I currently teach the IB Business and Management course at Dartford Grammar in
Kent. I find the course to be highly interesting, both to myself and students,
assessment is extremely rigorous and the IBO is an extremely organised and
reliable organisation.
I also have to deal with continous mistakes and 'updates' from examination
boards such as the AQA. I have to deal with a set of AS exams which have been
reduced to a piffling hour long in length (how on earth can you test a years
worth of hard slog in such a short period of time?).
I now feel that it is a two tier system. My IB students KNOW that their course
is better than any domestic examination board can offer. They know that WE
enjoy it more and, as a result, students are highly motivated and a pleasure to
teach.
Having said all of this, we tend to have only the higher ability studens opting
for IB, and those with lower ability struggle. The IB is certainly the answer
for some, and in my experience it works very well. However, it cannot be the
only solution for the variety of students taking our subject.
Lisa Cooper
Quoting biz teacher <[log in to unmask]>:
> I agree with the contents of your quotation.
>
> Additionally, I had mentioned in the
> Business/Accounting thread that one solution to the
> issues brought up by the research article was the
> model of amalgamation of the Economics and Business
> Studies currently implemented by the Nuffield
> Foundation, of which I am highly supportive.
>
> I had also mentioned that, looking out further,
> Tomlinson's proposal for an International
> Baccalaureate would essentially integrate many
> disciplines into an interdependent body of skills and
> knowledge. Once we get to that stage, it is my view
> that we will have finally "arrived" at the optimal
> solution.
>
> Hopefully, under the IB, there will be but one
> examination board (eliminating the variable
> inter-board standards required to score highly). And,
> more importantly, our students will get a rounded
> education incorporating a wide range of subjects and
> skills. The higher echelon of universities will no
> longer be able to frown upon vocational subjects,
> since the vocational aspects will be integral to the
> IB, irrespective of whether a student attends an inner
> city comprehensive or an elite private school.
>
> I hope Tomlinson moves rapidly on implementing this.
>
>
> --- david haynes <[log in to unmask]> wrote:
> >
> > From today's TES:
> >
> >
> >
> > "Teachers believe that exam standards have fallen in
> > recent years, research for the Qualifications and
> > Curriculum Authority has revealed.
> >
> > Years of rising pass rates at GCSE and A-level are a
> > result not simply of better teaching and students'
> > hard work, but also of modular assessment, simpler
> > questions and teaching to the test, staff believe. "
> >
> >
> >
> > Looks like the IB is one step closer.
> >
> >
> >
> >
> > ---------------------------------
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>
>
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