Introduction to the IB Diploma Programme

This subject has the following teaching availabilities in 2016:

170 hours

For the purposes of considering request for Reasonable Adjustments under the Disability Standards for Education (Cwth 2005), and Student Support and Engagement Policy, academic requirements for this subject are articulated in the Subject Overview, Learning Outcomes, Assessment and Generic Skills sections of this entry.

It is University policy to take all reasonable steps to minimise the impact of disability upon academic study, and reasonable adjustments will be made to enhance a student's participation in the University's programs. Students who feel their disability may impact on meeting the requirements of this subject are encouraged to discuss this matter with a Faculty Student Adviser and Student Equity and Disability Support: http://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.

• Critical Reading Task – Reciprocal teaching model (500 word equivalent). On-campus: due day 2; Online: due between weeks 2 and 6; (10%).

• Learner Profile Presentation (1,000 word equivalent). On-campus: due day 3; Online: due week 4; (20%).

• Learner Profile Mind Map (1,000 word equivalent). On-campus: due day 3; Online: due week 5; (20%).

• Essay (2,500 words): addressing International Education, example - to what extent is international education, as envisaged by the IBO, able to be implemented in schools where it is taught. On-campus: due 4 weeks after last day of classes; Online: due week 9; (50%).

This subject has a minimum hurdle requirement of 80% attendance at all tutorials, seminars and workshops.

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