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© International Baccalaureate Organization 2015

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®

IB Update

IBSCA Autumn Conference

24th September 2018

Peter Fidczuk

UK Development and Recognition

Manager, IBSCA University Officer


International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®


Overview

• Numbers of IB applicants to UK HEI

• Equivalences

• UK HEI 2018

• Oxbridge

• Engagement with HEI

• The IB Career-related Programme

• Revisions to IB Diploma subjects – Maths and English A

• The MYP

• Future Events


IB Programmes are

globally recognizedTHE BIG

NUMBERS

5227Authorized IB World

Schools

around the world

2873Number of State

funded schools

1,500,000Number of students

with access to the

four IB programmes

1,721Programmes

1,525Programmes

3384Programmes

211Programmes

IB schools in 153 countries


2013 to 2017 Diploma entries and

UCAS applications

2013

applicants

2014

applicants

2015

applicants

2016

applicants

2017

applicants

11990 13435 14785 15320 15590

Source UCAS ‘Exact’ Note that IB applicants represent 3%

of the A Level & BTEC applicant total

2013 2014 2015 2016 2017 2018

140012 148655 153674 163485 174203 c183000

Source IB Statistical Bulletins; 2018 is an estimate


Equivalences of HL to A Level

• UCAS

• DfE 16-19 school accountability measures

• Actual practice

9/24/2018 6


UCAS Tariff points – HL & SL

IB HL Grade Tariff points A Level Equivalent

7 56 A*

6 48 A

5 32 C

4 24 D

3 12 E-


DfE 16-19 School Accountability Measures

Achievement points – HL

IB HL Grade 2016 Achievement points A Level Equivalent

7 60 A*

6 48 A-

5 36 B/C

4 24 C/D

3 12 E+


Examples of actual practice

IB Grade A Level Grade

Bath Birmingham King’s Leeds

7 A* A* A* A*

6 A A A A

5 B B B B

9/24/2018 9

IB Grade A Level Grade

Manchester Exeter Bristol Oxford

7 A* [A*] A*

6 A A A* & A A

5 B B B

4 C


Entry Requirements - 1

The most common method remains to require points total points and points at HL. Total

points almost always include the Core.

• Bath 36 points + xxx @ HL (where the HL points equate to the A Level offer)

• Kings College 35 points + xxx @ HL for most subjects, except ABB A Level = 34 points

+ 655 (Midwifery, Nutrition); BBB = 32 + 555 (Nursing)

• Leeds 35 points + total points @ HL (except A*AA equivalent = 36 + 17/18 @ HL)

• Nottingham English 34-36 + 6 @ HL English

• Essex English 30 points + 5 @ HL humanities/English

• Plymouth Geography 28 points + 5 HL Geography

• Manchester and Bristol use a sliding scale:

A Level grade Manchester Bristol

A*AA 37 766 38 18 @ HL

AAA 36 666 36 18 @ HL

AAB 35 665 34 17 @ HL

ABB 34 655 32 16 @ HL

BBB 31 15 @ HL

BBC 29 14 @ HL


Entry Requirements - 2• A smaller number of HEI ask for UCAS tariff points, eg Christ Church Canterbury 88-

112 tariff points

• Growing evidence of ‘alternative’ offers, eg Kent, Anthropology 34 points or 16 @ HL;

Exeter, Politics & International Relations, 665 @ HL; Cardiff in some subjects

• Some evidence of requiring just total points, eg Coventry (History & Politics) 27,

Manchester Met (English) 26, Middlesex (Accounting) 28 points

• Little evidence of HEI asking for just HL, just RVC 766

• Some evidence of reduced offer if the university is made firm choice, eg Reading

dropped from 35 to 34, 34 to 32 and 32 to 30 in various subjects.

• There has been movement on Diploma courses, eg King’s:

• “King’s will consider applications from students who have chosen not to enrol in the

full IB Diploma Programme (DP) and have, instead, chosen to complete

independent DP subject courses and the core components of Theory of Knowledge

and the Extended Essay”

• Leeds: “Applicants presenting with more than one IB Certificate will be considered

on a case-by-case basis.”


