The document provides an overview of the International Baccalaureate (IB) Diploma Programme. It describes the IB as an academically rigorous international education program that prepares students aged 16 to 19 for university and beyond. The Diploma Programme has six subject groups and requires students to take courses from each group, complete an extended essay, take a theory of knowledge course, and participate in creativity, action, and service activities. It aims to develop well-rounded students who are prepared for global citizenship and success in higher education.
The document summarizes key aspects of the International Baccalaureate (IB) Diploma Programme, including:
1) The IB Diploma Programme curriculum contains six subject groups and a core consisting of three parts - students study subjects at both higher and standard levels, as well as complete the core requirements of an extended essay, creativity/activity/service, and theory of knowledge.
2) Assessment in the Diploma Programme is rigorous and criterion-related, with both external exams and internal teacher assessments. The diploma is graded on a 45-point scale and widely recognized by the world's leading universities.
3) The IB aims to develop inquiring, knowledgeable and caring young people through inter
The document summarizes the key continuums that connect the three International Baccalaureate (IB) programmes - the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). It outlines the continuums for the IB mission statement and learner profile, programme structure, approaches to learning, language learning, special education needs, academic honesty, assessment, consolidation of learning, taking action, and programme evaluation that exist across the three programmes. The goal of these continuums is to provide a coherent and continuous international education for students ages 3 to 19 through the three IB programmes.
Guide for students_and_their_supervisorsFreddie Kibe
This document provides guidance for students and supervisors on completing the MYP personal project. It outlines the roles and responsibilities of the student, supervisor, and community members who may provide support. It describes the nature of the personal project as an independent exploration of a student's personal interest area. The document provides timeframes and guidelines for defining the project, gathering evidence of the process, and assessing the project based on three criteria: planning, skills, and reflection. Supervisors are advised to provide support and feedback to help guide students through the project.
Mesa Middle School MYP Grading PresentationJLandback
This document provides an overview of assessment in the International Baccalaureate (IB) Middle Years Programme (MYP) for parents. It explains that MYP assessment focuses on what students can do with their knowledge, not what they don't know. The purposes of assessment are to support student learning, inform teaching, and promote higher-order thinking skills. Mesa Middle School uses a 7-point scale for reporting student achievement, compared to the typical 4-point scale. Teachers develop rubrics from MYP criteria to assess student work. Final grades are determined by adding up students' criterion levels across tasks.
This document provides an overview of Outcome Based Education (OBE), including key components and benefits. OBE focuses on what students will be able to do upon graduation rather than a traditional teacher-centric approach. The key components of OBE include program educational objectives (PEOs), program outcomes (POs), and course outcomes (COs). PEOs describe career accomplishments 3-5 years after graduation while POs describe what students will be able to do at the end of their program. OBE aims to better prepare graduates and improve the learning process overall.
chapter 6 instructional planning and development by Dwein D.dwaynedumopoy
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
As a proponent of PBL, I have received many trainings and attended conferences on effective PBL lessons. I placed additional focus on PBL modules in my classes with American College of Education (ACE) to improve my current lessons. This is a presentation explains the purpose of PBL integration and introduces methods to design PBL modules. The purpose is to guide my colleagues in the science department to design and implement effective PBL modules into their instruction.
Based on the Michelin star criteria, some of the top restaurants in Hong Kong that are considered the best would be:
- Three Michelin stars: The Chairman (consistency of exceptional cuisine using superlative ingredients)
- Two Michelin stars: Belon (skillfully crafted dishes of outstanding quality worth a detour)
- One Michelin star: 81⁄2 Otto e Mezzo Bombana (very good cuisine prepared to a high standard)
The Michelin guide uses very specific criteria around quality of ingredients, cooking skills, personality of cuisine, value and consistency to evaluate restaurants and award stars. Restaurants with multiple Michelin stars are considered some of the best places to dine in each location.
The document summarizes key aspects of the International Baccalaureate (IB) Diploma Programme, including:
1) The IB Diploma Programme curriculum contains six subject groups and a core consisting of three parts - students study subjects at both higher and standard levels, as well as complete the core requirements of an extended essay, creativity/activity/service, and theory of knowledge.
2) Assessment in the Diploma Programme is rigorous and criterion-related, with both external exams and internal teacher assessments. The diploma is graded on a 45-point scale and widely recognized by the world's leading universities.
