WHY CONTINUUM IN IB?

WHY CONTINUUM IN IB?

Children on a see-saw. Photograph. Web. Google images. 11 Nov. 2011

Organization: What is the IBO mission?We are motivated by a mission to create a better world through education.

Mission

The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end, the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate andlifelong learners who understand that other people, with their differences, can also be right.

Organization: What does the IBO offer?The IBO develops three programmes of international education for students aged 3 to 19, working in cooperation with IB World Schools.

Our three programmes span the years of kindergarten to pre-university. The programmes can be offered individually or as a continuum.

The Primary Years Programme (PYP) for students aged 3 to 12.

The Middle Years Programme (MYP) for students aged 11 to 16.

The Diploma Programme for students aged 16 to 19.

What is the learner profile?It’s the IBO mission statement translated into a set of learning outcomes for

the 21st century.

The attributes of the learner profile express the values inherent to the IB Continuum of international education

Tree Traits. Photograph. Web. Google images. 11 Nov. 2011

Programmes: What are the common characteristics?

All IB Programmes include:

a curriculum and pedagogy

student assessment appropriate to the age range

professional development for teachers

a process of school authorization and evaluation.

Programmes: What are the common characteristics? The education of the whole person is manifested through all domains of knowledge.

Covers a broad range of subjects drawing on content from educational cultures across the world.

Gives special emphasis to language acquisition and development.

Encourages learning across disciplines and focuses on developing the skills of learning.

Includes study of individual subjects and of transdisciplinary areas.

Provides opportunities for individual and collaborative planning and research.

Include a community service component requiring action and reflection.

Programmes: How are the students assessed?IB assessment is rigorous, criterion-referenced, consistent and differentiating of student ability.

PYP: teachers select methods of assessment appropriate to the learning outcomes they wish to capture. Students receive feedback to encourage the start of lifelong learning.

MYP: teachers organize continuous assessment taking account of specified criteria that correspond to objectives for each subjects. Students receive feedback on thinking processes as well as the finished piece of work.

Diploma Programme: students are assessed both internally and externally in ways that measure individual performance against stated objectives for each subject. Externally marked examinations form the greatest share of the assessment for each subject.

Future: Where does the IBO want to be in the futureIn eight years time many more people will be able to experience a high quality IB education.

Impactthroughplannedgrowth

STRATEGY A: To improve continuously the quality of our curriculum, assessment and professional development.

STRATEGY B: To broaden access purposefully where we can have the most impact, particularly with disadvantaged students.

STRATEGY C: To build a highly effective and efficient organization and infrastructure to serve students and schools.

Programmes: What is the Diploma Programme?The three IB programmes each contain four core elements

DiplomaAges 16 - 19

DiplomaAges 16 - 19

CurriculumCurriculum Student assessment

Student assessment

Professional developmentProfessional development

School evaluation

School evaluations

The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students, normally aged 16 – 19, for success at university and life beyond

Contents: What does the Diploma Programme curriculum contain?There are three core requirements

The extended essay:

4,000 words

Offers the opportunity to investigate a research question of individual interest

Familiarises students with the independent research and writing skills expected at university

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Ib extended essay. Photograph. Web. Google images. 11 Nov. 2011

Contents: What does the Diploma Programme curriculum contain?

Creativity, action and service

(CAS):

Encourages students to be involved in artistic pursuits, sports and community service

Education outside the classroom

Development of the learner profile

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Global Engage. Photograph. Web. Google images. 11 Nov. 2011

Contents: What does the Diploma Programme curriculum contain?

Theory of knowledge:

Interdisciplinary

Explores the nature of knowledge across disciplines

Encouraging an appreciation of other cultural perspectives

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TOK. Photograph. Web. Google images. 11 Nov. 2011

Contents: What does the Diploma Programme curriculum contain? The curriculum contains six subject groups and a core of three parts.

three subjects at higher level (240 hours each).

three subjects at standard level(150 hours each).

all three parts of the core.

The IB Learner Profile and the core are central to the philosophy of the Diploma Programme.

Students study concurrently:

Services: What is special about IB assessment?IB assessment is rigorous, criterion related, consistent and differentiating of student ability.

Diploma Programme assessment includes both final examinations and internal assessment undertaken by the teacher to IB criteria and then externally moderated by the IB.