Unconditionals

Continued growth, examples:

• Birmingham

• Brighton

• Nottingham

• Lancaster

• Kent

• RHUL

• UEA

• Bournemouth

9/24/2018 12


Oxbridge offers 2018

Subject Oxford Cambridge

History/Philosophy 38 (666) 42 (776)

Psychology 39 (766) 41 (77 Bi & Ps)

Medicine 39 (766)

English Literature 38 (666) 42 (776)

Maths 41 (777)

PPE/HSPS 39 (766) 42 (776)

Geography 39 (766) 41 (776)

Law 38 (766)

Physics (Ox) Natural

Sciences (Cam)

39 (766) 42 7 Ma,76 + STEP

Economics (&

Management Ox)

39 (766) incl Ma 41 (776)

Languages German 38 (666)


Flexibility at Confirmation

• Virtually all universities were flexible to some extent

in some subjects, including Cambridge.

• Birmingham accepted students with either 31 or 1

point lower in HLs, including medicine 666 or 765

instead of 766.

• Oxford reported that a significant number of

humanities students failed to achieve their offer

because of underperformance in HL Maths

9/24/2018 14


Data Sharing

I am again collecting data on destinations of students

in the following format:

Currently I have about 600 destinations which I will

share as soon as I have reconfigured them.

9/24/2018 15

University Subject

Offer total

pointsOffer conditions F/I Result Comment

Exeter

English & Modern Languages 30 654 @ HL F 36


Engagement with Universities

My priorities have been (and remain):

• Providing support for universities in understanding IB

Programmes (DP, DPC, CP, MYP)

• Updating HEI on developments in our programmes

• Reinforcing universities’ positive views of IB students and

discussing entry requirements

• Developing universities’ understanding of the CP

• Encouraging universities to be explicit in their

acceptance of Diploma Courses

• Explaining the MYP

• Developing understanding of the revised Maths and

English A courses

9/24/2018 16


2017-2018 engagement - groups

• UCAS Admissions Conference

• HELOA National Conference

• HELOA National newsletter

• HELOA Midlands group (incl Warwick, Nottingham,

Birmingham, Leicester)

• Russell Group Curriculum Network

• UCAS HE conference (incl Cambridge)

9/24/2018 17


2017-2018 engagement – individual

universities

• Oxford

• Bristol

• Cardiff

• ICL

• Bath Spa

• Bath

• Manchester

• Staffordshire

• Roehampton

• Southampton

• CCCU

• Leeds

• Manchester Met

9/24/2018 18


Mathematics

What I show universities

9/24/2018 19


Current mathematics offer

4 independent courses

• Mathematical Studies SL (DfE accepts this as a core

mathematics qualification)

• Mathematics SL (originally called Mathematical

Methods)

• Mathematics HL

• Further Mathematics HL

Summaries are found in our Diploma subject briefs

All courses are linear, 20% coursework, exam of a

problem solving & synoptic nature

No mechanics – this is delivered through Physics

9/24/2018 20


May 2017 Entries

Total number of Diploma Programme candidates:

157488

Entries and Grade distribution:

9/24/2018 21

Entries 7 6 5 4 3

MS SL 35919 6.4 14.9 25.6 24.8 15.6

SL 46659 8.2 16.8 22.6 22.8 15.6

HL 13981 13.0 21.8 22.2 20.4 14.1

FM HL 216 26.0 21.6 13.7 11.3 14.2


Mathematics comparability research

• Comparison of IB mathematics courses with A Level

carried out by Ofqual, ICOSSA report 2012

• In 2016 IB commissioned NARIC to compare

international Maths qualifications -

http://www.ibo.org/news/news-about-the-

ib/comparing-dp-mathematics-with-other-curricula-

around-the-world/

• Report extends Ofqual’s findings

http://www.ibo.org/news/news-about-the-ib/comparing-dp-mathematics-with-other-curricula-around-the-world/


NARIC findings

Maths courses ordered by conceptual difficulty

• Alberta Mathematics 30-2

• Alberta Mathematics 30-1

• IB Mathematical Studies SL

• Singapore H1 Mathematics

• IB SL Mathematics

• A Level Mathematics

• IB HL Mathematics

• Singapore H2 Mathematics

• Singapore H3 mathematics

• A Level Further Mathematics

• IB Further Mathematics


Reasons for changing the IB

mathematics offer• 4 separate courses are difficult for schools to implement.