3) The IB aims to develop inquiring, knowledgeable and caring young people through inter
The document summarizes the key continuums that connect the three International Baccalaureate (IB) programmes - the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). It outlines the continuums for the IB mission statement and learner profile, programme structure, approaches to learning, language learning, special education needs, academic honesty, assessment, consolidation of learning, taking action, and programme evaluation that exist across the three programmes. The goal of these continuums is to provide a coherent and continuous international education for students ages 3 to 19 through the three IB programmes.
Guide for students_and_their_supervisorsFreddie Kibe
This document provides guidance for students and supervisors on completing the MYP personal project. It outlines the roles and responsibilities of the student, supervisor, and community members who may provide support. It describes the nature of the personal project as an independent exploration of a student's personal interest area. The document provides timeframes and guidelines for defining the project, gathering evidence of the process, and assessing the project based on three criteria: planning, skills, and reflection. Supervisors are advised to provide support and feedback to help guide students through the project.
Mesa Middle School MYP Grading PresentationJLandback
This document provides an overview of assessment in the International Baccalaureate (IB) Middle Years Programme (MYP) for parents. It explains that MYP assessment focuses on what students can do with their knowledge, not what they don't know. The purposes of assessment are to support student learning, inform teaching, and promote higher-order thinking skills. Mesa Middle School uses a 7-point scale for reporting student achievement, compared to the typical 4-point scale. Teachers develop rubrics from MYP criteria to assess student work. Final grades are determined by adding up students' criterion levels across tasks.
This document provides an overview of Outcome Based Education (OBE), including key components and benefits. OBE focuses on what students will be able to do upon graduation rather than a traditional teacher-centric approach. The key components of OBE include program educational objectives (PEOs), program outcomes (POs), and course outcomes (COs). PEOs describe career accomplishments 3-5 years after graduation while POs describe what students will be able to do at the end of their program. OBE aims to better prepare graduates and improve the learning process overall.
chapter 6 instructional planning and development by Dwein D.dwaynedumopoy
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
As a proponent of PBL, I have received many trainings and attended conferences on effective PBL lessons. I placed additional focus on PBL modules in my classes with American College of Education (ACE) to improve my current lessons. This is a presentation explains the purpose of PBL integration and introduces methods to design PBL modules. The purpose is to guide my colleagues in the science department to design and implement effective PBL modules into their instruction.
Based on the Michelin star criteria, some of the top restaurants in Hong Kong that are considered the best would be:
- Three Michelin stars: The Chairman (consistency of exceptional cuisine using superlative ingredients)
- Two Michelin stars: Belon (skillfully crafted dishes of outstanding quality worth a detour)
- One Michelin star: 81⁄2 Otto e Mezzo Bombana (very good cuisine prepared to a high standard)
The Michelin guide uses very specific criteria around quality of ingredients, cooking skills, personality of cuisine, value and consistency to evaluate restaurants and award stars. Restaurants with multiple Michelin stars are considered some of the best places to dine in each location.
The document discusses instructional planning and development. It outlines the process of instructional planning which includes selecting standards and topics, designing instructional activities and assessments, giving assessments and using data to provide feedback and reteach. It also discusses outcomes-based education and understanding by design, which uses backward design starting with desired results and assessments. The three stages of understanding by design - stage 1 is desired results, stage 2 is assessment evidence, and stage 3 is the learning plan. Important elements of instructional planning include standards, curriculum goals, assessment, and utilizing assessment results. Several examples of lesson plan elements and formats are also provided.
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
This document discusses curriculum design and alignment. It presents a conceptual scheme for curriculum design with four circles representing quality development: 1) rethinking intentions, 2) translating intentions, 3) implementing the curriculum, and 4) implementing courses. It focuses on learning outcomes, which describe the knowledge, skills, and attitudes students will acquire. Learning outcomes should be aligned across courses and assessed. The document also discusses curriculum mapping to visualize coherence in a program and identify if learning outcomes are realized or if there are gaps.
The document outlines several instructional planning frameworks including traditional, outcomes-based education (OBE), and Understanding by Design (UbD). It describes the stages of UbD's backward design process including defining desired results, determining assessment evidence, and developing the learning plan. It provides details on the components and elements that should be included in an instructional plan such as objectives, activities, checking for understanding, and closure. Both deductive and inductive instructional approaches are discussed.
