New additions to the IB continuum
Chris Mannix
San Jose – October 24, 2011
The goal of continuum development
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Who?
How?
Why?
What?
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Developing PYP curriculum support material
Current curriculum review cycle ending in 2015 provides
opportunity for the development of curriculum support
materials (CSM) throughout the cycle.
Rationale for CSM
• To support schools’ understanding of PYP core
documents
• To prompt school-wide discussion impacting on
implementation
• To increase communication and collaboration between IB
World Schools
• To use technology to enhance teaching and learning
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Further CSM to be developed
 case studies of how schools are adapting or adopting
the IB PYP scope and sequences
 webinar series on pedagogical leadership
 assessment samples, in particular recording and
reporting
 screencast on how to use the PYP planner with video
of PYP teachers sharing their school’s practice
 prompts to help schools in the selection and purchase
of resources to support the pedagogy of the
programme
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Summary of key developments
Significant
concepts
Areas of
interaction (AOIs)
8 subject groups
Optional
moderation
Certificate of
Achievement
Guides
Teacher support
materials
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Curriculum
Assessment
Support
Prescribed concepts with
illustrative content
Replacement of AOIs with
global contexts
Choice of subjects years 4-5
Optional external summative
assessment (e-assessment)
Compulsory PP moderation
Year 3/4 culminating task
Guides
Teacher support materials
Development of online
curriculum planning tool
Engaged
students
motivated
teachers
improved
preparation for
DP
recognition
and
accreditation
more children
benefitting
from the MYP
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MYP assessment in 2015
Year 3/4:
Culminating task
where school
finishes
at Yr3-4
Year 5:
Mandatory:
• moderation of Personal
Project
Optional:
• summative assessment
• monitoring
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Timeline
2011
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•
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Development:
Core
Programme
model
Concepts
Pilot subject
options, 6 from 8
20122013
Subject guides;
authorisation and
evaluation;
professional
development;
assessment;
piloting all new
elements
2014
Sept 2014 launch;
first assessment May,
2015
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New science SL course
 Developed in addition to the present group 4 offerings
 First teaching of the course will begin in September
2014; first exams May 2016
 Designed for students, who may not study science
after secondary school, but will need to understand
scientific issues arising in their lives upon which they
need to make reasoned judgments
 There will be an exclusion with biology, chemistry and
physics SL
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New science SL course
 The aim of this course is for students to explore 6 big
ideas in science
 During this exploration students will be exposed to the
nature and methodologies of science and the
implications that science has for society and how
these affect the student’s place within the world
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Global Politics Pilot
The IB Diploma Programme global politics
course explores fundamental political concepts
such as power, rights and equality, in a range of
contexts and at a variety of levels.
It allows students to develop an understanding
of the local, national, international and global
dimensions of political activity, as well as
allowing them the opportunity to explore
fundamental issues affecting their own lives.
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Core: “People, Power and Politics”
Four compulsory units for all SL and HL students:
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Power, Sovereignty and International Relations
Human Rights
Development
Peace and Conflict
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Internal Assessment Engagement Activity
 Students undertake an engagement activity, and then
produce a written investigative report into the political
issue raised by that activity.
 Examples of engagement activities include:
interviewing a member of a local NGO or community
group, participating in a model UN, or investigating
the food miles of products in a local store.
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HL Extension
The HL extension gives students the opportunity to
explore key global political challenges through a case
studies approach. Two of the following 6 topics must
be studied:
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•
The politics of international security
The politics of the environment and sustainability
The politics of poverty
The politics of health and disease
The politics of culture and identity
The politics of migration
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Aims of the IBCC
 Broadening ‘access’ to an IB education
 Fostering the development of internationally-minded
young people
 Encouraging flexibility and mobility
 Encouraging interdependency of learning styles
 Preparing students for 21st century jobs
“[Jobs] require a well-skilled labour force, with a range of mid-level trade,
technical and professional skills alongside those high-level skills
associated with university education” (OECD, Learning for Jobs, 2010)
 Bridging the academic/practical ‘divide’
 Enabling students to reach their full potential
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The Framework
At least two Diploma
courses + a
specially designed
IBCC core
recognising and
emphasising IB
values, missions
and needs of
career-related
students
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An approved career
/ vocational course
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IBCC Framework
Careerrelated
courses
IBCC
Core
Community
and Service
Reflective
project
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2-4
DP
Courses
Approaches
to learning
(ATL) course
Language
development
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Diploma Programme courses
 2-4 courses can be studied
 Courses can be studied at SL, HL or a combination of
both
 The courses can come from any of the hexagon
groups (1 to 6)
 It is possible to study more than one course from the
same hexagon group (except mathematics courses in
group 5
 IBCC students cannot take pilot subjects or SBS
subjects
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Career-related course
 Must run concurrently with the DP courses and the
core
 Must be externally accredited
 Assessment must be externally validated
 It must provide pathways beyond secondary
education
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Approaches to Learning
 Designed to introduce students to life-skills, and to
operate in a variety of contexts now and in the future
 At the heart of the ATL model is the learner, who uses
a range of skills to make sense of the world around us
 Includes the development of
transferable skills with an emphasis
on the nature of thinking critically
and ethically and communicating
effectively
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Language development
 All IBCC students undertake language
development
 Designed to assist and further students
understanding of the wider world
 It is appropriate to the background, needs and context
of the students
 It aims to provide students with the necessary skills
and intercultural understanding to enable them to
communicate using the language studied.
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Community and Service
 Based on the principles of ‘service learning’
 A good service learning programme will help
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Knowledge development
Social development
Civic development
Personal development
 Develop working relationships with
members of a community
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The Reflective Project
 Encapsulates fundamental elements of the certificate
 Embodies aims we hope to develop in students
 A structured piece of work that
can take a variety of forms
 Students will be able to identify,
analyse, explore, critically discuss
and evaluate an ethical issue arising
from their vocational study
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IBCC conclusion
 The IBCC has been developed with the specific goal
of combining academic skills with practical skills
providing students with a well-rounded educational
experience and the opportunity to experience an IB
education while preparing them effectively for life
beyond secondary education.
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