Post on 04-Jul-2020
© International Baccalaureate Organization 2015
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
IB Update
IBSCA CP Conference
29th November 2018
Peter Fidczuk
Development and Recognition
Manager, UK & Ireland
Peter.fidczuk@ibo.org
© International Baccalaureate Organization 2017
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
© International Baccalaureate Organization 2015
IB Programmes are
globally recognizedTHE BIG
NUMBERS
5270Authorized IB World
Schools
around the world
2893Number of State
funded schools
1,500,000Number of students
with access to the
four IB programmes
1,745Programmes
1,544Programmes
3419Programmes
214Programmes
IB schools in 153 countries
© International Baccalaureate Organization 2015
CP news 1
• Stay up to date with developments in the CP and the Diploma
Programme courses through the CP Co-ordinators, and DP Co-
ordinators notes published quarterly on the PRC (latest issue Oct 2018).
• Stay up to date on Programme Standards & Practices by visiting the
PRC preview of the revised programme standards and practices
framework, prior to its full release in late 2020.
• Curriculum review of the core components has begun. If you are
interested in taking part in discussions and meetings for: language
development, reflective project, service learning and personal and
professional skills contact cpdevelopment@ibo.org
• Coordinators will be receiving email invites, to ask CP educators to
complete a language development survey by end of January 2019.
11/28/2018 4
© International Baccalaureate Organization 2015
CP news 2
• Reflective project subject report will be available by the end of the year.
Read through to find more information on: moving from descriptive to
interrogative reflective projects; improving theoretical dimensions of
research through source selection; conducting valid quantitative research;
maximising the usefulness of the RPPF (reflections on planning and
progress form).
• Join the CP Twitter network @ib_c_p. Twitter automatically sends you
news and updates. It also connects you to CP teachers from around the
world to share experiences, questions, ideas and resources. It is the best
place to keep up to date with CP news, updates, articles, educational
quotes, latest research, upcoming workshops and webinars.
11/28/2018 5
© International Baccalaureate Organization 2015
CP reminders
• Have you read through the IB’s publications on inclusive education?
Find out more about planning for learning diversity in classrooms
and how to ensure candidates with access requirements are
supported throughout their CP journey.
11/28/2018 6
© International Baccalaureate Organization 2015
IB DP curriculum review: 7 year cycle
© International Baccalaureate Organization 2015
Revised Diploma Courses
First teaching September 2019
• All Language A courses (except Literature &
Performance)
• All Mathematics courses
First teaching September 2020
• Economics
• Music
• Theory of Knowledge
11/28/2018 8
© International Baccalaureate Organization 2015
Revised Diploma Courses
First teaching September 2021
• Literature & Performance
• Classical languages
• Business management
• ITGS (as digital society)
• Biology
• Chemistry
• Computer Science
• Physics
• Dance
• Theatre
11/28/2018 9
© International Baccalaureate Organization 2015
Mathematics
Revised from September 2019
11/28/2018 10
© International Baccalaureate Organization 2015
Current mathematics offer
4 independent courses
• Mathematical Studies SL (DfE accepts this as a core
mathematics qualification)
• Mathematics SL (originally called Mathematical
Methods)
• Mathematics HL
• Further Mathematics HL
Summaries are found in our Diploma subject briefs
All courses are linear, 20% coursework, exam of a
problem solving & synoptic nature
No mechanics – this is delivered through Physics
11/28/2018 11
© International Baccalaureate Organization 2015
May 2017 Entries
Total number of Diploma Programme candidates:
157488
Entries and Grade distribution:
11/28/2018 12
Entries 7 6 5 4 3
MS SL 35919 6.4 14.9 25.6 24.8 15.6
SL 46659 8.2 16.8 22.6 22.8 15.6
HL 13981 13.0 21.8 22.2 20.4 14.1
FM HL 216 26.0 21.6 13.7 11.3 14.2
© International Baccalaureate Organization 2015
Mathematics comparability research
• Comparison of IB mathematics courses with A Level
carried out by Ofqual, ICOSSA report 2012
• In 2016 IB commissioned NARIC to compare
international Maths qualifications -
http://www.ibo.org/news/news-about-the-
ib/comparing-dp-mathematics-with-other-curricula-
around-the-world/
• Report extends Ofqual’s findings
© International Baccalaureate Organization 2015
NARIC findings
Maths courses ordered by conceptual difficulty
• Alberta Mathematics 30-2
• Alberta Mathematics 30-1
• IB Mathematical Studies SL
• Singapore H1 Mathematics
• IB SL Mathematics
• A Level Mathematics
• IB HL Mathematics
• Singapore H2 Mathematics
• Singapore H3 mathematics
• A Level Further Mathematics
• IB Further Mathematics
© International Baccalaureate Organization 2015
Reasons for changing the IB
mathematics offer• 4 separate courses are difficult for schools to implement.
• Prevents students easily moving between courses as
there is no common core content, common assessments
• Wide misconceptions about the content and demand of
Mathematical Studies SL – it has always been a course
following on from (i)GCSE and is level 3. The content and
approach is to relate mathematics to solving real world
problems, so has significant statistics.
