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Diploma Programme Descriptors

 

Category 1 and 2 workshops for Administrators

Category 1 and 2 Workshops for IB Diploma Programme coordinators

Category 1 and 2 for subject teachers

Category 1 and 2 for theory of knowledge (ToK) teachers

Category 1 and 2 for Librarians

Category 1 and 2 for Counselors and Career Guidance Officers

Category 1 and 2 for coordinators of creativity, action, service (CAS)

Category 3 workshops

 

For Administrators (school principals, heads and members of senior management teams)

 

Category 1 workshops

Workshops in this category are designed to help administrators implement the IB Diploma Programme in a manner that supports the IB mission statement and learner profile. They are appropriate for participants who are new to IB Diploma Programme administration at established IB World Schools and those from interested or candidate schools preparing for authorization.  Leaders who are experienced in IB Diploma Programme administration facilitate all of these workshops.

Participants will:

  • be introduced to the Diploma Programme hexagon to provide a context for the holistic learning experience of the Diploma Programme
  • discuss the challenges IB Diploma Programme administrators face and strategies to implement the IB Diploma Programme successfully in the context of individual schools
  • learn about important IB policies and procedures (e.g., school authorization documentation as appropriate), IB Diploma Programme handbook of procedures, IB Diploma Programme standards and practices, academic honesty.

 

Category 2 workshops

Workshops in this category are designed for school principals, heads of school, and members of senior management teams with at least two years’ experience in the role. Trained workshop leaders experienced in IB Diploma Programme administration facilitate all category 2 workshops.

Participants will:

  • discuss and analyze IB Diploma Programme standards and practices as they relate to each participant’s role
  •  reflect on the impact of the IB Diploma Programme within the school and wider community 
  • discuss the challenges faced by IB Diploma Programme administrators
  • explore strategies to improve both provision of and access to the IB Diploma Programme in the context of the schools in which participants work 
  • be informed about changes to the IB Diploma Programme
  • learn how to prepare for IB Diploma Programme evaluation
  • discuss strategies for supporting IB educators’ professional development
  • become familiar with important IB Diploma Programme policies and procedures.

 

For IB Diploma Programme coordinators

 

Category 1 workshops

These workshops are designed to prepare participants to implement the Diploma Programme in a manner that promotes the values encapsulated in the IB mission statement and learner profile.  They are appropriate for IB Diploma Programme coordinators new to the role at established IB World Schools and those from interested or candidate schools preparing for authorization.  All workshops are facilitated by trained workshop leaders experienced in IB Diploma Programme coordination.  

Participants will:

  • be introduced to the Diploma Programme hexagon to provide a context for the holistic learning experience of the Diploma Programme
  • discuss the role and responsibilities of the IB Diploma Programme coordinator and possible strategies for implementing the Diploma Programme in the context of the school in which participants work
  • become familiar with important IB policies and procedures (e.g., school authorization documentation (as appropriate)), IB Diploma Programme handbook of procedures, IB Diploma Programme standards and practices, and academic honesty
  • Learn how to use the online systems, such as IBIS and Online Curriculum Centre (OCC), which are vital to the role of the IB Diploma Programme coordinator.   

 

Category 2 workshops

These workshops are designed for coordinators with at least two years’ experience in the role.  All workshops are facilitated by trained workshop leaders experienced in IB Diploma Programme coordination.   

Participants will:

  • discuss and analyze IB Diploma Programme standards and practices in relation to their role
  • discuss the challenges that coordinators face
  • explore strategies to improve access to the IB Diploma Programme
  • enhance their understanding of assessment to ensure that teaching and learning activities promote student achievement
  • reflect on teaching and learning methodologies across the IB Diploma Programme hexagon
  • learn about any changes to the IB Diploma Programme
  • receive advice about preparing for IB Diploma Programme evaluation
  • discuss strategies for supporting IB educators’ professional development
  • examine IB Diploma Programme policies and procedures.

 

For Subject Teachers

 

Category 1 workshops

These workshops are designed to prepare participants to teach a specific Diploma Programme subject in a manner that promotes the values encapsulated in the IB mission statement and learner profile.  They are appropriate for teachers new to the IB Diploma Programme at established IB World Schools and teachers from interested or candidate schools preparing for authorization. All workshops are facilitated by trained workshop leaders experienced in IB Diploma Programme teaching.  

