IB Newsletter External - Feb 2022

Approaches to Learning and Teaching Newsletter Spring Term 2022

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Introduction A very warm welcome to our second Learning and Teaching Newsletter of the session.

In our first edition, we celebrated Inquiry-based learning throughout the Nursery, Junior and Senior school. In this edition, we will be focusing on the two new International Baccalaureate Programmes: the Career-related programme and the Diploma Programme.

We launched these two new pathways, alongside our existing SQA provision, in August of this session and it has been a very exciting journey so far. We are thrilled to be the only school in the world offering the unique combination of SQA, IBDP and IBCP - which includes an HNC qualification.

What is the IB?

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The International Baccalaureate is over 50 years old, and was created by a

dynamic group of educational visionaries who wanted "Education for a better world". It draws on the principles and philosophy of a French educator called

Marie-Thérèse Maurette - the founding architect of what we now recognise as international education. Maurette wrote in the 1940s and was part of a generation scarred by ideological conflict and she believed that if war begins in the mind of man, then it is through changing the mind through education that we can achieve lasting peace. Also fundamental to the inception of IB were Kurt Hahn – who you may have heard of because of his associations with Gordonstoun School - and Alec Peterson, a teacher from Edinburgh, friend of Hahn’s, and the first ever Director General of the IB.

Those who created the IB had lived through the Second World War and they wanted to design a curriculum for lasting peace and a better world. The war they had lived through was fuelled by intolerance, a belief of superiority and a disregard for others and their way of life. Their aim was not just to offer pupils the opportunity of an excellent set of examination results, but also to grow the kind of people who would be able to make a real difference. They wanted to create protectors of the planet and guardians of its future generations: deep critical thinkers with the power to build a better world through intercultural understanding, collaboration and respect.

The first programme of the IB – the IB Diploma Programme, or ‘DP’ – was devised by leading academics of Oxford University, and of other universities around the

world along with UN agencies in Geneva. You might ask: why Geneva? Well, because Geneva was (and is) home to around 20 United Nations agencies – and the diplomats living there sought an education for their children which reflected their own beliefs, and which was portable around the world and not tied to a national curriculum only recognised within a limited sphere.

This team of academics approached designing their curriculum rather differently.

They discarded the Victorian educational model of identifying the required facts and knowledge first, instead focusing on the values around which the entire curriculum would be based.

04 They wanted the IB to produce internationally minded, inquiring, creative individuals who would be able to work collaboratively to solve global problems not just pupils with the ability to memorise and regurgitate facts.

All of this was formalised in the Learner Profile - a set of ten characteristics that IB students should embody - and also in the Approaches to Teaching and Learning to be followed by teachers, the compulsory ‘Core’ and the IB Mission Statement.

The addition of the Core, along with the fact that the philosophy and values came

before the subject content is what sets IB apart from all other curricula. It is now the fastest growing educational model in the world, with almost 2 million students in nearly 6,000 schools in over 150 countries. Yet, though the subject content is refreshed every seven years, the values which underpin it have remained constant and coherent. This is one of the reasons the IB is so successful, and is so coveted

by Universities and employers alike.

IB comprises four programmes, and we offer two of these at Lomond: The Careerrelated Programme and the Diploma Programme. Both of these are two-year experiences, spanning S5 and S6, with examinations and internal assessments at the end of the two years. The Core in each of the programmes develops pupils as curious, intellectual risk-takers, with the courage to effect change and reflect on their own place in the world.

The Career-related Programme (IBCP) offers the opportunity to gain a postschool, SCQF, Level 7 qualification (HNC Business) alongside two to three IB Diploma Programmes courses, and a four-part Core. The Core is compulsory and comprises courses in: Language Development, Personal and Professional Skills, Service Learning and Reflective Project.

Diploma Programme candidates take their choice of six courses - three at Higher level and three at Standard level - along with a three-part Core. The Core is compulsory and comprises two year courses in Theory of Knowledge, Extended Essay and Creativity and Activity and Service. More about these later!

05 The IB’s distinctive feature is its ambition for every pupil to be successful in a changing and unpredictable world. All pupils develop breadth and depth of

knowledge and also have the opportunity for specialisation through drawing on their own personal strengths and interests in their choice of subjects, levels of difficulty and projects. All IBDP pupils write a 4000 word Extended Essay (EE) on a topic of their own choosing, allowing them to grow as independent learners in a meaningful and genuine way - something which is excellent preparation for

University. IBCP pupils complete a Reflective Project; very similar to the EE, but with a business and ethics focus. Again, this is incredibly attractive to University Admissions Officers who value independent academic research and writing. In fact we have already secured a pathway to International Business for our IBCP pupils with a University in Glasgow.