• Prevents students easily moving between courses as

there is no common core content, common assessments

• Wide misconceptions about the content and demand of

Mathematical Studies SL – it has always been a course

following on from (i)GCSE and is level 3. The content and

approach is to relate mathematics to solving real world

problems, so has significant statistics.

• Out of step with all our other subjects where we have

integrated SL/HL

9/24/2018 24


Starting premises for the new courses• Mathematics is a compulsory requirement of the IB

diploma. We design courses that are appropriate for all

our students who will come to us with a variety of

interests, abilities and previous experience of

mathematics.

• We have a requirement to bring everyone up to an

acceptable standard to fulfil the diverse requirements of

universities around the world.

• Data and anecdotal evidence suggest that we have many

students taking mathematics as part of their diploma

who are able mathematicians but have no motivation

towards “pure” mathematics. So we have developed two

complementary routes

9/24/2018 25


Revised DP Mathematics

In development for first teaching September 2019, first examination May

2021:

Mathematics: Analysis and approaches HL and SL

Analytic methods with an emphasis on calculus – appropriate for pure

mathematicians, and those with an interest in analytic methods – current

calculus option content will form part of the HL course.

Mathematics: Applications and interpretation HL and SL

Applications and interpretation with an emphasis on statistics and use of

technology during assessment – appropriate for social scientists, biomedical

scientists, those with an interest in the applications of mathematics and how

technology can support this – SL will be appropriate for students who would

previously have taken Mathematical Studies SL – current HL content from

the statistics and discrete options will form part of the HL course.

9/24/2018 26


DP Mathematics

• Each subject will be available at SL and HL, with the SL course being a complete subset of the HL course

• There will be approximately 60 hours allocated to common material across both SL courses

• 30 hours will be allocated to the development of investigational and problem solving skills, collaboration, modelling skills, and completion of the internal assessment (IA) component

• The IA is an independent exploration of an area of mathematics chosen by the student. It is internally assessed by the teacher and externally moderated by the IB, contributing 20% to the overall level

9/24/2018 27


SL Common Core 60 hours

5 key areas of Maths

•Number & Algebra

•Functions

•Geometry & Trigonometry

•Statistics and Probability

•Calculus

Mathematics: analysis and approaches

Mathematics: applications and interpretation

Inquiry

Investigation

and

Modelling 30

hours

A & A SL/HL

Common

Content 60

hours

A & I SL/HL

Common

Content 60

hours

A & A AHL

90 hours

A & I AHL

90 hours

Inquiry

Investigation

and

Modelling 30

hours


Time allocations

Syllabus componentAnalysis Teaching hours

SL HL

Topic 1 - Number and algebra 19 39

Topic 2 – Functions 21 32

Topic 3 - Geometry and

trigonometry

25 51

Topic 4 - Statistics and probability 27 33

Topic 5 - Calculus 28 55

The “toolkit” and Mathematical

exploration

Investigative, problem-solving and

modelling skills development leading to

an individual exploration. The

exploration is a piece of written work

that involves investigating an area of

mathematics.

