The Diploma Programme From principles into practice

1 The Diploma Programme From principles into practiceDiploma ProgrammeDiploma ProgrammeThe Diploma Programme From principles into practiceG D19 0 Printed in the United Kingdom by Antony Rowe Ltd, Chippenham, WiltshirePublished April 2009 international BaccalaureatePeterson House, Malthouse Avenue, Cardiff GateCardiff, Wales GB CF23 8 GLUnited KingdomPhone: +44 29 2054 7777 Fax: +44 29 2054 7778 Website: international baccalaureate Organization 2009 The international baccalaureate (IB) offers three high quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful IB is grateful for permission to reproduce and/or translate any copyright material used in this publication.

2 Acknowledgments are included, where appropriate, and, if notified, the IB will be pleased to rectify any errors or omissions at the earliest rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB s own rules and policy. See merchandise and publications can be purchased through the IB store at General ordering queries should be directed to the sales and marketing department in : +44 29 2054 7746 Fax: +44 29 2054 7779 Email: ProgrammeThe Diploma Programme : From principles into practiceThe Diploma Programme .

3 From principles into practiceContentsIntroduction 1 Philosophy and principles of the Diploma Programme 3 Introduction 3 The IB mission statement 3 The IB learner profile 4 Breadth and balance 5 Disciplinary and interdisciplinary understanding 6 Education for intercultural understanding 6A holistic educational experience 7 Learning how to learn 7 Access 8 Creative teacher professionalism 9 Developing a successful Programme 10 Introduction 10 Making the decision to introduce the Diploma Programme 10 Developmental phases 11 Induction of students.

4 Providing students with a smooth transition into the Diploma Programme 15 The role of the Diploma Programme coordinator 16 Building an accessible Programme 20 Introduction 20 Choosing the Diploma Programme or individual subject certificates 20 Student selection process 20 Schedules and course offerings 21 Language options and language support 22 Students with special educational needs 23 Ongoing support for teachers and students 23 Curriculum design and scheduling 24 Introduction 24 The school s choice of Diploma Programme subjects 24 The Diploma Programme and the school schedule 25 Elements of Diploma Programme design and scheduling 26 ContentsThe Diploma Programme : From principles into practiceDeveloping the IB learner profile 30 Introduction 30 School culture 30 What can schools do to support and develop the IB learner profile?

5 31 Teaching, learning and assessment 35 Introduction 35 Planning a Diploma Programme course 35 Approaches to teaching a Diploma Programme course 37 Supporting language learning 38 Developing interdisciplinary perspectives 38 Assessment 39 Professional development 40 Schools as professional learning communities 40 Professional development opportunities offered by the IB 40 Professional development expectations 41 References 43 The Diploma Programme : From principles into practice1 IntroductionThis document has been produced by the international baccalaureate (IB).

6 It is intended for school leaders, Diploma Programme coordinators and teachers in:candidate schools IB World Schools that are newly authorized to offer the Diploma Programme IB World Schools that are experienced in the processes of Programme development and evaluation. It is also anticipated that elements of this document will be of interest to parents and students in established IB World Schools and to school communities considering offering the Diploma Programme . It is not intended as an introduction and some familiarity with the Programme is successful Diploma Programme requires strong school leadership and a supportive learning environment in addition to efficient management.

7 The processes involved in the management of the Programme are comprehensively explained in the Handbook of procedures for the Diploma Programme , which details the specific regulations and practical requirements for delivering the publication focuses on the Programme as a whole; it explores the educational principles and practices that need to be nurtured in schools so that a solid foundation for a successful Diploma Programme can be established and maintained. The IB is an enabling organization whose primary responsibility is supporting schools in the development of their own Diploma Programme .

8 It is important at the outset to understand the implications of this. Schools are responsible for the quality of their Programme , and their relationship with the IB is a partnership in which both parties are working towards a common goal the realization of the IB s mission by putting into practice the IB learner document should be read in conjunction with Programme standards and practices (September 2005), a set of criteria against which the effectiveness of Programme implementation in a school is measured. The contents of the following pages are based on these standards and are intended to illuminate what they mean in practice .

9 Self evaluation is essential for school improvement and it is intended that this document, together with Programme standards and practices, will provide guidance and support for schools in this World Schools offering the Diploma Programme operate in a variety of contexts, each with its own specific circumstances and demands. By their nature, some of the principles and supporting criteria described in this document are aspirational and can never fully be realized. Developing a successful Programme is an ongoing endeavour and the most important expectation is that schools demonstrate a commitment to IB publications listed below, which can be found on the online curriculum centre (OCC) ( ) and the IB public website ( ), are also referred to in this document and provide essential additional insight into the process of Programme implementation and learner profile booklet Handbook of procedures for the Diploma Programme Rules for IB World Schools: Diploma Programme General regulations.

10 Diploma Programme Programme standards and practices Towards a continuum of international education IntroductionThe Diploma Programme : From principles into practice2 Diploma Programme : School guide to the authorization visit Diploma Programme assessment: principles and practice Core guides ( Theory of knowledge guide, Creativity, action, service guide and Extended essay guide)Subject guides Learning in a language other than mother tongue in IB programmes Guidelines for developing a school language policy Candidates with special assessment needs Academic honesty The Diploma Programme .