Curriculum Description Exploration Curriculum Descriptors Rationale Origins influences

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Curriculum Description & Exploration

Curriculum Description & Exploration

Curriculum Descriptors • • • Rationale Origins & influences Content Processes Contexts Influences for/against

Curriculum Descriptors • • • Rationale Origins & influences Content Processes Contexts Influences for/against change Outcomes Monitoring & Evaluation Significance

The IB: Origins • Hirstian epistemology • The French Bacc. • Internationlism (via UN

The IB: Origins • Hirstian epistemology • The French Bacc. • Internationlism (via UN & UNESCO) • Needs of diplomats & business people

The IB: Aims ‘We hope… • ‘…to develop inquiring, knowledgeable and caring young people,

The IB: Aims ‘We hope… • ‘…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: Objectives “Students will…. • Learn how to learn • Reach considered conclusions

The IB: Objectives “Students will…. • Learn how to learn • Reach considered conclusions about man, his language & his literature • Understand the ways of man in society & the scientific forces of his environment • Critically reflect upon the larger issues of international awareness • Be informed, tolerant and willing to communicate readily with others….

The IB: Influences upon it • National cultures, esp. France & USA • The

The IB: Influences upon it • National cultures, esp. France & USA • The private sector • Educational philosophies • The origin of the students • The nature of the IB teachers • ….

The IB: Curriculum Content [1] 6 academic curriculum areas • • • Sciences Social

The IB: Curriculum Content [1] 6 academic curriculum areas • • • Sciences Social Sciences Maths Foreign Language & Literature Own Language & Literature Arts OR one other option subject

The IB: Curriculum Content [2] the ‘extras’ • Theory of knowledge course (how do

The IB: Curriculum Content [2] the ‘extras’ • Theory of knowledge course (how do we know something to be true? ) • CAS – creativity, action, service • 4000 -word academic research essay

The IB: Curriculum Processes • • • Timing Assessment Non-prescription Whole-award Underpinned by TOK

The IB: Curriculum Processes • • • Timing Assessment Non-prescription Whole-award Underpinned by TOK • Highly book-based

The IB: Curriculum Contexts • Student backgrounds: middleclass in UK & lower-achieving areas in

The IB: Curriculum Contexts • Student backgrounds: middleclass in UK & lower-achieving areas in US • In UK attracts high fliers • Staffed by academic high fliers • International dimension • Expensive – non-state schools the norm in UK

The IB: Curriculum Change • Tends to be slow because of need for multi-national

The IB: Curriculum Change • Tends to be slow because of need for multi-national accord • BUT can be radical because unconstrained by national politics • Tends to be conservative because of strong Franco-Hispanic influences • BUT in UK fostered by those who want to move away from the ‘gold standard’ of A-levels

The IB: Curriculum Outcomes • Whole scores – not just subject grades • A

The IB: Curriculum Outcomes • Whole scores – not just subject grades • A recognisable and recognised wider education • High surrender value for Russell group universities

The IB: Curriculum Monitoring • A number of external moderation processes e. g. extended

The IB: Curriculum Monitoring • A number of external moderation processes e. g. extended essays, taped commentaries, raw scores • Otherwise, curriculum evaluation left to educational institutions • Many international meetings to discuss updating the curriculum

The IB: Significance • A role model for wider, enriched education • A role

The IB: Significance • A role model for wider, enriched education • A role model for transcultural education • Currently a conduit (in the UK) for disenchantment with AS A 2 • Red rag to US neo-cons

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