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How will I begin to develop an IB Education in my classroom?

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How will I begin to develop an IB Education in my classroom?

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Session 3: "How" - The Inquiry Cycle. Group 3: Beyond the disciplines

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Session 3: "How" - The Inquiry Cycle. Group 3: Beyond the disciplines

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Session 3: "How" - The Inquiry Cycle. Group 4: Approaches to learning

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Session 3: "How" - The Inquiry Cycle. Group 4: Approaches to learning

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Session 1: The IB LP - the IB mission in action

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Session 1: The IB LP - the IB mission in action

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Download IB branded materials

For schools that have achieved the high standards required for authorization, one of the benefits is to be known as an IB World School and to make use of the IB brand. We produce a range of communications materials, enabling these schools to fully comply with the IB brand.

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View the International Baccalaureate®(IB)'s learner profile. The learner profile is the IB's mission translated into a group of learning outcomes for today's pupil.

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Session 3: "How" - The Inquiry Cycle. Group 2: Investigating inquiry

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Session 3: "How" - The Inquiry Cycle. Group 2: Investigating inquiry

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Session 3: "How" - The Inquiry Cycle. Group 1: Living and learning globally

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Session 3: "How" - The Inquiry Cycle. Group 1: Living and learning globally

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Tell a story about what school was like for us, and show how it would have been better to have been an IB style learner

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The world seems to be changing and developing at an incredible pace. Socially, culturally, technologically, environmentally. I feel that IB is a program that can better prepare our young people to, not only face these changes, but to be able to thrive in their future.

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Why MYP? Because it helps children learn easily, it helps them to be adaptable and principled, to be ethical and respectful.

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What is involved in a coherent curriculum?

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What is involved in a coherent curriculum?

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What is our aim and our objectives? For language acquisition

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multicultural, international, globalization, equality, united!!!!!

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aesthetics, change, communications, communities, connections, creativity, culture, development, form, global interactions, identity, logic, perspective, relationships, time-place, and space, systems.

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Why we are learning what we are learning.

1. identities and relationships

2. orientations in space and time

3. personal and cultural expression

4. scientific and technical innovation

5. globalization and sustainability

6. fairness and development

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Portfolio [end of year 4]

E-assessments

Diploma exams

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ACTION PLAN SHEET FOR LANGUAGE DEPARTMENT