30 30

Total teaching hours 150 240

9/24/2018 29

Applications Teaching hours

SL HL

16 29

31 42

18 46

36 52

19 41

30 30

150 240


Number and Algebra

9/24/2018 30

Core

Operations with numbers in standard form

Arithmetic and geometric sequences and series

Applications of arithmetic and geometric sequences and series including compound interest and annual depreciation

Simplifying numerical expressions with integer exponents

Introduction to logarithms and natural logarithms

Analysis SL

Simple deductive proof

Laws of exponents with rational exponents

Laws of logarithms

Change of base of a logarithm

Solving exponential equations

Sum of infinite geometric sequences

The binomial theorem

Applications SL

Approximation, upper and lower bounds, percentage

errors

Financial applications of geometric series: amortization

and annuities

Solving systems of linear and polynomial equations

Analysis HL

Permutations and combinations

Binomial theorem with negative indices

Partial fractions

Complex numbers – Cartesian, modulus-argument and

Euler form

Complex conjugate roots of quadratic and polynomial

equations

De Moivre’s theorem

Powers and roots of complex numbers

Proof by induction, contradiction and counter-exampleSolving systems of linear equations

Applications HL

Laws of logarithms

Expressions with rational exponents

Sum of infinite geometric sequences

Complex numbers – Cartesian, modulus-argument and

Euler form

Phase shift and voltage as complex quantities

Matrices: algebra and properties

Matrices applications to solving systems of equations,

and coding and decoding messagesEigenvalues and eigenvectors


Functions

9/24/2018 31

Core

Different forms of equations of straight lines, including parallel and perpendicular lines

Functions and inverse functions

Graphing skills and determining key features of graphs including horizontal and vertical asymptotes

Finding the point of intersection of lines and curves using technology

Analysis SL

Composite, identity and inverse functions

The quadratic function – factorisation and completing

the square

Solution of quadratic equations and inequalities

The quadratic formula and the nature of the roots

Reciprocal, rational (linear/linear), exponential and

logarithmic functions

Equations of horizontal and vertical asymptotes

Solving equations graphically and analytically

Graph transformations, including composite

transformations

Applications SL

Modelling skills and the modelling process

Modelling in contexts with linear, quadratic, exponential

growth and decay, direct and inverse variation, cubic,

and sinusoidal behaviours.

Analysis HL

Polynomial functions, factor and remainder theorems

Viete’s formula (sum and product of roots of polynomial

equations)

Rational functions of the form linear/quadratic and

quadratic/linear

Odd, even and self-inverse functions

Inverse functions requiring a domain restriction

Graphing and solution of modulus equations and

inequalities

Applications HL

Composite functions used in context

Inverse functions with domain restrictions

Transformations of functions

Modelling with exponential models with half-life,

complex sinusoidal models, logistic models and

piecewise models

Linearizing data

Log-log and log-linear graphs


Geometry and Trigonometry

9/24/2018 32

Core

Distance between points in 2d and 3d space

Midpoints of two points in 2d and 3d space

Volume, surface area and angles in 3d solids

Non-right-angled trigonometry, including area of a triangle, angles of elevation and depression

Three figure bearings

Analysis SL

Circles – length of arc and area of sector in radians

The unit circle – exact trigonometric ratios and their multiples

Ambiguous case of the sine rule

Pythagorean identity

Double angle identities for sine and cosine

Behaviour of circular functions

Composite functions of the form .

Transformations and real-life contexts

Solving trigonometric equations, including quadratic

trigonometric equations, in a finite interval

Applications SL

The circle – length of arc and area of sector

Equations of perpendicular bisectors

Voronoi diagrams – nearest neighbour interpolation and

toxic waste dump problems

Analysis HL

Reciprocal trig ratios, Pythagorean identities involving tan,

cot, sec and cosec

Inverse trig functions

Double angle identity for tan

Compound angle identities

Relationships between trig functions and their symmetry

properties

Vectors – algebraic and geometric approaches, dot and cross

products, angle between 2 vectors, vector algebra

Vector equation of a line in 2d and 3d space

Angle between 2 lines

Simple applications of vectors to kinematics

Coincident, parallel, intersecting and skew lines in 2d and 3d

space and their points of intersection

Vector product, properties and applications

Vector equations of a planeIntersections of lines and planes and angles

Applications HL

Radian measure

The unit circle and the Pythagorean identity

Solving trigonometric equations

Inverse trigonometric functions

Geometric transformation in 2d using matrices

Vectors – geometric approaches, dot and cross products,

angle between 2 vectors

Vector equation of a line in 2d and 3d space

Angle between 2 lines

Vector applications to kinematics, linear motion with

constant and variable velocity

Graph theory

Adjacency and transition matrices

Tree and cycle algorithms including Kruskal’s and Prim’s, Chinese postman and Travelling Salesman


