s8 latest developments in the diploma programme groups 4 and 5 curriculum reviews

Group 4&5 Curriculum Review

IBAP Annual Conference

Singapore March 2012

David Jones CAH G4/5

Saturday, 16:15

Morrison room

© International Baccalaureate Organization 2007

Mathematics Education in action

Page 3


Curriculum Review Group 5

Page 4

Aim of all IB programmes


“The aim of all IB programmes is to develop

internationally minded people who, recognizing their

common humanity and shared guardianship of the

planet, help to create a better and more peaceful

world.”

Every IB teacher and subject has a role to play in this

- you’re an IB teacher first and a mathematics

teacher second

More like this

Page 5


Should mathematics classrooms look a bit more like this?

Page 6

Less like this


And a bit less like this?

Page 7

Principles of DP Curriculum

Reviews


Principles of DP Curriculum Reviews

collaborative, working with teachers, examiners,

consultants and IBCA staff

surveying teacher opinion via questionnaires on OCC

supported by the assessment division

reporting to the diploma review committee

aware of the impact of a subject or group review on

the hexagon as a whole

scheduled on a seven year review cycle

• 7 YEAR REVIEW CYCLE

Page 8


7 YEAR REVIEW CYCLE

06/07 07/08 08/09 09/10 10/11 11/12 12/13 13/14

Teaching

schedule

T1 T2 T3 T4 T5 T6 T7 T8 T1

T2

Review

schedule

- - IY

R1

R2

R3 R4 R5

-

Key:

IY – investigation year

R1 – first year of subject review

T1 – first year of new course

Tr – teacher training year Gr 5 CR 2006-2014

Page 9


Group 5 curriculum review 2006 - 2014

All subjects in group 5 were given a one year

extension

The original first teaching date was September 2011,

but the extension moved this to September 2012, with

first examinations in May 2014

Final examinations for the current courses will be in

November 2013, final examinations for the new

courses will be November 2020

Evaluation and development for the next review will

be in 2014/2015 Outcomes of CR

Page 10


Outcomes of the curriculum review

draft guides published December 2011

new guides published March-June 2012

new TSM available May 2012

specimen papers available May 2012

subject specific seminars early 2012

begin teaching September 2012

first exams May 2014

last exams Nov 2020 Followed by

Page 11


Followed by

Online moderator training

Online and face to face teacher training

OUP course companions

Other publishers provided with drafts of the guides

Partnerships for support materials on specific issues

eg GDC

SSS to introduce the new courses have already taken

place in IBA Portland, Memphis, IBAEM Berlin and

IBAP Singapore, Hong Kong, Melbourne and Delhi

Page 12


Whole group and Subject Meetings

Informed by

group 5 questionnaire

subject specific questionnaires

consultation with universities and subject associations

audit of overlap with other group 5 subjects

academic research

Profile of participants

Page 13


Profile of participants

participants from each IB region

a mix of publicly funded / privately funded schools

gender balance

a mix of experienced and relatively new teachers

representative senior examiners

representatives of the three IB working languages (though meetings are normally held in English)

potential to lead workshops on the new courses

Group 5 Review plan

Page 14


Group 5 Review Plan

whole group review

initial group 5 questionnaire to schools in July 07

group 5 meeting in October 07


two subject specific meetings each year

one IA meeting each year

Aims of meetings

Page 15


Aims of meetings

To consider the questionnaire results

To produce relevant courses for students which will

be of use to them during their diploma studies,

through university and beyond

Reports on OCC

Page 16


Reports on the OCC

After every meeting a report is produced and

published on the OCC for teachers. Comments are

invited from teachers as the review progresses.

Report on MSSL April 2010

Report on SL and HL April 2010

Report on SL and HL April 2011

GR 5 Aims and links

Page 17

curr review screen shot.doc

st 2010.pdf

HL SL 2010.pdf

IA 2011.pdf


Group 5 aims and links

Diploma-wide issues, TOK (including ethical

implications), and international mindedness have

been addressed in the new group 5 aims

The final column in the syllabus details provides

useful links to these aims.