The IB suits the intellectually curious, the ambitious, the hard-working and the creative: words which we believe describe all our pupils at Lomond. In short, IB has a pathway for everyone, and we are so thrilled to be offering it alongside SQA Highers and Advanced Highers.

Further details of both programmes can be found on our website; alternatively, please do not hesitate to contact Mrs Chisholm if you would like a chat with any of the team about anything IB related.

The IB Mission Statement The International Baccalaureate 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 organisation works with schools, governments and international organisations 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.

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What the DP did for me

I travelled across Paris twice every day just to study at a school which offered the IB programme - and I'm so glad I did! You can see from the map below how far this was. Look at the two red dots!

Growing up in an international school was definitely one of the most fulfilling experiences I have had in terms of social, educational and work opportunities.

Studying the IB prepared me for university and taught me how to juggle my studies and classes with extra-curricular activities and my life outside of school

while developing key skills such as communication, organisation and teamwork.

Although it is a challenging programme, I am so grateful to have had the opportunity to study a wide range of subjects at a high standard as it enabled me to become a respectful, international-minded and risk-taking individual. To this day, people I meet are always impressed by my background and having lived and worked in five different countries.

The IB is what taught me to be more ambitious and seek more professional opportunities outside of my comfort zone. Pupils at Lomond are the perfect example of the forward-looking perspective which the IB represents and I am so thrilled to be now teaching the IB and passing the baton to a new generation.

David Vescio, Teacher of Modern Languages

My Daily Commute!

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Meet the team

Career-Related Programme

Mrs Chisholm, IBDP/IBCP Co-ordinator

Mrs Ferguson, IB Assistant Coordinator Careers Programme

Mr Chambers, IB Assistant Coordinator Leadership of Learning & Teaching

Mrs Hoole, IB Assistant Coordinator Curriculum

Mrs Harwood Service Learning/Personal and Professional Skills Coordinator

Mr Vescio Language Development Coordinator

Mr Hall Career-Related Study Teacher

Ms Bell Librarian

Mr Louden Reflective Project Coordinator

What our pupils have to say

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“I feel like there is more freedom. I also enjoy the responsibility, the independence and being treated like an adult” “I feel I have more freedom with my learning. It is all so connected and joins up as a whole bigger picture”

“I think the course is making me a more well-rounded and knowledgeable individual” “I am grateful for that fact that you can be more open minded in classes.”

“I enjoy the choice of new subjects, particularly Sports, Exercise and Health Science”

“I like the choice of subjects and I’m enjoying the Core - especially the way it all relates to business and the real world.”

“I like the format of the HNC Business course and the fact that is it continually assessed"

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News

IBCP PLacements and Work Experience As part of the IBCP, pupils must engage in meaningful work experience and/or internship and as such, we were thrilled with the response from our Lomond School community to our request for parents and business owners to partner with us to offer placements. We are so very grateful for these connections and look forward to ‘matching up’ our young people with some fabulous opportunities a little further on in their course.

When restrictions are eased and guidelines allow, our IBCP pupils are looking forward to welcoming you into school for a Business Breakfast to celebrate these new partnerships. If you are keen to be involved in any capacity, and have some expertise or a placement to offer, please contact Mrs Ferguson via admin@lomondschool.com

11 We are delighted to share details of our connection with another IB school, St. Leonards in St. Andrews. St. Leonards is a highly experienced IB school, having taught the IBDP for over 12 years now. They are currently in their second year of delivering the CP, and our staff are linking up with theirs to share expertise, resources and ideas. Peer networking sessions have already begun and our pupils have gained invaluable insight from their mentors up East in the Home of Golf!

As well as learning from other pupils, the CP and DP pupils attended a study skills workshop, facilitated by the Lanterna Education group - a renowned provider of expert tuition and resources for IB pupils. Maya, a recent graduate of the University of Cambridge, joined us and delivered a lively and engaging presentation which was jam-packed with first hand tips and tricks for studying and making the most of the IB. Maya gained an incredible 45 points in the IBDP (the maximum score) and graduated with a first class honours degree. Her dream is to become a Chemistry teacher - and if her presentation was an indication of her talent, she will be an outstanding one.

Mrs Chisholm will be visiting St. Leonards at the end of February to observe IB classes and further develop links with teachers there.

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IBCP Core

The below diagram provides a useful visualisation of how the IBCP programme is structured.

