NEW IB Pilot
Systems Transformation: Leadership for Change
"With the intersection of technological change, social change, political change and climate change, the future world of work will be vastly different from now.
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Innovating for an uncertain future is a strategic focus here at UWCSEA, and one of many ways that we are embracing this shared responsibility is through the development of a new pilot course option for the International Baccalaureate (IBDP) titled IB Systems Transformation: Leadership for Change.
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IB Systems Transformation: Leadership for Change is an innovative new double standard level course, designed by UWCSEA in partnership with the IB, and is for students looking for further challenge and authentic, project-based experiences in their learning journey. This course will also help shift the IB Diploma worldwide towards a more flexible model with more real-world learning, more authentic assessment and greater student agency.
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The IB selected UWCSEA and UWC Atlantic to partner with them in designing the pilot course as part of its wide-ranging, multi-year review of the diploma programme with the potential to introduce it globally from 2030.
The first cohort of students to begin this course will do so in August 2024 and entry to this course for August 2024 is selective."
Why is this on my site?
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​I am lucky to be teaching, with my colleague Clayton, and co-creating the new IB Pilot Systems Transformation: Leadership for Change at UWCSEA Dover Campus. Co-creating a course like this is a challenge. If all goes well the global roll-out will take place in 2030. In development we have to consider:
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Curriculum Design Complexity: Creating a new IB course requires careful alignment with the IB philosophy, mission, and core values. Developing the curriculum involves ensuring that the content meets the standards for critical thinking, global-mindedness, and inquiry-based learning that the IB demands.
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Assessment Development: IB assessments are designed to evaluate not just knowledge but also skills like analysis, reflection, and synthesis. Creating fair, valid, and reliable assessments for a new course can be tricky. Additionally, assessments must align with the unique IB grading criteria.
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Resource Development: This course requires specialised resources such as textbooks, digital tools, and other learning materials. These resources must be created, reviewed, and approved, which can take time - a lot of time. Ensuring that they support inquiry-based, student-centered learning, as well as international-mindedness, is important as well.
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Feedback and Adaptation: Running a pilot involves gathering feedback from students, teachers, and even external reviewers. Adjustments to the course structure, content, or assessment methods is constant. (and necessary)
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IB Authorization: The IB has rigorous procedures for course approval and authorization. Ensuring that a new course meets all requirements—including philosophical alignment, learning outcomes, and assessment practices—has been a long process with multiple rounds of feedback and revision.
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Global Applicability: A pilot course in the IB must be globally applicable, which means designing content and teaching strategies that can be adapted to a variety of cultural, geographical, and educational contexts. Ensuring inclusivity and relevance to a diverse student body is crucial. We must also take into account what is possible across a wide range of schools globally.
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Luckily, I have had a lot of training across the years in order to meet this challenge with my colleagues and I enjoy the intellectual attention a pilot as ambitious as this offers me. The students involved really care about creating a world of peace and sustainable practices. Visit this page again as I post exciting updates on the course.
