New additions to the IB continuum Chris Mannix San Jose – October 24, 2011

The goal of continuum development

Who? How? Why? What?

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 We 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.

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 school’s practice prompts to help schools in the selection and purchase of resources to support the pedagogy of the programme

Summary of key developments Engaged students motivated teachers improved preparation for DP recognition and accreditation more children benefitting from the MYP Significant concepts Areas of interaction (AOIs) 8 subject groups Curriculum Prescribed concepts with illustrative content Replacement of AOIs with global contexts Choice of subjects years 4-5 Optional moderation Certificate of Achievement Assessment Optional external summative assessment (e-assessment) Compulsory PP moderation Year 3/4 culminating task Guides Teacher support materials Support Guides Teacher support materials Development of online curriculum planning tool

MYP assessment in 2015 Year 5: Year 3/4: Culminating task where school finishes at Yr3-4 Year 5: Mandatory: moderation of Personal Project Optional: summative assessment monitoring Monitoring 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.

Timeline 2011 2012-2013 2014 Subject guides; Development: Core Programme model Concepts Pilot subject options, 6 from 8 Subject guides; authorisation and evaluation; professional development; assessment; piloting all new elements Sept 2014 launch; first assessment May, 2015

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

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 student’s place within the world

Global Politics Pilot 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.

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

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.

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

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 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

An approved career / vocational course 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

Career-related courses IBCC Framework 2-4 DP Courses Career-related courses IBCC Core Approaches to learning (ATL) course Community and Service Language development Reflective project

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

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

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

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.

Community and Service 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

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

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.