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IB Asia Pacific December eNewsletter

Dear Colleagues,

At this point in the year it is opportune to reflect upon what has been achieved and what lies ahead. From a person-al perspective, it has been a truly wonderful experience to be work-

ing alongside colleagues, Heads and educators who are so driven, engaged and passionate about the IB Mission and making a difference to the lives of students. Con-versing with you in your schools, at in-country sessions and at IB events I am humbled and inspired to know the IB community has such a deep care for advancing edu-cation and connecting with the lives around them. The work you do inspires us to constantly serve you better.

We have passed significant milestones in 2011 for IB Asia Pacific – the IB’s 4,000th authorized programme was in China and the 500th school was authorized in Victoria, Australia. Both of these achievements exemplify the IB’s development. Our 4,000th programme fulfilled the IB continuum at Taihu International School highlighting the increasing value of an IB education in China. Exemplify-ing how more and more schools are realising the benefits of adopting the IB continuum, incorporating the IB Mis-sion, the IB Learner Profile and programme standards and practices. Seabrook Primary School represents how IB programmes are enriching learning at state schools throughout the region. This development is set to con-tinue in 2012 with the Japanese government working to introduce IB programmes into their state schools. Such initiatives are scaffolded by increasing mother tongue IB educators, translating curriculum materials and offering a range of professional development and forums.

The Heads Standing Association Conference 2011 took place in Singapore and was an overwhelming success with 533 participants coming together in Singapore to experience: inspirational presentations from six out-standing speakers. 36 workshops by IB staff; 57 pres-entations in strands by IB heads, staff and alumni; two

pre-conference workshops for new and experienced heads; one very enlightening student session; one inter-national educational panel; and three very enjoyable so-cial events. The IB continues to work closely with Heads, Coordinators, educators and other stakeholders to en-sure our programmes, service and responsiveness is the very best you can expect.

We have been working constantly on improving recogni-tion of IB programmes across the region and we have re-ceived positive news from the Australian Curriculum, As-sessment and Reporting Authority (ACARA) recognises the IB PYP and MYP as curriculum frameworks allowing comparable learning outcomes in English, mathematics, science and history by the end of Year 10. This state-ment was achieved through the collaboration of the IB, educators across Australia and the insight and studies of ACARA and again exemplifies the community approach we have to ensure progression . Regional Recognition will remain a focus for 2012 and we are ensuring these efforts are underpinned by the IB Research team, our schools and IB Associations.

Thank you for the overwhelming response to the region-al office’s coordinated regional travel initiatives. The IB was founded on deep connections with educators and schools and this is something we are committed to pre-serving and enriching. These dates represent key touch points for Regional staff to connect with you, respond to your queries, support networks and ensure communica-tion is constant between us. These visits will not be the only touch-points and we are looking at enhancing on the ground support in certain countries.

I look forward to personally meeting many of you at the Annual Regional Conference in March, 2012.

Wishing you, your students and the your communities a peaceful and reenergising break and an inspiring, crea-tive and successful 2012.

Warm Regards,Ian ChambersDirector, IB Asia Pacific

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www.ibo.org/ibap

REGISTER TODAYREGISTER TODAY

15 - 18 March 2012Swissotel, Singapore

Hans RoslingCo-founder of

Gapminder Foundationand

Professor ofInternational Health,Karolinska InstituteKarolinska Institute

Paul NicklenNational Geographic,

photographer

Prof Lee Wing OnDean, Education Research

National Instituteof Education,

Singapore

Kiran Bedi Ph.D.Founder, NGO, Navjyoti & India

Vision Foundation

Sarah KayFounder andCo-Director,

Project V.O.I.C.E

What does it mean to be educated?What does it mean to be educated?

International BaccalaureateAsia Pacific Annual Conference 2012

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IB Asia Pacif ic Regional CouncilJames MacDonald, Chair of Regional Council, Asia Pacific

Dear Colleagues,

Re: Report from November 2011 Meeting of the Regional Council, Asia Pacific

I am writing on behalf of Asia Pacific Regional Council to provide a brief summary of our meeting that took place in Singapore on November 2nd and 3rd 2011.

Before providing an overview of the meeting how-ever, I would like to provide some background to the council. The *Regional Council consists of a mix of Heads of School from the Asia Pacific re-gion and ‘non-heads’ (list). The role of the Re-gional Council is to act as an advisory group to the Regional Director, and given the diversity of the backgrounds on the council, and the differ-ent regions from which the group draws upon, the group can bring a variety of perspectives and dif-ferent expertise to various topics.

With this in mind, many of the agenda topics at the RC meetings begin with an update followed by a discussion. At our meeting, the Regional Di-rector Asia Pacific, Ian Chambers, brought us up to date on a variety of topics including: the lat-est developments in the region, including growth rates; PD workshop statistics and fee increases for workshops; the school satisfaction survey re-sults. Stuart Jones, the regional PD Manager, provided a detailed update on PD workshops and other PD initiatives underway. Malcolm Nicol-son, who joined us via video-conference from the Hague and who is the Global Head of MYP, out-lined upcoming changes to the MYP and provided a general implementation timeline. (Most in the room judged these changes to be significant and are looking forward to more communication from the IB on this topic.)

Besides updates from IB staff, there was also time set aside for informal regional updates from mem-bers, including from Anuradha Monga (India), Anne Fowles (China), Jan Keightley (Australia) and from myself (Japan). As well as these specif-

ic topics, there was also discussion about ‘growth / competition / communication’. These three ar-eas, besides overlapping with each other in many ways, were seen to be on-going challenges for the Regional Director (and the IB in general).

