Introduction to the IB Diploma Programme

This subject has the following teaching availabilities in 2015:

170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Students Experiencing Academic Disadvantage Policy, academic requirements for this subject are articulated in the Subject Description, Subject Objectives, Generic Skills and Assessment Requirements of this entry.

The University is dedicated to provide support to those with special requirements. Further details on the disability support scheme can be found at the Disability Liaison website: http://www.services.unimelb.edu.au/disability

This subject introduces participants to the International Baccalaureate Diploma Programme (DP), as a philosophy and framework for learning and teaching. It examines the essential elements of the DP model including the IB mission statement. Participants will focus on developing understandings of international education, values education, and the centrality of the Learner Profile to an IB education as well as exploring theoretical implications of international mindedness in the Diploma Programme.

This subject will enable students to:

• Demonstrate knowledge and understanding of the philosophies, values and history underpinning the International Baccalaureate programmes especially the Diploma Programme;
• Demonstrate an understanding of the centrality of the IB Mission Statement to an IB education;
• Articulate the centrality of the Learner Profile to an IB education and the implications for learning and teaching in the Diploma programme;
• Explore the role of language education within the IBDP curriculum;
• Critically analyse the role of the IB Diploma within a broader education landscape.
• Articulate theoretical understandings and implications of operating a curriculum that has a clear internationalist ideology.

• Essay: addressing International Education, example - discuss the extent to which the ideal of international education as envisaged by the IB is developing as a reality in the face of tensions caused by the realities of globalisation and continued national priorities. (2,500 words) due week 6, 50%
• Essay: addressing practical implications of the IB, example - what might the IB learner profile look like in practice in a school context? (2,500 words)due week 12, 50%

Attendance at all classes (tutorial/seminars/practical classes/lectures/labs) is obligatory. Failure to attend 80% of classes will normally result in failure in the subject.

Tarc, Paul (2009) Global Dreams, Enduring Tensions: International Baccalaureate in a Changing World, Peter Lang, New York

Woolfolk, A. & Margetts, K. Educational Psychology. Pearson Education: Frenchs Forest, 2007.

This subject is not available as a breadth subject.

On completion of this subject students should be able to:

• Demonstrate essential knowledge and understanding of the philosophy of IB Education programmes and the position of the Diploma Programme in the continuum;
• Understand the key concepts of curriculum that underpin the IB Diploma Programme;
• Evaluate and use constructive criticism in different contexts.
• Specifically relate the IB Learner Profile to their teaching.

"International Baccalaureate" is a registered trademark of the International Baccalaureate Organization