IB Asia Pacific Annual Regional Conference 2011

25th Asia Pacific Annual Conference EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY 17 - 20 MARCH 2011 MELBOURNE

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

The IB Mission Statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

The International Baccalaureate (IB) in the Asia Pacific region supports more than 460 schools offering over 630 programmes in 28 countries. In Asia Pacific including Australasia Diploma pass rates since 2000 have been consistently in and around 90%. This in 2010 represented over 8,400 students across the region.

The Regional Asia Pacific IB HQ resides in Singapore. Singapore’s central location within the Asia Pacific, excellent infrastructure, business and education-friendly environment, has been deemed the ideal location to ensure quality and continued growth.

For this reason, IB have reaffirmed the choice of Singapore as one of the three global IB centres to support IB’s growth in this region.

In Asia Pacific we continue to be committed to supporting the ongoing development of a worldwide professional learning community in the form of regional face-to-face workshops and resource-rich online environments for IB teachers. The IB trains more than 6,000 IB teachers in the Asia Pacific region every year.

Where can you find IB in Asia Pacific: AUSTRALIA BANGLADESH BRUNEI DARUSSALAM CAMBODIA CHINA FIJI GUAM HONG KONG INDIA INDONESIA JAPAN KOREA, REPUBLIC OF LAO PEOPLE’S DEMOCRATIC REPUBLIC MACAO

MALAYSIA MONGOLIA MYANMAR NEPAL NEW ZEALAND PAKISTAN PAPUA NEW GUINEA PHILIPPINES SINGAPORE SOLOMON ISLANDS SRI LANKA TAIWAN THAILAND VIETNAM

The International Baccalaureate

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EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

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International Baccalaureate

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

The IB Learner Profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

ReflectiveThey give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

The International Baccalaureate

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EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

Welcome Message On behalf of the Victorian Government I would like to extend a warm welcome to all International Baccalaureate delegates to the 2011 Asia Pacific Conference to Melbourne.

Melbourne is one of the world’s most culturally diverse cities.

Together, we speak over 230 different languages and dialects, we come from over 200 countries and we practice over 120 different faiths.

Melbourne is also one of the world’s most liveable cities.

It is a sophisticated, exciting place, a city of world class theatre and great cafes, a city of art and music, a city of major sporting events – in fact Melbourne is without a doubt the cultural capital of Australia.

I hope during your stay you will find the time to sample some of what our vibrant city has to offer.

I know you will find your conference both stimulating and enjoyable and I look forward to meeting many of you in the coming days.

Hon. Martin Dixon MP Minister for Education

Martin Dixon was elected to the Victorian Parliament as the Member for Dromana in 1996 and re-elected in 1999. Following a redistribution which abolished the Dromana electorate, he was elected the first Member for Nepean in November 2002 and re-elected in 2006 and 2010.

In December 2010 following the Coalition’s election win Martin was sworn in as Minister for Education.

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International Baccalaureate

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

Director’s Welcome Dear Delegates and Guests, Regional Conferences are a key moment in my diary, as I am sure they are in yours, because it is at such events that we gain a visible sense of what it means to be part of the IB community.

Here we gather together educators from across an entire region to connect and discuss the themes of the conference whilst also sharing the successes and challenges of the past in their schools. Year-on-year the number of delegates to the conferences grows as each year the number of schools offering IB programmes also grows.

The IB continues to strengthen its leadership in international education as we respond to school needs through increased services and support. To this end, we continue to work with educators across the world in ensuring that IB programmes fit the needs of students now and into the future. The IB career-related certificate (IBCC) addresses such needs where the educational principles of the IB are also woven into a career-related path. This bridge between academic and career-related programmes extends the access to IB programmes to a different learner and gives further educational choice to students. I am pleased that the IBCC has moved from pilot to a mainstream offering and that increasing numbers of Diploma Programme schools are now seeking to offer this as an alternative path for students.

As this conference represents a physical meeting point for the community of IB Schools in Asia Pacific, we have also rolled out the IB virtual community (IBVC). Again, the IB leadership in international education is exemplified in this technology driven experience where educators, students and alumni are engaged in the IB community, connecting members from every corner of the globe. This exchange of ideas and experiences is what the IB has been founded on and it is truly great to see the developments that can be made through technology in extending this mission.

I look forward to meeting many of you in the coming days and sharing the experiences and viewpoints that are so invaluable to the IB.

Jeffrey R. Beard Director General International Baccalaureate

The International Baccalaureate

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EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

COO’s Welcome On behalf of the IB Asia Pacific and IB staff globally, it is with sincere pleasure that I welcome you to our 25th Annual Regional Conference in Melbourne. Last year, this conference will leave you thinking, rejuvenated and filled with energy after having listened to inspirational discussions and world renowned speakers. Focusing on the four C’s – Citizenship, Creativity, Connectivity and Compassion – is timely and aligned with the IB’s own mission and closely aligned with the attributes in the Framework for 21st century learning. How exciting to have world renowned speakers discuss cultural wisdom both ancient and contemporary, aweinspiring personal journeys and critical thinking about global economics, role of the human language in shaping knowledge, and other thought provoking presentations. I trust you will truly enjoy them as they were planned with such care as John Switzer will discuss.

First and foremost, I’d like to introduce your new Regional Director and my successor, Ian Chambers. Some of you may have already seen this announcement on the website. You will meet Ian during the course of this conference. An educator himself, he joins the IB with indepth educational services experience and with a deep passion for the IB’s unique mission.

The IB Asia Pacific will be in good hands going forward with Ian and the team of seasoned professionals who understand the region and its needs intimately and respond proactively.

I am happy to report that in fulfilling the mission of the Schools Division which is to continually improve our services to schools, we have introduced new services which will be further elaborated upon in the conference.

IB Answers: For years, schools have been saying: We need to know someone in the IB to get an answer. To be able to give accurate and consistent answers in a timely manner regardless of who or where the question came from, we’ve successfully launched this service that is operational 6AM to 10PM. Available via the web, the phone and email, IB Answers is an intelligent help-desk service that works via a live and dynamic state of the art knowledgebase and is available to all schools worldwide.

IBCC: The IB Career Certificate is now approved by the IB Board of Governors for a soft launch moving from a pilot phase to an operational phase and we are starting to make significant progress with implementation in authorized IB DP schools. Working with students who undertake vocational pathways, we are able to offer the IB experience, which is very much in tune to the latest thinking of vocational educators, to more students.

There are many more services that we are working on and we hope to be able to communicate such changes from the Schools Division to you on a fairly regular basis during the rest of the year along with the updates from the Assessment and Academic divisions of the IB. I hope you have a wondrous time in the conference, connecting with peers and ideas that send you back to your schools with renewed vigor.

Regards,

Siva Kumari, Ed.D. Chief Operating Officer, Schools Division Former Regional Director, Asia Pacific International Baccalaureate

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EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

Conference Organizer Dear conference delegate, Welcome to Melbourne.

In many ways, this year’s annual IB Asia Pacific conference carries on from where we left off last year. Those of you who attended our Singapore conference will recall that the theme revolved around aspects of both the mission statement and the learner profile. We were humbled by the overwhelmingly positive response to last year’s event, and we are pleased for the increased interest in this year’s conference.

As we celebrate our 25th gathering of the IB community in Asia Pacific, we have deliberately kept our focus on the core aspects of what makes our educational programmes unique. Our theme: Connectivity, Citizenship, Creativity, Compassion: exploring teaching and learning in the 21st century is certainly a bold and rich offering. Each of these words will certainly conjure up ideas of how they might be expressed within each the IB communities in the Asia Pacific region. Perhaps each word must be followed by concrete examples to really be understood.

For example, the recent events unfolding in the Middle East and northern Africa in many ways is a remarkable testament to what a digitally connected citizen in the 21st century can achieve. The founders of both Facebook and Twitter certainly wouldn’t have predicted their social networking and instant communication sites could be used to overthrow entire governments!

While it may seem obvious, we should remind ourselves that we are only 11 years into the 21st century. The changes that will take place in the next 89 years (as well as the rate of change over this timeframe) are really incomprehensible, and really anything we forecast beyond the next few years is likely no better than a wild guess. Let us propose, therefore, that this conference where we discuss 21st century teaching and learning be considered version 1.1 (to indicate 2011). If we wish to talk about 21st century education in 2020 we might then describe it as version 2.0. Perhaps by 2099 (version 9.9) our children (and grandchildren) may wish to hold another such conference, where most likely they would look back on this event and proclaim “what were they thinking?”

Our plenary speakers and break out session leaders have been carefully considered to reflect the themes of the conference. As you will see from the schedule, our aim is to strike a balance between presenters from within our IB community of schools as well as our IB regional and global personnel. We hope that over the coming four days you will find yourself sitting forward at the edge of your seat being both inspired and challenged. We also hope that you are able to find time to reflect on some of the many things that each of you is able to pick up over the duration of the event. Ultimately, the success of this conference will be to what extent you are able to take back and share with your school community upon your return that will result in a positive impact on teaching and learning. Again, welcome to Melbourne, and welcome to our annual conference. We’re grateful that you’ve taken the time out of your busy schedules to join us.

On behalf of the conference team,

John Switzer Head of Regional Development 2011 conference organizer International Baccalaureate Asia Pacific

The International Baccalaureate

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EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

Programme-at-a-Glance WEDNESDAY, 16 MARCH 0900 – 1700...................................................................................1-Day Pre-Conference Workshop (7 Sessions) Various Times...............................................Inquiry-based Tour (TBA) / ToK Educational Tour (1000 - 1300) 1500 – 1800....................................................................................................................................................Registration 1800 – 2000...................................................................................................................Welcome Cocktail Reception THURSDAY, 17 MARCH “CITIZENSHIP” 0730 – 0845....................................................................................................................................................Registration 0845 – 0915........................................................................................................................................Welcome Address 0915 – 1030........................................................................................................................................Keynote Plenary 1 1030 – 1100.......................................................................................................................Morning Break / Exhibition 1100 – 1230........................................................................................................................................Keynote Plenary 2 1235 – 1310...............................................Featured session: Australasian Universities (Lunch / Exhibition) 1315 – 1350.......................................................................................................Expo Session 1(Lunch / Exhibition) 1400 – 1500.....................................................................................................................................Breakout Sessions 1 1500 – 1530...........................................................................................................................................Afternoon Break 1530 – 1630.....................................................................................................................................Breakout Sessions 2 1640 – 1740.....................................................................................................................................Breakout Sessions 3 FRIDAY, 18 MARCH “CONNECTIVITY” 0845 – 1015........................................................................................................................................Keynote Plenary 3 1015 – 1045.......................................................................................................................Morning Break / Exhibition 1045 – 1145 ...................................................................................................................................Breakout Sessions 4 1145 – 1220.......................................................................................................Expo Session 2(Lunch / Exhibition) 1225 – 1300.......................................................................................................Expo Session 3(Lunch / Exhibition) 1300 – 1400....................................................................................................Breakout Sessions 5 (IB School Vists) 1400 – 1430...........................................................................................................................................Afternoon Break 1430 – 1530....................................................................................................Breakout Sessions 6 (IB School Vists) 1540 – 1640..................................................................................................................IB programme specific clinics SATURDAY, 19 MARCH “CREATIVITY” 0845 – 1015.......................................................................................................................................Keynote Plenary 4 1015 – 1045.......................................................................................................................Morning Break / Exhibition 1045 – 1215 .......................................................................................................................................Keynote Plenary 5 1215 – 1300........................................................................................................................................Lunch / Exhibition 1300 – 1400.....................................................................................................................................Breakout Sessions 7 1410 – 1510.....................................................................................................................................Breakout Sessions 8 1510 – 1530...........................................................................................................................................Afternoon Break 1530 – 1630.....................................................................................................................................Breakout Sessions 9 1830 - 1900....................................................................................................Pre-Dinner Drinks Reception at MCG 1900 – 2200.....................................................................................................................................Gala Dinner at MCG SUNDAY, 28 MARCH “COMPASSION” 0900 – 1030.......................................................................................................................................Keynote Plenary 6 1030 – 1100.......................................................................................................................Morning Break / Exhibition 1100 – 1230........................................................................................................................................Keynote Plenary 7 1230 – 1300...........................................................................................................................................Closing Remarks 1330 – 1700......................................................................................Post-Conference Tour: Visit to the Vineyards

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EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

Conference Programmes Registration desk Conference Hall Level 1 0730-0845

Conference Registration

Day 1: Thursday, March 17 "Citizenship"

Welcome to Country Government Welcome - Martin Dixon, Honorable Minister for Education, Government of Victoria Welcome Performance - Cultural Infusion Welcome Address - Ian Chambers, Regional Director IB Asia Pacific Conference Overview - John Switzer, Head of Regional Development

PLENARY HALL 3 0845-0915

Keynote 1: Wade Davis, National Geographic Explorer in Residence

PLENARY HALL 3 0915-1030 CONFERENCE HALL LEVEL 1 1030-1100

Morning Tea / Exhibition

PLENARY HALL 3 1100-1115

Technology briefing - APPLE School tour information

PLENARY HALL 3 1115-1230

Keynote 2: Sophal Ear, US Naval Academy

CONFERENCE HALL LEVEL 1 1230-1350

Lunch/Sponsored Sessions/University briefings/Exhibition Oxford Studies Courses

2XO (conference bag)

Concord

Cultural Infusion (opening ceremony)

Conference room 101/102

Conference room 103

Conference Room 104

Conference Room 105

Wade Davis Q&A

Ahmad Mokachar 4 X C = LP

Celina Garza Promoting Academic Honesty Amongst Students

Edna Sackson Kids talking to Kids: Creating meaningful Global Connections

Mignon Weckert Sandy Paton Kirsten Loza Developments in the PYP

Helen Drennen Ned McCord Partnership in action the Yiramalay/Wesley Studio School

ALL

PYP

ALL

PYP/MYP

PYP

ALL

DP

Plenary Hall 3

Conference room 101/102

Conference room 103

Conference Room 104

Conference Room 105

Conference Room 106

Conference Room 107

EXPO SESSION 1 1235-1310

BREAK OUT SESSION 1 1400-1500

Conference Hall Level 1 1500-1530

Role of Associations AAIBS and TAISI

Conference Room 106

IB Virtual Community

Research focus group (by invitation)

Conference Room 107

Conference Room 108

Kevin House Indu Shahani Values in 21st century IBDP students are assessment: a misfits in the Indian University System, but collaborative approach to things are changing for ethical practice in the IB the better!

Diploma

John Joseph The Four Worlds of a Student

Robert Harrison Creatively, Globally Engaged

Andrew Atkinson New Diploma Programme curriculum developments

DP

ALL

ALL

DP

Conference Room 108

Conference Room 109

Conference Room 110

Conference Room 111/112

John Joseph The Emotional Rooms

Kim Anderson Stephanie Armstrong Cross cultural learning about First Peoples' Knowledge in an Australian Context

Andrea Muller Nicole Ginnane Tania Lattanzio Fostering creativity

ALL

ALL

ALL

Afternoon Tea / Exhibition

Sophal Ear Plenary 2 Q & A

BREAK OUT SESSION 2

Jennifer Tan Michael Dean IB Updates: Research Forum

Jeff Beard James MacDonald Michelle Limantour Drew Deutsch Shaping Global Citizens: Seaver Ian Chambers how changing the DP Lister Hannah The IB Learner Profile: Looking forward: The IB qualification may be the in 2015 most powerful way of Expanding our Humanity changing our schools

Anthony Skillicorn Craig Coutts Service as a reality in your curriculum

John Switzer Greg Valentine Priyamvada Taneja University Recognition a tertiary world tour in 60 minutes

DP

DP/ADMIN

Chris Mannix The Hexagon Core: Fit for purpose in the 21st century?

1530-1630

BREAK OUT SESSION 3

ALL

ALL

Plenary Hall 3

Conference room 101/102

Ed Lawless Wade Davis Sophal Ear Chris Mannix Craig Davis Open to Ideas: the role of social media in promoting critical thinking and global citizenry

ALL

Conference room 103

ALL

Conference Room 104

Matthew Thomas Emma Pacilli Shannon Hewlett Muria Roberts From the Foreground to Parents' club What is the role of the Background: the supporting the Primary multispecies education in Role of the IB Diploma Years Programme in a Programme Coordinator our future and our global world in Asian National schools?

Schools

ALL

DP/ADMIN

Conference Room 105

Conference Room 106

Conference Room 107

Conference Room 108

Conference Room 109

Conference Room 110

Conference Room 111/112

Indu Sen IB ombudsman

Yiren Wang An Inquiry into the Freedom of Speech in China

Mathew White Educating for Global Citizenship and Social Responsibility

Prue Anderson Ling Tan Yan Bibby Comparing PYP and MYP students and nonIB students’ academic performance on the ISA and their attitudes to school

John Joseph Learning How to Learn

Judith Guy Developing a more diverse, inclusive IB community by enabling access to an IB education

Anthony Tait Marcia Behrenbruch Creative and connected educators: New ideas in Professional Development by IB teachers

1640-1740 ALL

PYP

ALL

DP

ALL

DP

ALL

PYP/MYP/ADMIN

ALL

ALL

ALL

Plenary Hall 3

Conference room 101/102

Conference room 103

Conference Room 104

Conference Room 105

Conference Room 106

Conference Room 107

Conference Room 108

Conference Room 109

Conference Room 110

Conference Room 111/112

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Conference Programmes Day 2: Friday, March 18 "Connectivity"

Morning Welcome: Musical performance "Yearning" Composed by Susan Lee Performed by Lauriston String Orchestra

PLENARY HALL 3 0845-0900

PLENARY HALL 3 0900-1015

Keynote 3: K. David Harrison, Swarthmore College

CONFERENCE HALL LEVEL 1 1015-1045

Morning Tea / Exhibition

K. David Harrison Q&A

BREAK OUT SESSION 4

Richard Bruford Prue Miles Sean Behan Media education, Roxane Vigneault Kelvin Sparks collaboration, identity Connecting the dots from Language Provision in and industry: developing isolation to collaboration: Groups 1 and 2 of the IB a community of practice Creating a 21st Century Diploma Programme to support young The Future learning community people's creative through curriculum learning mapping

Sheldon Bradshaw Connecting With Your Community - Virtually

Shouquot Hussain Connecting through Creativity - creating wings that connect the known to the knowable, and help both the learner and the learned to risk flight

Theo Mandziy 21st Century Art Imperative

Tom Lee Michelle Stocks Using your Learning Management System (LMS) and Web Tools to empower your experiences in the MYP

Werner Paetzold How can we use technology to enhance learning in the IB MYP/DP Programmes?

Ed Lawless Annette Rome Tim Knight Gabrielle Desilets Konrad Konlechner A cultural imperative for Darren Hughes Australian Schools: The practitioner’s acknowledging and journey in online IB embracing Third Culture course development and Kids delivery

1045-1145 ALL

DP/ADMIN

ALL

DP

ALL

DP/DMIN

PYP

MYP

MYP/DP/ADMIN

ALL

ALL

Plenary Hall 3

Conference room 101/102

Conference room 103

Conference Room 104

Conference Room 105

Conference Room 106

Conference Room 107

Conference Room 108

Conference Room 109

Conference Room 110

Conference Room 111/112

CONFERENCE HALL LEVEL 1 1145-1300

Lunch / Expo Sessions / Exhibition

EXPO SESSION 2

Oxford Studies Courses

IBID Help Desk

ACER

Wenger

IB Virtual Community

Diploma Programme Existing Visiting Team Members (by invitation)

Research focus group (by invitation)

ManageBac

Conference room 101/102

Conference room 103

Conference Room 104

Conference Room 105

Conference Room 106

Conference Room 107

Conference Room 108

Conference Room 109

1145-1220

SCHOOL TOURS 1300-1530

IB School tours (Optional Sign up)

ACARA presentation

Elsabe Bott Julieanne Cobb MYP - A catalyst for connection

Ashish Trivedi A tree without roots!

Delegates from Australian Schools

MYP/ADMIN

ALL

BREAK OUT SESSION 5 1300-1400

Malcolm Pritchard The Learner Profile in Eirwen Stevenson Peter Gittins the Global Community: Joan Hammonds The CIS Accreditation Developing The Clock Project and Process and the new 8th Compassionate, how it became a wholeEdition - An Overview Connected 21st Century school TOK issue.

Citizens in multicultural settings (repeat)

ALL

1430-1530

IB PROGRAMME SPECIFIC CLINICS 1540-1640

ALL

Mike Bostwick Content Instruction and the Second Language Learner

John Joseph Learning and Career Profiling

Keith Anderson Sustainable use of ICT in a Diploma classroom

Greg Valentine ACARA working group meeting by invitation (part 1)

ALL

ALL

ALL

DP/ADMIN

selected particpants

Tom Lee Michelle Stocks Using your Learning Management System (LMS) and Web Tools to empower your experiences in the MYP (repeat)

John Joseph Learning and Career Profiling (repeat)

Werner Paetzold How can we use technology to enhance learning in the IB MYP/DP Programmes? (repeat)

Greg Valentine ACARA working group meeting (by invitation) Part 2

AFTERNOON TEA / EXHIBITION

CONFERENCE HALL LEVEL 1 1400-1430

BREAK OUT SESSION 6

ADMIN

Jarrad McCabe Ellen Bailey Gender Education

Richard Bruford Prue Miles Sean Behan Annette Rome Media education, Roxane Vigneault Kelvin Sparks Gabrielle Desilets collaboration, identity Connecting the dots from Language Provision in A cultural imperative for and industry: developing isolation to collaboration: Groups 1 and 2 of the IB Australian Schools: a community of practice Creating a 21st Century Diploma Programme acknowledging and to support young The Future learning community embracing Third Culture people's creative (repeat) through curriculum Kids learning mapping (repeat) (repeat) (repeat)

Sheldon Bradshaw Connecting With Your Community - Virtually (repeat)

Shouquot Hussain Connecting through Creativity - creating wings that connect the known to the knowable, and help both the learner and the learned to risk flight (repeat)

Theo Mandziy 21st Century Art Imperative (repeat)

ALL

DP/ADMIN

ADMIN

DP

PYP

DP/ADMIN

PYP

MYP

ALL

MYP/DP/ADMIN

selected particpants

Plenary Hall 3

Conference room 101/102

Conference room 103

Conference Room 104

Conference Room 105

Conference Room 106

Conference Room 107

Conference Room 108

Conference Room 109

Conference Room 110

Conference Room 111/112

Diploma Programme

Middle Years Programme

Primary Years Programme

University Recognition

Research

Professional Development

IB Educator Network

IB Virtual Community

IB Senior Leadership

IB Ombudsman

IB Career Related Certificate

Plenary Hall 3

Conference room 101/102

Conference room 103

Conference Room 104

Conference Room 105

Conference Room 106

Conference Room 107

Conference Room 108

Conference Room 109

Conference Room 110

Conference Room 111/112

The International Baccalaureate 13

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Conference Programmes Day 3: Saturday, March 19 " Creativity"

Morning Welcome:

PLENARY HALL 3 0845-0900

Keynote 4: Erica McWilliam, Queensland University of Technology

PLENARY HALL 3 0900-1015

CONFERENCE HALL LEVEL 1 1015-1045

Morning Tea / Exhibition

Keynote 5: Field Rickards, Dean of Education, University of Melbourne Barbara Kameniar, University of Melbourne

PLENARY HALL 3 1045-1215

CONFERENCE HALL LEVEL 1 1215-1300

BREAK OUT SESSION 7

Lunch / Exhibition

Erica McWilliam Q&A

Carolyn Adams IB Assessment Developments

Stuart Jones Margrit Williams Professional Development Updates

Megan Norman Using play to help children utilise their creativity and gain deeper understandings of their world in a PYP unit of inquiry

Nigel Forbes-Harper Christine Amiss Creatively connecting the IB continuum

Chris Mannix Drew Deutsch The IB Career related certificate

Jayne Lund Darren Taylor The Fifth C "Coordination"

Ronnie Pratt James MacDonald Susan Cujes Shaping Global Citizens: The Role of Visual Arts in how changing the DP Keith Anderson the Programme of qualification may be the Sustainable use of ICT in Inquiry. A practical most powerful way of a Diploma classroom example of using a changing our schools transdisciplinary (repeat) approach to teaching

John Green CAS service opportunities in TimorLeste

1300-1400

BREAK OUT SESSION 8

ALL

DP/ADMIN

ALL

PYP

ALL

ALL

DP/ADMIN

PYP

ALL

DP/ADMIN

DP

Plenary Hall 3

Conference room 101/102

Conference room 103

Conference Room 104

Conference Room 105

Conference Room 106

Conference Room 107

Conference Room 108

Conference Room 109

Conference Room 110

Conference Room 111/112

Field Rickards Q&A

Vicki-Marie Buchanan Creatively Connecting Drama into Curriculum Learning

Stephen Keegan Briony Morath DP regional updates

Fiona Zinn Janis Coffey Creativity and connectivity; the cornerstones of a changing educational paradigm.

James Dalziel John Osborne Marcia Behrenbruch Fifteen Initiatives That Interdisciplinary Learning Dancing in the Light: Will Shape Learning in - an authentic learning Essential elements for a the 21st Century: A crib experience 4 C pedagogy sheet for administrators

Sean Rankin Curtis Beaverford MYP updates

John Joseph Creative Thinking in Classrooms

Ed Lawless Tim Knight Konrad Konlechner Darren Hughes The practitioner’s journey in online IB course development and delivery (repeat)

Elsabe Bott Julieanne Cobb MYP - A catalyst for connection (repeat)

ALL

PYP/MYP

DP

PYP

MYP/ADMIN

ALL

DP

MYP

Plenary Hall 3

Conference room 101/102

Conference Room 109

Conference Room 110

Conference Room 111/112

John Joseph Creative Thinking in Classrooms (repeat)

Stephen Keegan Briony Morath Evaluation procedure updates

Christian Chiarenza Using TOK to connect your subject to the student

1410-1510

Conference room 103

Conference Room 104

CONFERENCE HALL LEVEL 1 1510-1530

BREAK OUT SESSION 9

ADMIN

PYP/ADMIN

Conference Room 105

Conference Room 106

MYP

Conference Room 107

Conference Room 108

Afternoon Tea / Exhibition Anthony Tait Marcia Behrenbruch Creative and connected educators: New ideas in Professional Development by IB teachers (repeat)

Ashish Trivedi IB Educator Network updates

1530-1630

Malcolm Pritchard Eirwen Stevenson The Learner Profile in Peter Gittins Joan Hammonds the Global Community: The CIS Accreditation The Clock Project and Developing Process and the new 8th how it became a wholeCompassionate, Edition - An Overview school TOK issue Connected 21st Century (repeat) Citizens in (repeat) multicultural settings (repeat)

Jarrad McCabe Ellen Bailey Gender Education (repeat)

Mike Bostwick Dara Ramalingam Content Instruction and Innovative 21st century the Second Language assessments: PISA ERA Learner and Problem solving (repeat)

ALL

ALL

ALL

ADMIN

ALL

ALL

MYP/DP

MYP/ADMIN

ALl

DP/ADMIN

DP

Plenary Hall 3

Conference room 101/102

Conference room 103

Conference Room 104

Conference Room 105

Conference Room 106

Conference Room 107

Conference Room 108

Conference Room 109

Conference Room 110

Conference Room 111/112

MCG 1830-1900

Pre-dinner Social

MCG 1900-2200

Gala Dinner - MCG

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Conference Programmes Day 4: Sunday, March 20 " Compassion"

PLENARY HALL 3 0900-0915

Morning Welcome: Greg Valentine

PLENARY HALL 3 0915-1030

Keynote 6: Waleed Aly, Matthew Albert, Randa Abdel-Fattah

CONFERENCE HALL LEVEL 1 1030-1100

Morning Tea / Exhibition

PLENARY HALL 3 1100-1230

Keynote 7: Dame Evelyn Glennie, solo percussionist

PLENARY HALL 3 1230-1300

Closing Remarks - John Switzer

CONFERENCE HALL LEVEL 1 1330 -1700

Post-conference tour

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Day 1 Citizenship KEYNOTE 1 Wade DAVIES Wade Davis is an Explorer-in-Residence at the National Geographic Society. Named by the NGS as one of the Explorers for the Millennium, he has been described as “a rare combination of scientist, scholar, poet and passionate defender of all of life’s diversity.”

An ethnographer, writer, photographer, and filmmaker, Davis holds degrees in anthropology and biology and received his Ph.D. in Ethnobotany, all from Harvard University. He has received Honorary Doctorates from the University of Victoria (2003), the University of Guelph (2008), and Colorado College (2010).

