The document summarizes information presented at a meeting of the board of exam providers for the International Baccalaureate (IB) program. It provides an overview of the growth and mission of the IB, describing its three educational programs serving students aged 3 to 19 in over 3,000 schools globally. It outlines the learner profile developed to articulate the values of the IB continuum of education and standards for implementing the programs. Details are given on student assessment, authorization processes, costs of offering IB programs, and the alignment of IB standards with college readiness and state standards. Research findings are presented showing high academic engagement and college success rates of IB students, including high-needs students.
The document discusses the International Baccalaureate (IB) Middle Years Programme (MYP). It provides an overview of the MYP framework which focuses on global contexts for learning, approaches to teaching, areas of interaction and learner profile attributes. It emphasizes developing students as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. Assessment in the MYP aims to support and encourage student learning through various strategies and tasks.
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 Middle Years Programme (MYP) is a curriculum framework from the International Baccalaureate aimed at students aged 11 to 16. The MYP focuses on developing internationally-minded and responsible learners through acquiring broad and balanced knowledge. It emphasizes approaches to learning, community and service, health and social education, environments, and human ingenuity. Assessment is criterion-related and includes self, peer, and teacher evaluation. The goal is to help students understand local and global issues and encourage responsible citizenship.
This document discusses key concepts of curriculum including its definition, components, aims, and evaluation. It defines curriculum as the total learning experiences provided to students, including course content, teaching methods, and extracurricular activities. The main components discussed are curriculum aims and objectives, content/subject matter, and experiences. It also outlines the aims of curriculum at the primary, secondary, and tertiary education levels. Finally, it provides an overview of the curriculum evaluation process.
Delivering learning coaching functions in an organisationLouis Colegsirgar
The document provides information about learning coaches and their role in supporting learners ages 14-19 in Wales. It explains that learning coaches help learners develop learning skills, understand their learning styles, and create individual learning pathways. Learning coaches provide regular one-on-one and group support to help learners overcome barriers and ensure they have access to personal support and career guidance. The document outlines the key functions of learning coaches and requirements for their training, which involves understanding learning styles, helping with transition periods, and developing reflection skills.
Delivering learning coaching functions in an organisation2Louis Colegsirgar
The document discusses the role of learning coaches in supporting students ages 14-19 in developing learning skills and individual learning pathways through regular coaching sessions, helping with transitions, and addressing any barriers to learning. It outlines the key functions of learning coaches in areas like developing learning styles, motivation, and goal-setting. Guidelines are provided for how learning coaching should be delivered and structured within an organization to best support students.
The document discusses key aspects of education in the Philippines including:
- The K-12 basic education system consisting of kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school.
- Subjects taught at different levels with a focus on specialization in senior high school career tracks.
- Relevant laws and policies that aim to strengthen the Philippine education system such as the Enhanced Basic Education Act, Kindergarten Education Act, and Magna Carta for Teachers.
- Qualities of an effective global teacher including understanding diverse cultures and embracing technology in teaching.
The Primary Years Programme (PYP) is a curriculum framework for students aged 3 to 12 that focuses on developing inquiring, knowledgeable and caring young people. It uses six transdisciplinary themes of global significance to structure teaching and learning. The essential elements that shape the PYP include knowledge, concepts, skills, attitudes and action. Key concepts explored across subjects include form, function, causation, change, connection and responsibility. Students engage in units of inquiry that allow them to construct meaning and develop understanding of important ideas.
The document discusses the International Baccalaureate (IB) Middle Years Programme (MYP). It provides an overview of the MYP framework which focuses on global contexts for learning, approaches to teaching, areas of interaction and learner profile attributes. It emphasizes developing students as inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. Assessment in the MYP aims to support and encourage student learning through various strategies and tasks.
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 Middle Years Programme (MYP) is a curriculum framework from the International Baccalaureate aimed at students aged 11 to 16. The MYP focuses on developing internationally-minded and responsible learners through acquiring broad and balanced knowledge. It emphasizes approaches to learning, community and service, health and social education, environments, and human ingenuity. Assessment is criterion-related and includes self, peer, and teacher evaluation. The goal is to help students understand local and global issues and encourage responsible citizenship.
This document discusses key concepts of curriculum including its definition, components, aims, and evaluation. It defines curriculum as the total learning experiences provided to students, including course content, teaching methods, and extracurricular activities. The main components discussed are curriculum aims and objectives, content/subject matter, and experiences. It also outlines the aims of curriculum at the primary, secondary, and tertiary education levels. Finally, it provides an overview of the curriculum evaluation process.
Delivering learning coaching functions in an organisationLouis Colegsirgar
The document provides information about learning coaches and their role in supporting learners ages 14-19 in Wales. It explains that learning coaches help learners develop learning skills, understand their learning styles, and create individual learning pathways. Learning coaches provide regular one-on-one and group support to help learners overcome barriers and ensure they have access to personal support and career guidance. The document outlines the key functions of learning coaches and requirements for their training, which involves understanding learning styles, helping with transition periods, and developing reflection skills.
Delivering learning coaching functions in an organisation2Louis Colegsirgar
The document discusses the role of learning coaches in supporting students ages 14-19 in developing learning skills and individual learning pathways through regular coaching sessions, helping with transitions, and addressing any barriers to learning. It outlines the key functions of learning coaches in areas like developing learning styles, motivation, and goal-setting. Guidelines are provided for how learning coaching should be delivered and structured within an organization to best support students.
