How can we prepare US students to successfully engage and participate in a globalized society? Darlyne Delaney, our Curriculum Manager, shares her thoughts on this topic.
As the Career-related Programme (CP) language development review moves into its design phase, the IB has been working closely with thought leader and chair of the ECIS MLIE (Multilingual Learning in International Education) special interest group, Susan Stewart. In a series of three articles for the IB, she shares with us her insights in areas […]
This blog is part of a series about using interdisciplinary units (IDUs) in MYP schools with a small student population. This blog delves into the planning of IDUs and the importance of student reflections.
Gjøvikregionen International School is typical of smaller, state-subsidized English schools in Norway. With just one class in each year from PYP1 to MYP5 and up to 200 students, these tiny schools have the capacity to successfully develop unique, engaging, and complex programmes. Annie Termaat, Secondary Principal at Gjøvikregionen International School tells us more.
When starting a new school, in a different country, IB students can feel like “outsiders” until they have a basic understanding of the main language of instruction. Former English Language Learner Teacher Dan Franch tells IB World how this can be avoided
Bilingual after-school club prepares students for the IB
IB World magazine investigates the ways in which IB World Schools have integrated a successful Mother Tongue (MT) programme, and offers tips to help schools set up their own