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 IBinPRACTICE 

VOL. 1, ISSUE 3, 2013

Happy frst birthday, IBCC!Success takes dierent shapes, and nothing provesthat better than the 51 schools oering the IBCareer-related Certiicate (IBCC). The new certiicate,launched in September 2012, is attracting studentsand generating enthusiasm in public, private andinternational schools worldwide. To celebrate the IBCC’sirst birthday, we oer an update rom three pioneeringschools, one in each region.

Woodrow Wilson High School, Dallas, Texas, US, is apublic high school serving a diverse student population;40 students signed up to be in the frst year o theIBCC there. Berlin Brandenburg International School, Kleinmachnow, Germany, is an international school

serving students rom 60 nationalities, including 25%embassy students and 30% German amilies; 10 studentsstarted the IBCC there. Queensland Academy or CreativeIndustries (QACI) in Brisbane, Australia, is a selective,dedicated arts school with students who come rom bothprivate and public schools. Three students signed up orthe frst year o the IBCC there.

 The IBCC is designed to be tailored to students’ needs

and local conditions. Relecting their distinct studentcommunities, the three schools made dierentchoices. QACI has made the certiicate an honorsprogram in ilm studies, with visual arts to be addednext year, says John Carozza, Dean, Signature Creative

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Primary YearsProgramme

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PYP practice blog

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showcases and celebrates sound

practice... more

Middle YearsProgramme

Training of MYP workshopleaders to begin

Everyone is abuzz about MYP:

Next Chapter—particularly

ollowing... more

more

IB reports DP examinationresults

For the Diploma Programme

examination session in May, more

than 770...

DiplomaProgramme

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Identity. “We ound a combination o business andmanagement, sports and tourism to be optimal orstudents and local uture options,” says Peter Kotrc,director o Berlin Brandenburg. Woodrow Wilsonis “trying to [add] academies based on students’

interests,” says Nick Sanchez, IBCC Coordinator. “Wealready had business/inance, STEM and perormingarts, which it into IBCC.”

Despite their very obvious dierences, these schoolsshare important similarities. All three jumped at theopportunity to oer the IBCC because they saw howtheir students could beneit. “For students with morepractical than academic skills, the IBCC oers more

or their personal and proessional development andstill gives them a chanceor tertiar y education,”Kotrc says. “It provideda complementary andalternate stream or ourhigh-achieving studentswho knew what careerpath they wanted topursue,” Carozza says.Sanchez says the IBcoordinator at WoodrowWilson learned at anIB conerence how thecertiicate “was able tobring in students whootherwise wouldn’t beable to have access to theIB programme.”

 The schools see benets,too. “The community o parents sees a school witha range o courses or arange o talents,” Kotrcreports. When WoodrowWilson stafers promote theschool’s programs to uture

students, they and theirparents get excited whenthey hear about the IBCC,Sanchez says. “When wetalked about [the IBCC] last

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Career-relatedCertificate

Happy frst birthday, IBCC!

Success takes dierent shapes,

and nothing proves that better

than... more

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Happy frst birthday, IBCC!...

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The continuum goal: acommon understanding o inclusion...

Schools sought to pilot DP SLscience course...

DP languages curriculumreview to begin...

Berlin Brandenburg International School, Kleinmachnow, Germany 

Queensland Academy for Creative

Industries, Brisbane, Australia

Woodrow Wilson High School,

Dallas, Texas

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year, we elded lots o calls.” At QACI, “the [IBCC] students are reveling,” Carozza says. “In therst semester, the three students achieved a Distinction (6) in their rst 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 certicate this month, whileCarozza says, “The IBCC is about to take of” at QACI.

More inormation about the IBCC is available online.

Contribute to the IB international education research database The International Education Research Database (IERD) is a ree online reerencingresource or students, researchers, teachers and others interested in internationaleducation research. Since the database is not an online library, it does not contain

the ull text o publications. However, a link oten is provided to the ull text or to thepublisher’s website.

While the IB research team continually updates this resource, users are encouraged tosubmit new reerences to add to the IERD’s reach and utility. To access the database or toadd new reerences, please register rst. Registration is quick and ree.

 The IERD can be a highly useul tool when searching or inormation on internationaleducation, the learner proile, the IB and international schools. I you have questions

or would like assistance with using the IERD, please contact the research team atresearch@ibo.org.