The document discusses key aspects of education in the Philippines including:
- The K-12 basic education system consisting of kindergarten, 6 years of elementary, 4 years of junior high school, and 2 years of senior high school.
- Subjects taught at different levels with a focus on specialization in senior high school career tracks.
- Relevant laws and policies that aim to strengthen the Philippine education system such as the Enhanced Basic Education Act, Kindergarten Education Act, and Magna Carta for Teachers.
- Qualities of an effective global teacher including understanding diverse cultures and embracing technology in teaching.
The Primary Years Programme (PYP) is a curriculum framework for students aged 3 to 12 that focuses on developing inquiring, knowledgeable and caring young people. It uses six transdisciplinary themes of global significance to structure teaching and learning. The essential elements that shape the PYP include knowledge, concepts, skills, attitudes and action. Key concepts explored across subjects include form, function, causation, change, connection and responsibility. Students engage in units of inquiry that allow them to construct meaning and develop understanding of important ideas.
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.
This document discusses grading in a differentiated classroom. It begins by outlining traditional grading approaches like percentage, letter, norm-referenced, and mastery grading. It notes that a modification is needed to better accommodate student differences. The key principles of grading in a differentiated classroom are to clearly communicate standards and expectations, and provide accurate reporting of student progress and achievement against defined standards. Approaches discussed include portfolio assessment, a common grading scale, dual reporting of achievement and progress, communicating with parents, and various record keeping methods like gradebooks, student work folders, and activity charts.
Collaborative approaches in special educationAhmed Bilal
In special education, the term "collaboration" refers to a team-teaching approach. In addition to the regular classroom teacher and the special education teacher, a collaborative team may also include speech, occupational, and/or physical therapists.
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.
Silverton Primary School is located in Noble Park North, Victoria, Australia. It has 373 students from diverse backgrounds. The school uses an open plan design with learning centers instead of traditional classrooms. It focuses on developing students' valuable learning habits like being thinkers, communicators, inquirers and risk-takers. The school emphasizes team teaching, student-centered learning, inquiry-based learning, and integrating ICT throughout the curriculum. Professional development for teachers is research-based and focused on innovative practices.
This document discusses the curriculum for elementary teacher education. It begins by explaining that teacher education curriculum needs to focus on developing teaching skills and constructing knowledge rather than just acquiring knowledge. It then outlines some key objectives of an elementary teacher education curriculum, including describing curriculum concepts and discussing elementary teacher education curriculum. The document goes on to compare elementary teacher education in the US and Pakistan, noting requirements and standards for beginning teachers in the US such as having a bachelor's degree and completing an approved education program.
The document provides an agenda and materials for a district leadership team planning retreat focused on empowering student learning and achievement. The retreat will cover [1] expectations for core instruction and interventions, [2] aligning these expectations to school improvement plans, and [3] developing protocols for monitoring implementation and results.
This document proposes establishing a "School for Management Teachers" in India to provide training to management faculty. The goal is to develop "IMS - Indian Management Service" and train faculty using world-class teaching methodologies. The school would offer intensive training programs over various durations to groom young faculty and impart skills in areas like case study methodology, teaching pedagogy, and research. The training is aimed at developing excellent faculty who can drive India's knowledge economy and help management institutions achieve global standards of teaching excellence.
The document summarizes the Philippine Qualifications Framework (PQF). It establishes the PQF to adopt national standards for education outcomes, support pathways between education/training sectors and the labor market, and align the PQF with international frameworks. Key aspects of the PQF include its 8 qualification levels defined by knowledge, skills and independence; benefits for individuals, employers, and providers; and institutionalization through an Executive Order creating a National Coordinating Committee. Technical working groups were established to develop aspects of the PQF such as qualifications registers, pathways and equivalencies, quality assurance, and international alignment.
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.
The document discusses the competencies needed by modern teachers. It defines competency as a combination of knowledge, skills, and behaviors used to improve performance. The modern teacher needs competencies in classroom management, effective teaching practices, assessment, and technology skills. Specifically, they must be able to facilitate critical thinking, problem solving, and active learning while helping students develop responsibilities. Teachers also require cultural competency and the ability to incorporate innovations to meet changing needs.
The document outlines the philosophy, vision, mission, and objectives of the Training & Development department of an Islamic school. The department aims to help teachers develop skills and knowledge, provide character building and leadership development for students, and offer parenting workshops and education for parents. It describes the different sections within the department, including ones for teacher counseling, student development, and parent education. It also outlines various training methodologies, such as cognitive and behavioral approaches, and management development techniques like on-the-job and off-the-job training.
This document discusses strategies for improving teacher training programs for foreign language teachers, specifically English teachers, in Sudan and Saudi Arabia. It suggests abolishing colleges of education and replacing them with one-year training courses after undergraduate degrees for teachers. This would attract more motivated candidates into teaching. The training would equip teachers with pedagogical knowledge and classroom skills. The document also discusses the importance of language proficiency and communicative ability in teacher training programs, as well as balancing methodology training with language improvement. It provides historical context on the introduction and development of English language education in Sudan and Saudi Arabia.
