The Diploma Revisited: Diploma Programme ...
The Diploma Revisited: Diploma Programme Updates
Michael Leshner, Development & Outreach Manager, IB Americas AACRAO – 4 April 2012
New perspectives: our new homes AEM Global Centre
Americas Global Centre
Strategic plan 2011 - 2016
Number of Diploma Programmes: 2,326 IB Africa, Europe, Middle East 764
IB Asia Pacific 357 IB Americas 1,205
IB Americas 1,205 Diploma Programmes in 29 countries and territories
North America and the Caribbean: 979 programmes in 13 countries and territories
Central America: 22 programmes in 6 countries South America: 204 programmes in 10 countries
How: The DP Curriculum Review Cycle SEVEN YEAR COLLABORATIVE REVIEW CYCLE FOR ALL DP SUBJECTS
GENUINE RESEARCH SURVEYS 1ST EXAMS MEETINGS DEVELOPMENT VARIETY OF OUTCOMES
IB CONSULTS TEACHERS FROM ALL OVER THE WORLD
TRYING TO THINK MORE BROADLY C O N T I N U U M D E V E L O P M E N T
Pre‐16
DP
University, Careers & life
BEFORE
It’s not just all about what happens here!
AFTER
ACCESS: OPENING UP THE CORE
2012/14
Page 9
The new World Studies Extended Essay New EE option 2011/13 •
Interdisciplinary (2 or more disciplines)
•
Harvard Project Zero
•
Global issue with a local context
•
Emphasis on reflective space
•
Challenging for schools and students
•
The only extended essay?
Page 10
WSEE: Concept of ‘Global Consciousness’ Furthermore, in line with the IB’s mission, the world studies extended essay seeks to advance students’ global consciousness. Global consciousness encompasses: global sensitivity—a sensitivity to local phenomena and experiences as manifestations of broader developments on the planet global understanding—the capacity to think in flexible and informed ways about issues of global significance global self—a developing perception of self as a global actor and member of humanity, capable of making a positive contribution to the world.
Explicitly underpinning international mindedness Page 11
Diploma: world studies extended essays The feasibility of ethanol production from sugar cane and the viability of its use as a fuel in Mauritius. Global issue –alternative energy sources Changes to food consumption in Japan as a result of people living longer. Global issue –ageing population The relationship between a Filipino caregiver and her elderly Israeli employer and the role of minority experience, religion and family values in determining this relationship. Global issue – globalization of the workforce
New Courses: Diploma Programme • •
•
• •
•
World Studies Extended Essay 9 Interdisciplinary; optional from 2011 Literature & Performance 9 Interdisciplinary synthesis of Lang. A & Theatre 9 2011 – 13 goes mainstream from pilot World Religion (SL): mainstream in 2011 9 Study of nine main world religions 9 Promotes awareness of religious issues in contemporary world Global Politics HL/SL: 2012 – 14 pilot, 2015-17 mainstream. 9 Four core units for both; two (of six) optional units at HL. Sports, Health & Exercise Science (SL): 2012-14 9 Innovative; scientific background to success in sport 9 Pilot to mainstream Dance (HL & SL) 9 Mainstream from pilot 2011 - 13
Literature and performance Mainstream September 2011 • Pilot course ‘Text and Performance’ • Teaching begins in September 2011 • An interdisciplinary synthesis of language A and theatre. • Essential elements of literature and performance • A tremendous opportunity for all schools to broaden their offer
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
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 1st teaching September, 2016.