The regional council was also invited to join a short ‘All Staff Meeting’, where the council was in-troduced to those working in the Singapore Global Centre. Speaking personally, I was impressed to learn that all staff in the Asia Pacific Global Centre will be visiting IB schools in Singapore in the com-ing months (regardless of their position) and that there are plans for more staff to visit IB schools in different parts of the region, allowing more oppor-tunity for personal interactions.

At the meeting too, there was the election of the chair (that’s me) and vice chair (Eddy Henry), and the nomination committee also brought forward a short list of candidates to be elected to the two vacant RC seats. (However, some RC members were not in attendance and so the results were not confirmed at the meeting.)

For our next meeting in May, and stemming from our discussions, the regional office will present statistics regarding the various ways school heads are involved formally with the development of IB (through committees, regional council, etc.). In addition, the RC plans to reach out to the other two Regional Councils (Europe, Africa and Mid-dle East; the Americas) to share agendas and minutes of meetings with a view to seeing if there might be some benefit in further alignment.

Finally, and on a personal note, I would like to sincerely thank all the members on the council for volunteering their time to serve the IB community. I would also like to thank all those working with the IB. It is always great to meet members of the IB staff and the more I learn about the com-plexities and challenges that a global organization like the IB faces, the more respect I have for their work and the valuable jobs that they do.

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*IB Asia Pacific Regional Council

Heads

1. Mr James Macdonald (Chair) Head of School, Yokohama International School (Japan)

2. Ms. Anuradha Monga Head of School, Bangalore International School (India)

3. Ms. Anne Fowles Head of School, Suzhou Singapore Interna tional School (China)

4. Mr Julian Whiteley Head of School, United World College of SE Asia/Singapore (Singapore)

Non-heads

5. Mr Eddy Henry (Vice-Chair) Program and Alumni Affairs Director, Putera Sampoerna Foundation (Indonesia)

6. Mr Harsh Singhania Managing Director, JK Paper Ltd (India)

7. Dr Janet Keightley Education Consultant (Australia)

8. Mr Mark Wang Chairman & CEO, Agrinos China Co. Ltd (China)

9. Mr Sonny Lim Director, International Relations, Nanyang Technological University (Singapore)

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1. Training of Consultants

With the changes to the authorization process-es which have now come into effect, 57 of our experienced school visitors have recently been trained as consultants for new PYP candidate schools. The training sites included Melbourne, Delhi, Shanghai and Singapore during August and September. The process is well underway with our first group of schools and consultants connected and working together productively.

The consultation process comprises two parts:

• 20 hours of remote consultation per year of candidacy over a two year period. This can occur via email, phone, Skype conversations.

• One 2 day on-site visit. The visit is planned in consultation between the school and the con-sultant, depending on the needs of the school.

2. Programme Developments

Please check the OCC for these publications:

• The role of ICT in the PYP August 2011• PYP sample units of inquiry (continued) includ-

ing single-subject inquiries and the exhibition Nov 2011

• The History of the PYP Nov 2011• Developing a transdisciplinary programme of

inquiry–revised Dec 2011

The PYP coordinator’s handbook 2011/2012 is also

available from the PYP e-library in both PDF and HTML. It is most important that all PYP coordinators make themselves familiar with the latest publication.

Next revised suite of PYP curriculum documents to be published in 2014 to include MTPYPH and Pedagogical leadership. There will also be a callout to review the planner in the next 12 to 18 months

3. IB PYP planner on Google docs

In response to requests from schools, the PYP planner is now available as a template on Google docs. This template is available through the PYP e-library on the OCC or by us-ing the following link: http://bit.ly/PYPplannerEng

4. Sharing examples of what PYP implementation looks like in IB World schools

The PYP sharing practice site http://blogs.ibo.org/sharingpyp/ is one of the new initiatives from the IB PYP development team and will add to the increas-ing number of curriculum support materials pro-vided to interested, candidate and authorized PYP schools. This blog will aggregate articles, posts, videos, images, and comments from newsletters and websites already published and shared by PYP schools, teachers, associations and networks. It is already up and running and we look forward to more contributions from schools and networks.

mignon.weckert@ibo.org

The IB Primary Years ProgammeMignon Weckert, Regional School Services Manager PYP

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MYP Next Chapter Updates

The MYP is currently involved in a major pro-gramme review project called, “MYP the Next Chapter”. In October the IB released the latest Next Chapter programme report. It outlines the direction of the work done to date. Please be ad-vised the report speaks to possible changes. The latest version of Coordinator Notes published in November summarizes the report. If you have questions related to the Next Chapter project you should contact Malcolm Nicolson at malcolm.nicolson@ibo.org. In January 2012 there will be a transition document published which outlines how programme requirements at the time of au-thorization and evaluation will be affected by the proposed changes.

November Coordinator Notes

Please follow this link for the latest notes: http://occ.ibo.org/ibis/documents/myp/m_g_mypxx_con_1111_1_e.pdf

Next Chapter Report

Please follow this link for the latest report: http://occ.ibo.org/ibis/documents/myp/m_0_mypxx_mypnc_1110_1_e.pdf MYP Coordinator Network Activities

This fall there have been a number of coordina-tor network meetings. These are important struc-tures that facilitate some excellent discussions between practitioners. If you are not part of a network please contact the regional office (curtis.beaverford@ibo.org) and we will try and connect you with the nearest group.