All 4,000 examiners are ‘quality checked’ through a process of moderation.

The IB undertakes random inspections of schools during exams.

Results are published on 5 July for May session and 5 January for the November session.

The diploma is graded over 45 points giving ample scope to differentiate student ability

Marks awarded for each course range from 1 (lowest) to 7 (highest).

Diploma is awarded to students who gain at least 24 points.

The overall diploma pass rate is broadly consistent year on year

Diploma Programme assessment – principles and practice – available on www.ibo.org

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University recognition: How well is the diploma recognized by universities?The IB diploma is widely recognized by the world’s leading universities.

The IB works closely with universities in all regions of the world togain recognition for the IB diploma:

Direct online access for university admissions officers and government officials to syllabuses and recent examination papers

A database of university admission policies on www.ibo.org Recognition in over 100 countries Recognition by over 2,000 universities Some universities offer scholarships and advanced placement for

IB students

Students applying to a particular university can access their gradesdirectly from the IB’s secure web site.

Values: What are the values that drive the IB organization?

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Programmes: What is the MYP programme?

Curriculum &Assessment

Curriculum &Assessment

Professional developmentProfessional development

School authorization& programme

evaluation

School authorization& programme

evaluation

Middle YearsAges 11 - 16

Middle YearsAges 11 - 16

Philosophy: What are the fundamental concepts of the MYP?

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Holistic learning Intercultural Awareness

CommunicationHolistic Learning. Photograph. Web. 10 Nov. 2011.

Interculture Awareness.Photograph.Web.10 Nov.2011.

Communication.Photograph.Web.10 Nov.2011.

Definition: How is the Middle Years Programme defined?

The MYP is:

for students aged 11 to 16

a framework of academic challenge

8 subject groups, plus personal project in the final year

taught in any language

The MYP encourages students to:

understand the connections between subjects through interdisciplinary learning

understand the connections between subjects and the real world

become critical and reflective thinkers

Philosophy: Programme model

What are the areas of interaction?

Approaches to learning

Community and service

Health and social education

Environments

Human ingenuity (Homo faber)

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Assessment: How do we assess student learning in the MYP?

Involves a range of task types

Assessment of knowledge, concepts, skills and attitudes

Criterion referenced

Internally assessed (by teachers)

Externally moderated for global standardization

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OverviewInternational Baccalaureate Middle Years Programme

A programme for 11-16 year olds Student-centered programme Range of academic disciplines Academically rigorous Areas of interaction connect disciplines to the real world Can be taught in any language Flexible enough to be used with local requirements Designed and reviewed by experienced, practicing

educators

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IB mission statement

MYP DP

The IB continuum of education

PYP MYP DP

Programme standards and practices

IB learner profile

Three programmes: one continuum

Continuum - part of a Latin verb now used in English as a noun meaning to keep

together, uninterrupted without a break: a continuous series in which no part is

noticeably different from the parts immediately next to it but the extremes or

ends are very different.

IB mission statement

MYP DP

Introduced in 1997 For ages 3-12

Schools must offer the PYP as an inclusive programme for all students

Introduced in 1994 for ages 11-16

Schools are strongly encouraged to implement the MYP as an inclusive programme for all students

Introduced in 1969 forages 16-19

Schools may implement the DP as an inclusive programme for all students or identified students

The IB continuum inception

PYP MYP DP

Programme standards and practices

IB learner profile

MYP DPPYP

Structural continuum


MYP DP

Programme of inquiry and scope & sequence for six subject areas:•Language•Mathematics•Social studies•Science•Arts•Personal, social & physical education

Prescribed planner to support inquiry

Eight subject areas with aims, objectives & assessment criteria:

•Language A•Language B•Humanities•Sciences•Mathematics•Arts•Physical education•Technology

Planner for units of work

Six subject groups with detailed syllabus & assessment guides:

•Language A1•Second language•Individuals & society•Experimental sciences•Mathematics & computer science•The arts

Course outline for each subject offered

PYP MYP DP

MYP DPPYP

Structural continuum continued


MYP DP

Curriculum frameworkorganized around units of inquiry within six transdisciplinary themes:•Who we are•Where we are in place and time•How we express ourselves•How the world works•How we organize ourselves•Sharing the planet

