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IB Workshops

and Services
2 0 1 8 C AT A L O G U E

IB PROFESSIONAL DEVELOPMENT
DEVELOPING LEADERS IN INTERNATIONAL EDUCATION
DEAR COLLEAGUE,
Welcome to our 50th anniversary year! Our founders pioneered a movement in 1968 for international education
that was, and still is, visionary and path-setting. Starting as a pilot with seven schools in a handful of countries, we
have grown steadily, year on year, attracting growing numbers of passionate educators and students to our global
community. Educators are at the heart of everything that makes the IB a success, and we look forward to celebrating
their work and planning the future of education together. Visit 50years.ibo.org for ways to get involved.

The 2018 IB Workshops and Services catalogue offers a wide selection of what we hope will be inspiring and
transformative experiences and tools that will benefit you, your school, and your students.

To bring you the best professional learning and development experiences every year, we draw from the wisdom of a
worldwide professional learning community of internationally minded teachers, school leaders and administrators.
The entire IB community benefits from this peer-to-peer model and the creative professionalism of educators who are
encouraged to co-learn, reflect on their practice, and expand on their professional portfolios and networks.

This year, I encourage you to consider expanding your PD options. Identify professional growth experiences that will
inspire you in new ways. For example, our “What is an IB Education” workshops delve into the unique aspects of an IB
education that are central to our mission. They are designed for all four IB programmes and are led by specially-trained
workshop leaders.

If you are a Diploma Programme language B or language ab initio teacher, consider attending one of the subject-
ABOUT THE ARTIST specific seminars on schedule this year due to curriculum reviews in those subjects. See page 62 for a full list of
seminars where you can learn first-hand from IB academic staff about the changes and ways the learning and teaching
framework has been improved.

My name is Le Lin and I am 18 years old. I graduated in 2016 from Sir Winston Are you interested in deepening your leadership skills? Our leadership workshops on pages 7–9 receive consistently
Churchill High School in Calgary, Alberta, Canada. I am currently undergoing high marks from participants. Led by an outstanding group of trained facilitators who are experienced IB practitioners,
a Bachelor’s of Fine Arts, Major in Design at Concordia University in Montreal. these PD experiences will help you transform yourself as an IB leader. Choose to focus on vision and strategy, teaching
Growing up, I was the designated "artsy kid"and I always enjoyed creating artwork and learning, culture and context, or other timely topics on offer.
as a form of self-expression. Art and design appealed to me the more I saw how it
was a constant presence in everyday life. I participated in IB visual arts HL for two IB professional development is flexible—aside from our standard online and face-to-face events, we offer on-demand
years which helped me start to put the pages of my sketchbook into perspective online workshops, in-school workshops, and hundreds of events hosted by IB authorized PD providers. We also partner
with the world around me. I was aware that art and design brought out the boldest with universities around the globe if you’re ready to pursue an IB educator or leadership certificate through one of the
side of me; every part of me since then has aimed to match that boldness, to universities in our network.
pursue art and design by whatever independent means it would take.
We remain committed to supporting the worldwide IB professional learning community by providing professional
and personal growth opportunities that offer meaningful engagements with ideas, materials and colleagues and that
translate to success in your classrooms and with your students.

Best wishes for continued learning and engagement,

Anthony Tait
Director of Professional Services

I B O. O R G / P D iii
EXPLORE IB PROFESSIONAL DEVELOPMENT
Choose from a variety of IB PD options and pathways, all of which are supported by a global architecture,
consistently high-quality materials and ongoing workshop leader training.

Face-to-face workshops
Almost all IB workshops are offered around the world in venues that bring together hundreds of teachers for multi-day
learning events. Most workshops are 15-hour modules offered over 2.5 days; other options may be available based on
regional needs.

Online workshops
Online workshops complement regional face-to-face workshops and expand access to teachers from all IB regions. A
wide range of online workshops are available for new and experienced coordinators, teachers and administrators in all
programmes. Workshops are available in English, French and Spanish (as noted) and typically span four weeks, offering
approximately 15 learning hours.

TABLE OF
Explore IB professional development (PD) The IB’s online environment promotes unparalleled knowledge exchange between IB teachers living and working around
Face to face workshops....................................................................................... 1
the world. Our learning platform promotes high-value social and professional interactions.
Online workshops................................................................................................... 1

CONTENTS
e-Learning and blended learning................................................................. 1
In-school and district or cluster workshops............................................ 1 e-Learning and blended learning
Webinars, self-study, e-learning resources and other online resources can meet the learning styles of all individuals. These
Primary Years Programme tools help educators focus on more specific aspects of IB programmes and offer "just-in-time" learning that can be applied
Category 1 workshops.......................................................................................10 in the classroom right away. Blended workshops combine the best of face-to-face and online approaches and minimize time
Category 2 workshops.......................................................................................13 away from school. Typically, blended learning may include three hours online alongside a two-day face-to-face event.
Category 3 workshops.......................................................................................16
IB Store products...................................................................................................26 In-school and district or cluster workshops
Use these workshops to train your entire programme staff on your own premises. You can choose to focus on specific
Middle Years Programme programme content and strategies. Workshops may be delivered over two days or during out-of-school hours, depending
Category 1 workshops.......................................................................................31 on the availability of a local facilitator. Contact your IB professional development team for more information.
Category 2 workshops.......................................................................................32
Category 3 workshops.......................................................................................34
IB Store products...................................................................................................39 WHICH SHOULD I CHOOSE?
Diploma Programme
Category 1 workshops.......................................................................................42 Choose category 1 if you are new to the IB or if Choose category 2 workshops to develop your
Category 2 workshops.......................................................................................47 your situation is similar to any of the following: expertise in delivering an IB programme. You will
Category 3 workshops.......................................................................................51 • You are new to the faculty of a longstanding have an opportunity to:
What is a subject-specific seminar?...........................................................62 IB World School and have not taught in an IB • make connections between programme
IB Store products...................................................................................................68
programme previously. frameworks and classroom practice
• You are aware of the IB philosophy and • enhance your understanding of assessment
Career-related Programme
programme structure but are not experienced in IB programmes
Category 1 workshops.......................................................................................74
Category 2 workshops.......................................................................................77 in teaching or administrating the IB. • discuss and analyse standards and practices
Category 3 workshops.......................................................................................78 • You are familiar with the IB subject guide
IB Store products...................................................................................................80 (including assessment procedures,
moderation) and would like greater
Featured workshops and services confidence before teaching a course.
School Enhancement Services.....................................................................28 • You have inherited a course and would like to Choose category 3 workshops to go more
What is an IB education?..................................................................................... 4 review the subject content before teaching it deeply into areas you enjoy and to deepen your
Join a new generation of leaders.................................................................. 7 to suit your own style and expertise. understanding and mastery of a particular area
DP theatre workshops .......................................................................................63 or subject.
Theory of knowledge (TOK) workshops ................................................67
Note: Teachers and other school leaders who do not
Index................................................................................... p teach in an IB school but wish to sample IB learning
may choose to participate in category 3 workshops.

iv I B W O R K S H O P S A N D S E R V I C E S 2 0 1 8 C ATA LO G U E I B O. O R G / P D 1
SCHOOL ENHANCEMENT SERVICES Adrian College  Bethel University  Bilkent University

Three new services for schools—both candidate and authorized—are now offered so that your school can receive
Discover  Butler University  California State University San

a new path
quality, targeted support in areas important to programme implementation. Tested in IB schools, these services improve
programme implementation and provide teaching staff with continuous and tailored support. Marcos  Curtin University  Deakin University 

All services are optional and may be requested during any point in a school’s IB journey. DePaul University  Durham University  Flinders

IB Consulting on your University  George Mason University  Kent

IB journey
Following authorization, schools can request consulting services to gain specific guidance that promotes and State University  Loyola University  Maltepe
enriches programme implementation.
University  Moscow City University  Murdoch
Consulting may begin at any time, for example, during the interim between evaluation visits and/or in the lead-
up to evaluation visits. Consulting may overlap an evaluation visit. University  Oakland University  Okayama University
Because your school is unique, your consultant will focus on guiding you according to your school's particular
identity and situation. of Science  Perm State Humanitarian Pedagogical
Your consultant will focus on your school’s priorities. These may include teaching and learning, assessment, University  Royal Roads University  Southeastern Louisiana
philosophy, or other areas you specify.
University  Tamagawa University 
To learn more about IB Consulting, visit ibo.org/school-enhancement-services/consultancy-for-authorized-
schools. Use the online form to let us know that your school is interested in participating in IB Consulting; we The Education University of Hong Kong  The University of Melbourne 
will respond to your query promptly.
Tsuru University  Universidad Camilo José Cela  University College
London  University of Alberta  University of Bath  University
Curriculum Connections
PYP and MYP schools may opt to receive more support in connecting their programmes to local curriculum
of British Columbia  University of Dundee  The University of
IB EDUCATOR
requirements. You may select from three areas of focus important to your school: whole programme; single-
subject or area; or whole programme for the community groups your school serves, such as parents, board
CERTIFICATES
members, and owners. Tailor the level of support your school receives by choosing the mode of service delivery Hong Kong  University of Montana  University of Navarra
that suits your school needs, including self-guided on-demand, interactive and consultative, and customized
onsite coaching.  University of North Georgia  University of Notre Dame
Australia  University of Tsukuba  University of Windsor IB LEADERSHIP
Find out more by visiting ibo.org/school-enhancement-services/curriculum-connections. Use the online
form to let us know that your school is interested and an IB representative will respond promptly. CERTIFICATES

Building Quality Curriculum (PYP)


This service proved so popular among MYP schools (required prior to programme evaluation) that a similar
service was designed for PYP schools so that they too could benefit from expert evaluation of their curriculum
Explore our network of universities:
planning and writing.
ibo.org/professional-certificates
Building Quality Curriculum enables you to receive structured feedback on your PYP planning, deepen your
understanding of the curriculum planning process and reflect on your planning activity. When you improve
the written curriculum, you can have a positive impact on the teaching and learning that occurs in your school.
Building Quality Curriculum is open to PYP teachers from candidate and authorized schools who seek to
improve their practice.

Learn more at ibo.org/school-enhancement-services/pyp-building-quality-curriculum, where you can


express your interest in this helpful service. An IB representative will respond promptly.

2 I B W O R K S H O P S A N D S E R V I C E S 2 0 1 8 C ATA LO G U E
©International Baccalaureate Organization 2017 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
W H AT ' S N E W

WHAT IS AN IB EDUCATION?
Bilingual and multilingual teaching Investigating inquiry
and learning
E S F E
This series of workshops challenges you to explore the question “What is an IB education?” You will E S F E How can we support student inquiry? Students’ own curiosity
provides the most effective provocation for learning that is
engage in provocative learning experiences around challenging ideas central to the IB’s mission to How can we create and support effective bilingual or
engaging, relevant, challenging and significant.
make the world a better place through education. These workshops are available as either cross- multilingual environments? Learning to communicate in a
variety of ways in more than one language is fundamental • Investigate how using an inquiry-based pedagogy
programme experiences or as a single programme focus, upon request.
to the development of intercultural understanding. has the capacity to lead students to a deeper
understanding of concepts through the construction
ALL WORKSHOPS ARE RECOMMENDED FOR: All educators, IB coordinators and school leaders or • Consider the importance of authentic inquiry and
of new knowledge.
decision makers at any point in their journey as life-long learners. reflect on the research base in developing literacy
across all years of a child’s education. • Inquire into specific strategies and questions relating
to an inquiry-based approach to teaching and
Approaches to learning • Examine the implications of the ways in which learning.
language learning can be scaffolded in bilingual and
• Discover how the reflective process is an essential
E S F E multilingual contexts.
component in becoming a life-long learner.
• Explore how school policies and structures support
What skills positively influence and support a student’s approach to life-long
the areas of learning language, learning through
learning? All IB programmes develop the approaches to learning (ATL) skill
language and learning about language in mother Learning diversity and inclusion
categories of communication, social, self-management, research and thinking.

NEW
tongue and other languages that form the school’s
• Develop a deeper understanding of ATL as a way for students to acquire and
use skills developed over time in order to access learning.
language profile. E S F E S F
RECOMMENDED FOR:
• Consider contemporary research to apply metacognitive strategies throughout
the learning process, with an emphasis on assessment as learning.
Developing service learning Educators, programme coordinators, school leaders, learning
WORKSHOPS KEY support teachers and consultants and any member of the
• Design the curriculum to encourage students to build these skills.
E S F E school community who is committed to increasing access and
E Face-to-face in English
• Reflect on how developing cognitive, affective and meta- cognitive skills using participation across the four programmes.
a variety of strategies may increase the capacity of learners to become self- How can educators develop students’ intrinsic motivation
What is inclusion according to the IB and what does it
S Face-to-face in Spanish regulated and intrinsically motivated. for service learning in the school community and beyond?
Challenging learning environments help students to develop take to be an inclusive school? Inclusive education is a
whole school approach to education and it is supported
F Face-to-face in French
Beyond the disciplines
the imagination and motivation they need in order to meet
their own needs and the needs of others. by the United Nations under human rights and social
justice.
E Online in English • Explore the core elements of action and service
E S F E learning. By demystifying inclusion, this workshop will help:

S Online in Spanish
How do we provide teaching and learning opportunities that reflect the unity of
• Examine social entrepreneurship in the school • develop an understanding of the IB’s approaches to
inclusion
context and use different models to evaluate
knowledge within, between and across disciplines? Learning beyond the disciplines
F Online in French highlights the interrelatedness of knowledge that gives students opportunities to
alternative ways for schools to approach and manage
projects that deal with critical social, economic and
• develop specific pedagogical knowledge and
approaches to extend learning and assessment to
construct, internalize and transfer meaning and understanding.
environmental issues. increase access and participation
• Explore the relationships and shared concepts of disciplinary, multidisciplinary, • identify resources and collaborate to create a
interdisciplinary and transdisciplinary learning. database to support inclusion
• Engage in activities that synthesize concepts related to ways of knowing while • create an action plan to increase school-wide inclusion.
learning how to develop central understandings that encourage learning to
know, learning to do, learning to live together and learning to be.

LEAD STUDENTS TO A DEEPER


UNDERSTANDING OF CONCEPTS
THROUGH THE CONSTRUCTION OF
NEW KNOWLEDGE.

4 I B W O R K S H O P S A N D S E R V I C E S 2 0 1 8 C ATA LO G U E I B O. O R G / P D 5
W H AT ' S N E W

JOIN A NEW GENERATION


Living and learning globally The learner profile

E S F E E S F
How do we build school communities that develop
the knowledge and competencies that are essential
for living and learning in a globally connected world?
How does the learner profile exemplify the IB mission
in action? The leaner profile is at the heart of the IB’s
commitment to an international education.
OF LEADERS
Global engagement represents a commitment to address
• Investigate the core concepts embedded within the These of IB workshops focus on leadership in international education. These rich professional development
humanity’s greatest challenges in the classroom and experiences are led by an outstanding and diverse group of leaders who are passionate about sharing their
IB learner profile and the central role it can play in an
beyond. knowledge and experiences. Together, they are building a global community of strategic and innovative
education that is international, relevant and able to
• Discover key concepts for the design and support essential competencies for success in school educational leaders.
implementation of learning engagements that and in life.
FOR ASPIRING LEADERS AND NEW HEADS OF SCHOOL. All workshops in this section are
support international-mindedness.
• Analyse and evaluate the relationships between recommended for aspiring leaders, including teachers, coordinators and new heads of school.
• Explore how global issues and contexts expand the learner profile, international-mindedness and
and enhance perspectives and engage students in meaningful action in both local and global contexts. Leading with a clear vision and strategy
meaningful ways. THE CORE WORKSHOPS
• Embed global contexts into the written, taught and
• Learn new strategies to bring the learner profile to
life in any school setting.
E S F
learned curriculum to provide opportunities for
• Develop tools and strategies to bring the learner Leading for effective teaching and learning Research shows that a school with has a strong vision and
students to participate in a complex, dynamic and mission has a much higher chance of having high student
profile into action in any school setting.
diverse society that is connected due to greater E S F achievement as well. The objectives of this workshop
mobility and technology. are to introduce and clarify the value and strength of a
This workshop will provide opportunities for you to
good vision and mission, and to enable you to develop
The role of the librarian explore theories of learning and instructional design
a strategic plan to create, implement, review and make
principles underpinning the IB programmes. You will
Social and emotional learning sustainable, an excellent vision and mission for your school
E S F E consider the impact these have on student learning
and how the school can support this learning. You will
context. It is important that your vision and mission imbue
the philosophy and values of the IB and provide the best
E S F RECOMMENDED FOR: look at the implications of adopting these ideas and
structure for the full implementation of the IB programmes.
principles when developing and implementing school
What skills and competencies do teachers and students All experienced IB librarians, programme coordinators,
strategy and policy. You will explore the instrumental
need to flourish in a complex, interconnected world? members of school leadership team and those who have
role that authentic assessment plays in guiding learning Understanding leadership
When teachers provide opportunities to practice and recently completed a category 1 workshop.
activities and enabling student learning and discuss
model the skills of mindfulness, positive psychology and
How can the library/media centre support IB how assessment of and for learning, can be incorporated
E S F
social-emotional learning (SEL), they are better
programmes? The library/media centre provides school- into a whole school assessment policy. You will identify Leadership is a social construct, positioned in time and place
able to respond to their own needs and the needs of
wide opportunities to engage and reflect on the IB strategies for successful policy implementation and the and influenced by personality. This workshop aims to expose,
their students.
principles and practices and connect teachers and role of teachers and teaching in the learning process. test, and critique the assumptions upon which your own
• Investigate research related to SEL and learn how students to knowledge and information in a digital and style, definition and understanding of leadership are based.
to apply practical strategies that assist students and global context. Leadership theory and current research will form the basis for
teachers in cultivating greater emotional well-being, • Investigate the key characteristics that define an IB Leading through an understanding of discussion with case studies and your own experiences being
perseverance, self-regulation, self-motivation and education to develop an understanding of how the culture and context used to explore leadership, cross-cultural investigations and
resilience. library/media centre and librarian can support the IB the impact of culture on leadership styles and practices.
• Create environments that support authentic, mindful standards and practices. E S F There will be an emphasis on the complex, contextual and
and caring communities of learning. holistic nature of leadership, and you will build deeper
• Explore ways of supporting student-centred learning This workshop explores the concept that leadership is
understandings of how to adapt your leadership style in
• Develop practical approaches and learn how environments in a digital world. context-driven. You will deepen your understanding of how
different contexts. The workshop will include an introduction
affective skills can be integrated into the teaching national and organizational cultures interact and impact on
• Evaluate and analyse resources that can support to the capabilities and intelligences, core themes and
and learning experience to lead to positive, beliefs, values and behaviours in schools. In addition, you
teaching and learning in a global context and make leadership processes that are considered to be most
meaningful action and student agency. will discuss how to develop a positive organizational culture,
connections between the programmes. supportive of effective leadership in a range of IB contexts. In
which is proven to be closely aligned with high student
line with IB philosophy, you will be encouraged to develop
• Reflect on the collaborative relationship between the achievement. The workshop will enable you to investigate
an investigative mindset, become more inquiry- based and
library/media centre, the academic staff and school leadership issues in different IB contexts. Through illustrative
reflective practitioners while modeling life-long learning.
leadership to prioritize specific IB standards that have case studies, critical reading, collaborative problem solving,
an impact on the library/media centre and librarian. Action research will be introduced, helping you identify
reflection journals, diagnostic testing, and research projects,
major issues that leaders may face, while planning possible
you will be expected to reflect upon how these relate to your
responses that reflect an awareness of local context. You will
own experiences and develop responses and solutions that
develop and articulate a deeper understanding of your own
align with IB philosophy.
philosophy, and draft a personal philosophy statement.

6 I B W O R K S H O P S A N D S E R V I C E S 2 0 1 8 C ATA LO G U E I B O. O R G / P D 7
W H AT ' S N E W

Building partnerships with parents Leading through an understanding of


finance and accounting

NEW

NEW
FOR EXECUTIVE LEADERS AND E
EXPERIENCED HEADS OF SCHOOLS RECOMMENDED FOR:
E E
This workshop is relevant for new and aspiring leaders RECOMMENDED FOR:
in IB schools, who want to explore firstly how systems for This workshop is geared for educators who are either
Cultivating learning-focused Governance: Introduction to the IB for teacher evaluation can be developed in their own school presently in a leadership role that requires a degree of
IB World Schools school owners and board members communities, and secondly consider how the different financial skills and understanding or for those aspiring to
systems of evaluation can be developed that are relevant positions of additional responsibility where finance will
E E and effective in different cultural contexts. be a part of the role.
Parents know their children better than anyone else The workshop will provide opportunities for you to
RECOMMENDED FOR: RECOMMENDED FOR:
and clearly have the largest stake in their child’s success inquire into the role of finance and accounting in IB
The workshop is designed for principals, administrators Heads of school and board members and progress at school. As a group, parents represent schools and understand how financial projections
and superintendents of IB World Schools; new a significant stakeholder within the school community and budgets support planning and help forward your
This workshop introduces the philosophy of the IB to
administrators in IB World Schools; IB coordinators and and contribute in many ways to the community’s school’s mission. You will also look at how financial
owners and members of governing boards. It focuses
aspiring leaders in IB World Schools; teachers, managers success. The IB Programme documentation makes analysis can be used to construct meaning and
on philosophy and leadership and resources standards
and administrators from non-IB schools who wish to regular reference to schools working in partnership help to optimize decision making and how it can
to assist you in understanding your responsibility
develop understandings of leadership in an IB context. with parents to support students in their learning. be understood within the specific local context. The
and contribution to the successful implementation
In this workshop, you will apply a number of of the IB programmes. You will have an overview of Establishing partnerships requires school leaders to workshop will also allow you to see how financial
leadership capabilities to build learning-focused IB the processes of authorization and evaluation and an play a pivotal role in enabling and fostering effective numbers produce different "truths" with the same
World Schools. You will do this through engaging opportunity to look at your school through the eyes of relationships with parents. set of figures and how you can create accounting
in snapshots of practice in a range of contexts an IB visitor. This workshop will explore the notions of community and finance arguments linked to a broader narrative
and applying these to your own. You will explore and partnership and the responsibilities that schools, appropriate for specific audiences.
the challenges of leading IB World Schools and their leadership and parents have in creating and
preparing students to live in the 21st century. Leading an effective professional sustaining effective relationships. The opportunities and
In addition, you will refine your capacity to play learning community challenges involved in developing effective relationships Well-being and student leadership
the leading role in guiding a school through IB will be explored along with a range of strategies to
authorization and beyond; develop appreciation for
E S F promote and sustain effective relationships. E E
the IB mission statement, philosophy and pedagogy;
Through engaging with a variety of case studies and
and determine what success can and does mean for IB World Schools are well positioned to operate as RECOMMENDED FOR:
real-world examples, and extensively drawing upon
your school and its stakeholders. professional learning communities because of the their own and each other’s experiences and the relevant All.
unifying attributes of the learner profile and the research, you will follow numerous lines of inquiry This workshop gives participants the tools to develop,
commitment of those implementing IB programmes that focus on the role that you play in enabling and plan and implement an inclusive whole school
to promote inquiry, collaborative learning and supporting the development of professional learning well-being program. Participants will gain a shared
critical thinking. School leaders play a central role in communities within IB schools. understanding of the different forms of well-being and
creating and sustaining school cultures that embrace
reflect on a whole- school approach to well-being in their
professional learning. In this workshop, you will
current school context using a plus, minus, interesting
investigate different approaches to developing IB-
(PMI) analysis and a self-reflection survey. Participants will
focused professional learning communities.
further develop an understanding of restorative practices
in schools, the benefits of working as a community and
the use of a positive behaviours framework. Strategies
for community engagement will be covered, including
developing advisory groups (staff, parents and students)
and sharing strategies for working with parents and
community members. You will explore the area of
personal, social, and physical education to gain a deeper
understanding of its place in the programme. Finally,
you will consider the common understandings and
definitions about bullying and cyberbullying and explore
research-based best practices for helping students who
experience this type of behavior.