Changes to Language B In January 2011 the IB will publish the new Lan-guage B guide. This guide revision represents significant changes to the course’s structure. Af-ter the guide is published the IB will be running several subject specific seminars to help schools implement changes to their programmes. These seminars will be run in several locations around

the region, details of these events can be found on the IBAP professional development calendar.

On November 28, 2011 the IB published ex-cerpts from the new guide which explain some of the changes to the course. This document can be found on the OCC at this address: http://occ.ibo.org/ibis/occ/general/Extracts%20from%20DRAFT%202012%20Language%20B%20guide%20Eng.pdf

The MYP Flyer

The MYP Flyer has been officially translated into Japanese and Indonesian. This resource is in-tended for parents and adds to the support you provide for members of your community who are not proficient in the language of instruction of your school. The Flyer will also be translated into Korean in the near future. The Japanese version of the flyer can be found here: http://www.ibo.org/ibap/schoolservices/myp/documents/MYPflyerJapanese.pdf

The Indonesian version of the flyer can be found here: http://www.ibo.org/ibap/schoolservices/myp/documents/MYPflyerIndonesian.pdf

The IB Middle Years ProgammeCurtis Beaverford, Regional School Services Manager MYP

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with that, then all the better. However, if other var-iables don’t allow Nigel’s schedule to work, that’s okay too.

Is this unethical? If the cap fits.

It has been often written and regularly spoken that teachers have very limited editing roles when working with students on course IAs, extended essays and Language A written assignment tasks. This is summarized in the following statement. In general, in all groups of subjects with the exception of mathematics portfolio tasks, teachers/supervisors may only comment on the first draft of assignments. That draft may not be edited by teachers.

This issue has specific support in various docu-ments across the curriculum, including the Ex-tended essay Guide [2008], page 8, and the new Language A: literature Guide [2011], page 28. The advice on the new written assignment in that course is very clear:

“As part of the learning process, teachers can give advice to students on a first draft of the task. This advice should be in terms of the way in which the work could be improved, but this first draft must not be annotated or edited by the teacher. After making general comments on the first draft, teachers should not provide any further assis-tance.”

Is your school conforming to this unambiguous requirement? Is this unethical? Part 2.

A: Language level choice and Anticipated sub-jects

In the context of IB Practice C2.1b [The curriculum facilitates concurrency of learning], I am pleased to report that our region has a small proportion of candidates who take Anticipated subjects. How-ever, most Anticipated entries are in the Group 2 languages. This fact adds a complexity to the very troubling issue of language course selection.

I am writing this as November session schools be-gin their 2011 examination sessions, but you will receive it at the begining of December. You know that we will have been thinking of you and your candidates as you have embraced the November DP exam period. Some of you have had the good fortune to have received an unannounced exami-nation visit, as our way of supporting you in your programme refinement and development.

Handbook of Procedures 2013

I bring to your attention that the deadline for amendments to the next issue of the Handbook of procedures for the Diploma Programme (the 2013 edition) is 1 February 2012. I know that many of us have occasional disappointments with the clarity of the Handbook. So now I am inviting you to share your concerns and suggestions with the Handbook editors. If you, as an individual or better still on behalf of a network of coordinators, email me with your suggested Handbook improve-ments, then I will collate them and send them off to IBCA in good time. Suggestions can be little or big, on the understanding that our friends in IBCA will make the ultimate decisions. Deadline to me at stephen.keegan@ibo.org is January 10 2012.

Networks of DP Coordinators

We have been fortunate in attending more net-work meetings of DPCs in various cities in the region in the past year. It is our aim to attend at least one meeting of every DPC group per year. Hopefully you see our contributions in these meet-ings as constructive. Certainly, it can give you an opportunity to share your best practice as well as your concerns with us. Whenever possible, we will help you to make contact or get advice from our colleagues in IBCA. Please keep us informed as far in advance as possible of scheduled meet-ings. While we are being supported in prioritis-ing these connections, we still need to keep costs down to a minimum, so if we get good advance notice, we can schedule other travel around the meeting dates. In fact, Nigel Forbes-Harper is leading an initiative to coordinate visits to cities and sub-regions. If your DPC network can fit in

The IB Diploma ProgammeStephen Keegan, Regional School Services Manager DP

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The new Language B Guide [2011] is clear in de-fining how schools and students should be mak-ing their decisions:“It is essential that Diploma Programme coordi-nators and teachers ensure that students are fol-lowing the course that is best suited to their pre-sent and future needs and that will provide them with an appropriate academic challenge. The de-gree to which students are already competent in the language and the degree of proficiency they wish to attain by the end of the period of study are the most important factors in identifying the appropriate course. Coordinators, in conjunction with teachers, are responsible for the placement of students. The most important consideration is that the course should be a challenging educa-tional experience for the student.” [Page 4]. In fact, the old Guide was stronger on this:

“If students are not adequately challenged by their choice of group 2 course they will have been denied an educational opportunity. If, for exam-ple, they have been advised to pursue an ab ini-tio 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 fash-ion. 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.” [Page 4].

So to make the point with an extreme scenario, if yours is a school which invites students to take an Anticipated language Group 2 SL course, which they would then complete in nine months, and they all score six or seven, and then they only have five subjects to study in their second year, is your school being ethical? Only you can answer that.