DP courses provide and enhance the theoretical underpinnings and academic rigour of the CP. The CP core components give context to the DP courses and the career-related study, drawing all aspects of the framework together. Through the CP core, students develop personal qualities and professional skills, as well as intellectual habits required for lifelong learning.

Each school chooses the career-related study most suited to local conditions and the needs of its students, in Lomond's case this is an HNC in Business.

Our chosen language is Italian.

Core Components - Career-Related Study (CRS) - Reflective Project (RP) - Language Development (LD) - Personal and Professional Skills (PPS) - Service Learning (SL)

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Our career-related Study - HNC Business Would you believe that pupils here at Lomond are completing a course equivalent to the first year of a Business degree? Well, with the introduction of the IBCP at Lomond, our pupils are acquiring the kind of skills most people don’t learn until they are at university or in the workplace.

In addition to the minimum of two DP subjects and the Core, the IBCP comprises a Career-related Study which for our pupils is HNC Business. The teaching of the HNC is shared between our two highly experienced Business and Economics teachers: Mrs Ferguson and Mr Hall. Before joining Lomond, Mrs Ferguson delivered this very same course at College and for her, it’s like ‘coming home’!

Both teachers are so passionate about the HNC and are clear that it combines the very best of academic rigour with real-life contextualised learning. Loved by universities and employers alike, the HNC can lead to great things straight from school, be that employment, university - or for all our entrepreneurs out there, even starting up your own business. The world is your oyster.

14 Mrs Ferguson teaches one ‘column’ of the HNC and pupils have recently been learning about the Management of People and Organisations (MPO).

Given the events of the last two years, where people and organisations have been forced to adapt, fragment and work from home, there has never been a more opportune time to contextualise this theory. How can we ensure employees remain motivated? How can employee performance be monitored and improved? How can team based projects remain successful? Our pupils have chosen their own businesses to research and to apply these questions to including Rolls Royce, Tesla, Audi, Microsoft, and Vans.

Mr Hall is currently leading Business Fundamentals and Emerging Technology.

After some time in the classroom pupils have selected a business in Helensburgh, analysing the stakeholders involved and focusing on whether they are primary or secondary, internal or external. Pupils are currently in the process of writing an export plan for different businesses in the UK. This has allowed them to focus on the importance of exchange rates and marketing in different cultural contexts.

An enormous benefit of HNC is the continuous assessment model, interspersed with what colleges and universities call "reading weeks". Pupils are - dare we say it - enjoying the gentle pressure of assignments. The benefit of this is that the more extreme pinch points are removed from the academic programme, ensuring that pupils are always on their A-game and being recognised for their work throughout the year. The HNC satisfies a global trend of demand for qualifications which combine academic and career-related achievement. We know that this will broaden our pupils' options, help us to challenge and support our pupils every step of the way, and to ensure that our pupils are uniquely prepared to serve, lead and succeed.

RP: Reflective Project

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The Reflective Project is one of the four elements that make up the core programme unique to the CP. Focusing on the process as much as the product, it is an independent piece of work that focuses on an ethical dilemma stemming from the pupil's career-related studies (HNC in Business in our case).

Most importantly, the Reflective Project really is the culmination of a multitude of skills the students have developed throughout their career-related studies, DP subjects and other elements of the core.

At a glance, the RP is: one of four compulsory components of the CP produced over an extended period of time totalling 50 hours built upon a research question which provides the focus for the whole project focused on research, thinking, writing and communication skills at a complex level centred on an ethical dilemma from and ethical issue connected with the student's career-related study. Some examples are: What regulations should be put in place to standardise X’s (country/ area/ market) approach to child labour, and how might these be monitored?

To what extent does our culture inform our attitude to whistle-blowing within the X industry In endangered/protected areas such as X, how far does ‘ecotourism’ successfully support both the environment and the tourist industry?

Our IBCP pupils have so far had a session on referencing with Dr Cotter-MacDonald and are being introduced to ethics in both Personal and Professional Skills (PPS) and Business Studies to help stimulate ideas for their assignments.

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LD: Language Development

The Language Development element of the IBCP core ensures that all pupils have access to to a language programme that will assist and further their understanding of the wider world. The ability to communicate in more than one language is essential to the IB’s concept of an international education. Language development encourages pupils to improve their proficiency in a language other than their best language. It aims to provide pupils with the necessary skills and intercultural understanding to enable them to communicate in an environment where the language studied is spoken. This process encourages pupils to go beyond the confines of the classroom, expanding their awareness of the world and fostering respect for cultural diversity.