8 I B W O R K S H O P S A N D S E R V I C E S 2 0 1 8 C ATA LO G U E I B O. O R G / P D 9
PRIMARY YEARS PROGRAMME
NOTE: All workshops are facilitated by trained workshop leaders An introduction to the IB programme An introduction to the PYP
experienced in teaching in IB programmes. All category 1 standards for administrators new to the curriculum model
workshops are available in English, French and Spanish. PYP in the early years
E S F E S F
CATEGORY 1 E S F E
RECOMMENDED FOR:
The following workshops meet the requirements for authorization. RECOMMENDED FOR:
Teachers from non-IB World Schools, as well as from
Please note that each has a different audience and focus. Early years practitioners from non-IB schools or early years schools that have identified themselves as interested,
settings, as well as those that have identified themselves candidate or as an IB World School. Participants:
as interested, candidate or as an IB World School.
• do not have to be working in an IB World School
Participants:
An introduction to the IB programme standards for • may be in schools conducting a feasibility study with
• do not have to be working in an IB World School
a view to implementation
administrators new to the PYP • may be about to join an IB World School or candidate
• may be about to join an IB World School or candidate
school or early years setting
school
E S F E S • may have just commenced teaching in an IB World
• may have just commenced teaching in an IB World
RECOMMENDED FOR: School or candidate school or early years setting.
School or candidate school.
Administrators new to the Primary Years Programme (PYP). Participants may be from This workshop will provide a basic understanding
This workshop will introduce the Primary Years
non-IB schools as well as from schools that have identified themselves as interested, of the Primary Years Programme (PYP) for members
Programme (PYP) as a systemic and all-encompassing
candidate or as an IB World School. This workshop is for members of educational of educational leadership teams who are either
curriculum through the study of Making the PYP
leadership teams (school directors, primary principals, assistant principals and considering the implementation of the PYP or joining
happen: A curriculum framework for international primary
designated PYP coordinators) who are an IB World School or candidate school. The sessions
education (January 2007, updated December 2009).
will focus on international-mindedness from the PYP
• in schools conducting a feasibility study with a view to implementation of the PYP You will look at the implications of the learner profile
perspective; the IB standards and practices; an overview
WORKSHOPS KEY as an expression of the philosophy of the IB and its
• work in non-IB schools but are interested in learning about the programme of the written, learned and assessed curriculum; and the
contribution to the development of international-
verification process, including the services provided by
mindedness. You will review the standards and practices
E Face-to-face in English • are new to the PYP and/or the IB and the significance and role of leadership in an
that are crucial in preparation for school verification.
• are about to join an IB World School or candidate school. IB World School offering the PYP.
The workshop will present an overview of the written,
S Face-to-face in Spanish
This workshop will provide a basic understanding of the PYP for members of taught and assessed curriculum as it pertains to
educational leadership teams who are either considering the implementation of concepts, knowledge, skills, attitudes and action—the
F Face-to-face in French the PYP or joining an IB World School or candidate school. The sessions will focus five essential elements of the PYP that are integral to
on international-mindedness from the PYP perspective; the IB standards and classroom practice.
E Online in English practices; an overview of the written, learned and assessed curriculum; and the
verification process, including the services provided by the IB and the significance
S Online in Spanish and role of leadership in an IB World School offering the PYP.

F Online in French

PYP RESOURCES

Ten Tales from Different Cultures, Collection of 10 Books


A beautifully illustrated collection of folktales from around the world. Students will
learn to appreciate the diversity of cultural traditions with this popular PYP series
including 10 folktales—Korean, Czech, Malaysian, Australian, American Indian,
Swedish, Turkish, British, African, and Mexican. Each title is suitable for shared,
guided, or independent reading environments. Titles are available to purchase
separately or as a complete series.

10 I B W O R K S H O P S A N D S E R V I C E S 201 8 C ATA LO G U E I B O. O R G / P D 11
PRIMARY YEARS PROGRAMME
An introduction to the PYP curriculum Making the PYP happen in the classroom Making the PYP happen in the CATEGORY 2
model in the early years classroom in the early years
All category 2 PYP workshops are for
E S F E S F administrators, coordinators and teachers who:
E S F E RECOMMENDED FOR:
E S F E
RECOMMENDED FOR: RECOMMENDED FOR: • have been working with the programme
This workshop is for administrators, coordinators and
teachers who are: This workshop is for administrators, coordinators and
for at least one school year
Early years practitioners from non-IB schools, preschools
or early years settings, as well as those that have identified teachers who are working in early years settings where
• working in schools where the programme is being • have previously attended a category
themselves as interested candidate or as an IB World implemented and have had an induction by their the programme is being implemented. They will have had
School. Participants: an induction by their Primary Years Programme (PYP) 1 PYP workshop (regional, in-school
Primary Years Programme (PYP) coordinator
coordinator, have taught approximately six months in an or online) facilitated by PYP workshop
• do not have to be working in an IB World School • have taught approximately six months in an IB World IB World School offering the PYP and have collaboratively leaders organized by or through the IB.
• may be about to join an IB World School or candidate School offering the PYP planned at least one unit of inquiry, or have been working
school or early years setting • have collaboratively planned at least one unit of with the programme for some time but feel the need to
inquiry, or have been working with the programme revisit the philosophy and framework of the programme Action
• may have just commenced teaching in an IB World
School or candidate school or early years setting. for some time but feel the need to revisit the basic from an early years perspective.

This workshop will introduce the Primary Years


philosophy and framework of the programme Children in early years settings naturally learn and E S F E
Programme (PYP) as a systemic and all-encompassing • have not attended a category 1 workshop. play in a transdisciplinary manner. At the water table,
RECOMMENDED FOR:
curriculum through the study of Making the PYP while counting or painting at the easel, it is possible for
This workshop assists teachers who are currently
happen: A curriculum framework for international primary speaking, listening, counting, motor skills development, Primary Years Programme (PYP) teachers and
in an IB World School offering the PYP but who
education (2007, updated 2009). You will examine the science and so much more to happen simultaneously. coordinators.
did not attend the category 1 workshop training
implications of the learner profile as an expression of Early years educators in the PYP seek to plan for a
before commencing their responsibilities. It In this workshop, you will critique the environments and
the philosophy of the IB and its contribution to the play-rich learning environment that provides many
assumes a familiarity with the planning process provocations you provide for action to take place. Every
development of international-mindedness. You will opportunities for purposeful and stimulating play.
and the philosophy of the PYP. You will develop element of the PYP supports the individual’s engagement
review the standards and practices that are crucial in your personal knowledge and understanding of the You will develop your personal knowledge and in action through knowledge, skills, attitudes, problem-
preparation for school verification. The workshop will essential elements of the programme; deepen your understanding of the essential elements of the posing and problem-solving. You will discuss how
present an overview of the written, taught and assessed understanding of international-mindedness and PYP; deepen your understanding of international- students learn to choose to act and to reflect on their
curriculum as it pertains to concepts, knowledge, skills, the learner profile; prepare yourself for planning, mindedness and the learner profile; prepare for actions, so that they contribute to their own well-being
attitudes and action—the five essential elements of the teaching and assessing students; and develop skills to planning, teaching and assessing students; and develop and that of the community and the environment. You will
PYP that are integral to classroom practice. analyse and refine the school’s programme of inquiry. skills to analyse and refine the school’s programme of appreciate that action takes many different forms with
The workshop environment supports educators as inquiry. A supportive learning environment engages a range and balance of teacher and student initiative.
lifelong learners through reading and discussing early years educators to reflect and co- construct Strategies to assess action will also be considered.
current pedagogy and research. It will support you sound practice through reading and discussing current
pedagogy and research. Encouraging a child to explore
PYP RESOURCES with your insights and questions on your journey to
and discover within a supportive, secure and scaffolded
implement the PYP.
framework at an appropriate developmental level is key
to making the PYP happen in the early years.

PYP RESOURCES
DEEPEN YOUR UNDERSTANDING
OF THE ESSENTIAL ELEMENTS
PYP Transdisciplinary Themes Poster Set [7-item set]
OF THE PROGRAMME; DEEPEN These engaging and beautifully illustrated posters represent each of
YOUR UNDERSTANDING OF the six transdisciplinary themes for PYP students. Display alone, or
alongside each other in a number of variations using the illustrations
PYP programme brochure INTERNATIONAL-MINDEDNESS to link the themes together. A seventh poster for teachers giving an
This brochure describes in detail the IB Primary Years AND THE LEARNER PROFILE. overview of all the descriptions for each theme.
Programme, including an explanation of the curriculum, Dimensions: 59.4 x 42cm.
teaching methods, assessment, and how teachers are
supported through professional development. Each
pack contains 100 copies.

12 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 13
PRIMARY YEARS PROGRAMME
Assessment Collaborative planning Pedagogical leadership in the early years Teaching and learning

E S F E S F E S F E S E S F E E S F E
RECOMMENDED FOR:
RECOMMENDED FOR: RECOMMENDED FOR: RECOMMENDED FOR:
Primary Years Programme (PYP) teachers and coordinators.
Primary Years Programme (PYP) teachers and Primary Years Programme (PYP) teachers and Coordinators, administrators and pedagogical leaders in
coordinators. coordinators. early years settings. This workshop focuses on the “taught curriculum”
component of the PYP model and seeks to provide some
This workshop offers opportunities to explore the This workshop provides PYP teachers with the chance to Leadership is the continuous improvement of
answers to the question “How best will we learn?”. You will be
latest developments in assessment processes and learn more about themselves and others as they work instructional practice and student learning over time.
introduced to a variety of practical teaching strategies that
your applications. Identifying what students know, together in school situations. Effective collaborative This workshop explores the fundamental requirements
will assist in facilitating differentiated inquiry and learning
understand, can do and feel at different stages in practices are explored through analysing and sharing for effective leadership in the unique context of the
in your classroom. You will examine the links between
the inquiry process requires careful gathering and flexible systems and structures; role-play; practical, early years. You will investigate leadership styles, the
an inquiry-driven curriculum, inquiry process models,
analysis of information about student performance. collaborative learning experiences; and investigating conditions and systems that support the learning
construction of meaning and active responsible learning.
You will explore the purpose of assessment, a the use of technology to promote collaboration. The and development of young children, research- based
Areas covered include questioning tactics, differentiation,
range of assessment practices, record-keeping and collaborative process supports the transdisciplinary practice and facilitation of change in kindergartens grouping and learning styles, underlined by the principles of
communication, and school-wide policy development. nature of the PYP. The power of this is demonstrated and early learning centres. The workshop emphasizes backwards by design and effective assessment for learning.
In addition to being highly relevant to classroom through a simulation of the planning process, the links between the IB standards and practices and
practices, you will have the opportunity to explore highlighting ways to engage the whole teaching team effective practices, structures and policies in the early
thinking in a supportive environment where facilitators in developing units of inquiry. Collaborative planning in years environment. The exhibition
and fellow participants mentor and coach each other in the PYP is about learning to build positive professional
the true sense of collegial support and learning. relationships that lead to improved student learning.
Programme of inquiry: A strategy to E S F E
support school’s self-assessment RECOMMENDED FOR:
Assessment in the early years Pedagogical leadership
Teachers, heads of school and coordinators.
E S F
E S F E S F E S F E S F This workshop uses inquiry to engage you with the varied
resources, readings and tools to optimize the exhibition for
RECOMMENDED FOR:
RECOMMENDED FOR: RECOMMENDED FOR: students in the Primary Years Programme (PYP). You will
This workshop is most beneficial for Primary Years explore the importance of enduring understandings and
Teachers, administrators and coordinators who have Primary Years Programme (PYP) administrators and Programme (PYP) coordinators, year-level leaders and how the student’s voice can lead the learning and the action
attended a category 1 Primary Years Programme (PYP) coordinators. area-level leaders. Schools are encouraged to consider through local, national and global issues. The exhibition is
workshop. Participants are required to have an in- sending two people from their staff. viewed as a collaborative process; this workshop is a time to
This workshop deepens the understanding of the
depth understanding of the philosophy and curriculum listen, view and share exhibition experiences and develop
transdisciplinary and inquiry-based pedagogy of the This workshop addresses the PYP requirement that
framework of the PYP as well as a sound understanding a conceptual understanding of this culminating learning
PYP. It looks at how assessing schools against the schools have a system for regular review and refinement
of constructivism and inquiry in the context of early experience for students. The exhibition guidelines (July 2008)
IB standards and practices supports the planning, of the programme of inquiry. It provides you with
childhood development. and the Programme standards and practices (January 2014)
implementation and improvement of the programme. clear criteria for evaluating a programme of inquiry
This workshop helps you develop understandings It explores the partnership between administrators and document, and a suggested process to carry out a will be used as a reference point for this reflection.
about the role of assessment within an early years PYP coordinators in determining the responsibilities of school-wide self-assessment, which is central to the
constructivist classroom, learn about the connection the pedagogical leadership team. You are encouraged written curriculum in a school. The programme of
between assessment and concept-driven learning to examine how the diverse ways people think, learn inquiry transcends the subject areas in order to explore The written curriculum
and explore the relationship between assessment and and work affect how their learning communities issues that are relevant, significant, engaging and
documentation. Workshop sessions cover the purpose, function. Change is complex and there are many factors challenging. You will gain a deeper understanding of E S F E S F
function and process of assessing young children as that impact its effectiveness. The workshop assists the criteria for developing central ideas and lines of
well as strategies and tools for assessment of play- leaders to more effectively manage change, particularly inquiry, as well as understanding the need for balance RECOMMENDED FOR:
based inquiry learning in authentic contexts. as it relates to the ongoing implementation of the PYP. and articulation within the programme of inquiry. In Primary Years Programme (PYP) teachers and coordinators.
addition, you will learn how to give feedback to each
The PYP definition of curriculum includes the written, taught
other and make changes in the context of a shared and
and assessed curriculum and the interdependent relationship
collaborative effort.
of the three. Teachers and students share the responsibility
for curriculum development. This workshop focuses on the
layers of the written curriculum—the programme of inquiry,
unit planners and scope and sequence documents—and
the direct impact they have on each other and on student
learning. You will collaboratively examine the role of key
concepts, related concepts and curriculum mapping
techniques to ensure a balance between disciplinary and
transdisciplinary teaching and learning.

14 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 15
PRIMARY YEARS PROGRAMME
CATEGORY 3 Concept-based learning Digital citizenship Flipping classrooms

3- to 5-year-olds E S F E S E S E E E
RECOMMENDED FOR: RECOMMENDED FOR: RECOMMENDED FOR:
E S F Primary Years Programme (PYP) teachers and Primary Years Programme (PYP) administrators, Primary Years Programme (PYP), administrators,
coordinators. coordinators, teachers and school counsellors. coordinators and teachers.
RECOMMENDED FOR:
In the PYP, concepts and conceptual questions drive the Understanding the issues around current and emerging A growing number of teachers are flipping their
Teachers and coordinators in the early years.
way we teach and learn in a transdisciplinary context. technologies can influence systemic change in learning instruction by having students develop content
Inquiry extends beyond asking and answering This workshop will explore concepts in greater depth. organizations leading to engaging and authentic understandings at home and then build on the content
questions. It is provoked through a stimulating You will review the theory behind conceptual thinking, applications of student learning. In this workshop, knowledge through creative inquiry in the classroom.
environment, where the teacher acts as guide, facilitator develop a better understanding of key and related you will develop your own understanding, skills and However, many teachers don’t realize that there’s more to
and co-learner. You will further explore the importance concepts and analyse the programme of inquiry and confidence as a digital citizen. The workshop will the flipped model than posting lectures to YouTube, and,
of environment through considering how it shapes units of inquiry through different conceptual lenses. You also provide opportunities for you to explore ways of as a result, the hurdles they encounter while attempting
learners, how the way we structure space and time will also explore practical ways of assessing a learner’s developing effective digital citizenship in your students. to produce online video content or restructure activities
reflects what we believe about children’s learning conceptual understanding within a unit of inquiry. You will be exposed to a range of digital technologies and in their classrooms often result in frustration.
and what learning is “important”. You will develop an consider how they may be combined with inquiry-based
In this workshop, you will be guided in the process
understanding of how mathematics and language pedagogy to enhance international-mindedness and
of planning and delivering a successful flipped
concepts can be taught in creative, playful and Developing service learning global awareness and make the world your classroom.
classroom model from start to finish. Teachers who have
meaningful ways in which children learn at their own
successfully implemented the flipped model will discuss
rates. The written, taught and assessed curriculum is
also considered within the context of young children. E S F E Encouraging children’s creative instincts
the successes and challenges that they encountered
and share insightful tips. The structure of this workshop
See workshop description on page 5. in the classroom covers background information about the flipped
Approaches to learning model, tips for organizing content and producing a flip
E S F video, instructions on how to produce and distribute
videos, and strategies for making the most of time in the
E S F E RECOMMENDED FOR: classroom. You will explore the wide range of resources
Classroom and specialist teachers. that are available for producing and distributing flipped
See workshop description on page 4.
videos as you plan and introduce a flipped programme
More than four decades ago, psychoanalyst Dr Silvano in your classrooms.
Arieti (1976) identified that, regardless of the viewpoint
Beyond the disciplines or societal effects, creativity is a subject to be studied,
cherished and cultivated. Now, more than ever, Get connected! Engaging in authentic
E S F E educationalists are agreeing with him. The questions “What global learning practices
competencies will be required for the future?” and “What
See workshop description on page 4. should be taught in schools?” are becoming increasingly
important as education shifts from the acquisition of E E
knowledge to the promotion of a set of 21st century
Bilingual and multilingual teaching competencies. Creativity features prominently on the list.
RECOMMENDED FOR:
and learning Although creativity itself is a vast and elusive concept, Primary Years Programme (PYP) teachers, coordinators
we can look at tangible ways to promote creativity in and school leaders.
E S F E the classroom and equip children for the future. In this
workshop, you will develop the following understandings:
Through digital technologies, teachers and students
alike are able to connect to the global community,
See workshop description on page 5. • the nature of creativity extend learning outside the school and open windows
to the world. This workshop examines the value of
• models and approaches to creativity
becoming a “connected learner” and supports you in
• the role of creativity in education establishing online professional learning networks.
• creativity in the curriculum (teaching creatively and The workshop invites you to explore ways of initiating
promoting creativity in children) and developing exciting, global collaborations to
enhance your own and your students’ learning,
• ways to promote creativity in yourself and in your promote intercultural understanding and help develop
teaching practice building learning communities international-mindedness.
that promote creativity.

16 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 17
PRIMARY YEARS PROGRAMME
Inquiry Inquiry and the additional Investigating inquiry Literacy, mathematics and symbolic
language teacher learning in the early years
E S F E S E S F E
RECOMMENDED FOR:
E See workshop description on page 5. E S F E S F
Primary Years Programme (PYP) teachers and RECOMMENDED FOR: RECOMMENDED FOR:
coordinators. Administrators, coordinators and teachers who are Language and learning: PD to improve Administrators, coordinators and teachers who have
responsible for language policy, teach an additional an understanding of the philosophy and curriculum
Inquiry is the pedagogy that underpins all student language and learning outcomes
programmes in the IB. This workshop looks at how language in a Primary Years Programme (PYP) school and framework of the Primary Years Programme (PYP) and
the PYP framework provides opportunities for wish to understand and work more effectively with their would like to apply that to early learning.
all learners to engage in relevant and significant additional language colleagues. E S Symbolic language is where the journey to literacy and
inquiries through the transdisciplinary themes and All teachers in the PYP are teachers of language. numeracy begins. Counting, making marks, recognizing
RECOMMENDED FOR:
in single-subject classes. Participants will critique a However, teachers of the school’s additional language shapes in the environment and viewing environmental
range of inquiry models emphasizing that inquiry face further challenges. This workshop looks at the Additional language/language of instruction teachers, print are all informal forays into language and
is an ongoing process that leads to reflection, new concept-based inquiry nature of the PYP and how it school administrators, coordinators and those subject, mathematical learning. Through encouraging a
inquiries and deep understanding. Inquiry is true relates to learning language, learning through language mainstream and content teachers interested in addressing transdisciplinary learning approach, educators can
differentiation, supporting the personal construction and learning about language. It provides opportunities language needs of their students. offer sufficient scaffolding to guide and support the
of meaning and meaningful action regardless of for teachers to share strategies and resources to support This workshop helps you improve your teaching child to learn more at their own developmental level.
language competency or learning style. additional language learning as collaboration within practices to meet the needs of a diverse population Through a variety of inquiry and conceptually rich play-
the units of inquiry and as stand-alone subjects. You will of learners. You will deepen your understanding of based learning experiences, young learners deepen
critique units of inquiry and examine the IB’s sample language and learning, learn useful strategies and and broaden their knowledge and understanding of
planners that include the additional language teacher. resources to support multilingual and multi-proficient the world around them. This workshop will help early
You will use this socially constructed knowledge students in their learning, and change your teaching years educators provide a purposeful play environment
to design new units of language inquiry across the behaviors to improve student outcomes in language where young children’s meaning- making around
transdisciplinary themes. The workshop will also and learning. You will learn how to offer activities, literacy and numeracy occurs naturally as children
develop strategies for collaboration with the classroom resources and practices that value the diversity of increase their understanding of the world and its
teacher and for communicating the value of your languages, cultures and perspectives of learners as well systems and symbols.
teaching to the wider school community. Throughout as build up students’ background knowledge. You will
the workshop, the importance of the school’s language analyse scaffolding strategies and resources to support
PYP RESOURCES policy in framing language learning will form a critical language and content learning, and learn how to assess
base to plan for improvement. and anticipate the language difficulty of a task. By
learning how to help students to extend their language
so that they can comprehend increasingly more PYP RESOURCES
Inquiry in creative places complex materials (spoken and written language), you
will understand how to create a classroom environment
E that is responsive to all students’ language needs.

RECOMMENDED FOR:
Learning diversity and inclusion
Primary Years Programme (PYP) teachers and

NEW
coordinators.
Inquiry is the pedagogy that underpins all programmes
E S F E S F
in the IB. This workshop looks at how the PYP See workshop description on page 5.
framework provides opportunities for all learners to
engage in relevant and significant inquiries through the
transdisciplinary themes and in single-subject classes.
You will critique a range of inquiry models emphasizing
PYP 10 Reasons Poster
that inquiry is an ongoing process that leads to
This poster gives ten reasons why the PYP is ideal reflection, new inquiries and deep understanding.
for students to become active and lifelong learners. Inquiry is true differentiation, supporting the personal PYP Scope and Sequence documents [6-item set]
Available in English, French and Spanish. construction of meaning and meaningful action This set of scope and sequence documents contains an
regardless of language competency or learning style. introduction, specific reference to subject area knowledge
and skills, overall expectations and possible learning
outcomes for the IB Primary Years Programme. Available in
English, French and Spanish.

18 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 19
PRIMARY YEARS PROGRAMME
Living and learning globally Personal, social and physical education— Reading and writing through inquiry Science throughout the
Well-being programme of inquiry
E S F E E S F
See workshop description on page 6. E S F RECOMMENDED FOR:
E S F
RECOMMENDED FOR: Primary Years Programme (PYP) teachers and coordinators. RECOMMENDED FOR:

Making the PYP library the hub of learning Primary Years Programme (PYP) teachers and This workshop enables you to extend your knowledge, Classroom teachers and coordinators.
coordinators. skills and understanding relevant to the teaching of Many schools feel pressured to teach science as a
reading and writing using an inquiry approach. The
E E Well-being is intrinsically linked to all aspects of a
learner’s experience at school and beyond. Personal, workshop invites you to evaluate your own beliefs about
stand-alone subject. This workshop aims to extend
teachers’ understanding of science knowledge and
RECOMMENDED FOR: social and physical education (PSPE) is integral to the teaching of reading and writing, and how these skills so that they can be incorporated in any unit of
teaching and learning in the PYP; it is embodied in beliefs affect pedagogical approaches offered in the inquiry. You will also consider the research regarding
New and experienced teacher-librarians and librarians. classroom. You will have the opportunity to reflect on
the learner profile and represents the qualities of the range of science knowledge and skills that students
The library is a key centre of learning for a PYP internationally minded learners and effective, lifelong your own units of inquiry through the lenses of learning need for success in secondary school studies. You will
community, and the teacher-librarian and the library learners. This workshop explores the responsibility that language, learning about language and learning through examine how concepts and transdisciplinary skills can
team play an integral role in providing stimulating all members of the school community have for the well- language to establish a balance between each one. lead to deep scientific understandings through every
learning environments for student innovation and being of their students—not just the classroom teacher transdisciplinary theme. The workshop will also explore
creativity. Through engagements that allow reflection or the physical education teacher alone—and how the rich and creative variety of scientific writing styles
on practice and strategic planning to improve library the PYP concepts are a vehicle for developing physical, Science discoveries: Exciting ways and the use of children’s literature to provoke scientific
services for the community, you will gain a deeper emotional, cognitive, spiritual and social well-being. You to weave science into the programme thinking and inquiry.
understanding of your role in advocating for and will look at how the PSPE scope and sequence directly of inquiry
building effective library and information services supports the development of the transdisciplinary skills
and programs that contribute to the development of and highlights the transdisciplinary nature of the PYP. Social and emotional learning
lifelong learners. E
Play-based learning
RECOMMENDED FOR: E S F
Music and inquiry Primary Years Programme (PYP) classroom teachers. See workshop description on page 6.
E S F E Science as inquiry can be a part of the PYP curriculum
E E every day and in many ways! Explore the fundamental
Sustaining and growing the PYP
RECOMMENDED FOR: concepts of PYP science while experiencing the
RECOMMENDED FOR:
Primary Years Programme (PYP) teachers and coordinators wonders within the American Museum of Natural in your school
Primary Years Programme (PYP) music teachers. with a particular interest in the early years and lower History (AMNH) in New York City (the site where the hit
movie Night at the Museum was filmed). Three areas of
Is it possible to teach music through inquiry? If students primary years.
focus for the workshop include:
E S F E
“explore” instruments and have only “free composition” From birth, play is the way children inquire and
• exploring the fundamentals of inquiry- RECOMMENDED FOR:
tasks, how will they be ready to perform? If I let them only learn about the world around them. This workshop
“inquire”, am I doing my job as a music teacher? What is looks at the importance of time, space, materials and based teaching and learning, with a focus on Primary Years Programme (PYP) administrators and
my role as a music teacher? What do I value as a music relationships in inquiry. You will explore your own understanding what scientists do coordinators.
teacher? These are some of the questions that music political and cultural images of the child and the impact • connecting science to every transdisciplinary Is your school already delivering the PYP? Has your
teachers may face during their first encounter with the that has on the learning environment. The workshop theme in the PYP using object-based learning school already been through evaluation? Sustaining
inquiry framework. This workshop aims to provide a hands- will look at theoretical as well as practical considerations and the museum to generate creative and school improvement requires a combination of ongoing
on approach to active music-making using an inquiry and the research into children’s physical, social and innovative ideas for making those connections and whole school planning, pedagogical leadership and
framework through general, vocal and instrumental music. emotional development. appreciating transdisciplinary skills as science development. This workshop is for IB PYP coordinators
Music teachers will think, inquire, make connections and
• bringing tools and resources back to the classroom, and administrators who want to either maintain their
build understandings about teaching through inquiry
including ideas for new hands-on activities, momentum with the PYP or address a decline in
in their own language: music. During this workshop,
educational websites and children’s books that progress. In this workshop, you will develop ways to
teachers will experience and share a range of inquiry and
focus on the process of science. refine and implement systems that ensure ongoing
constructivist instructional strategies. You will be able to
growth of the programme. You will explore common
develop and revise individual or collaborative music units You will use your experiences at AMNH to make challenges that arise in established PYP schools and
of inquiry and individual lessons. In addition, you will connections to museums, parks and resources in your then identify potential solutions to address these
deepen your understanding of the PYP unit planner, the local communities to implement relevant and engaging challenges. Additionally, you will learn how to apply a
essential elements of the programme, interdisciplinary units and learning experiences for your students, as well cycle of collaborative reflection and innovation to help
planning and concept-based teaching and learning. as exploring how to engage students in scientific inquiry. further school-wide excellence in the PYP.