The document discusses curriculum mapping for outcomes-based education. It explains key concepts like institutional graduate outcomes, program graduate outcomes, performance indicators, and curriculum mapping. It provides examples of mapping for different programs including common outcomes across all programs, specific program outcomes, minimum performance indicators, sample curriculum maps, and means of curriculum delivery. The purpose of curriculum mapping is to align courses and their learning outcomes with program and institutional graduate outcomes to ensure an outcomes-based education.
This document summarizes a presentation about extreme course design at the University of Bedfordshire Business School. The presentation discusses the origins and objectives of redesigning courses to improve the student experience and employability. It describes how the courses were redesigned in a non-traditional way, without traditional units or modules, through a creative process involving faculty and input from employers. The new course structure integrates projects and specialty topics and includes elements like a "practice week" and "assessment centre." Stakeholders were also engaged during the redesign process.
The document provides an overview of several instructional design models:
1. The ADDIE model, which is a systematic 5-phase process of analysis, design, development, implementation, and evaluation. Each phase is described.
2. The Dick and Carey model, which involves learners and subject matter experts interacting continuously to review and revise prototypes.
3. Rapid prototyping, which involves quickly generating mock-ups or physical samples of products to get feedback early in the design process.
4. Merrill's First Principles of Instruction, which proposes learning is most effective when problem-based and involving four phases: activating prior knowledge, demonstrating skills, applying skills, and integrating skills into real-world activities.
The K to 12 program in the Philippines aims to reform basic education with the goals of improving quality, decongesting curriculum, and better preparing students for the 21st century. It extends kindergarten and high school each by two years. The new K to 12 curriculum focuses on developing holistic learners with strong foundations in core subjects, 21st century skills, and character values. Assessment emphasizes understanding over rote memorization and focuses on formative feedback to guide student learning. The goal is for graduates to be globally competitive and equipped for higher education or the modern workforce.
This document provides an overview of several instructional design models and theories, including the ASSURE, ADDIE, Dick and Carey, Backward Design, Kemp, Kirkpatrick, Gerlach and Ely, and Kemp models. It describes the key steps and processes involved in each model for analyzing learners, setting objectives, designing instructional strategies, developing and evaluating formative and summative assessments. Links are provided to additional online resources describing each model in more detail.
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
Flexible CPD (FLEX) is a practice-based academic CPD program at MMU tailored to individual priorities and aspirations. Participants select 5 CPD activities per year and capture their development in an academic portfolio. This allows them to gain credits, meet CPD requirements, and work towards qualifications and professional recognition. The portfolio is intended to help participants reflect on and improve their teaching and research practices through collaborative learning and community support.
Doctoral Education Online: What Should We Strive For? How Could It Be Better?Cynthia Agyeman
This document discusses best practices for designing high-quality online doctoral programs. It recommends striving for courses that meet Quality Matters standards of 85% or higher. Key aspects include: using learning objectives and assessments aligned to course goals; providing instructional materials, activities, and technologies to support student-centered learning and collaboration; ensuring accessibility; and obtaining feedback to continuously improve courses. Overall it emphasizes the importance of designing courses for the diverse needs and experiences of adult learners in doctoral programs.
The document summarizes an outcome-based education workshop for second year students on structured choice-based credit systems. It discusses what outcome-based education (OBE) is, why institutions need to follow OBE, components of the structured choice-based credit system, how OBE will be measured using program educational objectives, program outcomes, program specific outcomes and course outcomes. It also outlines specializations and mandatory value-added courses students can take.
Outcome Based Education and Continuous Quality Improvement in HEIsMd. Nazrul Islam
After completion of the presentation the participants will be able to know :
- Issues in Higher Education, Teaching & Learning
- Why Outcome-based Education?
- What is the Washington Accord?
- Outcome-based Education
- Implementation of OBE
- Characteristics of OBE Curriculum
- Operation Models of OBE
- Program Objectives
- Program Outcomes
- Learning Outcomes
- Assessment Issues and Tools
- Continual Quality Improvement
Outcomes-based education focuses classroom instruction on the skills and competencies students must demonstrate upon exiting. It clearly organizes an education system around essential learning outcomes. Outcomes can be immediate competencies acquired in a course or deferred abilities applied later in a profession. Program objectives are broad goals of what a program aims to achieve, while student learning outcomes are operational definitions of the objectives stated as active verbs. Assessment in an outcomes-based system is ongoing, integrates different abilities like critical thinking, and evaluates what students can do instead of just content remembered.