An Introduction to Competency Based Language Teaching to Undergraduate Studen...ijtsrd
Unlike a traditional way, competency based language learning and teaching become influential in the education sector. This paper focuses on introduction to competency based language teaching to undergraduate students in universities. To reflect the subject matter, the definition of competency and characteristics of competency are presented. It is followed by course goals and learning objectives and instructional outcomes which are the foundation of Blended course design. Also, the teacher roles in competency based education and instructional strategies for undergraduate students to achieve the learning objectives are also discussed. methods of assessing student learning are also presented to gain evidence that the students are able to meet their learning goals. Toe Toe | Tin Tin Ohn ""An Introduction to Competency-Based Language Teaching to Undergraduate Students in Universities"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23196.pdf
Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/23196/an-introduction-to-competency-based-language-teaching-to-undergraduate-students-in-universities/toe-toe
Special Education Students in the Face of Common Core Standards: A Common Mis...Ernest Bell
This document provides an overview of key considerations for implementing Common Core State Standards for special education students. It discusses the background of CCSS, considerations for administrators, developing standards-based goals and objectives, accommodations, and specifics of CCSS for language arts and mathematics. Examples are provided to demonstrate how to unpack standards and write measurable goals aligned to a student's present levels of performance.
This document provides an overview of teacher education systems in Pakistan and Scotland. It discusses the goals and structures of teacher education in each country. In Pakistan, teacher education aims to develop teaching skills, pedagogical theory, and professional skills. It occurs through traditional religious-based education and modern formal education. Challenges include regional disparity and lack of trained teachers. In Scotland, teacher education aims to promote self-development and loyalty to the country. It follows a curriculum for excellence focused on skills and personal attributes. Science education includes 8 subject areas. References for further information are also provided.
The document discusses the National Competency-Based Teacher Standards (NCBTS), which provides an integrated framework that defines effective teaching. It has 7 domains that describe different aspects of teaching performance, with strands and indicators under each domain. The NCBTS aims to guide teacher training, development, and evaluation by describing the knowledge and skills expected of teachers. It is intended to be used by various organizations to improve teaching quality.
This 3 credit graduate course focuses on reflective diagnostic literacy teaching and includes a fieldwork practicum. The course objectives are for students to learn how to administer and interpret literacy assessments, develop instruction based on assessment results, tutor struggling readers while reflecting on their teaching, and present their work to inform future instruction. Major assignments include participating in online discussions, completing a case study involving assessing a student, developing instruction, tutoring the student, and presenting the work. The course addresses state teaching standards and the university's focus on preparing educational leaders who promote equity and excellence.
The document discusses the teaching profession and the standards of practice for teachers. It outlines the purposes of the standards as inspiring a shared vision, identifying distinctive values/skills, guiding professional judgment, and promoting a common language for teachers. The standards themselves are a commitment to students and learning, professional knowledge, professional practice, ongoing learning, and leadership in learning communities. The document emphasizes that no teacher stands alone and that teachers shape society through their work with students.
The International Baccalaureate (IB) aims to develop inquiring, knowledgeable and caring young people through a rigorous academic program and the development of strong personal values. The IB Diploma Program is a 2-year curriculum taken in the final years of secondary school that focuses on six subject groups, the extended essay, theory of knowledge course, and creativity, activity, service requirements. Universities globally recognize the IB Diploma as preparing students well for higher education.
The International Baccalaureate (IB) aims to develop inquiring, knowledgeable and caring young people through a rigorous academic program and core values of international mindedness. The IB Diploma Program is a 2-year curriculum for students aged 16-19 that focuses on three core elements: courses, the extended essay, and creativity/activity/service. Students develop strong research, critical thinking and presentation skills to succeed at university. The IB is recognized globally for its challenging standards and preparation of students.
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.
This document discusses grading in a differentiated classroom. It begins by outlining traditional grading approaches like percentage, letter, norm-referenced, and mastery grading. It notes that a modification is needed to better accommodate student differences. The key principles of grading in a differentiated classroom are to clearly communicate standards and expectations, and provide accurate reporting of student progress and achievement against defined standards. Approaches discussed include portfolio assessment, a common grading scale, dual reporting of achievement and progress, communicating with parents, and various record keeping methods like gradebooks, student work folders, and activity charts.
Collaborative approaches in special educationAhmed Bilal
In special education, the term "collaboration" refers to a team-teaching approach. In addition to the regular classroom teacher and the special education teacher, a collaborative team may also include speech, occupational, and/or physical therapists.
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.
Silverton Primary School is located in Noble Park North, Victoria, Australia. It has 373 students from diverse backgrounds. The school uses an open plan design with learning centers instead of traditional classrooms. It focuses on developing students' valuable learning habits like being thinkers, communicators, inquirers and risk-takers. The school emphasizes team teaching, student-centered learning, inquiry-based learning, and integrating ICT throughout the curriculum. Professional development for teachers is research-based and focused on innovative practices.
This document discusses the curriculum for elementary teacher education. It begins by explaining that teacher education curriculum needs to focus on developing teaching skills and constructing knowledge rather than just acquiring knowledge. It then outlines some key objectives of an elementary teacher education curriculum, including describing curriculum concepts and discussing elementary teacher education curriculum. The document goes on to compare elementary teacher education in the US and Pakistan, noting requirements and standards for beginning teachers in the US such as having a bachelor's degree and completing an approved education program.
The document provides an agenda and materials for a district leadership team planning retreat focused on empowering student learning and achievement. The retreat will cover [1] expectations for core instruction and interventions, [2] aligning these expectations to school improvement plans, and [3] developing protocols for monitoring implementation and results.