Mostly through the Harvard Botanical Museum, he spent over three years in the Amazon and Andes as a plant explorer, living among fifteen indigenous groups in eight Latin American nations while making some 6000 botanical collections. His work later took him to Haiti to investigate folk preparations implicated in the creation of zombies, an assignment that led to his writing Passage of Darkness (1988) and The Serpent and the Rainbow (1986), an international best seller later released by Universal as a motion picture. His latest book is The Wayfinders: Why Ancient Wisdom Matters in the Modern World, the 2009 Massey lectures. He currently is fulfilling a two-book contract with Knopf (USA) and Bloomsbury (UK). The Blindness of Birds, a history of the early British efforts on Everest, will be published in 2010. Sheets of Distant Rain will follow.

Davis is the recipient of numerous awards including, the Gold Medal of the Royal Canadian Geographical Society (2009), the 2002 Lowell Thomas Medal (The Explorer’s Club) and the 2002 Lannan Foundation $125,000 prize for literary non-fiction. In 2004 he was made an Honorary Member of the Explorer’s Club, one of twenty. In recent years his work has taken him to East Africa, Borneo, Nepal, Peru, Polynesia, Tibet, Mali, Benin, Togo, New Guinea, Australia, Colombia, Vanuatu, Mongolia and the high Arctic of Nunuvut and Greenland.

A professional speaker for over twenty years, Davis has lectured at the American Museum of Natural History, Smithsonian Institution, California Academy of Sciences, Missouri Botanical Garden, Field Museum of Natural History, New York Botanical Garden, National Geographic Society, Royal Ontario Museum, the Explorer’s Club, the Royal Geographical Society, the Oriental Institute, the World Bank, the Inter-American Development Bank as well as some 250 universities, including Harvard, M.I.T., Oxford, Yale, Stanford, U.C. Berkeley, Duke, Vanderbilt, University of Pennsylvania, Tulane and Georgetown. He has spoken at the Aspen Institute, Bohemian Grove and on numerous occasions for the Young President’s Organization and at the TED Conference.

In 2009 he delivered the Massey lectures, one of Canada’s most prestigious public intellectual forums.

Davis has recently completed a new four-hour series for the National Geographic, Ancient Voices/Modern World, which was shot in Australia, Mongolia, and Colombia. It is currently airing worldwide on the National Geographic Channel as the second season of Light at the Edge of the World.

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KEYNOTE 2 Sophal EAR Sophal Ear joined the U.S. Naval Postgraduate School’s Department of National Security Affairs as an Assistant Professor in June 2007. He was selected as a TED2009 Fellow for the 25th Technology, Entertainment, Design (TED) Conference where he delivered a TED Talk and spoke at the Olso Freedom Forum 2010.

Prior to joining NPS, Prof. Ear was a Postdoctoral Fellow in the Department of Public Administration at the Maxwell School of Syracuse University in 2006-07, specializing in policy and administration in developing countries. He has a decade’s experience working for the World Bank, the Asian Development Bank, and the United Nations Development Programme on post-conflict countries and specializes on Southeast Asia.

His research has covered such varied topics as the Washington Consensus, governance and state fragility, poverty reduction, and the political economy of emerging infectious diseases such as H5N1 and H1N1. He is currently working for the Defense Threat Reduction Agency on the institutional arrangements needed to improve effective surveillance of emerging infectious diseases before they jump from animals to humans which has taken him to Cambodia, Indonesia, and Mexico. He worked as a World Bank consultant on Social Protection for three years, based in Washington, DC and last year researched the Political Economy of Growth for the Bank. In 2002-03, he was in charge of Democratic Governance as an Assistant Resident Representative for the United Nations Development Programme in East Timor, and prior to that consulted for the Asian Development Bank and the World Bank on the Middle East and North Africa (Algeria, and West Bank and Gaza).

Prof. Ear received his Ph.D. in Political Science from the University of California, Berkeley in 2006, and has three master’s degrees: a Master of Science in Agricultural and Resource Economics, a Master of Arts in Political Science (both from UC Berkeley) and a Master in Public Affairs in Economics and Public Policy from Princeton University. He has traveled extensively in Southeast Asia, living in the region for several years. He speaks French, Khmer, Vietnamese, and Spanish. He moved to the United States from France as a Cambodian refugee at the age of 10.

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Expo session 1 1235-1310 Oxford Study Courses

Role of Associations – AAIBS and TAISI

Conference Room 101/102

Conference Room 106

2 X 0 (conference bag)

IB Virtual Community

Conference Room 103

Conference Room 107

Concord

Research Focus Group 1 (by invitation)

Conference Room 104

Conference Room 108

Cultural Infusion (opening ceremony group) Conference Room 105

Breakout Session 1 1400-1500

Plenary Question and Answer session Wade Davis Plenary Hall 3

4 x C = LP Ahmad Mokachar Conference Room 101/102 The contention of this presentation is that if you combine creativity and citizenship with connectivity and compassion then you actively promote all attributes of the IB Learner Profile. Two important initiatives over the last seven years at Al Zahra College, a Candidate PYP and MYP School, have been the Interschool Harmony Group and the AZC Parliament. The former involves government, Islamic and Catholic primary schools in ongoing dialogue and annual activities and events based around the promotion of tolerance and understanding within local communities. The latter provides a formal structure to the school’s student leadership opportunities with a specific focus on citizenship and service. This presentation will explore how both programs represent 4 xC = LP Born in Lebanon and emigrating to Australia in the late 1979s, Ahmad Mokachar has dedicated a significant part of his life to service to the Sydney Muslim community with a focus on successful integration into the Australian community. He is the founder and Chairman of Al

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Zahra College, an independent Primary School.

Promoting academic honesty among students Celina Garza Conference Room 103 The IB upholds principles of academic honesty and has an ongoing commitment to the values and skills that promote personal integrity and good practice in teaching, learning and assessment.

The IB envisions students as compassionate and lifelong learners striving to be PRINCIPLED (IB Learner Profile) and acting with integrity and honesty, with a strong sense of fairness, justice and respect for the individual, groups and communities. However, this aim is not easily accomplished, and in recent years there has been a significant increase in the number of breaches of regulations among candidates for the Diploma Programme. The IB recognizes an urgent need to promote academic honesty among students across all three programmes. Towards this aim, the IB appointed a Manager for Academic Honesty in August 2010. This manager is responsible for leading the development and implementation of the IBs policy on academic honesty and the provision of support to IB World Schools and IB staff across the continuum. To reduce the number malpractice cases, considerable preventive work must be undertaken in liaison with schools through professional development and producing resources for teachers and students.

General trends and precedents on malpractice cases among Diploma Programme candidates will be discussed to help participants understand which subjects and assessment components are most affected. Candidates must understand the meaning and significance of concepts that relate to academic honesty, especially intellectual property and authenticity. However, a conceptual understanding alone is not sufficient; candidates must have the knowledge and practical skills to apply such concepts to their work.

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Celina Garza is currently the Manager for Academic Honesty for the IB Organization. Celina worked for over 20 years as a professor/ research scientist at university level enabling her to understand many aspects of academia (lecturing, mentoring, supervising and conducting research in entomological related issues). For five years Celina was the IB Diploma Programme Coordinator in an IB World School in Mexico, which has given her an understanding of the IB programmes. Thanks to Celina’s education in Europe and experience in Latin America and the USA, she has an awareness of international educational issues. As an extended essay supervisor and research scientist Celina understands the importance of academic integrity. In Celina’s post in the IB she is responsible for leading the development and implementation of the IB’s policy on academic honesty and the provision of support to IB World Schools and IB staff across the continuum.

Kids talking to Kids: Creating meaningful Global Connections Edna Sackson Conference Room 104 Technology has enabled us to break physical barriers and connect face-to-face with others around the world. Such connections can lead to global collaboration and mutual understanding. What could be more engaging than kids talking to kids across the world?

What better way to encourage intercultural understanding and international-mindedness?

The session will include examples of exciting collaborations which have enabled the flattening of classroom walls, allowing students to learn from and with people around the world. It will explore the ways learning can be enhanced through such interactions. It will highlight what we have learned, challenges and successes, and share effective ways such connections can be established.

Edna Sackson is Teaching and Learning Coordinator (PYP) at Mt. Scopus College in Melbourne. Her role includes promoting the use of ICT to support inquiry across all learning areas, to facilitate creativity, collaboration, communication and critical thinking. Her goal is to flatten classroom walls and create global connections to support authentic learning outside of the classroom.

Developments in the PYP Kirsten Loza Sandy Paton Mignon Weckert Conference Room 105 This session provides an update on ongoing and future developments in the PYP. The emphasis will be on new publications, new services and initiatives aimed at enhancing teaching and learning in a PYP school.

Based in Cardiff, Kirsten Loza is a PYP curriculum manager, a role that involves curriculum development and research into particular areas of the PYP including arts, PSPE, and information and communication technologies (ICT). Additionally, she is leading the development of

an online environment that will bring PYP networks and associations together to share effective practices in the PYP. Kirsten has worked in PYP schools in Manila and London and has taken on the following roles: class teacher, ICT support teacher, upper primary team leader, and PYP coordinator. Kirsten is an advocate of the use of social and new digital media in teaching and learning, and curriculum development.

Sandy Paton is a PYP curriculum manager in Cardiff. A significant part of her role as a PYP curriculum manager is facilitating the development of a range of curriculum publications for use in PYP schools. In addition to supporting schools with general implementation of the programme, Sandy has specific responsibility for research related to the role of mathematics and science in a transdisciplinary programme and the exhibition. Sandy has been a classroom teacher and PYP coordinator in PYP schools in Vietnam and New Zealand.

Mignon Weckert is the PYP Regional Manager for IB Asia Pacific.

Her education career spans the past 28 years in a variety of capacities including primary teacher, administrator, curriculum writer for Australia public schools, advisor on curriculum development for Australia, PYP coordinator, and PYP workshop leader.

Partnership in action - the Yiramalay/Wesley Studio School Helen Drennen Ned McCord Conference Room 106 In August 2010, the Yiramalay/Wesley Studio School for students in Years 10-12 was opened on Leopold Downs Cattle Station in the Kimberley, Western Australia, with an induction program for Year 10.

This major educational initiative has emerged from a partnership between Wesley College, Melbourne, and the Aboriginal people of the Fitzroy Valley Community in the Kimberley, Western Australia, and will provide a unique opportunity for Australian Aboriginal and non-Aboriginal students to learn together and to complete a new Australian national qualification combining academic learning, industry work-related learning and personal social learning across cultures. The Studio School program has a strong emphasis on personal and cultural development and has been designed to provide learning experiences that integrate personal development and academic skills with an extended practical workplace experience in the local cattle industry, agri-business, eco-tourism and the arts. The educational framework is focussed on developing attributes and life skills necessary for this century. Since 2006, within this unique partnership between two distant and different communities, many projects have flourished including: the development and publication of Bunuba and Walmajarri language curriculum resource units of inquiry for the PYP, the establishment of Wesmob, a Wesley student advocacy group, participation in three Marninwarntikura Women,s Resource Centre Bush Meetings, held on Gooniyandi, Walmajarri and Bunuba country, and participation

by Wesley students at the Kimberley Aboriginal Law and Culture Centre (KALACC) Festival.

This conference presentation will outline how the Yiramalay/Wesley Studio School initiative was

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developed and why it is believed that the learning framework it offers will have a lasting, positive impact on students, their families and their communities.

Helen Drennen became Principal of Wesley College, Melbourne, on 2 June 2003. She is the 16th Principal in the history of the school which was founded in 1866, and the first female to be appointed to this leadership role. Prior to becoming Principal of Wesley College, Helen was the Academic Director for the International Baccalaureate Organization (IBO), based in Wales UK (1997-2002), and the Director for the Asia Pacific Region, based in Singapore (2002-2003). Before her overseas appointments, Helen held the position of Head of Campus, Glen Waverley at Wesley College (1994-1997). Helen’s early scientific research work on learning and visual pathway development has been published, as has her more recent work in curriculum in international education. Since returning to Wesley as Principal, she has established the Wesley College Institute for innovation in education, the first research institute of its type located in a school. Helen brings extensive experience in national and international education at the primary and secondary levels to her current role as Principal of one of Australia’s largest co-educational independent schools.

Ned McCord is the Director/Business Co-ordinator at Bunuba Cattle Company, Leopold Downs and Fairfield Station, Fitzroy Crossing, Western Australia and is the Executive Director , Yiramalay/Wesley Studio School. Ned has extensive experience in the management of broad acre cattle properties across northern Australia and the development of beef cattle herds suitable of the live export market.

He is a former non executive director of Livecorp and a member of the Live Export Research and Development Advisory committee.

Ned has worked collaboratively with Aboriginal pastoralists in both the Northern Territory and the Kimberleys. He has been involved with Bunuba Cattle Company since 2003 and is the current Chair of Kimberley TAFE.

IB Diploma Programme students are misfits in the Indian University System, but things are changing for the better!

Indu Shahani Conference room 107 While IB is relatively still at a nascent stage in India, it is amongst the fastest growing regions globally. The Indian University System has only recently started giving recognition to students who complete their IBDP, and the experience till now has been mixed. The educational approach of the IB is very different from the regimented, though rigorous and comprehensive, syllabusoriented approach of the Indian boards. Hence, there was always an apprehension that the IB would produce students suitable only for the International University system, and not really for the Indian University System. Since the early crop of IBDP students has now entered Indian Colleges, it is prudent to research whether the initial apprehensions were genuine, or have the two systems already impacted each other positively, and are becoming mutually accommodative. The objective of this study is to explore whether

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this change has started happening, and if yes, then what needs to be done in order to further facilitate this change. The hypothesis being tested in this study is that IBDP students are misfits in the Indian University System, but things are changing for the better!

This research would be conducted through a combination of qualitative and quantitative inputs. An online questionnaire would target to get almost 200 responses from students who have already completed an IBDP programme and are currently studying in a College / University within India . This would be supplemented by a series of Focused Group Discussions with students and parents, and also through personal interviews with other education experts for qualitative information.

Indu Shahani is Principal of H.R. College of Commerce & Economics was appointed Sheriff of Mumbai on Jan. 5, 2008 and is now in her third term. The Sheriff of Mumbai is an honorary post and is a link between the citizens and the Government, providing an opportunity to make a difference within the communities of Mumbai. Indu was the first Indian to be appointed Vice-Chair on the Board of the Governors of the International Baccalaureate and has over a decade of experience with the IB. She has pioneered partnerships with various bodies such as CII, Bombay Chamber of Commerce, Indian Merchants’ Chamber and other leading corporate organisations.

She serves on many Boards, prominent among these are Indian Oil Corporation, HSBC, Bajaj Electricals Limited, Eureka Forbes Limited and United Way, Mumbai.

Values in 21st century assessment: a collaborative approach to ethical practice in the IB Diploma.

Kevin House Conference Room 108 The presentation provides an overview of ethical issues facing IB Diploma assessment practices in the 21st century before summarizing a project started in 2009 by a group of like-minded coordinators in the Singapore and Malaysia region. Initial discussions centered on a perceived need to reaffirm principled pedagogical practice in an era when competition rather than values appears to be determining behavior in certain areas of the IB Diploma’s assessment model. To investigate what practices were being employed by schools in the region when guiding and gathering Diploma internal assessment the group carried out research. The results were used to create a framework of ethical issues to thread through the region’s inter-school job-a-like workshops. The group’s aim was to use localized professional development opportunities to promote a collaborative approach to interpreting Diploma internal assessment guidelines. Finally, a case will be made for the IB to extend and support this work by building ethical practice strands into its workshop architectures for teachers and leaders.

Kevin House has been an international educator since 1993, working in a wide variety of educational settings. For the last 12 years he has been involved with the IB Diploma as both a teacher and coordinator.

His current position as Head of High School in a three-program IB

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World School in Singapore has provided him with firsthand experience of the issues raised in this presentation. In a broader context the work presented here is also informing a wider academic interest in ethical pedagogy and leadership, which he is pursuing through his doctoral work at the University of Bath.

The Four Worlds of a Student John Joseph Conference Room 109 The Four World’s Model defines John Joseph’s work. In this stimulating session John will explain how to use the model as a framework for creating a curriculum for the heart, the hands and the intellect. John will share a number of pertinent anecdotes that inspire and engage young minds.

• World One: an education that respects and dignifies each individual at the personal level • World Two: an education that focuses on the skills component of the curriculum • World Three: an education that focuses on the intellectual components of the curriculum • World Four: an education that seeks innovation, possibilities, open-mindedness and a willingness to contribute to the creative capacity and capital of each ensuing generation

John Joseph has an inspiring story to tell. He left school at the age of 14 to undertake an apprenticeship as a solid plasterer. After 11 years of contributing to the family business John returned to formal education, graduating from the University of South Australia with a Master’s degree in Mathematics and Science Education. John taught across all year levels before working in teacher education at the University of South Australia. In 1999, he formed his own company, Focus Education Australia, and has now worked with more than 300,000 delegates, representing over 3,000 education sites across 24 countries. He has presented keynotes and full day sessions to principals, teachers, students, parents, judges, business leaders, accountants, the medical profession, community service organisations, government departments and tertiary education staff. John has published over 100 articles, 6 books, and 4 computer-based programs.

integrate, elaborate, and communicate students’ creative action in a global context. A focus will be the new IB web site, Global Engage (http://globalengage.ibo.org). Concrete questions to consider: What does it mean to be globally engaged? What are we doing/ what should we do to foster responsible citizenship?

What resources are available for the task? What are schools doing that works? What do schools need to strengthen their practice of global engagement?

Robert Harrison was recently appointed IB Continuum curriculum manager, working the The Hague Global service centre. Robert comes to the IB as a continuum and MYP workshop leader, consultant, online curriculum developer and facilitator/trainer, and school site team leader. For six years was MYP Coordinator at Glasgow Middle School and Stuart High School (Virginia, USA), working with 200 teachers in a whole-school partnership serving 1,800 students in a highly diverse, economically-disadvantaged community. In 2004, he was appointed adjunct professor in the IB Teacher Award programme at George Mason University.

New Diploma developments

Programme

curriculum

Andrew Atkinson Conference Room 111/112 This presentation will update schools on the latest strategy, ideas, developments and outcomes of the curriculum department of the Diploma Programme. Both subject specific and Diploma wide changes will be covered and more importantly how you as schools can be involved in this dialogue and collaboration. Both specific information valuable to coordinators on the latest guides and documents as well as higher level directions of the Diploma Programme for school leaders will be included. With outcomes of the latest significant languages review, new directions for science, exciting developments in the core, what’s happening to Maths courses as well as an update of groups 3 and 6 pilots and mainstream course changes - this presentation will attempt to cover all bases.

Do you have an opinion on the Diploma curriculum? Come along and share it!

Andrew Atkinson is Head of Diploma Programme Development

Creatively, Globally Engaged Robert Harrison Conference Room 110 Creativity involves bringing into being; it involves the generation of new things or ideas or the transformation of those previously existing (Dr Rosa Aurora Chavez-Eakle, Washington Creativity Center). This session explores the ongoing creation within the IB of an educational community dedicated to fostering the development of internationally-minded students-- students on whose creativity the future of the planet depends. We will review how the IB can create effective processes and resources that

in Cardiff. He has been an IB practitioner and educator for 20 years in schools in Spain, Italy and Argentina. He has been a Head Teacher of IB schools as well as a Director of International Programmes for a group of IB schools. Although working exclusively in the DP today, Andy has been a site visitor and workshop leader in the PYP and has taught the MYP drama. His subject background is in the humanities and arts but in leadership roles became a passionate advocate of the holistic nature of an IB education for 3 to 18 year olds in continuum schools. Relocating to the new Global Centre in The Hague in 2011, Andy is building a curriculum development team to underpin the Diploma Programme with a more explicit pedagogy and is listening to IB educators to guide the new directions. Having never worked in the Asia Pacific region he is keen to engage with participants.

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Breakout Session 2

Michelle Limantour Seaver Lister Hannah Conference room 103

1530-1630

Plenary 2 questions and answers Sophal Ear Plenary Hall 3

IB Updates: Research Forum Michael Dean Jennifer Tan Conference Room 101/102 This forum aims to bring together educators and researchers with a keen interest in research on the IB. The forum will be hosted by Michael Dean and Jennifer Tan, IB’s Head of Research and Research Manager respectively. Mike and Jen will give a brief overview of IB’s research priorities, share some recent research findings on professional development quality assurance and programme validation, as well as highlight some global research initiatives currently underway. In addition, the forum hopes to engage participants in a shared dialogue aimed at promoting productivity research collaborations between IB and educator-researchers, particularly in the area of understanding the impact of IB programme on learners, teachers and schools.

Michael Dean is the Head of Research for the IB. His areas of research have focused on international education, evaluating professional development, quality assurance models, and diagnostic assessment models of mathematical cognition. He has been a secondary school mathematics teacher in the United States and Cameroon and currently serves as an adjunct associate professor of education, psychology and applied statistics at Teachers College, Columbia University. He received a M.S. in Applied Statistics as well as a Ph.D. in Measurement and Evaluation from Teachers College, Columbia University.

Jennifer Pei-Ling Tan manages IB’s programme validation research. She moved from accounting to the education and research field more than 10 years ago, and has worked for numerous universities in Australia and Singapore, including the Australian Research Council Centre of Excellence for Creative Industries & Innovation at Queensland University of Technology. She has an M.Bus (by research) and M.Ed. and Ph.D. in Education. Her research interests focus on creativity and the adoption of contemporary digital learning technologies in formal and informal learning contexts.

The IB Learner Humanity

Profile:

Expanding

our

This presentation emphasizes that approaching the IB Learner Profile through systematic, developmentallyappropriate social and emotional learning, can give extra depth and cohesion to its implementation in any school. In so doing, it can contribute to expanding our humanity and to human flourishing. Formal education has historically emphasized cognitive learning, and approaches to emotional learning have been secondary and fragmented. Findings in neuroscience are increasingly emphasizing the need to correct this imbalance, and to create a convergence of the cognitive with the emotional. There is a growing awareness that much of what we do is driven by emotion and that if one cannot manage emotions satisfactorily then it becomes more difficult to access the cognitive and rational domain. There is also a convergence of evidence-based Western psychological and Eastern secularized contemplative training, beginning to enrich the emerging field of social and emotional learning. It provides well-developed cognitive and linguistic strategies, as well as the motivation to cultivate greater awareness and management of one’s own emotions, and greater sensitivity to the emotions of others and improved interpersonal skills.

The striving to develop emotional literacy and balance is now being introduced into classroom practice, with positive, evidence-based results. Enhanced particularly through the practice of mindfulness, improvements have been demonstrated in emotional balance, resilience, attention skills, expanded insights, academic performance, decisionmaking and conflict-resolution skills. These reflect greater well-being and increased evidence of compassion in action.

This presentation will also draw on evidence-based programs being explored and implemented at Phuket International Academy Day School.

Michelle Limantour Seaver is the Programme Director, Phuket International Academy Mind Centre. The Centre offers training in the cultivation of cognitive and emotional balance, providing a blend of contemporary psychology and neuroscience alongside ancient Asian contemplative practices. She teaches Mindfulness in PIA Day School. In 2007 she participated in the Shamatha Project, a longitudinal study of sustained meditation practice led by Alan Wallace in collaboration with scientists world-wide. Previous to this she worked for over 12 years as an organisational psychologist based in New York.

Lister Hannah is the Executive Chairman, Phuket International Academy Day School, and President Emeritus, Prem Center, Chiang Mai, Thailand. Since 1972 he has headed leading international, national and independent schools world-wide. For the past 35 years, he has been involved with IB programmes; initially with the Diploma, later the MYP and PYP. He recently co-authored the History of the IB Middle Years Programme.

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Looking forward: The IB in 2015 Jeffrey Beard Drew Deutsch Ian Chambers Conference Room 104 In late 2010, the IB Board approved the latest strategic plan . In this session the Director General of the IB and two of the three regional directors will be discussing the IB’s vision and four strategic goals for the next five years and the implications this has for the IB.

Jeffrey Beard is the Director General of the IB. Born and educated in the US, Mr Beard graduated from the US Naval Academy in 1972 with a Bachelor of Science in Analytical Management, and has two graduate degrees, including an MBA from the University of Wisconsin.

His business career included roles of increasing responsibilities in several multinational corporations where he developed his cross-functional management experience and understanding of strategic planning, thinking and delivery. He comes from a family of educators and has taught college-level courses for the University of Maryland in the 1970’s.

His two children are IB graduates from the Vienna (Austria) International School and he himself has experience serving as both a board member and president of a large school district in West Des Moines Iowa for five years. His decision to move to the IB represented an opportunity to work for an organization that he had long admired for its role in promoting international-mindedness thus he decided to leave the business world and apply his management knowledge and experience to international education, an area to which he is greatly committed.

Drew Deutsch is the Director of the IB Americas region. Born and educated in the United States, Drew graduated from Georgetown University in 1992 with a bachelor of arts in psychology and received his IB diploma in 1988 from the United Nations International School in New York City.

Ian Chambers is the new Regional Director for the IB Asia Pacific region. His most recent post was Regional Manager, Asia Pacific for University of Cambridge International Examinations (CIE) where he previously held the position of Regional Manager, South Asia based in New Delhi, India. These roles allowed him to successfully deliver the business strategy for CIE. During his career with CIE, Ian has developed institutional partnerships with Central and State Governments as well as the British Council and regional boards. He also co-ordinated the gathering of market and competitor intelligence on issues emerging locally and directed school support for the region.

Shaping Global Citizens: how changing the DP qualification may be the most powerful way of changing our schools James MacDonald Conference Room 105

development look like? There is an old management adage that says “What gets measured gets done”. In many of our schools today, there is immense pressure on our DP students to achieve top DP scores. It follows then that by measuring and rewarding academic results this become our students’ prime focus. But could we not change what we are measuring, going beyond just assessing primarily academic scores and in doing so fundamentally shift some of our students’ priorities? Could we not look at different aspects of the student experience and develop a more robust credential that better reflects who our students are and who we want them to be as 21st century global citizens? The first part of this presentation will explore some of these issues not just at a DP level, but discussing the implications for all three of the programmes. The second part will present a new model of diploma, the Global Citizen Diploma, which will soon be introduced at Yokohama International School.

Besides sharing the structure of the new diploma, there will also be a discussion on how it could be used as a powerful change management tool for ensuring that all school programmes align with our priorities and, possibly, how some aspects of this diploma might be the next step in development of the IBDP.

James MacDonald is the Head of School at Yokohama International School in Japan. He is a member of the IB regional heads council for Asia Pacific and has presented workshops at previous regional IB events on topics including a Triple Bottom Line framework for measuring school success.

Service as a reality in your curriculum Anthony Skillicorn Craig Coutts Conference Room 106 This interactive workshop will cover how service has been given a central role in a 4-18 IB World School. Craig Coutts will take participants through how Service in the PYP can be real, meaningful and based on action. Craig will discuss a programme that is very much part of the curriculum and provides access to the learner profile, connects with the community and the environment and allows students to develop as people so they will indeed be better citizens for the future. In the PYP this is very closely integrated in the curriculum while at the Diploma level individuals are able to establish and run their own initiatives. Anthony Skillicorn will then deal with how Service is dealt with in the Middle School years and at IB Diploma level. The workshop will cover how initiatives can ensure that connectivity and knowledge underpin compassion and that action based on a solid foundation is the most meaningful.

Examples of projects and initiatives which truly empower students and ensure that the S component of their CAS experience also develops 21st century skills will be shared. Evidence of this programme being powerful and enduring is that many IB Diploma graduates volunteer for Service programmes in their Gap Years.

Anthony Skillicorn grew up in apartheid South Africa and was The IB diploma came into being in 1968 and for the most part has not changed much since. What might the next stage of its

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educated there and at Oxford University. He has lived and taught in Asia since 1987 and has successfully transformed the UWCSEA’s Global

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

Concerns programme into a much admired model of genuine student empowerment. After the Asian tsunami he was personally involved in the rebuilding of SMP 4 in Banda Aceh and the establishment of the Tsunami Education Fund which sponsors the schooling of over 250 orphans. He has also been closely involved with the Initiative for Peace programme which has brought young people from areas of conflict together to promote reconciliation and youth leadership. Anthony has spoken at various conferences on service. He has contributed articles to a number of periodicals and books and is featured in a number of articles. He recently published “Service is a Journey”, which discusses the importance of service to educational institutions.