20 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 21
PRIMARY YEARS PROGRAMME
Teachers as researchers: From planning The role of arts The role of information and The role of mathematics
to publication communication technology (ICT)
E S F E S F E
E S F E RECOMMENDED FOR:
E S F E RECOMMENDED FOR:
RECOMMENDED FOR: Arts specialists and Primary Years Programme (PYP) RECOMMENDED FOR: Classroom teachers.
Educators considering further studies or looking to teachers. Classroom teachers and administrators. How is mathematics taught using an inquiry approach?
enhance their professional portfolios. Experience the strength of collaborative practice How is mathematics addressed within and outside of the
Information and communication technology (ICT) are
Inquiry is a stance that educators can take as professional with passionate and like-minded educators. This vital resources that Primary Years Programme (PYP) context of the programme of inquiry? How do learners
learners. Researching practice is also considered one workshop is designed to empower passionate and schools must use to help students and staff develop the construct and transfer meaning and then apply with
of the most powerful professional development tools, like-minded arts specialists and educators interested in learner profile, apply the understanding, knowledge, understanding? The aim of this workshop is to support
leading to significant improvement in student learning. the arts by gathering them together as one to engage skills and attitudes of the PYP curriculum, become you with the skills, knowledge and ideas needed to
It is becoming a regular part of teacher performance in opportunities for deeper inquiry and reflective lifelong learners and take positive action as members successfully address the teaching and learning of
reviews and a valued addition to a comprehensive practices, and to continue to build upon their arts of our information- and technology-driven global mathematics within the context of their educational
resume or curriculum vitae (CV). You will study a range knowledge. The workshop will offer a forum for an society. This workshop will assist you in developing setting. You will have an opportunity to discuss the
of methodologies and analysis techniques for valid and honest, in-depth discussion about learning theory, a deep understanding of how ICT can be used to teaching and learning of mathematics, share resources
reliable research. You will leave the workshop with a plan pedagogy, assessment, the significant role of the single- transform teaching and learning practices rather than and work on relevant curriculum documentation
for a specific professional inquiry and opportunities to subject teacher and the challenges associated with this. as a stand-alone subject area. This workshop also aims
develop, share and publish your findings in the peer- It will offer time to explore the authentic integration of to be the first truly paperless face-to-face IB workshop
reviewed IB Journal of Teaching Practice. By looking at the arts through the lenses of the essential elements, that engages you in active use of internet and electronic The role of physical education
yourself as an inquirer, you may also develop further documentation and the role the arts have within the resources to support teaching and learning over the
insights into inquiry as the pedagogy of the IB. curriculum of a school offering the PYP. course of the entire workshop. E S F
RECOMMENDED FOR:
The learner profile The role of arts in the early years The role of language Classroom teachers.

E S F E E S F
This workshop explores the scope, purpose and
meaningful integration of physical education in the
See workshop description on page 6. RECOMMENDED FOR: RECOMMENDED FOR: Primary Years Programme (PYP). In a balanced physical
education programme, students learn, learn about, and
Arts specialists, Primary Years Programme (PYP) teachers, Classroom teachers. learn through movement. Physical education skills are
and early years teachers.
The learning environment and inquiry All teachers are teachers of language. The Primary developed in an inquiry context where students can pose
Experience the strength of collaborative practice Years Programme (PYP) views all languages as equally problems, solve problems and understand new ideas.
with passionate and like-minded educators. This important. This includes the language of instruction, You will also consider the role of physical education in
E S F workshop is designed to empower passionate and mother tongue, English as a second language (ESL), the transdisciplinary programme and how their subject-
like-minded arts specialists and educators interested in English as an additional language (EAL) and host- specific content can help students understand the
RECOMMENDED FOR:
the arts by gathering them together as one to engage country languages. This workshop explores the fluid world, themselves and each other. You will look at how
Primary Years Programme (PYP) teachers, administrators, in opportunities for deeper inquiry and reflective nature of language learning as a continuum, not planning, teaching and assessing in physical education
business managers, property managers and architects practices, and to continue to build upon their arts developmentally tied to an age or stage. You will reflects all the essential elements of the IB learner profile.
who are considering changes to their physical school knowledge. The workshop will offer a forum for an examine the varying roles of language teachers in
environment. honest, in-depth discussion about learning theory, advising, supporting or integrating language in the
New trends are emerging in contemporary education. pedagogy, assessment, the significant role of the single- programme of inquiry or in single subjects. You will look
Learning environments and space can have a significant subject teacher and the challenges associated with this. at the importance of learning language, learning about
impact on school improvement and student learning. It will offer time to explore the authentic integration of language and learning through language. You will be
This workshop moves beyond the classroom environment the arts through the lenses of the essential elements, guided in the development of a language policy.
and considers the “environment” as all that surrounds a documentation and the role the arts have within the BECOME LIFELONG LEARNERS
student. Through case studies and research into learning curriculum of a school offering the PYP. AND TAKE POSITIVE ACTION AS
environments, you will investigate alternative learning
environments that support PYP practice and explore MEMBERS OF OUR INFORMATION
the pedagogical shifts that can occur as a result of the AND TECHNOLOGY-DRIVEN
innovative use of spaces. The workshop will challenge you
to think about current workspaces and look at how you GLOBAL SOCIETY
can positively influence PYP practice.

22 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 23
PRIMARY YEARS PROGRAMME
The role of science and social studies The role of the coordinator The vital role of the teaching assistant in Transdisciplinary learning for
the PYP subject specialists
E S F E S F E
RECOMMENDED FOR: RECOMMENDED FOR:
E E S F
Classroom teachers. Current PYP coordinators, either newly appointed or RECOMMENDED FOR: RECOMMENDED FOR:
experienced coordinators. Teaching assistants in IB World Schools with a Primary Primary Years Programme (PYP) teachers and coordinators
Many issues of personal and social relevance to
students in the Primary Years Programme (PYP) require This workshop looks at the role of the PYP coordinator Years Programme (PYP) or candidate schools, and non-IB in candidate schools, IB World Schools and non-IB
both science and social studies understanding, yet in documentation, organizing professional teaching assistants. The course is suitable for all teaching teachers. This workshop is for those who
transcend the boundaries of these traditional subject development opportunities, and managing assistants, learning support assistants and others who
• have attended a category 1 workshop
areas. Their interdependent relationships, together complex relationships, resource management and support learning in all settings and at all stages.
with other disciplines, assist students in understanding communication with a range of stakeholders. All of • have an in-depth understanding of the philosophy
As a teaching assistant (TA), how can you contribute
the transdisciplinary themes. This workshop explores these responsibilities are integral to the successful and curriculum framework of the programme
to teaching and learning effectively? What are the
the key and related concepts and the development of implementation of the programme. The workshop characteristics of effective partnerships between • have an understanding of the specialist subject area.
skills within the context of science and social studies. It will provide opportunities for reviewing new and teachers and TAs? TAs work alongside teachers, Note: If you are not a specialist but have been assigned
supports the development of a balanced programme existing publications, curriculum mapping, policy helping students to get the most out of the teaching to a position as a specialist, it is best to enroll in the “The
of inquiry that addresses a breadth and depth of both writing and reviewing the guidelines for verification and learning in the classroom. By helping teachers role of” workshop in your specialist area.
science and social studies. and evaluation. You will also become familiar with the implement activities and make effective decisions
global professional development architecture, REGIS to improve student outcomes, TAs can greatly The PYP provides an extensive framework for designing
and the role of the IB educator network (IBEN). The enrich the educational experience of students. In and achieving transdisciplinary teaching and learning.
The role of technology workshop will model collaborative leadership strategies this workshop, you will have many opportunities to This workshop looks at tools to map local curricula
and explore ways to effectively manage change. explore, collaborate, communicate and reflect on against the PYP scope and sequence documents. It
analyses the transdisciplinary themes and examines how
E how you play an important role in the classroom. In
this role, you can provide a “friendly face” for many effective concept based central ideas and lines of inquiry
RECOMMENDED FOR: The role of the librarian students and serve as a key connection between the can be designed to address the curriculum in a way that
student and the teacher. is relevant, challenging and engaging. You will also look
Primary Years Programme (PYP) teachers, coordinators at how the transdisciplinary skills are an essential element
and leaders who want a self-directed, self-paced online E S F E of curriculum mapping. This workshop is also suitable
learning experience guided by virtual peers. This is an
exploration of strategies and tools that will enable you
See workshop description on page 6. Transdisciplinary learning for those wishing to map national and state curriculum
against PYP concept-based scope and sequences.
to implement effective and meaningful technology
integration within a PYP learning environment. E E
The workshop allows for beginners as well as RECOMMENDED FOR:
Young children—Powerful learners
experienced technology users to find an appropriate

NEW
PYP RESOURCES Primary Years Programme (PYP) teachers and
pathway. A range of knowledge and understandings
for integrating technology in the classroom or coordinators. E E
implementing it at a whole school level are offered. The The PYP provides an extensive framework for designing RECOMMENDED FOR:
role of technology has been designed for those who and achieving transdisciplinary teaching and learning. Early years practitioners without formal qualifications who
want to build a deeper understanding of technology This workshop looks at tools to map local curricula wish to work or are working in IB World Schools.
integration and technology implementation. It takes as against the PYP scope and sequence documents. It
its starting point the cross-programme digital resource analyses the transdisciplinary themes and examines This workshop unpacks key theories about childhood
Teaching and learning with technology. You are in the how effective, concept-based central ideas and lines and educators’ understandings of learners in the early
driver seat with this self-paced workshop while you of inquiry can be designed to address the curriculum years. It explores the ways young children in the PYP
explore topics such as technology literacy, frameworks, in a way that is relevant, challenging and engaging. are considered capable learners, full of potential, and it
mindsets, attitudes and policy development and You will also look at how the transdisciplinary skills relates important implications for classroom practice.
action planning. Following a set of individual inquiry are an essential element of curriculum mapping. This Bridging playful inquiry with connected relationships,
based experiences, you will be equipped to critically workshop is also suitable for those wishing to map children and teachers in the early years of the PYP seek
analyse the differences and connections between the national and state curriculum against PYP concept- to build knowledge, skills and dispositions together
implementation and integration of technology and to PYP Starter Pack based scope and sequences. in authentic contexts. Acknowledging the vital role of
work within your context to collaboratively implement collaboration and communication in the development
and integrate technology effectively. This workshop is The PYP Starter Pack is a perfect tool for schools interested of one’s well-being, this workshop provides teachers
designed to be informative and supportive, rather than in becoming an IB World School offering the Primary with opportunities to think deeply about their work
prescriptive, and though PYP-focused, can be applied Years Programme. Includes guides, brochures and posters alongside young children, and how the PYP framework
across all IB programmes. related to the PYP framework. supports children during this significant time of
development and learning.

24 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 25
PYP RESOURCES

Workshops for
Educators Approved as official
IB PD for evaluation
purposes

Experience the wonder of the


PYP Starter Pack PYP 10 Reasons Poster PYP Programme Brochure
American Museum of Natural
The PYP Starter Pack is a perfect tool This poster gives ten reasons why  This brochure describes in detail the IB
for schools interested in becoming an the PYP is ideal for students to Primary Years Programme, including
History in New York City!
IB World School offering the Primary become active and lifelong learners. an explanation of the curriculum,
Years Programme. Includes guides, Available in English, French and teaching methods, assessment, and Behind-the-scenes museum tours
brochures and posters related to the Spanish. how teachers are supported through
PYP framework. professional development. Each pack
contains 100 copies. Access to world class scientists
PYP Transdisciplinary Themes
Poster Set [7-item set]
Vibrant discussions and resources
These engaging and beautifully illustrated
posters represent each of the six
transdisciplinary themes for PYP students.
Display alone, or alongside each other in a
number of variations using the illustrations
to link the themes together. A seventh
poster for teachers giving an overview
of all the descriptions for each theme.
Dimensions: 59.4 x 42cm.

PYP Scope and Sequence documents


PYP Workshop MYP Workshop
[6-item set] Science Discoveries: Exciting Interdisciplinary Teaching
This set of scope and sequence documents Ways to Weave Science Into and Learning
contains an introduction, specific reference Ten Tales from Different Cultures,
Collection of 10 Books
the Programme of Inquiry Discover how to develop effective and
to subject area knowledge and skills, overall
expectations and possible learning outcomes A beautifully illustrated collection Develop science content knowledge and appropriate interdisciplinary units in a
for the IB Primary Years Programme. Available of folktales from around the world. inquiry skills and bring science tools, museum setting.
in English, French and Spanish. Students will learn to appreciate the
resources, and activities back to your
diversity of cultural traditions with
this popular PYP series including 10 classroom.
folktales — Korean, Czech, Malaysian,
Product name Number ID Price Australian, American Indian, Swedish,
PYP Starter Pack 1492PB6 US $129 Turkish, British, African, and Mexican. March 9 – 11, 2018 April 13 – 15, 2018
Each title is suitable for shared, guided,
PYP 10 Reasons Poster 089EFX US $10.99
or independent reading environments. Registration Deadline: Feb. 23 Registration Deadline: March 30
PYP Programme Brochure 0497SZ2 US $7.99 Titles are available to purchase
separately or as a complete series. Register by February 9 to save $100 Register by March 13 to save $100
PYP Transdisciplinary Themes Poster Set [7-item set] 0500TZ0 US $71.99

PYP Scope and Sequence documents [6-item set] 0510MZ5 US $208.99

Ten Tales from Different Cultures, 1441YH7 US $157.99


Collection of 10 Books

26 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E Visit amnh.org/ibworkshops or call (800) 649-6715


Bring one
to your
School Enhance ment Services school!
Three exciting School Enhancement Services are available to promote a culture
of continuous improvement in your candidate or authorized IB school. Choose
the service that corresponds with your need(s) to receive focused support from
experienced IB-trained educators.

CURRICULUM CONNECTIONS (PYP AND MYP) IB CONSULTING/ALL PROGRAMMES


Make connections between your IB programme(s) and your local curriculum requirements. Identify Following authorization, schools can opt for a period of tailored support from the IB to gain
and solve potential gaps between your IB programme and your local curriculum requirements. Get specific guidance that promotes and enriches their programme implementation.
support for diverse groups in your school community.
Support is offered two ways:
Support is offered three ways:  Interactive and consultative
 Self-guided on demand (no cost)  Customized onsite coaching
 Interactive and consultative
 Customized onsite coaching
To ask a school what they need, then to develop it specifically for that school based
on their needs is commendable. As a former building principal and Head of School
Having someone give us attention and make our needs the goal was big . . . this is [what] I would support philosophically and financially.
it was hugely customized . . . very successful.
William Shell, former Executive Director for IB Programmes at School District #11,
Jennifer Hoover, magnet coordinator, Colorado Springs, USA
Maryland Montgomery County Schools, USA
Choose from 12 areas of focus
Choose your focus:
whole programme
single-subject or area
whole programme for the school community BUILDING QUALITY CURRICULUM (PYP)
Choose this service to receive structured feedback on PYP planning, to deepen your
understanding of the curriculum planning process and to reflect on your planning practices.

Support is offered two ways: Use constructive feedback to think about what you do well,
 Self-guided on demand (no cost) what you need to improve and how you will get there.
 Interactive and consultative
Simon Clark, PYP curriculum reviewer

Registration for School Enhancement Services is as easy and Find details online
convenient as registering for IB workshops. ibo.org/ses
CATEGORY 1 Language acquisition (generic):
NOTE: All workshops are facilitated by trained workshop leaders Implementing the MYP curriculum
experienced in teaching in IB programmes. All category 1 Subject workshops: Implementing the E F
workshops are available in English, French and Spanish. MYP curriculum
RECOMMENDED FOR: Language acquisition: Implementing the
MYP curriculum
INTRODUCTORY Middle Years Programme (MYP) subject-group teachers new

Launching the MYP and all category 1 MYP workshops meet the
to the MYP at established IB World Schools and teachers from
interested or candidate schools preparing for authorization.
E S F E S F
requirements for authorization. Teachers from candidate schools and schools interested Language and literature: Implementing
in implementing the MYP should enroll in one of these the MYP curriculum
category 1 workshops. You will explore effective teaching,

MIDDLE YEARS PROGRAMME


learning and assessment strategies in each of the MYP E S F E S F
Launching the MYP subject groups as you prepare for authorization. These
workshops will encourage you to: Mathematics: Implementing the MYP
E S F • align educational beliefs and values to reflect those of curriculum

RECOMMENDED FOR:
the IB in order to create a challenging programme of
international education
E S F E S F
All members of the candidate school’s Middle Years Programme (MYP) teaching staff, • develop an understanding of the structures and principles Music
including specialists, librarians and part-time teachers, must attend, and it is expected of the subject group framework and guidelines
that all prospective MYP teachers will attend.
• prepare teaching, learning and assessment strategies
E S F
This mandatory in-school workshop provides schools with a consistent knowledge and design tasks that will support the implementation
Physical and health education:
base across all staff and acts as a specific launch point for MYP practice. The of the subject group framework and guidelines
workshop spans one full day (six hours of instruction) with two sessions in the
Implementing the MYP curriculum
• engage in relevant, significant, challenging and
morning and two sessions in the afternoon. Note: Schools may request the student-centred environments. E S F E S F
WORKSHOPS KEY two-day option in which the learning engagements are extended. The one-day
workshop is mandatory; the two-day is optional. Arts-Implementing the MYP curriculum Sciences: Implementing the MYP curriculum
E Face-to-face in English E S F E S F E S F
Launching the MYP: Two-day option
S Face-to-face in Spanish Arts-Performing: Implementing the MYP
curriculum FOR HEADS OF SCHOOL AND IB COORDINATORS
F Face-to-face in French E S F Heads of school/IB coordinators:
E S F Implementing the MYP curriculum
RECOMMENDED FOR:
E Online in English
All members of the candidate school’s Middle Years Programme (MYP) teaching staff, Arts-Visual and performing: E S F E S F
including specialists, librarians and part-time teachers, must attend, and it is expected Implementing the MYP curriculum
S Online in Spanish
that all prospective MYP teachers will attend. RECOMMENDED FOR:
E S F
F Online in French This mandatory in-school workshop provides schools with a consistent knowledge Administrators, heads of school and IB coordinators. Heads
of school and Middle Years Programme (MYP) coordinators from
base across all staff and acts as a specific launch point for MYP practice. The Arts-Visual: Implementing the
workshop spans one full day (six hours of instruction) with two sessions in the candidate schools and schools interested in implementing the
MYP curriculum MYP should enroll in this category 1 workshop.
morning and two sessions in the afternoon. Note: Schools may request the
two-day option in which the learning engagements are extended. The one-day E S F You will explore the philosophical, pedagogical and
workshop is mandatory; the two-day is optional. administrative implications of the IB programme to help
Dance as you prepare for the verification visit. This workshop
encourages you to:
E S F
• develop a leadership approach around collaboration
Design: Implementing the MYP curriculum and collegiality

E S F E S F • transform teaching, learning and assessment practices


through a concept-based curriculum that ignites inquiry,
action and reflection in global contexts
Individuals and societies: Implementing
• motivate your school community to innovate and
the MYP curriculum
take risks
E S F E S F • align the school’s educational beliefs and values
to reflect those of the IB in order to implement a
challenging programme of international education.
30 I B W O R K S H O P S A N D S E R V I C E S 2018 C ATA LO G U E I B O. O R G / P D 31
CATEGORY 2 Arts: Delivering the MYP curriculum

Category 2 workshops invite more experienced E S F FOR HEADS OF SCHOOL AND IB COORDINATORS

Middle Years Programme (MYP) school leaders Arts-Performing: Delivering the Heads of school/IB coordinators: This workshop encourages you to:
and subject group teachers to collaborate MYP curriculum Delivering the MYP curriculum • explore leadership models that further
and reflect on strategies to enhance the collaboration and collegiality
ongoing implementation of the programme. E S F E S F E S F • evaluate teaching, learning and assessment
Participants will explore how the written, Arts-Visual and performing: Delivering practices through a concept-based curriculum
RECOMMENDED FOR: that ignites inquiry, action and reflection in global
taught, and assessed curriculum engages the MYP curriculum
Experienced MYP school leaders, including heads of contexts
students to address the challenges of our
E S F school (HOS), administrators and IB coordinators (IBC),

MIDDLE YEARS PROGRAMME


• continue to motivate your school community to
changing world in the 21st century. should enroll in this category 2 workshop as part of their innovate and take risks
Arts-Visual: Delivering the MYP curriculum continued professional development.
All category 2 MYP workshops are for • focus the alignment of your school’s educational
administrators, coordinators and teachers who: E S F You will collaborate and reflect on leadership strategies beliefs and values to reflect those of the IB in
to enhance the ongoing implementation of the order to create a challenging programme of
• have been working with the programme Dance programme by all members of the school community. international education in preparation
for at least one school year E S F • reflect upon your own practices and capabilities.