This document proposes establishing a "School for Management Teachers" in India to provide training to management faculty. The goal is to develop "IMS - Indian Management Service" and train faculty using world-class teaching methodologies. The school would offer intensive training programs over various durations to groom young faculty and impart skills in areas like case study methodology, teaching pedagogy, and research. The training is aimed at developing excellent faculty who can drive India's knowledge economy and help management institutions achieve global standards of teaching excellence.
The document summarizes the Philippine Qualifications Framework (PQF). It establishes the PQF to adopt national standards for education outcomes, support pathways between education/training sectors and the labor market, and align the PQF with international frameworks. Key aspects of the PQF include its 8 qualification levels defined by knowledge, skills and independence; benefits for individuals, employers, and providers; and institutionalization through an Executive Order creating a National Coordinating Committee. Technical working groups were established to develop aspects of the PQF such as qualifications registers, pathways and equivalencies, quality assurance, and international alignment.
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.
The document discusses the competencies needed by modern teachers. It defines competency as a combination of knowledge, skills, and behaviors used to improve performance. The modern teacher needs competencies in classroom management, effective teaching practices, assessment, and technology skills. Specifically, they must be able to facilitate critical thinking, problem solving, and active learning while helping students develop responsibilities. Teachers also require cultural competency and the ability to incorporate innovations to meet changing needs.
The document outlines the philosophy, vision, mission, and objectives of the Training & Development department of an Islamic school. The department aims to help teachers develop skills and knowledge, provide character building and leadership development for students, and offer parenting workshops and education for parents. It describes the different sections within the department, including ones for teacher counseling, student development, and parent education. It also outlines various training methodologies, such as cognitive and behavioral approaches, and management development techniques like on-the-job and off-the-job training.
This document discusses strategies for improving teacher training programs for foreign language teachers, specifically English teachers, in Sudan and Saudi Arabia. It suggests abolishing colleges of education and replacing them with one-year training courses after undergraduate degrees for teachers. This would attract more motivated candidates into teaching. The training would equip teachers with pedagogical knowledge and classroom skills. The document also discusses the importance of language proficiency and communicative ability in teacher training programs, as well as balancing methodology training with language improvement. It provides historical context on the introduction and development of English language education in Sudan and Saudi Arabia.
An Introduction to Competency Based Language Teaching to Undergraduate Studen...ijtsrd
Unlike a traditional way, competency based language learning and teaching become influential in the education sector. This paper focuses on introduction to competency based language teaching to undergraduate students in universities. To reflect the subject matter, the definition of competency and characteristics of competency are presented. It is followed by course goals and learning objectives and instructional outcomes which are the foundation of Blended course design. Also, the teacher roles in competency based education and instructional strategies for undergraduate students to achieve the learning objectives are also discussed. methods of assessing student learning are also presented to gain evidence that the students are able to meet their learning goals. Toe Toe | Tin Tin Ohn ""An Introduction to Competency-Based Language Teaching to Undergraduate Students in Universities"" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-3 , April 2019, URL: https://www.ijtsrd.com/papers/ijtsrd23196.pdf
Paper URL: https://www.ijtsrd.com/other-scientific-research-area/other/23196/an-introduction-to-competency-based-language-teaching-to-undergraduate-students-in-universities/toe-toe
Special Education Students in the Face of Common Core Standards: A Common Mis...Ernest Bell
This document provides an overview of key considerations for implementing Common Core State Standards for special education students. It discusses the background of CCSS, considerations for administrators, developing standards-based goals and objectives, accommodations, and specifics of CCSS for language arts and mathematics. Examples are provided to demonstrate how to unpack standards and write measurable goals aligned to a student's present levels of performance.
This document provides an overview of teacher education systems in Pakistan and Scotland. It discusses the goals and structures of teacher education in each country. In Pakistan, teacher education aims to develop teaching skills, pedagogical theory, and professional skills. It occurs through traditional religious-based education and modern formal education. Challenges include regional disparity and lack of trained teachers. In Scotland, teacher education aims to promote self-development and loyalty to the country. It follows a curriculum for excellence focused on skills and personal attributes. Science education includes 8 subject areas. References for further information are also provided.
The document discusses the National Competency-Based Teacher Standards (NCBTS), which provides an integrated framework that defines effective teaching. It has 7 domains that describe different aspects of teaching performance, with strands and indicators under each domain. The NCBTS aims to guide teacher training, development, and evaluation by describing the knowledge and skills expected of teachers. It is intended to be used by various organizations to improve teaching quality.
This 3 credit graduate course focuses on reflective diagnostic literacy teaching and includes a fieldwork practicum. The course objectives are for students to learn how to administer and interpret literacy assessments, develop instruction based on assessment results, tutor struggling readers while reflecting on their teaching, and present their work to inform future instruction. Major assignments include participating in online discussions, completing a case study involving assessing a student, developing instruction, tutoring the student, and presenting the work. The course addresses state teaching standards and the university's focus on preparing educational leaders who promote equity and excellence.
The document discusses the teaching profession and the standards of practice for teachers. It outlines the purposes of the standards as inspiring a shared vision, identifying distinctive values/skills, guiding professional judgment, and promoting a common language for teachers. The standards themselves are a commitment to students and learning, professional knowledge, professional practice, ongoing learning, and leadership in learning communities. The document emphasizes that no teacher stands alone and that teachers shape society through their work with students.