Our IBCP pupils have been focusing on a Content and Language Integrated Learning Approach. In other words, they have been looking at the influence of the business sector within Scotland and Italy through the use of English and Italian respectively.

They have explored the commonalities and differences between both cultures and the influence that Italy has had on Scotland from a business perspective such as gastronomy (fish & chips, coffee, ice-cream, etc.), and the arts including cinema and music as well as sport. Pupils have created their own personal CV which was designed in Italian using the European format.

They have also looked at the importance of communication skills in the target language, creating a dialogue for a generic job interview in Italian which they then rehearsed and delivered in front of their peers and Mrs Chisholm. You can see then in action below!

Since August, a wide range of topics have been covered: name, age, hometown, personality, school, previous employment, cultural differences within the workplace, appropriate language for interview (formal and informal registers) and the influence of Italian business and culture in Scotland.

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PPS: Personal and Professional Skills The Personal and Professional Skills course is designed for pupils to develop attitudes, skills and strategies to be applied to personal and professional situations and contexts now and in the future.

In this course the emphasis is on skills development for the workplace, as these are transferable and can be applied in a range of situations.

In PPS lessons pupils have had lessons from Dr Cotter on how to cite references and a library visit with Mrs Bell to look at IB resources and to find out how the librarian can help with research. They have also started looking at the personal development unit and students are investigating self awareness as it is essential for us to grow and improve if we understand what makes us tick! Pupils have completed a personal SWOT analysis and have looked at Eisenhower's Matrix.

They found this tool very useful when helping to prioritise tasks.

The class are now looking at Gardner's Multiple Intelligences to help them understand that different people learn in different ways which will be very useful in the world of Business. They are also comparing Emotional to Intellectual intelligence and trying EQ & IQ tests to identify their areas of strength.

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SL: Service Learning

Service Learning is the development and application of knowledge and skills towards meeting an identified and authentic community need.

In this research-based approach, pupils often undertake service initiatives related to topics studied previously in their academic disciplines, utilising skills, understandings and values developed in these studies.

The pupils have brainstormed questions that they need to find answers to e.g. time of day, duration, the format for recording the data, what they should wear etc. They are now dividing up tasks to help them deliver, report and reflect on this event.

Our first service learning tasks have been to complete footfall surveys in Duchess Woods for the Friends of Duchess Woods. This is an important act of service because this data can be used for grant applications for funding for the charity.

Meet the team

Diploma Programme

Mrs Chisholm, IBDP/IBCP Co-ordinator

Mrs Hoole IB Assistant Coordinator Curriculum Creativity, Activity and Service (CAS) Coordinator

Ms Bell Librarian

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Mrs Ferguson, IB Assistant Coordinator Careers Programme

Mr Chambers, IB Assistant Coordinator Leadership of Learning & Teaching

Mr Minnis Theory of Knowledge (TOK) Coordinator

Dr Cotter-MacDonald Extended Essay Coordinator

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What our IBDP Pupils have to say

“I have loved every minute of IB, it has been exhilarating and enjoyable. It is challenging but that is why I love it. I know that after my exams I will be able to do whatever I want, the world is my oyster.”

“I was a bit unsteady at the start, just finding my feet. Now we are all around five months in and I love my courses, although Economics is proving challenging. I love the way that Spanish is taught, not only am I getting better at speaking the language but I am also learning about the history of Spain and Spanish culture.”

“It is very challenging, it keeps me busy and motivated. IB has made me think differently about English. ”

“I am really loving the Spanish course.”

“IB has been interesting so far and I love the different approach to learning. I am especially excited for CAS, I’m already planning for the future. The EE sounds challenging but I am excited to see what is to come.”

“It's been a big jump from Nat 5 but I'm really glad I took the IBDP. I really like the fact it is over two years; I think the one year focus on Higher would have been too quick. Another thing I really like is the balance between what is taught and being able to explore subjects ourselves”

“It has been quite a challenge to adapt to the new way of learning that IB demands, you need to be very ‘on the ball’! I know that it will pay off at university so I am very excited to continue.”

IBDP Core

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As the below image shows, the IBDP curriculum is made up of the DP core and six subject groups. Pupils will choose a subject from each of the subject groups, with the option to study an additional science, individuals and societies or languages course instead of a course in the arts.

Pupils will take at least three subjects at Higher Level (HL) and the rest at Standard Level (SL).

Made up of the three required components, the DP core aims to broaden students’ educational experience and challenge them to apply their knowledge and skills.