Statistics and Probability - 1

9/24/2018 33

Core

Concept of population, sample, outliers, discrete and continuous data

Reliability of data sources

Interpretation of outliers

Sampling techniques – simple random, convenience, systematic, quota and stratified sampling methods

Presentation of discrete and continuous data in frequency tables, histograms, cumulative frequency graphs and

box plots

Measures of central tendency and dispersion for discrete and continuous data including the effect of

multiplication by or addition of a constant

Linear correlation – equation of regression line y on x including piecewise linear models, Pearson’s product-

moment correlation coefficient

Introduction to probability – independent events, mutually exclusive events, combined events, conditional

probabilities and probabilities with and without replacement

Use of Venn diagrams, tree diagrams, sample space diagrams and tables of outcomes

Probability distributions of discrete random variables, expected values and applications

The normal distribution – its properties, diagrammatic representation, expected values, probability and inverse

normal calculations

The binomial distribution

Analysis SL

The regression line x on y

Formal treatment of conditional and

independent probability formulae

Testing for independence

Standardization of normal variables

Inverse normal calculations

Applications SL

Spearman’s rank correlation coefficient

Appropriateness and limitations of different correlation

coefficients

Hypothesis testing

Significance levels

Chi squared test for independence and goodness of fit

T-test

One-tailed and two-tailed testing


Statistics and Probability - 2

9/24/2018 34

Analysis HL

Bayes’ theorem

Formal treatment of discrete random

variables and their probability

distributions

Continuous random variables and their

probability density functionsExpectation algebra

Applications HL

Data collection techniques, survey and questionnaire

design

Reliability and validity tests

Non-linear regression, sum of squares, R2

Interpolation and extrapolation

Linear transformation of a single random variable,

expectation and variance

Unbiased estimate and estimators

Sample means and the central limit theorem

Confidence intervals

Testing for population mean for normal and Poisson

distributions, proportion for binomial distribution

Critical regions and values

Type I and II errors

Poisson distribution

Transition matrices including regular Markov chains


Calculus - 1

9/24/2018 35

Core

Introduction to limits, rate of change and gradient

Increasing and decreasing functions and the graphical interpretation of the gradient

Differentiation of polynomials

Equations of tangents and normals at a given point

Integration as anti-differentiation of polynomials

Definite integrals using technology to find areas under curvesAnti-differentiation with a boundary condition to determine the constant term

Analysis SL

Derivatives of sin x , cos x, e x , and ln x, including

their sums and multiples

The chain, product and quotient rules

The second derivative and the graphical

relationships between f, f’ and f”

Local maximum and minimum points, points of

inflexion

Testing for maximum and minimum points

Optimisation

Kinematics problems involving displacement,

velocity, acceleration and total distance travelled

Indefinite integration of sin x, cos, 1/x and ex

Integration by inspection and by substitution

Definite integrals

Analytic evaluation of the areas under curves

Applications SL

Local maximum and minimum points

Optimisation problems

Numerical integration - the trapezoidal rule


Calculus - 2

9/24/2018 36

Analysis HL

Informal treatment of continuity and differentiability at

a point

Understanding of limits (convergence and divergence)

Differentiation from first principles; higher order

derivatives

L’Hopital’s rule

Implicit differentiation

Related rates and optimisation

Derivatives and indefinite integrals of tan, reciprocal and

inverse trig functions, the identity function, exponential

and log functions, including the composites of these and

partial fractions

Integration by substitution and by parts, repeated

integration by parts

Volumes of revolution about the x and y axes

First order differential equations – using Euler’s method,

separation of variables and integrating factor

Maclaurin expansions of ex, sin x, cos x , ln(1+x), (1+x)p and composites of these