The International Baccalaureate (IB) aims to develop inquiring, knowledgeable and caring young people through a rigorous academic program and the development of strong personal values. The IB Diploma Program is a 2-year curriculum taken in the final years of secondary school that focuses on six subject groups, the extended essay, theory of knowledge course, and creativity, activity, service requirements. Universities globally recognize the IB Diploma as preparing students well for higher education.
The International Baccalaureate (IB) aims to develop inquiring, knowledgeable and caring young people through a rigorous academic program and core values of international mindedness. The IB Diploma Program is a 2-year curriculum for students aged 16-19 that focuses on three core elements: courses, the extended essay, and creativity/activity/service. Students develop strong research, critical thinking and presentation skills to succeed at university. The IB is recognized globally for its challenging standards and preparation of students.
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.
The document summarizes the International Baccalaureate Career-related Certificate (IBCC). The IBCC incorporates the educational principles of the IB into a unique program that allows students to specialize in a career-related pathway. Students take IB Diploma Program courses, complete a career-related study, an IB core that emphasizes critical thinking and intercultural understanding, community service, and a reflective project on an ethical issue. The IBCC aims to develop college and career ready students with strong academic and technical foundations as well as research, communication, and self-management skills.
The Middle Years Programme (MYP) is a curriculum framework from the International Baccalaureate aimed at students aged 11 to 16. The MYP focuses on developing internationally-minded and responsible learners through an interdisciplinary curriculum incorporating language, humanities, sciences, mathematics, arts, physical education and technology. Key concepts of the MYP include communication, intercultural understanding, and holistic development of learners. Assessment is criterion-related and includes self, peer and teacher evaluation.
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.
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.
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.
The document provides an overview of the Primary Years Programme (PYP) from the International Baccalaureate Organization. It describes the PYP as a framework for students aged 3 to 12 that focuses on developing the whole child through inquiry-based learning. Key elements of the PYP include its transdisciplinary themes, learner profile, essential elements of knowledge, concepts, skills, attitudes and action. The PYP curriculum is defined by the written, taught and assessed aspects that inform each other.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts: awareness and understanding, areas of interaction, communities and service, human ingenuity, and environments. Assessment in the MYP uses criterion-related assessment and a variety of strategies to support student learning and provide valid, reliable information on student progress.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning skills, intercultural awareness, communication skills, and subject knowledge through five interactive areas: arts, human ingenuity, environments, health and social studies. Assessment in the MYP uses criterion-related rubrics and a variety of strategies to support student learning and provide valid, reliable information on student progress.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts like exploration of real-world issues. Assessment in the MYP includes criterion-related internal and external assessments to evaluate student understanding and provide feedback to improve teaching.
The International Baccalaureate (IB) Middle Years Programme (MYP) provides a framework for students aged 11-16 that allows for flexibility based on national or local requirements while keeping the learner at the center. The MYP focuses on developing approaches to learning, intercultural awareness, communication skills, and subject areas through five contexts: awareness and understanding, action, reflection, human ingenuity, and environments. Assessment includes both internal and external components to evaluate student understanding and ensure the holistic nature of the program.
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 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.
The document outlines the Primary Years Programme (PYP), a curriculum framework for international primary education from the International Baccalaureate. The PYP is driven by beliefs in international-mindedness and developing inquiring, knowledgeable and caring young people. It presents the written, taught, and assessed dimensions of the curriculum. Key aspects include focusing on knowledge, concepts, skills, attitudes and action; using inquiry-based learning; and assessing to help students construct meaning throughout the learning process.
The document outlines the mission and goals of the International Baccalaureate (IB). The IB aims to develop inquisitive, knowledgeable, and compassionate young people who can help create a more peaceful world through cultural understanding and respect. To achieve this, the IB works with schools and governments to develop challenging international education programs and assessments. These programs encourage lifelong learning and an understanding that differences between people do not diminish their worth.
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.
How IB School Program will be the Game Changer in Developing Destiny.docx.pdfmitgurukul3
International Baccalaureate (IB) education system is a world-renowned school curriculum that offers four high-quality educational programmes to schools worldwide. Headquartered in Geneva, the governing body is International Baccalaureate Organization or IBO. The format and structure of the IB curriculum is aimed at developing intellectually curious, knowledgeable and socially conscious young people who make a positive impact on this world and become lifelong learners. The three pillars of IB are:
SEM 2011 Expanding ACCESS to International StudentsCISA-GMU
The document discusses George Mason University's ACCESS program, which was created to expand access to international students. [1] The program provides provisional admission to international freshmen who meet academic qualifications but have lower English proficiency. [2] It offers these students a comprehensive first-year experience including enhanced English courses, advising, and extracurricular support. [3] An evaluation found the program exceeded its first-year retention target and received positive feedback, though it requires ongoing adjustments to balance resources and fully develop the enrollment model.
2. Over 40 years ...
What started as a single programme
for internationally mobile students has
today grown to be three programmes
for students aged 3 to 19, experienced
by 800,000 students from 3,000 public
and private schools in 136 countries.
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3. IB Mission
. . . develop inquiring, knowledgeable and caring young people who help to create
a better and more peaceful world through intercultural understanding and respect
IB Learner Profile
A long-term vision of education, a set of ideals that can inspire, motivate and focus
the work of schools and teachers, uniting them in a common purpose
IB Programme Standards and Practices
set of criteria for measuring progress in implementation in the program
IB Continuum of Learning
PYP MYP Diploma
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4. Programmes : What is the learner profile?
