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

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

3. 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!

4. 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.

5. 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

6. Changing perspectives
The continuum

7. 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 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

8. 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

9. 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

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

11. Changing perspectives
Middle Years Programme

12. 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

13. 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

14. 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

15. Changing perspectives
Primary Years Programme

16. 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 ( )
The role of ICT in a PYP school (2011)

17. 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.

18. 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.

19. Changing perspectives
The Diploma Programme

20. 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

21. 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

22. 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

23. 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

24. 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.

25. 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 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.

26. 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.

27. 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

28. Changing perspectives
IB Career-related Certificate (IBCC)

29. 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

30. 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

31. Changing perspectives
DP courses online

32. 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,

33. 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

34. IB Open World Schools: extending access to external students
(Source:
- Open World School
- external student
Existing IB World Schools
Beginning Sept. 2012

35. 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?