B: TOK in two semesters and concurrency of learning

Still on concurrency of learning, again I am pleased to report that most of our schools in this region continue their TOK classes from the begin-ning of the first semester, to well into the fourth semester of the two year programme. However, there are a few who do not begin the course until semester two and finish it at the end of semester three. I cannot see how the ideals of embracing

the TOK approaches to teaching and learning can be demonstrated in two semesters, especially if students are not introduced to TOK until semester two. Surely in two semesters, schools are teach-ing to the assessments? I welcome your respons-es to this.

New Standards and Practices and Evaluation

We have now been in the company of the new Programme Standards and Practices long enough to no longer need to call them new. In conjunction with these new Standards, the IB has completed a review of its authorization and evaluation pro-cesses. For most of you, it is evaluation proce-dures which are important. The next set of ‘five year reviews’ is due in April 2012. These are the first DP evaluations which will be conducted en-tirely on the new Standards and the new evalua-tion procedures. The new procedures are a defi-nite refinement, which should free up schools to conduct their self studies with much reduced bu-reaucracy and paper shuffling. I suggest that each school gets a copy of the new guide to evaluation and start to align your school’s and programme’s strategic planning with the requirements of the new evaluation procedures. In particular, take a look at the chart 7 Action Plan, as a template for you to build your relationship with all of the stand-ards and practices. The extent to which you cre-ate an electronic environment to cross-reference your responses and evidence for each practice is up to you. The IB’s report on your self study also will be more refined and more closely linked to the Standards than in the past.

Farewell to Briony

By now many of you will know that Briony Morath, DP Associate Regional Manager, is leaving the regional office at the end of the year and return-ing to Sydney. I know that any of you who have been in contact with Briony over her year in the IB will join me in thanking her for her contribution to the DP in Asia Pacific. Her own high standards and attention to detail have ensured that many schools in the region are better DP schools for her input. Thanks Briony.

stephen.keegan@ibo.org

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IBCC achieves accreditation

The International Baccalaureate (IB) is please to inform that the UK Office of Qualifications and Examinations Regulation (Ofqual) announced that the IB Career-related Certificate (IBCC) meets the General Conditions of Recognition and has accepted it as a Regulated qualification in the UK. This is a significant development for the IBCC not just within the UK. This important ac-creditation will provide a platform for further rec-ognition at the university level across the globe.The IBCC now appears on the Register of Reg-ulated Qualifications http://register.ofqual.gov.uk/and, it will also appear on the Department for Education’s Section 96 list which includes all qualifications which are eligible for post-16 state funding in UK state maintained schools http://www.education.gov.uk/section96/search/search.cfm The qualification will appear under

its full title, namely IBO Level 3 Combined Cer-tificate (career related). It takes a few weeks for qualifications to appear on Section 96. The QAN (Qualification Accreditation Number) for the IBCC is 600/3507/9

In its first year of mainstream offering, the IBCC has generated considerable enthusiasm across the global community of IB schools and there are a growing number of IB world schools seek-ing authorization. Applications to offer the IBCC

have come from countries in all the regions and also a wide range of school profiles – from large international schools to small state schools.

You can find full information on our website http://www.ibo.org/ibcc and if you require any further help don’t hesitate to contact the IB at ibid@ibo.org.

The IBCC framework

The IBCC consists of the study of Diplo-ma Programme courses along with a unique IBCC core. The core includes community and service, an approaches to learning (ATL)course and a reflective project blend-ed together to enhance individual criti-cal thinking and intercultural understand-ing. These elements come together to helpstudents develop the communication and per-sonal skills necessary for success. Surrounding

the IBCC core is the requirement of a minimum of two IB Diploma Programme courses. The core forms a bridge between the rigorous require-ments of the IB Diploma courses and the targeted career-related courses chosen by the student.

In addition to the IBCC core and the IB Diplo-ma courses, students are expected to engage in the value added elements of a language ac-quisition course and a career related course.

The IB Career-related Certif icate

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Continually working on improving our services to you

IB Professional Development in the Asia Pacific of-fers two formats for Workshops, In-school and Re-gional. We are working at improving our offering of IB Workshops to make them more effective and ef-ficient for you and your organisation.

We are now offering several improvements:

In-school:A broader range of courses can now be offered for the in-school model, and schools can now choose to run most of the PYP workshops available on an in-school basis. For DP/MYP courses previously only available at a regional event, e.g. Language A, can now be specially requested to run as an in-school workshop.

A number of the booking restrictions we previously required with in-school workshops due to capacity issues can now be lifted. We have responded to schools’ requests to offer professional development to a more diverse range of educators in the school at any one time. Whilst it is usually beneficial to run the same in-school workshop for all staff, schools may now request to run more than one workshop at a time if the diversity of professional develop-ment needs within the school indicate as such. An improved service for you on our REGIS (through IBIS) system which will make it easier for you to request workshops, post participants names and fi-nalise billing details. In-school workshops can now be booked in the same way as regional workshops. The booking process is now as follows: Requests via REGIS(IBIS) are confirmed within 14 days. From this point you can start to register participants into the workshop through REGIS. When Workshop Leaders are allocated then the workshop is final-ised and schools can start to liaise with the Work-shop Leader on logistics . Whilst it is very rarely the case that we are unable to find Workshop Leaders, should this prove difficult we will get back to you at least 2 months before the workshop to discuss op-tions. As part of the new In-School Workshop service we are now arranging the flights for the Workshop Leaders through the IB travel agent (the same as for Regional events). The flight allocation will be in

accordance with the IB travel policy and in consulta-tion with the school. The flight will be invoiced at the same time as the Workshop fee. Regional Workshops:We continue to build on the development of region-al events: supporting ICT integration, plenary ses-sions, workshop related excursions and hands-on activities, and the provision of more specialist Cate-gory 3 workshops. We are also working closely with IB networks to refine the schedule of workshops. If you feel there is a need for additional workshops in your region, then please work through your local network, and we will look at the possibility of arrang-ing it for you. Please bear in mind that we have to have a confirmed number of 10 participants to hold a Regional workshop.

