1. Curriculum Description & Exploration

2. Curriculum Descriptors Rationale Origins & influences Content Processes Contexts Influences for/against change Outcomes Monitoring & Evaluation Significance

3. The IB: Origins Hirstian epistemology The French Bacc. Internationlism (via UN & UNESCO) Needs of diplomats & business people

4. The IB: Aims ‘We hope… ‘…to develop inquiring, knowledgeable and caring young people, who help to create a better and more peaceful world through intercultural understanding and respect’

5. The IB: Objectives “Students will…. Learn how to learn Reach considered conclusions about man, his language & his literature Understand the ways of man in society & the scientific forces of his environment Critically reflect upon the larger issues of international awareness Be informed, tolerant and willing to communicate readily with others….

6. The IB: Influences upon it National cultures, esp. France & USA The private sector Educational philosophies The origin of the students The nature of the IB teachers ….

7. The IB: Curriculum Content [1] 6 academic curriculum areas Sciences Social Sciences Maths Foreign Language & Literature Own Language & Literature Arts OR one other option subject

8. The IB: Curriculum Content [2] the ‘extras’ Theory of knowledge course (how do we know something to be true?) CAS – creativity, action, service 4000-word academic research essay

9. The IB: Curriculum Processes Timing Assessment Non-prescription Whole-award Underpinned by TOK Highly book-based

10. The IB: Curriculum Contexts Student backgrounds: middle- class in UK & lower-achieving areas in US In UK attracts high fliers Staffed by academic high fliers International dimension Expensive – non-state schools the norm in UK

11. The IB: Curriculum Change Tends to be slow because of need for multi-national accord BUT can be radical because unconstrained by national politics Tends to be conservative because of strong Franco-Hispanic influences BUT in UK fostered by those who want to move away from the ‘gold standard’ of A-levels

12. The IB: Curriculum Outcomes Whole scores – not just subject grades A recognisable and recognised wider education High surrender value for Russell group universities

13. The IB: Curriculum Monitoring A number of external moderation processes e.g. extended essays, taped commentaries, raw scores Otherwise, curriculum evaluation left to educational institutions Many international meetings to discuss updating the curriculum

14. The IB: Significance A role model for wider, enriched education A role model for trans- cultural education Currently a conduit (in the UK) for dis- enchantment with AS  A2 Red rag to US neo-cons