• have previously attended a category 1 Design: Delivering the MYP curriculum


workshop (regional or in-school) facilitated
by MYP workshop leaders organized by or E S F E S F
through the IB. Individuals and societies: Delivering the A CONCEPT-BASED CURRICULUM
MYP curriculum THAT IGNITES INQUIRY, ACTION, AND
Subject workshops: Delivering the
E S F E S F REFLECTION IN GLOBAL CONTEXTS
MYP curriculum
RECOMMENDED FOR: Language acquisition (generic):
Middle Years Programme (MYP) subject-group teachers. Delivering the MYP curriculum
Subject-group teachers should enroll in a category 2
workshop in their particular subject area.
E
Language acquisition: Delivering the IB PROFESSIONAL DEVELOPMENT
Teachers from candidate and IB World Schools who have DEVELOPING LEADERS IN INTERNATIONAL EDUCATION
at least one year of experience in delivering the MYP MYP curriculum
should enroll in these category 2 workshops as part
E S F E S F
of their continued professional development. You will
collaborate and reflect on effective teaching, learning
Language and literature: Delivering the
DEVELOP YOUR LEADERSHIP STYLE
and assessment strategies in each of the MYP subject
groups. These workshops encourage you to: MYP curriculum
IB leadership workshops enable you to discover and
• continue to develop a collaborative and collegial E S F E S F develop your own leadership style.
approach to the structures and principles of the
• Learn about seven capabilities every leader needs
subject group aims and objectives, concepts, Mathematics: Delivering the MYP curriculum
contexts and approaches to learning skills
• Raise your intercultural awareness to lead in any locale
E S F E S F • Stretch your career possibilities
• evaluate effective teaching and learning strategies
and continue to design tasks that will support the Music Choose:
implementation of the subject groups and guidelines
• reflect upon the relevance, innovation and rigour of the
E S F • a face-to-face workshop in real time, or
• online learning that affords self-paced
student-centred environments that you have created
Physical and health education: participation over four weeks
• share challenges and successes in a continued Delivering the MYP curriculum
effort to align the school’s educational beliefs and
values to reflect those of the IB in order to create a E S F E S F
challenging programme of international education
Sciences: Delivering the MYP curriculum
• reflect upon your own practices and capabilities. Find out more at www.ibo.org/pd/leadership
E S F E S F
32 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 33
CATEGORY 3 Building self-directed learners through Developing service learning Inquiry in the MYP
approaches to learning

NEW
Approaches to learning E S F E E S F
E S F F See workshop description on page 5. RECOMMENDED FOR:
E S F E RECOMMENDED FOR: Experienced Middle Years Programme (MYP) teachers and
coordinators.
See workshop description on page 4. Teachers, coordinators and administrators. Evaluating your MYP
This workshop identifies what “inquiry” is and how it naturally
Through the MYP approaches to learning (ATL) skills
differentiates for all learners. You will inquire into how to
Beyond the disciplines
framework of categories and clusters, you will inquire
into how students develop skills that have relevance
E S F adapt the teaching and learning environment to reflect the

MIDDLE YEARS PROGRAMME


idea that human beings are naturally curious and capable of
across and beyond the curriculum, helping them “learn RECOMMENDED FOR:
constructing new understandings in a variety of ways.
E S F E how to learn”. ATL skills in cognitive, affective and
Teachers, coordinators and administrators.
metacognitive domains can be learned and taught
See workshop description on page 4. (explicitly and implicitly), improved with practice and This workshop is an active, hands-on workshop for
developed with increasing complexity incrementally. teachers, coordinators and administrators who want Interdisciplinary teaching and learning
They provide a solid foundation for learning to understand the Middle Years Programme (MYP) in the MYP
Bilingual and multilingual teaching independently and with others. ATL skills help students evaluation process. The Programme standards and
and learning prepare for, and demonstrate learning through, practices (January 2014) and the Programme evaluation E S F E
meaningful assessment. They provide a common guide and self-study questionnaire: Middle Years
Programme (February 2014) are used as the backbone RECOMMENDED FOR:
E S F E language that students and teachers can use to reflect
on, and communicate on, the process of learning. to analyse this topic. You will leave with a self-devised Teams of at least two teachers from different subject groups
See workshop description on page 5. strategic plan for your own school evaluation process should attend so they can work together on a unit plan to use
that will enable you to continue to move forward when at their home school. Individual teachers are also welcome.
Creating authentic units in the MYP you return to school.
Investigating inquiry This workshop is based on Fostering interdisciplinary
teaching and learning in the MYP (August 2014). The
E S F E E S F Global contexts for teaching and learning workshop will provide background knowledge of
the Middle Years Programme (MYP), including the
See workshop description on page 5. RECOMMENDED FOR:
philosophy and principles of interdisciplinary unit
Experienced IB practitioners in the Middle Years
E S F E planning. You will gain a deeper understanding of the
Learning diversity and inclusion Programme (MYP). RECOMMENDED FOR: theory of interdisciplinarity and adopt a hands-on
approach to developing an interdisciplinary unit of work
This workshop will provide concrete strategies to assist
NEW

All.
E S F E S F teachers in creating a learning culture that connects
In the classroom and beyond, contexts are important
within a group. This interactive workshop is designed
to provide guidance on how to prepare a step-by-step
cognitive and constructivist learning theories to MYP
See workshop description on page 5. for ensuring meaningful and engaging learning interdisciplinary unit, from designing a multifaceted
real-world assessment practices. Effective teaching is
experiences. In the Middle Years Programme (MYP), question to assessing the work. You will also explore the
a process, not a technique, and is rooted in authentic
global contexts provide direction for contextual interdisciplinary aims, objectives and criteria and explore
Living and learning globally assessment practices. There is a deep exploration of how
learning through issues and ideas of personal, ways to practically organize interdisciplinary teaching
formative and summative assessments work together
local and global significance. Global contexts make and learning in your schools.
E S F E to create a well-defined approach to making learning
learning relevant and enable students to develop the
meaningful and authentic. This workshop aims to:
See workshop description on page 6. knowledge, skills, attitudes and habits of a globally
• develop your understanding of how assessment engaged, interculturally aware and internationally Interdisciplinary teaching and learning
informs the teaching and learning of students minded person. In this workshop, you will develop in the MYP at the American Museum of
• provide you with a variety of strategies and an understanding of the importance of contextual Natural History
pedagogies that support the practical application teaching and learning for students, the key role it plays
of MYP assessment philosophy in students´ MYP experience and how to develop
tasks that ensure contextual learning will occur. E S F
• allow you to reflect on how the design of You will discuss the importance of globally relevant
assessment impacts the culture of teaching and Attend this workshop in a world-class museum setting.
contexts for promoting student inquiry, responsible For more information on this great opportunity to work
learning in your schools, beginning with writing a action and critical reflection in a rapidly-changing
school assessment policy. with colleagues to develop an interdisciplinary unit
world. Additionally, the workshop will explore an array using the museum environment as a resource, visit
of strategies and resources to create teaching and ibo.org/events and search for "AMNH."
learning communities in which students can increase
their understanding of language(s) and culture(s) in
engaging settings.

34 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 35
MANAGING ASSESSMENT IN THE MYP Mathematics: MYP and the
Common Core
MYP projects (Personal project and
community project)

Subject workshops: Managing Individuals and societies: Managing


E E E S F E S
assessment in the MYP assessment in the MYP RECOMMENDED FOR: RECOMMENDED FOR:
RECOMMENDED FOR:
E S F Middle Years Programme (MYP) teachers of mathematics
teaching in the context of the United States or with an
Coordinators, heads of school, teachers and the whole
school community.
School leaders, Middle Years Programme (MYP)
coordinators and lead teachers in subject groups Language acquisition (generic): interest in teaching in the US.
This workshop is intended to guide Middle Years
who want to deepen their understanding of the MYP Managing assessment in the MYP In this workshop, you will discover how the MYP is Programme (MYP) practitioners towards a deeper

MIDDLE YEARS PROGRAMME


assessment model. ideally suited to implementing the Common Core State understanding of the personal project and community
You will explore the targets of MYP assessment
E Standards (CCSS) for mathematics. You will dissect project as culminating activities in the MYP. You will
strategies in your subject areas and apply your the standards both for mathematical content and conduct a group inquiry that will enable them to explore
Language acquisition: Managing mathematical practice as you explore how elements the different components of the personal project and
knowledge of the holistic MYP framework for teaching
and learning to build successful assessment practices
assessment in the MYP of the MYP already deliver on the CCSS requirements. the community project to gain an understanding
You will investigate the types of assessments suggested of how MYP projects enable students to engage in
using your subject-specific objectives and assessment E S F by the CCSS for mathematics and supplied by both practical explorations through a cycle of inquiry, action
criteria. You will gain hands-on experience with the
development of concept-driven assessments and the Partnership for Assessment of Readiness for and reflection. You will also discover the importance of
Language and literature: Managing College and Careers (PARCC) and the Smarter Balanced creating environments that are conducive to student
consider new models of optional external assessment
assessment in the MYP Assessment Consortium. You will then design your learning and reflection.
for the MYP.
E S F own assessments that satisfy the rigour and contextual
learning necessitated by the CCSS for mathematics. You
Arts-Performing: Managing assessment will also explore how “inquiry” can be used to deepen Power and impact of digital
Mathematics: Managing assessment in
in the MYP
understanding of concepts and how it can be effectively assessment
the MYP implemented in the mathematics classroom. With a
E S F E S F good understanding of, and practical experience with,
E S F E S F
contextual learning, authentic assessment tasks and
Arts-Visual and performing: Managing Physical and health education: inquiry-based instruction, you will develop MYP units of RECOMMENDED FOR:
work that meet the needs of the CCSS for mathematics.
assessment in the MYP Managing assessment in the MYP Teachers, heads of school, coordinators
At the same time, you will have a forum for sharing of
E S F E S F ideas and best practices with other educators, while also The purpose of this workshop is to explore the
tackling common implementation issues. opportunities that eAssessment offers for inspiring
Arts-Visual: Managing assessment Sciences: Managing assessment effective teaching and learning in Middle Years
in the MYP in the MYP MYP RESOURCES Programme (MYP) schools. You will review the
capabilities of the new on-screen examinations and
E S F E S F explore the digital literacy skills they promote for
contemporary learners. You will develop inquiries into
Design: Managing assessment the rationale, design and implementation of digital
in the MYP assessment. You will understand the positive impact
Managing assessment in the MYP that eAssessment can have on teaching and learning
E S F
E in schools, and consider ways to use MYP eAssessment
to increase teachers’ assessment literacy, strengthen
Heads of school/IB coordinators: students’ ATL skills, promote good classroom practice,
Note: The online environment of this workshop allows
Managing assessment in the MYP you to explore how to manage assessment of students deepen programme implementation, and ensure a
E S F by working with other educators in three different
ways: in mixed subject groups, within your own
rigorous global standard of achievement. The workshop
is relevant for all MYP schools, including programmes
subject and individually. that end before MYP Year 5 and those not currently
Discovering the MYP: Assess, 2nd Edition participating in MYP eAssessment.

MYP Assess is an activity-based workbook for students


in year 2 of the IB Middle Years Programme. New edition
promotes student understanding of MYP assessments
and familiarizes students with the key concepts
across all MYP subjects. MYP Assess is the final book in
Discovering the MYP series.

36 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 37
Service learning in the MYP The role of the coordinator

E S E E
RECOMMENDED FOR: RECOMMENDED FOR:
All. Middle Years Programme (MYP) coordinators.
Today’s complex issues allow for diverse ways for students to This workshop aims to help MYP coordinators develop
respond in a principled way with relevance, creativity, rigour skills in pedagogical leadership to strengthen the
and empathy. Action, central to the MYP programme and the school's MYP implementation. You will deepen your
IB mission, focuses on learning by doing and experiencing, a understanding of the MYP, reinforce your management

MIDDLE YEARS PROGRAMME


key component in constructivist models of education. In this and planning skills and create a practical tool that
workshop, participants move from a narrower understanding combines your learning throughout the workshop with
of community and service into a wider, more inclusive an action plan for implementation in your school. The IB Skills: Language & Literature - IB Skills: Language & Literature - IB Skills: Mathematics - A Practical
view of action as community engagement, as well as an workshop will focus on the role that coordinators play to A Practical Guide, Student Book A Practical Guide, Teacher Book Guide, Student Book
authentic context for learning and achievement in school. support the whole school community, the planning and A resource for years four and five A resource for years four and five A resource for years four and five of
Participants will explore the meaning of service learning and implementation of teaching and learning and the leading of the Middle Years Programme, of the Middle Years Programme, the Middle Years Programme, covering
gain insight into how to plan engaging, developmentally of professional development at their schools. You will covering language and literature. covering language and literature. the four branches of mathematics—
appropriate service activities that are grounded in relevant also learn management practices and strengthen your Helps students to understand the key Helps students to understand the key number, algebra, geometry and
global contexts. They will inquire into how responsible analytical and decision-making skills to help sustain a and related concepts and build the and related concepts and build the trigonometry, also statistics and
action, tightly connected with sustained inquiry and critical work-life balance in this challenging role. skills they need to reach the highest skills they need to reach the highest probability. Offers practice for
reflection, will develop the kinds of attributes described by level of the assessment criteria. level of the assessment criteria. students to reach the highest level of
the IB learner profile that are essential for success in future the assessment criteria.
academic pursuits and adult life. Understanding the MYP
IB Skills: Sciences - A Practical Guide,

Social and emotional learning E S F Student Book


A resource for years four and five of the
RECOMMENDED FOR:
E S F Teachers, coordinators and administrators. Ideal as an
Middle Years Programme, covering the
three main science disciplines—biology,
See workshop description on page 6. in-school workshop for the IB World School that may have chemistry and physics. Offers practice for
experienced a high rate of staff turnover. students to reach the highest level of the
assessment criteria.
The learner profile You will deepen your understanding of what it means
to be an IB World School and investigate the impact of
E S F successful MYP implementation on individual school
programmes, structures and curriculum development.
See workshop description on page 6. Acknowledging that change is constant, the workshop
IB Skills: Sciences - A Practical Guide, IB Skills: Mathematics - A Practical
will support you and your teams in helping your
Teacher Book Guide, Teacher Book
The role of the librarian schools develop a growth mindset that will facilitate
organizational transformations and will explore how A resource for years four and five of the A resource for years four and five of
E S F E to create a robust MYP that supports your abilities to
communicate the IB mission and foster the development
Middle Years Programme, covering the
three main science disciplines—biology,
the Middle Years Programme, covering
the four branches of mathematics—
See workshop description on page 6. of the learner profile attributes. The workshop will chemistry and physics. Offers practice for number, algebra, geometry and
challenge you to reflect on how your schools show value students to reach the highest level of the trigonometry, also statistics and
in the following key components of the MYP: assessment criteria. probability. Offers practice for
• international-mindedness and responsible action students to reach the highest level of
the assessment criteria.
• MYP unit planning; assessment
Product name Number ID Price
• support for the personal and/or community project
IB Skills: Language & Literature - A Practical Guide, Student Book 0514CZ8 US $23.99
• designing effective master schedules
IB Skills: Language & Literature - A Practical Guide, Teacher Book 0514DZ5 US $63.99
• encouraging students to thoughtfully select classes
IB Skills: Mathematics - A Practical Guide, Student Book 0502JZ0 US $23.99
• providing broad access to more challenging courses.
IB Skills: Mathematics - A Practical Guide, Teacher Book 0502KZ8 US $63.99

IB Skills: Sciences - A Practical Guide, Student Book 0514EZ2 US $23.99

IB Skills: Sciences - A Practical Guide, Teacher Book 0514FZX US $63.99

38 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 39
MYP RESOURCES

MIDDLE YEARS PROGRAMME


MYP Starter Pack Discovering the MYP: Contexts Discovering the MYP: Concepts MYP Sciences Poster Pack [5-item set] MYP Mathematics Poster Pack [5-item set] MYP Global Contexts Poster Set
[6-item set]
The MYP Starter Pack contains Contexts, the first book in the Discovering Concepts, the second workbook in A set of five posters, one for each A set of five posters, one for each of
all the essential curriculum the MYP series, introduces new MYP the popular Discovering the MYP of the MYP sciences criteria, plus a the MYP mathematics criteria, plus a Each poster in this global contexts
documents for schools that learners to the six global contexts. An series, is an essential resource for all command-terms poster for sciences command-terms poster for mathematics poster set of six has been uniquely and
are interested in becoming an essential resource for all MYP schools MYP schools wishing to help their classrooms. A handy reference for classrooms. A handy reference for beautifully illustrated for MYP schools.
authorized IB World School, such wishing to encourage their students, who students to understand big ideas, students and teachers, the five students and teachers, the five posters For display in classrooms, school
as the MYP Projects guide and are new to the MYP, to take responsibility make connections, take responsibility posters in this set will encourage in this set will encourage familiarity with corridors and reception areas, these
MYP: From principles into practice. for their own learning, make connections for their own learning and engage in familiarity with the language of the the language of the criteria. posters translate the descriptions of the
and engage in personal reflection. This personal reflection. criteria. Dimensions: 59.4 x 42 cm. Dimensions: 59.4 x 42 cm. global contexts in MYP: From principles
book replaces the highly popular MYP into practice in a highly illustrative and
Interact workbook. meaningful way.

Discovering the MYP: Assess, 2nd Edition Approaches to Learning: A Practical


Guide, Student Book
MYP Assess is an activity-based workbook
for students in year 2 of the IB Middle Years A guide for IB Middle Years Programme
Programme. New edition promotes student students in years four and five that helps
understanding of MYP assessments and students identify their learning style and
familiarizes students with the key concepts develop learning skills and strategies
across all MYP subjects. MYP Assess is the through a variety of projects in different
final book in Discovering the MYP series. subject areas.

Product name Number ID Price

MYP Starter Pack 1494DB1 US $159.99

Discovering the MYP: Contexts 0513ZZ9 US $12.99

Discovering the MYP: Concepts 0502LZ5 US $12.99


MYP Programme Poster IB Skills: Individuals & Societies -
Discovering the MYP: Assess, 2nd Edition 1119PDX US $12.99
A Practical Guide, Teacher Book
MYP Programme Poster 0499WZ4 US $7.99
Colour poster showing the Middle
Years Programme model. For use in A resource for years four and five
MYP Sciences Poster Pack [5-item set] 0681FZ3 US $39.99
the classroom, school buildings and of the Middle Years Programme,
MYP Mathematics Poster Pack [5-item set] 0681EZ6 US $39.99 for parent/student information events. covering individuals and societies
IB Skills: Individuals & Societies - and offering practice for students to
MYP Global Contexts poster set [5-item set] 0500JZ8 US $47.99
A Practical Guide, Student Book reach the highest level of assessment
Approaches to Learning: A Practical Guide,
Approaches to Learning: A Practical Guide, Student Book 0513FZ3 US $20.99
Teacher Book A resource for years four and five criteria. Helps students to understand
Approaches to Learning: A Practical Guide, Teacher Book 0513GZ0 US $47.99 of the Middle Years Programme, key features of the MYP-global
A guide for IB Middle Years Programme contexts, approaches to learning
IB Skills: Individuals & Societies - A Practical Guide, 0514AZ3 US $23.99 covering individuals and societies
students in years four and five that helps (ATL), inquiry and reflection.
Student Book and offering practice for students
students identify their learning style and
to reach the highest level of
IB Skills: Individuals & Societies - A Practical Guide, 0514BZ0 US $15.99 develop learning skills and strategies
assessment criteria. Helps students
Teacher Book through a variety of projects in different
to understand key features of the
subject areas.
MYP-global contexts, approaches to
learning (ATL), inquiry and reflection.

40 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 41
NOTE: All workshops are facilitated by trained workshop leaders Coordination Diploma programme counselling for DP implementation.
The focus will be on understanding IB philosophy, IB terms/
experienced in teaching in IB programmes. All category 1 acronyms, core components and the value of IB for student
workshops are available in English, French and Spanish. E S F E S F educational preparation and post-secondary success.
RECOMMENDED FOR: The goal of the workshop will be to provide counselors
INTRODUCTORY Diploma Programme (DP) coordinators who are:
with the knowledge and foundation to understand the
facets and evolution of the DP, which DP counselors will
• in schools conducting the feasibility study with a view utilize to assimilate into their role. The outcomes of the
Introduction to the DP to implementation of the DP workshop will be: to fully support students, communicate
the programme to relevant stakeholders and identify
• new to the DP and/or are about to join an IB World strategies to support the implementation and/or evolution
E School or candidate school. of the DP within a range of school systems and contexts.
RECOMMENDED FOR: This workshop is designed to help new DP coordinators As a category 1 workshop, the emphasis is on effectively
implement the programme in a manner that supports the IB implementing the Diploma Programme, and not on the
Heads of school, IB teachers, parents and university admissions officers.
mission statement and philosophy, while at the same time details of university admissions in varying contexts.
The aim of this workshop is to give an overview of the whole of the IB Diploma conforming to the DP programme standards and practices.
Programme (DP), including how it is constructed and its underlying philosophy. You By exploring various leadership and administration facets of
will review the IB mission statement and history, be introduced to the DP subject the role, this workshop will focus on: Creativity, activity, service
groups and the nature of the subject assessments, and discuss the DP core. You will also
• developing an understanding of the IB mission and
consider the IB from a “user” perspective and learn about how a school joins the IB.
philosophy through the DP model as a context for E S F E S F
a holistic learning experience
CATEGORY 1

D I P LO M A P R O G R A M M E
RECOMMENDED FOR:
• the roles and responsibilities of the DP coordinator
Diploma Programme (DP) coordinators of creativity,
The following workshops meet the requirements for authorization. and possible strategies for implementing the DP in
action, service (CAS).
the context of the school in which participants work
Please note that each has a different audience and focus. This workshop is designed to help creativity, activity,
WORKSHOPS KEY • supporting the various stakeholders related to the
service (CAS) coordinators develop a quality CAS
school’s Diploma Programme
Administrators programme that supports the IB mission statement and
E Face-to-face in English • IB programme standards and practices and philosophy. The workshop will focus on:
the processes involved in application both for
S Face-to-face in Spanish E S F E S candidacy and authorization
• the IB mission and philosophy and the programme
model as a context for a holistic learning experience
RECOMMENDED FOR: • key IB publications that inform the work of the DP
F Face-to-face in French
Members of educational leadership teams (school directors, school principals, district
coordinator
• the experiential learning framework, how this
relates to CAS and how CAS can support teaching
officials) who are: • online systems, such as International Baccalaureate and learning across the DP
E Online in English
information system (IBIS) and the programme
• in schools conducting the feasibility study with a view to implementation of the • the dynamic nature that exists between CAS and
resource centre (formerly the online curriculum
S Online in Spanish Diploma Programme (DP) centre, or OCC), systems that are vital to the role of
theory of knowledge (TOK) when emphasizing
the importance of reflection and developing self-
• in a non-IB school but interested in learning about the DP the DP coordinator.
awareness
F Online in French
• new to the DP and/or are about to join an IB World School or candidate school. By the conclusion of the workshop, participants will not
• types of conditions and activities that are suitable
only have a strong understanding of the underlying
This workshop is designed to help educational leaders to explore the philosophical when developing a meaningful CAS experience that
principles of the DP, but will also have begun to draft
and administrative implications of running the DP in their school or schools, either promotes the idea of “thinking globally, acting locally”
various school-specific documents to help with the
when introducing a new programme or when joining an established one. The
ongoing implementation and growth of the DP. • the meaning of CAS for the wider school community
workshop will focus on:
• the roles that the CAS coordinator and supervisor
• The IB Diploma Programme model and how it holistically links the IB
play, and how the roles differ
mission and philosophy, approaches to teaching and learning (ATL), and the Counselling
curriculum (core and subject groups) • the meaning of CAS for students’ personal
successes and challenges
• The implications for the school and its community of implementing the E S F E S F
DP, including costs and staffing • the use of the programme resource centre
RECOMMENDED FOR: (formerly the online curriculum centre, or OCC) to
• Strategies to support successful implementation of the DP across a range
Counsellors and career guidance officers. access IB publications and network with other IB
of school contexts
educators.
• The IB Programme standards and practices and the processes involved in The overall purpose of the workshop is to explore the
application for candidacy and authorization and in the five-year evaluation. philosophical and administrative principles of the IB

42 I B W O R K S H O P S A N D S E R V I C E S 201 8 C ATA LO G U E I B O. O R G / P D 43
Global politics Librarians Subject workshops Computer science
RECOMMENDED FOR:
E S F E
E S E S E S F Diploma Programme (DP) subject-group teachers new
to the DP at established IB World Schools and teachers Dance
RECOMMENDED FOR: RECOMMENDED FOR:
from interested or candidate schools preparing for
Diploma Programme (DP) subject-group teachers new Librarians new to the Diploma Programme (DP) at authorization. Educators should enroll in a category 1 E S F
to the DP at established IB World Schools and teachers established IB World Schools and those from interested or workshop in their particular subject area.
from interested or candidate schools preparing for candidate schools preparing for authorization. Design technology
Note: Language workshops designated as “generic”
authorization.
This workshop is designed to prepare participants to provide IB professional development for German, E S F E
This workshop will support teachers who are new to develop a library/media centre that supports the IB mission Mandarin, Italian, Arabic and other languages that
the DP and who are either new to the subject or in statement and philosophy. The workshop will focus on: are not presented in language-specific workshops. Economics
their first year of teaching global politics by reviewing Most of the time, the workshops are presented in
and breaking down the key components to the global
• developing an understanding of the IB mission and
English. The workshops address common content and
E S F E S
philosophy through the programme model as a
politics curriculum; collaborating and discussing materials, and language-specific examples from various
methods/strategies of developing unit/lesson plans;
context for a holistic learning experience
languages are provided.
Environmental systems and societies
and spending focused time with the three assessment • specific DP assessment requirements
These workshops are designed to prepare participants E S F E
components (papers 1 and 2, the engagement activity • ways in which librarians can have an impact on to teach a specific DP subject in a manner that supports
and the higher level extension). You will also pay close teaching and learning in the DP Film
the IB mission statement and philosophy. The workshop
attention to approaches to teaching and learning (ATL)
in an effort to enhance both delivery of the material and • using the programme resource centre (formerly will focus on:
E S E S
the online curriculum centre, or OCC) to access IB

D I P LO M A P R O G R A M M E
student’s learning. • developing an understanding of the IB mission and
This workshop will also provide context and background
publications and network with other IB educators. philosophy through the programme model as a Geography
context for a holistic learning experience
to the DP core. Beyond content and delivery of instruction, E S F E S F
you will spend time structuring global politics in such Service learning: Transforming • the subject-specific guide and associated internal
a way that it integrates authentic assessment and
academics into action and external assessment requirements with History
encourages students to make links across the DP that will practice marking activities of sample student work
enhance their general understanding of the world they
• structuring a course that integrates authentic
E S F E S F
inhabit and their role in it. Finally, you will devote time E S F E S F assessment and encourages students to make
to how to use the programme resource centre (formerly Information technology in a global
RECOMMENDED FOR: links across the DP that will enhance their
the online curriculum centre, or OCC), along with other
understanding society (ITGS)
IB publications and network with other IB educators. The New IB educators associated with Diploma Programme
role of technology and the teaching of global politics is a (DP) and/or Career-related Programme (CP) will benefit • using the programme resource centre (formerly E S F E
critical one that will demand our attention. including administrators; creativity, activity, service (CAS) the online curriculum centre, or OCC) to access IB
Coordinators; CP service learning coordinators; teachers publications and network with other IB educators. Language A: language and literature

DP RESOURCES
from every discipline and subject; and counsellors Biology E S F E S F
Service learning, an effective strategy for teaching
and learning, creates conducive environments for E S F E S Note: Available in Arabic, Chinese, Dutch, English,
deepening curricular understanding as students apply French, German, Italian, Japanese, Korean, Russian,
knowledge and skills to improve their community. With
Business management Spanish, Thai and Turkish.
service learning, students extend in-class understanding E S F E S Language A: language and literature
by identifying an authentic community need, applying
what is learned in new ways and in diverse settings,
(generic)
Chemistry
and observing outcomes. When students recognize E E
the purpose for academic studies through the E S F E S
service learning process, they are more likely to apply Language A: Literature
themselves with commitment and dedication, knowing Classical languages
others depend on them. During this workshop, you E S F E S F
will explore the five stages of service learning and E S E
its application in the Diploma Programme through Note: Available in Arabic, Chinese, Danish, Dutch,
DP Starter Pack creativity, activity, service and academic classes, and in English, French, German, Hindi, Italian, Japanese,
the Career-related Programme in service learning. Korean, Malay, Modern Greek, Norwegian Bokmål,
The DP Starter Pack is indispensable when considering
Polish, Russian, Spanish, Swedish and Turkish.
becoming an IB World School and provides such
content as the DP Creativity, activity, service guide and
the DP Extended essay guide.