Subject Specific Seminars (SSS)A Subject specific seminar is the name given to the first set of workshops to support the release of a new guide. For the Diploma programme, new guides are released at the end of December. All workshops af-ter this release will focus on the new guide but the subject specific seminars are distinctive in that:• They offer a tremendous opportunity for experi-

enced teachers to fully acquaint themselves with changes to a particular subject area prior to the start of teaching the new course.

• They use new materials created by the curricu-lum and assessment teams to explain and ex-emplify the teaching and learning framework, the guidelines and requirements for implementation, the objectives and criteria, and the assessment tools and task types.

• There is a focus on transition from the old to the new guide

• Additional support is provided by IB Academic staff from the programme development team and/or a member of the curriculum review team. They will run a plenary session on the curriculum review process and also be on hand throughout the workshop to answer questions and partici-pate in discussions.

In the second half of the year additional workshops for these subjects will be scheduled, and where pos-sible scheduled locally, according to demand from the networks, This provides schools with the flex-ibility to determine who and when it needs to train.

New Subject Seminar (NSS)Similar to the subject specific seminar, this is anoth-

IB Professional DevelopmentStuart Jones, Professional Development Manager Asia Pacific

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er special type of workshop designed to introduce a new subject. Sports Exercise and Health Science has been in the pilot phase for a number of years and will go mainstream in 2012. Registration is open for:

MYP Subject Specific Seminars in Hong Kong, Mel-bourne, Australia and Singapore:Language B. Category 2/SSS [Two sections scheduled] Humanities, Category 2/SSS

Hong Kong: Seminar 23-25 March 2012, (Registration closes 27 Feb 2012)Melbourne: Seminar: 28-30 March 2012, (Registration closes 10 March 2012)Singapore: Seminar: 2-4 April 2012 (Registration closes 10 March 2012)

DP Subject Specific Seminars in Singapore, Hong Kong, Delhi, Melbourne:Singapore SSS 3-5 February 2012 (Registration Dead-line: 14 Jan 2012)Math HL Category 2/SSS Math SL Category 2/SSSMath Studies, Category 2/SSS

Hong Kong SSS, NSS 10-12 February (Registration deadline: 21 January 2012)Math HL, Category 2/SSS, [3 sections scheduled]Math SL, Category 2/SSS, [2 sections scheduled]Math Studies, Category 2/SSS

Delhi SSS, cat 1 & 3 , 9-11 March (Registration deadline: 18 February 2012)Math HL, Category 2/SSS, [2 sections scheduled]Math SL, Category 2/SSS, [2 sections scheduled]Math Studies Category 2/SSS

Melbourne SSS, 28- 30 March (Registration Deadline: 10 March)Math HL, Category 2/SSS, [2 sections scheduled]Math SL, Category 2/SSS, [2 sections scheduled]Math Studies Category 2/SSS

DP New Specific Seminars in Hong Kong and Mel-bourne:Hong Kong, NSS 10-12 February (Registration deadline: 21 January 2012)Sports, Exercise and Health ScienceMelbourne, NSS 28- 30 March (Registration Deadline: 10 March)Sports, Exercise and Health Science

New Category 3 workshopsCategory 3 workshops focus on a particular area of the course or related pedagogy.

DP:• Physics: Promoting the use of ICT

• Biology: Integrating Fieldwork• ESS: Approaches to Fieldwork• Chemistry: Experiential Learning• Successfully Navigating University Recognition• A Theoretical and Practical Approach to Developing

Links between TOK and CAS*

MYP:• Physical Education: Moderation and Monitoring of

Assessment (MMA). These are subject specific and high level workshops grounded in the assessment requirements and focussing on the vertical and hori-zontal articulation of the curriculum

• Performing Arts: Moderation and Monitoring of As-sessment

• Technology: Moderation and Monitoring of Assess-ment

• Validating the 3 Year MYP. This workshop focuses on Years 1-3 of the MYP

• Evaluating your MYP• Personal Project• Assessment in the 21st Century. • Action in the MYP (Community and Service)• Areas of Interaction• Developing inquiry through a museum experience

PYP:• Teacher as Researcher• Developing Inquiry through a museum experience• Programme of inquiry: A strategy to support school’s

self assessment* • Creativity in Education*• Assessment in the Early Years*• Pedagogical Leadership in the Early Years*

*workshops have yet to be scheduled. Please contact us if you are interested in these workshops and we will discuss where and when we can schedule them. Please go on line via IBIS to our new registration system REGIS to book places for your staff to ensure that you are not disappointed.

General Information available to you:Regional Workshop schedule: http://ibo.org/ibap/professionaldevelopment/ and click on the Google doc on the right for the current Regional Workshop schedule for 2012 for Asia Pacific Region.

Workshops available cataloguehttp://www.ibo.org/events/documents/IB_Work-shopCatalog_web.pdf

Whilst most of these workshops are available for both In-School or Regional, we generally offer what is most requested. If you choose to run a workshop that is not usually requested, please get in touch with us directly to discuss. (ibid@ibo.org)

We look forward to working with you to best meet your Professional Development

requirements.

