1. WHY CONTINUUM IN IB? Children on a see-saw. Photograph. Web. Google images. 11 Nov. 2011

2. Organization: What is the IBO mission? We are motivated by a mission to create a better world through education. Mission The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

3. Organization: What does the IBO offer? The IBO develops three programmes of international education for students aged 3 to 19, working in cooperation with IB World Schools. Our three programmes span the years of kindergarten to pre-university. The programmes can be offered individually or as a continuum. The Primary Years Programme (PYP) for students aged 3 to 12. The Middle Years Programme (MYP) for students aged 11 to 16. The Diploma Programme for students aged 16 to 19.

4. What is the learner profile? It’s the IBO mission statement translated into a set of learning outcomes for the 21st century. The attributes of the learner profile express the values inherent to the IB Continuum of international education Tree Traits. Photograph. Web. Google images. 11 Nov. 2011

5. Programmes: What are the common characteristics? All IB Programmes include: a curriculum and pedagogy student assessment appropriate to the age range professional development for teachers a process of school authorization and evaluation.

6. Programmes: What are the common characteristics? The education of the whole person is manifested through all domains of knowledge. Covers a broad range of subjects drawing on content from educational cultures across the world. Gives special emphasis to language acquisition and development. Encourages learning across disciplines and focuses on developing the skills of learning. Includes study of individual subjects and of transdisciplinary areas. Provides opportunities for individual and collaborative planning and research. Include a community service component requiring action and reflection.

7. Programmes: How are the students assessed? IB assessment is rigorous, criterion-referenced, consistent and differentiating of student ability. PYP : teachers select methods of assessment appropriate to the learning outcomes they wish to capture. Students receive feedback to encourage the start of lifelong learning. MYP : teachers organize continuous assessment taking account of specified criteria that correspond to objectives for each subjects. Students receive feedback on thinking processes as well as the finished piece of work. Diploma Programme : students are assessed both internally and externally in ways that measure individual performance against stated objectives for each subject. Externally marked examinations form the greatest share of the assessment for each subject.

8. Future: Where does the IBO want to be in the future In eight years time many more people will be able to experience a high quality IB education. Impact through planned growth STRATEGY A: To improve continuously the quality of our curriculum, assessment and professional development. STRATEGY B: To broaden access purposefully where we can have the most impact, particularly with disadvantaged students. STRATEGY C: To build a highly effective and efficient organization and infrastructure to serve students and schools.

9. Page 9 Programmes: What is the Diploma Programme? The three IB programmes each contain four core elements Diploma Ages 16 - 19 Diploma Ages 16 - 19 Curriculum Student assessment Professional development School evaluation s The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students, normally aged 16 – 19, for success at university and life beyond

10. Page 10 Subjects offered: What subjects are offered within the six groups? The Diploma Programme has a large range of subjects and many more options Group 1 - 46 languages are regularly available. Others (with a written literature) by arrangement. Group 2 – 25 or more modern and classical languages for all abilities from complete beginner (ab initio), with some experience (language B) and competent (language A2). Most, but not all subjects are available at both higher and standard levels. Group 3 - business and management, economics, geography, history, information technology in a global society, philosophy, psychology, social and cultural anthropology, environmental systems & societies. Group 4 - biology, chemistry, design technology, environmental systems & societies, physics. Group 5 - mathematical studies standard level, mathematics standard level, higher level mathematics, further mathematics, computer science. Group 6 - music, theatre, visual arts, film.

11. Contents: What does the Diploma Programme curriculum contain? There are three core requirements The extended essay:  4,000 words  Offers the opportunity to investigate a research question of individual interest  Familiarises students with the independent research and writing skills expected at university Page 11 Ib extended essay. Photograph. Web. Google images. 11 Nov. 2011

12. Contents: What does the Diploma Programme curriculum contain? Creativity, action and service (CAS):  Encourages students to be involved in artistic pursuits, sports and community service  Education outside the classroom  Development of the learner profile Page 12 Global Engage. Photograph. Web. Google images. 11 Nov. 2011

13. Contents: What does the Diploma Programme curriculum contain? Theory of knowledge:  Interdisciplinary  Explores the nature of knowledge across disciplines  Encouraging an appreciation of other cultural perspectives Page 13 TOK. Photograph. Web. Google images. 11 Nov. 2011

14. Page 14 Contents: What does the Diploma Programme curriculum contain? The curriculum contains six subject groups and a core of three parts.  three subjects at higher level (240 hours each).  three subjects at standard level (150 hours each).  all three parts of the core. The IB Learner Profile and the core are central to the philosophy of the Diploma Programme. Students study concurrently:

15. Services: What is special about IB assessment? IB assessment is rigorous, criterion related, consistent and differentiating of student ability.  Diploma Programme assessment includes both final examinations and internal assessment undertaken by the teacher to IB criteria and then externally moderated by the IB.  All 4,000 examiners are ‘quality checked’ through a process of moderation.  The IB undertakes random inspections of schools during exams.  Results are published on 5 July for May session and 5 January for the November session.  The diploma is graded over 45 points giving ample scope to differentiate student ability  Marks awarded for each course range from 1 (lowest) to 7 (highest).  Diploma is awarded to students who gain at least 24 points.  The overall diploma pass rate is broadly consistent year on year  Diploma Programme assessment – principles and practice – available on www.ibo.org Page 15

16. Page 16 University recognition: How well is the diploma recognized by universities? The IB diploma is widely recognized by the world’s leading universities. The IB works closely with universities in all regions of the world to gain recognition for the IB diploma:  Direct online access for university admissions officers and government officials to syllabuses and recent examination papers  A database of university admission policies on www.ibo.org  Recognition in over 100 countries  Recognition by over 2,000 universities  Some universities offer scholarships and advanced placement for IB students Students applying to a particular university can access their grades directly from the IB’s secure web site.

17. Values: What are the values that drive the IB organization? Page 17

18. Page 18 Programmes: What is the MYP programme? Curriculum & Assessment Curriculum & Assessment Professional development School authorization & programme evaluation School authorization & programme evaluation Middle Years Ages 11 - 16 Middle Years Ages 11 - 16

19. Philosophy: What are the fundamental concepts of the MYP? Page 19 Holistic learning Intercultural Awareness Communication Holistic Learning. Photograph. Web. 10 Nov. 2011. Interculture Awareness.Photograph.Web.10 Nov.2011. Communication.Photograph.Web.10 Nov.2011.

20. Page 20 Definition: How is the Middle Years Programme defined? The MYP is:  for students aged 11 to 16  a framework of academic challenge  8 subject groups, plus personal project in the final year  taught in any language The MYP encourages students to:  understand the connections between subjects through interdisciplinary learning  understand the connections between subjects and the real world  become critical and reflective thinkers

21. Page 21 Philosophy: Programme model

22. What are the areas of interaction? Approaches to learning Community and service Health and social education Environments Human ingenuity (Homo faber) Page 22

23. Assessment: How do we assess student learning in the MYP?  Involves a range of task types  Assessment of knowledge, concepts, skills and attitudes  Criterion referenced  Internally assessed (by teachers)  Externally moderated for global standardization Page 23

24. Overview International Baccalaureate Middle Years Programme  A programme for 11-16 year olds  Student-centered programme  Range of academic disciplines  Academically rigorous  Areas of interaction connect disciplines to the real world  Can be taught in any language  Flexible enough to be used with local requirements  Designed and reviewed by experienced, practicing educators Page 24

25. Page 25 IB mission statement MYPDP The IB continuum of education PYP MYPDP Programme standards and practices IB learner profile Three programmes: one continuum Continuum - part of a Latin verb now used in English as a noun meaning to keep together, uninterrupted without a break: a continuous series in which no part is noticeably different from the parts immediately next to it but the extremes or ends are very different.

26. Page 26 IB mission statement MYPDP Introduced in 1997 For ages 3-12 Schools must offer the PYP as an inclusive programme for all students Introduced in 1994 for ages 11-16 Schools are strongly encouraged to implement the MYP as an inclusive programme for all students Introduced in 1969 for ages 16-19 Schools may implement the DP as an inclusive programme for all students or identified students The IB continuum inception PYP MYPDP Programme standards and practices IB learner profile

27. Page 27 MYPDPPYP Structural continuum The IB continuum of education MYPDP Programme of inquiry and scope & sequence for six subject areas: Language Mathematics Social studies Science Arts Personal, social & physical education Prescribed planner to support inquiry Eight subject areas with aims, objectives & assessment criteria: Language A Language B Humanities Sciences Mathematics Arts Physical education Technology Planner for units of work Six subject groups with detailed syllabus & assessment guides: Language A1 Second language Individuals & society Experimental sciences Mathematics & computer science The arts Course outline for each subject offered PYP MYPDP

28. Page 28 MYPDPPYP Structural continuum continued The IB continuum of education MYPDP Curriculum framework organized around units of inquiry within six transdisciplinary themes: Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet Curriculum framework organized around disciplines with interdisciplinary areas of interaction: Approaches to learning Human ingenuity Community & service Health & social education Environments Curriculum with some prescription organized around disciplines with three core components: Theory of knowledge connects the disciplines Extended essay Creativity, action, service (CAS) PYP MYPDP