44 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 45
Language A: Literature (generic) Social and cultural anthropology CATEGORY 2 Coordination
E E E S E S
Administrators E S F E S F
Language ab initio Sports, exercise and health science RECOMMENDED FOR:
E S F E S F E S F E E S F E S F This workshop is for Diploma Programme (DP) coordinators
with at least one year of experience in the role.
Note: Available in Arabic, English, French, German, Theatre RECOMMENDED FOR:
Mandarin and Spanish. This workshop is designed to help DP coordinators in an
Members of educational leadership teams (school
E S F E S directors, school principals, district officials) with at least
IB World School reflect on and improve the quality of DP
Language ab initio (generic) delivery. The workshop will focus on:
one year of experience in the role.
E S E S Visual arts • assessing the links between IB Programme
This workshop is designed to help educational leaders
E S F E S in an IB World School reflect on and improve the quality
standards and practices (January 2014) and effective
Language B of Diploma Programme (DP) delivery within their
school practices, structures and policies

E S F E S F World religions school. The workshop will focus on: • creating strategies to support DP coordinators to

Note: Available in Arabic, Chinese, Dutch, English,


E S F • reviewing the impact that the DP has had within
become more effective in their role
the school and wider community • developing an efficient use of the International
French, German, Japanese and Spanish.
Baccalaureate Information System (IBIS)
• developing strategies to address the challenges
Language B (generic) Theory of knowledge facing leadership teams within IB World Schools • recording and using student data to monitor the
E S E S success of programme delivery

D I P LO M A P R O G R A M M E
• assessing the links between IB Programme
E S F E S F standards and practices (January 2014) and effective • collaborating between teachers across the DP
Literature and performance (SL) school practices, structures and policies courses to enhance student understanding
RECOMMENDED FOR:
E S F Teachers new to the Diploma Programme (DP) at
• supporting the needs of the school community • implementing DP policies and procedures
by widening access to the DP; for example,
authorized IB World Schools and teachers from interested • understanding the role of the extended essay
Mathematical studies SL introduction of IB Career-related Programme (CP)
or candidate schools preparing for authorization. supervisor and subject-specific assessment criteria
or DP online courses
E S F E S This workshop is designed to prepare participants to • learning about forthcoming changes and updates
• learning about forthcoming changes and updates
teach theory of knowledge (TOK) in a manner that that affect the implementation of the DP
that affect the implementation of the DP
Mathematics HL supports the IB mission statement and philosophy. The • outlining the evaluation process and its impact on
• understanding the evaluation process and its
E S F E S workshop will focus on:
impact on the school.
the school.
• developing an understanding of the IB mission and
Mathematics SL philosophy through the DP programme model as a
context for a holistic learning experience DP RESOURCES Counselling
E S F E S
• the Theory of knowledge guide (first teaching
Philosophy September 2013, first examinations 2015), and E S F E S F
associated assessment requirements with practice
RECOMMENDED FOR:
E S F E marking activities of sample student work
Counsellors and career guidance officers.
• structuring a TOK course that integrates authentic
Physics assessment and encourages students to make The workshop is designed to review and update
E S F E S links across the DP that will enhance their counsellors on the standards and practices of the
Diploma Programme (DP) to support momentum and
understanding
Psychology maximize student attainment. A goal of the workshop
• the dynamic nature that exists between creativity,
is to define and discuss the role of the IB counsellor
E S E S activity, service (CAS) and TOK when emphasizing
the importance of reflecting and developing self-
and learn strategies to support the effectiveness of the
counsellor working with IB students. Counsellors learn
awareness
Self-taught language A: Literature to keep abreast of changes in the DP and articulate
• IB Programme standards and practices (January 2014) Core Requirements Poster Set the outcomes to properly advise students towards
E S F [3-item set] diploma attainment and post-secondary options. You
• using the programme resource centre (formerly
A revised edition of the hugely popular DP core will explore current trends in post-secondary options
the online curriculum centre, or OCC) to access IB
requirements poster set includes updates to reflect the and access, as well as learn strategies to effectively
publications and network with other IB educators.
changes to the CAS and extended essay courses. communicate with universities.

46 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 47
Creativity, activity, service achievement and address subject-specific Subject workshops Chemistry
assessment criteria, both internal and external
RECOMMENDED FOR:
E S F E S
E S F E S F • integrating the IB philosophy, theory of knowledge
Diploma Programme (DP) subject teachers who have
(TOK) and creativity, activity, service (CAS) to
prepared students for at least one DP exam session in that Classical languages
RECOMMENDED FOR: promote student understanding
specific subject. Educators should enroll in a category 2
Coordinators of creativity, activity, service (CAS) with at • understanding how collaborative planning workshop in their particular subject area. E E
least one year of experience in the role of CAS coordinator. increases connections between subjects that can
reinforce knowledge, understanding and skills
Note: Language workshops designated as “generic” Computer science
This workshop is designed for participants who are provide IB professional development for German,
keen to improve the CAS experience in the Diploma • the role of the extended essay supervisor and Mandarin, Italian, Arabic and other languages that E S F E
Programme (DP). The workshop will focus on: subject-specific assessment criteria are not presented in language-specific workshops.
• assessing the relevant links between IB Programme Most of the time, the workshops are presented in Dance
• the implementation of DP policies and procedures
English. The workshops address common content and
standards and practices (January 2014) to enhance
• broad changes to the DP materials, and language-specific examples from various
E S F
the teaching and learning experience
languages are provided.
• exploring and sharing strategies to enhance Design technology
Librarians These workshops are designed for participants who are
current CAS programmes
keen to improve the teaching and learning experience E S F E
• understanding the interaction between CAS and in the DP classroom. The workshop will focus on:
subjects in the DP to help students make cross- E S F • assessing the links between IB Programme
Economics
disciplinary links
RECOMMENDED FOR: standards and practices (January 2014) to enhance E S F E
• studying the dynamic nature that exists between

D I P LO M A P R O G R A M M E
the teaching and learning experience
Librarians with at least one year of experience in the role
CAS and theory of knowledge (TOK) when
• developing strategies to improve student access to
Environmental systems and societies
emphasizing the importance of reflection and within a Diploma Programme (DP) context.
developing self-awareness This workshop is designed for participants who wish to
the DP; for example, differentiating the curriculum E S F E
and offering multilingual classrooms
• sharing practices to show how CAS has impacted improve ways in which the library can support teaching
and learning in the DP classroom. The workshop will • reviewing aspects of assessment to ensure that Film
the wider school community
• implementing DP policies and procedures
focus on: teaching and learning activities promote student
achievement and address subject-specific
E S E S
• assessing the relevant links between IB Programme
• unpacking broad changes to the DP. assessment criteria, both internal and external
standards and practices (January 2014) to enhance Geography
the teaching and learning experience • integrating the IB philosophy, theory of knowledge
(TOK) and creativity, activity, service (CAS) to E S F E S F
Global politics • developing strategies to help librarians become
promote student understanding
more effective in their role History
• understanding how collaborative planning
E S F E S • exploring collaboration between librarian and
increases connections between subjects that can E S F E S F
teacher to support student achievement
reinforce knowledge, understanding and skills
RECOMMENDED FOR:
• maintaining a library that supports the DP
• the role of the extended essay supervisor and
Information technology in a global
Diploma Programme (DP) subject teachers who have
• implementing DP policies and procedures affecting subject- specific assessment criteria society (ITGS)
prepared students for at least one DP exam session in that
specific subject. Educators should enroll in a category 2
the librarian
• the implementation of DP policies and procedures E S F E
workshop in their particular subject area. • examining forthcoming changes and updates that
• broad changes to the DP (newly published guides
affect the implementation of the DP.
following a curriculum review will be the focus of
Language A: Language and literature
These workshops are designed for participants who are
keen to improve the teaching and learning experience specially designed category 3 workshops called E S F E S F
in the DP classroom. The workshop will focus on: “subject-specific seminars”).
Note: This workshop is available in Arabic, Chinese,
• assessing the links between IB Programme Biology Danish, Dutch, English, French, German, Italian,
standards and practices (January 2014) to enhance
the teaching and learning experience E S F E S Japanese, Korean, Russian, Spanish, Thai and Turkish.

• developing strategies to improve student access to Language A: Language and literature


Business management
the DP; for example, differentiating the curriculum (generic)
and offering multilingual classrooms E S F E S E E
• reviewing aspects of assessment to ensure that
teaching and learning activities promote student

48 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 49
Language A: Literature Self-taught Language A: Literature CATEGORY 3 Approaches to teaching and learning
E S F E S F E S F for DP/CP classroom teachers

NEW
Academic honesty in practice
Note: This workshop is available in Arabic, Chinese, Social and cultural anthropology E S F E S F
Danish, Dutch, English, French, German, Hindi, Italian,
Japanese, Korean, Malay, Modern Greek, Norwegian E S E S E S RECOMMENDED FOR:
Bokmål, Polish, Russian, Spanish, Swedish and Turkish. This workshop is suitable for Diploma Programme (DP)
Sports, exercise and health science RECOMMENDED FOR:
Language A: Literature (generic) and Career-related Programme (CP) teachers of all
IB Diploma Programme (DP) coordinators, theory of
E S F E experience levels.
E E knowledge (TOK) teachers and extended essay supervisors,
This workshop will explore the approaches to teaching
all DP subject teachers and librarians.
Theatre and learning that are at the heart of an IB education. It
Language ab initio Academic honesty in the IB comprises a set of values
Note: This workshop is available in Arabic, English, E S F E S and behaviours informed by attributes of the learner
will focus on developing an enhanced understanding
of the educational philosophy underpinning IB
French, German, Mandarin and Spanish. profile. In teaching, learning and assessment, principles programmes, as well as exploring practical strategies
Visual arts of academic honesty serve to promote personal integrity,
Language ab initio (generic) that can help prepare students to meet the challenges
E S F E S engender respect for the integrity of others and their of an increasingly complex world. You will have the
E S E S work, and ensure that all students have an equal
opportunity to demonstrate the knowledge and skills
opportunity to draw on your own experiences and
World religions the experiences of other IB practitioners, as well as
Language B they acquire during their studies. This workshop provides on insights from experts in the field, to develop a
Note: This workshop is available in Arabic, Chinese,
E S F an opportunity for you to deepen your understanding of deliberate and dynamic approach to approaches to
academic honesty and develop skills to better support

D I P LO M A P R O G R A M M E
Dutch, English, French, German, Japanese and Spanish. teaching and learning in the Diploma and Career-
IB DP students. The workshop sessions are structured related Programmes.
Language B (generic) Theory of knowledge so that there is a balance among the more reactive
approach of understanding and the different types of
S malpractice that exist and methods of detection. You will Approaches to teaching and
E S F E S also explore more proactive approaches that schools can
learning for DP/CP coordinators and

NEW
Literature and performance (SL) take to develop an academic honesty policy that both
RECOMMENDED FOR: raises awareness of the issues and provides safeguards pedagogical leaders
E S F Diploma Programme (DP) theory of knowledge (TOK) for students during their learning.

Mathematical studies SL
teachers who have prepared students for at least one exam E S F E S F
session as part of the DP and are keen to improve the TOK
E S F E S F experience in the DP Academic writing practices RECOMMENDED FOR:

This workshop is designed for participants who are keen This workshop is aimed at Diploma Programme (DP) or
Mathematics HL to improve the teaching and learning experience in the E E Career-related Programme (CP) coordinators and other
pedagogical leaders (such as school principals, heads,
E S F E S F TOK classroom. The workshop will focus on:
RECOMMENDED FOR: members of senior management teams, approaches
• assessing the links between IB programme
Teachers and coordinators. to teaching and learning coordinators, extended essay
Mathematics SL standards and practices (January 2014) to enhance
or creativity, activity, service coordinators) who wish to
the teaching and learning experience Deepen your understanding and practice of
E S F E S F academic writing and develop necessary skills to
explore further implementation of approaches to teaching
• exploring strategies to improve student access to and learning in the DP in the context of their school.
better support IB Diploma Programme students. This
Philosophy the DP; for example, differentiating the curriculum
workshop highlights the importance of writing as a This workshop will review the approaches to
and offering multilingual classrooms
E S F E S • addressing aspects of assessment in TOK to ensure
way of developing not only critical thinking skills, but teaching and learning and give pedagogical leaders
the opportunity to discuss issues relating to the
also the other IB approaches to learning: research,
that teaching and learning activities promote communication, social, and self- management skills; implementation of these approaches in their school
Physics context. Past and current experience with embedding
student achievement taking into consideration that excellent writing needs
E S F E S • integrating TOK across all subjects in the DP to help to utilize these different skills. The workshop will focus ATL skills into the written, taught and assessed
on understanding main problems that students face curriculum will be incorporated while sharing best
students make cross- disciplinary links
Psychology when they have to write essays, the methodology and practices and developing an action plan for one’s own
• examining the dynamic nature that exists between stages that writers follow to create high quality pieces school. This workshop will also include discussion of the
E S F E S creativity, activity, service (CAS) and TOK when of writing, and reflecting on the relationship existing relationship between the approaches to teaching and
emphasizing the importance of reflection and between correct academic writing and critical thinking. learning in the DP/CP and the IB Standards and Practices,
developing self-awareness as well as exploration of how the approaches to teaching
• implementing DP policies and procedures. might be supportive of teacher development.

50 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 51
Assessment for learning in the DP Biology: A focus on internal assessment Biology: Promoting the use of ICT Business management: A focus on
internal assessment
E S F E E S E E S E
RECOMMENDED FOR: RECOMMENDED FOR: RECOMMENDED FOR:
E S E
This workshop is recommended for experienced Diploma Experienced Diploma Programme (DP) biology teachers Experienced Diploma Programme (DP) biology teachers RECOMMENDED FOR:
Programme (DP) teachers, coordinators and those who have recently completed a category 1 and those who have recently completed a category 1 All experienced Diploma Programme (DP) business
workshop. workshop who wish to explore the role that information management teachers and those who have recently
Use this workshop to explore and increase your
and communication technology (ICT) can play in teaching, completed a category 1 workshop.
understanding of the philosophical underpinnings Practical work is an important feature of the DP biology
learning and school-based assessment for the DP Biology
of DP assessments. Then develop lesson plans and course. This workshop supports participants in the Gain key understandings, tools and resources to adapt and
guide (February 2014).
units of instruction using DP assessment philosophies development of a balanced and practical scheme of work develop your programmes in line with the DP Business
and practices. Over the course of the workshop, you that provides opportunities to assess students using the You will discuss the importance of ICT as a tool in practical Management internal assessment. In this practical
will learn about assessment in the DP, assessment sciences internal assessment criteria. You will examine work and be immersed in the day-to-day integration of workshop, you will examine the assessment criteria, mark
objectives across all subject groups, the relationship various student samples to develop a clear understanding useful tools that enhance learning, moving away from internal assessment components, ask questions, and learn
of DP assessments across multiple DP subject groups of the application of the internal assessment criteria and using technology in superficial ways. Specifically, you how to develop a robust programme underpinned by
and the central role of feedback in assessment. You will the moderation process. Ways in which teachers can will look at the use of data collection probes, evaluate appropriate pedagogy and a range of useful resources.
also discuss understanding by design, backward design scaffold teaching and learning to prepare students for some data collection exercises using online simulations You will closely examine the internal assessment, be
and the role of assessment in backward design. You will internal assessment will also be explored. The workshop and apps, and develop exercises that explore online clear about its requirements and be prepared to apply
explore effective instructional strategies and the role of is suitable for experienced teachers who wish to improve databases. This workshop will also provide teachers what you learn in a manner that supports the IB mission
assessment across IB core philosophies (learner profile, their practical schemes of work as well as teachers new to with a toolbox of strategies to manage a technological statement, the learner profile and other core areas of the

D I P LO M A P R O G R A M M E
approaches to learning, approaches to teaching). You will teaching biology in the DP. classroom, including various collaboration tools to extend DP. This workshop will equip you to deliver the Business
also have the chance to design reflective assessments. teaching time and develop communication, social and Management internal assessment to students with
self- management skills. Ultimately, the workshop will confidence as you generate useful resources and devise
Biology: Incorporating fieldwork encourage you to use ICT tools to place students in the appropriate activities with fellow participants.
Beyond the disciplines centre of their own learning experience.
E CAS: The transforming power of
E S F E Bringing the IB Diploma Programme
RECOMMENDED FOR: experiential learning
See workshop description on page 4.
Experienced IB biology teachers and those who have
into the community
recently completed a category 1 workshop. E S
Bilingual and multilingual teaching This workshop will offer opportunities to carry out E S
RECOMMENDED FOR:
and learning successful fieldwork in relation to supporting the RECOMMENDED FOR:
teaching and learning of biology. Designing an IB Diploma Programme (DP) creativity, activity, service
investigation is a central part of the workshop, allowing Any individual interested in finding out more about the IB (CAS) supervisors who are already familiar with the CAS
E S F E you to work in small groups to explore the key issues Diploma Programme (DP). This may include parents and component, have completed a category 1 workshop and
involved in each of the criteria and to experience parent-teacher associations, teachers from neighboring wish to explore the singular contribution of CAS.
See workshop description on page 5.
first-hand the challenges presented to students. You schools and school owners.
This workshop will provide you with an opportunity to
learn through practical experience and come away The purpose of this workshop is to infuse enthusiasm for share and reflect on their CAS experiences as well as to
with a toolbox of skills to take back to your school to further participation in the IB DP and promote real interest, deepen your knowledge about the experiential learning
improve and further develop fieldwork for your own whether you are an educator or not. You will gain a real framework. You will develop project methodology and
residential courses or on their own school grounds. You sense of what makes the IB DP a special experience for reflection activities and explore links between CAS,
will increase their confidence to use the environment students and perhaps reflect on how it differs from their theory of knowledge (TOK) and other DP subjects. You
as a context for inquiry, helping to raise student own school experience. The nature and structure of the will strategize about how to address the main challenges
achievement in internal assessment and field-based IB DP will be covered, as will the different pathways (for
COME AWAY WITH A TOOLBOX learning. The workshop will cover procedures for example, IB DP and Career-related Programme) available
that may arise when implementing the CAS component.

OF SKILLS TO TAKE BACK conducting and organizing individual project work for IB students. The relationship between the IB learner
safely, using risk assessments, Working Information profile and the concept of international-mindedness will
TO YOUR SCHOOL Cards (WICs) and Groups Away from Permanent be discussed. You will also learn about the distinctive role
Supervision (GAPs). of the IB DP core (theory of knowledge; creativity, activity,
service and the extended essay) in making the IB DP a
unique learning pathway and the central role of inquiry
and concept-based learning in IB programmes.

52 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 53
Chemistry: A focus on internal assessment Concepts and inquiry in the DP Coordination Developing service learning

E S E E S F E E S F E
RECOMMENDED FOR: RECOMMENDED FOR: RECOMMENDED FOR: See workshop description on page 5.
Experienced Diploma Programme (DP) chemistry teachers Diploma Programme (DP) teachers who are new to Coordinators, heads of school, school administrators and
and those who have recently completed a category 1 teaching through inquiry and concepts, and those school counsellors.
Economics: Boosting student grades
workshop. who would like to learn more about planning lessons
This workshop will examine effective research on the IB,

NEW
with inquiry and concepts central to students' learning
Practical work is an important feature of the DP chemistry including student achievement, instructional effectiveness
course. This workshop supports you in the development
experience.
and programme evaluation. Best practice, which is proven E
of a balanced and practical scheme of work that provides With the introduction of approaches to teaching and to have successfully integrated the IB curriculum model(s) RECOMMENDED FOR:
opportunities to assess students using the group 4 learning in the programme model, this workshop and concurrency of learning, will be explored. You will:
internal assessment criteria. You will examine various provides a forum for DP teachers to develop their Diploma Programme (DP) economics teachers at
• discuss and present data analysis, fostering established IB World Schools who have prepared students
student samples to develop a clear understanding of understanding of the transferable and universal
ongoing progress monitoring for at least one assessment session.
the application of the internal assessment criteria and nature of concepts and inquiry so that they take a
the moderation process. Ways in which teachers can more constructivist approach to teaching in the DP • review administrative mechanisms to enhance In this collaborative course, experienced teachers
scaffold teaching and learning to prepare students for classroom. Throughout the workshop, you will be programme equity and access, as you become share ideas and strategies on more effective and
internal assessment will also be explored. The workshop exposed to strategies that challenge practices of familiar with assessment policy and language inquiry-based approaches to teaching and learning in
is suitable for experienced teachers who wish to improve focusing on isolated facts rather than the underlying policy examples economics with an aim to raise achievement levels. It
their practical schemes of work as well as teachers new to conceptual connections. You will be guided through • study IB programmes as living, evolving learning offers a platform to adequately discuss both the internal

D I P LO M A P R O G R A M M E
teaching chemistry in the DP. the process of backward planning through learning communities, focusing on collaborative structures, and external assessment components.
opportunities, actual content of courses and students’ staffing alternatives, pyramids of interventions and
skill development. Activities will be structured so professional development options.
Chemistry: Promoting the use of ICT that you model a practical inquiry appropriate for the Environmental systems and societies: A
Diploma Programme level using student-generated focus on internal assessment
E S E guiding questions. The workshop will be underpinned
by current research in the education field through
Developing a culture of thinking and
assessment for understanding E S E S
RECOMMENDED FOR: guided reading with opportunities to discuss and reflect
on understanding. There will also be an opportunity to
RECOMMENDED FOR:
Experienced Diploma Programme (DP) chemistry teachers
who have recently completed a category 1 workshop
work on individual unit plans and gain feedback from E S
other participants so that you leave the workshop with Standard level and higher level environmental systems and
and have some experience using information and RECOMMENDED FOR: societies (ESS) teachers who are interested in improving
a practical solution for improving classroom practice.
communication technology (ICT). their understanding of the ESS internal assessment
All experienced Diploma Programme (DP) teachers
The workshop will focus on the role that ICT can play and those who have recently completed a category 1 requirements. This workshop would also be appropriate
in teaching, learning and school-based assessment in workshop. for new ESS teachers who have already gained experience
the IB chemistry curriculum. The workshop will focus on with the ESS syllabus.
collecting primary data via data loggers and emerging DP RESOURCES The focus of this workshop is on the development of
This workshop explores the ESS syllabus outline,
critical-thinking skills, a nature of understanding and
technologies, such as smartphones and cameras; sourcing aims, objectives, command terms, practical work and
assessments that promote learning and understanding.
secondary data using it in the classroom; using simulations, internal assessment, and guidance and authenticity in
We will examine how to create a culture of thinking in our
animations, and modelling in chemistry to enhance internal assessment. You will learn how the activities
classrooms, which is supported by assessments that give
learning; and tying these together by evaluating ICT tools planned and developed across the practical scheme
students informative feedback and promote good habits
that encourage students to collaborate and place the of work should enable students to fulfill the objectives
of thinking. Traditionally, assessment comes at the end of a
students at the centre of their learning experience. stated in the IB’s mission statement and in the learner
unit/topic and tends to be about accountability. The focus
is on gauging the learner’s progress towards course- or profile. They will gain an understanding of how to
year-level goals and benchmarks. While these assessments relate investigations to the ESS syllabus assessment
are important in many contexts, they do not serve students’ statements, how the internal assessment criteria
learning needs and may not reveal to what extent the are applied and assessed, and how information and
learner has gained a real or deeper understanding of the communication technology (ICT) is used. They will
materials and topics studied. Good assessments should work collaboratively to develop an internal assessment
promote both thinking and understanding. Assessments manual for students.
Creativity, activity, service guide: For students that promote learning must go hand in hand with the
graduating in 2017 and after development of critical-thinking skills and useful feedback,
which will also be examined in this workshop.
A guide to planning CAS projects and includes
bibliographical references.