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Updates from Greg ValentineIB Manager Development

Australasia

1. The Federal Minister for Education in Aus-tralia, Peter Garrett MP, has made a decision, fol-lowing representation from Greg Valentine from the Australasian IB Office, to include IBDP High Achievers in the Australian Students Prizes. Aus-tralian Citizens and permanent residents in Aus-tralian IB World Schools who score 45 points (Ie an ATAR of 99.95) will now be eligible for the Aus-tralian Students Prize, along with the $2,000 cash prize.

These Awards which are presented to the top 500 Year 12 students in Australia have never, except in the State of Victoria, included IBDP High Achievers and last year 29 students in Australia who scored 45 points would have been eligible. Many IBDP students with a 99.95 equivalent score in the past have been excluded.

The IB will notify the Federal Department of Edu-cation, Employment and Training (DEET) in Janu-ary 2012 of the names and contact details of each IBDP students who earns 45 points and meets the citizenship criteria and DEET will contact the suc-cessful students to inform them of their Award. The IBDP student’s school will be involved in the nomi-nation process.

This decision provides both equity and recognition for IBDP High Achieving graduates and the IB is delighted to have been informed of Minister Gar-rett’s decision.

2. On 27th October 2011 the Curriculum Coun-cil of Western Australia officially informed the IB that successful completion of the MYP Personal Project will count towards the WA Certificate of Education. This decision means that all students in WA who complete the MYP Personal Project will be able to

gain five points credit towards their Senior Certifi-cate in WA should they not be undertaking the Di-ploma Programme in years 11 and 12.

Many thanks to Amanda Murphy from St Brigid’s College and Curtis Beaverford IBAP who success-fully applied for this recognition.

3. Greg Valentine, Manager Development Aus-tralasia has made an appointment with the Victorian Registration and Qualification Authority to prepare for the submission of an Application to have the IB Career Related Certificate (IBCC) recognized as a Senior Secondary Qualification in the state of Vic-toria. Any IB World Schools in Victoria interested in the IBCC should make contact with Greg Valentine at greg.valentine@ibo.org in support of the submis-sion. The IBCC has recently been formally recog-nized by Ofqual in the UK and formal recognition Australia-wide will be pursued through ACARA in the coming years.

4. A spreadsheet summarizing IBDP Recog-nition by all Universities in Australasia has been prepared by the Sydney Office. The spreadsheet shows the minimum requirements for entry, any scholarship opportunities, possible credit, bonus or advanced placement, English Proficiency require-ments and the application procedures for Interna-tional and Domestic students for each University.

Full Recognition statements, including where rel-evant comments about the alignment of IB Phi-losophy and the Tertiary Institution’s philosophy, for each of these Universities are on www.ibo.org If you would like a copy of the summary sheet please contact the Sydney Office. Schools should also check the Recognition section of www.ibo.org to access copies of new research and Recogni-tion documents including curriculum briefs, alumni statements, research summaries, model recogni-tion policy statements etc

IB University Recognit ion & Development

page 13www.ibo.org

5. Australian Diploma Schools are encouraged to sign up for the DP Student Survey and encour-age their DP students to complete the survey after the know their Tertiary destinations so that IB is not only able to track the destination of DP Graduates but also gather information about their enrolment experience and knowledge of the IBDP amongst Institutions.

Diploma Coordinators in Australasia are also en-couraged to continue to enter the Destination data into IBIS for their 2011 Graduating cohort. This in-formation which 90% of schools provided in 2011 has been invaluable in determining which Institu-tions we need to focus on in our efforts to raise awareness of the IBDP as well as further relation-ships and develop opportunities to track IBDP grad-uates and engage in IB-related research with these universities.

6. Our successful application to ACARA for rec-ognition of the PYP and MYP as ‘alternatives to the Australian Curriculum’ was submitted mid-year and we are pleased to announce a successful outcome. Schools are reminded that, even with recognition as an Alternative to the Australian Curriculum is gained, they will still have to meet the requirements of their State Registration Authorities and partici-pate in NAPLAN. Application for Recognition of the Diploma Programme will be made when the Year 11 and 12 Australian Curriculum is finalized.

7. There have been some significant increases in student registrations for the Diploma Programme in 2011. Total Registrations (Including Diploma, Certificate, Anticipated and Retakes) for May 2011 and November 2011 now total 122,761, up from 113,953 in 2010. There have been some significant increases in 2011 compared to 2010 in Australasia with New Zealand increasing 26.6% and Australia increasing 15.5%.. Both SA and NSW had increas-es above 20% and Queensland increased their number of Registrations by nearly 30%.

Updates from Priyamvada TanejaIB University Liaison Officer

India

Snapshot of Recognition activities in India

Recognition statement updates (ongoing) – Since I joined last October, I have worked with uni-versities, counselors, schools and other stakehold-ers and we are making excellent progress which will benefit IB students across the region. I have tar-geted 30 Universities/colleges/organizations, which has resulted in 12 new recognition statements. Another big achievement has been the acceptance of IB students for the INSPIRE scholarship by the Department of Science and Technology. Presenta-tion on University Recognition Updates at the TAISI ( The Association of International Schools in India) conference (September, 2011) – The TAISI pres-entation examined the emerging trends, challenges, recognition updates and the various ways that IB is employing to ensure the smooth progression for IB Diploma students in India. The session was at-tended by Heads/Deputy Heads/IB coordinators of schools and helped inform them of the IB recogni-tion strategy going forward whilst examining the re-sponsibilities of IB World Schools as they guide their students in the future. Counselor/DP meeting in Mumbai (November 2011) - The first College Counselors/DP Coordina-tors meeting was held in Mumbai last month to dis-cuss the issues surrounding University recognition. The meeting was attended by 17 prominent schools of Mumbai. It provided an excellent opportunity to have a meaningful discussion regarding recognition of the IB Diploma. Going forward we will hold similar sessions in 4 major cities in the country. 40th COBSE conference on Continuous and Com-prehensive Evaluation in Gurgaon, Haryana, (No-vember 2011) – The Council of Boards of School Education in India (COBSE) is a voluntary associa-tion of all the Boards of School Education in India. IB for the first time attended the COBSE conference. This will pave a way for nationwide MYP recognition and awareness of IB programmes across the coun-try.