WPI Institute on Project Based Learning - Glenn Gaudette and Chrys DemetryKEEN
From the 2016 KEEN Winter Conference: Glenn Gaudette and Chrys Demetry from Worcester Polytechnic Institute showcase the differences between project based learning and problem based learning. Learn more at www.EngineeringUnleashed.com/keen
Workshop of Outcome-Based Education (OBE) - setting the toneranjitg
An internal workshop among faculty colleagues at Sharda University. Simplifying the jargons to myths or wrong notions about it...Tyler to Bloom to Spady...measurements and Christensen...to trying to have a regression model on outcome as a function of curricula, pedagogy and evaluation - but all factoring in admission quality as enrollment in HE increases (dumbing down criticism of Spady). Some learning for myself as well...
Creating an Integrated Learning ExperienceBorys Zhalilo
This document describes an online training program called Integrated Learning Experience (ILE). It provides information about the trainer's qualifications and experience conducting online training programs. The document discusses key aspects of online training such as engaging learners, measuring results through key performance indicators, using multimedia, and applying learning directly to work. Examples of upcoming ILE training topics and contact information are also provided.
Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.
This document provides an overview of the International Baccalaureate Diploma Programme computer science guide. It outlines the purpose and structure of the guide, introduces the nature and key concepts of the computer science subject, and distinguishes between the requirements for Standard Level and Higher Level. The guide is intended to support teachers in planning, teaching and assessing the computer science course.
The document summarizes key aspects of the International Baccalaureate (IB) Diploma Programme. It describes the IB mission of developing inquiring, knowledgeable and caring young people; the learner profile outcomes; the core curriculum elements including subjects from six groups, the extended essay, creativity/activity/service, and theory of knowledge; rigorous assessment principles; and widespread university recognition of the IB diploma.
This document provides an overview of the International Baccalaureate Diploma Programme and the role of philosophy within it. The Diploma Programme is a rigorous two-year pre-university course that encourages students to make connections between subjects and develop critical thinking skills. It comprises six academic subjects, a central core involving theory of knowledge, creativity/action/service, and an extended essay. The philosophy guide outlines the purpose, nature, aims and assessment of the philosophy course, which examines key questions about knowledge, reality, ethics and logic.
The document discusses instructional planning and development. It outlines the process of instructional planning which includes selecting standards and topics, designing instructional activities and assessments, giving assessments and using data to provide feedback and reteach. It also discusses outcomes-based education and understanding by design, which uses backward design starting with desired results and assessments. The three stages of understanding by design - stage 1 is desired results, stage 2 is assessment evidence, and stage 3 is the learning plan. Important elements of instructional planning include standards, curriculum goals, assessment, and utilizing assessment results. Several examples of lesson plan elements and formats are also provided.
A brief presentation comparing how instructional design differs from designing lessons as a teacher. Although the two fields share some things - and it would be good for each to know something about the other field - they have different skills and goals.
Presented online to a converged class at NJIT; video available at http://relayfiles.njit.edu/Converge/lipuma-4-8-15.mp4
This document discusses curriculum design and alignment. It presents a conceptual scheme for curriculum design with four circles representing quality development: 1) rethinking intentions, 2) translating intentions, 3) implementing the curriculum, and 4) implementing courses. It focuses on learning outcomes, which describe the knowledge, skills, and attitudes students will acquire. Learning outcomes should be aligned across courses and assessed. The document also discusses curriculum mapping to visualize coherence in a program and identify if learning outcomes are realized or if there are gaps.
The document outlines several instructional planning frameworks including traditional, outcomes-based education (OBE), and Understanding by Design (UbD). It describes the stages of UbD's backward design process including defining desired results, determining assessment evidence, and developing the learning plan. It provides details on the components and elements that should be included in an instructional plan such as objectives, activities, checking for understanding, and closure. Both deductive and inductive instructional approaches are discussed.
The document discusses curriculum mapping for outcomes-based education. It explains key concepts like institutional graduate outcomes, program graduate outcomes, performance indicators, and curriculum mapping. It provides examples of mapping for different programs including common outcomes across all programs, specific program outcomes, minimum performance indicators, sample curriculum maps, and means of curriculum delivery. The purpose of curriculum mapping is to align courses and their learning outcomes with program and institutional graduate outcomes to ensure an outcomes-based education.