APPL- real life examples and links to other diploma

subjects

Aim 8- moral, social and ethical implications

Int- international mindedness

TOK- suggestions for discussion Gr 5AOs

Page 18

aims.doc

Syllabus content.pdf


Group 5 assessment objectives

Knowledge and understanding

Problem solving

Communication and interpretation

Technology

Reasoning

Inquiry approaches

Revised courses

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Revised courses

Mathematical studies SL

Mathematics SL

Mathematics HL

• Graphic display calculators are

required for all 3 courses

Calculators yesterday and today

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Calculators yesterday and today

Page 21

Assessment Models


Assessment models

External assessment largely unchanged

• Both SL courses have 2 x 1.5 hours

• Mathematics HL 2 x 2 hour papers for the core,

1x 1hour for the option.

Summary Curric changes

Page 22


Summary of curriculum changes

Syllabus content similar to current content

• 7 topics for mathematical studies SL

• 6 topics for mathematics SL

• 6 topics for mathematics HL core (182 hours)

• Note that matrices has gone from both mathematics SL

and HL core

• 4 options for mathematics HL (48 hours)

Contd

Page 29


Summary of curriculum changes (cont)

The project retained for mathematical studies SL, with

minor amends to the criteria

Internal assessment for mathematics SL and HL

changed completely

Syllabus outline for studies

Page 30


The Mathematical Exploration

The mathematical exploration is a written submission,

which will address one or more of the group 5 aims ,

6-9 which cannot be assessed in examinations.

The intended audience is their mathematics class.

The emphasis is on communication by means of

mathematical forms (e.g. formulae, diagrams, graphs

etc) with accompanying commentary.

A list of optional stimuli will be provided in the TSM.

Stimuli

Page 41

aims.doc

stimuli.doc

© International Baccalaureate Organization 2007 Page 42

Criteria


Criteria for the exploration

Communication

Mathematical presentation

Personal engagement

Reflection

Use of mathematics

For more details see Report on SL and HL April 2011

New TSM

Page 43

IA 2011.pdf

SL and HL review report 2010.pdf


The new TSM

• guidance on introducing and developing the

exploration

• advice on how to support students

• exemplar student work marked according to new

criteria

• guidance on marking ‘explorations’ written for

teachers by teachers

• an example of a mind map from a given stimulus

Spirals

Page 44

TSM titles.doc

A possible mind map for the stimulus.doc


Spirals in Nature – plotting points

Page 45

FM future


Further Mathematics - the future

Further mathematics SL is an anomaly in the diploma

It will be replaced by a new Further mathematics HL

course modelled on the existing SL course

Four existing mathematics HL option topics to

increase to 48 hours, plus geometry and a new topic –

linear algebra

Six topics of 48 hours = 240 hours, as one topic will

be taught as part of the mathematics HL course.

FM new course

Page 46


Further mathematics HL- the new course

Statistics, Sets and Discrete to remain broadly as they

are at present but augmented to make 48 hours

Series will be renamed ‘Calculus’ and be less series-

based

Geometry ‘topic’ in Further Mathematics will be

augmented from 30 to 48 hours. The additional

content is less abstract and more accessible while still

demanding.

Linear algebra will include an introduction to matrices

(excluded from core) and extended to look at vector

spaces and applications to geometry. Assessment model

Page 47


Further Mathematics HL

Assessment model

Page 48

Paper 1 GDC hours Paper 2 GDC hours

50% 50%

Short & medium response

questions

Medium & extended response

questions

Changes to Comp Sci 1

12

2

12

2


Changes to Computer Science (1)

Page 49

Group 4 non-elective (can count as a Group 4

subject) rather than Group 5 elective (must take

Mathematics as well).

