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IBinPRACTICE
VOL. 1, ISSUE 3, 2013
Welcome TEACHERS & COORDINATORS IBEN Examiners

Happy first birthday, IBCC!

Primary Years Programme
Contribute to the Sharing PYP practice blog
The Sharing PYP practice blog showcases and celebrates sound more practice...

Success takes different shapes, and nothing proves that better than the 51 schools offering the IB Career-related Certificate (IBCC). The new certificate, launched in September 2012, is attracting students and generating enthusiasm in public, private and international schools worldwide. To celebrate the IBCC’s first birthday, we offer an update from three pioneering schools, one in each region. Woodrow Wilson High School, Dallas, Texas, US, is a public high school serving a diverse student population; 40 students signed up to be in the first year of the IBCC there. Berlin Brandenburg International School, Kleinmachnow, Germany, is an international school serving students from 60 nationalities, including 25% embassy students and 30% German families; 10 students started the IBCC there. Queensland Academy for Creative Industries (QACI) in Brisbane, Australia, is a selective, dedicated arts school with students who come from both private and public schools. Three students signed up for the first year of the IBCC there. The IBCC is designed to be tailored to students’ needs and local conditions. Reflecting their distinct student communities, the three schools made different choices. QACI has made the certificate an honors program in film studies, with visual arts to be added next year, says John Carozza, Dean, Signature Creative

Middle Years Programme
Training of MYP workshop leaders to begin
Everyone is abuzz about MYP: Next Chapter—particularly more following...

Diploma Programme
IB reports DP examination results
For the Diploma Programme examination session in May, more more than 770...

© International Baccalaureate Organization 2013 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Identity. “We found a combination of business and management, sports and tourism to be optimal for students and local future options,” says Peter Kotrc, director of Berlin Brandenburg. Woodrow Wilson is “trying to [add] academies based on students’ interests,” says Nick Sanchez, IBCC Coordinator. “We already had business/finance, STEM and performing arts, which fit into IBCC.” Despite their very obvious differences, these schools share important similarities. All three jumped at the opportunity to offer the IBCC because they saw how their students could benefit. “For students with more practical than academic skills, the IBCC offers more for their personal and professional development and still gives them a chance for tertiary education,” Kotrc says. “It provided a complementary and alternate stream for our high-achieving students who knew what career path they wanted to pursue,” Carozza says. Berlin Brandenburg International Sanchez says the IB School, Kleinmachnow, Germany coordinator at Woodrow Wilson learned at an IB conference how the certificate “was able to bring in students who otherwise wouldn’t be able to have access to the IB programme.” The schools see benefits, too. “The community of parents sees a school with a range of courses for a range of talents,” Kotrc reports. When Woodrow Wilson staffers promote the school’s programs to future students, they and their parents get excited when they hear about the IBCC, Sanchez says. “When we talked about [the IBCC] last
Queensland Academy for Creative Industries, Brisbane, Australia

Career-related Certificate
Happy first birthday, IBCC!
Success takes different shapes, and nothing proves that better more than...

headlines

Happy first birthday, IBCC!... Contribute to the IB international education research database... The continuum goal: a common understanding of inclusion... Schools sought to pilot DP SL science course... DP languages curriculum review to begin...

Woodrow Wilson High School, Dallas, Texas

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IB IN PRACTICE

year, we fielded lots of calls.” At QACI, “the [IBCC] students are reveling,” Carozza says. “In the first semester, the three students achieved a Distinction (6) in their first university subject, ‘Introduction to Entertainment.’ ” Success breeds success, and all three schools expect their IBCC to grow. Woodrow Wilson already has between 40 and 60 new students beginning the certificate this month, while Carozza says, “The IBCC is about to take off” at QACI. More information about the IBCC is available online.

Contribute to the IB international education research database
The International Education Research Database (IERD) is a free online referencing resource for students, researchers, teachers and others interested in international education research. Since the database is not an online library, it does not contain the full text of publications. However, a link often is provided to the full text or to the publisher’s website.

While the IB research team continually updates this resource, users are encouraged to submit new references to add to the IERD’s reach and utility. To access the database or to add new references, please register first. Registration is quick and free. The IERD can be a highly useful tool when searching for information on international education, the learner profile, the IB and international schools. If you have questions or would like assistance with using the IERD, please contact the research team at research@ibo.org.