29. Page 29 MYPDPPYP Learning to learn continuum The IB continuum of education MYPDP Learners constructing meaning Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best) Promotes metacognitive performance (the ability to use self-knowledge to improve) Approaches to learning Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best) Promotes metacognitive performance (the ability to use self-knowledge to improve) Theory of knowledge Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best) Promotes metacognitive performance (the ability to use self-knowledge to improve) PYP MYPDP

30. Page 30 MYPDPPYP Language learning continuum The IB continuum of education MYPDP Promotes mother-tongue development Student’s learn an additional language from age seven Schools must develop a language policy Promotes mother- tongue/best language and/or Language A development Student’s second language (language B) Schools must develop a language policy Promotes mother-tongue development: school supported, self-taught language A1 courses Student’s second language (language B) Schools must develop a language policy PYP MYPDP

31. Page 31 MYPDPPYP Special education needs continuum The IB continuum of education MYPDP Inclusive programme where early intervention is critical for developing effective learning. Inclusive programme allowing schools to offer appropriate intervention through scaffolding and differentiation. Flexible curriculum framework provides schools with opportunities to support students with special education needs. School must develop a special education needs policy Established support mechanisms outlined in Candidates with special assessment needs Special arrangements can be authorized by IB Cardiff for external assessments. Guidelines are available in the Handbook of Procedures. School must develop a special education needs policy PYP MYPDP

32. Page 32 MYPDPPYP Academic honesty continuum The IB continuum of education MYPDP The PYP framework provides opportunities for the ongoing development of the concept of academic through: The IB learner profile and the essential elements of the PYP Teachers designing in-depth inquiries that require analysis and exploration Teachers being academically honest The use of resources in ethical ways, including the recognition of the work of others Academic honesty is integral to an effective Approaches to learning programme. Specific areas include: personal skills, social skills and technical skills. The IB learner profile provides a basis for further development of the concept of academic honesty. Academic honesty is the responsibility of all schools, teachers, and students. MYP: From principles into practice offers guidance to develop an academic honesty policy. Academic honesty is stressed and reinforced throughout the programme. Candidates must understand the meaning and significance of concepts that relate to academic honesty, intellectual property and malpractice. The IB publications Academic honesty; General regulations: Diploma Programme; and the Handbook of procedures for the DP provide information. PYP MYPDP

33. Page 33 MYPDPPYP Assessment continuum The IB continuum of education MYPDP Internal assessment of all aspects of a student’s learning based on criteria developed by the teacher (often with student involvement) relevant to the context of the learning. Provides feedback on the learning process as a basis for future learning Schools must develop an assessment policy Internal assessment based on subject-specific criteria; schools can opt for external moderation of teachers’ internal assessment Criterion related performance assessment provides feedback on the learning process as a basis for future learning Schools must develop an assessment policy External moderation of internally assessed work, externally assessed coursework, and external examinations Criterion related performance assessment Summative assessment for a final qualification Schools must develop an assessment policy PYP MYPDP

34. Page 34 MYPDPPYP Consolidation of learning continuum The IB continuum of education MYPDP Exhibition Real life issue identified by students and explored through an extended and collaborative inquiry Learner profile attributes reflected on and developed. Personal project Independent project resulting from the student ‘s own initiative and creativity integrating the areas of interaction Learner profile attributes reflected on and developed. Extended essay Individual inquiry and research into a focused question of student’s own choice using a recognized disciplinary methodology. Learner profile attributes reflected on and developed. PYP MYPDP

35. Page 35 MYPDPPYP Action continuum The IB continuum of education MYPDP Action Action cycle Choose Reflect Act Voluntary demonstration Community and service Inquiry cycle: Awareness & understanding Reflection Action Required participation Creativity, action, service (CAS) Cycle of experiential learning: Plan Reflect Act Observe Required participation PYP MYPDP

36. Page 36 MYPDPPYP Programme evaluation The IB continuum of education MYPDP 3-5 years after authorization and every 5 years thereafter Self study questionnaire School evaluation visit Evaluation report School community reflects on report and sets future goals 3-5 years after authorization and every 5 years thereafter Self study questionnaire School evaluation visit Evaluation report School community reflects on report and sets future goals 3-5 years after authorization and every 5 years thereafter Self study questionnaire No school evaluation visit Evaluation report School community reflects on report and sets future goals PYP MYPDP

37. Page 37 MYPDPPYP The IB continuum of education MYPDPPYP MYPDP Three programmes: one continuum