Sports, Health and Exercise Science SL: Mainstream September 2012
• Innovative course: scientific background to success in sport (incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition) • In tune with the ethos of the IB moral, ethical, social, economic and environmental implications • Opportunities for scientific study and creativity within a global context
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
Diploma: Group 4 – a new ‘interdisciplinary’ science SL course • A new SL ‘science (and technology)’ course. • Students will need to understand scientific issues arising in their lives upon which they need to make reasoned judgments. • For students needing an education in science and scientific literacy • As rigorous as any other science SL • Conceptual and transferable understandings in science
The 6 big conceptual ideas are: The universe Atomic Theory Evolution Earth Systems Radiation (?) Medicine
Diploma: group 5 Mathematics and Computer Science ready! • Draft guides published December 2011 on OCC • Subject specific seminars early 2012 • New TSM material available May 2012 • Specimen papers available early 2012 • Computer science new course – 2012/14 group 4
Page 20
Diploma: group 6 – Dance HL and SL Mainstream 2011/13
Pilot School of Dance: Guangya School, China
Page 21
New perspectives
IB Career-related Certificate (IBCC)
IB Career‐related Certificate (IBCC): •An alternative pathway for 16 – 19 years olds •Collaboration between the IB and schools wishing to provide a vocational / career‐related option for students IB core: approaches to learning; reflective project; community service; language development
Minimum of 2 IB Diploma Programme courses
Recognised vocational qualifications offered by school
Open to all IB World Schools from September 2012
Approaches to learning:
Language development:
Designed to introduce students to life-skills, to operate in a variety of contexts now and in the future
designed to ensure that all students, no matter what their background, have access to and are exposed to a language programme that will assist and further their understanding of the wider world.
IBCC CORE Community and Service: Based on the principles of ‘service learning and helps with social development, knowledge development, civic development Page and 24 personal development
The Reflective Project: a culminating project where the student will identify, analyse, explore, critically discuss and evaluate an ethical issue arising from their career/vocational studies. © International Baccalaureate Organization 2007
New 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/
September 2011 Planned course offering
Online courses for September 2011 Group 2 NEW
Group 5
Group 6
NEW
Film SL
Group 3
Philosophy SL
NEW
DP courses online: extending access to external students Opportunities and support structures: hub and spoke model - Open World School - external student
•Existing IB World Schools •Accepting applications soon •Notification Jan. 2012 •Beginning Sept. 2012 [email protected]
(Source: http://www.allthingsdistributed.com/images/globe-europe.jpg)
Recognition (www.ibo.org/recognition)
Recognition Resources • Recognition Policy Summaries for states and provinces: (www.ibo.org/diploma/recognition/recognition policy/) • Curriculum Briefs (http://www.ibo.org/recognition/resources/curr iculum/)
Page 32
Michael Leshner, Development & Outreach Manager, IB Americas AACRAO – 4 April 2012
New perspectives: our new homes AEM Global Centre
Americas Global Centre
Strategic plan 2011 - 2016
Number of Diploma Programmes: 2,326 IB Africa, Europe, Middle East 764
IB Asia Pacific 357 IB Americas 1,205
IB Americas 1,205 Diploma Programmes in 29 countries and territories
North America and the Caribbean: 979 programmes in 13 countries and territories
Central America: 22 programmes in 6 countries South America: 204 programmes in 10 countries
How: The DP Curriculum Review Cycle SEVEN YEAR COLLABORATIVE REVIEW CYCLE FOR ALL DP SUBJECTS
GENUINE RESEARCH SURVEYS 1ST EXAMS MEETINGS DEVELOPMENT VARIETY OF OUTCOMES
IB CONSULTS TEACHERS FROM ALL OVER THE WORLD
TRYING TO THINK MORE BROADLY C O N T I N U U M D E V E L O P M E N T
Pre‐16
DP
University, Careers & life
BEFORE
It’s not just all about what happens here!
AFTER
ACCESS: OPENING UP THE CORE
2012/14
Page 9
The new World Studies Extended Essay New EE option 2011/13 •
Interdisciplinary (2 or more disciplines)
•
Harvard Project Zero
•
Global issue with a local context
•
Emphasis on reflective space
•
Challenging for schools and students
•
The only extended essay?
Page 10
WSEE: Concept of ‘Global Consciousness’ Furthermore, in line with the IB’s mission, the world studies extended essay seeks to advance students’ global consciousness. Global consciousness encompasses: global sensitivity—a sensitivity to local phenomena and experiences as manifestations of broader developments on the planet global understanding—the capacity to think in flexible and informed ways about issues of global significance global self—a developing perception of self as a global actor and member of humanity, capable of making a positive contribution to the world.