The continuum goal: acommon understandingof inclusionIn order to develop a commonunderstanding o inclusionacross the IB continuum, aworking group o IB educatorsmet in June in The Hague GlobalCentre. The group aims to createa set o guidelines to supportIB World Schools in developingand implementing inclusiveeducation policies, tools andstrategies. IB Curriculum Manageror Inclusive Education Jayne

Pletser and Assessment Access and Inclusion Manager Kala Parasuram led the six educators,who came rom the Oberoi International School in Mumbai, India; Hong Kong Academy,Hong Kong; the International School o The Hague, Netherlands; Sturgis Charter PublicSchool, Hyannis, Massachusetts, US; the International Community School, London, UK; andColegio Williams de Cuernavaca, Cuernavaca, Morelos, Mexico.

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The working group consists of, left to right: Jayne Pletser, Curriculum

Manager for Inclusive Education; Alfonso Garcia Williams, Colegio

Williams de Cuernavaca; Anindita Mukherjee, Oberoi International 

School; Susan Voigt, Sturgis Charter Public School; Sara Mayo,

International School of The Hague; Kristel Solomon-Saleem, Hong Kong

 Academy; Alan Andrew, International Community School; and Kala

Parasuram, Assessment Access and Inclusion Manager.

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Schools sought to pilot DP SL science courseA new science SL pilot course is under development or rst teaching in September 2015. The pilot will be in English and or the May examination session only and will last ouryears. Applications to be involved are due by 20 December.

 The philosophy o this new course is to illustrate the wonder o science, its power tochange the world or good or bad and its limitations. The aim is to explore the nature o science. Big scientic ideas and their implications or society will be discussed. In addition,a general education in science will allow students to understand critical societal issuesarising rom developments in science and technology that aect their lives. Ater takingthis course, students will be better able to apply their understanding o the nature o science to make inormed judgments o scientic claims.

 To be eligible or the pilot, schools must:

❍ be authorized IB schools that have oered the DP or at least two years and have astrong IB tradition and ethos

❍ have a teacher responsible or the pilot who has at least two years’ DP experience and agroup 4 background

❍ ensure the teacher can attend a special subject seminar workshop to prepare or thecourse in the rst quarter o 2015

❍ agree to teach the pilot course over the our years with viable class sizes (three studentcohorts o 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 proessional development❍ be willing to respond to questionnaires and other communications and take an active

part in the OCC orums❍ accept that changes can be made at any time, including changes to the syllabus

content and assessment methods, i eedback rom participating schools suggests someaspect o the course is not working. Such changes will be kept to a minimum during thetwo-year course o any particular cohort o students.

❍ understand that students may not oer two pilot subjects or a pilot subject togetherwith a school-based syllabus subject

❍ be aware that students cannot take the science course and physics, chemistry orbiology

 The selection will ensure a reasonable distribution by demographics and school type.Approval to join the pilot will be given in writing by the chie academic ofcer. To requestan application orm, please write to DPgroup4and5@ibo.org.

DP languages curriculum review to begin

 The next curriculum review o DP languages will ormally begin in December with ameeting o external participants representing groups 1 and 2 and a variety o languages,schools, countries and cultural perspectives. This rst review meeting or groups 1 and 2,to be held in the IB Arica, Europe and Middle East Global Centre in The Hague, will aim toestablish a shared approach to a ew broad issues that aect both groups. The meeting

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will be ollowed by a series o review meetings or particular groups and courses overthe next two to three years; these will ocus on more specic issues o curriculum andassessment design.

Any member o the IB community (including teachers, coordinators, examiners and

workshop leaders) who would like to participate is invited to express interest bysubmitting to DPgroup1and2@ibo.org no later than Friday, September 27, a currentcurriculum vitae and your brie reply to two questions:

❍ Which course(s) or group(s) would interest you most as a potential curriculumreview participant?

❍ For these course(s) or group(s), what is your vision or the uture?

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Online PD launches webinars for IB teachersBetween September and November, the IB will oer webinars on a wide range o proessional development topics to teachers and administrators. During the 60-minute, livesessions, you will be able to ask questions and network with other international participantswithout ever having to leave your desk. As a registered participant, you will have access to a

recording o the event aterward.

Do not miss this new opportunity or the introductory price o US$50.

Find out more and register today!