Craig Coutts is a New Zealander who has been living and working in Singapore since 2001. He has been involved in education for 20 years, 14 of these have been in international education, 12 of which have been in South East Asia. Halfway through his career, Craig left teaching to work in advertising and sports management for 4 years and completed an MBA. Craig is currently the Principal of the Primary School at United World College of South East Asia’s East Campus and has been working in the College for 10 years in a number of roles within the Primary and Middle School. His work in the College has given him great insights to the value of service within a school programme and the affect it has on the whole school community and the benefits the school will gain from this. The College is internationally recognized for its service ethic and the programmes and support they offer organizations within Singapore and the Asian region. In 2006 Craig set up his own NGO “Bali Bridges”, to assist with the care and development of orphanages in Bali and this has grown to be a very successful organization, organising cultural exchanges and completing projects in excess of $350,000 in the past 4 years. The latest project “Caring for the Caregiver” is reaching out to orphanages across Indonesia and helping them with self improvement and training of staff to improve the care within their organisations.

University recognition updates – Around the IB World in 60 minutes Greg Valentine Priyamvada Taneja John Switzer Conference Room 107 This session will focus on updates to global university recognition.

Emerging trends, data analysis, and new recognition materials will be presented.

Based in the sub regional office in Sydney, Greg Valentine is the regional representative for IB Australasia. Greg has an eighteen year involvement with the International Baccalaureate as Deputy and Head of an IB World school. His responsibility for Australasia involves supporting schools in their implementation of IB Programs. Greg has presented at IB workshops and conferences in Australia, New Zealand, Singapore, China, India, Canada, Vietnam, Thailand, Indonesia and Germany. Whilst his main focus is in schools for students 3 -19 years of age, he also works with Universities, Ministries and Departments of Education and Qualifications Authorities.

Priyamvada Taneja is the IB University Liaison officer, South Asia based in New Delhi, India. Her primary role is to act as a liaison with Universities in South Asia on developing clear recognition policies and pathways for tertiary education for students. In addition to working with the IB, she is working as the University Guidance Counsellor at The British School, New Delhi, where her role focuses on preparing High School students for entrance to colleges and universities in a range of countries including the UK, the USA, Canada, Australia, Singapore, Switzerland and India.

John Switzer is the Head of Regional Development and Recognition for the IB Asia Pacific. Now entering his 15 year in International Education, John’s primary role is to work with governments and universities throughout the region to explain the nature of the IB programmes, the schools, and most importantly, IB students. Prior to joining the IB, John worked in various teaching and leadership roles in IB schools in Kuwait and Korea.

The Hexagon Core: Fit for purpose in the 21st century?

Chris Mannix Conference Room 108 The hexagon core was developed in the 1960s and has served us well for over 4 decades. But, the demands of teaching and learning in the 21st century have forced the IB to reassess the role of the core and question its relevance. The three strands of the core (theory of knowledge, CAS and the extended essay) are all now in review, so it is timely to examine each element and evaluate the coherence of the core as a whole. Is theory of knowledge an appropriate name? Should we prescribe the TOK curriculum? How can we make TOK assessment more reliable? How de we classify creativity in the 21st century? Should we broaden our definition of ‘action’ in CAS? What is service learning? Is transdisciplinarity an appropriate direction for the extended essay? Is the world studies extended essay rigorous and challenging? Is the process as important as the product? What is global consciousness? Does the hexagon core support the disciplines effectively? These questions and more will be explored in this session - a session that will help determine future developments in the hexagon core within the Diploma Programme.

Chris Mannix has an extensive teaching and administrative background in senior secondary education. He has taught economics, geography, accounting, theory of knowledge and small business practice. He has also been a lecturer, author of texts, curriculum coordinator, IB coordinator, Deputy Head of School and an external consultant for curriculum boards, including the Aga Khan Development Network. After 22 years of experience in secondary schools in Australia, Chris moved to the United Kingdom in 2004 and joined the IB. He has been the Subject Area Manager responsible for the curriculum and assessment of a variety of subjects including economics, business and management, information technology and philosophy. Chris is currently the Curriculum and Assessment Area Head of the Hexagon Core in the Diploma Programme and the Head of the IBCC.

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The Emotional Rooms: How to create classrooms that are uplifting for the spirit John Joseph Conference Room 109 Emotional smartness and creative thinking are critical skills for successful living. The Emotional Rooms Model provides a conceptual framework to assist teachers and their students in establishing common ground for productive working relationships.

This presentation focuses on learner attitude, building motivation and confidence, and creating low stress classrooms.

• • •

The Emotional Rooms Model – its origins and possibilities Introduction to the power of concepts and behaviour – growing healthy thought patterns Managing stressors in classrooms – contributing to others

John Joseph’s biography appears on page 21

Two People – Many Thoughts, Beyond Symbolism Cross-cultural learning about First Peoples’ Knowledge in an Australian Context Kim Anderson Stephanie Armstrong Conference Room 110 In a world where people always want answers and in trying to diminish your fears and concerns of engaging with another culture, we hope to assist you in beginning a connection with indigenous cultures. We also hope that this programme will give you new insights into, who you are now, and who we are and how story is woven into the fabric of our being. This programme experience for teachers has evolved because two people began a conversation and shared their stories about belief in children and the need for all of us in education to recognise and see that there are other ways of ‘knowing’ and ‘doing’. As learners in the 21st Century, we, along with our children and families need to engage in the global commons and issues and find pathways to bring groups of people to a deeper level of understanding about First Peoples’ Knowledge. There is a richness and depth of knowledge that all of us need to know and understand if we really want to close the gaps and bring about reconciliation with all peoples. ‘ Two educators; one black, one white – both proud Australians who together shared their stories and gathered a few more to bring together this unique experience of professional engagement with teachers on ‘First Peoples’ Knowledge’.

Stephanie Armstrong is a Gamilaraay woman who has been working within Aboriginal Education for over 27 years in a range of Educational fields. Her husband, two grown children and her family members and friends have been supportive of Stephanie’s need to make a difference in Aboriginal Education across Australia. Over a number of years, Stephanie has worked in leading roles to support change

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to improve outcomes for Aboriginal children. Stephanie is a trained primary school educator, and has taught in primary schools, early childhood settings and secondary schools in South Australia, Western Australia, Victoria and Queensland. Stephanie has held roles such as, the Support Teacher for the Indigeous Langauage Speaking Students Programme. She was a Literacy Consultant in Western Australia, connected to a programme to support Aboriginal children and assist teachers in changing their practices. She has also worked extensively in supporting Koorie eductors with parent education programmes.

Currently, Stephanie is the Aboriginal Liasion officer at ACER, where she provides programmes and professional development for all school sectors, in school leadership and is working at building capacity to bring changes to curriculum offererings within our schools. Stephanie presents at conferences both nationally and internationally. In 2009, she had an opportunity to present in New York as part of “G’day USA”.

Kim Anderson is the Senior Associate in the Wesley College Institute for Innovation in Education and has been a staff member of Wesley College, Melbourne for 31 years. She spent 12 years as a primary classroom teacher specializing in the Early Years at the Glen Waverley Campus. Kim was the Head of the Preparatory School for 15 years, both at Glen Waverley and St. Kilda Road Campus’ (1990- 2005) and had the privilege of codesigning and building an Early Learning Centre and Preparatory School, St.Kilda Road Campus. She co-led the implementation of the Primary Years Programme ( PYP ) International Baccalaureate at Wesley College – St Kilda Road Campus (2001-2003) also co-led the self study leading to PYP IB Evaluation (2007). Kim was an Honorary Fellow of the University

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of Melbourne (2005-2009) and has co-led writing and teaching the PostGraduate course in Educational Studies – International Baccalaureate (PYP) at the University. She is also a trainer in PYP for IB Asia Pacific (20052010) and has facilitated both Regional and In-school Workshops. Kim also co-leds the Bunuba - Walmajarri Collaborative Curriculum Project between the Fitzroy Valley Indigenous Community in Western Australia and Wesley College in Melbourne.This is a cross-cultural programme focussed on First Peoples’ Knowledge (2006-2011). She also mentors Aboriginal women in a remote community in Western Australia where she now lives for part of each year.

Fostering Creativity Andrea Muller Nicole Ginnane Tania Lattanzio Conference Room 111/112 Nurturing creativity through curriculum leads to the development of depth of understanding and high levels of student engagement.

Creativity is often the casualty in a more rudimentary approach to learning. Schools are faced with unprecedented demands on time and the curriculum. Many schools are challenged with the emphasis on results at the cost of creativity but this does need to be the case.

What role does creativity play? Can creativity be nurtured and placed at the centre? What are the consequences of an emphasis on

creativity? The purpose of this session is to explore the potential of a creative approach to developing and sustaining curriculum.

Andrea Muller is Primary Curriculum Advisor at English Schools Foundation in Hong Kong. Prior to this she worked for the IB as Regional Manager for PYP Asia Pacific. She is an experienced teacher who has worked around the world throughout her career.

Nicole Ginnane is the Deputy Head of Junior School at Toorak College. She is a workshop and visiting team leader for the IBAP and lectures at the University of Melbourne in the IB PYP course, and has conducted workshops and visits throughout Asia Pacific.

Tania Lattanzio is a Regional Director of Innovative Global Education, an education company that works with schools and training institutes for sustainable reflective education. Prior to this she worked for five and half years with the International Baccalaureate as the Associate Professional Development Manager and the Associate Primary Years Programme (PYP) Manger. In that role she was responsible for the training of PYP, MYP and DP teachers who then facilitated workshops for teachers throughout Asia Pacific. She was also responsible for the training needs of IB schools in Asia Pacific and worked closely with schools on the implementation of PYP and was involved heavily in a variety of visits to ensure effective implementation of the programme. Tania has been a PYP coordinator and teacher in a number of international schools, including leading schools from PYP implementation to authorization.

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Breakout Session 3 1640-1740

Open to Ideas: the role of social media in promoting critical thinking and global citizenry Panel Discussion Ed Lawless Craig Davis Chris Mannix Wade Davis Sophal Ear Plenary Hall 3 2010-2011 has seen unprecedented evidence of the popularity and power of social media – as demonstrated by the WikiLeaks controversy, by the political upheaval in Egypt and by the Oscar nomination for “The Social Network”. What if the power of social media were brought to bear in a purposeful way for effective teaching and learning? This forumdriven breakout session features perspectives from a panel of IBAP Keynote and “Ted Talk” presenters, IB representatives, IB practitioners and online educators exploring how social media could be integrated into education communities as constructive educational tools – to create a collective environment promoting critical reflection upon the shared challenges that we face today, and for which our students will be responsible tomorrow. Within the context of their own personal and professional perspectives – panelists and audience members are asked: “What is the educational potential of social media to promote a global citizenry of critical thinkers for constructive change?”

Ed Lawless’ career in education spans four continents and almost 30 years. He has been a teacher of English and senior school administrator in the US, France, Singapore and Australia. He joined Pamoja Education in July 2010 as Principal and Head of Academics after serving five years as Head of Professional Development for the IB’s Asia Pacific Region, based in Singapore. Working in close cooperation with the International Baccalaureate®, Pamoja Education develops and delivers a wide range of IB Diploma Programme online courses.

Craig Davis has been a Theory of Knowledge teacher, examiner, and workshop leader for twelve years in Malaysia, Hong Kong and Singapore.

His real apprenticeship in ‘ToK’ related education began as a music journalist in London and then as a lecturer in the Indigenous First Nations Programme at the University of British Columbia in Vancouver. Most recently he has been working closely with a number of schools in the Asia Pacific region developing ‘Theory of Knowledge Across the Curriculum’ and ‘Academic Enrichment’ since 2001. He is currently Director of IB, Enrichment and Innovation at Tanglin Trust School, Singapore.

Chris Mannix bio appears on page 25 Wade Davis’ bio appears on page 16 Sophal Ear’s bio appears on page 17

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Parents’ club supporting the Primary Years Programme in a global world Shannon Hewlett Conference Room 101/102 Research indicates that family involvement in schools results in the development of positive attitudes and educational outcomes.

The family-school-community partnership is among the most powerful improvement levers that a school has access to. The research also suggests that these partnerships need to be much stronger [1] we need to welcome parents as co-educators in the Primary Years Programme (PYP) and engage families from diverse backgrounds. This paper will provide an overview of the Parents’ Club at Beaumaris North Primary School (BNPS) and explore opportunities for Parents’ Clubs around the world to support the PYP and become active International Baccalaureate (IB) citizens. By connecting worldwide, we can share ideas and experiences, and strengthen communities to provide an avenue for best practice.

There is also scope for national and state organisations who represent parents of students in government schools to support IB schools and for the IB Organisation to provide initiatives and resources to encourage Parents’ Clubs to incorporate the PYP into their Club plan. Parental involvement teaches children to become compassionate, active citizens and Parents’ Clubs can foster the PYP attitudes and Learner Profile at events which amongst other things, provide an avenue for the children to demonstrate and further develop these skills and values. Funds raised by Parents’ Clubs improve facilities and equipment to support various units of inquiry. This paper will also outline the natural playscape concept (a current project of the BNPS Parents’ Club) which embraces the PYP attitudes of creativity and curiosity.

[1] .“Power of Partnerships.” The Victorian Council of School Organisations Inc (VICCSO).

24 Oct. 2011 <http://www.viccso.org.au/content/faminfo>. The presenter would like to acknowledge Loretta Green, Pip Madden and Felicity Hutton, Beaumaris North Primary School Parents’ Club for their assistance.

Shannon Hewlett has worked in the healthcare industry for 10 years assisting hospitals to achieve accreditation status. Shannon was also responsible for managing and carrying out the quality and education functions relating to the use of disease and intervention classifications. Shannon is a member of the Beaumaris North Primary School Parents’ Club and has a keen interest in applying her knowledge and experience to assist Beaumaris North Primary School to take their Parents’ Club to a new level - one that supports the Primary Years Programme in a global world.

What is the role of multispecies education in our future and in IB schools?

Muria Roberts Conference Room 103 In this presentation we will clarify what is meant by “multispecies

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education” and outline how we are putting this new concept into practice at a model Multispecies Education Centre in Bogor, Indonesia. This Centre is the result of ‘teacher action’ in response to an animal problem within our school. It now provides a community resource through which students can access information about other species and how we live with them; unique educational experiences involving other species; and opportunities for students to initiate their own actions to help humans and animals in their community and more widely.

Biodiversity is a key to human survival on this planet and our greatest challenge for the future is not just conserving other species, it’s actually learning to live with them. This is the need that multispecies education aims to address and is a goal shared by the well known concept of ‘multicultural education’. Through applying the tool of education to all species, multispecies education has the potential to make a significant contribution towards overcoming the interspecies conflicts that so often lead to human and animal welfare problems and to extinctions of species. This presentation will outline the significance we believe multispecies education holds for the future and how well it fits with the core mission of education through the IB. We invite students and teachers to be a part of this exciting new concept!

Muria Roberts grew up in Papua New Guinea, outside her home culture and with a variety of cultural influences. She began her teaching career in Australia, after graduating in 1989, and in 1994, Muria moved to London, UK, to teach and began studying Archaeology and Palaeoanthropology, externally through the University of New England in Australia and as an international student at the Institute of Archaeology, University College of London. Muria began to question hidden assumptions about animal minds hidden in the literature. Her current research project is in the field of Anthrozoology - the scientific study of human-animal interactions/relations.

From the Foreground to the Background: the Role of the IB Diploma Programme Coordinator in Asian National Schools Matthew Thomas Emma Pacilli Conference Room 104 As the IB expands into national schools across Asia, Diploma Programme Coordinators sometimes take an outside role in the planning, authorization, and implementation process. During the building stages, a coordinator may need to be front and center in a wide range of areas. However, as a programme begins to mature and evolve, coordinators may find themselves to be overly central the programme, as well as over-exposed in the eyes of the administration, teachers, parents, and students. However, in order for an IB culture to take root in an Asian national school, the coordinator will need to continue to be a visible and vocal presence within the school as well as possibly its media operations. This presentation will examine how and why DPCs take a crucial role in the building stages of a new programme, detail how they cope with the challenges, and outline some of the pitfalls surrounding

coordinators in national schools. It will then sketch ideas for how a coordinator can move from the foreground to the background over time, and explain why this shift is necessary to gain buy-in from all stakeholders. The co-presenters are both DP coordinators at East Asian national schools and have extensive frontline experience in the topic area. They will provide suggestions, and perhaps words of caution, for the IB as it expands into national schools.

This presentation will be thought-provoking, wide-ranging and interactive, and should be of interest to those in national schools and international schools alike.

Matthew Thomas studied literature at Hamilton College and Asian History at Northern Arizona University and has worked at Ritsumeikan Uji Junior and Senior High School, a national school in Kyoto Japan, since 2002. He helped the school through its authorization process for IBDP during 2008 and 2009 and is presently IB Diploma Coordinator in addition to teaching IB History and Business.

Emma Pacilli studied Media Studies in England before moving to South Korea three years ago. She is IB Diploma Coordinator at Gyeonggi Academy of Foreign Languages, which, if authorized, will become the first national South Korean school to offer an IB Diploma Programme. She also teaches English A Language and Literature and Film.

IB Ombudsman Indu Sen Conference Room 105 As the IB’s role in international education becomes ever more significant, the presence of the IB Ombudsman as an independent, confidential, impartial, and informal resource will be crucial in further underpinning the high levels of trust and confidence that we continue to enjoy across our stakeholder communities. The Ombudsman offers an alternative way of managing disputes outside the usual channels either within the organization itself, or within the relationships that the organization has with the IB community.

The value of an Ombudsman office also comes in providing upward feedback and developing recommendations to address systemic or recurring problems. During this session, Ms. Sen hopes to discuss the Ombudsman’s role and increase understanding of it.

Indu Sen was appointed IB Ombudsman in 2011. Prior to assuming the IB Ombudsman role, she was the Ombudsman and the Director of the Office of the Ombudsman at the University of California, Riverside. Throughout her career she has pioneered innovative methods in conflict resolution including developing online dispute resolution platforms with the goal of enabling participants to resolve issues and conflicts in a fair and equitable manner. She is a Certified Organizational Ombudsman Practitioner under the International Ombudsman Association (IOA), and sits on several committees at the IOA. During the Melbourne conference, Ms. Sen will also be available to hold meetings with stakeholders who may wish to discuss concerns or would like to provide any feedback in a confidential and informal setting.

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Freedom of Speech in an IB classroom in China Yiren Wang Conference Room 106 In light of the awarding of the Nobel Peace Prize to human rights advocate, Liu Xiaobo, I did a group project with my class concerning freedom of speech. We first browsed through news reports around the world that expresses conflicting ideas toward the subject. In order to comprehend Xiaobo most controversial work, Charter 08, for which he was imprisoned, we conducted interviews with people ranging from migrant workers to lawyers and corporate managers when we questioned what human right and freedom of speech meant for them. Next, we went through Republic by Plato to understand the very roots of democracy in the West and compared it with the Chinese Tao. The whole project would culminated in a field trip to Tibet, where we plan to visit monasteries and arrange meetings with monks to learn about Buddhist view concerning freedom and do meditations on the foot of Mount Himalayas to search for answer that lie within the self.

Yiren Wang obtained his M.A. from Teachers College, Columbia University, where he partook in several projects such as Columbia Global Initiatives that aims to bring young talented youth together to New York. After graduation, he has been working at Guangdong Country Garden School where he has been teaching English courses and initiated curriculum reforms.

Educating for Global Citizenship and Social Responsibility Mathew White Conference room 107

Mathew White is Associate Director (Excellence, Ethics and Engagement) at St Peter’s College, Australia, where he teaches IB English and Theory of Knowledge. Prior to this position Mathew was the founding Director of Training and Leadership and Senior Manager (Research) at Teach For Australia, an innovative non-profit organisation which engages Australia’s best graduates in addressing one of country’s most pressing social issues - educational disadvantage.

Mathew taught at Geelong Grammar School for 11 years where he was International Baccalaureate Coordinator and served as a coopted member of the AAIBS Standing Committee. Mathew was Geelong Grammar’s founding Head of Positive Education, and has developed and directed the implemented the school’s strategic plan for the integration of Positive Psychology.

Comparing PYP and MYP students and non-IB students’ academic performance on the ISA and their attitudes to school.

Prue Anderson Ling Tan Yan Bibby Conference Room 108 The Australian Council for Educational Research was commissioned by the IB to investigate comparisons between the performance of PYP and MYP students and non-IB students on the International Schools’ Assessment (ISA) in 2009. A further study based on ISA student data was commissioned in 2010. This study investigated the relationship between academic performance and students’ values and attitudes, perceptions of school life, and their social and emotional wellbeing comparing PYP, MYP and non-IB students.

This presentation will summarise the key findings of the 2009 report and interim findings of the 2010 study.

Prue Anderson has worked in school assessment at the The tension between global citizenship, positive youth development and the demands of national systems of education is well documented amongst the international school community; however, it remains an uncertain area of effective strategic planning and policy development. In 2011 St Peter’s College, one of the AsiaPacific’s leading IB World Schools, will launch a visiting fellows program as an integrated part of its 2020 Vision. St Peter’s College is an all boys’ Independent day and boarding school with over 160 years of national and international service. The St Peter’s College visiting fellows program will engage all parts of school community: students, parents and old scholars. The program has four objectives: to foster positive emotion, develop positive relationships, engage students to seek meaning and purpose, and celebrate positive accomplishment. St Peter’s College’s approach is based on the science of positive psychology or the scientific study of the strengths and virtues that enable individuals and communities to thrive. This keynote presentation reports on the St Peter’s College vision, mission, values and strategic plan. It will outline a resultsbased accountability system to educate its students in a strengthsbased pathway toward global citizenship, social responsibility, civic engagement and pro-active approaches to adolescent wellbeing.

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Australian Council for Educational Research (ACER) for the past twelve years. She has extensive experience managing large systemlevel assessments of literacy in English from school entry to Year 10 and smaller innovative projects focused on assessing interpersonal skills, thinking skills and personal learning. Prue is the director of the International Schools’ Assessment (ISA) which is used by over 170 PYP and MYP schools. The IB and ACER are currently collaborating on research using de-identified ISA data. The first project compared the performance of PYP and MYP schools and non-IB schools on the ISA. This report is published on the IB website. The current project involves the collection of data through the ISA to assess students’ attitudes to school.

Prue was a primary teacher for nine years working in Montessori and community school settings and lectured in primary teacher education for four years.

Ling Tan is currently a Research Fellow at Psychometrics & Methodology Program of the Australian Council for Educational Research (ACER). His current research interests include developing service-oriented item bank, computerised adaptive testing algorithms, and applying statistical learning and data mining technology to educational assessment, measurement, and evaluation. Ling is

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experienced in data quality control, psychometric and statistical data analysis, educational measurement construction and validation, database management, and report development. He has shared responsibility for scaling, statistical analysis, data cleaning, and report development in a number of national and international testing programs, including ACER NAPLAN Central Analysis Project, International Students Assessment (ISA), Brunei National Study of Student Competencies in Mathematics and English (NSSCME).

Yan Bibby is a senior research fellow in the ACER Psychometrics and Methodology Program. She has been working in the area of data management and Psychometric analysis for last ten years at ACER. She has worked as the coordinator for NAPLAN Central Analysis Project at ACER in last three years. She has also worked as a lead psychometrician on a wide range of projects, such as, LANNA (Literacy and Numeracy National Assessment), ISA (International Schools’ Assessment) and scholarship testing programs. On these projects, she took responsibility for the item and test calibrations including the investigation of Differential Item Functioning (DIF), horizontal and vertical equating and establishing proficiency bands. She has also worked as a member of the OECD Programme for International Student Assessment (PISA) psychometric analysis team.

Learning How to Learn

Judith Guy Conference room 110 By extending outreach to communities, countries and regions where there is a clear and credible commitment to educational change, the IB could achieve a more socio-economically, geographically, culturally and linguistically varied community.

As a truly international organisation, it could ensure a range of perspectives and culturally diverse input into the development of its programmes. Access has always been a major element of our strategy. Access is fundamental to achieving our mission but what does it mean for our existing community and our organisation.

Judith Guy is currently the global Director of Access and Advancement for the International Baccalaureate Organisation, having previously served in the role of Regional Director for Asia Pacific since 2003.

Within education, Judith has had a variety of roles and interests in comparative education and educational development. She has taught and worked as an Administrator in national and International schools in New Zealand, the United Kingdom, the Netherlands, Samoa and the Cook Islands.

Creative and connected educators: New ideas in Professional Development by IB teachers

John Joseph Conference Room 109

Anthony Tait Marcia Behrenbruch Conference Room 111/112

Your students’ capacity to learn, their moods and attitudes towards school, their day-to-day behaviour and ultimately their academic success can be significantly boosted by Cognitive Strategy Training.

John Joseph will give you an insight into the strategies and resources he uses to share the secrets of learning with students. The program is a remarkable PowerPoint-based series of lessons. Each colourful PowerPoint Section reveals amazing information about the human brain and how to use that information to enhance understanding and retention both at school and learning beyond school.

The creativity of IB educators extends beyond the classroom.

Over the last year, teachers from all regions have connected and collaborated to identify and create new workshops for colleagues in and across all three programmes. This workshop gives an overview of the exciting new opportunities ranging from play-based learning to indigenous ways of knowing. The session will also outline the processes for IB educators to propose and create new workshops.

There will also be an opportunity to discuss new ideas, facilitated by members of the global professional development team.

•

Anthony Tait is the Global Professional Development Director for

How the brain develops and learns – a virtual dissection with commentary

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The role of sleep in classroom learning and behaviour – brain care for better outcomes

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Information processing – building collaboration between students

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How memory works and levels of memory – learning about learning

John Joseph’s bio appears on page 21

Developingamorediverse,inclusiveIBcommunity by enabling access to an IB education

the IB. He has had a long association with the IB in the Americas where he performed a variety of roles including Head of Regional PD, Head of School Services and Diploma Manager. He has extensive experience in IB examination and assessment procedures, including senior examiner in IB geography and examination question setter. Anthony also worked par-time in Teacher Education at Flinders University (Adelaide) in the School of Education and the Masters of Gifted Education Program.

Marcia Behrenbruch has over 25 years of experience as a primary, middle years and upper secondary teacher and school administrator.

She has lived and taught in Canada, Australia, the Netherlands, Vietnam and currently lives in Singapore. Her research interests for the last 10 years have been the on the understandings that teachers and students develop about inquiry learning. Currently, she is working for the IB in Singapore identifying and developing professional development opportunities as part of a PYP, MYP and DP global team.

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Day 2 Connectivity Musical Performance “Yearning” Composed by Susan Lee - Lauriston Girls’ School class of 2010 Perfomed by Lauriston String Orchestra Composer Notes: Composing this piece began as part of my exploration of my heritage. Being of Chinese descent, I wanted to compose a piece with Asian influences. Hence, the piece is composed largely using pentatonic scales, which form the basis of harmony in most Chinese music.

Yearning expresses a longing to return to one’s homeland. The glissando on the strings evokes a melancholic sighing that highlights the sentimentality of the piece. The slow tempo and use of the minor key creates the heavy mood appropriate to the emotions depicted. The texture is quite thin to begin with – only the two soloists and Violin I and II are playing. This ensures the main melody comes to the fore. As more instruments enter, the texture becomes layered and quite thick. The building of the strings depicts the mounting emotion as the sense of yearning grows. The initial range of notes is quite limited; as the mood builds, the range becomes larger and larger as higher notes are introduced. The atmosphere changes in the middle section of the piece as the emotions shift from melancholic longing to joy as the person remembers happy memories of his homeland. This is marks the climax of the piece. However, at the end the person returns to reality - he is alone once more, and the piece ends with the melancholy mood.

Susan Lee is a graduate of the IB Diploma programme at Lauriston, an independent girls’ school in Armadale, Melbourne. A highly talented composer and performer, Susan holds the Diploma Associate in Music, Australia (AMusA) in piano and has completed Grade 5 AMEB in viola. Her music awards include a Victorian Musical Society Award and numerous Lauriston honours including pocket, distinction and colours awards. Susan composed the piece, Yearning, as part of her Higher Level Music course. Susan was Lauriston School Music Captain in 2010. She also has the distinction of having earned 45 points in the IB diploma. Susan has just embarked on the study of Medicine at Monash University.