54 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 55
Environmental systems and societies: Evaluating your DP Exploring higher level cognition across Extended essay in focus:
Incorporating fieldwork DP subjects A one-day intensive
E S
E S F E RECOMMENDED FOR: E E E S F
RECOMMENDED FOR: Diploma Programme (DP) coordinators, administrators RECOMMENDED FOR: RECOMMENDED FOR:
and district/local representatives.
Experienced DP Environmental systems and societies (ESS) Coordinators. New and experienced teachers who are or will become
teachers and those who have completed a category 1 This workshop is an active, hands-on workshop for DP extended essay supervisors.
Explore strategies and techniques to implement across
workshop. coordinators and administrators who want to understand
all subjects to create a more coherent programme This workshop is a one-day introduction to extended
the DP evaluation process. The IB Programme standards
This workshop utilizes fieldwork techniques in and lead to improved student performance. In this essay supervision, supplementary to and different
and practices (January 2014) and the Programme evaluation
an integrated way to promote a more developed workshop, you will discuss the critical thinking and from the existing category 3 workshop, The role of the
guide and self-study questionnaire: Diploma Programme
understanding of both societies and the environmental learning skills used in theory of knowledge (TOK) that supervisor in the extended essay. It is designed for both
(November 2010) are used as the backbone to analyse this
systems. Each of the internal assessment criteria are enable students to work within a ‘zone of proximal new and experienced Diploma Programme (DP) teachers
topic. You will leave with a self-devised strategic plan for
explored in relation to potential fieldwork activities, as learning’ (Vygotsky) and, in particular, the need to who are or will become extended essay supervisors. The
your own school evaluation process that will enable you to
well-designed fieldwork has great value in improving recognize that these skills permeate into every subject aim of this workshop is to assist teachers in developing
continue to move forward when you return to school.
student achievement in both internal assessment and within the Diploma Programme. Drawing on evidence- an appropriate framework of support for students while
field-based learning, which is assessed externally. based practices and the most recent research in they are engaged in writing the extended essay. You will
cognitive science, the workshop will cover ideas for consider the purpose of the extended essay in terms of
Exploring a “sustainable” future: curriculum and lesson design that best enable students the DP and beyond, discuss the roles and responsibilities
Essential strategies and resources to Concepts, principles and practices to acquire skills and knowledge and quickly access of the stakeholders, and develop an understanding of
across disciplinary boundaries

D I P LO M A P R O G R A M M E
teach mathematical studies both from memory. Learn new ways to ensure that the assessment criteria and academic honesty. During
students can engage in higher level cognition that the workshop, you will develop a clear understanding
E S E encourages deeper thinking, awareness of their current
performance and connections with other subject
of the extended essay requirements and the role that
supervisors play in supporting the student during the
RECOMMENDED FOR: RECOMMENDED FOR: matter. Reflect on your current practice and consider extended essay process.
how integrating various subject-specific needs can best
Diploma Programme (DP) mathematics teachers who Recommended for all Career-related Programme (CP) and
be fused to develop a cohesive approach to revision
have completed a category 1 workshop and/or have Diploma Programme (DP) coordinators and teachers, History: A focus on internal assessment
and exam success. The workshop will include discussion
experience in teaching DP mathematics courses. The particularly from individuals and societies; sciences; and
on current thinking regarding stress and its relationship
workshop is designed to increase the understanding of the creativity, activity, service (CAS), interested in developing
content of the mathematical studies course. their understanding of sustainability and approaches
to revision and performance, as well as techniques to
help students deal with stress effectively.
E S F E S F
such as the circular economy in both disciplinary and
This workshop is designed to help you deepen your RECOMMENDED FOR:
interdisciplinary teaching and learning.
knowledge of the mathematical studies syllabus topics
and master the skills required of students to succeed in Produced in conjunction with the Ellen MacArthur DP RESOURCES Standard level and higher level history teachers who are
interested in improving their understanding of the internal
this course. You will explore a range of teaching strategies Foundation, this workshop takes a broad conceptual
assessment requirements of the current subject guide (last
and have access to resources and materials that can be look at the issues surrounding sustainability. It
examinations November 2016). This workshop would also
used later with your students. The workshop will guide encompasses both a disciplinary and interdisciplinary
be appropriate for new teachers who have already gained
you on how to incorporate recommended teaching approach to the area from a DP and CP perspective.
experience with the history syllabus.
approaches such as inquiry and integration of technology You will explore a variety of concepts related to
into the learning process in your classroom. The workshop sustainability in a number of contexts. Using the lenses The areas covered in the workshop will include
also aims to boost your confidence in weaving elements of the circular economy, systems thinking and nexus, understanding the nature and requirements of the
of theory of knowledge (TOK) into your lessons and you will explore sustainability as a starting point for internally assessed component of history, the content,
taking a more international perspective on your teaching. developing an individual-classroom or whole-school characteristics and presentation of the internal
approach to the issues raised. You will be introduced to assessment reports written by candidates, understanding
sustainable development goals and the meaning of the the assessment criteria for internal assessment reports in
circular economy in an IB educational context, and then history and academic honesty in internal assessment. You
you will explore how these can be approached both will investigate and discuss ideas that assist students and
from a disciplinary and interdisciplinary perspective. Examination Paper and Markscheme Pack USB, teachers in meeting the requirements of history internal
You will collaborate across disciplinary boundaries in May 2017 assessment and simulate assessing examples of internal
the teaching modules, which also examine the ideals of assessment. Additionally, you will develop resources and
Contains the IB Diploma Programme examination
an IB education. strategies that can be used with students to encourage
papers and markschemes for the May 2017 examination
and guide them in meeting the requirements of internal
sessions. Presented in their original format, these papers
assessment in history and the assessment of reports with
are excellent preparation for live examinations, and the
a discussion of the marks awarded.
accompanying markschemes make the pack suitable for
both independent study and classroom use.

56 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 57
IB visual arts: Promoting the use of Interdisciplinarity and the world studies Language A: Exploring literature Language B: Building thematic units
emerging media extended essay in translation
E S F
E S F S F E E S E RECOMMENDED FOR:
RECOMMENDED FOR: RECOMMENDED FOR: RECOMMENDED FOR: All experienced (DP) language B teachers and those who
Experienced IB visual arts teachers and those who have Recommended for extended essay coordinators, IB Literature course teachers in the studies in language and have completed a category 1 workshop.
recently completed a category 1 workshop. coordinators and supervisors of the extended essay literature group who are seeking to consider the theoretical The workshop will provide experienced educators with
and practical aspects of teaching works in translation the opportunity to engage in the in-depth exploration
This workshop is designed for those educators who are Supervisors and coordinators will learn about best
to develop effective classroom practices. All participants of the language acquisition language B standard level
interested in exploring and promoting the use of emerging practice strategies for effective guidance of the world
should have attended a category 1 or 2 workshop and (SL) or higher level (HL) prescribed themes: Identities,
media and who are enthusiastic and committed to studies extended essay (WSEE), especially as it relates
have at least two years of experience teaching studies experiences, human ingenuity, social organization,
developing and understanding its role and potential within to interdisciplinarity and global consciousness. You will
in language and literature courses. The theoretical and sharing the planet. Participants will enhance their
visual arts practice. It focuses on developing a greater explore links with the core, along with relationships
components may also be of interest to teachers of the programme delivery, methodology, and assessment
awareness and understanding of the use of emerging to the subject area disciplines, the learner profile and
literature and performance course, but as there is no explicit through the preparation of thematic units that will
media in visual arts and provides opportunities for you international-mindedness. An emphasis on supervision
literature in translation requirement in the guide, the reinforce student language acquisition, while also
to develop new skills and teaching strategies that will and guidance of the WSEE will be highlighted as well as
workshop will be of less relevance to teachers of this course. developing intercultural competence, international
translate to classroom practice. You will collaborate with effective use of the researcher’s reflection space and the
other practitioners to identify and establish best practice Reflection on planning and progress form. You will be The workshop will focus on a selection of appropriate mindedness, learner profile attributes, and approaches
with regard to the creation and assessment of emerging able to understand how the WSEE sits within the IB in texts from the Prescribed literature in translation to teaching and learning (ATL) skills.
media. Increasingly within the visual arts practice, both general and the Diploma Programme (DP) in particular, list (February 2011; first examinations 2013); the

D I P LO M A P R O G R A M M E
students and educators are exploring, testing and using as well as its place within the continuum. appropriate ways of studying the texts and following
emerging media. Consequently, the artworks produced the required stages leading to the production of the Learning diversity and inclusion
are often difficult to interpret and the processes and media assessment component, the literature in translation

NEW
used are difficult to understand and assess. Through this Investigating inquiry essay; and the ways in which the assessment essay can E S F E S F
workshop, you will build capacity among educators who be approached, with evaluation of some sample scripts.
See workshop description on page 5.
are interested in promoting the use of emerging media
within the current visual arts curriculum to better meet the
E S F E Attention will also be given to the possible inclusion of
literature in translation part 4.
increasing needs of all students. See workshop description on page 5. Living and learning globally
Language A: Literature—Teaching
ICT in mathematics poetry for enjoyment and assessment
E S F E
See workshop description on page 6.
E E E S
RECOMMENDED FOR: DP RESOURCES RECOMMENDED FOR: Managing the extended essay
Experienced Diploma Programme mathematics teachers All experienced DP literature or language and literature
with any level of computer expertise. teachers, and those who have recently completed a E S
In this workshop, you will receive simple, straight- category 1 workshop.
RECOMMENDED FOR:
forward guidance and ideas on how to get the most Poetry, as a genre, is available for study in several units
out of information and communication technology All experienced DP coordinators, extended essay
in the language A: Literature course (also the Language
(ICT)in the mathematics classroom. This hands-on coordinators, librarians and those who have recently
A: Language and literature course), as well as in several
workshop will incorporate demonstrations and plenty completed a category 1 workshop.
assessments in this course. Poetry provides great
of opportunities to practice using some exciting and opportunities for student writing and the kind of close- Schools can increase student achievement in the
innovative new technologies. At each stage, you will reading analysis necessary for work in DP literature. This extended essay by taking a systematic approach to
reflect on the pedagogy of how, when and why to use workshop will investigate several aspects of selecting managing the extended essay process and by preparing
technology to support the aims and objectives of the and teaching poetry to stimulate student interest and teachers to assume supervisory roles and responsibilities.
mathematics subjects. Much of the workshop will be prepare students for IB assessments. It is available in This workshop is suitable for both new and experienced
centred around gaining expertise in GeoGebra. You will English, Spanish, Chinese and Korean. extended essay coordinators and DP coordinators who
leave invigorated, full of ideas and with ready-to-use DP Group 4 Poster Pack [5-item set] are keen to explore ways of developing effective school
resources for their classroom. You will need to bring a A set of five posters containing essential information procedures for managing the extended essay process.
Wi-Fi enabled laptop with the latest version of GeoGebra for group four biology, chemistry and physics During the workshop, you will engage in activities to
installed (free to download for non-commercial use). students and teachers is perfect to display in develop a clear understanding of the extended essay
Tablets are not recommended for the workshop. classrooms. Dimensions: 59.4 x 42 cm. requirements and the role that librarians and supervisors
play in supporting the writing process.

58 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 59
Maths SL and HL: A focus on Philosophy: Argumentative essay Physics: Promoting the use of ICT Practical film production
internal assessment
E S S E S E E
E S E RECOMMENDED FOR: RECOMMENDED FOR: RECOMMENDED FOR:
RECOMMENDED FOR: This workshop is for IB philosophy teachers and for Experienced IB physics teachers and IB physics teachers This workshop is ideal for Diploma Programme (DP)
All experienced Diploma Programme (DP) mathematics teachers of other related academic disciplines who who have recently completed a category 1 physics teachers of IB DP film or DP theatre. Each participant
standard level (SL) and higher level (HL) teachers and those have subject-specific teaching experience. The material workshop. will need to bring a video recording device and a laptop
who have recently completed a category 1 workshop. provided is based on materials published by the IB or from (preloaded with editing software). These do not need to
You will discuss the importance of information
appropriately recorded external sources that are consistent be expensive or bought especially for the workshop, but
In the current mathematics SL and HL guides and communication technology (ICT) as a tool in
with the new subject guide. Workshop leaders may choose should be the devices most likely to be used in school.
(first examinations 2014), internal assessment practical work, investigate the ways of scaffolding
to modify specific aspects of the available base material
is completely different from the past portfolio knowledge required for students to design This workshop is aimed at anyone new to film production
by either providing an alternative exercise at a particular
with which many teachers may be familiar. This their own experiments using ICT, focus on the or teachers who are looking to develop hands-on practical
stage or additional information that clarifies or helps
workshop will help you learn how to develop design of experiments using ICT suitable for IB skills to support filmmaking in a school context. The
explain certain aspects in specific workshops. However, if
good mathematical explorations. There will be internal assessment, and role play to enhance the workshop covers the preproduction, production and
the planner is amended, workshop leaders need to ensure
opportunity to discuss the use of stimuli and mind understanding of concepts. You will receive hands- post-production phases and equips you with the essential
that the new content is in line with the current curriculum.
maps that scaffold students’ mathematical discovery. on experience with a range of different software technical skills needed to teach students the industry
You will also review various student samples to This workshop aims to provide conceptual and packages and explore other ways to use ICT to basics. The workshop also makes clear links to the DP film
develop expertise in the application of the internal methodological tools that will help you understand support teaching and learning. and DP theatre assessments and the ways in which practical
assessment criteria and the moderation process. the complex nature of writing in IB philosophy courses film production can support assessment in both subjects.

D I P LO M A P R O G R A M M E
and in other related subjects. The main goal of the
workshop is to offer conceptual and practical tools to Planning, instruction and assessment
Navigating school-supported self- improve students’ written work in their approach to for all learners Psychology extended essay
taught literature philosophical problematics. With this goal in mind, the
rhetorical, logical and dialectal aspects of philosophical
discourse will be analysed and practical strategies to E E
E E produce clear and accurate prose will be discussed. This workshop will explore how a teacher’s RECOMMENDED FOR:
The workshop will be general in nature but will take philosophical frame and approaches to teaching
RECOMMENDED FOR: This psychology extended essay workshop is aimed at IB
into account the points set out in the Philosophy guide determine the degree to which all students learn. Diploma Programme (DP) psychology teachers who have
All experienced Diploma Programme (DP) teachers and (first assessments in 2016) and provide you with ways You will discuss specific pedagogical approaches and had at least one-year experience in teaching the course,
coordinators interested in implementing and running a to improve your approach to and preparation for the design lesson plans throughout each workshop session have taken the Psychology category 1 workshop and have
mother tongue course in their schools. external papers and internal assessment requirements. that will meet the needs of diverse learners. The use of begun their role as extended essay (EE) supervisors.
In this workshop, you will discuss the construction of feedback as well as assessments and lessons designed
to invite specific feedback for students will be analysed The psychology extended essay workshop will:
a viable language policy based on the culture of their
school. In addition, you will learn how to encourage
Physics: A focus on internal assessment and discussed. Also, the use of feedback in the context • provide information and resources for psychology
coordinators and teachers to implement school- of an inclusive classroom and how feedback can create teachers who supervise EEs
supported language A options within the DP using a E S E and sustain an inclusive classroom will be analysed
• enable supervisors to guide students in the
workable two-year syllabus or course template. This and discussed. You will reflect on your practice and
RECOMMENDED FOR: discuss equity in the context of planning pedagogical planning, researching and writing a formally
workshop will help you clarify procedures that need to
approaches for diverse learners. presented, structured paper, in which ideas
be followed for authorization to register a candidate Experienced IB physics teachers and IB physics teachers who and findings are communicated in a reasoned
for a special request language. There will also be have recently completed a category 1 physics workshop. and coherent manner, according to the current
opportunities to discuss activities to help develop
Practical work is an important feature of the Diploma Extended essay guide (first exams 2018)
strategies for preparing students for the alternative
Programme (DP) physics course. This workshop • provide ideas on how to guide students in the
oral presentation, commentary, the world literature
supports you in the development of a balanced and development of a focused question and to oversee the
paper, paper 1 and paper 2. Within the workshop you
practical scheme of work that provides opportunities application of the necessary skills in order to write an EE
will also discuss how to establish effective relationships
to assess students using the sciences group internal
with language tutors. There is a strong focus on the IB’s
assessment criteria. You will examine various student
DISCUSS SPECIFIC PEDAGOGICAL • contribute suggestions that will be useful when
external assessment requirements and information on
how to fulfill them by studying samples of student’s
samples to develop a clear understanding of the APPROACHES AND DESIGN LESSON guiding students as they have to write their
reflections on their growth as learners while
application of the internal assessment criteria and the
written work (translated into English).
moderation process. The ways in which teachers can PLANS THROUGHOUT EACH planning and writing the EE
scaffold teaching and learning to prepare students WORKSHOP SESSION THAT WILL MEET • examine the roles and responsibilities of the
for internal assessment will also be explored. This supervisor and student at each stage of the process
workshop is suitable if you wish to improve your THE NEEDS OF DIVERSE LEARNERS
practical schemes of work as well as if you are new to • gain experience in applying the EE assessment
teaching physics in the DP. criteria when assessing the students’ work.

60 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 61
Social and emotional learning Supporting IB students in the university WHAT IS A SUBJECT-SPECIFIC SEMINAR?
New subject guides published at the beginning of each calendar year outline and describe changes made to DP
admissions process
coursework. Subject-specific seminars are scheduled during the first three months of the calendar year to help educators
E S F understand and implement the changes.
E
See workshop description on page 6.
RECOMMENDED FOR: Why attend?
Diploma Programme (DP) coordinators, counsellors, Subject-specific seminars offer an important opportunity for experienced teachers to fully acquaint themselves with changes
Strategies to increase DP cohort sizes principals, heads, members of senior management in particular subject areas. Hear first-hand why the changes were made and how the teaching and learning framework has
teams, school district officials from IB World Schools and been improved. Also, gain insights into the guidelines and requirements for implementation, the objectives and criteria, and
the assessment tools and task types.
E S F E university/college admissions officers.
More than 120,000 DP students will be entering Academic staff members from the programme development teams and/or members of the curriculum review teams are
RECOMMENDED FOR: on hand throughout these workshops to answer questions and participate in discussion.
university each year. IB students represent a broad
Heads of schools, Diploma Programme (DP) coordinators, range of nationalities from nearly 140 countries and NOTE: Subject-specific seminars are for experienced teachers only. Educators who are new to the IB should attend
members of the pedagogical leadership team, and reflect diverse experiences and perspectives that they category 1 workshops.
other school administrators. Participants might also be apply to their learning in the DP. These experiences,
established DP institutions looking to widen access and in combination with the emphasis on international-
increase cohort size or new IB schools seeking to establish
Where do the seminars take place?
mindedness and academic rigour of the DP, provide
Subject-specific seminars take place in each region where IB World Schools operate. Visit ibo.org/events to find the
healthy numbers from the immediate community. students with a unique set of skills, attitudes and
location and date that works best for you.
The DP develops a range of skills for students. It appeals perspectives for success in university and life in the
21st century. During this workshop, there will be an Content presented in online and face-to-face workshops held in the months following presentation of subject-specific
to students with interests in a broad range of subjects.
opportunity to develop a clearer understanding of how seminars will adhere to the new curriculum guide(s). (Workshops held prior to presentations of subject-specific seminars

D I P LO M A P R O G R A M M E
This programme emphasizes the importance of a
university recognition impacts a student’s application will hew to the older guides).
vast understanding of what exactly is an accessible
programme along with how to build effective and to university, and to explore strategies in which schools
meaningful collaborative structures for student support can support students to maximize their chances of Which subject-specific seminars will be held in 2018?
and success. You will also have the chance to explore acceptance at their chosen university.
various delivery models for programme sustenance Subject specific seminar: Chinese B Subject specific seminar:
and growth. The nature of Diploma Programme
assessment and improving approaches to teaching will The DP core: Improving student Language ab initio (generic)
also be examined in the context of enhancing student engagement and performance in TOK, E
enrolment. In addition, programme marketing and CAS and EE Subject specific seminar: English ab initio
student recruitment will also be discussed in detail, with
E Subject specific seminar:
presentations of proven models. E S F Language B (generic)
RECOMMENDED FOR: Subject specific seminar: English B E
DP RESOURCES Experienced theory of knowledge (TOK) teachers; E
creativity, activity, service (CAS) coordinators; extended Subject specific seminar:
essay (EE) coordinators and supervisors and Diploma Subject specific seminar: French ab initio Mandarin ab initio
Programme (DP) coordinators and librarians.
This workshop is intended to provide participants with
F
an opportunity to explore and apply the criteria and Subject specific seminar: French B Subject specific seminar:
descriptors used for assessing work in TOK, CAS and the
Spanish ab initio
EE. The workshop revolves around sample student work F
in TOK to provide you with specific examples of work S
and how it is assessed. Sample extended essays are also Subject specific seminar: German ab initio
used in this way. In addition, you can discuss possible Subject specific seminar: Spanish B
CAS activities to help clarify the criteria used to assess
student growth. In all instances, the workshop involves S
you in assessing work rather than merely listening to Subject specific seminar: German B
presentations about rubrics. The IB learner profile and
Extended essay guide: For first teaching 2016 the goal of international-mindedness will serve as the
Offers an overview of the Diploma Programme extended two overarching themes informing the discussion of
essay; provides information on supporting, introducing, these different assessments.
Visit ibo.org/professional-development/which-type-of-training-is-right-for-me/face-to-face-pd/subject-specific-seminars
and assessing it, and contains topic suggestions.
to learn more.

62 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 63
DP THEATRE WORKSHOPS The learner profile Understanding the
PROVIDED BY ISTA Diploma Programme (DP)
E S F
Collaboratively creating original theatre Theatre traditions and practices: Teaching See workshop description on page 6. E S
and learning through the body
E S F The role of the librarian RECOMMENDED FOR:
RECOMMENDED FOR:
E S F Diploma Programme (DP) teachers who wish to increase
Diploma Programme (DP) theatre teachers. RECOMMENDED FOR: E S F E their level of understanding of the programme.

Diploma Programme (DP) theatre teachers. See workshop description on page 6. This workshop is designed to meet the needs of a range
This workshop represents an in-depth exploration into the
of professional development requirements and can be
process of creating theatre collectively. You will develop This workshop focuses on engaging with theatre practices and used by interested schools and candidate schools as
your understanding of how original theatre can be created traditions from around the world and developing strategies to The role of the supervisor in the well as a post-authorization refresher. There is a focus
collaboratively and presented both as learners and theatre effectively teach these. There will be different practices examined
makers. You will leave with a tool kit for subsequent practice in extended essay on what it means to be an IB World School offering the
but each workshop will engage with one specific practice, for DP and how the values of the school should reflect and
the classroom. The workshop presents theory and strategies for example Japanese Butoh or Balinese performing practices, promote the IB standards and practices. For interested
establishing, developing and equipping an ensemble to create which have been the focus of past workshops. You will examine E S F E S schools and candidate schools, this provides an
original pieces of theatre. In the workshop, you will become and experience unfamiliar performing arts practices and their
RECOMMENDED FOR: opportunity to consider the basics while those schools
part of an ensemble that embarks on making a piece of theatre. pedagogical implications. The workshop will encourage you post-authorization will be given an opportunity to
Different stimuli and starting points are used, categorized and to engage in inquiry and reflection, develop one’s practice as All experienced extended essay supervisors and those who reflect and evaluate their IB journey thus far. To foster a
examined to create theatre, and the workshop looks at the an educator and practitioner, and examine through the body have recently completed a category 1 workshop. community of collaboration, teachers will explore the
characteristics of an effective stimulus that determines and and through practical work with specialists how the particular

D I P LO M A P R O G R A M M E
This workshop will prepare individual supervisors role of the three DP core elements: theory of knowledge;
shapes the nature of the piece being created. Devising requires a performing arts practice functions socially, culturally and in
for their role in working with students during the Creativity, activity, service; and the extended essay as a
sophisticated understanding of the art form, and this workshop practice. The focus is on learning through the body (somatic
extended essay process. You will cover the nature of means of broadening students’ educational experience
provides an in-depth look at form, structuring and staging the learning), and this intensive experience is designed to empower
the extended essay, the assessment process, policies, and providing an interdisciplinary forum in which
material explored. Different approaches to devising are examined you to feel confident in delivering a theatre practice you are
procedures, ways to prepare students for the research students are challenged to apply their knowledge and
with reference to contemporary practice and research. unfamiliar with within the context of the IB DP theatre course.
process and strategies for reflection in the extended skills. This will support DP subject teachers in developing
The exploration of a single performing arts practice enables a deeper understanding of the core elements and means
essay. The workshop will not discuss managing the
Learning through cultural settings: Ways of subsequent application to a whole range of practices and
entire process on a school-wide level because that of articulation with the subjects they teach through
using and cultural and historical settings for traditions from around the world, ranging from Japanese Noh to meaningful curriculum planning and consideration of
subject is addressed in another workshop, Managing
Classical Greek theatre, from Balinese arts to Butoh.
teaching and learning the extended essay. approaches to teaching and learning.