This document summarizes a presentation about extreme course design at the University of Bedfordshire Business School. The presentation discusses the origins and objectives of redesigning courses to improve the student experience and employability. It describes how the courses were redesigned in a non-traditional way, without traditional units or modules, through a creative process involving faculty and input from employers. The new course structure integrates projects and specialty topics and includes elements like a "practice week" and "assessment centre." Stakeholders were also engaged during the redesign process.
The document provides an overview of several instructional design models:
1. The ADDIE model, which is a systematic 5-phase process of analysis, design, development, implementation, and evaluation. Each phase is described.
2. The Dick and Carey model, which involves learners and subject matter experts interacting continuously to review and revise prototypes.
3. Rapid prototyping, which involves quickly generating mock-ups or physical samples of products to get feedback early in the design process.
4. Merrill's First Principles of Instruction, which proposes learning is most effective when problem-based and involving four phases: activating prior knowledge, demonstrating skills, applying skills, and integrating skills into real-world activities.
The K to 12 program in the Philippines aims to reform basic education with the goals of improving quality, decongesting curriculum, and better preparing students for the 21st century. It extends kindergarten and high school each by two years. The new K to 12 curriculum focuses on developing holistic learners with strong foundations in core subjects, 21st century skills, and character values. Assessment emphasizes understanding over rote memorization and focuses on formative feedback to guide student learning. The goal is for graduates to be globally competitive and equipped for higher education or the modern workforce.
This document provides an overview of several instructional design models and theories, including the ASSURE, ADDIE, Dick and Carey, Backward Design, Kemp, Kirkpatrick, Gerlach and Ely, and Kemp models. It describes the key steps and processes involved in each model for analyzing learners, setting objectives, designing instructional strategies, developing and evaluating formative and summative assessments. Links are provided to additional online resources describing each model in more detail.
Outcome Based Education is the need for today's era, we must define each objective of each course and should map to our program objectives to graduate attributes of institute and Nation.
Flexible CPD (FLEX) is a practice-based academic CPD program at MMU tailored to individual priorities and aspirations. Participants select 5 CPD activities per year and capture their development in an academic portfolio. This allows them to gain credits, meet CPD requirements, and work towards qualifications and professional recognition. The portfolio is intended to help participants reflect on and improve their teaching and research practices through collaborative learning and community support.
Doctoral Education Online: What Should We Strive For? How Could It Be Better?Cynthia Agyeman
This document discusses best practices for designing high-quality online doctoral programs. It recommends striving for courses that meet Quality Matters standards of 85% or higher. Key aspects include: using learning objectives and assessments aligned to course goals; providing instructional materials, activities, and technologies to support student-centered learning and collaboration; ensuring accessibility; and obtaining feedback to continuously improve courses. Overall it emphasizes the importance of designing courses for the diverse needs and experiences of adult learners in doctoral programs.
The document summarizes an outcome-based education workshop for second year students on structured choice-based credit systems. It discusses what outcome-based education (OBE) is, why institutions need to follow OBE, components of the structured choice-based credit system, how OBE will be measured using program educational objectives, program outcomes, program specific outcomes and course outcomes. It also outlines specializations and mandatory value-added courses students can take.
Outcome Based Education and Continuous Quality Improvement in HEIsMd. Nazrul Islam
After completion of the presentation the participants will be able to know :
- Issues in Higher Education, Teaching & Learning
- Why Outcome-based Education?
- What is the Washington Accord?
- Outcome-based Education
- Implementation of OBE
- Characteristics of OBE Curriculum
- Operation Models of OBE
- Program Objectives
- Program Outcomes
- Learning Outcomes
- Assessment Issues and Tools
- Continual Quality Improvement
Outcomes-based education focuses classroom instruction on the skills and competencies students must demonstrate upon exiting. It clearly organizes an education system around essential learning outcomes. Outcomes can be immediate competencies acquired in a course or deferred abilities applied later in a profession. Program objectives are broad goals of what a program aims to achieve, while student learning outcomes are operational definitions of the objectives stated as active verbs. Assessment in an outcomes-based system is ongoing, integrates different abilities like critical thinking, and evaluates what students can do instead of just content remembered.