Curriculum frameworkorganized around disciplines with interdisciplinary areas of interaction:•Approaches to learning•Human ingenuity•Community & service•Health & social education•Environments

Curriculum with some prescription organized around disciplines with three core components:

•Theory of knowledge connects the disciplines•Extended essay•Creativity, action, service (CAS)

PYP MYP DP

MYP DPPYP

Learning to learn continuum


MYP DP

Learners constructing meaning

Promotes metacognitive knowledge (knowledge learners have about themselves and how they learn best)

Promotes metacognitive performance (the ability to use self-knowledge to improve)

Approaches to learning



Theory of knowledge



PYP MYP DP

MYP DPPYP

Language learning continuum


MYP DP

Promotes mother-tongue development

Student’s learn an additional language from age seven

Schools must develop a language policy

Promotes mother-tongue/best language and/or Language A development

Student’s second language (language B)


Promotes mother-tongue development: school supported, self-taught language A1 courses

Student’s second language (language B)


PYP MYP DP

MYP DPPYP

Special education needs continuum


MYP DP

Inclusive programme where early intervention is critical for developing effective learning.

Inclusive programme allowing schools to offer appropriate intervention through scaffolding and differentiation. Flexible curriculum framework provides schools with opportunities to support students with special education needs.

School must develop a special education needs policy

Established support mechanisms outlined in Candidates with special assessment needs

Special arrangements can be authorized by IB Cardiff for external assessments. Guidelines are available in the Handbook of Procedures.

School must develop a special education needs policy

PYP MYP DP

MYP DPPYP

Academic honesty continuum


MYP DP

The PYP framework provides opportunities for the ongoing development of the concept of academic through:•The IB learner profile and the essential elements of the PYP•Teachers designing in-depth inquiries that require analysis and exploration•Teachers being academically honest•The use of resources in ethical ways, including the recognition of the work of others

Academic honesty is integral to an effective Approaches to learning programme. Specific areas include: personal skills, social skills and technical skills. The IB learner profile provides a basis for further development of the concept of academic honesty.

Academic honesty is the responsibility of all schools, teachers, and students.MYP: From principles into practice offers guidance to develop an academic honesty policy.

Academic honesty is stressed and reinforced throughout the programme.

Candidates must understand the meaning and significance of concepts that relate to academic honesty, intellectual property and malpractice.

The IB publications Academic honesty; General regulations: Diploma Programme; and the Handbook of procedures for the DP provide information.

PYP MYP DP

MYP DPPYP

Assessment continuum


MYP DP

Internal assessment of all aspects of a student’s learning based on criteria developed by the teacher (often with student involvement) relevant to the context of the learning.

Provides feedback on the learning process as a basis for future learning

Schools must develop an assessment policy

Internal assessment based on subject-specific criteria; schools can opt for external moderation of teachers’ internal assessment

Criterion related performance assessment provides feedback on the learning process as a basis for future learning


External moderation of internally assessed work, externally assessed coursework, and external examinations

Criterion related performance assessment

Summative assessment for a final qualification


PYP MYP DP

MYP DPPYP

Consolidation of learning continuum


MYP DP

Exhibition

Real life issue identified by students and explored through an extended and collaborative inquiry

Learner profile attributes reflected on and developed.

Personal project

Independent project resulting from the student ‘s own initiative and creativity integrating the areas of interaction


Extended essay

Individual inquiry and research into a focused question of student’s own choice using a recognized disciplinary methodology.


PYP MYP DP

MYP DPPYP

Action continuum


MYP DP

Action

Action cycle

ChooseReflect Act

Voluntary demonstration

Community and service

Inquiry cycle:

Awareness & understandingReflection

Action

Required participation

Creativity, action, service (CAS)

Cycle of experiential learning: Plan

Reflect Act

Observe

Required participation

PYP MYP DP

MYP DPPYP

Programme evaluation


MYP DP

3-5 years after authorization and every 5 years thereafter

Self study questionnaire

School evaluation visit

Evaluation report

School community reflects on report andsets future goals



School evaluation visit

Evaluation report




No school evaluation visit

Evaluation report


PYP MYP DP

MYP DPPYP


MYP DPPYP MYP DP

Three programmes: one continuum

WHY CONTINUUM IN IB?

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