E S F Theatre: A focus on IA
RECOMMENDED FOR: E E S
DP theatre teachers. RECOMMENDED FOR:
Using a cultural setting such as a museum, historical site, Experienced Diploma Programme (DP) teachers who have
gallery or performance space, the workshop will explore how
to use cultural settings as a stimulus for creating units of work,
completed category 1 or a subject-specific seminar for the new DP RESOURCES
curriculum (first assessment 2016).
resources and models of practice. Areas of exploration will
include practical exercises for engaging with cultural sites In this workshop you will engage in activities to deepen your
that are useful for any site visit or field trip. You will experience understanding of the conceptual and practical implications
practical activities that focus on learning about and responding of the internal assessment component within the DP theatre
to sites, artifacts, collections, stories and resources; creating curriculum. This will include a range of practical activities
site-specific responses; developing partnerships with cultural to cover preparing students for the collaborative project,
Examination Paper and Markscheme Pack Download version,
organizations; exploring different types of research; developing including approaches to creation and researching companies
November 2016
visual literacy skills; examining interconnection and relationships who collaboratively create original theatre. Practicalities,
between different sites; exploring cultural history and how such as group forming, planning and developing/ applying The exam pack is an indispensable tool for teachers and coordinators,
to read a site; considering the role of the curator from the skills will be covered. The workshop will also address this network-licensed Digital Download in ZIP format features the
perspective of theatre production. You will use the specific documentation of process and performance and the use November 2016 session examination papers and markschemes for
cultural setting selected for the workshop (past examples have of this in reflecting on the project as a whole, feeding all six Diploma Programme subject groups. These papers provide
included the British Museum and the National Gallery in London, into the internal assessment task. The assessment of this excellent preparation for examinations, while the accompanying
and the American Museum of Natural History in New York) as a component will be covered through a focus on the format markschemes make the pack suitable for both independent study
model for transferable skills and practices to their own settings and requirements of the assessment task, sample marking and classroom use. The examination papers and markschemes are
and cultural organizations. and approaches to standardization and moderation. presented in their original format and are clearly indexed.

64 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 65
Using the CASIO GDC in IB mathematics • investigating changes to parameters efficiently
with sliders THEORY OF KNOWLEDGE (TOK) WORKSHOPS
E • managing, displaying, and analysing data and THEORY OF KNOWLEDGE (TOK) IS CENTRAL TO THE
statistics with spreadsheets
RECOMMENDED FOR: EDUCATIONAL PHILOSOPHY OF THE DIPLOMA PROGRAMME.
• constructing, visualizing, measuring and
IB mathematics studies standard level, mathematics calculating lengths, angles, vectors and areas with
IT IS MANDATORY FOR ALL STUDENTS.
standard level and mathematics higher level teachers. the geometry tools
Experience with the Casio Graphing Display Calculator
• drawing and analysing 3D graphs and slope-fields TOK for subject teachers TOK: Helping students write strong TOK
(GDC) is not a prerequisite. essays and assessing their work
• importing full-colour photographic images for
With the rapid advances and development of
curve- fitting and analysis E S F
technology, students are accustomed to and adept at
utilizing information and communication technology • generating spreadsheet data with values acquired RECOMMENDED FOR:
E S F E S F
(ICT) tools in the classroom as part of the learning by data capturing. RECOMMENDED FOR:
Experienced IB subject teachers who do not teach
process. The Casio GDC can help teachers cater theory of knowledge (TOK) but would like to develop Experienced theory of knowledge (TOK) teachers,
to different learning styles, engage students in an their understanding of TOK so that they may model and
Visual arts: From easel to screen, Diploma Programme (DP) teachers who may help
investigative nature and ultimately encourage an reinforce effective thinking skills and concepts in their students with their TOK essays and assessments, school
inquiry-based approach to learning mathematics. At assessment for a digital age teaching. administrators and DP coordinators with an interest in
the same time, this is also a tool for problem-solving
During the workshop, you will have an opportunity TOK assessment.
and exam technique. You will learn how to use the Casio
GDC as an inquiry tool to help students: E S to discuss the nature of the TOK. Through workshop Gain new strategies to help students elevate your
activities, you will model the TOK approach by

D I P LO M A P R O G R A M M E
RECOMMENDED FOR: TOK essay-writing skills, especially those related to
• develop a deeper, more meaningful understanding reflecting on yourself—the teacher—as “knowers” argument, analysis and counter- claims, and learn
of mathematical concepts Participants will need to be conversant with the current and discuss the “ways of knowing” in TOK and their how to better assess their work. In this workshop, you
• create and build their own resources IB Diploma Programme (DP) Visual arts guide, preferably relevance with other IB subjects. The workshop will will explore “global impression marking” as applied to
having taught students through at least one examination explore the link between TOK and inquiry so that you assessment and delve into the meaning of the TOK
• use the Casio GDC to explore unfamiliar topics in
session. can incorporate a practical understanding of TOK in assessment rubrics from both the teacher and student
the various IB mathematics guides.
Deepen your understanding of the new screen-based quality curriculum planning and classroom teaching. point of view. You will learn strategies that help
assessment of the IB DP visual arts course by focusing students extract knowledge questions from prescribed
Using TI-Nspire in IB mathematics on the assessment and the e-submission process of the titles and frame them effectively. You also will assess
three components: comparative study, process portfolio sample TOK essays to better understand the elements
and the exhibition. In this workshop, you will discuss of what accomplished TOK essays look like, and learn
E S F the requirements and assessment criteria for each experientially as you take on the task of writing a TOK
component, paying particular attention to the creation essay based on a prescribed title.
RECOMMENDED FOR:
of the screens and to sharing good practice. You will
Teachers of mathematical studies standard level, be able to create screens and look at marked samples
mathematics standard level and mathematics higher level. of candidates’ work in order to better understand what
Phenomenal improvements in graphing data examiners are looking for when marking each of the
calculator (GDC) technology now provide users with an components. You will also consider different ways
unprecedented set of mathematical tools. Advances in of capturing visual arts work and different types of
GDC technology, specifically the use of the latest GDC— software that can be used to create the e-submission.
the TI-Nspire CX— precipitate significant changes to the Other key aspects of the workshop include approaches
delivery of mathematics education. As teachers direct to teaching and learning visual arts in a digital era, the DP RESOURCES
students to visualize, explore, discover and confirm use of the DP unit planner for visual arts, and the use of
concepts on their own using the TI- Nspire CX, students checklists for teachers and candidates. This workshop
can adopt an inquiry-based approach to learning. also promotes and supports academic honesty within
This workshop is designed to provide professional the DP visual arts.
IB Prepared: Theory of Knowledge, 2nd ed.
development and assistance for the use of TI-Nspire CX
technology when teaching IB mathematics courses. You A resource for students participating in the IB
will explore features of the TI-Nspire by: Diploma Programme that provides content
and activities which enhance knowledge and
• visualizing functions, tangents, normals, derivatives encourage thinking and reflection about topics
and integrals with dynamic graphing related to theory of knowledge.

66 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 67
DP RESOURCES

Questionbank
Help prepare your students for
their exams with a Questionbank
subscription. The Questionbank
searchable online databases contain
hundreds of examination questions
and markschemes including IB exam
questions up to 2017. Exam questions
from 2018 will be added moving
forward. Order your subscription now
at titlewave.com/go/subscriptions
DP Starter Pack IB Prepared: Geography SL and HL IB Prepared: History SL and HL Questionbank Physics Questionbank Chemistry With a Questionbank subscription,
The DP Starter Pack is indispensable Provides practical support and guidance Provides practical support and guidance The online Questionbank for Physics The online Questionbank for you can:
when considering becoming an IB to help prepare for the IB Diploma to help prepare for the IB Diploma includes access to hundreds of exam Chemistry includes access to • Search for questions using a
World School and provides such Programme geography standard level Programme history standard level and questions, markschemes and subject hundreds of exam questions, powerful filtering system
content as the DP Creativity, activity, and higher level end-of-course exams. higher level end-of-course exams. reports applicable to the current markschemes and subject reports
• Automate question numbering
service guide and the DP Extended curriculum. applicable to the current curriculum.
and mark calculation
essay guide.

D I P LO M A P R O G R A M M E
• Customize markschemes
• Edit custom exams and save to a
personalized library
Questionbank Geography
• Export to PDF
Questionbank Geography includes access
to an online database with exam questions,
DP Group 4 Poster Pack [5-item set]
markschemes and subject reports from the
A set of five posters containing essential current geography syllabus.
information for group four biology, chemistry
and physics students and teachers is perfect to
display in classrooms. Dimensions: 59.4 x 42 cm.

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68 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 69
DP RESOURCES

Extended essay guide: For first Creativity, activity, service guide: Examination Paper and Markscheme Examination Paper and Examination Paper and Examination paper and Markscheme
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D I P LO M A P R O G R A M M E
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70 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 71
IB DP ADVANTAGE
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72 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E ©International Baccalaureate Organization 2017 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
NOTE: All workshops are facilitated by trained workshop leaders CP Coordinators CP Guidance counselors
experienced in teaching in IB programmes. All category 1
workshops are available in English, French and Spanish. E S F E S E S F E S
RECOMMENDED FOR: RECOMMENDED FOR:
INTRODUCTORY This workshop is recommended for coordinators who are: This workshop is intended for counsellors, careers guidance
counsellors, higher education advisors and members of
• currently involved in a feasibility study or the
Launching the CP authorization process to implement the Career-
educational establishments with some experience working
with students who are:
related Programme (CP)
E S F • new to the IB and about to join an IB World School or
• in a non-IB school, but who are interested in learning
about guidance counselling in the Career-related
candidate CP school
RECOMMENDED FOR: Programme (CP)
• new or recently appointed CP coordinators from IB
Note: This is not a category 1 workshop. It does not count towards authorization. • new to the IB and about to join an authorized or
World Schools.
This introductory in-school workshop provides schools with a consistent candidate CP school.
This workshop introduces CP coordinators to the IB
knowledge base across all staff. You will be exposed to key elements of the Career- Owing to the unique nature of the Career-related
philosophy, the role of coordinator and the components
related Programme (CP) and then able to explore these elements further in regards Programme this workshop explores the philosophical
of the CP. You will develop an understanding of the
to your own school in activities throughout the workshop. The workshop spans and administrative background to the newest IB
IB mission and philosophy reflected in the CP as a
one full day (six hours of instruction) with two sessions in the morning and two programme with reference to CP standards and
programme of international education. You will explore
sessions in the afternoon. requirements, as relevant to guidance counsellors or
the CP standards, practices and requirements, and
professionals who have the responsibility for career-
the process involved in the application for candidacy,
guidance implementation. In this workshop, you will
authorization and programme evaluation. You will
CATEGORY 1 have the opportunity to discuss the IBCP Core guide
focus on how the CP holistically links the IB mission and
philosophy and understand CP elements and career-
and the CP Handbook of procedures that explains the
related learning to address student needs. You will also
programme’s flexible framework, with its scope for
WORKSHOPS KEY CP Administrators discuss strategies for gaining university and employer

C A R E E R - R E L AT E D P R O G R A M M E
varied implementation in different school contexts,
recognition of the CP and gain strategies to support
E Face-to-face in English
E S F E S
and explore different strategies for implementing the
required components of the IBCP to suit the needs,
career guidance that enhances the CP, considering
varying school contexts. Finally, you will better
backgrounds and contexts of students. Finally, you
S Face-to-face in Spanish RECOMMENDED FOR: will learn about how to use key IB publications and
understand how to use IB support materials available
online and in key publications.
Principals, heads, members of senior management teams from schools which have online systems such as the International Baccalaureate
F Face-to-face in French
decided to offer the Career-related Programme. New or recently appointed principals, Information System (IBIS) and the programme resource
heads, and members of senior management teams from schools offering the Career- centre (formerly the online curriculum centre, or OCC),
E Online in English
related Programme that are crucial to the role of the CP coordinator.

This workshop will provide a basic understanding of the Career-related


S Online in Spanish
Programme (CP) for members of educational leadership teams and discuss how GAIN STRATEGIES TO SUPPORT
schools can create a sustainable offer with engaged stakeholders. You will explore
F Online in French the philosophical and administrative implications of IB programme standards CAREER GUIDANCE THAT
with reference to the requirements of CP implementation. Particular focus will be ENHANCES THE CP, CONSIDERING
given to introducing the IB mission, student-centred philosophy and the learner
profile; and explaining the unique CP framework and suitable delivery of its core VARYING SCHOOL CONTEXTS
elements. In addition, you will learn how to tailor the CP to individual contexts and
explore the CP standards, practices and requirements and the process involved in
application for candidacy, authorization and programme evaluation. CP RESOURCES

CP Starter Pack
CP Starter Pack is a perfect tool for schools interested in becoming
an IB World School offering the Career-related Programme. Includes
guides, brochures and posters related to the CP framework, among
them: Language development guide and Personal and professional
skills guide.

74 I B W O R K S H O P S A N D S E R V I C E S 201 8 C ATA LO G U E I B O. O R G / P D 75
CP Personal and professional skills CP Service learning: Transforming CATEGORY 2 CP Guidance counselors
academics into action
E S F E S CP Administrators E S F E S
RECOMMENDED FOR:
E S F E S RECOMMENDED FOR:
Teachers of personal and professional skills (PPS) from RECOMMENDED FOR: E S F E S This workshop is intended for counsellors and careers
schools that have made the decision to apply to offer The workshop is aimed at participants who may have RECOMMENDED FOR: guidance counsellors, higher education advisors and
the Career-related Programme (CP) and new or recently experience of service learning as a part of the Career- members of educational institutions that work with and
appointed teachers of PPS from IB World Schools. This workshop is recommended for: advise students from 16 to 19 years in all aspects of career-
related Programme, the Diploma Programme or neither,
who now wish to discover the unique elements of service • Career-related Programme (CP) coordinators that and work-related learning.
This workshop is designed to provide specific personal
and professional skills (PPS) development to educators learning as a part of the Career- related Programme. have completed category 1 CP coordinator training in The workshop will provide career guidance counsellors,
from either a school that has decided to apply for IB educational institutions that are already authorized and professionals that provide career and work-related
The workshop is designed to provide an overview of
authorization or recently appointed to a school with to deliver the CP, and guidance, with an overview of the CP focusing on the
the practical methods of encouraging the aims of the
an existing IB Career-related Programme offer. The service learning programme as a part of the Career- • principals, head teachers and/or members of the centrality of the learner and value of regional contexts
workshop will provide an in-depth look at the IB mission related Programme core. It will give a full overview and senior leadership that work in an IB World School and in planning for effective career-related counselling. This
and philosophy reflected in the CP as a programme practical suggestions as to how schools can implement have commenced the delivery of the CP. will extend to providing an understanding of current
of international education as well as the context of meaningful interaction and contributions with their thinking in career-related learning and developing on
The purpose of the workshop is to aid educational
the PPS course in relation to the CP Core and CP as a communities and society in general. The development a career-related practice in educational establishments.
institutions in developing their CP to best serve
whole. You will come away with different strategies of the service learning aims is at the core of the In the course, you will spend time reflecting and sharing
the needs of their students: during the CP, in their
for implementing the required components of PPS workshop and attempts to meet authentic community thoughts on the role of a counsellor in providing
transition to a career or further study, and beyond as
to suit the needs, backgrounds and career-related needs will be focused upon. The aim of developing guidance and advice for CP students or teachers.
life-long learners. A focus of the workshop is to explore
interests of students and have strategies to ensure PPS leaders in a community sense who will engage in every Additionally, time will be spent reviewing strategies
the vision and philosophy of the CP and the revisions of
course planning is pedagogically underpinned, with day leadership is also at the forefront of the workshop. that support students such as profiling, coaching and
the core, as a way of supporting both student learning
supporting examples from a range of contexts. guidance on careers and higher education applications,
and self-awareness during the career-related study,
particularly applying to universities or gaining
in the Diploma Programme courses and through the
employment across the globe.

C A R E E R - R E L AT E D P R O G R A M M E
completion of the reflective project (RP). The workshop
CP Reflective project
is focused on helping educational institutions enhance
CP RESOURCES the delivery and effectiveness of their CP. Through
CP Personal and professional skills
E S F E S practical exploration, discussion and collaborative
interactions, the sessions will look at the main areas
RECOMMENDED FOR: of the CP and their interdependence with a view to E S F E S
Teachers of the career related aspect of the Career-related providing educational institutions with feasible and
effective methods for effectively developing their CP. RECOMMENDED FOR:
Programme (CP) from schools which have taken the
decision to apply for or offer the CP and new or recently Teachers of personal and professional skills (PPS) who
appointed CP coordinators or reflective project supervisors either have experience with the Career-related Programme
from IB World Schools. CP Coordinators (CP) or who have attended a category 1 PPS workshop.
This workshop provides a holistic, theoretical and This workshop provides a forum for experienced PPS
practical view of the delivery of the reflective project E S F E teachers to engage in a detailed discussion around
for schools that have recently applied or have become changes to and improving implementation, assessment
RECOMMENDED FOR:
authorized to offer the CP. The workshop will provide an and teaching of PPS, based on the curriculum review
in-depth look at the context of the reflective project in New IB educators associated with the Diploma Programme and the launch of the new guide that replaces the
relation to the CP core and CP as a whole. You will also (DP) and/or Career-related Programme (CP) will benefit former IBCC approaches to learning course (ATL). You
explore the criterion-based assessment of the reflective including administrators, Creativity action service (CAS) will develop a new understanding of PPS themes and
project, with specific consideration of the other aspects CP Poster coordinators, CP service learning coordinators, teachers the role of the course within the CP; share strategies that
of the reflective project that must be covered as part from every discipline and subject, and counsellors. support successful delivery of PPS that reflect Diploma
The CP poster displays the CP curriculum model and is
of the summative and formative assessment of the The purpose of this workshop is to build on existing Programme (DP) and career-related components
a much used item to create programme awareness and
work. In addition, supervision, formatting and best- experience and knowledge, so you can improve the way of the CP; and review, develop and share teaching
understanding for parents and students. 
practice approaches to the reflective project teaching, the CP is implemented in your school and prepare for and learning experiences that support effective
assessment and delivery will be shared. future changes to the CP. In this workshop, you will reflect implementation and assessment of PPS.
on your experience of CP delivery in your own educational
context and share ideas on pedagogy, assessment,
retention and curriculum to gain a wider understanding
of CP practice. You will also explore different strategies for
tracking and assessing the core components of the CP.

76 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 77
CP Reflective project Approaches to teaching and Developing service learning The role of the librarian
learning for DP/CP coordinators and

NEW
E S F E S pedagogical leaders E S F E E S F E
RECOMMENDED FOR: See workshop description on page 5. See workshop description on page 6.
E S F E S F
Experienced reflective project supervisors, Career-related
Programme (CP) teachers and CP coordinators. RECOMMENDED FOR:
Investigating inquiry Understanding the CP
This workshop provides a forum for experienced CP This workshop is aimed at Diploma Programme (DP) or
educators to engage in a detailed discussion around Career-related Programme (CP) coordinators and other
changes to and improving implementation, assessment pedagogical leaders (such as school principals, heads, E S F E E S F E
and teaching of the reflective project, based on the members of senior management teams, approaches See workshop description on page 5. RECOMMENDED FOR:
curriculum review and the launch of the new Reflective to teaching and learning coordinators, extended essay
project guide. You will strengthen understanding of the or creativity, activity, service coordinators) who wish to This workshop is designed for schools that want to
broaden their educational offering at post-16 by
reflective project and its role within the CP and develop, explore further implementation of approaches to teaching Learning diversity and inclusion
review and share strategies that support successful and learning in the DP in the context of their school. introducing the IB Career-related Programme (CP). Aimed

NEW
collaborative planning and reflection with Diploma at interested, candidate and existing IB World Schools,
Programme (DP) and CP educators around the reflective
This workshop will review the approaches to
teaching and learning and give pedagogical leaders
E S F E S F this workshop can be used as an exploration point for
project. You will also review, develop and share interested schools, an information source for candidate
the opportunity to discuss issues relating to the See workshop description on page 5.
teaching and learning strategies that support effective schools and as a refresher workshop for existing IB
implementation of these approaches in their school World Schools authorized to run the IBCP. Designed for
implementation and assessment of the reflective
context. Past and current experience with embedding school heads/administrators and IBCP coordinators or
project. You will strengthen your understanding
ATL skills into the written, taught and assessed Living and learning globally a coordinator’s designate. The workshop provides an
and standardize the application of reflective project
curriculum will be incorporated while sharing best opportunity to explore and understand the IBCP and
assessment criteria.
practices and developing an action plan for one’s own
school. This workshop will also include discussion of the
E S F E the opportunities and strengths that come from the
CATEGORY 3 relationship between the approaches to teaching and See workshop description on page 6.
combination of vocational and academic programmes.

C A R E E R - R E L AT E D P R O G R A M M E
learning in the DP/CP and the IB Standards and Practices, This workshop will introduce you to the IB CP, including
as well as exploration of how the approaches to teaching the IB philosophy and ethos. You will explore the
Approaches to learning
might be supportive of teacher development. Social and emotional learning effective delivery of career-related courses alongside
the academic strand of IB Diploma Programme (DP)
E S F E E S F
subjects and the CP core. You will learn what it means

See workshop description on page 4.


Beyond the disciplines to be an IB World School and get a brief overview of the
See workshop description on page 6. development of the CP and the CP core. In addition, you
will explore the role of the CP coordinator, understand
E S F how CP subjects are delivered and assessed and obtain
Approaches to teaching and learning
See workshop description on page 4. The learner profile strategies to design an effective CP. You will also have the
for DP/CP classroom teachers
NEW

opportunity to discuss the CP authorization process and


working with CP Programme standards and practices.
E S F E S F Bilingual and multilingual teaching E S F
and learning See workshop description on page 6.
RECOMMENDED FOR:
This workshop is suitable for Diploma Programme (DP)
and Career-related Programme (CP) teachers of all
E S F E
experience levels. See workshop description on page 5.
This workshop will explore the approaches to teaching CP RESOURCES
and learning that are at the heart of an IB education. It
will focus on developing an enhanced understanding
of the educational philosophy underpinning IB
programmes, as well as exploring practical strategies
that can help prepare students to meet the challenges CP Programme Brochure
of an increasingly complex world. You will have the
This brochure describes in detail the IB Career-related Programme,
opportunity to draw on your own experiences and
including an explanation of the curriculum, teaching methods,
the experiences of other IB practitioners, as well as on
assessment and how teachers are supported through professional
insights from experts in the field, to develop a deliberate
development. Each pack contains 100 copies.
and dynamic approach to approaches to teaching and
learning in the Diploma and Career-related Programmes.

78 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 79
CP RESOURCES RESOURCES

50th Anniversary merchandise


In 2018, the International Baccalaureate celebrates its 50th
Anniversary. To celebrate this important milestone, the IB
presents limited edition of branded merchandise, including
pens, mugs, apparel and more. Don’t miss your chance to get
a unique sample of our 50th Anniversary collection. For more
information, please visit follettibstore.com or titlewave.com

CP Poster CP Starter Pack 10 Reasons Poster IBCP


The CP poster displays the CP Starter Pack is a perfect tool for This eye-catching poster shows 10
CP curriculum model and is a schools interested in becoming an reasons why the IB Career-related
much used item to create IB World School offering the Career- Programme is the ideal study
programme awareness and related Programme. Includes guides, for students looking to pursue
understanding for parents brochures and posters related to the different pathways. Created with
and students.  CP framework, among them: Language input from IB teachers, this poster
development guide and Personal and is both informative and student-
professional skills guide. friendly. Now available in English,
French and Spanish.

50th Year Anniversary Book-Shaped 50th Year Anniversary Mug


Stress Ball
A best seller in our collection, this white
Don't let the 50th Anniversary ceramic mug has a new design to
CP Programme Brochure celebrations stress you out, the book- celebrate the 50th Anniversary of IB.
shaped stress ball, made of a soft foam,
This brochure describes in detail the IB Career-
is designed for this special occasion.
related Programme, including an explanation of
the curriculum, teaching methods, assessment
and how teachers are supported through
professional development. Each pack contains
100 copies.

Product name Number ID Price

CP Poster 1247JAX US $7.99

CP Starter Pack 1534DJ9 US $150.99

10 Reasons Poster IBCP 1250PA4 US $12.99

CP Programme Brochure 1250VA8 US $7.99


50th Year Anniversary Cup 50th Year Anniversary Umbrella
Carry your favorite beverage in this Enjoy the rain and celebrate 50 years of
handy plastic cup with a contrasting IB education for a better world with this
blue silicone texture grip and stylish umbrella designed for the occasion.
matching lid that has been designed Canopy of the umbrella is made of
to celebrate the 50th Anniversary of IB. polyester; the handle is aluminium.