 

Participants will:

  • be introduced to the Diploma Programme hexagon to provide a context for the holistic learning experience of the Diploma Programme
  • focus on the subject-specific guide, which gives participants a clear understanding of their role and responsibilities as an IB Diploma Programme subject teacher (e.g., the aims and objectives of the subject and links with the IB mission statement, course content and assessment model)
  • understand the internal and external assessment requirements and practice marking sample student work using the appropriate criteria
  • learn how to develop appropriate assessment tasks and structure a course that integrates authentic assessment, provides students with the opportunity to develop skills at an appropriate pace and meets the demands of the internal and external assessment criteria 
  • explore appropriate teaching and learning strategies, including evaluating appropriate texts and materials  
  • be introduced to the purpose of the extended essay (EE) and role of the supervisor
  • consider the core and how students’ experiences in theory of knowledge (ToK) and creativity, action, service (CAS) can enhance teaching and learning across the Diploma Programme hexagon and discuss the importance of collaborating with other IB Diploma Programme teachers
  • become familiar with IB Diploma Programme policies and procedures (e.g., school authorization documentation (as appropriate), IB Diploma Programme handbook of procedures, IB Diploma Programme standards and practices, and academic honesty
  • learn how to use the Online Curriculum Centre (OCC) to access IB publications and network with other IB educators.

 

Category 2 workshops

These workshops are designed for participants with at least two years’ experience teaching the subject as part of the IB Diploma Programme. All workshops are facilitated by trained workshop leaders experienced in IB Diploma Programme teaching.

Participants will:

  • discuss and analyze IB Diploma Programme standards and practices
  • explore and share appropriate strategies to improve student access to the IB Diploma Programme, for example differentiating the curriculum and offering multilingual classrooms 
  • enhance their understanding of assessment to ensure that teaching and learning activities promote student achievement and address subject-specific assessment criteria, both internal and external 
  • consider authentic ways in which the IB philosophy, theory of knowledge (ToK), creativity, action, service (CAS) are manifested in the IB Diploma Programme classroom  
  • review the role of the extended essay supervisor and subject-specific assessment criteria  
  • learn about IB Diploma Programme policies and procedures
  • consider other opportunities available for experienced IB educators (for example, becoming an IB examiner or workshop leader)
  • discuss changes to the IB Diploma Programme.

 

For theory of knowledge (ToK) teachers

Category 1 workshops

These workshops are designed to prepare participants to teach ToK in a manner that promotes the values encapsulated in the IB mission statement and learner profile. They are appropriate for teachers new to the IB Diploma Programme at established IB World Schools and teachers from interested or candidate schools preparing for authorization.  All workshops are facilitated by trained workshop leaders experienced in IB Diploma Programme teaching.  
Participants will:
  • be introduced to the IB Diploma Programme hexagon to provide a context for the holistic learning experience of the Diploma Programme
  • focus on the ToK guide, which gives participants a clear understanding of their role and responsibilities as an IB Diploma Programme ToK teacher (for example, the aims and objectives of the course, links with the IB mission statement, course content and assessment model)
  • explore appropriate teaching and learning strategies that support the aims and objectives of the course, including evaluating appropriate texts and materials  
  • discuss the importance of integrating ToK across all subjects in the IB Diploma Programme hexagon and encouraging students to make cross-discipline links
  • consider the dynamic nature that exists between creativity, action, service (CAS) and ToK when emphasizing the importance of reflecting and developing self-awareness
  • Become familiar with IB Diploma Programme policies and procedures (e.g., school authorization documentation [as appropriate], IB Diploma Programme handbook of procedures, IB
  • Diploma Programme standards and practices, and academic honesty)
  • Learn how to use the Online Curriculum Centre (OCC) as a means of accessing IB publications and networking with other IB educators.

 

Category 2 workshops

These workshops are designed for participants with at least two years’ experience teaching the theory of knowledge (ToK) as part of the IB Diploma Programme. All workshops are facilitated by trained workshop leaders experienced in IB Diploma Programme teaching.  