WPI Institute on Project Based Learning - Glenn Gaudette and Chrys DemetryKEEN
From the 2016 KEEN Winter Conference: Glenn Gaudette and Chrys Demetry from Worcester Polytechnic Institute showcase the differences between project based learning and problem based learning. Learn more at www.EngineeringUnleashed.com/keen
Workshop of Outcome-Based Education (OBE) - setting the toneranjitg
An internal workshop among faculty colleagues at Sharda University. Simplifying the jargons to myths or wrong notions about it...Tyler to Bloom to Spady...measurements and Christensen...to trying to have a regression model on outcome as a function of curricula, pedagogy and evaluation - but all factoring in admission quality as enrollment in HE increases (dumbing down criticism of Spady). Some learning for myself as well...
Creating an Integrated Learning ExperienceBorys Zhalilo
This document describes an online training program called Integrated Learning Experience (ILE). It provides information about the trainer's qualifications and experience conducting online training programs. The document discusses key aspects of online training such as engaging learners, measuring results through key performance indicators, using multimedia, and applying learning directly to work. Examples of upcoming ILE training topics and contact information are also provided.
Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.
This document provides an overview of the International Baccalaureate Diploma Programme computer science guide. It outlines the purpose and structure of the guide, introduces the nature and key concepts of the computer science subject, and distinguishes between the requirements for Standard Level and Higher Level. The guide is intended to support teachers in planning, teaching and assessing the computer science course.
The document summarizes key aspects of the International Baccalaureate (IB) Diploma Programme. It describes the IB mission of developing inquiring, knowledgeable and caring young people; the learner profile outcomes; the core curriculum elements including subjects from six groups, the extended essay, creativity/activity/service, and theory of knowledge; rigorous assessment principles; and widespread university recognition of the IB diploma.
This document provides an overview of the International Baccalaureate Diploma Programme and the role of philosophy within it. The Diploma Programme is a rigorous two-year pre-university course that encourages students to make connections between subjects and develop critical thinking skills. It comprises six academic subjects, a central core involving theory of knowledge, creativity/action/service, and an extended essay. The philosophy guide outlines the purpose, nature, aims and assessment of the philosophy course, which examines key questions about knowledge, reality, ethics and logic.
The International Baccalaureate (IB) aims to develop inquisitive, knowledgeable students who help create a more peaceful world through cultural understanding. It offers challenging academic programs and assessments to encourage lifelong learning and an appreciation of multiple perspectives. The IB Diploma Program is a two-year curriculum for students aged 16-19 that balances exams in six subject groups with projects in theory of knowledge, service, and research. Assessments are criterion-based to evaluate skills rather than compare students, and curricula are reviewed regularly to maintain relevance. Universities widely recognize the diploma for admissions advantages.
The document summarizes the International Baccalaureate (IB) Primary Years Programme (PYP), which is designed for students aged 3 to 12. The PYP focuses on developing well-rounded, inquisitive learners through a transdisciplinary curriculum centered around six themes of global significance. It aims to challenge students academically while also supporting their social-emotional growth and ability to engage with the world. Key features of the PYP include its emphasis on inquiry-based learning, development of international-mindedness, and preparation for further IB programmes.
An increasingly famous alternative to CBSE, ICSE, and even Cambridge board in India is the Switzerland-headquartered IB(International Baccalaureate) curriculum.
Let us try to understand what makes this curriculum unique and whether it may be the perfect fit for your children - https://blog.rewiser.in/all-you-need-know-about-ib-curriculum/
An increasingly famous alternative to CBSE, ICSE, and even Cambridge board in India is the Switzerland-headquartered IB(International Baccalaureate) curriculum.
Let us try to understand what makes this curriculum unique and whether it may be the perfect fit for your children - https://blog.rewiser.in/all-you-need-know-about-ib-curriculum/
This document provides an overview of the International Baccalaureate Diploma Programme Language A: Literature course. It outlines the purpose, nature, aims and assessment objectives of the course. Key aspects of the course include studying works of literature, developing international understanding, and improving analytical skills. Students are assessed both externally through exams and internally through an individual oral and written assignment.
This document summarizes key aspects of the International Baccalaureate (IB) Diploma Programme and its Chinese language curriculum offerings. It describes the four levels of Chinese language courses offered (A1, A2, B, ab initio), their objectives, assessments, and recommended entry criteria. It also provides an overview of the core elements of the IB Diploma Programme, including its mission, learner profile, curriculum contents and structure, and assessment principles and practices.