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Day 2 Connectivity KEYNOTE 1 David HARRISON K. David Harrison is a linguist and leading specialist in the study of endangered languages. He has done extensive fieldwork in Siberia, Mongolia, Bolivia, India and Native America. In his 2007 book, When Languages Die: The Extinction of the World’s Languages and the Erosion of Human Knowledge (Oxford 2007), Harrison provides a vivid picture of the scientific consequences of language loss. He also explores the human factor, including moving accounts of his encounters with last speakers in remote corners of the globe.

The documentary film “The Linguists”, featuring Harrison’s work, premiered at Sundance Film Festival in February 2008, and has since appearing at dozens of film festivals around the world. (Boston, Dallas, Paris, Barcelona). Rave reviews such as The Hollywood Reporter wrote: “Indiana Jones’ spirit certainly infects the intrepid heroes of ‘The Linguists.’ These are bold academics who plunge into the jungles and backwater villages of the world to rescue living tongues about to go extinct.” Vanity Fair described it as “...a fantastic little film that follows professors David Harrison and Gregory Anderson as they crisscross the globe on a mission to document languages on the verge of extinction. From the depths of Siberia to the high reaches of Bolivia, the pair is relentless in their goal, displaying a remarkable patience for interviewing deaf nonagenarians who are frequently the only surviving speakers. While this might all sound horribly sleepinducing, the excitement of these two professors proves contagious, and as the film reveals how cultural shame and colonialism have factored in the loss of these languages, their incredible dedication becomes all the more compelling.” And Variety commented: “A two-man mission to document the world’s endangered tongues becomes a fleet-footed study of human communication and its limitless structural and functional possibilities. Prof. Noam Chomsky characterized the film as “A breathtaking thrill ride through the landscape of language.”

Harrison makes frequent media appearances to promote language diversity, and his research is widely discussed in mainstream media. He has appeared on Good Morning America, The Colbert Report, WHYY Radio, NPR, Pop!Tech, and many other outlets. His work has been featured in The New York Times, The Washington Post, Science, Nature, The Los Angeles Times, National Geographic, Scientific American, The Times Literary Supplement and USA Today. In 2004, Harrison co-founded with Dr. Gregory Anderson the Living Tongues Institute for Endangered Languages, a 501(c)(3) non-profit dedicated to raising awareness, documenting and revitalizing small languages. The institute supports language research and revitalization efforts around the globe. In 2006 he coined the term, “Language Hotspots”, which has since become a leading promotional metaphor for understanding the language extinction crisis. The hotspots map and list were published in National Geographic Magazine in October 2007, and in an interactive version at www. languagehotspots.org. Harrison and his colleagues have embarked on a series of National Geographic sponsored expeditions to visit the hotspots and interview last speakers in places such as Australia, Bolivia and India.

Harrison received his PhD in Linguistics from Yale University in 2000, his MA in Slavic Languages from the Jagiellonian University of Cracow, Poland, and his BA in International Studies from The American University in Washington, DC. He resides in Philadelphia, PA, where he serves as Associate Professor and Chair of Linguistics at Swarthmore College.

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Breakout Session 4 1045-1145

Question and Answer session from Morning Keynote K. David Harrison Plenary Hall 3

Media education, collaboration, identity and industry: developing a community of practice to support young people’s creative learning.

Prue Miles Conference Room 101/102 While much of the literature on media education focuses on media education pedagogy for teachers, scant attention has been paid to students as learners. This paper is concerned with how students value their media education learning experiences as media producers and the ways in which particular pedagogical approaches affect their learning. It addresses some of the identified gaps in the literature on media education by examining students as producers of media within the broader context of Communities of Practice (Lave and Wenger 1991). The research design on which this paper is based is a qualitative instrumental case study that emerged from the researcher’s experiences as a media educator concerned with fostering experiences that foreground students’ identities as media producers. The study focuses on the partnership between a group of secondary school students at an urban, state, Arts school and an Indigenous new media production company. The project analyses the intersections between learning, community, social practice, meaning, and identity within a creative industry collaboration.

The learning derived from everyday experiences associated with the specified Community of Practice in this study provides a system for analysing learning, investigating how an innovative approach to reflection and learning can take place when young people learn by participating in a Community of Practice. This case study contributes to knowledge of what young people value in Media Education. The research findings have the potential to contribute to a wider research agenda on innovation in learning, and in approaches to learning.

Prue Miles is an experienced Media and Visual Arts teacher, lecturer and curriculum writer, known for her innovative design and implementation of engaging learning experiences. She is dedicated to facilitating young people’s learning via their own creative work. Prue currently teaches the IB Diploma Program Film Studies and Visual Art course. Prue is committed to research inquiry within the field of media education. Her current research focuses on the intersections between learning, community,

social practice, meaning, and identity within creative industry collaboration. Prue has extensive experience in Arts curriculum writing. Having been President of her State Professional Association Prue also maintains a long-term involvement with the Australian Teachers of Media. Her role as an Australian tour leader with the Australian Youth Council to the World Summit on Media for Children and Youth in Sweden has been a recent highlight in her teaching practice.

Connecting the dots from isolation to collaboration: Creating a 21st Century learning community through curriculum mapping Richard Bruford Sean Behan Kelvin Sparks Conference Room 103 Although teachers may work together in the same school, they often have a limited understanding of what goes on in the classroom next to them. Consequently many curriculum decisions in schools are made in isolation, resulting in a piecemeal approach to curriculum development and pedagogy.

Prince Alfred College, a K-12 PYP, MYP (candidate) and DP school in Adelaide, Australia, have begun their journey in curriculum mapping, aimed at building professional learning communities and improving student educational outcomes.

The session will showcase how Prince Alfred College is taking a 21st Century approach to facilitating curriculum management and development, bringing vital information into the hands of all curriculum decision-makers in order to maximize student learning opportunities. Emphasis will be given to the beginning of the utilization of the Rubicon Atlas curriculum mapping system, as their instrument of choice to achieve this goal. The Q&A session facilitated by colleagues from Prince Alfred College and Rubicon Atlas, joined by other Atlas users from Asia and New Zealand at various stages of their curriculum mapping journey.

Participants can expect to gain an insight into the six big ideas behind curriculum mapping applied by Prince Alfred College, their first steps taken in this journey, and discuss challenges faced along the way and how to overcome them.

Richard Bruford is the DP Coordinator at Prince Alfred College. Originally from the UK, Richard has worked in schools in London, Sydney and Adelaide, and been involved with the IB for 12 years.

Sean Behan is a new MYP Coordinator with considerable experience and interest in Middle Years curriculum leadership. He has a passion for Middle School interdisciplinary learning and is currently establishing the MYP at Prince Alfred College.

Kelvin Sparks is the PYP Coordinator at Prince Alfred College. Kelvin has vast experience as a PYP workshop leader and has worked both in Europe and Australia. He a strong interest in developing an inquirybased models of learning.

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Language Provision in Groups 1 and 2 of the IB Diploma Programme - The Future Roxane Vigneault Conference Room 104 Language Provision in Groups 1 and 2 of the IB Diploma Programme - The Future In 2004 the IB embarked on a comprehensive review of language provision in groups 1 and 2 of the Diploma Programme. The aim of this presentation is to provide an overview of the changes in groups 1 and 2. One of the aims of the review was to ensure that the new language courses reflect, in a more explicit manner, the IB’s intercultural dimension. The new courses include curriculum and assessment components with an intercultural focus.

Another aim of the review was to expand the offerings in group 1 for the IB language learner who, in the 21st century, can have a diverse or complex language profile. One of the significant outcomes of the curriculum review is a more balanced and comprehensive suite of language and literature courses across groups 1 and 2. The new courses begin in September 2011, with first examinations in May 2013.

Roxane Vigneault has occupied teaching positions in both state and independent schools in Canada and the United Kingdom. She taught English language and literature to GCSE and A Level students in the UK. She also taught English as a Second Language in Quebec schools and colleges. From 1997 to 2008 Roxane held the position of Subject Area Manager at the IB Curriculum and Assessment Centre in Cardiff, Wales. She is currently Assessment Area Head in DP Groups 1 and 2. In this position she is responsible for the assessment of the language and literature courses.

Connecting With Your Community - Virtually Sheldon Bradshaw Conference Room 105 Podcasting and blogging provide the school leader with the opportunity to communicate and collaborate with all members of the school community, enriching the connection between home and school. This session will outline the potential for the school leader (in any role) to develop these connections and show you how you can use 21st century tools to connect with your entire community, in a user-friendly, jargon-free way!

Sheldon Bradshaw is currently the Elementary Digital Literacy Coordinator at the Western Academy of Beijing. He has been teaching internationally for 12 years in both elementary and middle school classes. Sheldon is a PYP workshop leader who has been involved in the recent curriculum and workshop development surrounding the Role of ICT in the PYP. He is also an Apple Distinguished Educator and Professional Development Consultant.

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Connecting through Creativity - creating wings that connect the known to the knowable, and help both the learner and the learned to risk flight Shouquot Hussain Conference Room 106 Simply yet indelibly, electronic advertisements today get across an idea in less than 30 seconds - and the teen is hooked.

Why shouldn’t we do likewise in education? I facilitate English and TOK in the Diploma programme using creative visual presentations to connect to the student, to challenge her boundaries, and to drive home profound concepts simply and even cryptically. And it has worked. Big time. I want to share with fellow IB practitioners the most effective and successful of my very short films (some done by my students), and even slide shows - “Why reason, emotion, perception and language are an unending circle and not 4 corners of a square”, “Shakespeare in the time of Zuckerberg - diversity lionized”, “Why context is everything”, “When John Galt meets Atticus Finch - the variables of ethics”. Visual impact, brevity, the deceptively simple voiceover, the linear old world narrative suddenly punctured by edgy cutbacks through time and place - grabs and sustains attention, and retention is great. and great debates follow, as do great grades later on. It would be very fruitful to extend such a session to peers, for a change, and have them explore its utility.

Shouquot Hussain was the Vice Principal of Indus International School Bangalore, for three years, and thereafter the Director of the Indus Training And Research Institute, before taking over as Principal , Indus Pune. He has a Master’s degree in English Literature and a degree in Teaching. He is an IB Workshop Leader for Pedagogical Leadership and IBDP English. He has been an IB Examiner for English Higher Level and the Extended Essay in the IB Diploma Programme for 6 years now. He is IB trained in Diploma Programme Coordination and TOK, having attended IB workshops for both. In English, he is trained in and has attended IB Workshops for all 3 levels. Shouquot is an Executive Committee member of the South Asian IB Schools’ Association (SAIBSA). As an educational administrator, he has been handling conflict resolution, team building, decision making, problem solving, discipline, parent liaison, public relations and pastoral care. As an IB practitioner and pedagogical expert, he has been facilitating English A1, TOK and Extended Essays in the IB curriculum, and English Language and Literature in the IGCSE programme. As the Director of the Training And Research Institute, he had been navigating, developing and conducting workshops for teachers in international curricula. He has been an educator for more than a decade and a half now. Besides nurturing young minds for tomorrow, Writing and the stage are his other abiding passions.. He is a published poet and writes on educational issues in various journals, including the IB World magazine.

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

21st Century Art Imperative Theo Mandziy Conference Room 107 This paper will examine the importance of the role Primary Visual Art education plays in the continuity of Arts education from early childhood through to the high school years. With the strong emphasis and importance currently being given to the concepts of creativity, connectivity and citizenship within education globally; it is timely that more attention is focused on how to move beyond a philosophical vision to a more practical engagement with how these themes can be infused within everyday teaching and learning.

Through an exploration of innovative practice in the visual arts, this paper will explore and show examples of the diversification of visual arts learning in the 21st century classroom. The paper calls for a fundamental shift in Primary Art education from not just learning about the Arts to also learning through the Arts and the incorporation of the Arts as meaning making within a contemporary world. The importance of the role of Primary Visual Arts Facilitator, studio and inquiry-based teaching and learning approaches will be examined in relation to the holistic education of the student.

Through well-resourced and trained specialists, Primary Visual Arts can allow for valuable connections to be made to the holistic world of the student and the promotion of their learning about community, gender and cultural diversity, places and spaces, 21st century media, art alternatives and personal representation of self.

Theo Mandziy is the head of Primary Visual Arts and Coordinator of the Single Subject teacher programme at the Australian International School, Singapore. He has trained in painting and printmaking and has been a Visual Arts educator for the past eighteen years. Theo is also a practicing artist and painter who has conducted many successful solo exhibitions both in Australia and Asia. Theo is well versed in the IB Primary Years Programme and bases his inquiry approach teaching pedagogy on its philosophy. Theo’s experience and understanding of the IBO frameworks led to his appointment, in 2008, as a workshop leader in the role of the Arts in the PYP. From that time he has led both in-school and regional workshops within the IB Asia Pacific region.

Using your Learning Management System (LMS) and Web Tools to empower your experiences in the MYP Tom Lee Michelle Stocks

Conference Room 108 Created for MYP practitioners, this workshop will enable participants to explore and create effective and appropriate activities for integrating ICT into the MYP classroom. This workshop will also provide practitioners an opportunity to look at how Learning Management Systems (like Moodle) and Web Tools (like Google Docs) are facilitating the MYP Personal Project in an online environment.

Tom Lee is an ICT integrator at Monte Sant’ Angelo Mercy College in North Sydney and he aims to provide as many ICT-rich teaching and learning opportunities to staff and students. Having been a teacher and head of department in previous roles, Tom has had extensive experience creating, developing and implementing teaching and learning programmes into the classroom. Tom also manages a group of ICT coaches that aims to develop and facilitate subject specific activities to all staff and students. Tom is also involved in the online aspects of the Personal Project as well as being a Personal Project manager and supervisor.

Michelle Stocks is the Director of Middle School and MYP Coordinator at Monte Sant’ Angelo Mercy College. Michelle is always looking for innovative ways to encourage the implementation of the MYP in all aspects of Monte life and integrating ICT into the MYP Personal Project is one example of this.

How can we use technology to enhance learning in the IB Diploma Programme?

Werner Paetzold Conference Room 109 This workshop will show a variety of tools that have been used to enhance learning within the Diploma Programme. A range of technology tools will be demonstrated with most specific examples being drawn from English A1 although the principles may easily be applied to other subjects. Organizing course information and making it accessible to students: WordPress Google Sites Monitoring student academic progress and giving quick assessment feedback: Google Forms Google Spreadsheets Facilitating and keeping track of student discussions: Google Chat/ Google Wave Facilitation of planning and extended writing: Google Bookmarks Google Drawings Google Presentations Google Documents Keeping permanent records of student presentations: Jing Quicktime Prezi Google Presentations YouTube Picasa Using technology to eliminate paper: Scanned images to PDF, shared on Google Docs Using technology to drive student innovation: Facebook Anna Karenina Google Sites Anna Karenina Twitter/ Tweetdeck Text engagement for The English Patient Google Presentations Annotated Tableaux Vivant One Hundred Years of Solitude.

Werner Paetzold began teaching in 1993, and is currently is the Curriculum and Middle Years Programme Coordinator at Bali International School, Indonesia. He has taught in South Africa, Taiwan and China, and is a moderator for the Personal Project and was an assistant examiner for DP English A1 and Theory of Knowledge. He has contributed to the development of the new Personal Project guide, the MYP Language A guide and the Language A Task Bank.

He represented IBAP on the MYP Committee from 2008-2010. He moderates OCC forums for MYP Coordinators and the IB Continuum. He is an experienced MYP workshop leader for Language A and MYP Coordinators. Werner teaches MYP Language A and DP Language A1.

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A cultural imperative for Australian Schools: acknowledging and embracing Third Culture Kids Annette Rome Gabrielle Desilats Conference Room 110 Third Culture Kids (TCKs) are a significant portion of many Australian Schools but they are not reflected in many schools’ policies, practices and operations. Indeed many schools are not able to easily identify those students who claim this identity, let alone adequately cater for their needs. Third Culture Kids (Pollock and Van Reken 2009) is a term increasingly used to refer to people who spend a significant part of their childhood and adolescence outside their passport country, and as a result, have developed a multifaceted sense of home and identity that does not echo the conventional notion of place-based national identity. There is a recent and emerging imperative to acknowledge the diversity of student’ cultural experiences in Australian schools, including those of TCKs. Multiple and diverse cultural experiences for students are also becoming an important need to address as more and more people become globally mobile.

In this paper, the issues associated with the identification and development of TCKs in an Australian context are explored along with an examination of the current practices relating to TCKs that schools might consider. The case will be made for the elevation of the importance of this group of students who are becoming an increasingly significant component of many Australian school communities.

Annette Rome is the Director of Teacher Education at the Wesley College Institute for Innovation in Education Annette Rome was appointed as the first full-time Director of the Wesley College Institute. In 2008 She has held a range of leadership positions at schools in Melbourne and has had teaching experience in a number of schools in Australia and the United Kingdom and in programs including the Victorian Certificate of Education, IB Diploma (Biology and ToK) and A-Level. She is the 2010 holder of a Jeff Thompson Research Award and has organised a large number of educational events including colloquia, fora, and IB conferences and workshops. She brings with her the learning gained from being brought up in Brunei, Malaysia, The United Kingdom and Australia, as well as extensive experience outside schools. Her involvement in bodies such as the Australian College of Educators (current Victorian President), Science Teachers Association of Victoria Council, Business Corporate Affairs Divisions (including Orica), The Songroom Board and the James Macready-Bryan Foundation ensure that she brings to education a range of perspectives and skills.

Gabrielle Desilats is currently conducting ethnographic fieldwork in an IB school in Melbourne towards the completion of her PhD in Anthropology at the Australian National University.

Her research interests revolve around social change, immigration and population movements, and questions of identity and belonging.

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The practitioner’s journey in online IB course development and delivery Tim Knight Konrad Konlechner Darren Hughes Ed Lawless Conference Room 111/112 This session features the personal and professional reflections of IB practitioners who have made the transition to developing and delivering IB Diploma Programme courses online. In this interactive session, IB teachers will share their experiences and answer questions about the unique challenges and rewards involved in moving into a “virtual” learning environment, and how it has directly influenced their practice as “face-to-face” teachers and course developers.

Tim Knight works full time with Pamoja as a subject matter expert and instructor of Mathematics HL. He spent four years as IB Coordinator at International School Manila and has a degree in Mathematics from Oxford University and an MA in International Education from Oxford Brookes University, UK. Tim has also worked in Kenya, Scotland, Hong Kong, Colombia and Indonesia. He has been involved with Mathematics HL since 2000 and was appointed Deputy Chief Examiner for Math HL in September 2008. Tim is also a Mathematics HL workshop leader, IB Diploma authorisation team leader and a member of the Group 5 curriculum review committee.

Konrad Konlechner has been a teacher of ICT and School IT Manager at Auckland International College since 2006, with a degree in Science from Waikato University, and graduate degrees in information technology and science education from Waikato Polytechnic and Curtin University respectively. He worked as an Assistant Headteacher for eLearning at Mayflower High School and ICT Department Head and School ICT coordinator of Brentwood School in the UK, and served as a teacher and administrator of ICT in a number of schools in New Zealand.

Konrad is also an IB Assistant Examiner in ITGS and marker of ITGS Extended Essays.

Darren Hughes has been engaged in international education for over ten years and has lead a number of innovative technology-enabled education projects. Darren joined Pamoja Education in November 2010 as the Head of Online Course Development after spending the previous two years as Head of Online Learning at the IB’s Curriculum and Assessment Centre, Cardiff, UK. Working in close cooperation with the International Baccalaureate®, Pamoja Education develops and delivers a wide range of IB Diploma Programme online courses.

Ed Lawless’ bio appears on page 28

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

Expo session 2 1145-1220 Oxford Study Courses Conference Room 101/102

IBID Help Desk Conference Room 103

ACER Conference Room 104

Wenger Conference Room 105

IB Virtual Community Conference Room 106 Diploma Programme Existing Visiting Team Members (by invitation) Conference Room 107

Research Focus Group 2 (by invitation) Conference Room 108

ManageBac Conference Room 109

IB School Tours â&#x20AC;&#x201C; by sign up Buses depart at 1200

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Breakout Session 5 1300-1400

ACARA presentation Plenary Hall 3

MYP- A catalyst for connection Elsabe Bott Julianne Cobb Conference Room 101/102 Kormilda College has a unique context. Situated in Darwin in the Northern Territory, it has a population of 1000 students, 300 of whom are Indigenous students from remote communities who board at the school. In addition to the cultural and linguistic richness that these students bring to the student body, over 25 other languages are represented within our student body, these include Thai, Danish, Vietnamese amongst others. The College student body reflects the multicultural nature of the Northern Territory. Kormilda has moved to the MYP after searching for a way to provide a rich Middle School experience for its students. While not yet accredited, as we have only been delivering the programme for 12 months, we can already see a greater creativity amongst our teachers which is leading to stronger connectivity between staff and students. This workshop will outline our journey to the present situation and demonstrate the ways in which the MYP has provided solutions to issues that we had identified which included: how to connect remote area Indigenous students of low literacy and numeracy to our mainstream students; how to validate the knowledge and identity of the Indigenous students in a meaningful way; how to support staff to connect across the different subject disciplines in ways that were not forced and un-natural; how to create a consistency for students in standards and pedagogy?

Elsabe Bott is currently the Assistant Principal Teaching and Learning at Kormilda College. She has over twenty years of experience teaching in the Northern Territory context and in that time has had a particular interest in working with Indigenous students. Elsabe first moved to Kormilda College in 1988, left for a period of time and returned in 2001 to her current position. At that time the IB Diploma was being delivered in the College and Elsabe was part of a group that began some initial investigation into the MYP. Elsabe has taught IB Diploma Language A1 and has attended several IB MYP workshops as the College has moved towards implementation of the MYP. Julianne Cobb is the MYP Coordinator at Kormilda College in the Nortern Territory of Australia. Julie grew up in Darwin and values the diversity and challenges this area offers. Having completed all her schooling in Darwin, and has discovered her passion for teaching while working as a Science Tutor for the NorthSTAR project and subsequently studied Teaching and Learning at Charles Darwin University. Julie began teaching in 2008 and has taken every opportunity that has presented itself.

40 International Baccalaureate

A tree without roots!

Ashish Trivedi Conference Room 103 Education is only relevant and meaningful when it empowers individuals to sustain in local as well as global contexts. History testifies that all cultures have reached the epitome of human ingenuity at some point in time. Treading back into the past we find that these cultures have been able to do so because they succeeded in developing their own unique ways of learning and fulfilling their quest to understand their local contexts. What emerged out of this human quest is what we today call our cultural heritage.

In this era of emerging paradigms of education, it is very important that when we design curriculum and pedagogy for our learners, we are mindful of the cultural wisdom and the unique ways of learning rooted in the host culture. Not only because this can help learners understand their own context better and become responsible citizens but also to motivate them in taking pride in their own identity and cultural heritage. This session, through examples from Indian culture, provides a view on whether or not the belief and values of the International Baccalaureate enable schools to connect with the ways of learning and wisdom rooted in the host cultures!

Ashish Trivedi joined the International Baccalaureate organization as the Asia Pacific MYP Associate Regional Manager in August 2008 and is currently the IB Educator Network Manager for the Asia Pacific region.

For the past 14 years he has taught in India, Indonesia and Japan as Head of Technology, Diploma Coordinator and MYP Coordinator.

The Learner Profile in the Global Community: Developing Compassionate, Connected 21st Century Citizens in multicultural settings Malcolm Pritchard Conference Room 104 Is the Learner Profile an idealization of global human values or a more narrow reflection of western educational traditions? Does East in fact meet and merge with West in the Learner Profile? The employment of the Learner Profile as a tool for the socialization and enculturation of a compassionate and connected 21st century citizenry is both complex and problematic, particularly for those schools located in culturally diverse communities where the educational value of some of the profile attributes may not be self-evident. The workshop continues the “East-West” dialogue facilitated by George Walker’s recent workshop and position paper.

Participants will explore the ways in which the Learner Profile can be successfully contextualized within non-western communities and cultural settings that emphasize a stronger collective orientation. The connection between the Learner Profile and nonwestern systems of personal and societal values and attributes will be examined, with a particular focus on the development of compassionate 21st century global citizens in non-western settings. Participants can expect to contribute to this continuing

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

dialogue on the ways in which the Learner Profile informs choices, decisions, and behaviors within the broad range of cultural settings that comprise the global community of IB World Schools.

Malcolm Pritchard is the Principal of The Independent Schools Foundation Academy, a Chinese-English bilingual, K-12 school in Hong Kong (MYP & DP). In previous appointments, Malcolm was the Principal of Komilda College, an IB school with a strong Indigenous boarding enrolment, located in Darwin, Australia; he founded Caulfield Grammar School’s cultural immersion campus in the Chinese city of Nanjing; and was the Head of Languages at Melbourne Grammar School. Malcolm has served as a member of the Council of International School Board of Trustees, a noted global school accreditation body.

The CIS Accreditation Process and the new 8th Edition - An Overview Peter Gittins Conference Room 105 The Council of International Schools is a leading provider of accreditation and accreditation support services to international and internationally minded schools around the world. It works closely with partner agencies, including the IB, and is a highly regarded in the world of international education. This presentation will focus on providing a general overview of the CIS accreditation process and how accreditation, with its focus on whole school improvement, brings with it meaningful and sustainable school change. It will also introduce the new accreditation protocol - the 8th Edition - and provide an overview of the unique features of this tool and how schools can benefit from joint CIS / IBO visits.

Peter Gittins is currently employed by the Council of International Schools as an International Accreditation Officer and works predominantly in Asia and Australia. He is an experienced international educator having led the International School Hamburg, Overseas School of Colombo and International School Ho Chi Minh City - all long standing IB schools. His experience with the IB Programmes is considerable and, under his leadership, the Overseas School of Colombo became one of the very early three programme IB schools. He also has a long association with the IBO and in 2008 was Team Chair of the joint CIS, IBO, NCCT and NEASC re-accreditation / authorization visit to the Western Academy Beijing.

The Clock Project and how it became a wholeschool TOK issue.

Eirwen Stevenson Joan Hammonds Conference Room 106 The Clock Project began as a way of highlighting and celebrating the diversity of nationalities amongst students at Lauriston Girls’ School. Lauriston is an independent K-12 girls’ school in Melbourne, Australia that has offered the Diploma Programme since 1991. The

original intention was to purchased clocks of a variety of colours, styles and sizes and display these in alphabetical order by name of country on one wall of the library. The clocks were erected but, by chance, the delivery of the country labels was delayed. For one week the clocks sat on the wall without assigned countries, although an image of the project as it would look when completed, with countries identified, was placed on the wall below the clocks.

And that’s when it became interesting. Everyone who came to the library had a passionately-held view about aspects of the project. The resolution was a very useful example of TOK in action, dealing with a real-world issue. This will be a hands -on session where participants will consider the issues raised by the Lauriston students and apply TOK thinking skills to reach a consensus about the way the clocks should be displayed.

Eirwen Stevenson is Diploma Coordinator at Lauriston Girls’ School in Melbourne, Australia. In addition to Biology, Eirwen teaches TOK and supervises Extended Essay students in Biology and English B. She is an IBAP workshop leader, an examiner for the May Higher Level Paper 3 and an Internal Assessment Moderation Team Leader.

As IB Coordinator Eirwen has a broad knowledge of the IB Diploma programme and is a passionate advocate for its benefits.

Joan Hammonds is the Senior School Librarian, CAS Coordinator and K-12 Community Service Coordinator at Lauriston Girls’ School.

Joan has taken part in many IBAP activities including CAS, Library and Continuum workshops. She is also involved in TOK as the manager of the twice-yearly TOK camps and a regular participant in a variety of TOK activities in the school.

Gender Education Jarrad McCabe Ellen Bailey Conference Room 107 This presentation is based on the two gender education programmes Mercedes College provides for its Year 9 students. Since introduced at Mercedes in 2007 Break Free and Being Boys programmes have flourished, and have boasted up to 60 student participants for each programme over the last three years. The programme facilitators run small group sessions that highlight issues specific to each gender; relationships, stereotypes, school, families, sexuality, body image, fitness and training, media, discrimination, independence, bullying, and harassment. Students are given the opportunity to foster a greater sense of self worth, self esteem, confidence, relationship and social skills. This will hopefully allow them to: develop new and positive relationships, have a better understanding of themselves and those around them, build on leadership skills, work on problem solving techniques and ultimately obtain skills to enhance lifelong learning. Importantly, the programmes provide students with the opportunity to reflect on what it means to be male and female. This presentation will outline how and why Mercedes College implements these programmes at Year 9, highlighting specific links to MYP philosophies, areas of interaction and holistic learning principles, and the College’s own Mercy Keys.