The continuum goal: a common understanding of inclusion

In order to develop a common understanding of inclusion across the IB continuum, a working group of IB educators The working group consists of, left to right: Jayne Pletser, Curriculum met in June in The Hague Global Manager for Inclusive Education; Alfonso Garcia Williams, Colegio Centre. The group aims to create Williams de Cuernavaca; Anindita Mukherjee, Oberoi International a set of guidelines to support School; Susan Voigt, Sturgis Charter Public School; Sara Mayo, IB World Schools in developing International School of The Hague; Kristel Solomon-Saleem, Hong Kong and implementing inclusive Academy; Alan Andrew, International Community School; and Kala Parasuram, Assessment Access and Inclusion Manager. education policies, tools and strategies. IB Curriculum Manager for Inclusive Education Jayne Pletser and Assessment Access and Inclusion Manager Kala Parasuram led the six educators, who came from the Oberoi International School in Mumbai, India; Hong Kong Academy, Hong Kong; the International School of The Hague, Netherlands; Sturgis Charter Public School, Hyannis, Massachusetts, US; the International Community School, London, UK; and Colegio Williams de Cuernavaca, Cuernavaca, Morelos, Mexico.
© International Baccalaureate Organization 2013 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Schools sought to pilot DP SL science course

A new science SL pilot course is under development for first teaching in September 2015. The pilot will be in English and for the May examination session only and will last four years. Applications to be involved are due by 20 December. The philosophy of this new course is to illustrate the wonder of science, its power to change the world for good or bad and its limitations. The aim is to explore the nature of science. Big scientific ideas and their implications for society will be discussed. In addition, a general education in science will allow students to understand critical societal issues arising from developments in science and technology that affect their lives. After taking this course, students will be better able to apply their understanding of the nature of science to make informed judgments of scientific claims. To be eligible for the pilot, schools must: ❍  be authorized IB schools that have offered the DP for at least two years and have a strong IB tradition and ethos ❍  have a teacher responsible for the pilot who has at least two years’ DP experience and a group 4 background ensure the teacher can attend a special subject seminar workshop to prepare for the ❍  course in the first quarter of 2015 ❍  agree to teach the pilot course over the four years with viable class sizes (three student cohorts of two years each and three May examination sessions). There can be no anticipated entries at standard level. be willing to share resources and participate in professional development ❍  be willing to respond to questionnaires and other communications and take an active ❍  part in the OCC forums accept that changes can be made at any time, including changes to the syllabus ❍  content and assessment methods, if feedback from participating schools suggests some aspect of the course is not working. Such changes will be kept to a minimum during the two-year course of any particular cohort of students. understand that students may not offer two pilot subjects or a pilot subject together ❍  with a school-based syllabus subject ❍  be aware that students cannot take the science course and physics, chemistry or biology The selection will ensure a reasonable distribution by demographics and school type. Approval to join the pilot will be given in writing by the chief academic officer. To request an application form, please write to DPgroup4and5@ibo.org.

DP languages curriculum review to begin

The next curriculum review of DP languages will formally begin in December with a meeting of external participants representing groups 1 and 2 and a variety of languages, schools, countries and cultural perspectives. This first review meeting for groups 1 and 2, to be held in the IB Africa, Europe and Middle East Global Centre in The Hague, will aim to establish a shared approach to a few broad issues that affect both groups. The meeting

Published by IB Communications and Marketing, IB Global Centre Churchillplein 6, 2517 JW, The Hague, The Netherlands

IB IN PRACTICE

will be followed by a series of review meetings for particular groups and courses over the next two to three years; these will focus on more specific issues of curriculum and assessment design. Any member of the IB community (including teachers, coordinators, examiners and workshop leaders) who would like to participate is invited to express interest by submitting to DPgroup1and2@ibo.org no later than Friday, September 27, a current curriculum vitae and your brief reply to two questions: ❍  Which course(s) or group(s) would interest you most as a potential curriculum review participant? ❍  For these course(s) or group(s), what is your vision for the future?

© International Baccalaureate Organization 2013 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

IB IN PRACTICE

Teachers & Coordinators

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TEACHERS & COORDINATORS
Welcome TEACHERS & COORDINATORS IBEN Examiners

VOL. 1, ISSUE 3, 2013

Online PD launches webinars for IB teachers

Between September and November, the IB will offer webinars on a wide range of professional development topics to teachers and administrators. During the 60-minute, live sessions, you will be able to ask questions and network with other international participants without ever having to leave your desk. As a registered participant, you will have access to a recording of the event afterward. Do not miss this new opportunity for the introductory price of US$50. Find out more and register today!

Sign up for the September online workshop session

Registration for the next online workshop session closes on 4 September. What makes the September session particularly interesting is that there will be more workshops available in the new four-week format for all four programmes. Find out more and register today!

