IB Asia Pacific Newsletter

Quarter Four, 2008

Diploma Programme

The following issues arose during the forum at the recent Regional Conference in Beijing. We welcome your comments on and responses to these notes.

Role and time release for DP coordinator

Several schools wished for more specific direction on the amount of time needed to fulfil the role of a DP coordinator.  In response, reference was first made to the IB practice (B1.8) that requires the coordinator to demonstrate ‘pedagogical leadership’. Such leadership clearly requires time, and if a school sees the coordinator’s role as only administrative, then the role will probably not be given appropriate time release.

It is not possible for the IB to provide a specific figure for time release required, as the context of each school is different, but many ‘average-sized’ schools see the role needing a 50% time release or more. The leadership role of the DP coordinator is given particular emphasis in the document ‘Diploma Programme – from principles to practice’ (see next agenda item).

Diploma Programme – from principles to practice

Schools asked when this document would be released on the OCC. It is due for release early in 2009, and will be an important document for administrators as well as coordinators. Amongst other things, it clarifies issues which have caused some discussion in the past. For example, ‘concurrency’ (practice A1.11) is defined more closely – all components of the DP, including the core elements of TOK and CAS, should be delivered over the two years of the programme (while acknowledging that revision time prior to exams can mean that there will sometimes be less focus on TOK and CAS in the last two months). While anticipated subjects provide an occasional exception to this concurrency, they should be introduced only in specific circumstances where there is genuine need (ie when there are extra national requirements in the final year) and are not to be viewed as a routine means to create spare time in the final year. This is especially so for group 2 subjects; it could be argued that if a student can successfully complete a language course in one year, then they have been misplaced in that course. To quote the Guides for group 2,

“If students are not adequately challenged by their choice of group 2 course they will have been denied an educational opportunity. If, for example, they have been advised to pursue an ab initio course when a language B would have been more appropriate, or a language B when an A2 would have been ideal, then they will have been, in effect, advised to seek the most expedient way to amass points, in an educationally sterile fashion. Students should be encouraged to pursue a course that is rigorous and worthwhile, and that will stand them in good stead for their tertiary studies and/or careers.”

Learner Profile across the curriculum

Schools are keen to ensure that the characteristics of the learner profile are embedded within the curriculum and they offered some suggestions on how this might be achieved. All suggestions began with an emphasis on staff discussion. Thereafter, specific strategies varied from school to school, with some including the learner profile in student reporting. But unless staff actually discuss how ‘thinkers’ or ‘risk-takers’ might look in a physics or geography class, then the terms are unlikely to have substance in the curriculum or the school.

New CAS guide

While there is much of importance in this new guide, two issues were emphasized:

The need to ensure that CAS involves a team approach under the guidance of the CAS coordinator, who should have sufficient time (comparable to the DP coordinator) to ensure that CAS receives the focus it merits as part of the core of the DP. The difference between a good IB school and a very good IB school is invariably the quality of its CAS programme rather than the magnitude of its results. The new CAS guide invites schools to view CAS as a school issue rather than a student issue.

The need to avoid counting (or even mentioning) hours. Provided students are engaged in CAS activities continuously throughout their DP years (approximately  a half school day per week – most students easily exceed this), then students will meet the requirement. The emphasis is on students’ quality of, reflection upon, and regular involvement with their CAS programme, and not on reaching a certain number of hours and then stopping!

Five year review process

It is acknowledged that the five year review process can be time consuming for schools, especially when there is a new coordinator at a school who has to start from scratch. This latter point emphasizes the need for schools to be in the process of self-review on a continuous basis, so that the IB’s review is the culmination of regular review. Many schools, especially new ones, are using the standards and practices to review their progress on a regular basis, and are regularly copying/pasting relevant documents/links to each practice. Of course, all this would be made easier still if there were a standard global on-line facility for collecting data/evidence for each standard/practice and also if the IB could assist schools by identifying appropriate evidence for each standard/practice. In fact, the IB is currently reviewing the standards and practices, and is considering what might be appropriate evidence for each one. The results of this review will certainly assist schools in their self-reviews in the future. In the meantime, the regional office will send to schools a more explicit list of what might be the appropriate evidence for each standard/practice by the end of this year.