It’s the IB mission statement translated into a set of learning outcomes for the 21 st century.
The attributes of the learner profile express the values inherent to the IB continuum of
international education: these are values that should infuse all elements of the three
programmes and, therefore, the culture and ethos of all IB World Schools.
IB programmes promote the education of the whole person, emphasizing intellectual,
personal, emotional and social growth through all domains of knowledge.
IB learners strive to be:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
Page 4 Page 4
5. International Education and the IB
International-mindedness - an ability to understand and interact with others, knowledge of other
cultures and histories, ability to speak in more than language and consider issues from multiple
points of view
•Getting hold of accurate information about the world, from many sources
•Having critical thinking skills to analyze this information, and distinguish accurate from inaccurate
info; truth from propaganda
•Learning the art of negotiation at all levels of human interaction
•Understanding what culture is and why different cultural groups behave differently
•Understanding other nation’s priorities
•Being able to study in depth and grasp issues that cross national frontiers
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6. Countries with IB World Schools
There are 3,000 IB Schools Worldwide in 136 countries. 56% of these schools are public.
In the US, there are more than 1,000 IB World Schools, 92% of which are public.
7. IB programme growth
IB authorized 401
programmes in
2008
- roughly equal to
the total number
of programs
authorizedin 1993.
Programme 5 Yr CAGR
PYP 27.75%
MYP 12.65%
DIPLOMA 10.43%
Total 12.98%
8. The Continuum
The three IB programs each contain four core elements:
Primary
Diploma Middle Years Years
Ages 16 - 19 Ages 11 - 16 Ages 3 - 12
Student Professional School Authorization
Curriculum
assessment development and Evaluation
• require study across a broad range of subjects drawing on content from educational cultures across
the world
• gives special emphasis to language acquisition and development
• encourage learning across disciplines
• focus on developing the skills of learning and encourage positive attitudes towards learning
• include, to a varying extent, the study of individual subjects and of transdisciplinary areas
• provide students with opportunities for individual and collaborative planning and research
• include a community service component requiring action and reflection.
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9. What is the Diploma Programme?
The curriculum contains six subject groups and a core of three parts.
Students study concurrently:
• Six subjects at
higher level (240 hours each) and
standard level
(150 hours each).
• Extended Essay – Paper of Original
Research, 4,000 words
• Theory of Knowledge – A course on
critical thinking that encourages
students to make connections across
disciplines
• Creativity Action Service (CAS) –
Includes 150 hours of community
service
Students gain an understanding of connections across the curriculum… They realize that
a topic like immigration is relevant even for math class. They see how each area
connects to create the world in which we live.
Page 9 --IB Teacher Page 9
10. IB Assessment and Scoring
• Exams are scored and
moderated multiple times to
insure accuracy and monitor
work of examiners.
• All 4,000 examiners are
‘quality checked’ through a
process of moderation.
• Exams are remarked if there
are unexpected deviations.
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11. What is special about IB assessment?
IB assessment is rigorous, criterion related, consistent and differentiating of student
ability.
• Diploma Programme assessment includes • The diploma is graded over 45 points giving
both final examinations and internal ample scope to differentiate student ability
assessment undertaken by the teacher to IB
criteria and then externally moderated by • Marks awarded for each course range from
the IB. 1 (lowest) to 7 (highest).
• The IB undertakes random inspections of • Diploma is awarded to students who gain at
schools during exams. least 24 points.
• Results are published on 5 July for May • Diploma Programme assessment – principles
session and 5 January for the November and practice – available on www.ibo.org
session.
“There’s nothing mystifying about this programme, except perhaps for the name. It doesn’t
supersede the existing curriculum at a school, it enhances it. It injects an element of global
standardization that is very appealing in today’s world... Offering the IB curriculum is a great way to
give our students an advantage.”
Mollie Pilling, IB English Teacher, St. Paul’s School
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12. IB DP Assessment
• Designed to develop higher order cognitive skills, synthesis/analytical thinking and
intellectual initiative
• Focus on students’ analytical skills, ability to integrate their learning, creativity, ability
to work collaboratively, and written and oral expression skills
• Varied assessment tasks over the length of the Assessment Types
course
• Oral
• Balance of tasks that are independent and • Multiple choice
supervised
• Short answer
• Each subject has 3 or 4 components, with no • Portfolio
component worth less than 20% or more than • Essay
50%
• Exhibition
• Assessment is a combination of Internal • Performance
assessments that are given by the teachers and
• Independent research
external assessments given by the IB
Example: English A1
2 unsupervised papers (1 analytical, 1 comparative)
2 oral examinations (1 prepared, 1 extemporaneous)
2 timed written exams (1 based upon works read, 1 based upon unseen passage) Page 12
16. IB Students and Engagement
Data from the 2008 High School Survey of Student Engagement (HSSSE) by Indiana University’s School of
Education
Numbers below represent the mean score for student responses to a series of questions relating to the
dimension of Academic/Intellectual/Cognitive Engagement on a scale of 0 to 65.
Types of Questions Asked in This
Dimension
•Hours spent in a typical week:
Reading and studying for class
•Teachers try to engage me in
classroom discussions
•How often have you: Worked on
a paper or project that required
you to do research outside of
assigned texts?