This document provides an introduction to the International Baccalaureate Diploma Programme. It outlines the core components of the programme including Theory of Knowledge, Creativity, Action, Service, and the Extended Essay. It describes the six academic areas that students study and explains the flexibility in subject choices. The document emphasizes developing approaches to teaching and learning that empower students and teachers.
The document provides an overview of the International Baccalaureate Diploma Programme and its philosophy guide. It describes the IB as a rigorous pre-university program aimed at developing inquiring, knowledgeable and caring students. The philosophy course focuses on clarity of understanding through critical thinking, analysis of arguments, and close reading of philosophical themes and texts. It examines fundamental human questions and contemporary issues to develop international perspectives with cultural awareness.
Students at IB schools like Harvest do better than regular school students in various ways, according to a case study. Schools that offer the International Baccalaureate program are referred to as "IB schools." With a new trend, a globally recognized curriculum, and an emphasis on critical thinking, creativity, and a global perspective, the IB program seeks to give students a well-rounded education.
Any student who chooses the IB Diploma Program will acquire the qualification recognized worldwide.
As more schools are making the switch to the IB, we thought we’d share what makes this program so important, and why it could be the right course of study for you:-https://blog.rewiser.in/understanding-merits-of-ib-diploma-program/
This document provides a framework for teaching and learning sciences in the Middle Years Programme (MYP). It outlines the MYP programme model and describes the nature of sciences as inquiry-based learning that makes connections between science, everyday life, and issues of ethics and society. The guide explains how MYP sciences builds upon concepts from the Primary Years Programme and prepares students for the Diploma Programme through its focus on developing scientific thinking skills and aligning objectives and assessment criteria across the IB continuum.
Best School in Bangalore. Innovative Learning, Affiliated to CBSE board. A Top School in Bangalore blend of learning & co-curricular activities. Hassle Free Admission Process
One of the Best IB Schools In Bangalore, offering world-class international education and a truly global learning IB School In Bangalore for Excellence in Blended Learning.
International Schools: Bridging Cultures, Nurturing Global Citizensabdulshaikh5253
The world is becoming increasingly interconnected. In a globalized society where borders blur, communication transcends geographical limitations, and people from diverse backgrounds interact on a daily basis
The Middle Years Programme (MYP) at Sreenidhi International School aims to develop inquiring, knowledgeable and caring students. The MYP provides an internationally-minded curriculum framework that encourages students to make connections between school subjects and the real world. It focuses on developing skills like communication, intercultural understanding and global engagement that are important for students to become leaders in today's world. The MYP assessment model is criterion-related and aims to evaluate students' conceptual understanding and acquired skills through open-ended tasks and projects.
The document provides an overview of the International Baccalaureate Organization (IBO). It describes the IBO's three educational programmes for students aged 3 to 19, its global network of offices, rapid growth over 15 years, and commitment to developing inquiring, knowledgeable and caring young people. It also summarizes key aspects of the Primary Years Programme (PYP) such as its transdisciplinary themes, learner profile outcomes, and emphasis on constructing meaning through inquiry.
This document provides a curriculum framework for the International Baccalaureate's Primary Years Programme (PYP), which aims to develop international-mindedness in primary students. The framework outlines the PYP's beliefs about how children learn best through authentic, transdisciplinary inquiry. It describes the essential elements of the written, taught, and assessed curriculum, including knowledge, concepts, skills, attitudes and action. The framework is intended as a guide for PYP schools to plan teaching and learning, assessment, and implement changes to fully realize the PYP approach.
2. The Diploma Programme: preparing students for
success in higher education and to be active participants
in a global society
What is an IB education?
The IB continuum of international education for 3 to 19 year olds is
unique because of its academic and personal rigour. We challenge
students to excel in their studies and in their personal growth. We
aim to inspire a quest for learning throughout life that is marked by
enthusiasm and empathy.
The IB aspires to help schools develop well-rounded students with
character who respond to challenges with optimism and an open
mind, are confident in their own identities, make ethical decisions,
join with others in celebrating our common humanity and are
prepared to apply what they learn in real-world, complex and
unpredictable situations.