80 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 81
RESOURCES

An A to Z of School Leadership Did You Ever Wonder?: Fostering Educating for Global Citizenship: A Journeys in Communities of Practice: Journeys in Implementation: Proven Journeys in Learning Across
George Walker, a prominent figure Curiosity Here, There and Everywhere Practical Guide for Schools Stories and Strategies of Professional Strategies from IB World Schools Frontiers: Stories, Strategies and
in international education, shares his Inquiry from Around the World Inspiration from the IB Community
Offers all educators—including parents, This book presents the development Looks at an assortment of IB World
understanding of school leadership. grandparents, teachers and child care and current status of global education A guide for school administrators, Schools, which share their journeys Drawn from several decades of
This title covers all aspects of school providers—practical ideas, experiences in an easy-to-read style appropriate coordinators, team leaders and teachers to in implementing the IB programmes experience and from a variety of
leadership, giving advice and and suggestions for nurturing children's for practising teachers. It includes build a culture of professional inquiry that and documenting their strategies contexts that represent the diversity
guidance from a leading international curiosity and critical thinking. diverse examples from schools and can benefit the entire school community. for dealing with various challenges, of IB World Schools and programmes,
educator entertaining real-life organizations around the world and This title discusses fostering effective including getting internal and external these stories form a global portrait of
examples, case studies and anecdotes. shows how schools can help students collaboration, overcoming resistance to stakeholders on board, integrating lifelong learners. Each chapter includes
prepare for life in a "global village". new approaches and using technology to the IB and national standards, funding a rich range of perspectives from IB
enhance professional learning. the programmes and more. Each story educators, students, alumni and parents.
includes photos and testimonials from
Global Engage Calendar the school community.
Designed to be used year after year, each
calendar page in this spiral-bound format
highlights a different global challenge for that
month, interesting facts, ideas for student
activities that link to IB learner profile and
reflection questions. Text is in English, French
and Spanish with photos representing the
global issue and the IB community.

Product name Number ID Price


Schools Across Frontiers Ways to Learn Through Inquiry Reading materials bag for Notebook with adhesive
An A to Z of School Leadership 0512CZ5 US $31.99
Schools Across Frontiers is a highly younger children note pad and tabs
Did You Ever Wonder?: Fostering Curiosity Here, There and Everywhere 0513WZ7 US $36.99 Illustrates practical, authentic, research-
personal account of the IB and the based ways to engage and guide children, Designed with younger children in Printed with the IB logo, this
Educating for Global Citizenship: A Practical Guide for Schools 0512EZX US $31.99 United World Colleges (UWC) by the ages 3 to 8, in active inquiry. mind, this nylon document bag is wirebound hardback notebook
Global Engage Calendar 0515DZ1 US $55.99 visionary educator Alec Peterson. This perfect for carrying lightweight reading has useful adhesive notes and
second edition contains new chapters materials to and from school and is index tabs on inside cover. Ideal
Schools Across Frontiers 0502FZ1 US $41
with updates on the progress of the printed with the IB World School logo. for classroom or personal use, it
Journeys in Communities of Practice: Stories and Strategies of 0513YZ1 US $41 IB and UWC, as well as a complete Dimensions: 40 cm x 34 cm. contains 80 lined pages, index tabs
Professional Inquiry from Around the World updated list of IB and UWC schools. in vibrant colours, sticky notes and
Journeys in Implementation: Proven Strategies from IB World Schools 0513AZ7 US $43 a mini pad for writing.
Journeys in Learning Across Frontiers: Stories, Strategies and 0513KZX US $43
Inspiration from the IB Community

Ways to Learn Through Inquiry 0513HZ8 US $43

Reading materials bag for younger children 0495MZ6 US $7.99

Notebook with adhesive note pad and tabs 0501TZ7 US $7.99

82 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 83
RESOURCES

Large Bronze Lapel Pin Large Colour Lapel Pin Badge Button Pin Badges, Pack of 10 Cardboard Folders, Pack of 10 Conference Folder Duo Highlighter & Pen, 5-pack
Smart, circular steel lapel badge in This smart, circular lapel badge is Simple button pin badges printed These popular folders are used by Smart, black conference folder in A very useful ballpen-highlighter
bronze with butterfly pin fastening. printed with a full-colour IB logo. on plastic-coated metal with the many IB World Schools to distribute high-quality, leather-look fabric combination with a unique twist
The perfect gift for graduation and Used by many customers as a gift full-colour IB logo. Sold in bags of 10. certificates or to circulate essential and embossed with an IB logo. retracting mechanism. The fine-point
to award students for their academic at graduation, or as the perfect Metal pin fastening at the reverse. information to IB educators and parents. Dimensions: A4 (290 mm x 360 mm). black ink and yellow highlighter is
achievements, or as the perfect accessory to communicate their 25 mm/1 in diameter. Sold in packs of 10, with an internal A lined notepad included, pockets for printed with the IB logo.
accessory to communicate involvement involvement within the IB community. pocket. 304 mm/12 in by 218 mm/8.5 in. a pen, business cards and documents.
within the IB community. Polished Made from resin and steel with a Printed with IB trilingual logo.
debossed IB logo, trim 22-mm diameter, secure butterfly pin clasp. Measures
presentation box included. 22 mm diameter and comes with a
presentation box.

Ruler

Chrome Spinning Key Ring A useful 5-in-1 ruler set for students. This
12-inch ruler has an integrated pencil
Used by many customers as a graduation or sharpener, two removable pencils and one
presentation gift, the center section of this eraser that slots perfectly into the ruler
stylish key ring is engraved on one side with itself. Printed with the IB logo.
the IB logo and on the reverse side with a Flower-shaped highlighter
world map. A practical and fun highlighter. Its flower
shape incorporates five different-coloured
Key Rings, 10-pack highlighters and is ideal for teachers,
Product name Number ID Price coordinators and students.
Circular key ring with IB logo printed
Large Bronze Lapel Pin 0496PZ4 US $12.99
in full colour on both sides. These
lightweight and durable key rings are Large Colour Lapel Pin Badge 0496QZ1 US $12.99
ideal for school open days, conference Button Pin Badges, Pack of 10 0495HZX US $7.99
giveaways and gifts. Diameter: 40 mm.
Chrome Spinning Key Ring 0495JZ4 US $11

IB World School Stickers, 10-pack 0501NZ3 US $6

Key Rings, 10-pack 0496LZ5 US $17.99

Silver Medal in Gift Box 0496HZ6 US $15.99

Cardboard Folders, Pack of 10 0495RZ2 US $11


Silver Medal in Gift Box
IB World School Stickers, 10-pack Conference Folder 0495SZX US $31.99
The IB World School medal is in elegant silver metal on
White glossy vinyl stickers with a blue Duo Highlighter & Pen, 5-pack 0501MZ6 US $14 IB World Schools Hooded Sweatshirt—
a blue lanyard. It is perfect for graduation ceremonies
trilingual IB World School logo. Navy Blue
or for use as a presentation gift. 50 mm diameter, Ruler 0502EZ4 US $4.99
2.5 mm thickness. Debossed with the IB World School A soft cotton long-sleeved hoodie
Flower-shaped highlighter 0501ZZ0 US $6
logo on both sides; includes a blue lanyard branded featuring the IB World Schools logo. This
IB World Schools Hooded Sweatshirt—Navy Blue Size M:1313JG1 US $39.99 go-to piece takes you from season to
with the IB World School logo. Presented in a gift box.
Size L: 1313HG7 season in ease and comfort. Navy blue,
Size XL: 1313GGX available in sizes M, L, XL.

84 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 85
ATIONAL
RESOURCES

INTERN
The ALAUREATE
BACC and Follett
A STORY OF PARTNERSHIP IN EDUCATION
Since November 2015, Follett has been the exclusive provider of all products and merchandise
created by the International Baccalaureate®. These IB materials are delivered with the expertise
and support of Follett, a worldwide leader in educational solutions and products.
Eco Lanyard, 10-pack Eco Tote Bag, 5-pack Eco Pens, 10-pack Follett is proud to support librarians, teachers and students in 152 countries around the globe.
As your one-stop IB shop, we provide world-class materials from thousands of well-known
A pack of 10 environmentally friendly These useful bags, with long Environmentally friendly black-ink pens
publishers, like Oxford University Press and Hodder Education. Follett provides numerous
lanyards made from corn derivative handle straps, are printed with a made using biodegradable corn starch
benefits to IB educators – see below!
and featuring a breakaway safety large, full-colour IB logo and are plastic and printed with the IB logo. Pen
release and trigger clip fitting. made from 100% unbleached barrels come in five assorted colours.
Lanyards are printed with the IB logo. natural cotton.
Exclusive access to IB materials
and IB-branded merchandise

IB Flag (indoor only, with plastic clips Countless print and digital titles from other
for hanging)
trusted publishers of IB content
This flag is manufactured from durable
fabric and finished with highly
sustainable synthetic materials. Printed with Team of former educators that can help with
the IB logo. Size: 150 x 225 cm / 5 x 8 feet.
selecting the best resources based on your
IB Flag (outdoor)  requirements and budget
This flag is made of all-weather finest quality
material, making it strong, durable and able to
Helpful customer service and local Sales
stand the test of time. Printed with the IB World
Plaque
School logo. Size: 150 x 225 cm / 5 x 8 feet.
Consultants to assist with your needs
This smart acrylic plaque clearly displays
the IB World School logo and has been
produced for display at IB World School Follett expert-picked titles and lists
sites. The frosted effect on the reverse supporting the PYP, MYP, DP and CP
side ensures that the logo stands out on a
variety of exterior surfaces. Includes clear
instructions. Dimensions: 210 x 297 mm.

Product name Number ID Price

Eco Lanyard, 10-pack 0496KZ8 US $19 “Titlewave does an excellent


Eco Tote Bag, 5-pack 0498EZ7 US $17.99 Certificate of Participation in the Primary job of putting IB materials all in
Eco Pens, 10-pack 0501WZ9 US $19
Years Programme, Pack of 10 one place and the links to book
Plaque 0496CZX US $111
High quality certificate for students who lists for librarians to support IB
have completed the PYP exhibition in their courses make our work easier.
IB Flag (outdoor) 1313KG9 US $250 final year of the programme, also suitable It’s a great place, for resources.”
IB Flag (indoor only, with plastic clips for hanging) 496JZ0 US $207 for presentation to students in the IB World
Schools. The certificate includes a security ANDREA Visit titlewave.com/go/ib
for all of your IB needs.
Certificate of Participation in the Primary Years 0495KZ1 US $54
Programme, Pack of 10 hologram and is signed by the Director The American Community
General of the IB. 10 items per pack. School at Beirut
86 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E
INDEX

A counselling, 75, 77 Counselling history, 45, 49, 64


Academic honesty, 51 introductory workshops, 74 Career-related Programme, 75, 77 informational technology, 45, 49
Academic writing practices, 51 investigating inquiry, 79 Diploma Programme, 43, 47 international-mindedness, 43–45, 47, 49, 58
American Museum of Natural History, 27 learning diversity and inclusion, 79 Primary Years Programme, 17 introductory workshops, 42–43
Approaches to learning, 4 learner profile, 79 Cultural settings, 7, 35, 64 investigating inquiry, 54, 58
Career-related Programme, 77–78 living and learning globally, 79 Curriculum, 4 language arts, 45, 49–59, 59
Diploma Programme, 42, 44, 51–52, 59 resources, 75–76, 79–86 connections, iii, 2 languages, 45–46, 50
Middle Years Programme, 34 role of librarian, 79 Career-related Programme, 78 the learner profile, 65–66
Primary Years Programme, 16 service learning, 76, 79 Diploma Programme, 51, 57 learning diversity and inclusion, 59
Arts social and emotional learning, 79 Middle Years Programme, 31–34 literacy, 45–46, 59
assessment, 36 understanding, 79 Primary Years Programme, 11–12, 15 literature, 45–46, 49–50, 59
digital, 66 Category 1 workshops D living and learning globally, 59
Diploma Programme, 46, 52, 58, 66 Career-related Programme, 74–76 Dance mathematics, 46, 50, 56, 58, 60, 66
Middle Years Programme, 31–32, 36 Diploma Programme, 42–46 Diploma Programme, 45, 49 philosophy, 45, 50, 60
Primary Years Programme, 22 Middle Years Programme, 31 Middle Years Programme, 31–32 physics, 46, 50, 60
role of, 22 Primary Years Programme, 10–13 Design planning, 56, 61
Theatre, 46, 50, 64, when to choose, 1 assessment, 36, 52 psychology, 46, 50, 61
Visual, 46, 50, 58, 66 Category 2 workshops Diploma Programme, 45, 52 resources, 44, 47, 54, 57–58, 62, 65, 67–71
Assessment Career-related Programme, 77–78 Middle Years Programme, 31–32 role of librarian, 65
digital, 37 Diploma Programme, 47–50 technology, 45, 49 service learning, 43–44, 47, 53, 55, 62
Diploma Programme, 52–55, 57, 59–61, 64, 66–67 Middle Years Programme, 32–33 Developing service learning. See Service learning social and emotional learning, 61
Middle Years Programme, 36–37 Primary Years Programme, 13–15 Diploma Programme, iii, 42–72 social anthropology, 46, 50
Primary Years Programme, 14–15 when to choose, 1 approaches to learning, 51 sports, 46, 50
Category 3 workshops subject-specific seminars, 63
B arts, 46, 58, 66
Career-related Programme, 78–79 assessment, 52, 54, 57, 60–61 theatre, 46, 50, 64
Bilingual/multilingual teaching and learning, 5
Diploma Programme, 51–67 beyond the disciplines, 52 theory of knowledge, 46, 50, 62, 67
Career-related Programme, 78
Middle Years Programme, 34–38 bilingual/multilingual teaching and learning, 52 understanding, 65
Diploma Programme, 52
Primary Years Programme, 16–26 biology, 45, 49, 52–53 world religions, 46, 50
Middle Years Programme, 34
when to choose, 1 business management, 45, 49, 53 District workshops, 1
Primary Years Programme, 16
Chemistry category 1 workshops, 42–46 DP Advantage, 73
Biology
Diploma Programme, 45, 49, 52–53
Diploma Programme, 45, 49, 54 category 2 workshops, 47–50 E
Cluster workshops, 1 category 3 workshops, 51–67 Early years, 11–16, 19–20, 22, 25
Blended learning, 1
Common Core chemistry, 45, 49, 54 Economics
Building quality curriculum, iii, 2, 29
mathematics, 37 computer science, 45, 49 Diploma Programme, 49, 54
Business management
Computer science counselling, 43, 47 e-Learning, 1
Diploma Programme, 45, 49, 53
Diploma Programme, 45, 49 cultural anthropology, 46, 50 Emotional learning. See Social and emotional learning
Primary Years Programme, 22
Coordinators, 33, 47 dance, 45, 49 Environmental systems and societies
C assessment, 36 design, 45, 52 Diploma Programme, 45, 49, 55–56
Career-related Programme, iii
Career-related Programme, 75, 77–78 economics, 49, 54 Exercise
approaches to learning, 78
Diploma Programme, 43, 47, 55 environmental systems and societies, 45, 49, 55–56 Diploma Programme, 46, 50
beyond the disciplines, 78
Middle Years Programme, 31, 33 evaluating, 56 Exhibitions
bilingual/multilingual teaching and learning, 78
Primary Years Programme, 14, 21, 24 exercise, 46, 50 Primary Years Programme, 15
category 1 workshops, 74–76
role of, 24, 38 film, 49, 61 Diploma Programme, 66
category 2 workshops, 77–78
geography, 45, 49 Extended essay, 53, 57–59, 61–62
category 3 workshops, 78–79
global politics, 45, 47 role of supervisor, 65
coordinators, 75, 77–78
health education, 46, 50

88 I B W O R K S H O P S A N D S E R V I C E S 2 0 1 8 C ATA LO G U E I B O. O R G / P D 89
INDEX

F Individuals and societies Learner profile, The, 6 introductory workshops, 30


Face-to-face workshops, definition, 1 assessment, 36 Career-related Programme, 79 investigating inquiry, 35
Film, iii Middle Years Programme, 31–32, 36 Diploma Programme, 65–66 language arts, 31–32, 36
Diploma Programme, 45, 49, 61 Information and communication technology (ICT) Middle Years Programme, 38 learning diversity and inclusion, 35
Finance and accounting, 9 Diploma Programme, 45, 49, 53–55, 58, 61, 66, Primary Years Programme, 11–13, literacy, 31–32, 36
Flipped classroom model, 17 Primary Years Programme, 23 Librarians, 44, 48 literature, 31–32, 36
Inquiry, iii, 5 role of, 6, 24, 38, 65, 79 living and learning globally, 35
G
Career-related Programme, 79 Library, 6 mathematics, 31–32, 36–37
Geography,
Diploma Programme, 54, 58 Primary Years Programme, 20 music, 31–32
Diploma Programme, 45, 49
Middle Years Programme, 35 Diploma Programme, 44, 48 physical education, 31–32, 36
Global politics
Primary Years Programme, 15, 18–22 Literacy projects, 37
Diploma Programme, 44, 48
In-school workshops, definition 1 assessment, 36 resources, 34, 37–41
Governance, 8
International-mindedness, 6 Diploma Programme, 45–46, 59 role of librarian, 38
H
Diploma Programme, 43–45, 47, 49, 53, 58, 62, Middle Years Programme, 31–32, 36 sciences, 31–32, 36
Heads of school, 8, 31, 33, 62
Middle Years Programme, 31–32, 34–35, 38 Primary Years Programme, 19, 21 service learning, 34
assessment, 36
Primary Years Programme, 10–12, 16–17, 20 Literature social and emotional learning, 38
Health education
Introductory workshops assessment, 36 teaching and learning, 35
Middle Years Programme, 31–32, 36
Career-related Programme, 74 digital, See Information and communication technologies, 37
assessment, 36 technology (ICT)
Diploma Programme, 42–43 understanding, 38
Diploma Programme, 46, 50 Diploma Programme, 45–46, 49–50, 59
Middle Years Programme, 30 Music
Higher level cognition, 57 Middle Years Programme, 31–32, 36
Primary Years Programme, 10–12 Middle Years Programme, 31–32
History self-taught, 60
Diploma Programme, 45, 49, 57, 64
L Primary Years Programme, 20
Language acquisition M O
I Mathematics
assessment, 36 Online workshops, definition 1
IB Consulting, iii, 2 assessment, 36
IB education
Diploma Programme, 45, 49–50, 59 P
Middle Years Programme, 31–32, 36 Common Core and, 37
Partnering with parents, 9, 42, 53
approaches to learning, iii, 4, 16, 34, 51, 78 Diploma Programme, 46, 50, 56, 58, 60, 66
Primary Years Programme, 23 Personal and professional skills, 76, 77
beyond disciplines, iii, 4, 16, 34, 52, 78 Middle Years Programme, 31–32, 36–37
role of, 23 Philosophy
bilingual/multilingual learning, 5, 16, 34, 52, 78 Primary Years Programme, 19, 23
self-taught, 46, 50 Diploma Programme, 46, 50, 60
defined, 4–6 role of, 23
Languages Physical education
Diploma Programme, 42–72 Middle Years Programme, 30–41
classical, 45, 49 assessment, 36
introductory workshops, 10–13, 30, 74 approaches to learning, 34
Diploma Programme, 45–46, 50 Diploma Programme, 46, 50
investigating inquiry, iii, 5, 15, 18–22, 35, 54, 58, 79 arts, 31–32, 36
subject-specific seminars, 63 Middle Years Programme, 31–32, 36
the learner profile, 6, 65-66, 79 assessment, 36–37
Leadership Primary Years Programme, 20, 23
learning diversity and inclusion, 5, 19, 35, 59, 79 beyond the disciplines, 34
executive/experienced, 8–9 role of, 23
living and learning globally, iii, 6, 16, 35, 59, 79 bilingual/multilingual teaching and learning, 34
multicultural, iii, 7–9 Physics
Middle Years Programme, 30–41 category 1 workshops, 31
pedagogical, 14–15 Diploma Programme, 46, 50, 60, 61
Primary Years Programme, 10–29 category 2 workshops, 32–33
Career-related Programme, 74, 77 Planning, 2
role of the librarian, 6, 24, 38, 65, 79 category 3 workshops, 34–38
Diploma Programme, 42–43, 47, 62 Career-related Programme, 78
service learning, 5, 34, 43–44, 47, 53, 55, 62, 76, 79 curriculum, 31–34
Middle Years Programme, 31, 33, 38 Diploma Programme, 54, 56, 58, 61, 67
social and emotional learning, 6, 20–21, 38, 61, 79 design, 31–32
Primary Years Programme, 14–15, 21, 24 Middle Years Programme, 35, 38
supporting students in university admissions, 62 evaluating, 35
understanding, 7 Primary Years Programme, 14, 17, 20–22, 30
IB leadership certificates, 3, 95 health education, 31–32, 36
workshops, iii, 7–9 Play-based learning
Increasing cohort size, 5, 8, 19, 21, 35, 59, 62, 79 individuals and societies, 31–32, 36
Primary Years Programme, 13, 14, 19, 20
international-mindedness, 31–32, 34–35

90 I B W O R K S H O P S A N D S E R V I C E S 2 0 18 C ATA LO G U E I B O. O R G / P D 91
INDEX
Primary Years Programme, 10–29 R T
approaches to learning, 16 Reflective projects, 76, 78 Teaching and learning
arts, 22 Resources bilingual/multicultural, 5, 16, 34, 52, 78
assessment, 14–15 Career-related Programme, 75–76, 79–86 concept-based, 16
beyond the disciplines, 16 Diploma Programme, 44, 47, 54, 57–58, 62, 65, 67–71 interdisciplinary, 35
bilingual/multilingual teaching and learning, 16 Middle Years Programme, 39–41 Middle Years Programme, 35
category 1 workshops, 10–13 Primary Years Programme, 11–13, 19, 26 play-based, 13, 14, 19, 20
category 2 workshops, 13–15 Role of librarian, 6 Primary Years Programme, 15–16, 25
category 3 workshops, 16–26 Career-related Programme, 79 transdisciplinary, 25
curriculum, 11–12, 15 Diploma Programme, 65 Teaching assistants
early years, 11–16, 19–20, 22, 25 Middle Years Programme, 38 role of, 25
exhibitions, 15
S Technologies
flipping classrooms, 17 computer science, 45, 49
School culture, 8, 55, 60, 64, 90
international-mindedness, 16–17, 20 design, 45, 49
School Enhancement Services, 2, 28–29
investigating inquiry, 15, 18–11 film, 61
Sciences
language arts, 23 information, 45, 49
assessment, 36
leadership, 14–15, 21 mathematics, 66
biology, 45, 49
learning diversity and inclusion, 19 Middle Years Programme, 37
chemistry, 45, 49
library, 20 Primary Years Programme, 17, 23–24
computer, 45, 49
literacy, 19, 21 role of, 23–24
Diploma Programme, 45–46, 49–50
living and learning globally, 16 visual arts, 58, 66
Middle Years Programme, 31–32, 36
mathematics, 19, 23 Theatre
physics, 46, 50
music, 20 Diploma Programme, 46, 50, 64
Primary Years Programme, 21, 24
personal well-being, 20 original, 64
role of, 24
physical education, 20, 23 traditions and practices, 64
Service learning, 5
planning, 14, 22 Theory of knowledge
Career-related Programme, 76, 79
play-based learning, 20 Diploma Programme, 46, 50, 62
Diploma Programme, 43–44, 47, 53, 55, 62
resources, 11–13, 19, 26 workshops, 67
Middle Years Programme, 34
resources, 11–13, 19, 26 Transdisciplinary learning, 4
Social and emotional learning, 6
school enhancement services, 27–28 Career-related Programme, 78
Career-related Programme, 79
sciences, 24 Diploma Programme, 49, 52
Diploma Programme, 61
social and emotional learning, 20–21 Middle Years Programme, 34
Middle Years Programme, 38
symbolic learning, 19 Primary Years Programme, 14–16, 19, 21, 25
Primary Years Programme, 20–21
teaching and learning, 15–16, 25
Social and cultural anthropology, U
technologies, 17, 23–24
Diploma Programme, 46, 50 University admissions, 42, 43, 62, 75
transdisciplinary learning, 25
Professional development, iii, 1–2, 33
Sports V
Diploma Programme, 46, 50 Vision and strategy, 7
Projects
Subject-specific seminars, 63
Middle Years Programme, 37 W
Symbolic learning
reflective, 76, 78 Well-being, 6
Primary Years Programme, 19
Psychology, Primary Years Programme, 13, 20, 25
Diploma Programme, 46, 50, 61 What is an IB Education?, 4–6
World religions
Diploma Programme, 46, 50
World studies, 58

92 I B W O R K S H O P S A N D S E R V I C E S 2 0 1 8 C ATA LO G U E I B O. O R G / P D 93
IB LEADERSHIP
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Reflections
Spring and green plumbing mountain Kong Meng
Sleeping under pine until dawn in summer
Deep mountain wood enriches autumn color
At empty valley temple listen to snow falling

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