Participate in Group 4 Project.

Has options like other Group 4 subjects.

Common Internal assessment across SL and HL.

Algorithmic thinking lies at the heart of the pedagogy.




Page 50

Assessment statements for core and HL extension

radically different.

Any pseudo-code developed should use the approved

notation (although if it is understandable the student

will not get penalised).

No insistence on one specified programming

language (Java), unless the OOP (object orientated

programming) option is taken.

Case study is more researched based than current

one, linked to HL Paper 3 only (similar to ITGS Case

Study).




Page 51

New components

SL and HL Paper 1 – similar to current paper 1 and

paper 2 (except Case Study).

SL and HL Paper 2 – linked to the option chosen.

HL Paper 3 - based on the Case Study and

independent research.

Solution (replaces Dossier) – Development of a

product underpinned by algorithmic thinking linked to

an unresolved question or problem, submitted

digitally, 2000 word max.

Last slide

Group 4 Curriculum Review

IBAP Annual Conference

Singapore March 2012

Saturday, 16:15

Morrison room



internationally minded people who,

recognizing their common humanity and

shared guardianship of the planet, help to

create a better and more peaceful world.”


- you’re an IB teacher first and a subject teacher second

Page 54


Principles of DP Curriculum Reviews

collaborative, working with teachers, examiners,

consultants and IBCA staff

surveying teacher opinion via questionnaires on OCC

supported by the assessment division

reporting to the diploma review committee

aware of the impact of a subject or group review on

the hexagon as a whole

scheduled on a seven year review cycle

Page 55


Followed by

Online moderator/examiner training

Online and face to face teacher training

OUP course companions

Other publishers provided with drafts of the guides

Partnerships for support materials on specific issues

eg GDC

Page 56


Group 4 Review Plan

initial group 4 questionnaire to schools in March 2010

whole group 4 review meeting in October 2010


two subject specific meetings each year (first took

place in April and 2nd will be in November)

one IA meeting each year

After every meeting a report is produced and

published on the OCC for teachers. Comments are

invited from teachers as the review progresses.

Page 57


Subjects in Group Review

Biology, Chemistry, Physics and Design Technology

(Design Technology has separate but parallel

development)

Not in group review:

Sports Health and Exercise Science (currently a

standard level pilot subject. The course is on open

offer from September 2012, with first examinations in

May 2014.)

Environmental Systems and Societies

(interdisciplinary groups 3 & 4 SL) 1st year of review.

Computer Science moving to Group 4 from Sept

2012 as a non-elective (can count as a G4 subject)

Page 58


7 YEAR REVIEW CYCLE

10/11 11/12 12/13 13/14 14/15 15/16 16/17 17/18

Teaching

schedule

T4 T5 T6 T7 T1 T2 T3 T4

Review

schedule

R1 R2 R3 R4

SSS

IY IY R1

Key:

IY – investigation year

R1 – first year of subject review

T1 – first year of new course

SSS – subject specific seminars

Page 59


Outcomes of the curriculum review

draft guides published December 2013

new guides published March-June 2014

new TSM material available May 2014

specimen papers available May 2014

subject specific seminars early 2014

begin teaching September 2014

first exams May 2016

last exams Nov 2023

Page 60


1st Group 4 Curriculum Review Meeting

Informed by:

Reports from investigative year

Questionnaire to schools

Online discussion with participants

Internal Review Committee (Senior IB Staff)

Page 61


Significant outcomes

Diploma-wide issues, TOK (including ethical

implications), and international mindedness have

been addressed.

Teacher notes in the syllabus details provides useful

links to these aims.