• Out of step with all our other subjects where we have
integrated SL/HL
11/28/2018 15
© International Baccalaureate Organization 2015
Starting premises for the new courses• Mathematics is a compulsory requirement of the IB
diploma. We design courses that are appropriate for all
our students who will come to us with a variety of
interests, abilities and previous experience of
mathematics.
• We have a requirement to bring everyone up to an
acceptable standard to fulfil the diverse requirements of
universities around the world.
• Data and anecdotal evidence suggest that we have many
students taking mathematics as part of their diploma
who are able mathematicians but have no motivation
towards “pure” mathematics. So we have developed two
complementary routes
11/28/2018 16
© International Baccalaureate Organization 2015
Revised DP Mathematics
In development for first teaching September 2019, first examination May
2021:
Mathematics: Analysis and approaches HL and SL
Analytic methods with an emphasis on calculus – appropriate for pure
mathematicians, and those with an interest in analytic methods – current
calculus option content will form part of the HL course.
Mathematics: Applications and interpretation HL and SL
Applications and interpretation with an emphasis on statistics and use of
technology during assessment – appropriate for social scientists, biomedical
scientists, those with an interest in the applications of mathematics and how
technology can support this – SL will be appropriate for students who would
previously have taken Mathematical Studies SL – current HL content from
the statistics and discrete options will form part of the HL course.
11/28/2018 17
© International Baccalaureate Organization 2015
DP Mathematics
• Each subject will be available at SL and HL, with the SL course being a complete subset of the HL course
• There will be approximately 60 hours allocated to common material across both SL courses
• 30 hours will be allocated to the development of investigational and problem solving skills, collaboration, modelling skills, and completion of the internal assessment (IA) component
• The IA is an independent exploration of an area of mathematics chosen by the student. It is internally assessed by the teacher and externally moderated by the IB, contributing 20% to the overall level
11/28/2018 18
© International Baccalaureate Organization 2015
SL Common Core 60 hours
5 key areas of Maths
•Number & Algebra
•Functions
•Geometry & Trigonometry
•Statistics and Probability
•Calculus
Mathematics: analysis and approaches
Mathematics: applications and interpretation
Inquiry
Investigation
and
Modelling 30
hours
A & A SL/HL
Common
Content 60
hours
A & I SL/HL
Common
Content 60
hours
A & A AHL
90 hours
A & I AHL
90 hours
Inquiry
Investigation
and
Modelling 30
hours
© International Baccalaureate Organization 2015
Time allocations SL
11/28/2018 20
Syllabus component
SL Teaching Hours
Analysis ApplicationsNumber & Algebra 19 16Functions 21 31Geometry & Trigonometry 25 18Statistics & Probability 27 36Calculus 28 19IA and ‘toolkit’ 30 30TOTAL 150 150
© International Baccalaureate Organization 2015
Time allocations HL
11/28/2018 21
Syllabus component
HL Teaching Hours
Analysis ApplicationsNumber & Algebra 39 29Functions 32 42Geometry & Trigonometry 51 46Statistics & Probability 33 52Calculus 55 41IA and ‘toolkit’ 30 30TOTAL 240 240
© International Baccalaureate Organization 2015
Number and Algebra
11/28/2018 22
Core
Operations with numbers in standard form
Arithmetic and geometric sequences and series
Applications of arithmetic and geometric sequences and series including compound interest and annual depreciation
Simplifying numerical expressions with integer exponents
Introduction to logarithms and natural logarithms
Analysis SL
Simple deductive proof
Laws of exponents with rational exponents
Laws of logarithms
Change of base of a logarithm
Solving exponential equations
Sum of infinite geometric sequences
The binomial theorem
Applications SL
Approximation, upper and lower bounds, percentage
errors
Financial applications of geometric series: amortization
and annuities
Solving systems of linear and polynomial equations
Analysis HL
Permutations and combinations
Binomial theorem with negative indices
Partial fractions
Complex numbers – Cartesian, modulus-argument and
Euler form
Complex conjugate roots of quadratic and polynomial
equations
De Moivre’s theorem
Powers and roots of complex numbers
Proof by induction, contradiction and counter-exampleSolving systems of linear equations
Applications HL
Laws of logarithms
Expressions with rational exponents
Sum of infinite geometric sequences
Complex numbers – Cartesian, modulus-argument and
Euler form
Phase shift and voltage as complex quantities
Matrices: algebra and properties
Matrices applications to solving systems of equations,
and coding and decoding messagesEigenvalues and eigenvectors
© International Baccalaureate Organization 2015
Functions
11/28/2018 23
Core
Different forms of equations of straight lines, including parallel and perpendicular lines
Functions and inverse functions
Graphing skills and determining key features of graphs including horizontal and vertical asymptotes
Finding the point of intersection of lines and curves using technology
Analysis SL
Composite, identity and inverse functions
The quadratic function – factorisation and completing
the square
Solution of quadratic equations and inequalities
The quadratic formula and the nature of the roots
Reciprocal, rational (linear/linear), exponential and
logarithmic functions
Equations of horizontal and vertical asymptotes
Solving equations graphically and analytically
Graph transformations, including composite
transformations
Applications SL
Modelling skills and the modelling process
Modelling in contexts with linear, quadratic, exponential
growth and decay, direct and inverse variation, cubic,
and sinusoidal behaviours.
