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The Diploma Programme from Principles Into Practice

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The Diploma Programme from Principles Into Practice Diploma Programme The Diploma Programme From principles into practice Diploma Programme The Diploma Programme From principles into practice Diploma Programme The Diploma Programme: From principles into practice Published April 2009 International Baccalaureate Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales GB CF23 8GL United Kingdom Phone: +44 29 2054 7777 Fax: +44 29 2054 7778 Website: http://www.ibo.org © International Baccalaureate Organization 2009 The International Baccalaureate (IB) offers three high quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. The IB is grateful for permission to reproduce and/or translate any copyright material used in this publication. Acknowledgments are included, where appropriate, and, if notified, the IB will be pleased to rectify any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB’s own rules and policy. See http://www.ibo.org/copyright. IB merchandise and publications can be purchased through the IB store at http://store.ibo.org. General ordering queries should be directed to the sales and marketing department in Cardiff. Phone: +44 29 2054 7746 Fax: +44 29 2054 7779 Email: [email protected] Printed in the United Kingdom by Antony Rowe Ltd, Chippenham, Wiltshire GD190 Contents Introduction 1 Philosophy and principles of the Diploma Programme 3 Introduction 3 The IB mission statement 3 The IB learner profile 4 Breadth and balance 5 Disciplinary and interdisciplinary understanding 6 Education for intercultural understanding 6 A holistic educational experience 7 Learning how to learn 7 Access 8 Creative teacher professionalism 9 Developing a successful programme 10 Introduction 10 Making the decision to introduce the Diploma Programme 10 Developmental phases 11 Induction of students: Providing students with a smooth transition into the Diploma Programme 15 The role of the Diploma Programme coordinator 16 Building an accessible programme 20 Introduction 20 Choosing the Diploma Programme or individual subject certificates 20 Student selection process 20 Schedules and course offerings 21 Language options and language support 22 Students with special educational needs 23 Ongoing support for teachers and students 23 Curriculum design and scheduling 24 Introduction 24 The school’s choice of Diploma Programme subjects 24 The Diploma Programme and the school schedule 25 Elements of Diploma Programme design and scheduling 26 The Diploma Programme: From principles into practice Contents Developing the IB learner profile 30 Introduction 30 School culture 30 What can schools do to support and develop the IB learner profile? 31 Teaching, learning and assessment 35 Introduction 35 Planning a Diploma Programme course 35 Approaches to teaching a Diploma Programme course 37 Supporting language learning 38 Developing interdisciplinary perspectives 38 Assessment 39 Professional development 40 Schools as professional learning communities 40 Professional development opportunities offered by the IB 40 Professional development expectations 41 References 43 The Diploma Programme: From principles into practice Introduction This document has been produced by the International Baccalaureate (IB). It is intended for school leaders, Diploma Programme coordinators and teachers in: • candidate schools • IB World Schools that are newly authorized to offer the Diploma Programme • IB World Schools that are experienced in the processes of programme development and evaluation. It is also anticipated that elements of this document will be of interest to parents and students in established IB World Schools and to school communities considering offering the Diploma Programme. It is not intended as an introduction and some familiarity with the programme is assumed. A successful Diploma Programme requires strong school leadership and a supportive learning environment in addition to efficient management. The processes involved in the management of the programme are comprehensively explained in the Handbook of procedures for the Diploma Programme, which details the specific regulations and practical requirements for delivering the programme. This publication focuses on the programme as a whole; it explores the educational principles and practices that need to be nurtured in schools so that a solid foundation for a successful Diploma Programme can be established and maintained. The IB is an enabling organization whose primary responsibility is supporting schools in the development of their own Diploma Programme. It is important at the outset to understand the implications of this. Schools are responsible for the quality of their programme, and their relationship with the IB is a partnership in which both parties are working towards a common goal—the realization of the IB’s mission by putting into practice the IB learner profile. This document should be read in conjunction with Programme standards and practices (September 2005), a set of criteria against which the effectiveness of programme implementation in a school is measured. The contents of the following pages are based on these standards and are intended to illuminate what they mean in practice. Self-evaluation is essential for school improvement and it is intended that this document, together with Programme standards and practices, will provide guidance and support for schools in this process. IB World Schools offering the Diploma Programme operate in a variety of contexts, each with its own specific circumstances and demands. By their nature, some of the principles and supporting criteria described in this document are aspirational and can never fully be realized. Developing a successful programme is an ongoing endeavour and the most important expectation is that schools demonstrate a commitment to improvement. The IB publications listed below, which can be found on the online curriculum centre (OCC) (http://occ.ibo.org) and the IB public website (http://www.ibo.org), are also referred to in this document and provide essential additional insight into the process of programme implementation and development. • IB learner profile booklet • Handbook of procedures for the Diploma Programme • Rules for IB World Schools: Diploma Programme • General regulations: Diploma Programme • Programme standards and practices • Towards a continuum of international education The Diploma Programme: From principles into practice 1 Introduction • Diploma Programme: School guide to the authorization visit • Diploma Programme assessment: Principles and practice • Core guides (Theory of knowledge guide, Creativity, action, service guide and Extended essay guide) • Subject guides • Learning in a language other than mother tongue in IB programmes • Guidelines for developing a school language policy • Candidates with special assessment needs • Academic honesty 2 The Diploma Programme: From principles into practice Philosophy and principles of the Diploma Programme Introduction The Diploma Programme provides a challenging, internationally focused, broad and balanced educational experience for students aged 16 to 19. Students are required to study six subjects and a curriculum core concurrently over two years. The programme is designed to equip students with the basic academic skills needed for university study, further education and their chosen profession as well as developing the values and life skills needed to live a fulfilled and purposeful life. The driving force behind the Diploma Programme is a philosophy about the nature of education, which is expressed in the IB’s mission statement, in the IB learner profile and in the fundamental principles on which the curriculum is based and which continue to inspire its development. The IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. The learner profile is the embodiment of the IB mission statement in 10 attributes and aims to define the type of learner the IB aspires to develop in all three of its programmes. It is intended to provide a focus for reflection on what is most important in IB World Schools and the IB teaching profession, which is why it is located at the heart of the programme (see figure 1: The Diploma Programme model). The Diploma Programme: From principles into practice 3 Philosophy and principles of the Diploma Programme The IB learner profile 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. IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout
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