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Jarrad McCabe is currently is the Year 9 Coordinator at Mercedes College in South Australia. Jarrad’s professional development has included attendance at an MYP Physical Education Category 2 workshop, and he is heavily involved in the colleges’ Physical Education and Sporting programmes.

Ellen Bailey has taught in both Australia and France. Her passion is Girls Education and Development, and in 2007 she implemented the Break Free Programme for Year 9 girls at Mercedes College in South Australia. In 2008 she became an MYP Language B French Moderator.

Content Instruction and the Second Language Learner Mike Bostwick Conference Room 108 Language is central to almost everything we do in school. Language becomes an especially important issue for learners who have limited proficiency in the language of the school - a group that seems to increase in number every year in schools around the world. Many of these learners struggle because they cannot handle the linguistic demands of the academic program. Therefore, an understanding of the issues, principles, and instructional strategies of content and language integration is critically important for all educators working with second language (L2) learners. This presentation is intended for teachers in all three IB programs and is especially suited for content area teachers at the upper elementary and secondary level. It begins by identifying some fundamental issues associated with L2 learners and outlines a framework for working with L2 learners in content area classrooms. The framework consists of three general principles derived from second language research and includes various instructional strategies that exemplify these principles. The extent to which these basic principles and practices are understood and effectively applied can make the difference between success and failure for L2 learners in all IB programs. The three basic principles are Comprehensible Input , Structured Opportunities for Output , Simultaneously Focusing on Form and Meaning. Video examples of some of these principles in practice will be presented and several strategies and techniques that exemplify each principle will be demonstrated. A handout with a description of these principles and strategies that can be incorporated into the content classroom will also be provided.

Focus Education’s on-line Learning and Career profiling System will engage students and their parents in connecting schoolbased learning with life-long learning and career options. Using great interfaces, students will learn how to build Personal learning Plans that bring greater purpose to their education. You’ll even get a PowerPoint presentation that you can use with students and parents. Please bring a USB memory device!

• The models that underpin the System • Using the System with students • Using the System with parents

John Joseph’s biography appears on page 21

Sustainable use of ICT in a Diploma classroom Keith Anderson Conference Room 110 Big complex ICT examples look good but can leave you with a feeling of how do I do this day-in, day-out over the two year course? This session will focus on the use of ICT in ways that can be sustained for all lessons and possibly change the way in which we teach Diploma subjects. Using ICT in a sustainable way will be explored using examples and methods highlighting sharing of learning, creation of materials and accessing materials. There will be an emphasis on quick, easy and effective use of applications to facilitate communication with students through wikis, preparation of digital materials, and ways to record teaching moments. Not only does this increase collaboration between students and between students and teachers, it also provides students with a variety of digital resources integral to the way that the course is being taught in that class. Students should also be able to access these materials at any time to empower them to take control of their own learning and work in a differentiated learning environment. During the talk, a range of examples that can be used on a daily basis will be shown, as well as demonstrations of rapid production and distribution of materials across a range of Diploma subjects.

Keith Anderson is Deputy Principal and Diploma Coordinator

Mike Bostwick is the founding Director of Katoh Gakuen’s Bilingual School (K-12), an English immersion school for Japanese students.

Katoh Gakuen was the first English immersion school in Japan (1992) and was the first MYP school in Japan (2000). During Mike’s 35 years of experience he has taught at almost every level (K - college) in both the USA and Japan, and has spoken and published widely on immersion and bilingual education.

at Presbyterian Ladies’ College (PLC), an independent girls’ school in Western Australia. Since moving to PLC in 1999 he has been involved with many curriculum changes, implementation of ICT in the classroom, reporting, designing the school’s timetable, and currently has joint responsibilities for the implementation of the Diploma Programme and of the College’s strategic plan regarding teaching and learning with his primary focus being on Years 11 and 12. Keith has presented at national and international conferences and workshops in Australia, USA, India, Hong Kong and Singapore and has given many small group lecture/talks to parents and visiting Head Teachers.

Learning and Career Profiling

ACARA Working Group – by invitation only

John Joseph Conference Room 109

Greg Valentine - facilitator Conference room 111/112

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EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

Breakout session 6 1430-1530 A cultural imperative for Australian Schools: acknowledging and embracing Third Culture Kids Annette Rome Gabrielle Desilats Plenary Hall 3 Repeat of session 4

Media education, collaboration, identity and industry: developing a community of practice to support young peopleâ&#x20AC;&#x2122;s creative learning.

Prue Miles Conference Room 101/102 Repeat of session 4

Connecting the dots from isolation to collaboration: Creating a 21st Century learning community through curriculum mapping

Connecting through Creativity - creating wings that connect the known to the knowable, and help both the learner and the learned to risk flight Shouquot Hussain Conference Room 106 Repeat of session 4

21st Century Art Imperative Theo Mandziy Conference Room 107 Repeat of session 4

Using your Learning Management System (LMS) and Web Tools to empower your experiences in the MYP Tom Lee Michelle Stocks Conference Room 108 Repeat of session 4

Richard Bruford Sean Behan Kelvin Sparks Conference Room 103

Learning and Career Profiling

Repeat of session 4

Repeat of session 5

Language Provision in Groups 1 and 2 of the IB Diploma Programme - The Future

How can we use technology to enhance learning in the IB Diploma Programme?

Roxane Vigneault Conference Room 104

Werner Paetzold

Repeat of session 4

Repeat of session 4

Connecting With Your Community - Virtually

ACARA Working Group â&#x20AC;&#x201C; by invitation only (part 2)

Sheldon Bradshaw Conference Room 106 Repeat of session 4

John Joseph Conference Room 109

Conference Room 109

Greg Valentine - facilitator Conference room 111/112

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IB specific clinics 1540-1640

Professional Development

Diploma Programme

IB Educator Networks

Conference Room 106

Plenary Hall 3

Conference Room 107

Middle Years Programme

IB Virtual Community

Conference Room 101/102

Conference Room 108

Primary Years Programme

IB Senior Leadership Team

Conference Room 103

Conference Room 109

University Recognition

IB Ombudsman

Conference Room 104

Conference Room 110

Research

IB Career related certificate

Conference Room 105

Conference Room 111/112

Day 3 Creativity KEYNOTE 4 Erica MCWILLIAM Erica McWilliam’s writing and speaking challenges orthodox thinking about teaching and learning, curriculum, pedagogy and assessment. She argues for a more interventionist and proactive role for teachers and a greater emphasis on building a ‘low threat, high challenge’ culture of learning in the schooling of young people. She argues that, if our young people are to take their rightful place as creative participants in the socioeconomic world of 21st century living, learning and earning, they will need more than traditional disciplinary knowledge and high levels of literacy and numeracy. They will need a broad set of creative capabilities that heighten their ability to select, re-shuffle, combine, or synthesise already existing facts ideas, faculties and skills in original ways. Most important among these capacities is a disposition to welcome the instructive complications of error-making, rather than simply ‘playing safe’ through compliance, passive imitation and memorisation. While many of our schools clearly value risk-taking, experimentation and agile thinking, our espoused values do not always translate at the level of daily pedagogical work. If we are to prepare our young people for jobs that don’t exist, using technology that has not been invented yet to solve problems that we don’t know are problems yet, then we teachers need to model the very capacities we are seeking to develop in them. Erica considers how we can bring creativity to our design of learning experiences that are more appropriate to the different futures that our young people will have as fully participating 21st century citizens.

Erica McWilliam’s career has involved nearly four decades as an educator. She has taught in a wide range of school settings, from small regional schools to large urban schools, both in the government and non-government sectors. She now works as a researcher and educational leader in the Creative Workforce 2.0 program at QUT as an internationally recognised scholar in the field of pedagogy, with a particular focus on workforce preparation of youth at all educational levels, from early years to doctoral studies. She is also employed as an Education Futurist at Brisbane Girls Grammar School. Erica is well known for her contribution to educational reform and its relationship to “over the horizon” work futures in the context of the new knowledge economy across the entire spectrum of formal learning environments from early years to doctoral education within university contexts. Her media profile as an educational commentator and analyst is well known in Australia (see, for example, http://www.bggs.qld.edu.au/?p=7564) Her latest book, ‘The Creative Workforce: How to launch young people into high flying futures’ (2008), is published with UNSW Press in Sydney.

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KEYNOTE 5 Clinical Praxis and the Master of Teaching: a creative response to 21st century education Field Rickards and Barbara Kameniar Melbourne Graduate School of Education The University of Melbourne Teacher education has increasingly been criticized for being out-of-date, out of touch with the ‘real world’ and too focused on theory. A common belief that some people are just ‘born to be teachers’ has reinforced the idea that teacher education is an unnecessary burden on those whose natural progression into the classroom is disrupted by too much unnecessary academic work with no application in practice.

In 2008 the Master of Teaching degree was launched as a creative response to a perceived need for change in teacher education. The M.Teach aims to develop a new generation of teachers, who will be analytic interventionist practitioners, capable of using data to identify and meet the learning needs of individual learners, and through effective partnerships act as a catalyst for reform in the wider teaching profession.

This paper outlines the approach taken in reforming the professional training of teachers at the Melbourne Graduate School of Education and highlights one of the novel and dynamic practices that is part of this reform. The challenge of avoiding the establishment of a new orthodoxy and maintaining the innovative and iterative nature of the new program is discussed.

Field Rickards was appointed Dean of the Faculty of Education at the University of Melbourne in August 2004. Prior to this appointment he was President of the Academic Board and Pro Vice-Chancellor. He joined the Faculty of Education in 1989 from the Department of Otolaryngology in the Faculty of Medicine, having been first appointed to the University of Melbourne as lecturer in 1973 to establish Australia’s first post-graduate training in audiology in 1974. He was appointed to Professor of Education of the HearingImpaired in 1994. His research interests lie in the broad area of childhood deafness, in particular the early detection and diagnosis of deafness, the early intervention of hearing impaired children, and the educational outcomes of hearing impaired children. His current funded research includes: Population outcomes and cost-effectiveness of universal newborn hearing vs. risk factor screening; Identifying personalised learning strategies for early literacy in children in pre-school and the first year of school; and Improving outcomes for children with congenital hearing loss. His early research has led to the development of a computer based brain wave audiometer that accurately measures the hearing in newborn babies which is currently being manufactured for domestic and overseas markets. As Dean, he has guided the transformation of the Faculty of Education to the Melbourne Graduate School of Education on 1 January 2008, and the reform of the professional training of teachers with the introduction of the new Master of Teaching program.

Dr Barbara Kameniar is the co-ordinator of the Master of Teaching Secondary course at the Melbourne Graduate School of Education. She is a curriculum specialist with strong interest in the relationship between educational planning and practice, social difference and social disadvantage. She coordinates and teaches in the core area of learners, teachers and pedagogy where she works closely with a team to provide an integrated program centred on evidence-based, interventionist, clinical praxis. Barbara is an educational anthropologist who researches and publishes in the areas of race, religion and education. Her current research projects include: “Transitions: An ethnographic study of four Aboriginal Australian Children’s first year at school”, and “How does Clinical Practice Travel?” Barbara also teaches in the “Teach for Australia” program.

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Breakout session 7

interest in education issues and is working to use her experience to provide efficient and useful Professional Development services and workshops.

Question and Answer follow up from Keynote 4

Using play to help children utilise their creativity and gain deeper understandings of their world in a PYP unit of inquiry

Erica McWilliam Plenary Hall 3

Megan Norman Conference Room 104

1330-1400

Assessment updates Carolyn Adams Conference Room 101/102 This session will discuss the nature of IB assessments from their original design and purpose to how they are likely to develop in the future. Carolyn will ask for feedback on proposals for new services and procedures and will welcome all comments and thoughts from colleagues on assessment matters.

Carolyn Adams joined the IB in 2009 and became a member of the Senior Leadership Team in January 2011 as Director of Assessment Operations. She has almost 30 years’ experience in assessment, having been, before joining the IB, the Director of Examinations in the Assessment and Qualifications Alliance (AQA) the largest of the UK awarding organisations where she led the team which successfully delivered around 20 million component results each year. She continues to enjoy working for the IB and finds the genuine and enthusiastic engagement of schools from around the world particularly stimulating in her aim to improve services and procedures.

Regional Professional Development Updates Stuart Jones Margrit Williams Conference Room 103 This session will give an updates on the regional professional developments.

Stuart Jones is the Professional Development Manager of the DP for IB Asia Pacific. Stuart has worked in international education for the last 15 years, with experiences in a variety of educational systems in the US, UK, Middle East, and Asia. Prior to joining the regional office, Stuart was an administrator and IB coordinator in Singapore, where he helped introduce the Diploma Programme and oversaw its development.

Margrit Williams has recently joined the Professional Development team in the Asia Pacific Regional Office. She comes from a professional background in finance, business, project management, marketing and communications in Asia and Europe. She has a long-standing

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The presentation will illustrate how junior primary (ReceptionYear 3) teachers at St Michael’s Lutheran School in Hahndorf, South Australia, use play as part of an inquiry cycle. Play enables children to express their ideas, explore, imagine, experiment, manipulate, create and inquire. These skills have led to enhanced social, emotional, physical and cognitive development and ultimately, guide children to a deeper understanding of their world. Play is the natural place for children to express creativity.

Children create, invent, and design as they draw, build, and dramatise. This presentation will showcase a number of examples of ways our teachers’ have incorporated play into their PYP units of inquiry.

Megan Norman is a teacher at St Michael’s Lutheran School in Hahndorf, South Australia. She currently teaches Reception (2011).s Junior Primary coordinator at St Michael’s, she has been working with the junior primary team to incorporate play into units of inquiry. Megan has presented at a regional PYP network meetings, worked alongside teachers providing modelling and demonstrations and presented at after school professional learning workshops. As part of her studies, she completed a classroom research project looking at the effects of play on the facilitation of the students’ understanding of the central idea in a PYP unit of inquiry.

Creatively connecting the IB continuum Christine Amiss Nigel Forbes-Harper The IB’s strategic plan includes working with IB continuum schools to build on good practice and innovation in order to better align and articulate IB programmes. In this session participants will have time to reflect on opportunities and challenges related to the implementation of the IB continuum and to share creative and effective practices developed by schools to connect IB programmes. An update of academic developments involving two or more programmes will be presented and participants will have an opportunity to give input on future continuum development needs.

Christine Amiss is the Head of Continuum Development for the IB. With degrees in both the UK and US, Christine has taught and administered the MYP and DP programmes in various schools

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

in the UK, US and Hong Kong. Prior to joining the IB, she was an English A1 examiner, site visitor, workshop leader, consultant and IB field representative. In her last position as district coordinator for a large public school system in the United States, she coordinated the development and implementation of a district wide vision for the IB continuum. Christine is now based in the new IB office in The Hague.

Nigel Forbes-Harper is currently the Regional Head of School Services for IB Asia-Pacific. Prior to working for the IB he was Senior School Principal at Prem Tinsulanonda International School in Thailand and has also worked in schools in Turkey, PNG, UK and Australia.

IB Career related Certificate: a new vision of IB education for the 21st century Chris Mannix Drew Deutsch Conference Room 106 The Diploma Programme positions itself as an academically challenging and balanced programme that prepares students for success at university. The IBCC, however, recognizes that this is not the only pathway for senior secondary students. It prepares students for multiple pathways including employment, training courses and higher education. The IBCC is new IB initiative; an initiative that is driven by the IB mission and the IB learner profile, an initiative that encourages greater access and a more diverse student population and an initiative that is certain to change public perceptions of the IB. The IBCC acknowledges that students in the 21st century need a mix of academic and applied skills and a mix of cognitive and non-cognitive skills. It also acknowledges that students may wish to specialize in particular areas of interest. Quite simply the IBCC is an investment in the future employability of our students.

This session carefully examines the IBCC model and how it helps students prepare for life beyond the classroom, and explains how schools can prepare for the introduction of the IBCC in 2012 and beyond.

Chris Mannix bio appears on page 25 Drew Deutsch’s bio appears on page 24

The Fifth C - “Coordination” Jayne Lund Darren Taylor Conference Room 107 The value of a ‘connected’ IB schools network in supporting DP coordinators and their respective school communities during difficult times was clearly demonstrated in Bangkok, Thailand last year. This manifestation of the conference themes highlights the significant role of the coordinator programme development, implementation and maintenance. This session aims to identify some of the key characteristics of a DP coordinator and will

look at the work of DP coordinators through the lens of all components of the conference theme “Citizenship, Creativity, Connectivity, Compassion’ with the addition of ‘Coordination’, referring to research based best practices to model effective IBDP leadership. New DP coordinators may find this session particularly useful.

Jayne Lund has 16 years experience in IBDP schools in Norway, Tanzania, South Korea and, most recently, Thailand at the International School Bangkok where she is the HS Dean of Academics and IBDP Coordinator.

Darren Taylor is the IBDP Coordinator teaching Geography and TOK for the past 9 years at Bangkok Patana School. He has also taught in the UK and Malawi. Both Jayne and Darren share a teaching background in Geography in the UK and Africa, and are members of the Thailand IB schools local network.

The Role of Visual Arts in the Programme of Inquiry. A practical example of using a transdisciplinary approach to teaching.

Ronnie Pratt Susie Cujes Conference Room 108 Creating a truly transdisciplinary Programme of Inquiry is a complex journey. Authentically marrying the Arts into the Units of Inquiry is no exception to this. Trinity Grammar School’s Preparatory School in Sydney, embarked on a year long creative design journey that endeavoured to authentically teach Visual Arts through the School’s Programme of Inquiry. The outworking of this project was an enormous fibre art installation that now hangs in the foyer of the new school library. Using the School’s Programme of Inquiry, three Units of Inquiry from each grade were selected to explore the components of the School’s motto, Mind, Body and Sprit. In this collaborative work, each student from Pre Kindergarten to Year 6 completed three squares, using fibre art processes and techniques. Each square was quilted together into three enormous hanging displays, visually representing each student’s interpretation of the Mind, the Body and Spirit as understood through their Units of Inquiry.

This project successfully created a connection between the philosophy of the School and the work undertaken by the students in their Units of Inquiry. The installation provides the students, parents and staff with a permanent record of the boys’ visual inquiries and artistic achievements throughout the Year. It is the embodiment of individual inquiry and interpretation, and is a practical example of how Visual Arts can be authentically and powerfully taught through the Programme of Inquiry.

Ronnie Pratt has taught adults, primary and high school students in the UK and Australia. In 2009 she presented a paper at the AIS Visual Arts conference and in 2008/9 conducted workshops at the AIS and VADEA conferences in Sydney. Ronnie is currently the Primary Visual Arts coordinator at Trinity Grammar School and has developed the arts

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contributions to the programmes of inquiry throughout the journey to PYP accreditation in August 2010.

Following her studies and an early career in primary education, Susie Cujes has fostered her interest in the visual arts. A practicing artist since early 1980’s, she is now an accomplished fibre artist, with a passion for experimenting with different mediums. Her works are noted for their vibrant nature & unique representation of subject matter.

Shaping Global Citizens: how changing the DP qualification may be the most powerful way of changing our schools James MacDonald Conference Room 109 Repeat of session 2

Sustainable use of ICT in a Diploma classroom Keith Anderson Conference Room 110 Big complex ICT examples look good but can leave you with a feeling of how do I do this day-in, day-out over the two year course? This session will focus on the use of ICT in ways that can be sustained for all lessons and possibly change the way in which we teach Diploma subjects. Using ICT in a sustainable way will be explored using examples and methods highlighting sharing of learning, creation of materials and accessing materials. There will be an emphasis on quick, easy and effective use of applications to facilitate communication with students through wikis, preparation of digital materials, and ways to record teaching moments. Not only does this increase collaboration between students and between students and teachers, it also provides students with a variety of digital resources integral to the way that the course is being taught in that class. Students should also be able to access these materials at any time to empower them to take control of their own learning and work in a differentiated learning environment. During the talk, a range of examples that can be used on a daily basis will be shown, as well as demonstrations of rapid production and distribution of materials across a range of Diploma subjects.

Keith Anderson is Deputy Principal and Diploma Coordinator at Presbyterian Ladies’ College (PLC), an independent girls’ school in Western Australia. Since moving to PLC in 1999 he has been involved with many curriculum changes, implementation of ICT in the classroom, reporting, designing the school’s timetable, and currently has joint responsibilities for the implementation of the Diploma Programme and of the College’s strategic plan regarding teaching and learning with his primary focus being on Years 11 and 12. Keith has presented at national and international conferences and workshops in Australia, USA, India, Hong Kong and Singapore and has given many small group lecture/talks to parents and visiting Head Teachers.

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CAS service opportunities in Timor-Leste John Green Conference Room 111/112 Many schools in developed countries organise service trips to less developed countries as part of their CAS programme. Very few have considered the possibility of taking such trips to Timor-Leste in spite of the fact that it is generally considered the least developed country in the Asia-Pacific region and is very centrally located. The presenter took a service trip involving students from an IB school within the region to carry out renovations to a very dilapidated rural high school. This work, directed by local craftsmen, was carried out alongside local students. The presentation will give details of this trip and discuss various other kinds of service possibilities in the country as well as answering questions regarding the practicalities of such visits.

After reading Chemistry at Oxford and completing his PhD at Leeds, John Green taught Chemistry in the U.K. for about ten years before emigrating to New Zealand in 1986. Here he was appointed I.B. Diploma Programme Coordinator at Kristin School, which became the first school in New Zealand to offer the programme. In 1996 John moved to the Li Po Chun U.W.C. of Hong Kong as Director of Studies, where he remained until 2008. Currently John acts as an educational consultant and does a great deal of work for IBAP, such as running workshops and leading, authorisation visits within the region, as well as being a deputy chief examiner for Chemistry. One other major interest since 2003 has been the Blair Forster Memorial Trust which has many initiatives, all directed at improving the quality of education for the children of Timor-Leste.

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

Breakout Session 8 1410-1510

Question and Answer follow up from Keynote 4 Field Rickards Plenary Hall 3

Creatively Connecting Drama into Curriculum Learning Vicki-Marie Buchanan Conference Room 101/102 This workshop will explore how students learn through Drama by creatively connecting learning experiences in order to foster holistic, compassionate learners. The PYP Scope and Sequence document (2004 pg 10.1) states “Through drama, students can begin to construct an understanding of their community, their environment and their own feelings and emotions.”

This is further acknowledged in the revised Arts Scope and Sequence Document (November 2009 pg 1) stating “Arts promote attitudes such as empathy and appreciation, and skills such as analysis, that help us to see the uniqueness of each person as well as explore the commonalties that connect us. Work in arts is a way of conveying meaning, sharing a culture, developing one’s sense of self, and expanding knowledge.” However, research suggests that there are few classrooms where drama is central to this learning process.

Based on my recent MA research project, the workshop will address how the integration of Drama, by developing experiential engagement in curriculum subjects, enhances students’ learning.

Participants will acquire a selection of drama activities that can be connected to units of inquiry and learning situations across the curriculum. Through the exploration of practical activities participants will develop their knowledge and understanding of Drama pedagogy for use in the classroom of the 21st Century. I believe a significant amount of classroom drama is not learning about drama, rather learning through drama. Used in experiential learning it focuses on the process of dramatic enactment for the learner, rather than an audience.

Vicki-Marie Buchanan is currently the Director of Performing Arts at St Mark’s Church School in Wellington, New Zealand - an independent co-educational preparatory school for students from Pre-school through to Year 8. In her role she is responsible for overseeing the delivery of quality programmes and teaching the disciplines of Drama and Performing Arts within the Primary Years Programme. A teacher of both the PYP and MYP programme, Vicki-Marie has built a strong connection with the local theatre community which supports and enhances this progressive drama programme. She is an experienced Drama, Voice and Communication Skills teacher for students from preschool through to post-graduate.

Diploma Programme Regional Updates Stephen Keegan Briony Morath Conference room 103 This session will provide updates on the development of the Diploma Programme in the Asia pacific Region

Stephen Keegan joined the IB in July 2007 and is currently the Regional Diploma Programme Manager. Prior to that, he was head of high school and IB Diploma coordinator at the International School of Suva, Fiji. Stephen has worked in a number of IB and international schools in and out of the region, including schools in Hong Kong, Switzerland, Japan, Thailand and Argentina.

Briony Morath is the Associate Regional Diploma School Services Manager based in the IBAP Singapore Office. Prior to joining the IB, she spent five and a half years as a Diploma Programme Coordinator and 10 years teaching IB Economics, Business and Management and TOK in Sydney IB schools. She has also been a Senior Examiner for Economics HL and workshop leader for TOK and Economics.

Creativity and connectivity; the cornerstones of a changing educational paradigm.

Fiona Zinn Janis Coffey Conference Room 104 Our capacity to make connections with others hinges on our ability to understand ourselves and others, build relationships and nurture those links as they give meaning to our experience and become a sustainable part of our lives. At Geelong Grammar School, within a PYP curriculum influenced by the theories of Positive Psychology (M. Seligman) and inspired by the educational project of Reggio Emilia, educators are committed to constructing an emotional climate that fosters benevolence, compassion, creativity, collaboration, forgiveness and kindness. Why? Because these are the building blocks of forming strong connections with others. The presenters will explore possible answers to the critical question : How can education be used in order to forge these connections and create long lasting relationships in our global community? How can schools use both pedagogy and technology to create, connect and build compassion? This forum will address how creativity and connectivity are cornerstones to the development of children growing up in the 21st Century.

Fiona Zinn is the PYP Coordinator/ Head of Teaching and Learning at Geelong Grammar School, Toorak Campus. She has 20 years teaching experience in Early Childhood and Primary Education Settings both in Australia and overseas and has recently begun teaching at the University of Melbourne’s Graduate School of Education. In addition to her classroom teaching experience, Fiona has assumed various leadership roles including Director of Early Learning, Head of Teaching

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and Learning (Primary) and IBPYP Co-ordinator in the past 15 years.

She is a (nationally elected) Committee Member of the Reggio Emilia Australia Information Exchange, an IBAP PYP Workshop Leader and a Positive Psychology Trainer. Fiona is inspired by the educational philosophy of Reggio Emilia (Italy) and also the research underpinning the Positive Psychology movement. She believes in the fundamental importance of building relationships, positive self-efficacy and collaborative learning within education.

Janis Coffey is a classroom teacher at Geelong Grammar School, Toorak Campus. She is originally from Philadelphia, USA and has 11 years teaching experience in Early Childhood and Primary Education Settings both in Australia and overseas. In addition to her classroom teaching experience, Janis has held the leadership roles of Numeracy Co-ordinator, Head of Teaching and Learning (Primary) and IBPYP Co-ordinator. She is an IBAP PYP Workshop Leader and a Positive Psychology Trainer. Janis believes in the importance of providing a stimulating and challenging environment where learning and creativity are highly valued. She has a personal passion for the arts, inquiry learning, action research and reflective practice.

Fifteen InitiativesThatWill Shape Learning in the 21st Century: A crib sheet for administrators James Dalziel Conference Room 104 As busy administrators we often find it difficult to stay current with the latest educational initiatives. This presentation relays the fifteen most significant educational trends, programmes, and projects for the 21st Century as predicted by a survey of International School Heads, Administrators, Policy Makers, and Educational Researchers.

From “assessment for learning” to “year-round schooling”, each of the initiatives is briefly defined, described, and contextualised.

Fifteen influential themes in forty five minutes? This is going to be a fast ride!

James Dalziel is currently the Head of the United World College of South East Asia’s East campus in Singapore. He has been involved with the International Baccalaureate Organisation since 1999 as a workshop leader, visiting team member, and practitioner. His research on organisational change and curriculum policy is now linked with the IB through introductory workshops for Administrators and Pedagogical Leadership. Current research regarding a general educational trend toward a focus on “learning” has led James into the areas of innovation, organisational creativity, and leadership for idea generation. His continuous work with Aalto Universities’ School of Economics in Helsinki has resulted in findings that are as applicable to business as they are to education.

Dancing in the Light: Essential elements for a 4 C pedagogy Marcia Behrenbruch Conference Room 106

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Inquiry learning develops creativity, compassionate citizens by focusing on connections: connections to the interests of the learner, connections to issues of local and global importance and connections between all learners, whether teacher or student. The academic literature indicates a number of elements that define an inquiry learning environment, however there is little research into how students or teachers perceive and prioritise these elements. This qualitative study investigates the perceptions of inquiry learning programs by year 8 (14 years of age) and year 10 (16 years of age) students and their teachers. The school that is the site of this research developed secondary school programmes as part of a continuum of inquiry from the Reggio Emilia influenced Early Learning Centre and the International Baccalaureate Primary Years Programme (PYP).

