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Group 5 Review Presentation
The Hague 30 October 2011
Neil Hendry
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International Baccalaureate Organization 2007
Mathematics Education in action
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International Baccalaureate Organization 2007
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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International Baccalaureate Organization 2007
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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International Baccalaureate Organization 2007
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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International Baccalaureate Organization 2007
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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International Baccalaureate Organization 2007
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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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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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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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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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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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.
Changes to Comp Sci 2
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Changes to Computer Science (2)
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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).
Changes to Comp Sci 3
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Changes to Computer Science (3)
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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.