APPL- real life examples and links to other diploma

subjects

Aim 8- moral, social and ethical implications

Int- international mindedness

TOK- suggestions for discussion

Page 63



Page 64

Number of options reduced from 2 out of 8

to 1 out of 4 at both SL and HL

Number of written papers at SL reduced from 3 to 2

New internal assessment at SL and HL



Page 65

Nature of science to be overarching theme in physics,

chemistry and biology (nature of technology in Design

Technology)

Group 4 project to continue with collaboration

between schools emphasized

New science course at SL


Internal Assessment IA group 4

Page 66

03A - PARIS 2003 -IA screen saver fireball - DMC.ppt


New Internal assessment

Page 67

“The model proposed is for one, open-ended practical

investigation with new generic criteria that will allow

both a wider range of activities satisfying the varying

needs of the three subjects and more agreement on

the marks awarded as a result of the application of the

criteria. It would be 20% of the overall assessment.

The criteria would need to reflect the learner profile

and the overarching Nature of Science theme for the

new group 4 courses.”



Page 68

Summary of outcomes

The practical activities programme will remain at

40/60 hours and the group 4 project would remain and

be assessed, as now, with the criterion personal skills.

The IA task will be one investigation/scientific

exploration similar in length and time to the new group

5 IA. It will be presented as written task (as the group

4 project already allows for wider range of

presentational modes).



Page 71

The task will allow a wider range of activities than the

present traditional hands on practical investigation

(this latter would remain as a possible IA task but the

detailed assessment of specific aspects of it would be

undertaken in the written papers) :

E.g. Using a spreadsheet for analysis and modelling

Extracting data from a database and analyzing graphically etc

Simulations – must be interactive and open ended

More qualitative work allowed



Page 72

The task will have the same assessment criteria for

SL and HL but may have different grade boundaries.

Moderation would probably be based on e-portfolios

and e-moderated by seeding.

The rigour of the IA would be maintained by ensuring

the criteria reflect the demanding conceptual

understanding required by making the nature of

science (NOS) the overarching theme.



Page 73

Draft criteria are Context, Analysis, Communication,

and Reflection, each on a possible 0-4 point scale.

The tasks produced would be complex and

commensurate with the level of the course. They

would require a purposeful research question and the

scientific rationale for it and a cognitive component -

critical scientific thinking element (thinking like a

scientist).


New Science course. Why?

Page 74

The broad rationale for the course was accepted by

DRC and DPC. i.e. for the vast majority of SL science

students this may be their last experience of science

education so the current single subject courses may

not serve them well.

What may be more relevant is a general education in

science that will allow them to understand and make

judgements on critical societal issues affecting their

lives arising from developments in science and

technology.


Recommendation: New SL Course

Design a new SL science and technology course for

the vast majority of students (who may not study

science again) but will need to understand scientific

issues arising in their lives upon which they need to

make reasoned judgments. This will run alongside

the existing subject specific SLs.

Page 75


New Science course

Page 76

There be an exclusion with the new physics,

chemistry and biology.

It is believed that the primary clientele would be

diploma students who would not choose a science

subject if free to do so and are unlikely to choose

additional G4 subjects. We would not have to worry

about any overlap, perceived or real. We would be

free to introduce some of the ideas, philosophy and

content from the science course into the new phys,

chem. and bio SLs.


New science course

Page 79

The course philosophy is to bring forth through

student centred activities, the wonder of science, its

power to change the world for good or bad and its

concomitant limitations.

The aim is to explore 6 big ideas in science,

illustrating in the process the nature and

methodologies of science and raising the implications

for society and how these affect the student’s place

within it.


Atomic Theory

Page 83


Medicine and Health

Page 84


Evolution

Page 85


Radiation

Page 86


Earth Science

Page 87


Earth Science

Page 88



internationally minded people who,

recognizing their common humanity and

shared guardianship of the planet, help to

create a better and more peaceful world.”


- you’re an IB teacher first and a subject teacher second

Page 94

s8 latest developments in the diploma programme groups 4 and 5 curriculum reviews

Documents

group review

curriculum review group

year review cycle page

year of subject review

action page

delhi page

curriculum review draft

year extension