Overall, the research identifies six elements of inquiry that are seen as crucial by teachers and students actively practicing inquiry in their classrooms. These elements are developed into implications for practice focusing on classroom, administration and professional learning strategies.

Marcia Behrenbruch has over 25 years of experience as a primary, middle years and upper secondary teacher and school administrator.

She has lived and taught in Canada, Australia, the Netherlands, Vietnam and currently lives in Singapore. Her research interests for the last 10 years have been the on the understandings that teachers and students develop about inquiry learning. Currently, she is working for the IB in Singapore identifying and developing professional development opportunities as part of a PYP, MYP and DP global team.

Interdisciplinary Learning - an authentic learning experience John Osborne Conference Room 107 The world is an increasingly complex place for youngsters to understand. Historically, many students in the middle years have accessed their learning through single subject approaches.

Interdisciplinary teaching and learning strives to add creativity, realism, and authenticity to student learning by drawing together several subject areas. This breakout draws on the advice and recommendations from the 2010 IBO `MYP guide to interdisciplinary teaching and learning`. The session will consider and reflect on the theory and practice of MYP interdisciplinary learning, punctuated with examples.

John Osborne is currently MYP Coordinator at Kristin School, Auckland, New Zealand. He led the introduction and implementation of the MYP with the school being authorised in 2008. John currently teaches MYP humanities and DP economics and, in the past, has taught TOK and DP history. John is an MYP workshop leader. Before working in New Zealand, John led a history department in a UK school for the visually impaired and physically disabled. In his next school he led a humanities faculty and completed a Masters degree at Warwick University focusing on the management of educational change and gender discrimination in senior secondary educational management.

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

MYP Updates

MYP- A catalyst for connection

Sean Rankin Curtis Beaverford Conference Room 108

Elsabe Bott Julianne Cobb Conference Room 111/112

In this session the presenters will share the latest updates on the MYP programme development. This interactive presentation will highlight developments in curriculum review and assessment initiatives, as well as exploring potential new directions for the MYP.

Repeat of session 5

Curtis Beaverford is the IB MYP Regional Programme Manager based in Singapore. Prior to joining the IB he was MYP and CAS Coordinator at Bali International School. Curtis has 14 years teaching experience and has taught in Canada, Taiwan, Qatar, Sri Lanka and Indonesia. He has a B.Ed. and a Graduate Certificate in Educational Technology.

Sean Rankin is the curriculum and assessment manager for MYP sciences and physical education. Prior to joining the International Baccalaureate academic division Sean was a MYP teacher, coordinator, administrator and workshop leader in the IB Asia-Pacific region.

Creative Thinking in Classrooms John Joseph Conference Room 109 Creative thinking is a critical cognitive skill for managing life’s challenges, and for certain types of employment. The Emotional Rooms Model provides a conceptual framework to assist teachers and their students in determining the difference between critical and creative thinking. Using computer games and planning strategies, John will share with you the work on creativity he implements with students in international schools around the world. Bring you USB memory device for some free games!

• Critical versus creative – establishing the definitions • Using creative thinking in classrooms – how to engage students in creative thinking • The serious side of creativity – John’s work with creative organizations

The practitioner’s journey in online IB course development and delivery Tim Knight Konrad Konlechner Darren Hughes Ed Lawless Conference Room 110 Repeat of session 4

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Breakout session 9

Eirwen Stevenson Joan Hammonds Conference Room 105

1530-1630

Repeat of session 5

Creative and connected educators: New ideas in Professional Development by IB teachers

Gender Education

Anthony Tait Marcia Behrenbruch Plenary Hall 3

Jarrad McCabe Ellen Bailey Conference Room 106

Repeat of session 3

Repeat of session 5

IB Educator Network updates

Content Instruction and the Second Language Learner

Ashish Trivedi Conference Room 101/102 IB educators serve as valuable contributors who work with the IB, to meet the needs of established and interested programmes and the enduring of IB mission itself. A recent review revealed nearly 58 sub-categories of roles for IB educators’ through-out the IB. These roles serve to advance the knowledge of the IB educators while they help build a better IB community. This session is to provide updates on the developments in the IB Educator Network, Asia Pacific.

Those interested in becoming a part of IB Educator Network are also welcome to join.

Ashish Trivedi’s bio appears on page 40

The Learner Profile in the Global Community: Developing Compassionate, Connected 21st Century Citizens in multicultural settings Malcolm Pritchard Conference Room 103 Repeat of session 5

The CIS Accreditation Process and the new 8th Edition - An Overview Peter Gittins

Conference Room 104 Repeat of session 5

The Clock Project and how it became a wholeschool TOK issue

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Mike Bostwick Conference Room 107 Repeat of session 5

Innovative 21st century assessments: PISA ERA and Problem solving Dara Ramalingam Conference Room 108 The rapid development and uptake of technologies has changed the environment in which we work, study and play. This change is accompanied by both a need for new skills, and new opportunities to use technologies in purposeful ways in the classroom. These ideas will be explored in relation to computer-delivered assessments of reading and problem solving in the OECD Programme for International Assessment (PISA). The reading of digital texts is becoming increasingly necessary and prevalent. The way in which reading is defined in PISA recognises that electronic reading is not just reading print text on a computer screen: it has different features to print reading and makes new demands on readers. The contrasts between print and electronic reading will be explored, including a discussion of how the different skills required for reading electronic texts might be taught in the classroom. PISA’s assessment of problem solving exemplifies the way that technologies provide greater opportunities for teachers to learn about students’ skills.

The PISA assessment of problem solving focuses on problems that cannot be solved without the solver interacting with the problem, and explores opportunities afforded by the computer’s capability to capture the strategies employed by the problem solver. Neither of these could be achieved in a conventional pencil and paper assessment. The PISA assessments of digital reading and problem solving will be used to offer insights into how classroom teachers might better prepare students for critical, creative and reflective participation in the 21st century.

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

Dara Ramalingam is a

Research Fellow, Assessment and Reporting research program, ACER . Dara has been a test developer at ACER since 2004. She is currently the manager of instrument development for the computer-based OECD PISA Problem Solving assessment module and has worked on test development for the PISA Electronic Reading Assessment and the OECD Programme for International Assessment of Adult Competencies computer-based assessment. In addition to her international work Dara has extensive test development experience for National (e.g. NAPLAN) and statebased assessment work in Australia (e.g. the West Australian Literacy and Numeracy Assessment).

Creative Thinking in Classrooms

with that which is most known (the students own experience) and that with is most abstract (TOK content). Participants in the workshop will walk away with strategies to build a school ethos where the concepts of the student, TOK and course content are inseparable and where TOK across the curriculum is seen as a valuable strategy for teaching and learning.

Christian Chiarenza is the IB Coordinator at the British School in New Delhi. He is also a workshop leader for Coordination, TOK and TOK Across the Curriculum. He is currently working on the TOK Curriculum Review. Christian has taught in IB Schools in 3 different IB regions over a span of 11 years.

John Joseph Conference Room 109 Repeat of session 8

Diploma Programme Evaluation Procedure updates Stephen Keegan Briony Morath Conference room 110 This session will provide updates on the evaluation procedures of the Diploma Programme schools in the Asia pacific Region

Stephen Keeganâ&#x20AC;&#x2122;s bio appears on page Briony Morathâ&#x20AC;&#x2122;s bio appears on page

Using TOK to connect your subject to the student Christian Chiarenza Conference Room 111/112 Schools are always well advised to develop programs of TOK Across the Curriculum and develop a holistic understanding of the IB experience of every student. What makes these two initiatives productive is they allow the teacher to situate her/himself in the perspective of the student. TOK gives students the avenue to make connections between curricula and connect the curriculum to themselves. This session will be aimed at exploring ways that teachers can use TOK to connect the student to the curriculum and the curriculum to the student. It will explore the relationship between a student and that which is studied and identify the ways in which a teacher can exploit that relationship to help the student succeed. A key ingredient will be on using TOK skills to make targeted connections that each will draw a link between the student as a learner, the subject curriculum and TOK. By including the student in the connection, we balance the subject curriculum

The International Baccalaureate 53

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

Day 4 Compassion KEYNOTE 6 0900 -1030 Waleed ALY, Matthew ALBERT, Randa ABDUL-FATTEH Waleed ALY Waleed Aly is an Australian lawyer, Muslim, academic and rock musician. He has been a member of the executive committee of the Islamic Council of Victoria and has served as the council’s head of public affairs. He is a frequent commentator on Australian Muslim affairs. In 2008 he was selected to participate in the Australia 2020 Summit.

He worked as a solicitor in Melbourne for Maddocks

Lawyers until 2007. Waleed is currently a lecturer at the Global Terrorism Research Centre at Monash University.

Aly’s social and political commentary appears regularly in newspapers such as The Guardian, The Australian, The Australian Financial Review, The Sydney Morning Herald and The Age. His first book, ‘People Like Us: How Arrogance is Dividing Islam and the West’ (Picador, 2007), was shortlisted for the best newcomer award in the Australian Book Industry Awards and the Queensland Premier’s Literary Awards in 2008.

As a spokesman for the Islamic Council of Victoria, Aly is regularly interviewed on current affairs and news programs and also writes commentaries for both The Australian and Fairfax newspapers. Aly is a regular guest co-host of The Conversation Hour with Jon Faine on 774 ABC Melbourne and was a regular panel member and producer on Salaam Cafe, a weekly program presented by young members of Melbourne’s Muslim community on community TV station Channel 31 and later on national broadcaster SBS. He has appeared as a panellist on ABC TV’s Q&A program.

Aly is also the guitarist and a key songwriter in the Melbourne rock, funk and jazz band Robot Child. Aly participated in the 2009 production of ‘Pink Floyds: The Wall’ at Wesley College, Glen Waverley, in which he performed the part of lead guitarist in the band.

Aly was commended in the 2005 Walkley Awards in the category of Commentary, Analysis, Opinion and Critique. Also in 2005 he was made the White Ribbon Day ambassador for the United Nations’ international day for the elimination of violence against women and was named one of The Bulletin magazine’s ‘Smart 100’ in 2007. In 2008 he was also an invited participant to the prime minister’s 2020 Summit.

54 International Baccalaureate

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

KEYNOTE 6 0900 -1030 Randa ABDEL-FATTAH Randa Abdel-Fattah is the award-winning author of young adult novels Does My Head Look Big in This?, Ten Things I Hate About Me, Where The Streets Had A Name and Noah’s Law. Her books are published around the world including New Zealand, the UK, the USA, Norway, Sweden, Denmark, Finland, Italy, Germany, Spain, Turkey, Indonesia, Qatar and Egypt.

Randa’s books have received much acclaim. Does My Head Look Big In This? won the Australian Book Industry Awards Best Book for Young Adults in 2005 and was a CBC Notable Book. It was also a New York Public Library Book for the Teen Age and one of Kirkus’s Best Books for Young Adults.In 2008 Ten Things I Hate About Me was awarded the Kathleen Mitchell Award, a biennial literary award that acknowledges excellence in writers under 30. Ten Things I Hate About Me was selected, by a joint committee of America’s Children’s Book Council and the National Council for the Social Studies, as a CBC/NCSS Notable Social Studies Trade Book for Young People 2010.Where the streets Had a Name was short-listed for the 2010 Adelaide Literature Festival Awards. Where The Streets Had A Name won the 2009 Golden Inkys award, Australia’s only teen choice book awards. Randa has just released her latest young adult novel, Noah’s Law, a legal thriller. Randa is now also writing for younger children, and is releasing her first two junior titles with Scholastic in March and May 2011: Buzz Off and The Friendship Matchmaker.

Randa is an experienced talker at schools, writer’s festivals, universities and conferences in Australia and overseas. Randa is also a human rights activist and lawyer and enjoys a public profile, appearing on television programs such as the ABC’s Q & A, the ABC’s First Tuesday Book Club, SBS’s Insight and Channel Seven’s Sunrise. In September 2010, Randa was invited by the US State Department as the Australian representative in a delegation of 14 international guests to participate in a multi-regional international visitor’s leadership program looking at changing demographics, multiculturalism and immigration in the US. Randa visited Washington DC, Texas, Arizona and New York. Randa is also a human rights advocate and stood in the 1996 Federal Election as a member of the Unity Party-Say No To Hanson. She has contributed to various publications, including The Australian, The Age, The Sydney Morning Herald, The Canberra Times, New Matilda and Le Monde (France).

The International Baccalaureate 55

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

KEYNOTE 6 0900 -1030 Matthew ALBERT When aged 20, Matthew Albert co-founded the Sudanese Australian Integrated Learning (SAIL) Program which now engages 500 volunteers weekly at ten campuses across Melbourne, Sydney and Perth, Australia.

The SAIL Program supports the fastest growing ethnic community in Australia, the Sudanese refugee community. The SAIL Program provides free services including tutoring, home help, camps and excursions to about 550 people every week (www.SAILProgram.org.au).

In 2004, Matthew worked for the United Nations’ High Commissioner for Refugees in Nairobi, Kenya and at the Kakuma Refugee camp in the area of legal protection.

Matthew has been published on issues concerning young people, refugees, migration policy and African affairs, including in major newspapers in Australia, Sudan and the Solomon Islands. He authored chapters about the Australian identity in two books: New Under the Sun (Black Inc. 2007) and The Future by Us (Hardie Grant, 2009), which was launched by the Prime Minister of Australia.

Matthew has toured Australia for speaking engagements and at the showing of an exhibition of his photography that toured throughout 2005 - 2006 to Melbourne, Perth, Canberra and Brisbane, Australia.

In 2005, Matthew was appointed by the Australian government as the national representative to the Caucus (governing body) of the Commonwealth Secretariat s agency focused on development for people aged under 30. In 2008, he became the first Australia to be elected chair of that Caucus, a role he retained until June 2010. In this capacity, he has personally briefed the Head of the Commonwealth, her Majesty the Queen, as well as being the first person under 30 to address all Heads of Government of the Commonwealth. He has attended two Commonwealth Heads of Government Meetings (CHOGM) and chaired lengthy, international negotiations that fed communiqués into both of them.

Matthew sits on the School Council of the Western English Language School, the board of the Melbourne Refugee Sanctuary Group and the Advisory Group of the Wesley Institute for Innovation in Education.

Matthew is also the patron of the Victorian Great South West Walk, Portland and has been appointed by the Victorian government as an Australia Day ambassador in 2006, 2007 and 2008. In 2010, Matthew became a member of the first Board of Trustees of the Charlie Perkins Scholarship Fund, a public-private initiative to send the first ever indigenous Australian postgraduate students to study at the University of Oxford.

Matthew worked full-time as the Associate to the Honourable Justice Habersberger of the Supreme Court of Victoria in 2007 and 2008. Prior to this he practiced as a solicitor at the Victorian Government Solicitors’ Office predominantly in constitutional and administrative law. In 2005, Matthew was also the research assistant to the Solicitor General for Victoria in her role as legal adviser to the Victorian Human Rights Consultative Committee.

In 2009, Matthew moved to the United Kingdom to complete his Masters degree in international law at the University of Oxford. He ultimately received the highest mark ever given for that course, and his dissertation was published by the University. During his studies and for the year after, he was employed as the legal researcher to the Australian barrister and writer, Geoffrey Robertson QC. Matthew is currently a member of the Departmental Staff of the Faculty of Law of the University of Oxford and the University of New South Wales. Matthew signed the roll of counsel in November 2010 and has been practicing as barrister at the Victorian Bar since then.

Matthew Albert is the 2005 Victorian Young Australian of the Year and was named by the Junior Chamber International as one of the Ten Most Outstanding Young People of the World in 2005 for his “contributions to children, world peace and human rights”.

56 International Baccalaureate

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

KEYNOTE 7 1100 -1230 Dame Evelyn GLENNIE Evelyn is the first person in musical history to successfully create and sustain a full-time career as a solo percussionist. As one of the most eclectic and innovative musicians on the scene today she is constantly redefining the goals and expectations of percussion, and creating performances of such vitality that they almost constitute a new type of performance.

Evelyn gives more than 100 performances a year worldwide, performing with the greatest conductors, orchestras, and artists. For the first ten years of her career virtually every performance she gave was in some way a first. Her diversity of collaborations have included performances with DJ Yoda, Nana Vasconcelos, Kodo, Bela Fleck, Bjork, Bobby McFerrin, Sting, Emmanuel Ax, Kings Singers, Mormon Tabernacle Choir and Fred Frith.

Evelyn has commissioned 160 new works for solo percussion from many of the world’s most eminent composers. Evelyn also composes and records music for film and television. Her first high quality drama produced a score so original she was nominated for a British Academy of Film and Television Arts awards (BAFTA’s); the UK equivalent of the Oscars.

Out of the 26 solo recordings made so far, Evelyn’s first CD, Bartok’s Sonata for two Pianos and Percussion won her a Grammy in 1988. A further two Grammy nominations followed, one of which she won for a collaboration with Bela Fleck. Evelyn’s twelfth solo CD, Shadow Behind the Iron Sun, was based on a radical improvisational concept and has once again questioned people’s expectations.

The Evelyn Glennie brand is constantly exploring other areas of creativity; from writing a best selling autobiography, Good Vibrations, to collaborating with the renowned film director Thomas Riedelsheimer on the film Touch the Sound, to presenting two series of her own television programmes (Soundbites) for the BBC, to regularly appearing on television across the world, including The David Letterman Show (USA), Sesame Street (USA), The South Bank Show (UK), presenting and performing on Songs of Praise (UK), Commonwealth Games Festival Concert, This is Your Life (UK), 60 minutes (USA), PBS Profile (USA) and many more.

Evelyn’s activities also include lobbying the Government on political issues. Her consortium with Sir James Galway, Julian Lloyd Webber and the late Michael Caman successfully led to the Government providing £332. million towards music education. Other aspects include Evelyn Glennie Jewellery, which is a range of Jewellery designed in conjunction with Ortak and is based on her influences as a solo percussionist. Evelyn is also an international motivational speaker to many diverse corporate companies and events. Evelyn also performs with orchestras on the Great Highland Bagpipes.

Evelyn’s teaching and masterclass activities are much in demand world wide, which allows her to explore the art of teaching and the world of sound therapy as a means of communication.

In 1993 Evelyn was awarded the OBE (Officer of the British Empire). This was extended in 2007 to ‘Dame Commander’ for her services to music. She was inducted into the PAS (Percussive Arts Society) Hall of Fame in 2008 and to date has received 86 international awards.

The International Baccalaureate 57

IB ASIA PACIFIC REGIONAL CONFERENCE PARTICIPANTS (UPDATED AS OF 02 MARCH 2011) Name of Participant Kery O’NEILL

School Active Axons Education and training

Country AUSTRALIA

Name of Participant Steve HETHERINGTON

School Coromandel Valley Primary School

Country AUSTRALIA

Con PAKAVAKIS

Auburn South Primary School

AUSTRALIA

Sue MATTHEWS

Coromandel Valley Primary School

AUSTRALIA

Gary CAMPBELL

Auburn South Primary School

AUSTRALIA

Thyrza VEITCH

Coromandel Valley Primary School

AUSTRALIA

Simon DOHLER

Auburn South Primary School

AUSTRALIA

Matthew IVULICH

Corpus Christi College

AUSTRALIA

Mona ABDEL-FATTAH

Australian International Academy - Sydney Campus

AUSTRALIA

Soo BUCKLE

Corpus Christi College

AUSTRALIA

Angela FLORIO

Australian International Academy of Education

AUSTRALIA

David HOLMSEN

Cranbrook School

AUSTRALIA

Debra JONES

Australian International Academy of Education

AUSTRALIA

Nicole CONRAD

Cranbrook School

AUSTRALIA

Gafiah DICKINSON

Australian International Academy of Education

AUSTRALIA

Peter ADAM

Cranbrook School

AUSTRALIA

Kenan ERDAL

Australian International Academy of Education

AUSTRALIA

Sonya SOUTH

Cranbrook School

AUSTRALIA

Leyla MOHAMOUD

Australian International Academy of Education

AUSTRALIA

Julie PORTEOUS

Maha ELSAYEGH

Australian International Academy of Education

AUSTRALIA

AUSTRALIA AUSTRALIA

Salah SALMAN

Australian International Academy of Education

AUSTRALIA

Sharron BAILEY Adrian RUDZINSKI

Eden Hills Primary School Firbank Grammar School, Junior School – Brighton Campus Flinders University

AUSTRALIA

Deborah MURNANE

Beaumaris North Primary School

AUSTRALIA

Garry PIERSON

Geelong Grammar School

AUSTRALIA

Karen WATTS

Beaumaris North Primary School

AUSTRALIA

Ross FEATHERSTON

Geelong Grammar School

AUSTRALIA

Sherril DUFFY

Beaumaris North Primary School

AUSTRALIA

Jeremy COGAN

Glenunga International High School

AUSTRALIA

Bruce NORRIS

Belair Primary School

AUSTRALIA

Mark GRANTHAM

Glenunga International High School

AUSTRALIA

Carol CORNISH

Belair Primary School

AUSTRALIA

Wendy JOHNSON

Glenunga International High School

AUSTRALIA

Christine MCDONALD

Belair Primary School

AUSTRALIA

Elizsbeth NEWTON

Good Shepherd Lutheran College

AUSTRALIA

Lyn FOSTER

Benton Junior College

AUSTRALIA

John BERGHAUSER

Good Shepherd Lutheran College

AUSTRALIA

Marc MORRIS

Benton Junior College

AUSTRALIA

Julian DENHOLM

Good Shepherd Lutheran College

AUSTRALIA

Marcus BATT

Benton Junior College

AUSTRALIA

Michelle SAWADE

Good Shepherd Lutheran College

AUSTRALIA

Michelle HOBBS

Benton Junior College

AUSTRALIA

Sandy HARDY

Good Shepherd Lutheran College

AUSTRALIA

Chris REBBECK

Blackwood High School

AUSTRALIA

Lynelle DAVIS

Good Shepherd Lutheran School

AUSTRALIA

Marion COADY

Blackwood High School

AUSTRALIA

Alison FANKHAUSER

Haileybury

AUSTRALIA

Amanda MCLEAN

Brighton Primary School

AUSTRALIA

Bob SIMPSON

Helena College

AUSTRALIA

Anny LAWRENCE

Brighton Primary School

AUSTRALIA

Ian LYONS

Helena College

AUSTRALIA

Gayle ROADS

Brighton Primary School

AUSTRALIA

Jane STEWART

Highton Primary School

AUSTRALIA

Linda RIPPINGILLE

Brighton Primary School

AUSTRALIA

Stuart RICH

Hills International College

AUSTRALIA

Colin BASKIN

Cairns State High School

AUSTRALIA

Pauliene O’GRADY

Hunter Valley Grammar School

AUSTRALIA

Ian PRICE

Calvary Christian College

AUSTRALIA

Alan SMITH

Immanuel College

AUSTRALIA

Sue GROTHERR

Calvary Christian College

AUSTRALIA

Kevin RICHARDSON

Immanuel College

AUSTRALIA

Anne COUTTS

Canberra Girls’ Grammar School

AUSTRALIA

Paul WRIGHT

Immanuel College

AUSTRALIA

Heather ABLETT

Canberra Girls’ Grammar School

AUSTRALIA

Luke SCHOFF

Immanuel Primary School

AUSTRALIA

Heidi VELLNAGEL

Canberra Girls’ Grammar School

AUSTRALIA

Robert HOFF

Immanuel Primary School

AUSTRALIA

Jane CRONAN

Canberra Girls’ Grammar School

AUSTRALIA

Lois O’REILLY

Indooroopilly State High School

AUSTRALIA

James BROWN

Carey Baptist Grammar School

AUSTRALIA

Peter DAY

Indooroopilly State High School

AUSTRALIA

Sarah GLATZ

Carey Baptist Grammar School

AUSTRALIA

Sylvia MORETTO

Indooroopilly State High School

AUSTRALIA

Gayle YARDLEY

Caulfield South Primary School

AUSTRALIA

Tessa ROCHFORT

International College of Hotel Management

AUSTRALIA

Helen CASEY

Caulfield South Primary School

AUSTRALIA

Deborah SUKARNA

Ivanhoe Grammar School

AUSTRALIA

Mandy VICKERS

Central Coast Grammar School

AUSTRALIA

Garry CHAPMAN

Ivanhoe Grammar School

AUSTRALIA

Christopher BARR

Coatesville Primary

AUSTRALIA

Maria STAIKOS

Ivanhoe Grammar School

AUSTRALIA

Louise PEARCE

Coatesville Primary

AUSTRALIA

Marjorie SUPPLE

Ivanhoe Grammar School

AUSTRALIA

Melanie ANDERSON

Coatesville Primary

AUSTRALIA

Renata ROWE

Ivanhoe Grammar School

AUSTRALIA

Paul KELLY

Coatesville Primary

AUSTRALIA

Russell FEBEN

Ivanhoe Grammar School

AUSTRALIA

Nicholas BRICE

Concordia College

AUSTRALIA

Stella BATSANIS

Ivanhoe Grammar School

AUSTRALIA

Vera WHITE

Concordia College

AUSTRALIA

Julie-Anne SKELTON

John Paul College

AUSTRALIA

Bev TONKIN

Coromandel Valley Primary School

AUSTRALIA

Nicole BOWERS

John Paul College

AUSTRALIA

Chris BAYLY

Coromandel Valley Primary School

AUSTRALIA

Peter FOSTER

John Paul College

AUSTRALIA

Juli BRYAN

Coromandel Valley Primary School

AUSTRALIA

Robyn COLLINS

John Paul College

AUSTRALIA

Linda HODGSON

Coromandel Valley Primary School

AUSTRALIA

Anne FORD

John Wollaston Anglican Community School

AUSTRALIA

Liz BLACK

Coromandel Valley Primary School

AUSTRALIA

Drew BICKFORD

Kambala

AUSTRALIA

Rob WARNCKEN

Coromandel Valley Primary School

AUSTRALIA

James HAGEN

Kambala

AUSTRALIA

The International Baccalaureate 59

IB ASIA PACIFIC REGIONAL CONFERENCE PARTICIPANTS (UPDATED AS OF 02 MARCH 2011) Name of Participant Jennie MICKLE

