11 th May 2017 John Claughton (IBSCA) (including additional slides - - PowerPoint PPT Presentation

Portsmouth Grammar School 11th May 2017

John Claughton (IBSCA)

(including additional slides on structure, subjects and assessment)

specialisation & B - r - e - a - d - t - h

The Commandments

The IB Structure: The onion of destiny

• Ring 1: Learner Profile
• Ring 2: Approaches to

Learning

• Ring 3: The Core
• Theory of Knowledge
• Extended Essay
• Creativity, Action,

Service

• Ring 4: 6 subjects
• Ring 5: International-

Mindedness

The IB Structure: The commandments page 1

Thou shalt:

• Study six subjects
• Language 1
• Language 2
• Humanities
• Science
• Mathematics
• Group 6: Arts (Music/Theatre/Drama)
• Study three subjects at Higher Level and three subjects at

Standard Level

The IB Structure: The commandments page 2

Thou shalt also:

• Produce a 4,000 word Extended Essay
• Study Theory of Knowledge (and do a ToK essay and a ToK

presentation

• Undertake CAS, Creativity, Action and Service (and record it

and reflect on it).

The IB reality: subject choices? Mathematics or HL Mathematics HL Physics HL Economics SL English SL Spanish SL Chemistry Engineering

Subject Choices? Law: HL Economics HL Latin HL English SL Mathematics SL Chemistry SL Philosophy

Subject Choices? Classics: HL Greek HL Latin HL History SL Maths Studies SL Physics SL English

Subject Choices? Medicine: HL Chemistry HL Biology HL Philosophy SL Maths Studies SL English SL ab initio Italian

Theory of Knowledge (TOK)

‘Ethical judgements limit the methods available in the production of knowledge in both the arts and the natural sciences.’ Discuss. ‘Knowledge is nothing more than the systematic organisation of facts.’ Discuss this statement in relation to two areas of knowledge. ‘That which is accepted as knowledge today is sometimes discarded tomorrow.’ Consider knowledge issues raised by this statement in two areas of knowledge.

Fake News, Global Warming, Elections, the value of art, religious belief, immigration.

Extended Essay

Jusqu’à quel point et comment les événements et les personnages dans le film « La Haine » reflètent-ils la réalité dans la banlieue parisienne? (Modern Languages) To what extent are acts of individual rebellion necessary for social progress? (Philosophy) To what extent has the redevelopment of Princesshay shopping centre in Exeter had positive impacts? (Geography) What curves are generated by the Octopus Ride? (Mathematics) Does ultraviolet light have an effect on the photosynthetic activity of the scenedesmus alga? (Biology)

Maximum 45 points 6 subjects x 7 points maximum = 42 points Core = 3 points (Extended Essay and Theory of Knowledge) Total = 45 points

Assessment

The IB Structure: the safety valves

• Group 6 and doubling up
• Maths Studies
• ab initio languages

The Philosophy

Some axioms 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. The IB 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 IB Learner Profile

• Knowledgeable
• Caring
• Risk-takers
• Principled
• Balanced
• Communicators
• Thinkers
• Open-minded
• Reflective
• Inquirers
• Caring (again)

Approaches to Learning

• Thinking Skills
• Communication Skills
• Self-management skills
• Research skills
• Social Skills

What the world wants.

World Economic Forum Report 2016

‘The gap between the skills people learn and the skills people need is becoming more obvious, as traditional learning falls short of equipping students with the knowledge they need to thrive. Today’s job candidates must be able to collaborate, communicate and solve problems… this social and emotional proficiency will equip students to succeed in the evolving digital economy.’

Andreas Schleicher, Director of Education, OECD

‘Education today is much more about ways of thinking which involve creative and critical approaches to problem-solving and decision-

• making. It is also about ways of working,

including communication and collaboration…. And last, but not least, education is about the capacity to live in a multi-faceted world as an active and engaged citizen.’

Royal Society Report on 16+ education

Recommendation 2 The A level system should be slowly changed to a baccalaureate type system in which a broader curriculum (including core English, mathematics and the Extended Project qualification) is provided for all post-16 learners. Recommendation 3 England must, as soon as possible, formally adopt a framework for key competences: communication in English and in foreign languages, competence in mathematics, science and technology and digital competence, learning to learn individually and as part of a team, personal, interpersonal and intercultural competence, creativity and cultural awareness. Recommendation 4 Project work evidenced by the Extended Project and other qualifications should become a key requirement for university entrance.

‘A BROAD SET OF SO-CALLED EMPLOYABILITY SKILLS. THAT IS, BEING ABLE TO WORK IN A TEAM, TO SOLVE PROBLEMS, TO COMMUNICATE EFFECTIVELY, TO UNDERSTAND HOW BUSINESSES WORK AND THE ABILITY TO MANAGE THEIR TIME’

John Cridland, CBI CBI/Pearson education and skills survey

What universities want.

Universities and offers

Birmingham 32 points King’s College, London 35 points Leeds 35 points Manchester 32 points Bath 36 points Oxford 38/39 points Imperial 38/39/40 points Medicine 36-38 points Cambridge 41/42/43 points

Some dragon slaying

It’s not for me because:

• ‘I already know what I want to study.’
• ‘It’s only for the unsure or the indecisive or the generalist.’
• ‘It’s only for the brightest.’
• ‘I am no good at English/Maths/French, so it’s not for me.’
• ‘Universities don’t like it/understand it/value it.’
• ‘There is so much work that I won’t be able to do my

music/sport/dance/debating/conjuring.’

Some stones in the shoe

Stone 1: hard work Stone 2: some combinations Stone 3: Higher Level Mathematics

essere umano