•How often have you: Connected
ideas or concepts from one class
(or subject area) to another?
Source: Data from 2008 HSSSE Survey, Indiana University School of Education
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17. Academic Engagement of IB Students
Data from the 2008 High School Survey of Student Engagement (HSSSE) by Indiana University’s School of
Education
Numbers below represent the mean score for student responses to a series of questions relating to the
dimension of Academic Engagement on a scale of 0 to 65.
Comparison within a school
School used in this comparison is
nonselective IB program,
approximately 200 candidates sit
for IB exams.
•400 students indicated that they
take IB classes.
•School offers both AP and IB.
•Approximately 85% of the
students are proficient in math
and reading.
•56% of the school population is
African-American or Hispanic.
•20% of the students are low-
income.
Source: Data from 2008 HSSSE Survey, Indiana University School of Education Page 17
18. IB Standards and College Readiness
Alignment Study
•Develop and define academic content standards for the IB Diploma Program
•Align IB’s academic content standards with the Knowledge and Skills for University
Success (KSUS)
•Align the IB standards with several states
Key Finding
“The results of this study clearly confirm the strong relationship between the IB Programme
and standards for college readiness and success. The IB standards demonstrate a very high
degree of alignment with the KSUS standards in all subject areas. In addition, many the
individual IB standards are at a level more advanced than entry-level college courses. . . In
short, students who participate successfully in IB should be well prepared to succeed in
entry-level college general education courses and in some cases to have already learned
material covered in such courses.”
- David Conley and Terri Ward, Educational Policy Improvement Center, Eugene, Oregon
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19. IB Students in Postsecondary Education
*Source: US Census, the Integrated Postsecondary Education Data System (IPEDS) of NCES, and
the National Student Clearinghouse
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20. IB and high-needs students
The Diploma Program (the “DP”) stands out among other
high school curricula available today in the U.S. public
education system because it offers a rigorous, aligned,
integrated instructional system that is both appropriate and
valuable for students of average skill proficiency, and
transformative for minority and low-income, i.e., “high-
needs,” students.
Understanding and Closing the IB Diploma Gap for High-
Needs Students in the United States by McKinsey for the
Diploma Gap Study, September 2008
Page 20 Page 20
21. IB and State Standards
• In their report, Chester Finn and Sheila Byrd
found that IB program and assessments are
“rigorous, fair and intellectually richer than
almost any state standard and exam for high
school that we’ve seen.”
• In addition, they recommended that policy
makers “either make state high school exit
requirements and assessments more like” IB
or allow “credits to serve as proof that
students have met rigorous high school exit
expectations.”
•“No Contest: Up Close, Typical State Biology Standards Don't Have the Content or
Coherence of the International Baccalaureate”, American Educator, Spring 2008 by
Paul R. Gross, one of the science curriculum reviewers for the Fordham report.
Page 21
22. State policies supporting the IB
Policies Supporting the IB include the following:
• IB students receive exam fee subsidies,
favorable admissions and credit policies
WA
MT ND
ME
at state universities, based on their IB
Diploma or exam scores on certificates.
VT
OR MN
NH
MA
ID WI NY
SD
WY MI RI
CT
NV NE
IA
IL IN
OH
PA
DE
NJ
• IB World Schools receive special
funding for program implementation,
UT
CO WV MD
VA
CA KS MO KY
administration and teacher training.
NC
TN
AZ
OK
AR SC
NM
GA
• IB Courses are recognized as meeting
MS AL
TX
LA
FL
high school graduation requirements.
AK
HI
States with strong policies include California, Colorado, Florida, Georgia Minnesota, Oregon and
Texas.
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23. State Policies and International Education
State Policies Types of Policies Number of
States
Promoting 21st Century Skills Policies for international education; 21st Century 13
and International Education Skills; P-20 Alignment
Expanding Access to IB Financial incentives for schools and teachers 16
Programs implementing the IB; Fee subsidies for low-
income students
Supporting IB Professional Funding for IB teacher training 10
Development
Integrating IB into state Substitution or waiver of state assessments in 5
assessment systems high school for students in the IB
Aligning IB with higher IB Students qualify for special scholarships or 17
education systems tuition waivers; Favorable admissions and credit
policies for IB students within the state higher
education systems
Page 23
25. Working with States
We will provide work with the state
department of education to provide a one day
orientation seminar for districts and schools
in the state.
We will pay for presenters and materials, and
support from the IB office.
Page 25 Page 25
26. IB Professional Development
• Currently, IB trains more than 50,000 teachers and
administrators around the world.
• Another 50,000 use our Online Curriculum Center “The IB programme has
(OCC) to access subject and curriculum information, revitalized me as an educator
participate in a forum, or obtain information on new and I’ve also seen it revitalize
others. The IB is like nothing else.
developments and changes to the programs. I remember someone saying,
‘there are best practices
• IB offers 3 levels of training that range from everywhere, what this does is
create best practice in a whole
introduction and overviews of the programs to in-
school.’ Once you start seeing
depth exploration of special topics and seminars. the impact on kids and how it
really does make a difference,
• Training is available online, onsite and offsite. it’s amazing.”
• Workshop leaders are IB teachers and Jean Ramseyer, Primary and
Middle Years Coordinator, Lone
administrators with extensive experience in Pine Elementary and West Hills
curriculum development, assessment, and Middle School, Bloomfield,
implementation of the IB programs. Michigan
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27. Authorization Process for the Diploma Program
More information available at http://www.ibo.org/ibna/educators/.