School Kambala

Country AUSTRALIA

Name of Participant Suzanne JACK

School Methodist Ladies’ College

Country AUSTRALIA

Margaret WHITE

Kambala

AUSTRALIA

Anne LAYMAN

MLC School

AUSTRALIA

Helen STAINDL

Kardinia International College

AUSTRALIA

Michael HAYES

MLC School

AUSTRALIA

Vin HEALY

Kardinia International College

AUSTRALIA

Catherine ALCOCK

Monte Sant’ Angelo Mercy College

AUSTRALIA

Blagma VELJANOSKA

Kingsville Primary School

AUSTRALIA

Mark GRONOW

Monte Sant’ Angelo Mercy College

AUSTRALIA

Carolyn WITHERS

Kingsville Primary School

AUSTRALIA

Marshall LEAVER

Monte Sant’ Angelo Mercy College

AUSTRALIA

Jeff MCDONALD

Kingsville Primary School

AUSTRALIA

Nicole CHRISTENSEN

Monte Sant’ Angelo Mercy College

AUSTRALIA

David SHINKFIELD

Kormilda College Limited

AUSTRALIA

Robyn PRIESTLEY

Monte Sant’ Angelo Mercy College

AUSTRALIA

Julie-Anne COBB

Kormilda College Limited

AUSTRALIA

Thomas LEE

Monte Sant’ Angelo Mercy College

AUSTRALIA

Shane SHEDDEN

Kormilda College Limited

AUSTRALIA

Tony DOSEN

Moreton Bay Boys College

AUSTRALIA

Elaine VITALE

Kunyung Primary School

AUSTRALIA

Youngman MARY

Moreton Bay Boys College

AUSTRALIA

Janet EVISON

Kunyung Primary School

AUSTRALIA

Diana PATCHETT

Moreton Bay Boys’ College

AUSTRALIA

Andrew PLASTOW

Le Fevre High School

AUSTRALIA

Silvio VITALE

Mornington Primary School

AUSTRALIA

Elise HUTTON

Le Fevre High School

AUSTRALIA

Lisa COATES

Mount Eliza North Primary School

AUSTRALIA

Gael LITTLE

Le Fevre High School

AUSTRALIA

Moira BEAURAIN

Mount Eliza North Primary School

AUSTRALIA

Jean PERRY

Le Fevre High School

AUSTRALIA

Layla SACKER

Mount Scopus Memorial College

AUSTRALIA

Joanne STATTON

Le Fevre High School

AUSTRALIA

Matthew DUFTY

Mount Scopus Memorial College

AUSTRALIA

Kerry DOLLMAN

Le Fevre High School

AUSTRALIA

Pam ROWE

Mount Scopus Memorial College

AUSTRALIA

Mark MCKENZIE

Le Fevre High School

AUSTRALIA

Robert BRYSON

Mount Scopus Memorial College

AUSTRALIA

Peter MCLAREN

Le Fevre High School

AUSTRALIA

Sharon STOCKER

Mount Scopus Memorial College

AUSTRALIA

Rob SHEPHERD

Le Fevre High School

AUSTRALIA

Shirley FUNG

Mount Scopus Memorial College

AUSTRALIA

Sue WEIR

Le Fevre High School

AUSTRALIA

Alison REES

Mount View Primary School

AUSTRALIA

Tanya OSHINSKY

Le Fevre High School

AUSTRALIA

Colin DOBSON

Mount View Primary School

AUSTRALIA

Troy BAKER

Le Fevre High School

AUSTRALIA

Patricia VALENTINE

Mountain Creek State High School

AUSTRALIA

Marg BARTLETT

Linden Park Primary School

AUSTRALIA

Sarah BRADY

Mountain Creek State High School

AUSTRALIA

Janet WILLIAMS

Lloyd Street School

AUSTRALIA

Cameron WOODS

Mowbray College

AUSTRALIA

Nerida SMITH

Lloyd Street School

AUSTRALIA

Allan SEMMENS

Mowbray College, Patterson Campus

AUSTRALIA

Cheryl STEPHENS

Loreto College

AUSTRALIA

Bronwyn GOWTY

Mowbray College, Patterson Campus

AUSTRALIA

James MUIR

Loreto College Lycee Condorcet - The lnternational French School of Sydney

AUSTRALIA AUSTRALIA

Christopher SLUICE

Mowbray College, Patterson Campus

AUSTRALIA

Keith NEWMAN

Mowbray College, Patterson Campus

AUSTRALIA

Lycee Condorcet - The lnternational French School of Sydney

AUSTRALIA

Tami-Jo RICHTER

Mowbray College, Patterson Campus

AUSTRALIA

Mary FITZ-GERALD

Mater Christi College

AUSTRALIA

Angela HOUGHTON

Murrumbeena Primary School

AUSTRALIA

Edwin JANSE

McKinnon Primary School

AUSTRALIA

Sue RILEY

Murrumbeena Primary School

AUSTRALIA

Emma BOLDING

McKinnon Primary School

AUSTRALIA

Kerrie GRUNDY

Narrabundah College

AUSTRALIA

Jennifer MAITLAND

McKinnon Primary School

AUSTRALIA

Sue BOETTCHER

Narrabundah College

AUSTRALIA

Sandra MYRWODA

McKinnon Primary School

AUSTRALIA

Allan PRIDE

Newington College

AUSTRALIA

Gai BRITT

Melba Copland Secondary College

AUSTRALIA

Chris WYATT

Newington College

AUSTRALIA

Mary ARNOLD

Melba Copland Secondary College

AUSTRALIA

Sylvia ROBERTSON

Newington College

AUSTRALIA

Michael BATTENALLY

Melba Copland Secondary College

AUSTRALIA

Kelvin GRIVELL

Our Saviour Lutheran Primary School

AUSTRALIA

Janet PRIDEAUX

Melbourne High School

AUSTRALIA

Andrea SCHULTZ

Pembroke School

AUSTRALIA

Jeremy LUDOWYKE

Melbourne High School

AUSTRALIA

Darren MILLER

Pembroke School

AUSTRALIA

Tim BURCH

Mentone Girls’ Grammar School

AUSTRALIA

Rosemary ABBOTT

Pembroke School

AUSTRALIA

Ian DEBOAR

Mercedes College

AUSTRALIA

Els VAN ZWIETEN

Penrith Anglican College

AUSTRALIA

Paul WADSWORTH

Mercedes College

AUSTRALIA

Barbara ADAMS

Plenty Valley Christian College

AUSTRALIA

Shane MURPHY

Mercedes College

AUSTRALIA

Jacqui ELLISON

Plenty Valley Christian College

AUSTRALIA

Simon MUNN

Mercedes College

AUSTRALIA

Bethlyn BLACKWOOD

Presbyterian Ladies’ College - Perth

AUSTRALIA

Anne WALLINGTON

Methodist Ladies’ College

AUSTRALIA

Heather POPE

Presbyterian Ladies’ College - Perth

AUSTRALIA

Heather SHIPP

Methodist Ladies’ College

AUSTRALIA

Kim EDWARDS

Presbyterian Ladies’ College - Perth

AUSTRALIA

Kelly JEDD

Methodist Ladies’ College

AUSTRALIA

Meredith BEER

Presbyterian Ladies’ College - Perth

AUSTRALIA

Lynn GRAY

Methodist Ladies’ College

AUSTRALIA

Neesha FLINT

Presbyterian Ladies’ College - Perth

AUSTRALIA

Pauline PARKER

Methodist Ladies’ College

AUSTRALIA

Peter FRANCIS

Presbyterian Ladies’ College Melbourne

AUSTRALIA

Sue HEFFERNAN

Methodist Ladies’ College

AUSTRALIA

Tim ARGALL

Presbyterian Ladies’ College Melbourne

AUSTRALIA

Colin BROWN Martin DUPONT

60 International Baccalaureate

IB ASIA PACIFIC REGIONAL CONFERENCE PARTICIPANTS (UPDATED AS OF 02 MARCH 2011) Name of Participant Di FISK

School PYP WS Leader

Country AUSTRALIA

Name of Participant Timothy KOTZUR

School St Andrews Lutheran College

Country AUSTRALIA

Helen HALL

Queensland Academy - Science Mathematics and Technology AUSTRALIA

Randall PEARCE

St Andrew’s School

AUSTRALIA

Robyn SIMPSON

Queensland Academy - Science Mathematics and Technology AUSTRALIA

Coralee HAMBOUR

St John’s Lutheran School Eudunda

AUSTRALIA

Debbie WILLIAMSON

Queensland Academy for Creative Industries

AUSTRALIA

Craig KUPKE

St John’s Lutheran School Eudunda

AUSTRALIA

John CAROZZA

Queensland Academy for Creative Industries

AUSTRALIA

Bruce WILLIAMS

St John’s Lutheran School, Highgate

AUSTRALIA

John JOSE

Queensland Academy for Creative Industries

AUSTRALIA

Sue DROGEMULLER

St John’s Lutheran School, Highgate

AUSTRALIA

Linda PETERSON

Queensland Academy for Creative Industries

AUSTRALIA

Anne BERULDSEN

St Leonard’s College, Cornish Campus

AUSTRALIA

Christine WYLIE

Queensland Academy for Health Sciences

AUSTRALIA

Triesha HUENEKE

St Leonard’s College, Cornish Campus

AUSTRALIA

Garry BROWN

Queensland Academy for Health Sciences

AUSTRALIA

Andrew WARD

St Margaret’s School

AUSTRALIA

Jane SLEEMAN

Queensland Academy for Health Sciences

AUSTRALIA

Melissa GRAHAM

St Margaret’s School

AUSTRALIA

Leanne NIXON

Queensland Academy for Health Sciences

AUSTRALIA

John DOW

St Michael’s Lutheran School

AUSTRALIA

James HARPUR

Queenwood School for Girls

AUSTRALIA

Des SINOVICH

St. Andrew’s Cathedral School

AUSTRALIA

Judy TENZING

Queenwood School for Girls

AUSTRALIA

John COLLIER

St. Andrew’s Cathedral School

AUSTRALIA

Nicole JAGGERS

Radford College

AUSTRALIA

Katy JOHN

St. Andrew’s Cathedral School

AUSTRALIA

Paul SOUTHWELL

Radford College

AUSTRALIA

Sharon MUNRO

St. Andrew’s Cathedral School

AUSTRALIA

Peggy MAHY

Radford College

AUSTRALIA

Amanda MURPHY

St. Brigid’s College

AUSTRALIA

Madeline WALKER

Ravenswood School for Girls

AUSTRALIA

Nicola LEE

St. Brigid’s College

AUSTRALIA

Robin JULIAN

Ravenswood School for Girls

AUSTRALIA

Cameron MCKENZIE

St. Leonard’s College

AUSTRALIA

Chris HAMILTON

Red Hill Primary School

AUSTRALIA

Carolyn TUDOR

St. Leonard’s College

AUSTRALIA

Kate MCMAHON

Red Hill Primary School

AUSTRALIA

Helen TAYLOR

St. Leonard’s College

AUSTRALIA

Gayle HEALEY

Rochedale State School

AUSTRALIA

Mary TATTERSALL

St. Leonard’s College

AUSTRALIA

Leigh FRANCIS

Rochedale State School

AUSTRALIA

Antony MAYRHOFER

St. Paul’s Grammar School

AUSTRALIA

Brett DARCY

Rose Park Primary School

AUSTRALIA

Cameron NUNN

St. Paul’s Grammar School

AUSTRALIA

Di MULVIHILL

Rose Park Primary School

AUSTRALIA

Maryrobyn LANE

St. Paul’s Grammar School

AUSTRALIA

Gae O’CONNELL

Rose Park Primary School

AUSTRALIA

Nigel CHRISTENSEN

St. Paul’s Grammar School

AUSTRALIA

Wendy GOODSON

Rose Park Primary School

AUSTRALIA

Nigel WALKER

St. Paul’s Grammar School

AUSTRALIA

Leila BOTHAMS

ROSSMOYNE SENIOR HIGH SCHOOL

AUSTRALIA

Paul KIDSON

St. Paul’s Grammar School

AUSTRALIA

Hugh KING

S.C.E.C.G.S. Redlands

AUSTRALIA

Bill SWEENEY

St. Peter’s College

AUSTRALIA

Linda SUTHERLAND

Sacred Heart College Geelong

AUSTRALIA

Chris TAYLOR

St. Peter’s College

AUSTRALIA

Martina MILLARD

Sacred Heart College Geelong

AUSTRALIA

Darren PITT

St. Peter’s College

AUSTRALIA

Sharon GILLETT

Sacred Heart College Geelong

AUSTRALIA

Mark COLSEY

St. Peter’s College

AUSTRALIA

Julie WILSON

Salisbury High School

AUSTRALIA

Paul HADFIELD

St. Peter’s College

AUSTRALIA

Kate FLOOD

Sandringham House Firbank Grammar

AUSTRALIA

Lisa VAN KALKEN

St. Peters Lutheran College

AUSTRALIA

Meg MCTAGGART

Sandringham House Firbank Grammar

AUSTRALIA

Anne LAMONT

Stradbroke Primary School

AUSTRALIA

Carolyn MCCARTHY

Santa Maria College

AUSTRALIA

Catherine WILSON

Deborah BARKER

Santa Maria College

AUSTRALIA

AUSTRALIA AUSTRALIA

Alec O’CONNELL

Scotch College

AUSTRALIA

Kerrie BLAIN Mandy TRETHOWAN

Stradbroke Primary School Telopea Park School Lycée Franco-Australien de Canberra Telopea Park School Lycée Franco-Australien de Canberra

AUSTRALIA

Amanda RITCHIE

Scotch College

AUSTRALIA

Michele MCLOUGHLIN

Telopea Park School Lycée Franco-Australien de Canberra

AUSTRALIA

Charlotte CASEY

Scotch College

AUSTRALIA

Susan ALEXANDER

Telopea Park School Lycée Franco-Australien de Canberra

AUSTRALIA

Jan SKIDMORE

Scotch College

AUSTRALIA

John STENHOUSE

The Canberra College

AUSTRALIA

Michael SCAIFE

Scotch College

AUSTRALIA

Judy TALBERG

The Canberra College

AUSTRALIA

Richard LEDGER

Scotch College

AUSTRALIA

Allison POCIUS

The Friends’ School

AUSTRALIA

William CORDNER

Scotch College

AUSTRALIA

Chris WHITE

The Friends’ School

AUSTRALIA

Jacky HISCOCK

Seaford 6-12 School

AUSTRALIA

Gillian EDMISTON

The Friends’ School

AUSTRALIA

Karla PICKETT

Seaford 6-12 School

AUSTRALIA

Sandra BROOKS

The Friends’ School

AUSTRALIA

Andrew COUSINS

Somerset College

AUSTRALIA

Wendy CROW

The Friends’ School

AUSTRALIA

The Hills Grammar School

AUSTRALIA

Brenda MILLICAN

Somerset College

AUSTRALIA

Peter COUTIS

Michele SAUER

Somerset College

AUSTRALIA

Samantha CORDWELL

The Hills Grammar School

AUSTRALIA

Fiona COCK

Sophia Mundi Steiner School

AUSTRALIA

Cate HICKEY

The Kilmore International School

AUSTRALIA

Jacqueline FAULKNER

St Andrews Lutheran College

AUSTRALIA

Jayne BOON

The Kilmore International School

AUSTRALIA

Joy SCHLOSS

St Andrews Lutheran College

AUSTRALIA

John SETTLE

The Kilmore International School

AUSTRALIA

Stephen MCGRATH

St Andrews Lutheran College

AUSTRALIA

Mei YUE

The Kilmore International School

AUSTRALIA

The International Baccalaureate 61

IB ASIA PACIFIC REGIONAL CONFERENCE PARTICIPANTS (UPDATED AS OF 02 MARCH 2011) Name of Participant Peter HODGE

School The Kilmore International School

Country AUSTRALIA

Name of Participant Farhana BARI

School The Aga Khan School, Dhaka

Country BANGLADESH

Rod MUMFORD

The Kilmore International School

AUSTRALIA

Fatima HUSEIN

The Aga Khan School, Dhaka

BANGLADESH

Ruth ADAMS

The Kingâ&#x20AC;&#x2122;s School Preparatory School

AUSTRALIA

Fawzia CHOWDHURY

The Aga Khan School, Dhaka

BANGLADESH

Bobbie BEASLEY

The Montessori School

AUSTRALIA

Glenn CANTERFORD

International School Brunei

BRUNEI DARUSSALAM

Alexia FORBES

The Norwood Morialta High School

AUSTRALIA

Stephen HOLMES

International School Brunei

BRUNEI DARUSSALAM

Ben ABBOTT

The Norwood Morialta High School

AUSTRALIA

Trevor TRUMPER

Alcanta International College

CHINA

Karen ANDREWS

The Norwood Morialta High School

AUSTRALIA

Zhengwei WEI

Alcanta International College

CHINA

Nick GILLIES

The Norwood Morialta High School

AUSTRALIA

Lennox MELDRUM

Beijing BISS International School

CHINA

Panayoula PARHA

The Norwood Morialta High School

AUSTRALIA

Craig RODGERS

Beijing City International School (BCIS)

CHINA

Hilary MARGETTS

Tintern Schools

AUSTRALIA

David WOOLNOUGH

Beijing Huijia Private School

CHINA

Nola BROTCHIE

Tintern Schools

AUSTRALIA

Shi HE

Beijing Huijia Private School

CHINA

Ginnane NICOLE

Toorak College

AUSTRALIA

Xiaohua LIU

Beijing Huijia Private School

CHINA

Julia WILLIAMS

Toorak College

AUSTRALIA

Yanli LI

Beijing Huijia Private School

CHINA

Chris WILSON

Townsville Grammar School

AUSTRALIA

Xin TU

Beijing National Day School

CHINA

Terri FITZGERALD

Treetops Montessori School

AUSTRALIA

Zhaoxia YAN

Beijing National Day School

CHINA

Carolyn RHODES

Trinity Grammar School-Sydney

AUSTRALIA

Peder VINGE

Beijing World Youth Academy

CHINA

Christina RANATAWAKE

Trinity Grammar School-Sydney

AUSTRALIA

Carolina AGULIAR-GARIBAY Changchun American International School

CHINA

Peter GOETZE

Trinity Grammar School-Sydney

AUSTRALIA

Eunice CRUZ

Changchun American International School

CHINA

Susie CUJES

Trinity Grammar School-Sydney

AUSTRALIA

Jung-Chang CHOU

Changchun American International School

CHINA

Jason DAY

Trinity Lutheran College

AUSTRALIA

Li-Ting CHU

Changchun American International School

CHINA

Lesley HOLLIDAY

Underdale High School

AUSTRALIA

Mary PAZSIT

Changchun American International School

CHINA

Melinda BOSTON

Underdale High School

AUSTRALIA

John BIRCHALL

Dipont Education Management Group

CHINA

Paul SUTTON

UNSW Foundation Studies

AUSTRALIA

Kevin HUNTLEY

Dulwich College Beijing

CHINA

Linda WARNER

Waikerie Lutheran Primary School

AUSTRALIA

Robert MUNTZER

Dulwich College Shanghai

CHINA

Sue BEELITZ

Waikerie Lutheran Primary School

AUSTRALIA

Julie CONNAH

Dulwich College Suzhou

CHINA

Ann Gillian ANSTEE

Waitara Public School

AUSTRALIA

Nicholas MAGNUS

Dulwich College Suzhou

CHINA

Noel CARTER

wales Street

AUSTRALIA

Chunlei LI

Guangdong Country Garden School

CHINA

Ben JONES

wales street

AUSTRALIA

Fen XIE

Guangdong Country Garden School

CHINA

Jenny DEEBLE

wales street

AUSTRALIA

Haibin WANG

Guangdong Country Garden School

CHINA

Rosemary HUGHES

wales street

AUSTRALIA

Jianhua HUO

Guangdong Country Garden School

CHINA

Christopher SEXTON

wales Street Primary School

AUSTRALIA

Long ZHANG

Guangdong Country Garden School

CHINA

Catherine SWAIN

Walford Anglican School for Girls

AUSTRALIA

Songhua WU

Guangdong Country Garden School

CHINA

Rainer MAYER

Walford Anglican School for Girls

AUSTRALIA

Yanjuan LI

Bronwyn MORGAN

Wesley College, Melbourne

AUSTRALIA

CHINA CHINA

Douglas WALLACE

Wesley College, Melbourne

AUSTRALIA

Hoi Fung WONG Jennifer ROOSMALEN

Guangdong Country Garden School Guangzhou Foreign Language School Attached to Sun Yat-sen Un Guangzhou Nanhu International School

CHINA

Gabrielle MULLINS

Wesley College, Melbourne

AUSTRALIA

Bill ELMAN

International School of Tianjin

CHINA

Helen HAMMERSLEY

Wesley College, Melbourne

AUSTRALIA

Jim TAYLOR

International School of Tianjin

CHINA

Isaac QUIST

Wesley College, Melbourne

AUSTRALIA

Steve MOODY

International School of Tianjin

CHINA

Kate WATTS

Wesley College, Melbourne

AUSTRALIA

Nancy SANDERSON SWARTZ Ningbo Zhicheng School

Kathy SAVILLE

Wesley College, Melbourne

AUSTRALIA

Zhaoxia NIU

No.7 Middle School of Dalian Development Area

Liz CAMERON

Wesley College, Melbourne

AUSTRALIA

Jason TSUI

Oriental English College, Shenzhen

CHINA

Luke FRIEND

Wesley College, Melbourne

AUSTRALIA

Neeru SHARMA

Oriental English College, Shenzhen

CHINA

Scott JACKSON

Wesley College, Melbourne

AUSTRALIA

Kathy ANDERSON

Shanghai American School

CHINA

Sheona CARTER

Wesley College, Melbourne

AUSTRALIA

Michael CHAO

Shanghai American School (Pudong Campus)

CHINA

Bernadette WILLIAMS

Xavier College

AUSTRALIA

Feng MA

Shanghai High School

CHINA

Christine GILLILAND

Xavier College

AUSTRALIA

Lian LIU

Shanghai High School

CHINA

Shanghai High School

CHINA

CHINA CHINA

Elena SERRAGLIO

Xavier College

AUSTRALIA

Qin LIU

Tim BERGIN

Xavier College

Shanghai High School

CHINA

American International School Dhaka American International School Dhaka

AUSTRALIA BANGLADESH

Shan LIU

Mark CONDON Richard BOERNER

Yuwei WU

Shanghai Jin Cai High School

CHINA

BANGLADESH

Dehui GONG

Shanghai Pinghe School

CHINA

Shaundele LEATHERBERRY American International School Dhaka

BANGLADESH

Xuefeng HUANG

Shanghai Pinghe School

CHINA

Stella IRELAND

BANGLADESH

David FRAME

Shanghai Rego International School

CHINA

American International School Dhaka

62 International Baccalaureate

IB ASIA PACIFIC REGIONAL CONFERENCE PARTICIPANTS (UPDATED AS OF 02 MARCH 2011) Name of Participant Ian LINDLEY

School Shanghai Rego International School

Country CHINA

Name of Participant Pauline DOOLETTE-COX

School Country Canadian International School of Hong Kong HONG KONG

Richard NAYLOR

Shanghai Rego International School

Siew Huay TAN

Shanghai Shangde Experimental School

CHINA

Rob HERALD

Canadian International School of Hong Kong HONG KONG

CHINA

Tom WOODS

Canadian International School of Hong Kong HONG KONG

Xiao CHEN Xiao Yong JIANG

Shanghai Shangde Experimental School

CHINA

Craig BOYCE

Chinese International School

HONG KONG

Shanghai Shangde Experimental School

CHINA

Maninder KALSI

Chinese International School

HONG KONG

David WALSH

Shanghai United International School

CHINA

Christopher COYLE

Clearwater Bay School

HONG KONG

Hong ZHANG

Shanghai United International School

CHINA

Tracey SALTER

Clearwater Bay School

HONG KONG

Jane ALSTON

Shanghai United International School

CHINA

Kevin CHU

Shanghai United International School

CHINA

Cassy YU Creative Secondary School Robert Anthony SUNDERLAND Creative Secondary School

HONG KONG HONG KONG

Martin DONNELLAN

Shanghai United International School

CHINA

Wanita MOU

Creative Secondary School

HONG KONG

Li CHEN

Shanghai Weiyu High School

CHINA

Michael HIGGITT

Diocesan Boys’ School

HONG KONG

Min SONG

Shanghai Weiyu High School

CHINA

Terence CHANG

Diocesan Boys’ School

HONG KONG

Hongyu TANG

Shanghai World Foreign Language Middle School

CHINA

Ideh NOBARI

Discovery College

HONG KONG

Xiaohua CEN

Shanghai World Foreign Language Middle School Shanghai World Foreign Language Primary School

CHINA CHINA

Matthew BARON

Discovery College

HONG KONG

Vania TIATTO

Discovery College

HONG KONG

Shanghai World Foreign Language Primary School

CHINA

Christopher Stuart DURBIN English Schools Foundation

HONG KONG

Xiao Ping WANG

Shanghai World Foreign Language Primary School

CHINA

Deborah GRAHAM

English Schools Foundation

HONG KONG

Anne FOWLES

Suzhou Singapore International School

CHINA

Pam RYAN

English Schools Foundation

HONG KONG

Halina WERCHIWSKI Vivian XUWEI

Pei Gen YANG

Suzhou Singapore International School

CHINA

Mary LAWTON

French International School

HONG KONG

Di WANG

The High School Affiliated to the Renmin University of China

CHINA

Kellie FAGAN

German Swiss International School

HONG KONG

James BATTEN

The High School Affiliated to the Renmin University of China

CHINA

Christopher BINGE

Island School

HONG KONG

Jin Ping YANG

The High School Affiliated to the Renmin University of China

CHINA

Daniel TRUMP

Island School

HONG KONG

Min Zhu WANG

The High School Affiliated to the Renmin University of China

CHINA

Gareth STEVENS

Island School

HONG KONG

Yu LI

The High School Affiliated to the Renmin University of China

CHINA

Matthew RAPPEL

Island School

HONG KONG

Nannan MU

Tianjin Experimental High School

CHINA

Trudy LANT

Island School

HONG KONG

Carl KIRKPATRICK

Utahloy International School

CHINA

Arnett EDWARDS

King George V School

HONG KONG

Rachel CALDWELL

Utahloy International School

CHINA

Carole BEER

King George V School

HONG KONG

Brian CLOSE

Utahloy International School Zeng Cheng

CHINA

Ed WICKINS

King George V School

HONG KONG

Cathy JONES

Western Academy of Beijing

CHINA

Ann GREEN

Renaissance College

HONG KONG

Chris WARREN

Yew Chung International School of Beijing

CHINA

Carol LARKIN

Renaissance College

HONG KONG

Tao XU

Yew Chung International School of Beijing

CHINA

Grant ROGERS

Renaissance College

HONG KONG

Christopher CONNELLAN

Yew Chung International School Pudong Shanghai

CHINA

Christian TAYLOR

Sha Tin College

HONG KONG

Lei ZHENG

Yew Chung International School Pudong Shanghai

CHINA

Geoffrey LOFTHOUSE

Sha Tin College

HONG KONG

Min YU

Yew Chung International School Pudong Shanghai

CHINA

Tim CARELL

Sha Tin College

HONG KONG

Maria SIEVE

Yew Chung International School Shanghai

CHINA

Anita GEORGE

Singapore International School (Hong Kong) HONG KONG

Wei Ji HE

Yew Chung International School Shanghai

CHINA

Caroline YEOW

Singapore International School (Hong Kong) HONG KONG

Hui GUO

Zhangjiagang Foreign Language School

CHINA

Danny O’CONNOR

South Island School

Hilton MUNRO

Zhuhai International School

CHINA

Graham SILVERTHORNE

South Island School HONG KONG The University of Hong Kong, Faculty of Education HONG KONG

Ricardo PEREZ ARCINIEGAS Gimnasio del Norte

COLOMBIA

HONG KONG

Dianne KORARE

International School Suva

FIJI

Kwok Ling LAU Jake EAGLE

Victoria Shanghai Academy

HONG KONG

Megan NAVUNISARAVI

International School Suva

FIJI

Mike TRIGG

Victoria Shanghai Academy

HONG KONG

Nilesh KUMAR

International School Suva

FIJI

Graeme DEUCHARS

West Island School

HONG KONG

Chris MCCORKELL

Australian International School Hong Kong

HONG KONG

Jane FOXCROFT

West Island School

HONG KONG

Amanda GULLIVER

Beacon Hill School

HONG KONG

Robert STITCH

West Island School

HONG KONG

Emily JEVES

Beacon Hill School

HONG KONG

Grace MANGAR

Aditya Birla World Academy

INDIA

Christopher DUNCAN

Bradbury School

HONG KONG

Radhika SINHA

Aditya Birla World Academy

INDIA

Peter KENNY

Branksome Hall Asia

HONG KONG

Mrs Tarulata HIRANI

Ahmedabad International School

INDIA

Daun YORKE

Canadian International School of Hong Kong HONG KONG

Tarulata HIRANI

Ahmedabad International School

INDIA

Dave MCMASTER

Canadian International School of Hong Kong HONG KONG

Mark ROBERTSON-JONES

American International School-Chennai

INDIA

Dean CROY

Canadian International School of Hong Kong HONG KONG

Don GARDNER

B.D.Somani International School

INDIA

John JALSEVAC

Canadian International School of Hong Kong HONG KONG

Merzeen AGA

Dhirubhai Ambani International School

INDIA

Jonathan HAMILTON

Canadian International School of Hong Kong HONG KONG

Sharda SHARMA

Dr. Pillai Global Academy

INDIA

The International Baccalaureate 63

IB ASIA PACIFIC REGIONAL CONFERENCE PARTICIPANTS (UPDATED AS OF 02 MARCH 2011) Name of Participant Finbarr O’ REGAN