Applications HL

Derivatives of sinx, cosx, tanx, ex, ln x, xn

Chain, product and quotient rules

Related rates of change

Second derivative testing for concavity

Integration of sinx, cosx, sec2x, ex

Integration by inspection and substitution

Volumes of revolution about the x and y axes

Kinematics – displacement, distance, velocity and

acceleration

Setting up and solving first order differential equations

Slope fields

Euler’s method for first and second order differential

equations

Phase portraits


Assessment Objectives – common to both programmes• Problem-solving is central to learning DP mathematics and involves the acquisition of mathematical

skills and concepts in a wide range of situations, including non-routine, open-ended and real-world

problems. Having followed a DP mathematics course, students will be expected to demonstrate the

following:

• Knowledge and understanding: Recall, select and use their knowledge of mathematical facts, concepts

and techniques in a variety of familiar and unfamiliar contexts.

• Problem-solving: recall, select and use their knowledge of mathematical skills, results and models in

both abstract and real world contexts to solve problems.

• Communication and interpretation: transform common realistic contexts into mathematics; comment

on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and

using technology; record methods, solutions and conclusions using standardized notation; use

appropriate notation and terminology.

• Technology: use technology, accurately, appropriately and efficiently both to explore new ideas and to

solve problems.

• Reasoning: construct mathematical arguments through use of precise statements, logical deduction

and inference and by the manipulation of mathematical expressions.

• Inquiry Approaches: investigate unfamiliar situations, both abstract and from the real-world, involving

organizing and analyzing information, making conjectures, drawing conclusions, and testing their

validity.

9/24/2018 37


Assessment Structure HL Analysis and

ApproachesAssessment component Weighting

External assessment (5 hours)

Paper 1 (120 minutes) No technology allowed (110 marks)

Section A

Compulsory short-response questions based on the syllabus.

Section B

Compulsory extended-response questions based on the syllabus.

80%

30%

Paper 2 (120 minutes) Technology required. (110 marks)

Section A

Compulsory short-response questions based on the syllabus.

Section B

Compulsory extended-response questions based on the syllabus.

Paper 3 (60 minutes) Technology required. (60 marks)

Two compulsory extended response problem-solving questions.

30%

20%

Internal assessment

This component is internally assessed by the teacher and externally moderated by the IB at the

end of the course.

Mathematical exploration

Internal assessment in mathematics is an individual exploration. This is a piece of written work

that involves investigating an area of mathematics. (20 marks)

20%

9/24/2018 38


Assessment Structure HL Applications

and InterpretationAssessment component Weighting

External assessment (5 hours)

Paper 1 (120 minutes) Technology required. (110 marks)Compulsory short-response questions based on the syllabus.

80%

30%

Paper 2 (120 minutes) Technology required. (110 marks)Compulsory extended-response questions based on the syllabus.

30%

Paper 3 (60 minutes) Technology required. (60 marks)Two extended response problem-solving questions.

20%

Internal assessment

This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.

Mathematical explorationInternal assessment in mathematics is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. (20 marks)

20%

9/24/2018 39


Questions regarding Maths

• Which subjects will each pathway support?

• Analysis: Pure Maths, Physics

• Applications: Human Sciences/Social Sciences,

Biosciences

• Economics?

• Engineering

• Computer Science?

9/24/2018 40


Questions regarding Maths

IB view is that either HL will be suitable for courses which

require A Level Maths as an entry requirement but some

subjects may consider that one of the two courses might

be more suitable?, eg:

• Analysis: Pure Maths, Physics

• Applications: Human Sciences/Social Sciences,

Biosciences

• Economics?

• Engineering

• Computer Science?

• What do universities need from us?

9/24/2018 41


English A

9/24/2018 42


Language A (English)

The current offer is:

• Language A: Literature SL & HL

• Language A: Language and Literature SL & HL

• English (and Spanish) Literature and Performance SL

The Literature and Language and Literature

specifications are common to all languages examined.

All three courses assume students are proficient in the

language studied.