Group 1 & 2 review/workshops

Workshops for the revised Groups 1 and 2 will be held in the first half of 2011. The regional office understands the magnitude of the need to support teachers in their understanding of these new courses, especially the new Language and Literature course. However, remember that the new subject guides will not be published until December 2010. Note also in the current Ibnet news, “This is a reminder that the deadline for teachers’ suggestions of authors for the new group 1 prescribed book lists (PBL) via the PBL Feedback Form available on the OCC is *1 December*. All language A1 and A2 teachers are strongly encouraged to respond as the feedback will help to inform the development of the new language A PBLs as part of the curriculum review. Please pass on the information to the appropriate teachers.”

Management of ‘minor’ languages in region

It has been noted that some languages in the region run the risk of developing a ‘set’ course, especially for A1. This is more likely to occur if the language teacher has limited English skills and therefore has difficulty with the subject guide. In this case, he/she is likely to seek the advice of colleagues in other schools who may then hand over their course to him/her, complete with recommended texts. Coordinators are asked to ensure that teachers of languages other than English (especially A1) work closely with the English A1 teachers to ensure full understanding of the course and the capability of developing an individual course/choice of texts to suit the school and the students.

CAS before IB commences

While students are welcome to engage in CAS-related activities during the holidays prior to their first year of the DP, this in no way diminishes their CAS requirements during the two years of the Diploma. They are still expected to be engaged in CAS continuously throughout the two years.

Exams across time zones

While there will probably always be debate on the comparability of separate exams across time-zones, the IB certainly does all it can to ensure fairness in the exercise, with separate grade awards for example.

EUR – new rule

The new rule on EUR (with a mark possibly going down or up) is not designed to penalize students, but to ensure that genuine claims are sent and addressed. The process was explained more fully at the sessions on assessment.

Failing E grade (TOK and extended essay)

It is extremely unlikely that any genuine student will be penalized by this ruling. In the past, for example, a number of students, if assured of a university place, may have been tempted to hand in an inadequate extended essay. However, with appropriate supervision, and appropriate student commitment, an ‘E’ should be out of the question. The new points matrix is now available through Ibnet.

Workshop venues; levels

As the number of schools grows in the region, there will be more ‘local’ workshops. A downside of this, however, is that teachers will then not get to share experiences with colleagues from other countries. It’s a question of balance to be considered by schools when looking at their PD budgets and considering what’s best for their teachers. Wherever possible, there will be separate level 1, 2 and 3 workshops. On the calendar for 2009, no workshop has been classified as level 2/3, and we are continuing to develop genuine level 3 workshops, which you can expect to have more specific and focused agendas.

Workshop subject availability (generic B and ab initio)

Generic language B and ab initio workshops are being planned, and they have been placed on the 2009 calendar for February in KL. They will be delivered in English, but will be aimed at teachers of languages where there are few opportunities for language specific workshops. In addition, there is the strong possibility of a generic A1 language workshop in 2009.

Support for self-taught

The IB is developing OCC-based support for schools with self-taught A1 students. Such support may include identifying resources and other schools with students taking the same languages.

Support for local networks

The IB strongly encourages the formation of local support networks (eg job-alike sessions). They are often the best way for teachers new to the programme to get immediate advice and help from local, more experienced colleagues.

Access to grade awards

While the number of schools grows, the number of teachers invited to grade award meetings remains the same. Those attending these awards are encouraged to report back to their own school and, if possible, to local networks. See the November Coordinator’s Notes for information on these teacher observers.

Sports, health and exercise science pilot

Like most other pilots, this is a closed pilot and therefore not accessible to other schools. It is noted that like virtually all pilots, this pilot will operate for seven years, the usual time length of the curriculum review cycle. Support for schools in all pilots is through the SAMs (subject area managers) in Cardiff.

Calculator models

The IB is unlikely to endorse one, and only one, calculator model for students.

Nigel Forbes-Harper, Regional Head of Programmes

Stephen Keegan, DP Associate Regional Manager

Stuart Jones, DP Associate Regional Manager

Deirdre Chang-Hufton, Personal Assistant

Email: ibapdp@ibo.org