Page 27
28. What does it cost to offer an IB programme?
Our fees vary by programme but are just one of the costs
experienced by a school.
IB Diploma Programme Fees (2009) per student
Primary Years Programme (08/09)
Authorization fees $17,000
$7,000 annual fee
$1,600 Evaluation after 4 years and then every 5
$1,400
years
Average school
Average school
size is 46
$1,200 size is 46
examined Middle Years Programme (08/09)
examined
$1,000 candidates Authorization fees $17,000
candidates
($850)
($850) $8,000 annual fee
$800
Fee
Moderation: $640 per subject and $60 per
$600
student
$400 Evaluation every five years
$200
$0 Other school costs
10 20 30 40 50 60 70 80 90 100 Teacher training
Number of candidates Postage and mailing
Additional staffing
Publications
Diploma Programme fees include fixed school fees (US$ 9,200) plus student
Special facilities (library, labs, etc)
registration fees (of $128 per candidate) of subject fees ($88 per subject).
Special services (enquiry upon results,
legalisation, etc)
29. How the IB model works in schools:
IB is without a doubt better than other curricula available to IB replaces the dinner table. The
high-needs students, and its more than just skills. It gives overlap and connections between
students a college experience with support, and that keeps classes help high-needs students create
high-needs students from being overwhelmed when they an academic world that makes sense to
do go to college. them. Where a more privileged
--IB District Coordinator student’s family helps them make
connections through conversations at
home, IB provides a richness for
What I like about IB is that they are very clear students whose parents might not have
about what they expect, so you can teach kids to gone to college, helping them make
succeed …the curriculum includes clear examples sense of the world and what they’re
of what student performance should look like learning.
--IB Principal --IB District Coordinator
IB standards are higher and
Students gain an understanding of connections across
clearer than all others. We
the curriculum… They realize that a topic like
use IB to plan, and line up
immigration is relevant even for math class. They see
other standards [e.g., state
how each area connects to create the world in which
of Illinois] accordingly
we live.
--IB District Coordinator
--IB Teacher
Page 29
Source: McKinsey analysis
30. The IB Difference
The IB provides:
• A continuum of education
• A high-quality education sustained for over 40 years
• An international perspective for all students
• A positive attitude to learning by encouraging students to ask
challenging questions, to critically reflect and to develop research skills
• Accessibility to our programmes to students
in a wide variety of schools—national, international,
public and private
.
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31. For More Information
Paul Campbell
Head of Outreach Services
Head of Regional Development
IB Americas
paul.campbell@ibo.org
646.315.9712
www.ibo.org.
Page 31 Page 31
33. Other IB Programs
• The Middle Years Program for
Grades 6-10
• The IB Career Related Certificate –
merging international education with
career and technical education
• See following slides
.
Page 33
34. Middle Years Programme
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
• Includes a community service
requirement
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
Page 34
35. MYP Areas of Interaction
Through approaches to learning, teachers What are the Areas of Interaction?
provide students with tools to:
•Approaches to learning
•Take responsibility for their own learning
•Community and service
•Develop awareness of how they learn best
•Health and social education
•Develop problem solving and decision making
•Environments
skills
•Human ingenuity (Homo faber)
•Develop awareness of thought processes and
learning strategies
•Develop critical, coherent and independent
thought
•Connect subject content to the real world Page 35
36. MYP Assessment
How do we assess student learning in the MYP?
Assessment in the Middle-Years Program (MYP), serves
students in grades 6-10 and feeds in to the DP is designed
to achieve the following objectives:
•support and encourage student learning by providing
feedback on the learning process;
•inform, enhance and improve the teaching process; Involves a range of task types
•promote positive student attitudes towards learning; Assessment of knowledge,
•promote a deep understanding of subject content by concepts, skills and attitudes
supporting students in their inquiries set in real-world Criterion referenced
contexts using the areas of interaction; Internally assessed (by teachers)
•promote the development of higher-order cognitive skills Externally moderated for global
by providing rigorous final objectives that value these standardization
skills.
“…candidates who wish to be stretched should, in my view, take the MYP. The rigour and work ethic it encourages will
assist them strongly if they wish to progress to a degree that will require them to really engage with their subject
discipline.”
- Mike Nicholson, Director of Undergraduate Admissions at the University of Oxford
Page 36
37. Authorization Process for the Middle Years Programme
More information available at http://www.ibo.org/ibna/educators/.
Page 37
38. IB Career-Related Certificate (IBCC)
2 IB Diploma IB Core: approaches
certificate courses, to learning; reflective
including one second project; community
language course service
10 schools in Vocational Planned for
qualifications offered
pilot by school
open offer
2011
Page 38
39. Locations of IBCC Pilot Schools
College Françoise- Xavier
Garneau, Quebec City, Oulu Vocational College,
North Karelia College,
Canada Oulu, Finland
Outokumpu, Finland
Windermere St.
Binghamton High
Anne’s School,
School, New York,
United Kingdom
USA
West Island School,
Pokfulam, Hong
Kong
Minneapolis Public
School District, USA
Wesley College,
Melbourne, Australia
Le Bocage International
Diera International School, Mount Ory,
School, Dubai, United Mauritius
Arab Emirates
Page 39