The International School of Turin – ACAT (IST) was originally founded by a group of managers from local American companies as the American Cultural Association of Turin (ACAT). It has offered the IB Diploma Programme for over 20 years and received certification as an official “ECO School” in December 2013.
The blog at SharingPYP provides educators in IB World Schools with the latest programme news, review updates and a platform for sharing examples of best practice.
University of Queensland
University of Bath
Bath, UNITED KINGDOM
27 July- 02 August
Shane Ross is a PYP teacher at Gyeonggi Suwon International School in South Korea. The school is one of two schools in Korea that offer the IB Continuum. He says, “In my first year, amazing teachers supported me and I learned so much from them. We definitely have a collaborative environment so I am continually sharing ideas and getting feedback.”
Briley Rossiter, an MYP student, published an illustrated children’s book at the age of 11. The story was inspired by true events, capturing the loving relationship between herself and her sister Ainsley suffering from Infantile Neuroaxonal Dystrophy.
Harry H. McFaul, Director of Education at Greensprings School in Lagos, Nigeria, talks about how the IB programme is having a positive impact on other students in the rest of the school, particularly with regard to social responsibility.
The internationally-minded IB student is a critical and creative thinker. They engage in global ideas and issues with humanity and compassion.
The world in which we live in can be unpredictable and challenging at times, but the IB student can break down these problems and make ethical, reasoned and balanced arguments based on continual development.
The international publication TES (Times Educational supplement) is interested in contributions from IB teachers around the world. They are seeking essays focusing on the topics of “My Best Lessons” and “How I Teach.”
With the support of her IB coordinator and a local librarian, Yuanling Yuan, a 2012 IB Diploma graduate from Victoria Park Collegiate Institute, North York, Canada, turned her Creativity, Action, Service (CAS) project into an international volunteer organization called Chess in the Library.
New research conducted by a team of researchers from the University of Hong Kong sheds light on the university destinations and ‘readiness’ of students who graduated from IB World Schools in China. More than 61% of the cohort chose to attend a university in North America; 51% of the graduates selected a university in the United States.
We had a great year here at the IB and introduced many useful new resources. These five products, listed in random order, were the most popular items with IB teachers and students on our website in 2013.
The IB’s Marketing/Communications Department is seeking an intern for an immediate opening in our offices in Bethesda, MD. Interested? Send your resume and a cover letter to email@example.com
Marie-Thérèse Honygloh is an MYP teacher at the Arc en Ciel International School in Lomé, Togo – the first French Internatonal school in Togo. Lomé is the capital of Togo and is located on the north coast of the Gulf of Guinea in West Africa. The school serves a diverse group of 480 students ranging from age two to 18 years and from a diverse mix of both local and international heritage.
Yaya Lu was awarded the Pride of Australia Medal 2013 State Award for Tasmania to recognise her work in support of quadriplegic assistance. Here, she tells us about the inspiration for her work as well as the innovative software that won her the accolade.
In the heart of historic downtown Boston, USA, in a building that originally served as the Abraham Lincoln School, the Josiah Quincy Upper School is enjoying something of a renaissance as an IB World School, serving 523 students who live in the surrounding area.
Possessing an open mind is a significant part of IB learning. IB students are open-minded since they understand and appreciate cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities.
Position papers are commissioned from external authors and reflect the views of the IB on a variety of important issues. This new paper examines the origins and evolution of sustainability education (SE) before outlining one expression of contemporary good practice in SE in a school context, including the ways in which schools can assess progress towards sustainability. Commonalities between the IB learner profile and good practice in SE are identified and questions for self-reflection are posed. The paper concludes with the examination of a case study of an IB World School that is embracing a student-led, whole-school approach to sustainability.