Sign up for the September online workshop sessionRegistration or the next online workshop session closes on 4 September. What makes theSeptember session particularly interesting is that there will be more workshops availablein the new our-week ormat or all our programmes.

Find out more and register today!

Diploma Programme Committee seeks threeregional school representativesHeads and principals o schools and programme coordinators recommended by theirheads o school are invited to apply to act as the Diploma Programme Committee (DPC)representative rom each o the three IB regions: IB Americas, IB Asia Pacifc and IB Arica,

Europe and Middle East.

 The DPC supports the development and implementation o the DP by providingperspectives and guidance on programme content and policy. The committeeadvises and makes recommendations to the heads o the programme in theollowing areas:

 TEACHERS & COORDINATORS

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❍ strategic thinking and planning o the development o the programmes❍ curriculum changes, including approaches to assessment❍ policies related to the authorization and evaluation o the programmes❍ initiatives to support schools in programme implementation (or example,

proessional development)

❍ issues that afect implementation o the programmes

 The meetings take place every February in The Hague Global Centre. The IB will coverreasonable travel and accommodation expenses, and contributors to the meeting willreceive a daily attendance ee.

Please send your application in the orm o a letter and accompanying CV todpdevelopment@ibo.org by 31 October, noting in which region you work. The IB willselect candidates based on a range o criteria and to ensure a range o perspectives isrepresented on the DPC.

Training prepares teachers of Diploma Programme courses online Teaching online presents new challenges or any teacher.Making sure that teachers o Diploma Programme coursesonline are ready or this new way o working is the goal o Pamoja Education’s training program. It consists o six-week teacher oundation Phase 1 training and three-week 

teacher orientation Phase 2 training, which preparesteachers or working online in their specic subject.

During training, teachers learn how to oster student participation in an online learningcommunity through online discussion and group projects; explore teaching strategies andtools, including Web 2.0 tools; and learn about student academic integrity issues and thesae and legal use o online resources. Aterward, teachers have access to a proessionaldevelopment program that includes targeted individual support, webinars and subject-based discussion orums.

With this preparation, teachers can condently begin teaching, meeting the challengeo building a learning community with their students and colleagues. They are also ableto take back to their ace-to-ace classroom new ways o working that can revitalize theirteaching and help students to become more autonomous, sel-motivated learners.

For more inormation about DP courses online, go to IBO.org. Pamoja Education regularlyruns webinars to answer teachers’ and coordinators’ questions about DP courses online. Tosee the dates o the upcoming webinars and to register, visit Pamoja Education’s website.

MYP will add community project in 2014In 2014, the MYP will introduce the community project, a culminating experience orstudents in schools that nish with MYP year 3 or 4. Students may complete the communityproject individually or in groups o two or three. For schools in which the MYP nishes inyear 5, the project will be optional.

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 The community project encourages students to explore their right and responsibility toimplement service as action in the community. It aims to develop awareness o needs invarious communities and address those needs through an experience o service learning.(In earlier stages o 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 oralpresentation beore an audience, an age-appropriate preparation or a similar assessmentin the DP theory o knowledge course.

In addition to the MYP projects guide (scheduled or publication in May 2014, with a pre-publication drat available on the OCC in December), teacher support materials will provideexamples o projects done by MYP students around the world.

Middle Years Programme Committee seeksregional school representatives The IB is looking to appoint school representatives rom the three IB regions to serve asmembers o the Middle Years Programme (MYP) committee. Heads o school, principals,experienced MYP teachers, coordinators, workshop leaders and site visitors rom IB WorldSchools ofering the MYP may apply.

Applicants must be able to think strategically across the educational continuum as it relatesto programme and curriculum development; policies related to authorization and evaluation;issues that afect implementation o the programme and new IB initiatives to supportschools. The individuals selected will be seen as representatives or IB MYP practitioners

around the world and should demonstrate an awareness o the successes, challenges andinnovations at IB MYP schools.

 The MYP committee advises and makes recommendations to the Head o MYP Developmentto ensure programme quality and relevance to the global MYP community.

 The objectives and assessment

criteria or MYP projects arebased on ve stages o servicelearning developed by CathrynBerger Kaye, author o The

Complete Guide to ServiceLearning: Proven, Practical 

Ways to Engage Students inCivic Responsibility, Academic Curriculum, & Social Action.