For more information : http://www.ibo.org/ibap/universityrecognition/

page 14www.ibo.org

Preference will be given to educators with pri-or experience as school visitors or as work-shop leaders.

• School Visits Team Member (PYP, MYP, DP) - School visits team members will participate in programme verification and evaluation visits representing the IB. They will be responsible for conducting the visit and contributing to a final report and recommendation for the re-gional office.

• School Visits Team Leader (PYP, MYP, DP) - Team leaders are responsible for liaising with the regional office and the school prior to and after the visit as well as for leading the visit-ing team in conducting the visit and preparing the visit report for submission to the regional office.

Professional Development Roles

• Workshop Leader (PYP/MYP/DP) - Work-shop leaders facilitate professional develop-ment for teachers in regional workshops and in schools implementing the IB programmes. Workshop Leaders contribute to the global Quality Assurance Framework of PD provi-sion.

• Programme Field Representatives (PYP/MYP/DP) - Programme Field Representa-tives will offer academic support to Workshop leaders on regional workshop events and also feedback observations to regional office IBEN Managers. Programme Field represent-atives contribute to the global Quality Assur-ance Framework of PD provision.

For detailed information on how to become a part of the IB educator network, please visit the IB Asia Pacific IBEN webpage.

Your continued feedback is very important to us so please do send us your ideas, suggestions and feedback at ashish.trivedi@ibo.org.

Dear All,

We would like to extend a sincere thanks to our community of IB educators who work with us in various roles such as workshop leaders, site vis-itors, consultants and field representatives. The 850+ IB educators from 260 schools in Asia Pa-cific make an invaluable contribution to support our candidate and IB World schools. We are grateful to our IB educators for their time and effort in facilitating more than 800 work-shops, visits and other regional IB activities in 2011. This would not have been possible without the generous support of our school heads and therefore we would also like to extend our grati-tude to all our school heads. We hope that by being a part of the IB educa-tor network, our IB educators not only receive rich professional development themselves but also take back ideas, experiences and learning to their own school communities. The regional office will be organizing a number of training events for those interested in becoming a part of the IB educator network. These trainings are intended to develop participants in the following roles:

School Services Roles

• Consultant (PYP, MYP, DP) - Consultants will provide support and mentoring to candidate schools. Each school will be assigned a con-sultant by the regional office who will conduct the mandatory consultation visit and provide a specified number of hours of distance men-toring in preparation for the verification visit. Preference will be given to educators with prior experience as school visitors.

• Application Reader (PYP, MYP, DP) - Ap-plication readers will analyse, evaluate and report to the regional office on documented evidence submitted by schools with the ap-plication of candidacy and/or authorization.

IB Educator Network UpdatesAshish Trivedi, IB Educator Network Manager, Asia Pacific

page 15www.ibo.org

It has been a busy year for research in the IB, and we have a number of projects to share that we hope you will find inter-esting and informative. On the Programme Impact side, we’ve released six studies this year looking at the postsecondary achieve-

ment of DP students as well as the performance and engagement of MYP students. You can view the full reports, along with summaries, on our recently redesigned Programme Impact Studies pages: http://www.ibo.org/research/policy/pro-grammevalidation/. Studies completed this year:

• International Baccalaureate stu-dents studying at UK Higher Educa-tion Institutions: How do they fare?- Higher Education Statistics Agency

• Postsecondary Enrollment Patterns of IB Certificate and Diploma Candidates from High Schools within and outside the U.S. (2 reports) – SRI International

• First college courses taken by Flor-ida IB Students – SRI International

• Student Performance and Stu-dent Engagement in the IB Mid-dle Years Programme – Julie Wade

Going forward, we are embarking on a number of new projects which explore what it means to be an IB teacher; implementation of the PYP in India; the relationship between performance in the MYP and DP; analysis of external assessment data across programmes; gender differences in the STEM subjects; a longitudinal look at postsec-ondary access, performance and persistence; the MYP in the UK; and follow-ups to the studies on PYP and MYP student performance on the In-ternational Schools Assessment (ISA) and stu-dent performance and engagement in the MYP.

On the Programme Development side, we have

published several new papers. IB position pa-pers, written by IB practitioners and educators, address topics related to the IB’s philosophy and current educational practices and trends. You can find them at: http://blogs.ibo.org/positionpa-pers/. We have also published two reports profil-ing the Learner Profile and Theory of Knowledge. You can access these by logging in to the OCC. • Learners without Borders: A Curricu-

lum for Global Citizenship - Irene Davy

• Thought Word and Deed: The Role of Cogni-tion, Language and Culture in Teaching and Learning in IB World Schools – Michael Allan

• International Baccalaureate Learner Profile: Literature review – Kate Bullock

• Perspectives on a Curious Subject: What is IB Theory of Knowledge all About? - Eileen Dombrowski, John Mackenzie & Mike Clarke

The Global Research Department has recently also produced two other documents for the IB community:

• An annotated bibliography of the available research on the IB from 2010. Look for an updated resource list for research from 2011 to be release toward the beginning of 2012.