School Ecole Mondiale World School

Country INDIA

Name of Participant Roestriana Adrianti RIZA

School Al Jabr Islamic School

Country INDONESIA

Jo WILLIAMS

Ecole Mondiale World School

Anish TRIPATHI

Ethica International School

INDIA

Henri BEMELMANS

Bandung International School

INDONESIA

INDIA

Anju KAUL

Gandhi Memorial International School

INDONESIA

Govind SHOREWALA Pretty KHOSLA

Ethica International School

INDIA

Ashok Pal SINGH

Gandhi Memorial International School

INDONESIA

GD Goenka World School

INDIA

Smitha SHARMA

Gandhi Memorial International School

INDONESIA

Sapna YADAV

GD Goenka World School

INDIA

Sree LATHA

Gandhi Memorial International School

INDONESIA

Satinder KUMAR

GD Goenka World School

INDIA

Liam HAMMER

Global Jaya International School

INDONESIA

P C THOMAS

Good Shepherd International School

INDIA

Richard HENRY

Global Jaya International School

INDONESIA

Aditya MALKANI

HR College of Commerce & Economics

INDIA

Steve MILVERTON

Green School, Bali

INDONESIA

Antara BISWAS

International School of Hyderabad

INDIA

Steve CLARK

Jakarta International School

INDONESIA

Sreelaxmi Madhusudan MURTHY Jamnabai Narsee School

INDIA

Alberto RACHO

Mentari International School Jakarta

INDONESIA

Craig PATTERSON

KiiT International School

INDIA

Elena RACHO

Mentari International School Jakarta

INDONESIA

Adrian MOODY

Kodaikanal International School

INDIA

Daryl FORDE

Putera Sampoerna Foundation

INDONESIA

Barbara BLOCK

Kodaikanal International School

INDIA

Reynold HUTABARAT

Putera Sampoerna Foundation

INDONESIA

Janice VANHALTREN

Kodaikanal International School

INDIA

Wendy ARMUNANDO

Putera Sampoerna Foundation

INDONESIA

Kaisar DOPAISHI

Kodaikanal International School

INDIA

Gail SLOAN

Sekolah Buin Batu

INDONESIA

Shanthi VEDANAYAKAM

Kodaikanal International School

INDIA

Rani YUSNITA

Sekolah Buin Batu

INDONESIA

Allison PYSTER

Lancers International School

INDIA

Erik HOEKSTRA

Sekolah Ciputra, Surabaya

INDONESIA

Ruchika SACHDEV

Lancers International School

INDIA

James Robert LOTHSCHUTZ Sekolah Ciputra, Surabaya

INDONESIA

Meeta VARMA

Mercedes-Benz International School

INDIA

Michael John HOSKING

Sekolah Ciputra, Surabaya

INDONESIA

Terry SWAIN

Mercedes-Benz International School

INDIA

Nicholas COMBES

Sekolah Pelita Harapan-Sentul

INDONESIA

Adilakshmi CHINTALAPATI Oakridge International School -BACHUPALLY

INDIA

Eng Chin NG

Sekolah Tiara Bangsa (STB)

INDONESIA

Arno DIRKS

INDIA

Carol WILLIAMS

Sinarmas World Academy

INDONESIA

Oaktree International School

Mohamed Kasim Umar JAFFAR Pathways School (NOIDA) NCR East

INDIA

Jacqueline PATRICK

Sinarmas World Academy

INDONESIA

Paramjit NARANG

Pathways School BALIAWAS

INDIA

Paul SEBASTIAN

Sinarmas World Academy

INDONESIA

Vandana LULLA

Podar International School

INDIA

Ian DAVIES

The British International School Jakarta

INDONESIA

Kartikay SAINI

Scottish High International School

INDIA

Bhojraj SOBHA

AICJ Junior & Senior High School

JAPAN

Sudha GOYAL

Scottish High International School

INDIA

Matthew FLINCHUM

Canadian Academy

JAPAN

Nandini MITRA

Sharad Pawar International School, Pune

INDIA

Mark COWE

K. International School Tokyo

JAPAN

Narendrakumar OJHA

Symbiosis International School

INDIA

Annette LEVY

Kyoto International School

JAPAN

Meera SAIN

The Cathedral Vidya School, Lonavala

INDIA

Leda CEDO

Kyoto International School

JAPAN

Snehal JOSHI

The Cathedral Vidya School, Lonavala

INDIA

Peter HEIMER

Osaka International School

JAPAN

Peter MCLAUGHLIN

The Doon School

INDIA

Michael GURNICK

Ritsumeikan Uji Junior and Senior High School

JAPAN

Vinay PANDE

The Doon School

INDIA

Concesa MARTIN

Seisen International School

JAPAN

Seema SAPRU

The Heritage School

INDIA

Laura CARLSON

Seisen International School

JAPAN

Manisha MALHOTRA

The Shri Ram School

INDIA

Robert STERN

Seisen International School

JAPAN

Anuja LUNKAD

Victorious Kidss Educares

INDIA

Christopher FROST

Tokyo International School

JAPAN

Elham TOHIDIPOOR

Victorious Kidss Educares

INDIA

Desmond HURST

Tokyo International School

JAPAN

Robbin GHOSH

Victorious Kidss Educares

INDIA

Gillian PRESLAND

Tokyo International School

JAPAN

Sangita LAVAKARE MATHUR Victorious Kidss Educares

INDIA

John SNOWBALL

Yokohama International School

JAPAN

Anand DEODHAR

Vishwashanti Gurukul

INDIA

Mark REDLICH

Yokohama International School

JAPAN

Rama SHINDE

Vishwashanti Gurukul

INDIA

Shanel CATASTI

Yokohama International School

Sunil KARAD

Vishwashanti Gurukul

INDIA

Al Jabr Islamic School

INDONESIA

Busan International Foreign School Chadwick International

JAPAN KOREA, REPUBLIC OF

Afriany AFRIANY

Michelle ROLAND Lynn PENDLETON

Amelia A.P. BERTYAPATY

KOREA, REPUBLIC OF

Al Jabr Islamic School

INDONESIA

HasikPARK

Gyeonggi Academy of Foreign Languages

KOREA, REPUBLIC OF

Andrew Raymond VIVIAN Al Jabr Islamic School

INDONESIA

Robyn ADKINS

Korea International School

KOREA, REPUBLIC OF

George Aly RAZY

Al Jabr Islamic School

INDONESIA

Kevin BAKER

Seoul Foreign School

KOREA, REPUBLIC OF

Helen Anne MORSCHEL

Al Jabr Islamic School

INDONESIA

Stuart KENT

Seoul Foreign School

KOREA, REPUBLIC OF

Irene Ratih PERWITA

Al Jabr Islamic School

INDONESIA

Kim GREEN

Vientiane International School

LAO PEOPLE’S DEM. REP

Kartika Desy WARDANI

Al Jabr Islamic School

INDONESIA

Todd RICHER

Vientiane International School

LAO PEOPLE’S DEM. REP

Kenesa Ilona RIZA

Al Jabr Islamic School

INDONESIA

Farah Salizah AHMAD SARJI Cempaka International Ladies College

MALAYSIA

Maulana KAHIRAWAN

Al Jabr Islamic School

INDONESIA

Freida MOHD PILUS

MALAYSIA

64 International Baccalaureate

Cempaka International Ladies College

IB ASIA PACIFIC REGIONAL CONFERENCE PARTICIPANTS (UPDATED AS OF 02 MARCH 2011) Name of Participant Iskandar Rizal HAMZAH

School Cempaka International Ladies College

Country MALAYSIA

Name of Participant Asma AMANAT

School TNS Beaconhouse

Country PAKISTAN

Gary PIECH

International School of Kuala Lumpur

MALAYSIA

Steven ROWLEY

Port Moresby International School

Grant MILLARD

International School of Kuala Lumpur

MALAYSIA

Lotty COLE

Cebu International School

PHILIPPINES

Rozana MOHD IKRAM

MARA College Banting

MALAYSIA

Keith JONES

Chinese International School Manila

PHILIPPINES

Rodina KAMARUDDIN

Mara College Seremban

MALAYSIA

Michael RELF

International School Manila

PHILIPPINES

David MUNRO

Mont’Kiara International School

MALAYSIA

Lawrence BUCK

Mahatma Gandhi International School

PHILIPPINES

Gary MELTON

Mont’Kiara International School

MALAYSIA

Mary CHUA

The Beacon School

PHILIPPINES

Gustav HELMAN

Mont’Kiara International School

MALAYSIA

Dinah HAWTREE

The British School - Manila

PHILIPPINES

Yee Hing NG

REAL EDUCATION

MALAYSIA

Johnny GO, S.J.

Xavier School

PHILIPPINES

Keok Kuay KEE

REAL EDUCATION GROUP SDN BHD

MALAYSIA

Iwona RICHTER

International School of Poznań

Ching Wah EE

REAL INTERNATIONAL

MALAYSIA

Mohamed EL-EMADI

Al Wakra Independent Secondary School for Boys

Quan Seng SIM

REAL INTERNATIONAL

MALAYSIA

Daniel TOYNE

ACS (International), Singapore

SINGAPORE

Alison NICHOLSON

The International School of Penang (Uplands)

MALAYSIA

Siew Hoon TAN

ACS (International), Singapore

SINGAPORE

Sonya NEALL

The International School of Penang (Uplands)

MALAYSIA

Ugerius Hearty REYNOLD FERNANDO ACS (International), Singapore

SINGAPORE

Fairuz LEMAN

The Malay College Kuala Kangsar

MALAYSIA

Anita KNIGHT

Australian International School Singapore

SINGAPORE

Christopher THOMPSON

International School of Ulaanbaatar

MONGOLIA

Ardene MANDZIY

Australian International School Singapore

SINGAPORE

David CHILTON

International School of Ulaanbaatar

MONGOLIA

Buino VINK

Australian International School Singapore

SINGAPORE

Margriet FABER

International School of Ulaanbaatar

Joanne PEARN

Australian International School Singapore

SINGAPORE

Sam WINTERBOURN Carolyn SOLOMON

Ashburton Borough Auckland International College

MONGOLIA NEW ZEALAND

Kirsti HITZ-MORTON

Australian International School Singapore

SINGAPORE

NEW ZEALAND

Simon VANDERKELEN

Australian International School Singapore

SINGAPORE

Anne RIGHTFORD

Chilton Saint James School

NEW ZEALAND

Mingpei SHI

Chinese International School

SINGAPORE

Jane STENT

Chilton Saint James School

NEW ZEALAND

Seema PAUL

Chinese International School

SINGAPORE

Amy THOMPSON

Diocesan School for Girls

NEW ZEALAND

Vahagn VARDANYAN

Chinese International School

SINGAPORE

Christine BUIST

Diocesan School for Girls

NEW ZEALAND

Nicolette KEAGUE

EtonHouse Preschool – Newton Road

SINGAPORE

Amanda BURKE

John McGlashan College

NEW ZEALAND

Poh Beng LIM

EtonHouse Preschool – Newton Road

SINGAPORE

David BOARDMAN

John McGlashan College

NEW ZEALAND

James MC GHIE

Excelsior International School

SINGAPORE

Iain MCGILCHRIST

John McGlashan College

NEW ZEALAND

Hui Peng HAR

Hwa Chong Institution

SINGAPORE

Nicola WILLIAMS

John McGlashan College

NEW ZEALAND

Fang SHELLY

International School of Singapore

SINGAPORE

Debbie DWYER

Kristin School

NEW ZEALAND

Fiona EDWARDS

International School of Singapore

SINGAPORE

Jeanne JACKMAN-CLAGUE Kristin School

NEW ZEALAND

Urs JUNGO

International School of Singapore

SINGAPORE

Judi PAAPE

Kristin School

NEW ZEALAND

Boey Hong HENG

Nanyang Girls’ High School

SINGAPORE

Peter CLAGUE

Kristin School

NEW ZEALAND

Olivia CHEE

Nanyang Girls’ High School

SINGAPORE

Robert HUTTON

Kristin School

NEW ZEALAND

Pih Tai YEO

Nanyang Girls’ High School

SINGAPORE

Carol CRAYMER

Queen Margaret College

NEW ZEALAND

Shiueh Ling LIU

Nanyang Girls’ High School

SINGAPORE

Susan WATTERSON

Queen Margaret College

NEW ZEALAND

Soo Ling FOO

Nanyang Girls’ High School

SINGAPORE

Derbyshire ALISON

Saint Kentigern College

NEW ZEALAND

Magdalene ANG

Nanyang Kindergarten

SINGAPORE

Dykstra TRACEY

Saint Kentigern College

NEW ZEALAND

Pui San LAU

Nanyang Primary School

SINGAPORE

Karen DU CROS

Saint Kentigern School

NEW ZEALAND

Chitra VENKATESH

Odyssey, The Global Preschool Pte ltd

SINGAPORE

Louise MILES

Saint Kentigern School

NEW ZEALAND

Kelly HOR SIEW FUN

Odyssey, The Global Preschool Pte ltd

SINGAPORE

Roger DOIG

Scots College

NEW ZEALAND

Stuart MASON

Scots College

NEW ZEALAND

Rebecca HAN LEE KIAN Odyssey, The Global Preschool Pte ltd S. Rabiatul-Adawiah BINTI YAHYA Odyssey, The Global Preschool Pte ltd

SINGAPORE SINGAPORE

Jane LAPTHORN

Selwyn House School

NEW ZEALAND

Weelai SUWANARAT

Odyssey, The Global Preschool Pte ltd

SINGAPORE

Jill PEARS

Selwyn House School

NEW ZEALAND

Aaron NUSSBAUM

Overseas Family School

SINGAPORE

Rachel HUGGINS

Selwyn House School

NEW ZEALAND

David REID

Overseas Family School

SINGAPORE

Margaret HASHIMOTO

St Cuthbert’s College

NEW ZEALAND

Ian HORCHNER

Overseas Family School

SINGAPORE

Beth ROUSE

St Margaret’s College

NEW ZEALAND

Khue NG

Overseas Family School

SINGAPORE

Grant BELCHER

St Margaret’s College

NEW ZEALAND

Lorne SCHMIDT

Overseas Family School

SINGAPORE

Julie PETERSON

St Margaret’s College

NEW ZEALAND

Suzanne BENTIN

Overseas Family School

SINGAPORE

Anthony BATCHELOR

St Mark’s Church School

NEW ZEALAND

Dinesh NAIR

Singapore Sports School

SINGAPORE

Heather TAYLOR

St Mark’s Church School

NEW ZEALAND

Lawrence LAU

Singapore Sports School

SINGAPORE

Julie EARL

St Peter’s School, Cambridge

NEW ZEALAND

Leong Joo POH

Singapore Sports School

SINGAPORE

Tim WILBUR

Wanganui Collegiate School

NEW ZEALAND

Poh Chua SEAH

Singapore Sports School

SINGAPORE

PAPUA NEW GUINEA

POLAND QATAR

The International Baccalaureate 65

IB ASIA PACIFIC REGIONAL CONFERENCE PARTICIPANTS (UPDATED AS OF 02 MARCH 2011) Name of Participant Yew Seng HENG

School Singapore Sports School

Country SINGAPORE

Name of Participant Robin KLYMOW

School Phuket International Academy

Country THAILAND

Brian CHRISTIAN

St. Joseph’s Institution International

SINGAPORE

Diana VAN MERSBERGEN

Prem Tinsulanonda International School

THAILAND

Pamela CARTER

St. Joseph’s Institution International

SINGAPORE

Robert SERVICE

Prem Tinsulanonda International School

THAILAND

Neil TURRELL

Tanglin Trust School

SINGAPORE

Paul SCHOFIELD

St Andrews International School, Bangkok

THAILAND

Cathy ELLIOTT

United World College of S E Asia/Singapore

SINGAPORE

Simon LAWRENCE

St Andrews International School, Bangkok

THAILAND

Julian WHITELEY

United World College of S E Asia/Singapore

SINGAPORE

Carrie SAMMUT

The Regent’s School, Bangkok

THAILAND

Leah DANIELS

United World College of S E Asia/Singapore

SINGAPORE

David NEWSHAM

The Regent’s School

Mike MILLICHAMP

United World College of S E Asia/Singapore

SINGAPORE

John MCFADYEN

Saadiyat Baccalaureate School

THAILAND UNITED ARAB EMIRATES UNITED KINGDOM

Susan EDWARDS

United World College of S E Asia/Singapore

SINGAPORE

David KAINEY

United World College of South East Asia East Campus

SINGAPORE

Ray DAVIS David MILES

Council of International Schools The International School Dhaka

Mary VAN DER HEIJDEN

United World College of South East Asia East Campus

SINGAPORE

Nicholas HAZELL

The International School Dhaka

Anna LIN

I-Shou International School

TAIWAN

Tamara BROKER

Rubicon International

Cameron HALL

I-Shou International School

TAIWAN

Ha Thuy PHAN

American International School

VIETNAM

Craig MARTIN

I-Shou International School

TAIWAN

Steven BALLOWE

American International School

VIETNAM

Susan HALL

I-Shou International School

TAIWAN

HA PHAN

American International School

VIETNAM

Brandon MAGUIRE

Taipei American School

TAIWAN

Nicola HOLLOWAY

International School, Ho Chi Minh City

VIETNAM

James LEUNG

Concordian International School

THAILAND

Stuart DONNELLY

International School, Ho Chi Minh City

VIETNAM

Laurent GOETSCHMANN

Concordian International School

THAILAND

Nick HOLLAND

The Australian International School Saigon

VIETNAM

Doug EDWARDS

New International School of Thailand

THAILAND

Nigel RUSSELL

The Australian International School Saigon

VIETNAM

Julian EDWARDS

New International School of Thailand

THAILAND

Sally NEAVES

The Australian International School Saigon

VIETNAM

Kate GRANT

New International School of Thailand

THAILAND

Thuy NGUYEN

The Australian International School Saigon

VIETNAM

Nicole SCHMIDT

New International School of Thailand

THAILAND

Richard DYER

The British International School, HCMC

VIETNAM

Simon LESLIE

New International School of Thailand

THAILAND

Christopher VINCENT

United Nations International School - Hanoi

VIETNAM

Steven HOUGHTON

New York University Abu Dhabi

THAILAND

Pete WESTWOOD

United Nations International School - Hanoi

VIETNAM

66 International Baccalaureate

UNITED KINGDOM UNITED KINGDOM UNITED STATES

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

Thank you to Presenters The IB conference team would like to thank the following presenters for their time and contribution.

Name

School

Ahmad MOKACHAR

Al Zahra College

Annette ROME

Wesley College

Anthony SKILLICORN United World College of S E Asia/Singapore Christian CHIARENZA The British School

Country

Name

School

AUSTRALIA

Kim ANDERSON

Wesley College - Melbourne

AUSTRALIA

Konrad KONLECHNER Auckland International College

SINGAPORE

Ling TAN

Australian Council for Educational Research (ACER)

AUSTRALIA

Lister HANNAH

Phuket International Academy

THAILAND

INDIA NETHERLANDS

Country

Christine AMISS

IB The Hague

Craig COUTTS

United World College SEA

SINGAPORE

Mathew WHITE

St Peter’s College

Craig DAVIS

Tanglin Trust School

SINGAPORE

Matthew

Ritsumeikan Uji Junior and Senior High School

Dara RAMALINGAM

ACER

AUSTRALIA

Megan NORMAN

St Michael’s Lutheran School

Darren HUGHES

Pamoja Education

Darren TAYLOR

Bangkok Patana School

David BURTON

Australian International School Singapore

Ed LAWLESS

Pamoja Education

Edna SACKSON

Mount Scopus College

Eirwen STEVENSON

Malcolm PRITCHARD The Independent Schools Foundation Academy

AUSTRALIA NEW ZEALAND

HONG KONG AUSTRALIA JAPAN AUSTRALIA

Michelle LIMANTOUR Phuket International Academy Day School

THAILAND

THAILAND

Michelle STOCKS

Monte Sant’ Angelo Mercy College

AUSTRALIA

SINGAPORE

Mike BOSTWICK

Katoh Gakuen Gyoshu Junior and Senior High School

UNITED KINGDOM

Muria ROBERTS

The International School of Bogor

INDONESIA

AUSTRALIA

Ned MCCORD

Wesley College, Melbourne

AUSTRALIA

Lauriston Girls’ School

AUSTRALIA

Nicole GINNANE

Toorak College

AUSTRALIA

Ellen BAILEY

Mercedes College

AUSTRALIA

Peter GITTINS

CIS

AUSTRALIA

Elsabe BOTT

Kormilda College Limited

AUSTRALIA

Prue ANDERSON

ACER

AUSTRALIA

Emma PACILLI

Gyeonggi Academy of Foreign Languages

Prue MILES

Qld Academy for Creative Industries

AUSTRALIA

Fiona ZINN

Geelong Grammar School - Toorak Campus

AUSTRALIA

Richard BRUFORD

Prince Alfred College

AUSTRALIA

Gabrielle DESILETS

.

AUSTRALIA

Robert HARRISON

International Baccalaureate

Helen DESILETS

Wesley College, Melbourne

AUSTRALIA

Ronnie PRATT

trinity grammar school

AUSTRALIA

Indu SHAHANI

HR College of Commerce & Economics

Sean BEHAN

Prince Alfred College

AUSTRALIA

Indumati SEN

International Baccalaureate

Shannon HEWLETT

Beaumaris North Primary School

AUSTRALIA

James DALZIEL

United World College of S E Asia

James MACDONALD

Yokohama International School

Janis COFFEY

Geelong Grammar School - Toorak Campus

AUSTRALIA

Stephanie ARMSTRONG ACER

AUSTRALIA

Jarrad MCCABE

Mercedes College

AUSTRALIA

Susan CUJES

trinity grammar school

AUSTRALIA

Jayne LUND

International School Bangkok

THAILAND

Tania LATTANZIO

Independent

SINGAPORE

Joan HAMMONDS

Lauriston Girls’ School

AUSTRALIA

Theodore MANDZIY

Australian International School

SINGAPORE

John GREEN

n/a

Tim KNIGHT

Pamoja Education

INDONESIA

John JOSEPH

ocus Education Australia

Tom LEE

Monte Sant’ Angelo Mercy College

AUSTRALIA

John OSBORNE

Kristin School

Julianne COBB

Kormilda College

AUSTRALIA

Werner PAETZOLD

Bali International School

INDONESIA

Keith ANDERSON

Presbyterian Ladies’ College - Perth

AUSTRALIA

Yan BIBBY

Australian Council for Educational Research (ACER)

AUSTRALIA

Kelvin SPARKS

Prince Alfred College

AUSTRALIA

Yiren WANG

Guangdong Country Garden School

Ken DARVALL

Al Zahra College

AUSTRALIA

Andrea MULLER

English Schools Foundation

Kevin HOUSE

German European School

SINGAPORE

UNITED KINGDOM

KOREA, REPUBLIC OF

INDIA UNITED STATES SINGAPORE JAPAN

HONG KONG AUSTRALIA NEW ZEALAND

JAPAN

NETHERLANDS

Sheldon BRADSHAW Western Academy of Beijing

CHINA

Shouquot HUSSAIN

INDIA

indus international school

Vicki-Marie BUCHANAN St Mark’s Church School

NEW ZEALAND

CHINA HONG KONG

The International Baccalaureate 67

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

Floor Plan Ground Floor Convention Centre

level 1 Convention Centre

Elevators

68 International Baccalaureate

Female Restroom

Male Restroom

Back-of-House Service Area

Access area for delegates

Meeting Rooms

International Baccalaureate

Jeff Thompson Research Award Created by the IB in recognition of Professor Jeff Thompson’s work in establishing the research profile of the organisation, and to support the research efforts of those in the IB community.

Applications are invited

for funding to support IB-related research: • from current practitioners in IB World schools • up to a maximum of $ 5,000 USD • to support research based in an IB school or group of schools

2011 Round 1 Application Deadline: April 15, 2011 Round 2 Deadline will be October 31, 2011 Further information, guidelines, procedures, and application material available from: www.ibo.org/research/resources/jeffthompson/index.cfm For questions or to submit an application, please contact: research@ibo.org

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

Platinum Sponsor

Pamoja Education (www.pamojaeducation.com), a social enterprise based in Oxford UK, develops and delivers top quality online courses for the IB Diploma Programme. All courses are studentcentric and teacher-led, designed to promote rich student-teacher and student-student interaction.

Pamoja Education works in close cooperation with the IB to ensure compliance with its rigorous standards and quality assurance procedures, with all courses approved by the IB prior to delivery.

The company is committed to the IBâ&#x20AC;&#x2122;s mission and to help increase global access to the Diploma Programme. Pamoja Education generates funds for the McCall MacBain Foundation (MMF) www. mccallmacbain.org which exists to improve the welfare of humanity through focused grants in areas of health, education and the environment.

70 International Baccalaureate

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

Silver Sponsor

The University of Melbourne is known throughout the Asia-Pacific and worldwide as a leading international university. We are a dynamic, research-driven community with over 150 years experience in teaching and research. The University is the highest-ranked university in Australia and ranked number 36 in the world*. Our reputation is based on our excellent teaching and research staff, and generations of outstanding graduates.

Studying at Melbourne means you will join the best and brightest students from over 120 countries in a safe and friendly campus environment. We offer a wide range of services to all students, including help in finding housing and accommodation, student financial aid, sport and recreation facilities, career and health services, counselling and language and learning skills.

The large campus in Parkville is conveniently located close the central business district of Melbourne and benefits from the wealth of cultural, institutional and recreational opportunities available in the city of Melbourne.

State of the art learning spaces, first-class study options and a vibrant on-campus culture mean you are assured of a broad and enriching Melbourne experience. Diversity is valued, multiculturalism is celebrated, and the integrity of the individual is respected. At the University of Melbourne, youâ&#x20AC;&#x2122;ll have the opportunity to make lifelong friends from around Australia and the globe. *Times Higher Education World University Rankings 2010

72 International Baccalaureate

EXPLORING TEACHING AND LEARNING IN THE 21ST CENTURY

IB Regional & Global Staff at the Conference IB ASIA PACIFIC Name

IB Global Title

Country

Name

Title

Carolyn ADAMS

Assessment Operations Director

Andrew ATKINSON

Head of

Country

Sebastien BARNARD

Communications &

Marketing Manager AP

SINGAPORE

UNITED KINGDOM

Curtis BEAVERFORD

MYP Regional Manager

SINGAPORE

Diploma Programme Development

Ian CHAMBERS

Asia Pacific Regional Director

SINGAPORE

Jeffrey BEARD

Director General

Kathy DERRICK

PYP Associate Regional Manager

SINGAPORE

Marcia BEHRENBRUCH

Head of Global PD - PYP

SINGAPORE

Nigel FORBES-HARPER

Head of School Services

SINGAPORE

Ralph CLINE

School Service Director

UNITED STATES

Mario GAUCI

PYP Associate Regional Manager

SINGAPORE

Michael DEAN

Head of Research, Schools Division

UNITED STATES

Rosalyn GOH

Events Manager

SINGAPORE

Norman DUARTE

Sr. Manager Comm. & Marketing,

Schools Division

Celina GARZA

Academic Honesty Manager

Judith GUY

Advancement Director

Samantha LLOYD

IBID Communication Training &

Knowledge Base

Joey LOO

Treasury Manager

Kirsten LOZA

Curriculum Manager, PYP

UNITED KINGDOM SWITZERLAND

UNITED STATES

Stuart JONES

Professional Development Manager

SINGAPORE

Stephen KEEGAN

DP Regional Manager

SINGAPORE

Briony MORATH

DP School Services Associate AP

SINGAPORE

Serene PETER

Events Administrator

SINGAPORE

Stefanie SANDFORD

Associate Development Australasia

AUSTRALIA

John SWITZER

Head of Development

SINGAPORE

Priyamvada TANEJA

Consultant

Christopher MANNIX

Curriculum and Assessment

Ashish TRIVEDI

IB Educator Network Manager

SINGAPORE

Area Head, Head of IBCC

UNITED KINGDOM

Greg VALENTINE

Development Manager, Australasia

AUSTRALIA

Sandra PATON

PYP Curriculum Manager

UNITED KINGDOM

Margrit WILLIAMS

Associate Manager,

Sean RANKIN

Curriculum Area Manager, MYP

NETHERLANDS

Professional Development

SINGAPORE

Nanneke STAPS

Virtual Community Manager

NETHERLANDS

Mignon WECKERT

PYP Regional Manager

SINGAPORE

Anthony TAIT

Professional Development Director

UNITED STATES

Jennifer TAN

Research Manager

- Program Validation

Roxane VIGNEAULT

Assessment Area Head

Andriani WINOTO

Programme Manager

Planning & Development

INDIA

IB Africa, Europe, Middle East Name

Title

Theresa FORBES

Head of Development AEM

Country SWITZERLAND

IB Americas Name

Title

Drew DEUTSCH

Director, IB Americas

74 International Baccalaureate

Country UNITED STATES

UNITED KINGDOM SINGAPORE

UNITED KINGDOM SINGAPORE UNITED KINGDOM

SINGAPORE UNITED KINGDOM

SINGAPORE

International Baccalaureate Asia Pacific Regional Office Singapore

International Baccalaureate Asia Pacific 15 Hoe Chiang Road #11-04/06 Tower Fifteen Singapore 089316 Tel: +65 6776 0249 Fax: +65 6776 4369 Email: ibap@ibo.org Website: www.ibo.org

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Support our mission and join the IB community at http://www.ibo.org ce:

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