Diploma Programme Committee seeks three regional school representatives

Heads and principals of schools and programme coordinators recommended by their heads of school are invited to apply to act as the Diploma Programme Committee (DPC) representative from each of the three IB regions: IB Americas, IB Asia Pacific and IB Africa, Europe and Middle East. The DPC supports the development and implementation of the DP by providing perspectives and guidance on programme content and policy. The committee advises and makes recommendations to the heads of the programme in the following areas:
Published by IB Communications and Marketing, IB Global Centre Churchillplein 6, 2517 JW, The Hague, The Netherlands

❍  strategic thinking and planning of the development of the programmes ❍  curriculum changes, including approaches to assessment ❍  policies related to the authorization and evaluation of the programmes ❍   initiatives to support schools in programme implementation (for example, professional development) ❍  issues that affect implementation of the programmes The meetings take place every February in The Hague Global Centre. The IB will cover reasonable travel and accommodation expenses, and contributors to the meeting will receive a daily attendance fee. Please send your application in the form of a letter and accompanying CV to dpdevelopment@ibo.org by 31 October, noting in which region you work. The IB will select candidates based on a range of criteria and to ensure a range of perspectives is represented on the DPC.

Training prepares teachers of Diploma Programme courses online

Teaching online presents new challenges for any teacher. Making sure that teachers of Diploma Programme courses online are ready for this new way of working is the goal of Pamoja Education’s training program. It consists of sixweek teacher foundation Phase 1 training and three-week teacher orientation Phase 2 training, which prepares teachers for working online in their specific subject. During training, teachers learn how to foster student participation in an online learning community through online discussion and group projects; explore teaching strategies and tools, including Web 2.0 tools; and learn about student academic integrity issues and the safe and legal use of online resources. Afterward, teachers have access to a professional development program that includes targeted individual support, webinars and subjectbased discussion forums. With this preparation, teachers can confidently begin teaching, meeting the challenge of building a learning community with their students and colleagues. They are also able to take back to their face-to-face classroom new ways of working that can revitalize their teaching and help students to become more autonomous, self-motivated learners. For more information about DP courses online, go to IBO.org. Pamoja Education regularly runs webinars to answer teachers’ and coordinators’ questions about DP courses online. To see the dates of the upcoming webinars and to register, visit Pamoja Education’s website.

MYP will add community project in 2014

In 2014, the MYP will introduce the community project, a culminating experience for students in schools that finish with MYP year 3 or 4. Students may complete the community project individually or in groups of two or three. For schools in which the MYP finishes in year 5, the project will be optional.
© International Baccalaureate Organization 2013 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

The community project encourages students to explore their right and responsibility to implement service as action in the community. It aims to develop awareness of needs in various communities and address those needs through an experience of service learning. (In earlier stages of development, the project was called the MYP collaborative project.) MYP students in years 3 and 4 will report on their community project by delivering an oral presentation before an audience, an age-appropriate preparation for a similar assessment in the DP theory of knowledge course. In addition to the MYP projects guide (scheduled for publication in May 2014, with a prepublication draft available on the OCC in December), teacher support materials will provide examples of projects done by MYP students around the world. The objectives and assessment criteria for MYP projects are based on five stages of service learning developed by Cathryn Berger Kaye, author of The Complete Guide to Service Learning: Proven, Practical Ways to Engage Students in Civic Responsibility, Academic Curriculum, & Social Action.

Reflection

Investigation Reflection Curriculum Action Reflection Demonstration Preparation Reflection

The stages, depicted in this diagram, provide a useful framework within which students can develop the attributes of the learner profile, demonstrate understanding of global contexts and employ a wide range of approaches to learning (ATL) skills.

Middle Years Programme Committee seeks regional school representatives

The IB is looking to appoint school representatives from the three IB regions to serve as members of the Middle Years Programme (MYP) committee. Heads of school, principals, experienced MYP teachers, coordinators, workshop leaders and site visitors from IB World Schools offering the MYP may apply. Applicants must be able to think strategically across the educational continuum as it relates to programme and curriculum development; policies related to authorization and evaluation; issues that affect implementation of the programme and new IB initiatives to support schools. The individuals selected will be seen as representatives for IB MYP practitioners around the world and should demonstrate an awareness of the successes, challenges and innovations at IB MYP schools. The MYP committee advises and makes recommendations to the Head of MYP Development to ensure programme quality and relevance to the global MYP community.

