Neil Hendry Gr p 5 Review - by Niel KFC MACCCO YEEEEEEAHHHDH

7/27/2019 Neil Hendry Gr p 5 Review - by Niel KFC MACCCO YEEEEEEAHHHDH

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Group 5 Review Presentation

The Hague 30 October 2011

Neil Hendry

[email protected]


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International Baccalaureate Organization 2007

Mathematics Education in action

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Curriculum Review Group 5

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Aim of all IB programmes


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The aim of all IB programmes is to develop

internationally minded people who, recognizing theircommon humanity and shared guardianship of the

planet, help to create a better and more peacefulworld.

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

- youre an IB teacher first and a mathematicsteacher second

More like this

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Should mathematics classrooms look a bit more like this?

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Less like this


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And a bit less like this?

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Principles of DP Curriculum Reviews


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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 onthe hexagon as a whole

scheduled on a seven year review cycle

7 YEAR REVIEW CYCLE

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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 2006-2014Page 8


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Group 5 curriculum review 2006 - 2014

All subjects in group 5 were given a one yearextension

The original first teaching date was September 2011,but the extension moved this to September 2012, withfirst examinations in May 2014

Final examinations for the current courses will be inNovember 2013, final examinations for the new

courses will be November 2020

Evaluation and development for the next review willbe in 2014/2015 Outcomes of CR

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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

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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 issueseg GDC

Whole group and subject meetings

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Whole group and Subject MeetingsInformed 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

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Profile of participants

participants fromeach IB region

a mix of publicly funded / privately funded schools

gender balance a mixof experienced and relatively new teachers

representative senior examiners

representatives of the three IB working languages

(though meetings are normallyheld in English) potential to lead workshops on the new courses

Group5 Reviewplan

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Group 5 Review Plan whole group review

initial group 5 questionnaire to schools in July 07

group 5 meeting in October 07

subject specific questionnaires

two subject specific meetings each year

one IA meeting each year

Aims of meetings

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Aims of meetings

To consider the questionnaire results

To produce relevant courses for students which willbe of use to them during their diploma studies,through university and beyond

Reports on OCC

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Reports on the OCC

After every meeting a report is produced andpublished on the OCC for teachers. Comments areinvited 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

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http://curr%20review%20screen%20shot.doc/http://st%202010.pdf/http://hl%20sl%202010.pdf/http://ia%202011.pdf/http://ia%202011.pdf/http://hl%20sl%202010.pdf/http://st%202010.pdf/http://curr%20review%20screen%20shot.doc/


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Group 5 aims and links

Diploma-wide issues, TOK (including ethicalimplications), and international mindedness havebeen addressed in the new group 5 aims

The final column in the syllabus details providesuseful links to these aims.

APPL- real life examples and links to other diplomasubjects

Aim 8- moral, social and ethical implications

Int- international mindedness

TOK- suggestions for discussion Gr 5AOs

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http://aims.doc/http://syllabus%20content.pdf/http://syllabus%20content.pdf/http://aims.doc/


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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 arerequired for all 3 courses

Calculators yesterday and today

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Calculators yesterday and today

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Assessment Models


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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

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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 SLand HL core

4 options for mathematics HL (48 hours)

Contd

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Summary of curriculum changes (cont)

The project retained for mathematical studies SL, withminor amends to the criteria

Internal assessment for mathematics SL and HLchanged completely

Syllabus outline for studies

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Problems with present IA portfolio for mathematics

HL and SL

Internal assessment work should arise out ofclassroom experience as topics are introduced andnot be generated by the IB

Teachers reluctant to produce their own tasks due toperceived problems with moderation

Teachers reluctant to share their own developed taskswith the IB as then they would have a limited shelf life

Plagiarism and the perception of plagiarism

Therefore, new internal assessment developed aspart of the review

Exploration

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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 ofmathematical forms (e.g. formulae, diagrams, graphsetc) with accompanying commentary.

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

Stimuli

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http://aims.doc/http://stimuli.doc/http://stimuli.doc/http://aims.doc/


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International Baccalaureate Organization 2007Page 41

Criteria


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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

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http://ia%202011.pdf/http://sl%20and%20hl%20review%20report%202010.pdf/http://sl%20and%20hl%20review%20report%202010.pdf/http://ia%202011.pdf/


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The new TSM

guidance on introducing and developing theexploration

advice on how to support students

exemplar student work marked according to newcriteria

guidance on marking explorations written forteachers by teachers

an example of a mind map from a given stimulus

Spirals

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http://tsm%20titles.doc/http://a%20possible%20mind%20map%20for%20the%20stimulus.doc/http://a%20possible%20mind%20map%20for%20the%20stimulus.doc/http://tsm%20titles.doc/


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Spirals in Nature plotting points

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FM future


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Further Mathematics - the future

Further mathematics SL is an anomaly in the diploma

It will be replaced by a new Further mathematics HLcourse modelled on the existing SL course

Four existing mathematics HL option topics toincrease to 48 hours, plus geometry and a new topic linear algebra

Six topics of 48 hours = 240 hours, as one topic willbe taught as part of the mathematics HL course.

FM new course

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Further mathematics HL- the new course

Statistics, Sets and Discrete to remain broadly as theyare 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 additionalcontent 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 vectorspaces and applications to geometry. Assessment model

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Further Mathematics HL

Assessment model

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Paper 1 GDC hours Paper 2 GDC hours

50% 50%

Short &mediumresponsequestions

Medium & extended responsequestions

Changes to Comp Sci 1

12

2

12

2


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Changes to Computer Science (1)

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Group 4 non-elective (can count as a Group 4subject) rather than Group 5 elective (must takeMathematics 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.



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Assessment statements for core and HL extensionradically different.

Any pseudo-code developed should use the approved

notation (although if it is understandable the studentwill not get penalised).

No insistence on one specified programminglanguage (J ava), unless the OOP (object orientatedprogramming) option is taken.

Case study is more research-based than current one,linked to HL Paper 3 only (similar to ITGS CaseStudy).



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International BaccalaureateOrganization2007


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New components

SL and HL Paper 1 similar to current paper 1 andpaper 2 (except Case Study).

SL and HL Paper 2 linked to the option chosen.

HL Paper 3 - based on the Case Study andindependent research.

Solution (replaces Dossier) Development of a

product underpinned by algorithmic thinking linked toan unresolved question or problem, submitteddigitally, 2000 word max.

[email protected]

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Neil Hendry Gr p 5 Review - by Niel KFC MACCCO YEEEEEEAHHHDH