The IB offers high-quality programmes of international education
that share a powerful vision. Informed by the values described in
the learner profile, an IB education:
• focuses on learners - the IB’s student-centred programmes promote
healthy relationships, ethical responsibility and personal challenge
• develops effective approaches to teaching and learning - IB
programmes help students to develop the attitudes and skills
they need for both academic and personal success
• works within global contexts - IB programmes increase
understanding of languages and cultures, and explore globally
significant ideas and issues
• explores significant content - IB programmes offer a curriculum
that is broad and balanced, conceptual and connected.
IB learners strive to become inquirers, knowledgeable, thinkers,
communicators, principled, open-minded, caring, risk-takers,
balanced, and reflective. These attributes represent a broad range
of human capacities and responsibilities that go beyond intellectual
development and academic success.
What is the IB Diploma Programme (DP)?
The IB Diploma Programme (DP) is an academically challenging
and balanced programme of education with final examinations
that prepares students, aged 16 to 19, for success at university and
life beyond. It has been designed to address the intellectual, social,
emotional and physical well-being of students. The programme has
gained recognition and respect from the world’s leading universities.
The Diploma Programme prepares students for effective participation
in a rapidly evolving and increasingly global society as they:
• develop physically, intellectually, emotionally and ethically
• acquire breadth and depth of knowledge and understanding,
studying courses from six subject groups
• develop the skills and a positive attitude towards learning that will
prepare them for higher education
• study at least two languages and increase understanding of
cultures, including their own
• make connections across traditional academic disciplines and
explore the nature of knowledge through the programme’s
unique theory of knowledge course
• undertake in-depth research into an area of interest through the
lens of one or more academic disciplines in the extended essay
• enhance their personal and interpersonal development through
creativity, action and service.
The curriculum
IB Diploma Programme students must choose one subject from
each of the five groups (1 to 5), ensuring breadth of knowledge
and understanding in their best language, additional language(s),
the social sciences, the experimental sciences and mathematics.
Students must also choose either an arts subject from group 6, or a
second subject from groups 1 to 5.
DP subjects can be taken at higher level or standard level.
At least three and not more than four subjects are taken at higher
level (240 teaching hours), while the other subjects are taken at
standard level (150 teaching hours). Students can study and take
examinations, in English, French or Spanish.
Two DP subjects are classified as interdisciplinary subjects and so
satisfy the requirements of more than one subject group:
• Literature and performance - group 1 and group 6
• Environmental systems - group 3 and group 4
In addition to disciplinary and interdisciplinary study, the Diploma
Programme features three core elements that broaden students’
educational experience and challenge them to apply their
knowledge and skills.
The Diploma Programme core
• The extended essay asks students to engage in independent
research through an in-depth study of a question relating to one
of the DP subjects they are studying. The world studies extended
essay option allows students to focus on a topic of global
significance which they examine through the lens of at least two
DP subjects.
• Theory of knowledge develops a coherent approach to learning
that unifies the academic disciplines. In this course on critical
thinking, students inquire into the nature of knowing and deepen
their understanding of knowledge as a human construction.
• Creativity, action, service (CAS) involves students in a range
of activities alongside their academic studies throughout the
Diploma Programme. Creativity encourages students to engage in
the arts and creative thinking. Action seeks to develop a healthy
lifestyle through physical activity. Service with the community
offers a vehicle for new learning with academic value. The three
strands of CAS enhance students’personal and interpersonal
development through experiential learning and enable journeys
of self-discovery.
3. Diploma Programme subject groups
Group 1 – Studies in language and literature
Language A: literature – 55 languages offered
Language A: language and literature – 16 languages offered
Literature and performance (also group 6) – 3 languages offered
Group 2 – Language acquisition
Language B –23 languages offered
Language ab initio –12 languages offered
Classical languages – 2 languages offered
Group 3 – Individuals and societies
- Business and management
- Economics
- Geography
- History
- Information technology in a global society
- Philosophy
- Psychology
- Social and cultural anthropology
- World religions (SL only)
- Environmental systems and societies (also group 4)
Group 4 – Sciences
- Biology
- Chemistry
- Design technology
- Environmental systems and societies (also group 3)
- Physics
- Computer science
- Sports, exercise and health science (SL only)
Group 5 – Mathematics
- Mathematical studies SL
- Further Mathematics HL
- Mathematics SL
- Mathematics HL
Group 6 – The arts
- Music
- Theatre
- Visual arts
- Dance
- Film
- Literature and performance (also group 1)
Diploma Programme courses online
Students can enrol in a range of authorized DP courses online
offered via their IB World School through Pamoja Education Ltd.