Published by IB Communications and Marketing, IB Global Centre Churchillplein 6, 2517 JW, The Hague, The Netherlands

T E A C H E R S & C O O R D I N AT O R S

The committee usually meets face-to-face once per year, for two days, in January or February in the IB Global Centre in The Hague, the Netherlands. Travel and accommodations are arranged and/or reimbursed by the IB. Members also receive a daily meeting fee. Appointments are for two years and may be renewed for an additional year. Applicants should email a letter and an up-to-date resume to myp.curriculum@ibo.org by Monday, 16 September. Successful applicants will be notified by Friday, 29 November.

Contribute to the Sharing PYP practice blog

The Sharing PYP practice blog showcases and celebrates sound practice from schools implementing the Primary Years Programme. If you have written or would like to write an article about topics such as approaches to teaching and learning, transdisciplinary skills and concepts, this blog is the perfect place for it. If you have a class or professional blog, you can send a link to your article to pyp.curriculum@ibo.org. If your work is not on a public website, you can send a copy of the article. The PYP development team welcomes contributions in any language. For contact details and the criteria used for selecting articles, visit the blog’s website.

Primary Years Programme Committee seeks three regional school representatives

The IB is looking to appoint school representatives from the three IB regions to serve as members of the Primary Years Programme (PYP) committee. Heads of school, principals, experienced PYP teachers, coordinators, workshop leaders and site visitors from IB World Schools offering the PYP may apply. Applicants must be able to think strategically across the educational continuum as it relates to programme and curriculum development; policies related to authorization and evaluation; issues that affect implementation of the programme and new IB initiatives to support schools. The individuals selected will be seen as representatives for IB PYP practitioners around the world and should demonstrate an awareness of the successes, challenges and innovations at IB PYP schools. The PYP committee advises and makes recommendations to the Head of PYP Development to ensure programme quality and relevance to the global PYP community. The committee usually meets face-to-face once per year, for two days, in January or February in the IB Global Centre in The Hague, the Netherlands. Travel and accommodations are arranged and/or reimbursed by the IB. Members also receive a daily meeting fee. Appointments are for two years and may be renewed for an additional year. Applicants should email a letter and an up-to-date resume to pyp.curriculum@ibo.org by Monday, 16 September. Successful applicants will be notified by Friday, 29 November.

© International Baccalaureate Organization 2013 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

T E A C H E R S & C O O R D I N AT O R S

IBEN

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IBEN
Welcome TEACHERS & COORDINATORS IBEN Examiners

VOL. 1, ISSUE 3, 2013

The IB revises its learner profile

After an extensive review, the IB will provide more flexibility in the implementation of the learner profile. Schools now can: ❍  choose to replace the attribute “Risk-taker” with “Courageous.” ❍  choose to include the word “spiritual” in the descriptor for the attribute “Balanced,” as follows: “We understand the importance of balancing different aspects of our lives—intellectual,  physical, spiritual and emotional—to achieve well-being for ourselves and others.” ❍  use the published IB learner profile, including the title and the IB’s copyright, or adopt the profile and add one or more attributes (with explanatory descriptors) that are aligned with the IB’s mission. The resulting document should be titled “[Name of school] Learner Profile (based on the IB learner profile © International Baccalaureate Organization 2013).” The most important revisions resulting from the review include adjustments to the descriptors, a statement of intent and a new visual representation. The descriptors now use first-person plural pronouns (“we” and “our”) to highlight the inclusive nature of the IB programmes, call attention to the importance of learning communities (students, families, teachers, school leaders and others) and reflect the IB’s learner-centred, social-constructivist philosophy of education. A new learner profile poster will available at the IB store in September. Additional guidelines can be found in the full report on the learner profile review posted on the Online Curriculum Centre. All IB World Schools are responsible for implementing the revised learner profile as resources allow.

Published by IB Communications and Marketing, IB Global Centre Churchillplein 6, 2517 JW, The Hague, The Netherlands

Training of MYP workshop leaders to begin

Everyone is abuzz about MYP: Next Chapter—particularly following the recent IBAP and IBA conferences, which featured a lot of information about MYP: Next Chapter and ushering in the changes it will deliver. The newly enhanced MYP is scheduled for first teaching in September 2014. More than 70 new and updated workshops will help prepare teachers, coordinators and heads for the programme. This means workshop leaders will need to be upskilled first. Beginning 18 September, the first of five opportunities will be offered to 150 workshop leaders selected by the regional IBEN managers. Training will be provided in an online modular format over the course of four weeks and will culminate with a live webinar featuring Robert Harrison, Head of MYP Development. The modular training is in English; the webinar will be offered three times during the final week of training to ensure that people in different time zones can participate easily. Beginning 6 November, part 2 of the upskilling will begin, focused on subject-specific training and training for heads and coordinators. Part 2 will last for two weeks. Workshop leaders will train in their subject or for leading the heads and coordinators workshop; all participants will be asked to attend a culminating webinar. MYP workshop leaders will have several opportunities to participate in upskill training in 2014. Sessions will take place in January, May, June and September of 2014. Next year, training also will be offered in Spanish and French. For more information, contact myp.pd@ibo.org.