9/24/2018 43


General Characteristics

All three courses are designed for students who have experience of

using the language of the course in an academic context. The

language background of such students, however, is likely to vary

considerably — from monolingual students to students with more

complex language profiles. The study of texts, both literary and non-

literary, provides a focus for developing an understanding of how

language works to create meanings in a culture, as well as in particular

texts. All texts may be understood according to their form, content,

purpose and audience, and through the social, historical, cultural and

workplace contexts that produce and value them. Responding to, and

producing, texts promotes an understanding of how language

sustains or challenges ways of thinking and being.

9/24/2018 44


Differences between the 3 courses

The main difference lies in the different areas of focus each takes.

• In the language A: literature course, focus is directed towards

developing an understanding of the techniques involved in literary

criticism and promoting the ability to form independent literary

judgments.

• The focus of the language A: language and literature course is

directed towards developing and understanding the constructed

nature of meanings generated by language and the function of

context in this process.

• Literature and performance allows students to combine literary

analysis with the investigation of the role of performance in our

understanding of dramatic literature.

9/24/2018 45


May 2017 English Entries

Total number of Diploma Programme candidates:

157488

Entries and Grade distribution:

9/24/2018 46

Entries 7 6 5 4 3

Lit SL 7227 5.5 27.9 38.3 23.8 4.3

Lit HL 42338 3.6 18.9 40.4 28.7 7.6

Lang &

Lit SL

13322 4.9 32.3 43.5 17.0 2.2

Lang &

Lit HL

21109 4.8 25.1 38.9 25.4 5.5

Lit &

Perf SL

572 3.8 16.6 34.2 31.9 13.0


English A: Literature current model

9/24/2018 47


English A: Literature Current

assessment model

9/24/2018 48


English A: Language & Literature

current model

9/24/2018 49


English A: Language & Literature

Current assessment model

9/24/2018 50


Revised English A: Literature HL

structure

9/24/2018 51

Area of exploration Main aspects and aims

Readers, writers and texts This part of the course introduces students to

the nature of literature and its study.

Time and space This part of the course focuses on the idea that

literary texts are neither created nor received

in a vacuum.

Intertextuality: connecting

texts

The study in this part focuses on the concerns

of intertextuality or the connections between

and among diverse texts, traditions, creators

and ideas.

HL students will still have to

read 13 texts, but there will be

greater freedom to select these

texts and a more significant

presence of world literature, as

of these thirteen works,

• a minimum of five should be

written originally in the

language studied by authors

on the reading list (as opposed

to the seven in the present

syllabus);

• a minimum of four should be

works in translation written by

authors on the reading list;

•four can be chosen freely.

There should be a minimum of

three works for each of the

parts. Works should be

selected to cover four major

literary genres, three periods

and four places.


A more integrated course

9/24/2018 52

There are seven central concepts in

the proposed syllabus which act as

structuring axes around which the

syllabus revolves. The parts of the

syllabus will no longer be isolated

from one another; instead, they will

become “areas of exploration” which

will include texts from different

genres, and written originally in the

language studied or read in

translation, in each one of them.

These areas of exploration should

not be seen as isolated individual

units, but rather as complementary

and at times overlapping approaches

to the study of literature.


Proposed Assessment structure

Assessment component Description

Paper 1

Unseen

35%

Two guided commentaries each written in

response to a question on an extract/text.

The extracts/texts could be from any genre,

and they will be from a different genre

each (2hs 15’)

Paper 2

25%

Literary essay paper based on two works

chosen by the candidate from any literary

combination of literary forms (1 h 45’)

Individual Oral

20%

15-minute individual oral exploring two of

the texts in relation to a global issue of the

student’s choice. Recorded by schools and

moderated.

HL Essay

20%

1200-1500 word formal essay, following a

line of inquiry of their own choice into one

of the texts studied. Externally marked.