Core Components - Creativity and Service (CAS) - Theory of Knowledge (TOK) - Extended Essay (EE)

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CAS: Creativity, Activity and Service CAS pupils take part in a range of experiences and at least one project, these help to create the CAS portfolio which is assessed at the end of the programme.

CAS projects should involve: real, purposeful activities, with significant outcomes personal challenge thoughtful considerations, such as planning, reviewing progress, reporting reflection on outcomes and personal learning The CAS strands are defined as: Creativity - exploring and extending ideas leading to an original or interpretive product or performance Activity - physical exertion contributing to a healthy lifestyle Service - collaborative and reciprocal engagement with the community in response to an authentic need So far, pupils have proposed and carried out their first CAS experience, looking at the skill of purposeful reflection; peeling back the ‘layers of the onion’ and looking for the deeper learning and personal development they have gained through a CAS experience.

23 Further information on the CAS programme can be found on the Lomond School CAS website: https://sites.google.com/lomondschool.com/lomondibdpcas/home? authuser=0

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TOK: Theory of Knowledge

Effectively a course in epistemology, Theory of knowledge (TOK) plays a special role in the IB Diploma Programme by providing an opportunity for pupils to reflect on the nature of knowledge, and on how we know what we claim to know.

It is one of the components of the DP core and is mandatory for all pupils. The TOK requirement is central to the educational philosophy of the DP.

How is TOK structured?

As a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed almost entirely of questions.

The most central of these is "How do we know?", while other questions include: What counts as evidence for X? How do we judge which is the best model of Y? What does theory Z mean in the real world?

Through discussions of these and other questions, pupils gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives.

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The TOK course is assessed through an oral presentation and a 1,600 word essay.

The presentation assesses the ability of the pupil to apply TOK thinking to a real-life situation, while the essay takes a more conceptual starting point.

TOK aims to make pupils aware of the interpretative nature of knowledge, including personal ideological biases – whether these biases are retained, revised or rejected.

It offers pupils and their teachers the opportunity to: reflect critically on diverse ways of knowing and on areas of knowledge consider the role and nature of knowledge in their own culture, in the cultures of others and in the wider world.

We began the year discussing the Core Theme: Knowledge and the Knower.

A sample of the issues we discussed includes: What criteria can we use to distinguish between knowledge, belief and opinion?

Are there situations where “knowing how” is more important than “knowing”?

Does knowledge always require some kind of rational basis?

Do we really know ourselves?

26 We followed this with our first Optional Theme: Knowledge and Politics. The class welcomed Argyll and Bute MP Brendan O’Hara to school before Christmas to take part in a Q and A on the subject.

The key questions centred on how we know about politics and engage with politics in our lives.

More recently, as part of their work on the Natural Sciences Area of Knowledge, the Theory of Knowledge class have had the opportunity to participate in some lab work with Miss Ward. The focus was on the issue of certainty and the methodology used to establish certainty of data in experiments. For the less scientifically minded it was a revealing insight into how knowledge is obtained and used effectively in chemistry.

EE: Extended Essay

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The EE or Extended Essay is an independent, self-directed piece of research, finishing with a 4,000-word paper and is mandatory for all IBDP pupils.

The extended essay provides: practical preparation for undergraduate research an opportunity for students to investigate a topic of personal interest to them, which relates to one of the student's six DP subjects, or takes the interdisciplinary approach of a World Studies extended essay.

Through the research process for the extended essay, pupils develop skills in: formulating an appropriate research question engaging in a personal exploration of the topic communicating ideas developing an argument.

Participation in this process develops the capacity to analyse, synthesise and evaluate knowledge.

Pupils are supported throughout the process of researching and writing the extended essay, with advice and guidance from a supervisor.

Pupils are required to have three mandatory reflection sessions with their supervisors. The final session, a concluding interview, is also known as viva voce.

So far we have looked at subject specific requirements, analysed exemplars against the IB’s marking criteria, discussed and refined possible research questions the importance of correct citation of sources.

Pupils are preparing to pitch ideas to subject supervisors prior to formal supervision contracts being agreed. Examples of some of the topics being proposed are: A comparative study of drug related deaths in two communities in the West of Scotland over the last 10 years looking at proximity to support facilities An exploration of the politicisation of grief in Kamila Shamsie’s novel ‘Home Fire’ and the Greek drama ‘Antigone’ on which it is based An analysis of the extent to which the progessive stages of symptomatic dementia occurring in Alzheimer’s and Parkinson’s diseases can be compared To what extent are prime numbers an effective way of encrypting a piece of information using the RSA algorithm?

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See you next issue with more examples of the innovative approaches to learning across the school.