Changing Perspectives: Developments in IB programmes Judith Fabian, Bethesda, March 2012

Changing perspectives: our new homes Americas Global Centre 2010 AEM Global Centre 2011 AP Global Centre 2012

Why the IB exists Response to the needs of multinational groups of students Education for international mindedness Education for peace Influencers: Dewey, Hahn, Piaget, A.S Neil, Bruner, Peterson, Gardner, George Walker. The Changing Face of International Education, 2011 Before 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!

Why the IB is successful Student centred Teacher centred Holistic Collaborative Idealistic Independent Why is it that the IB has been so successful over the last 43 years? Key elements there from the beginning Strengthened by the introduction of MYP and PYP learner at the heart of everything – exemplified by learner profile The 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 learner Idealistic – 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.

Strategic directions for programme development Meeting the needs of young people in the 21st century: Conceptual understanding Trans-and inter-disciplinary learning Approaches to teaching and learning Global contexts Multilingualism Action/service learning …what it means to be internationally minded

Changing perspectives The continuum

Need for IB programme alignment Provide a coherent continuum of international education Support schools/districts with multiple IB programmes Support IB’s strategic plan to strengthen leadership in international education Need for alignment of IB programmes Provide a coherent continuum of international education in response to feedback from stakeholders Support IB strategic plan 2011- 2015 with focus on the Goal 1 Strengthen our leadership in international education and objectives. Our goal is to be responsive to development in the field, the academy, and the business sector Support schools with multiple programmes (including the IBCC) who need to communicate the IB to their communities and who want to increase staff collaboration across programmes. Feedback from schools has highlighted areas that need alignment and articulation. Help IB staff continue to develop high quality, coherent and aligned programmes © International Baccalaureate Organization

Programme standards and practices The IB continuum IB mission statement IB learner profile Programme standards and practices PYP MYP MYP DP / IBCC DP C O N T I N U U M D E V E L O P M E N T

The IB continuum of international education Aligned central elements Conceptual clarity Harmonized language What areas we are working on to align the programmes? Identify and develop the central elements that lie at the heart of all IB programmes and the IBCC Provide conceptual clarity around those central elements Harmonize terminology (or ‘the words we use to talk about the central elements’) Develop and communicate rationale to support the conceptual underpinning and terminology The timeline... Process completed by 2014/15 in line with publication of key programme documents and developments in the MYP Next Chapter project Internal document review and synthesis: October – December 2010 Internal discussions: January - April Communicate and test thinking with stakeholders : April – July Review feedback and refine: July – September © International Baccalaureate Organization

What is the heart of all IB programmes? WHY? HOW? WHO? WHAT?

Changing perspectives Middle Years Programme

Key challenges for MYP Access for schools with national/state curriculum Continuum between IB programmes Age appropriateness Recognition & accreditation Constraints with current MYP requirement for 8 subject groups does not fit with national/state requirements for prescribed subject choices MYP assessment does not fit with national/state assessment requirements 5 year structure of MYP is not aligned with many educational systems Recognition & Accreditation The 8 subject groups and concurrency Offering choice of subjects Required profiles or streams Semester courses MYP assessment Required assessment tasks and grades for graduation National exams influence status of school ‘Middle Years’/ ‘High School’/‘Upper Secondary’ Perceptions of the MYP End of compulsory education Three –year high school or upper secondary Continuum…..? Data from ‘Avoiding the gap’ suggests that schools want: Programme alignment Harmonised terminology Consistent pedagogical approaches MYP preparing for assessment style in DP MYP subjects aligned with DP subjects © International Baccalaureate Organization

Summary of key areas of development 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 Replacement of AOIs with global contexts Exploring offering choice of subjects years 4-5 Internal assessment; optional moderation Assessment Potential optional external summative e-assessment; mandatory PP moderation; Year 3/4 culminating task; Internal assessment Guides Teacher support materials Support Guides Multi-modal teacher support materials © International Baccalaureate Organization

Timeline 2011 2012-2013 2014 Development: Subject guides; 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 of new curriculum model © International Baccalaureate Organization

Changing perspectives Primary Years Programme

Wikis 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 schools The 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 (2010-11) The role of ICT in a PYP school (2011)

Videocasts Using videos to support understanding of written curriculum documents Introduction to arts and PSPE videos, February 2010 How to use the PYP planner, March 2012 We are producing videocasts that provide teachers with the opportunity to be talked through a document by a PYP curriculum manager.

Using 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 schools The 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.

Changing perspectives The Diploma Programme

The new World Studies Extended Essay New EE option 2011/13 Interdisciplinary Harvard Project Zero Global issue with a local context Emphasis on reflection Challenging for schools and students The 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

Literature and performance Mainstream September 2011 Pilot course ‘Text and Performance’ Teaching began in September 2011 An interdisciplinary synthesis of language A and theatre. Essential elements of literature and performance An opportunity for all schools to broaden their offerings Developed from the Pilot course ‘Text and Performance’ Teaching begins in September 2011 available at Standard level only, in English, French and Spanish This 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 available Current teachers of Text and Performance will notice few changes from the May 2011 session as the pilot has gradually evolved A tremendous opportunity for all schools to broaden their offer in group 1 to their students while it remains interdisciplinary with Group 6

World Religions SL Mainstream September 2011 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 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

Pilot school for dance: Group 6 : Dance HL & SL Mainstream September2011 Pilot school for 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

Sports, Health and Exercise Science SL: Mainstream September 2012 Innovative course: scientific background to success in sport In tune with the ethos of the IB moral, ethical, social, economic and environmental implications Provides opportunities for scientific study and creativity within a global context 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.

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 first teaching September, 2016. Global politics (HL, SL) 1st teaching September 2012, 1st exams May 2014. 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.

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 Proposal: 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.

Diploma: summary of new courses World Studies extended essay 2011 Literature and performance (interdisciplinary Groups 1 and 6) 2011 World religions (Group 3) 2011 Dance (Group 6) 2011 Sports, exercise and health science (Group 4) 2012 Global politics (Group 3) - piloting from 2012; mainstream 2016

Changing 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

IBCC: collaborations The IB is actively pursuing a policy of aligning with key career-related qualification providers These presently include: National Academy Foundation (USA): hospitality and tourism, IT, finance, and engineering Project Lead The Way (USA): engineering and biomedical STEM courses BTEC (Global): hospitality, business, health and care, environment, media and public services International School of Finance (UK): financial services

Changing perspectives DP courses online

DP courses online Increased 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/

DP courses online September 2011 Planned course offering Group 2 NEW Group 5 Group 6 NEW Film SL Group 3 NEW Philosophy SL No current (2010/11) students for ITGS SL

IB Open World Schools: extending access to external students (Source: http://www.allthingsdistributed.com/images/globe-europe.jpg) - Open World School - external student Existing IB World Schools Beginning Sept. 2012 dp.online@ibo.org

Changing 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?