9/24/2018 53


Implications of the revised

assessment model

• students will no longer be able to choose which genre to

write about in Paper 1. They should be therefore ready

to deal with any genre;

• the individual oral requires the discussion of two of the

texts they have read on the basis of a global concern,

and therefore encourages a reflection on the referential

function of literature, i.e. the way that reality is

represented in literature, and the ways in which literature

interacts with reality;

• the texts that students can use for Paper 2, the individual

oral and the HL essay will not be predetermined by the

syllabus guide.

9/24/2018 54


IBCP

9/24/2018 55


UK HEI which have accepted CP students 2014-8• Anglia Ruskin (2.5)

• Bath Spa

• Birmingham (3)

• Bishop Grosseteste (2)

• Bournemouth (2)

• Brighton (3)

• Brunel (3)

• Buckinghamshire New

University

• Canterbury Christ Church (2)

• Chichester (flexible)

• City (3)

• Coventry (2/3)

• Derby (2)

• Durham (3)

• Edge Hill

• Edinburgh Napier (3)

• Exeter (3)

• Essex (3)

• European School of

Osteopathy

• Falmouth (flexible)

• Gloucester (2)

• Goldsmiths (3)

• Greenwich (3)

• Hertfordshire (2)

• Kent (3)

• King’s College, London (3)

• Kingston (2)

• Lancaster (3)

• Leeds Beckett (2)

• Leicester (3)

• Lincoln (3)

• Loughborough (3)

• Middlesex (3)

• Newcastle (3)

• Northampton (2)

• Northumbria (? States dna CP)

• Nottingham Trent (3)

• Oxford Brookes (3)

• Portsmouth (2/3)

• Plymouth (2/3)

• Ravensbourne

• Reading (3)

• Roehampton (3)

• QMUL (3)

• SOAS (3)

• Southampton (3)

• Southampton Solent (2)

• Southbank

• Surrey (3)

• Sussex (3)

• Swansea (3)

• University of the Arts, London

(3)

• University of East Anglia (3)

• University of East London (3)

• UCA (3)

• UCL (3)

• Westminster (3)

• Winchester (2)

• Wolverhampton

• Worcester

• York (3) Note the

numbers in

brackets refer

to the full A

equivalents

required by

those HEI


Subjects studied• Accounting &

Management

• Aeronautical Engineering

• Arabic & English

• Archaeology & History

• Art & Design

• Automotive Engineering

• Business Administration

• Business & Management

• Computer Science

• Creative Arts

• Criminology

• Digital Media

• Drama

• Early Years

• Engineering

• English Literature

• Events Management

• Film

• Film, Radio & Television

• Fine Art

• Football Business &

Marketing

• Forensic Investigation

• Geography

• History

• History & Politics

• Illustration & Animation

• Independent Games

production

• Interactive Media

• International Policing

• International Relations

• Interior Design

• Journalism

• Law

• Management

• Marketing & Advertising

• Media & Film

• Midwifery

• Music Technology

• Nursing

• Osteopathy

• Palaeobiology

• Paramedic Science

• Performing Arts

• Philosophy, Politics &

Ethics

• Physics

• Primary Education

• Policing

• Politics

• Psychology

• Radiography

• Social Work

• Sociology with

Psychology

• Sports Management

• Sports Science


MYP equivalence to GCSE

• MYP is Ofqual regulated and is a Level 1/2 qualification

• Graded 1 to 7 in each subject but Ofqual gives no guidance where

the boundary between Level 1 and 2 should be

• The key issue is equivalence to GCSE C/4, particularly in English and

maths

• This has been a problem for apprenticeship applicants as the

standards for prior attainment in Maths and English specify the

qualifications that are accepted by DfE – neither the MYP, nor

Diploma Courses were on the list

• Following discussions with DfE both are now accepted as prior

attainment.

• Grades 3 and above in the MYP have been accepted as equivalent

to GCSE C/4 for this purpose.


Coming IBSCA events

• 13th October Maths forum at King Edwards School,

Birmingham

• 29th November CP Conference at Ambassadors

Hotel, London

• 13th June 2019 HE Conference, location TBC

9/24/2018 59

ib update - ibsca.org.uk€¦ · • there has been movement on diploma courses, eg king’s: •...

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