Participants will:

  • discuss and analyze IB Diploma Programme standards and practices
  • explore and share appropriate strategies to improve student access to the IB Diploma Programme e.g. differentiating the curriculum, multilingual classrooms
  • enhance their understanding of assessment in ToK to ensure that teaching and learning activities promote student achievement and address ToK assessment criteria
  • improve the integration of ToK across all subjects in the IB Diploma Programme hexagon and encourage students to make cross-discipline links
  • examine the dynamic nature that exists between creativity, action, service (CAS) and  (ToK) when emphasizing the importance of reflection and developing self-awareness
  • discuss relevant IB Diploma Programme policies and procedures
  • consider other opportunities available for experienced IB educators, such as becoming an IB examiner or workshop leader
  • receive information about changes to the IB Diploma Programme.

 

For Librarians

 

Category 1 workshops

These workshops are designed to prepare participants to develop a library/media centre that promotes the values encapsulated in the IB mission statement and learner profile.  They are appropriate for librarians new to the IB Diploma Programme at established IB World Schools and those from interested or candidate schools preparing for authorization. All workshops are facilitated by trained workshop leaders experienced in supporting the IB Diploma Programme.  

Participants will:

  • be introduced to the IB Diploma Programme hexagon to provide a context for the holistic learning experience of the IB Diploma Programme
  • discuss ways that librarians can impact teaching and learning
  • discuss the challenges librarians face and strategies for success in the context of the school where participants work
  • become familiar with the IB Diploma Programme policies and procedures (e.g., school authorization documentation [as appropriate]), IB Diploma Programme handbook of procedures, IB Diploma Programme standards and practices, and academic honesty)
  • learn how to use the Online Curriculum Centre (OCC) to access IB publications and network with other IB educators.

 

Category 2 workshops

These workshops are designed for librarians with at least two years’ experience in the role within an IB Diploma Programme context.  All workshops are facilitated by trained workshop leaders experienced in supporting the IB Diploma Programme.  

Participants will:

  • discuss and analyze relevant IB Diploma Programme standards and practices
  • talk about challenges librarians face when supporting the IB Diploma Programme
  • enhance their understanding of assessment to enable collaboration between librarian and teacher to support student achievement
  • develop strategies for maintaining a library that supports the IB Diploma Programme
  • learn about Diploma Programme policies and procedures
  • consider other opportunities available for experienced IB educators, such as becoming a workshop leader
  • receive information about any changes to the IB Diploma Programme.

 

For Counselors and Career Guidance Officers

 

Category 1 workshops

These workshops are designed to help participants implement the IB Diploma Programme in a manner that promotes the values encapsulated in the IB mission statement and learner profile. They are appropriate for both participants new to the IB Diploma Programme at established IB World Schools and those from interested or candidate schools preparing for authorization. All workshops are facilitated by trained workshop leaders experienced in IB Diploma Programme teaching.

Participants will:

  • be introduced to the IB Diploma Programme hexagon to provide a context for the holistic learning experience of the IB Diploma Programme
  • discuss university recognition and the IB Diploma Programme 
  • discuss the challenges that counselors and career guidance officers face and strategies for implementing the IB Diploma Programme in the context of the school in which participants work
  • become familiar with IB Diploma Programme policies and procedures that counselors and career guidance officers need to be familiar with (e.g. school authorization documentation [as appropriate]), IB Diploma Programme handbook of procedures, IB Diploma Programme standards and practices, and academic honesty
  • learn how to use the Online Curriculum Centre (OCC) to access IB publications and network with other IB educators.

 

Category 2 workshops

These workshops are designed for participants with at least two years’ experience in the role within an IB Diploma Programme context.  All workshops are facilitated by trained workshop leaders experienced in IB Diploma Programme teaching.

Participants will:

  • discuss and analyze relevant IB Diploma Programme standards and practices
  • discuss the challenges that counselors and career guidance officers face
  • explore possible strategies to improve both provision of and access to the IB Diploma Programme
  • learn about university recognition and the IB Diploma Programme
  • reflect on the relationship between participants and other members of the school community
  • discuss relevant IB Diploma Programme policies and procedures
  • consider other opportunities available for experienced IB educators, for example becoming a workshop leader
  • receive information about any changes to the IB Diploma Programme.