Coming up: Tip sheet for MYP educators

As schools reopen for the 2013–14 school year in many parts of the world, IB educators will be called upon to visit schools, serve as workshop leaders and consultants and help guide candidate schools through authorization. To prepare for their roles in supporting schools’ implementation of the changes in the MYP, the IB has issued “Guidance for MYP educators: Ushering change into MYP schools.” Look for this resource in your email soon and download it as a useful reference.

© International Baccalaureate Organization 2013 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

IBEN

Examiners

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EXAMINERS
Welcome TEACHERS & COORDINATORS IBEN Examiners

VOL. 1, ISSUE 3, 2013

Nearly 100% of scripts eMarked

In the May 2013 examination session, 99.83% of examination scripts were eMarked by examiners. The very few scripts that were not eMarked (about 1,500) were those where the language is written from right to left, such as Arabic, Dhivehi, Hebrew, Pashto, Persian and Urdu. For these languages, the answer booklets have the fold and stitching on the righthand side, which makes production and scanning more challenging. Other challenges that soon will be overcome are eMarking a Geography paper with a lot of options until it can be marked by individual question (May 2014) and school-based syllabuses.

IB reports DP examination results

For the Diploma Programme examination session in May, more than 770 examination papers and supporting documents were prepared, which included examination papers in 74 languages from some 127,000 students. Nearly 9,000 examiners marked or moderated candidates’ work, including over 950,000 examination scripts. Over 400 chief examiners, deputy examiners and other senior examiners attended the grade award meetings to establish grade boundaries in each subject, enabling the IB to issue accurate results. In this session, the average score for students achieving the diploma is 29.81 points, with 108 students scoring the maximum of 45 points. Carolyn Adams, Chief Assessment Officer, says, “We are very pleased with the examination results that have been achieved across the globe. We believe it is essential that students, teachers and universities have confidence in a robust qualification, which offers an internationally benchmarked standard against which to judge success.” Pass rates for the diploma have remained stable over the past five years, with a pass rate of 78.54% this year. IB World Schools received attention from the media on this topic, including coverage in the UK.
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Pass rate 2009 2010 2011 2012 2013 78.71% 78.06% 77.99% 78.48% 78.54%

Recently published PYP curriculum support material: Assessment in the PYP: Annotated samples

A new publication on assessment in the PYP helps IB World Schools develop effective assessment practices. “Assessment in the PYP: Annotated samples” is on the Online Curriculum Centre in the E-library under “PYP curriculum support.” More than 25 samples, developed by PYP educators and trialled in IB World Schools, highlight practices to promote effective assessment of students’ learning. The document is organized around the three components of assessment in the PYP: ❍  assessing – how the IB discovers what students know and have learned ❍  recording – how the IB chooses to collect, store and analyse data ❍  reporting – how the IB chooses to communicate levels of performance and progress A section on each component contains “Questions to consider” and “Activity ideas” designed to be used by teachers, teaching teams, pedagogical leadership teams and workshop leaders. An educator in India who has used the publication says, “Presently, we are working towards raising the standards of assessments in our school, and these documents add value to … our work. I could compare our practices and feel reassured.” Please contact pyp.curriculum@ibo.org if you are interested in contributing to this type of curriculum support publication in the future.

More examiners help refine assessments

Examiners are crucial to improving assessment practice and increasingly participate in trialling new assessment procedures. Depending on the size of the subject and the extent of the change in assessment practice, recent trials have involved between 10 (philosophy) and 60 examiners (extended essay). Examiners mark existing or specifically commissioned student work using a new procedure or new criteria. They then comment on their experience, and their observations are collected and analyzed. The assessment trials focus on examiner agreement in marking (quantitative indicators of quality) and examiner feedback (qualitative indicators). Both types of indicators are used to formulate recommendations for curriculum development regarding an expected outcome of the new assessment model. Trialling assessment models in this way, which is a new element in curriculum development, offers the advantage of involving more teachers and examiners in improving assessment.

© International Baccalaureate Organization 2013 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

Examiners