Explicitly underpinning international mindedness Page 11
Diploma: world studies extended essays The feasibility of ethanol production from sugar cane and the viability of its use as a fuel in Mauritius. Global issue –alternative energy sources Changes to food consumption in Japan as a result of people living longer. Global issue –ageing population The relationship between a Filipino caregiver and her elderly Israeli employer and the role of minority experience, religion and family values in determining this relationship. Global issue – globalization of the workforce
New Courses: Diploma Programme • •
•
• •
•
World Studies Extended Essay 9 Interdisciplinary; optional from 2011 Literature & Performance 9 Interdisciplinary synthesis of Lang. A & Theatre 9 2011 – 13 goes mainstream from pilot World Religion (SL): mainstream in 2011 9 Study of nine main world religions 9 Promotes awareness of religious issues in contemporary world Global Politics HL/SL: 2012 – 14 pilot, 2015-17 mainstream. 9 Four core units for both; two (of six) optional units at HL. Sports, Health & Exercise Science (SL): 2012-14 9 Innovative; scientific background to success in sport 9 Pilot to mainstream Dance (HL & SL) 9 Mainstream from pilot 2011 - 13
Literature and performance Mainstream September 2011 • Pilot course ‘Text and Performance’ • Teaching begins in September 2011 • An interdisciplinary synthesis of language A and theatre. • Essential elements of literature and performance • A tremendous opportunity for all schools to broaden their offer
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
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 1st teaching September, 2016.
Sports, Health and Exercise Science SL: Mainstream September 2012
• Innovative course: scientific background to success in sport (incorporates the traditional disciplines of anatomy and physiology, biomechanics, psychology and nutrition) • In tune with the ethos of the IB moral, ethical, social, economic and environmental implications • Opportunities for scientific study and creativity within a global context
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
Diploma: Group 4 – a new ‘interdisciplinary’ science SL course • A new SL ‘science (and technology)’ course. • Students will need to understand scientific issues arising in their lives upon which they need to make reasoned judgments. • For students needing an education in science and scientific literacy • As rigorous as any other science SL • Conceptual and transferable understandings in science
The 6 big conceptual ideas are: The universe Atomic Theory Evolution Earth Systems Radiation (?) Medicine
Diploma: group 5 Mathematics and Computer Science ready! • Draft guides published December 2011 on OCC • Subject specific seminars early 2012 • New TSM material available May 2012 • Specimen papers available early 2012 • Computer science new course – 2012/14 group 4
Page 20
Diploma: group 6 – Dance HL and SL Mainstream 2011/13
Pilot School of Dance: Guangya School, China
Page 21
New perspectives
IB Career-related Certificate (IBCC)
IB Career‐related Certificate (IBCC): •An alternative pathway for 16 – 19 years olds •Collaboration between the IB and schools wishing to provide a vocational / career‐related option for students IB core: approaches to learning; reflective project; community service; language development
Minimum of 2 IB Diploma Programme courses
Recognised vocational qualifications offered by school
Open to all IB World Schools from September 2012
Approaches to learning:
Language development:
Designed to introduce students to life-skills, to operate in a variety of contexts now and in the future
designed to ensure that all students, no matter what their background, have access to and are exposed to a language programme that will assist and further their understanding of the wider world.
IBCC CORE Community and Service: Based on the principles of ‘service learning and helps with social development, knowledge development, civic development Page and 24 personal development
The Reflective Project: a culminating project where the student will identify, analyse, explore, critically discuss and evaluate an ethical issue arising from their career/vocational studies. © International Baccalaureate Organization 2007
New 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/
September 2011 Planned course offering
Online courses for September 2011 Group 2 NEW
Group 5
Group 6
NEW
Film SL
Group 3
Philosophy SL
NEW
DP courses online: extending access to external students Opportunities and support structures: hub and spoke model - Open World School - external student
•Existing IB World Schools •Accepting applications soon •Notification Jan. 2012 •Beginning Sept. 2012 [email protected]
(Source: http://www.allthingsdistributed.com/images/globe-europe.jpg)
Recognition (www.ibo.org/recognition)
Recognition Resources • Recognition Policy Summaries for states and provinces: (www.ibo.org/diploma/recognition/recognition policy/) • Curriculum Briefs (http://www.ibo.org/recognition/resources/curr iculum/)
Page 32