 

 

For coordinators of creativity, action, service (CAS)

 

Category 1 workshops

These workshops are designed to support CAS coordinators develop a quality CAS programme that promotes the values encapsulated in the IB mission statement and learner profile.  They are appropriate for both coordinators new to the IB Diploma Programme at established IB World Schools and those from interested or candidate schools preparing for authorization.  All workshops are facilitated by trained workshop leaders experienced in IB Diploma Programme teaching.

 

Participants will:

  • be introduced to the IB Diploma Programme hexagon to provide a context for the holistic learning experience of the IB Diploma Programme
  • explore the experiential learning framework to gain a clear understanding of how this both relates to CAS and how CAS can support teaching and learning across the IB Diploma Programme hexagon
  • consider the dynamic nature that exists between CAS and theory of knowledge (ToK) when emphasizing the importance of reflection and developing self-awareness
  • learn about the types of conditions and activities that are suitable when developing a meaningful CAS experience that promotes the idea of “thinking globally, acting locally”
  • discuss what CAS means for the wider school community
  • consider the roles that the CAS coordinator and supervisor play and develop an understanding of how the roles differ
  • investigate what CAS means for the students’ personal successes and challenges 
  • discover the importance of students “owning” their personal CAS experience and self-evaluation
  • receive practical advice on appropriate strategies to ensure the smooth running of the CAS programme with specific reference to scheduling CAS, the use of student interviews, monitoring/advising and supervision  
  • become familiar with IB Diploma Programme policies and procedures that relate to CAS coordinators
  • learn how to use the Online Curriculum Centre (OCC) as a means of accessing IB publications and networking with other IB educators.

 

Category 2 workshops

These workshops are designed for participants with at least two years’ experience in the role of creativity, action, service (CAS) coordinator.  All workshops are facilitated by trained workshop leaders experienced in IB Diploma Programme teaching.

Participants will:

  • discuss and analyze IB Diploma Programme standards and practices
  • explore and share strategies to enhance current CAS programmes 
  • discuss ways to improve the interaction between CAS and subjects across the IB Diploma Programme hexagon
  • examine the dynamic nature that exists between CAS and theory of knowledge (ToK) when emphasizing the importance of reflection and developing self-awareness
  • review the impact of CAS on the wider school community 
  • learn about relevant IB Diploma Programme policies and procedures
  • consider other opportunities available for experienced IB educators, such as becoming a workshop leader
  • learn about any changes to the IB Diploma Programme.
 

Category 3 Workshops

 

Biology: Improving the Internal Assessment

This workshop is intended to help teachers in the development of student skills to meet the ideals and standards for IB internal assessment. Emphasis will be placed on designing lab tasks with sufficient complexity so students will engage in higher-level thinking. Participants will explore successful labs and practice coaching student work with the aim of providing feedback to students that is specific and insightful to student development. There will be discussion around the issues of sampling, moderation and communication with IB Cardiff.

 

Creating a school culture and developing strategies that promote and support diverse learners

Most schools strive to ensure college readiness for all students, yet many limit access to an IB education.  Although the IB is often recognized as one of the best preparations for college, a significant percentage of students are frequently excluded from the IB.  This workshop will help Diploma Programme administrators, IB coordinators, department heads, counselors and special education directors understand these inhibitors and identify policies, personnel and strategies that promote IB access for diverse learners.  The workshop will focus on access to IB courses and the full IB Diploma Programme.  It is designed to provide participants with resources and insight for developing an action plan to increase access to and grow the IB Diploma Programme in their school or district. Participants will discuss:  

  • Who can benefit from an IB education?
  • What does IB access mean?
  • What does success in the IB mean for IB students, teachers and schools?
  • Are the traits of the IB learner profile important for all students?
  • What factors can promote and inhibit access?
  • How can students with special needs access the IB?
  • What changes could an IB school make to significantly increase access?  What are the implications?
Participants will grapple with these questions and develop plans for promoting access in their schools.
 

