma Programmes: 2,326
IB Asia Pacific357
IB Americas1,205
IB Africa, Europe, Middle East764
North America and the Caribbean: 979 programmes in 13 countries and territories
Central America: 22 programmes in 6 countries
South America: 204 programmes in 10 countries
IB Americas1,205 Diploma Programmes in 29 countries and territories
How: The DP Curriculum Review CycleSEVEN YEAR COLLABORATIVE REVIEW CYCLE FOR ALL DP SUBJECTS
GENUINERESEARCH SURVEYS 1ST EXAMS MEETINGS DEVELOPMENT VARIETY OF
OUTCOMES
IB CONSULTS TEACHERS FROM ALL OVER THE WORLD
C O N T I N U U M D E V E L O P M E N T
TRYING TO THINK MORE BROADLY
Pre‐16 DPUniversity, Careers
& life
It’s not just all about what
happens here!
BEFORE AFTER
Page 9
2012/14
ACCESS: OPENING UP THE CORE
Page 10
The new World Studies Extended Essay
New EE option 2011/13
• Interdisciplinary (2 or more disciplines)
• Harvard Project Zero
• Global issue with a local context
• Emphasis on reflective space
• Challenging for schools and students
• The only extended essay?
WSEE: Concept of ‘Global Consciousness’
Page 11
Furthermore, in line with the IB’s mission, the world studies extended essay seeks to advance students’ global consciousness. Global consciousness encompasses:
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.
Explicitly underpinning international mindedness
The feasibility of ethanol production from sugar cane and the viability of its use as a fuel in Mauritius. Global issue –alternative energy sources
Changes to food consumption in Japan as a result of people living longer. Global issue –ageing population
The relationship between a Filipino caregiver and her elderly Israeli employer and the role of minority experience, religion and family values in determining this relationship. Global issue –globalization of the workforce
Diploma: world studies extended essays
New Courses: Diploma Programme• World Studies Extended Essay
Interdisciplinary; optional from 2011 • Literature & Performance
Interdisciplinary synthesis of Lang. A & Theatre2011 – 13 goes mainstream from pilot
• World Religion (SL): mainstream in 2011Study of nine main world religionsPromotes awareness of religious issues in contemporary world
• Global Politics HL/SL: 2012 – 14 pilot, 2015-17 mainstream.Four core units for both; two (of six) optional units at HL.
• Sports, Health & Exercise Science (SL): 2012-14Innovative; scientific background to success in sportPilot to mainstream
• Dance (HL & SL)Mainstream from pilot 2011 - 13
Literature and performanceMainstream September 2011
• Pilot course ‘Text and Performance’• Teaching begins in September 2011• An interdisciplinary synthesis of
language A and theatre. • Essential elements of literature and performance• A tremendous opportunity for all schools to broaden their
offer
World Religions SL
• Opportunity to study the nine main religions of the world
• Seeks to promote an awareness of religious issues in the contemporary world
• Students acquire a sense of what it is like to belong to a particular religion
• Introductory unit: exploring five of the nine living world religions
• In‐depth study of two religions chosen from six world religions
Mainstream September 2011
New pilot subject: Global Politics HL/SL
Pilot for 2012/14
• Four (HL/SL) core units:
• power, sovereignty and international relations
• human rights
• development
• conflict and post conflict transformation.
• HL students also choose two (of six) options (e.g. international security).
• Scheduled for 1st teaching September, 2016.
• Innovative course: scientific background to success in sport (incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition)
• In tune with the ethos of the IB moral, ethical, social, economic and environmental implications
• Opportunities for scientific study and creativity within a global context
Sports, Health and Exercise Science SL: Mainstream September 2012
A 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 judgments
Diploma: Group 4 –a new ‘interdisciplinary’ science SL course
• A new SL ‘science (and technology)’ course.
• Students will need to understand scientific issues arising in their lives upon which they need to make reasoned judgments.
• For students needing an education in science and scientific literacy
• As rigorous as any other science SL
• Conceptual and transferable understandings in science
The 6 big conceptual ideas are:
The universe
Atomic Theory
Evolution
Earth Systems
Radiation (?)
Medicine
Diploma: group 5 Mathematics and Computer Science ready!
• Draft guides published December 2011 on OCC• Subject specific seminars early 2012• New TSM material available May 2012• Specimen papers available early 2012• Computer science new course – 2012/14 group 4
Page 20
Diploma: group 6 – Dance HL and SL
Mainstream 2011/13
Page 21
Pilot School of Dance:
Guangya School, China
New perspectives
IB Career-related Certificate (IBCC)
IB Career‐related Certificate (IBCC):
Minimum of 2 IB Diploma Programme
courses
IB core: approaches to learning; reflective project; community service; language development
Recognised vocational
qualifications offered by school
Open to all IB World Schools from September 2012
•An alternative pathway for 16 – 19 years olds•Collaboration between the IB and schools wishing to provide a vocational / career‐related option for students
© International Baccalaureate Organization 2007
Approaches to learning:Designed to introduce students to life-skills, to operate in a variety of
contexts now and in the future
Language development:designed to ensure that all students, no
matter what their background, have access to and are exposed to a
language programme that will assist and further their understanding of the
wider world.
Community and Service: Based on the principles of ‘service
learning and helps with social development, knowledge
development, civic development and personal development
The Reflective Project: a culminating project where the
student will identify, analyse, explore, critically discuss and
evaluate an ethical issue arising from their career/vocational
studies.
IBCC CORE
Page 24
New perspectives
DP courses online
DP courses onlineIncreased access and greater educational opportunities
Extend 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
Connecting people with technology, http://www.impactapplications.com/
Online courses for September 2011September 2011 Planned course offering
Group 2
Group 3
Group 5 Group 6Film SL
Philosophy SL
NEWNEW
NEW
DP courses online: extending access to external students
(Source: http://www.allthingsdistributed.com/images/globe-europe.jpg)
- Open World School
- external student
Opportunities and support structures: hub and spoke model
•Existing IB World Schools
•Accepting applications soon
•Notification Jan. 2012
•Beginning Sept. 2012
Recognition (www.ibo.org/recognition)
Recognition Resources• Recognition Policy Summaries for states and provinces:
(www.ibo.org/diploma/recognition/recognitionpolicy/)
• Curriculum Briefs
(http://www.ibo.org/recognition/resources/curriculum/)
Page 32