 The stages, depicted in thisdiagram, provide a useul ramework within which students can develop the attributeso the learner prole, demonstrate understanding o global contexts and employ a widerange o approaches to learning (ATL) skills.

Reflection

Investigation

Curriculum

ReflectionReflection

ReflectionPreparationAction

Demonstration

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 The committee usually meets ace-to-ace once per year, or two days, in Januaryor February in the IB Global Centre in The Hague, the Netherlands. Travel andaccommodations are arranged and/or reimbursed by the IB. Members also receive a dailymeeting ee. Appointments are or two years and may be renewed or an additional year.

Applicants should email a letter and an up-to-date resume to myp.curriculum@ibo.org byMonday, 16 September. Successul applicants will be notied by Friday, 29 November.

Contribute to the Sharing PYP practice blog The Sharing PYP practice blog showcases and celebrates sound practice rom schoolsimplementing the Primary Years Programme. I you have written or would like to write anarticle about topics such as approaches to teaching and learning, transdisciplinary skills andconcepts, this blog is the perect place or it.

I you have a class or proessional blog, you can send a link to your article topyp.curriculum@ibo.org. I your work is not on a public website, you can send a copy o the article. The PYP development team welcomes contributions in any language.

For contact details and the criteria used or selecting articles, visit the blog’s website.

Primary Years Programme Committee seeks three regionalschool representatives The IB is looking to appoint school representatives rom the three IB regions to serve as

members o the Primary Years Programme (PYP) committee. Heads o school, principals,experienced PYP teachers, coordinators, workshop leaders and site visitors rom IB WorldSchools ofering the PYP may apply.

Applicants must be able to think strategically across the educational continuum as itrelates to programme and curriculum development; policies related to authorization andevaluation; issues that aect implementation o the programme and new IB initiativesto support schools. The individuals selected will be seen as representatives or IB PYPpractitioners around the world and should demonstrate an awareness o the successes,challenges and innovations at IB PYP schools.

 The PYP committee advises and makes recommendations to the Head o PYP Developmentto ensure programme quality and relevance to the global PYP community.

 The committee usually meets ace-to-ace once per year, or two days, in Januaryor February in the IB Global Centre in The Hague, the Netherlands. Travel andaccommodations are arranged and/or reimbursed by the IB. Members also receivea daily meeting ee. Appointments are or two years and may be renewed or anadditional year.

Applicants should email a letter and an up-to-date resume to pyp.curriculum@ibo.org byMonday, 16 September. Successul applicants will be notied by Friday, 29 November.

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The IB revises its learner profleAter an extensive review, the IB will provide more exibility in the implementation o thelearner prole. Schools now can:

❍ choose to replace the attribute “Risk-taker” with “Courageous.”❍

choose to include the word “spiritual” in the descriptor or the attribute “Balanced,”as ollows:“We understand the importance o balancing diferent aspects o our lives—intellectual,physical, spiritual and emotional—to achieve well-being or ourselves and others.”

❍ use the published IB learner prole , including the title and the IB’s copyright, or adoptthe prole and add one or more attributes (with explanatory descriptors) that are alignedwith the IB’s mission. The resulting document should be titled “[Name o school] LearnerProle (based on the IB learner prole © International Baccalaureate Organization 2013).”

 The most important revisions resulting rom the review include adjustments to the

descriptors, a statement o intent and a new visual representation.

 The descriptors now use rst-person plural pronouns (“we” and “our”)to highlight the inclusive nature o the IB programmes, callattention to the importance o learning communities (students,amilies, teachers, school leaders and others) and reect the IB’slearner-centred, social-constructivist philosophy o education. 

A new learner prole poster will available at the IB store in September.

Additional guidelines can be ound in the ull report on thelearner prole review posted on the Online Curriculum Centre.All IB World Schools are responsible or implementing therevised learner prole as resources allow.

  IBEN 

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Training o MYP workshop leaders to beginEveryone is abuzz about MYP: Next Chapter—particularly ollowing the recent IBAP andIBA conerences, which eatured a lot o inormation about MYP: Next Chapter and usheringin the changes it will deliver. The newly enhanced MYP is scheduled or rst teaching inSeptember 2014. More than 70 new and updated workshops will help prepare teachers,

coordinators and heads or the programme. This means workshop leaders will need to beupskilled rst.

