IB World -May 2010
Unless you are well versed in the sort of mathematics most of us witness only in Hollywood movies, the word ‘continuum’ will be familiar in just one context: the IB programmes. Even then, not every teacher (or every school) will be fully versed in its meaning.
On one level, of course, a continuum simply means running two or more IB programmes in one school. But in reality, it is much more: engendering a philosophy where the IB’s aims become closely aligned with the school’s, and where transitions between programmes are seamless, is a challenge being tackled in many different ways.
In this issue, we hear from schools who have learned the value of the continuum and put it into effective practice. But these lessons are equally valid for schools running just one programme: all have to help students along their complex educational journey, and all will at some point be asked: “What does the IB mean and what will it be like to study it?” If continuum schools can teach us anything, it’s how best to respond to that question when it comes.
Robert Jeffery, editor
May 2010 articles
The community service girl
While her peers have been studying, Natascha Yogachandra has spent a decade running non-profits across the globe. She tells Katie Jacobs her remarkable story
Read more - The community service girl
The power of three
The IB continuum is about more than just pedagogy – it changes school dynamics and offers new opportunities. Teachers from seven full-continuum schools give their perspectives
Read more - The power of three
“They might be different ages and sizes, but they are a single community of lifelong learners”
What are the benefits and challenges of being a continuum school – and how do they help students make key transitions? Teachers and school leaders share their recipes for success
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