Extended essay

This workshop will focus on helping schools design their own programmes for managing and teaching the extended essay process. Participants from experienced IB schools and those from newly authorized programmes are invited to attend. Participants will:

  • examine the 2007 extended essay manual and share best practices to gain an understanding of various methods of preparing students to be successful with the extended essay
  • learn about the extended essay requirements analyze and score sample extended essays that span the disciplines
  • examine subject area requirements for the extended essay
  • develop an understanding of the research process
  • examine the role of the extended essay supervisor and develop a plan for training
  • develop a school-based plan for integrating the extended essay process into the IB curriculum

 

Exploring Literature in Translation

This seminar will include three aspects: 1) the selection of appropriate texts from the new Prescribed Literature in Translation list; 2) the appropriate ways of studying the texts and following the required stages leading to the production of the assessment component, the Literature in Translation essay; 3) the ways in which the assessment essay can be approached, with evaluation of some sample scripts.

 

Interdisciplinarity and the World Studies Extended Essay (WSEE)

The world studies extended essay workshop is designed to give tutors full guidance on how to prepare and help students undertaking this extended essay option. Through interactive experiences, the workshop will prepare supervisors to guide students through two core learning dimensions of the WSEE--conducting rigorous interdisciplinary research (IDR) and developing a greater global consciousness [GC]. We will address questions such as: What is IDR? What is GC? What do we know from research about how students learn to conduct IDR and become more GC? How is the WSEE designed to promote quality IDR and GC? What kinds of learning experiences might best help students complete their WSEE successfully? What role do supervisors and school play in supporting student independent learning?  How do we assess students learning in the WSEE?

 

International Mindedness across the DP Hexagon

This workshop will focus on clarifying the concept of “international mindedness” with a central objective of distinguishing what international mindedness involves and what it does not. Building on this base, the workshop will explore ways of fostering the growth of international mindedness, including specific pedagogical strategies as well as a variety of resources, in all subject areas as well as the obstacles faced in pursuing this goal. A final component will involve developing a set of criteria which would allow teachers to determine their success in cultivating international mindedness.

 

Linking TOK and CAS

This course, designed for IB Diploma Programme coordinators, TOK teachers and CAS coordinators, will look at issues that students face in their CAS program, and see how TOK can facilitate the reflection that students make on projects and help clarify and develop their values systems. Delivered within an experiential framework, the course will focus on the complementary nature of CAS and TOK as both components of the IB Diploma Programme offer students an opportunity to develop ethical identities capable of building their own value system rationally and autonomously, and to make critical judgments of reality in a dynamic process of adaptation and transformation.  Through CAS and TOK, students actually learn how to live together and commit to building a better and more peaceful world – the focal point of the IB Mission Statement.

 

Navigating School-Supported Self-Taught Literature

This workshop is for experienced language A teachers and coordinators interested in implementing and running a mother tongue course in their schools.

Participants will:

  • Discuss the construction of a viable language policy based on the culture of their school
  • Learn how to encourage coordinators and teachers to implement school-supported Language A options within the Diploma Programme using a workable two-year syllabus or course template
  • clarify procedures that need to be followed for authoriuation to register a candidate for a special request language
  • discuss activities to help teachers develop strategies for preparing students for the alternative oral presentation, commentary, the world literature paper and Papers 1 and 2
  • discuss how to establish effective relationships with language tutors
  • focus on IB's external assessment requirements and discuss how to fulfil them by studying samples of student's written work (translated into English)

 

Physics: Internal Assessment & Experimental Work

This session is designed for experienced IB physics teachers who want to refresh and expand their knowledge of high school level experimental work in physics. This workshop will focus on internal assessment in the DP physics programme and as well as related experimental work. It will address both assessed and non-assessed activities, as well as the group 4 project, extended essays, the ICT requirements, and the treatment of errors and uncertainties. The criteria of Design, Data Collection & Processing, and Conclusion & Evaluation will be explained in detail. Investigations covered will range from low tech (investigating a bouncing ball) to high tech (computer modeling of a billiard ball collision, video analysis of projectile motion). Participants will learn how to produce a good 4/PSOW and how to survive the IA moderation

 

Spanish B: Building Thematic Units

The workshop will provide experienced educators the opportunity to engage in in-depth exploration of the new Group 2 Language B SL/HL core topics of Social Relationships, Global issues , and Communication and Media.  Participants will enhance their program delivery of Spanish Language and Literature through the preparation of thematic units that will enhance student language acquisition and intercultural competence.