Beginning 18 September, the irst o ive opportunities will be oered to 150 workshopleaders selected by the regional IBEN managers. Training will be provided in anonline modular ormat over the course o our weeks and will culminate with a livewebinar eaturing Robert Harrison, Head o MYPDevelopment. The modular training is inEnglish; the webinar will be oered three times

during the inal week o training to ensure thatpeople in dierent time zones can participateeasily.

Beginning 6 November, part 2 o the upskilling willbegin, ocused on subject-speciic training andtraining or heads and coordinators. Part 2 will lastor two weeks. Workshop leaders will train in theirsubject or or leading the heads and coordinatorsworkshop; all participants will be asked to attend aculminating webinar.

MYP workshop leaders will have several opportunities to participate in upskilltraining in 2014. Sessions will take place in Januar y, May, June and Septembero 2014. Next year, training also will be oered in Spanish and French. For moreinormation, contact myp.pd@ibo.org.

Coming up: Tip sheet or MYP educatorsAs schools reopen or the 2013–14 school year in many parts o the world, IB educators

will be called upon to visit schools, serve as workshop leaders and consultants and helpguide candidate schools through authorization. To prepare or their roles in supportingschools’ implementation o the changes in the MYP, the IB has issued “Guidance or MYPeducators: Ushering change into MYP schools.” Look or this resource in your email soonand download it as a useul reerence.

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Nearly 100% of scripts eMarkedIn the May 2013 examination session, 99.83% o examination scripts were eMarked byexaminers. The very ew scripts that were not eMarked (about 1,500) were those where thelanguage is written rom right to let, such as Arabic, Dhivehi, Hebrew, Pashto, Persian andUrdu. For these languages, the answer booklets have the old and stitching on the right-

hand side, which makes production and scanning more challenging. Other challenges thatsoon will be overcome are eMarking a Geography paper with a lot o options until it can bemarked by individual question (May 2014) and school-based syllabuses.

IB reports DP examination resultsFor the Diploma Programme examination session in May, more than 770 examinationpapers and supporting documents were prepared, which included examination papers in74 languages rom some 127,000 students. Nearly 9,000 examiners marked or moderatedcandidates’ work, including over 950,000 examination scripts.

Over 400 chie examiners, deputy examiners and other senior examiners attended thegrade award meetings to establish grade boundaries in each subject, enabling the IB toissue accurate results. In this session, the average score or students achieving the diplomais 29.81 points, with 108 students scoring the maximum o 45 points.

Carolyn Adams, Chie Assessment Ocer, says, “We are very pleasedwith the examination results that have been achieved across the globe.We believe it is essential that students, teachers and universities havecondence in a robust qualication, which ofers an internationally

benchmarked standard against which to judge success.”

Pass rates or the diploma have remained stable over the past ve years,with a pass rate o 78.54% this year. IB World Schools received attentionrom the media on this topic, including coverage in the UK.

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Pass rate

2009 78.71%

2010 78.06%2011 77.99%

2012 78.48%

2013 78.54%

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Recently published PYP curriculum support material: Assessment in the PYP: Annotated samplesA new publication on assessment in the PYP helps IB World Schools develop efectiveassessment practices. “ Assessment in the PYP: Annotated samples” is on the OnlineCurriculum 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 promoteefective assessment o students’ learning. The document is organized around the threecomponents o 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 o perormance 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 towardsraising the standards o assessments in our school, and these documents add value to … ourwork. I could compare our practices and eel reassured.”

Please contact pyp.curriculum@ibo.orgi you are interested in contributing to this type o curriculum support publication in the uture.

More examiners help refne assessmentsExaminers are crucial to improving assessment practice and increasingly participate intrialling new assessment procedures. Depending on the size o the subject and the extent o the change in assessment practice, recent trials have involved between 10 (philosophy) and60 examiners (extended essay).

Examiners mark existing or specically commissioned student work using a new procedureor new criteria. They then comment on their experience, and their observations are collectedand analyzed. The assessment trials ocus on examiner agreement in marking (quantitative

indicators o quality) and examiner eedback (qualitative indicators). Both types o indicatorsare used to ormulate recommendations or curriculum development regarding an expectedoutcome o the new assessment model.

 Trialling assessment models in this way, which is a new element in curriculum development,ofers the advantage o involving more teachers and examiners in improving assessment.

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