• A quick info sheet of key find-ings from IB produced or commis-sioned research on programme impact.

Finally, review of the latest round of Jeff Thomp-son Research Award applications (our most ever!) is currently underway, but the next dead-line for applications is coming up on March 31, 2012. We are pleased to be able to support the research of IB practitioners. You can find out more on the award and how to apply at: http://www.ibo.org/research/resources/jeffthompson/index.cfm

To find out more on any of the IB’s research activities, please visit: http://www.ibo.org/re-search/, or email us at: research@ibo.org.

IB Research DepartmentJustine Sanders, Research Specialist

IB World Student Conferences in 2012 Segovia, Spain and Vancouver, BC, Canada

page 16www.ibo.org

In 2011, the IB Schools Division, under the leader-

ship of Siva Kumari, has set up a structure to part-

ner with universities throughout the world to host

IB World Student Conferences on a regular basis.

The IB World Student Conferences aims to provide

a unique opportunity to develop student leadership

and international understanding and welcome IB Di-

ploma Programme students from around the world

to experience what it means to inspire responsible

action for creating a better, more peaceful world.

In 2012, IB will be conducting 2 World Student Con-

ferences: one in Segovia, Spain, and one in Vancou-

ver, Canada. Instituto de Empresa will be hosting

Global Engagement through Social Entrepreneur-

ship conference from July 2-6. The University of

British Columbia will be hosting The New Sustain-

ability: Making Things Better, Not Just “Less Bad”

from July 23-27. Both conferences will feature re-

nowned speakers and the opportunity for students

to engage intellectually with the university faculty

and each other.

Registration began 1 November 2011 and space is limited! Let your DP students know about this

conference – it is a great opportunity for them to

meet their fellow IB students! For more informa-

tion on the conferences, visit the conference web-

site: www.ibo.org/wsc/ or contact the World Student

Conference Team at ibwsc@ibo.org.

Skil ls and relationships that wil l last a l i fet ime

page 17www.ibo.org

New IB World Schools in Asia Pacif icWe are pleased to officially welcome schools that have been authorized to teach an IB programme between January 2011 and December 2011

Primary Years Programme

Canberra Girls’ Grammar School AUSTRALIACoromandel Valley Primary School AUSTRALIAEden Hills Primary School AUSTRALIAGood Shepherd Lutheran School, Angaston AUSTRALIAImmanuel Lutheran School, Gawler AUSTRALIAJohn Wollaston Anglican Community School AUSTRALIAKunyung Primary School AUSTRALIAMoreton Bay Boys’ College AUSTRALIAPlenty Valley Christian College AUSTRALIASeabrook Primary School AUSTRALIASpring Head Lutheran School AUSTRALIASt John’s Lutheran School, Eudunda, Inc. AUSTRALIANorthbridge International School Cambodia CAMBODIAGuangdong Country Garden School CHINAShanghai Victoria Kindergarten (Pudong) CHINAEastern Public School INDIAFountainhead School INDIAHillside Academy INDIAIndus International School, Hyderabad INDIASreenidhi International School INDIAStonehill International School INDIAVidya Global School INDIAJakarta International Multicultural School INDONESIASekolah Buin Batu INDONESIASekolah Pilar Indonesia INDONESIACanadian Academy JAPANOkinawa International School JAPANTsukuba International School JAPANGyeonggi Suwon International School KOREA, REPUBLIC OFFairview International School - Wangsa Maju Campus MALAYSIAFairview International School Penang MALAYSIADiocesan School for Girls NEW ZEALANDScots College NEW ZEALANDDomuschola International School PHILIPPINESGerman European School Manila PHILIPPINESCanadian International School, Tanjong Katong Campus SINGAPOREChinese International School SINGAPORENexus International School SINGAPOREACG International School Vietnam VIETNAM

page 18www.ibo.org

Middle Years Programme

Moreton Bay Boys’ College AUSTRALIASeaford 6-12 School AUSTRALIASeaford Rise Primary School AUSTRALIAEtonHouse International School, Suzhou CHINACanadian International School of Hong Kong HONG KONGCanadian Academy JAPANVientiane International School LAO PEOPLE’S DEMOCRATIC REPUBLICFairview International School Penang MALAYSIA

Diploma Programme

Sophia Mundi Steiner School AUSTRALIAJerudong International School BRUNEI DARUSSALAMNorthbridge International School Cambodia CAMBODIAGuangzhou Nanhu International School CHINAShanghai Weiyu High School CHINATaihu International School CHINAZhangjiagang Foreign Language School CHINACarmel School HONG KONGPo Leung Kuk Choi Kai Yau School HONG KONGSingapore International School (Hong Kong) HONG KONGSt Paul’s Co-educational College HONG KONGThe Hong Kong Chinese Christian Churches Union Logos Academy HONG KONGBombay International School INDIAD Y Patil International School, Nerul INDIAGreenwood High INDIAIndus International School, Pune INDIAJain International Residential School INDIALancers International School INDIALearning Panorama School INDIAMainadevi Bajaj International School INDIANSS Hill Spring International School INDIAOaktree International School INDIAGunma Kokusai Academy JAPANThe Malay College Kuala Kangsar MALAYSIAChinese International School Manila PHILIPPINESThe Beacon Academy PHILIPPINES