The International Baccalaureate and the Globalisation of Geography

By Cooke, Briony | Teaching Geography, Spring 2009 | Go to article overview

The International Baccalaureate and the Globalisation of Geography


Cooke, Briony, Teaching Geography


Briony Cooke looks at the growing popularity of the International Baccalaureate Diploma.

The place of geography in the IB Diploma

The Diploma structure

The International Baccalaureate Organisation (IBO) is a recognised leader in the field of international education and the IB Diploma programme is gaining increasing support worldwide. The course offers a broad curriculum which is academically rigorous and universally respected as a qualification for higher education. Students following IB study in six academic fields: three at higher level (HL) and three at standard level (SL). These six include two languages, one experimental science, mathematics, individuals and societies (including geography), and one further subject of the student's choice. The IB has a core curriculum, which is a complimentary and compulsory part of the programme and must be completed for the Diploma to be awarded at the end of two years. It includes the submission of two essays in the theory of knowledge (TOK), a 4000-word extended essay on a topic of individual interest and a commitment to extra-curricular activities called creativity, action, service (CAS) which encourages students to become involved in the arts, sport and the community as a means of fostering their awareness and appreciation of life outside the academic arena.

The changing place of geography in the IB diploma

Geography is one of nine subjects offered at both HL and SL in 'individuals and societies'. Students must study at least one the following:

* business and management

* economics

* geography

* history

* IT in a global society

* Islamic history

* philosophy

* psychology

* social and cultural anthropology.

Geography's global growth

The global uptake of geography at HL and SL has kept pace with that of the IB Diploma as a whole and has been particularly dramatic in the last five years. Between 2003 and 2007, the total number of candidates registering for geography worldwide increased by 330/0 at HL and 47% at SL, and in the Asia-Pacific region uptake for geography has increased by 64% over this period (Figure 1).

The new IB geography syllabus

A new syllabus for geography will be introduced in September 2009 for the first exam in May 2011. It is designed to endure the inevitable environmental, socio-economic and political changes that will occur over its seven-year life- time. The process of curriculum review has involved worldwide consultation with university academics, IB teachers, examiners and external advisers, and this has resulted in a review of the aims and objectives as well as substantial revisions of the subject content and the assessment components.

Aims

The key aims of the new geography syllabus are: 'to develop an understanding of the interrelationships between people, places, spaces and a concern for human welfare and the quality of the environment'. These aims are compatible with those of the IB philosophy as a whole and fulfil many of the attributes of the IB learner profile.

Relevant themes

The subject content (Figure 2) has been updated in response to changes in geographical thinking. It is also designed to cater for the preferences of teachers working in a great variety of schools and geographical circumstances by offering some of the major international issues of our time. These include climate change, resource management, vulnerability reduction and global participation. While new and popular themes such as sport and health have also been added, others such as urban models have been dropped.

Underlying the syllabus content are two fundamental geographical concepts: change in time and space, and the relationship between people and the environment. However, there has been a shift in emphasis from the notion of problem relationships towards encouraging students to think critically and constructively about the people/environment relationship. …

The rest of this article is only available to active members of Questia

Already a member? Log in now.

Notes for this article

Add a new note
If you are trying to select text to create highlights or citations, remember that you must now click or tap on the first word, and then click or tap on the last word.
One moment ...
Default project is now your active project.
Project items

Items saved from this article

This article has been saved
Highlights (0)
Some of your highlights are legacy items.

Highlights saved before July 30, 2012 will not be displayed on their respective source pages.

You can easily re-create the highlights by opening the book page or article, selecting the text, and clicking “Highlight.”

Citations (0)
Some of your citations are legacy items.

Any citation created before July 30, 2012 will labeled as a “Cited page.” New citations will be saved as cited passages, pages or articles.

We also added the ability to view new citations from your projects or the book or article where you created them.

Notes (0)
Bookmarks (0)

You have no saved items from this article

Project items include:
  • Saved book/article
  • Highlights
  • Quotes/citations
  • Notes
  • Bookmarks
Notes
Cite this article

Cited article

Style
Citations are available only to our active members.
Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

(Einhorn, 1992, p. 25)

(Einhorn 25)

1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

Cited article

The International Baccalaureate and the Globalisation of Geography
Settings

Settings

Typeface
Text size Smaller Larger Reset View mode
Search within

Search within this article

Look up

Look up a word

  • Dictionary
  • Thesaurus
Please submit a word or phrase above.
Print this page

Print this page

Why can't I print more than one page at a time?

Help
Full screen

matching results for page

    Questia reader help

    How to highlight and cite specific passages

    1. Click or tap the first word you want to select.
    2. Click or tap the last word you want to select, and you’ll see everything in between get selected.
    3. You’ll then get a menu of options like creating a highlight or a citation from that passage of text.

    OK, got it!

    Cited passage

    Style
    Citations are available only to our active members.
    Buy instant access to cite pages or passages in MLA, APA and Chicago citation styles.

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn, 1992, p. 25).

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences." (Einhorn 25)

    "Portraying himself as an honest, ordinary person helped Lincoln identify with his audiences."1

    1. Lois J. Einhorn, Abraham Lincoln, the Orator: Penetrating the Lincoln Legend (Westport, CT: Greenwood Press, 1992), 25, http://www.questia.com/read/27419298.

    Cited passage

    Thanks for trying Questia!

    Please continue trying out our research tools, but please note, full functionality is available only to our active members.

    Your work will be lost once you leave this Web page.

    Buy instant access to save your work.

    Already a member? Log in now.

    Oops!

    An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.