 

Strategies for Literature in Translation in the new English A Literature

This seminar will include three aspects: 1) the selection of appropriate texts from the new Prescribed Literature in Translation list; 2) the appropriate ways of studying the texts and following the required stages leading to the production of the assessment component, the Literature in Translation essay; 3) the ways in which the assessment essay can be approached, with evaluation of some sample scripts.  Attention will also be given to the possible inclusion of Literature in Translation part 4.

 

Successfully Navigating University Recognition

This workshop will provide an overview of the IB and the DP and offer updates on developments within the DP relevant to recognition. Sessions will cover IB recognition around the world with a focus on US, UK, Canada, Australia; how the IB works with universities, how universities view the IB Diploma Programme; the process of university recognition; the role of various individuals in the recognition process (counselors, coordinators, IB associations); recognition information for students (tracking students, dates and deadlines, etc.); and best practices and strategies for developing or enhancing recognition. Participants will share tools, tips, and strategies for working with universities in admissions for IB students.

 

The role of the supervisor in Extended Essays

This workshop is designed for both new and experienced supervisors wishing to develop an appropriate framework of support for students while writing the extended essay. Participants will:

  • consider the purpose of the extended essay, in terms of the Diploma Programme and beyond
  • discuss the roles of all stakeholders: student, school, parents, the IB and universities
  • consider timelines and how to monitor progress
  • engage in activities to model the role of the supervisor
  • focus on the assessment criteria.

 

The importance of fieldwork in Environmental Systems and Society and Geography

is designed for experienced IB teachers of Geography and ESS who may be teaching the two programmes concurrently in their schools and are seeking areas of overlap and ideas, which enable courses to run in tandem with effective use of time and resources in the field.  The workshop also aims to examine the nature of fieldwork and the links to extended essay research which, although is a separate entity can use ‘the field’ as the major source of materials for research.

All workshops are facilitated by trained workshop leaders experienced in IB Diploma Programme teaching.

During the workshop there will be:

  • an examination of the importance and significance of Geography and  ESS in the 21st century – a holistic vision.
  • a focus on the aims of the two programmes and their assessment objectives.
  • a discussion on the nature of fieldwork and areas of compatibility between subject areas.
  • an opportunity to  examine types of fieldwork and experiments, as well as gauge the standard and simulate fieldwork ideas.
  • fieldwork in the local area an opportunity to explore the connections between fieldwork and areas of extended research (EEs).
  • an appraisal of the types of resources used and the merits of networking.

At the end of the workshop it is anticipated that participants will be confident in their ability and capacity to understand the links between areas of commonality (as well as differences) in the types of fieldwork best suited to the IB Geography and ESS programmes.   Participants should also have a sound grasp of the use of fieldwork and its use in extended essays and be prepared to provide students with the stimulus to produce appropriate fieldwork and practical reports.

 

Theory of knowledge across the curriculum

The workshop will focus on the nature of theory of knowledge (ToK) inquiry and how to introduce this form of inquiry into each of the Diploma Programme subjects. A central objective will be to distinguish between “disciplinary” patterns of thinking and “ToK” thinking.  Building on this base, the workshop will then explore ways to encourage students to actively engage in ToK thinking across all areas of the Diploma Programme curriculum.

 

TOK Integration across the Subjects

One of the aims of TOK is to provide an integrated framework in which knowledge in the other Diploma subjects can be compared, their methodology examined and similarities and differences noted. This workshop provides such a framework and furnishes it with examples. The workshop brings together subject teachers and TOK teachers to share a joint understanding of TOK and how to integrate it across all subjects.

 

Unwrapping the center of the hexagon: Extended essay; creativity, action, service; theory of knowledge

This workshop is an opportunity for coordinators and administrators to delve into the core of the Diploma Programme and analyze how the three components might be done differently in schools to ensure student success.  Participants will:

  • reflect on their current practice with respect to the extended essay; creativity, action, service; and theory of knowledge with a view to refining and honing their offerings
  • share best practice
  • share  ideas that might work
  • understand the relationships between these integral areas and why they are the glue that holds the Diploma programme together.