Analysis HL
Polynomial functions, factor and remainder theorems
Viete’s formula (sum and product of roots of polynomial
equations)
Rational functions of the form linear/quadratic and
quadratic/linear
Odd, even and self-inverse functions
Inverse functions requiring a domain restriction
Graphing and solution of modulus equations and
inequalities
Applications HL
Composite functions used in context
Inverse functions with domain restrictions
Transformations of functions
Modelling with exponential models with half-life,
complex sinusoidal models, logistic models and
piecewise models
Linearizing data
Log-log and log-linear graphs
© International Baccalaureate Organization 2015
Geometry and Trigonometry
11/28/2018 24
Core
Distance between points in 2d and 3d space
Midpoints of two points in 2d and 3d space
Volume, surface area and angles in 3d solids
Non-right-angled trigonometry, including area of a triangle, angles of elevation and depression
Three figure bearings
Analysis SL
Circles – length of arc and area of sector in radians
The unit circle – exact trigonometric ratios and their multiples
Ambiguous case of the sine rule
Pythagorean identity
Double angle identities for sine and cosine
Behaviour of circular functions
Composite functions of the form .
Transformations and real-life contexts
Solving trigonometric equations, including quadratic
trigonometric equations, in a finite interval
Applications SL
The circle – length of arc and area of sector
Equations of perpendicular bisectors
Voronoi diagrams – nearest neighbour interpolation and
toxic waste dump problems
Analysis HL
Reciprocal trig ratios, Pythagorean identities involving tan,
cot, sec and cosec
Inverse trig functions
Double angle identity for tan
Compound angle identities
Relationships between trig functions and their symmetry
properties
Vectors – algebraic and geometric approaches, dot and cross
products, angle between 2 vectors, vector algebra
Vector equation of a line in 2d and 3d space
Angle between 2 lines
Simple applications of vectors to kinematics
Coincident, parallel, intersecting and skew lines in 2d and 3d
space and their points of intersection
Vector product, properties and applications
Vector equations of a planeIntersections of lines and planes and angles
Applications HL
Radian measure
The unit circle and the Pythagorean identity
Solving trigonometric equations
Inverse trigonometric functions
Geometric transformation in 2d using matrices
Vectors – geometric approaches, dot and cross products,
angle between 2 vectors
Vector equation of a line in 2d and 3d space
Angle between 2 lines
Vector applications to kinematics, linear motion with
constant and variable velocity
Graph theory
Adjacency and transition matrices
Tree and cycle algorithms including Kruskal’s and Prim’s, Chinese postman and Travelling Salesman
© International Baccalaureate Organization 2015
Statistics and Probability - 1
11/28/2018 25
Core
Concept of population, sample, outliers, discrete and continuous data
Reliability of data sources
Interpretation of outliers
Sampling techniques – simple random, convenience, systematic, quota and stratified sampling methods
Presentation of discrete and continuous data in frequency tables, histograms, cumulative frequency graphs and
box plots
Measures of central tendency and dispersion for discrete and continuous data including the effect of
multiplication by or addition of a constant
Linear correlation – equation of regression line y on x including piecewise linear models, Pearson’s product-
moment correlation coefficient
Introduction to probability – independent events, mutually exclusive events, combined events, conditional
probabilities and probabilities with and without replacement
Use of Venn diagrams, tree diagrams, sample space diagrams and tables of outcomes
Probability distributions of discrete random variables, expected values and applications
The normal distribution – its properties, diagrammatic representation, expected values, probability and inverse
normal calculations
The binomial distribution
Analysis SL
The regression line x on y
Formal treatment of conditional and
independent probability formulae
Testing for independence
Standardization of normal variables
Inverse normal calculations
Applications SL
Spearman’s rank correlation coefficient
Appropriateness and limitations of different correlation
coefficients
Hypothesis testing
Significance levels
Chi squared test for independence and goodness of fit
T-test
One-tailed and two-tailed testing
© International Baccalaureate Organization 2015
Statistics and Probability - 2
11/28/2018 26
Analysis HL
Bayes’ theorem
Formal treatment of discrete random
variables and their probability
distributions
Continuous random variables and their
probability density functionsExpectation algebra
Applications HL
Data collection techniques, survey and questionnaire
design
Reliability and validity tests
Non-linear regression, sum of squares, R2
Interpolation and extrapolation
Linear transformation of a single random variable,
expectation and variance
Unbiased estimate and estimators
Sample means and the central limit theorem
Confidence intervals
Testing for population mean for normal and Poisson
distributions, proportion for binomial distribution
Critical regions and values
Type I and II errors
Poisson distribution
Transition matrices including regular Markov chains
© International Baccalaureate Organization 2015
Calculus - 1
11/28/2018 27
Core
Introduction to limits, rate of change and gradient
Increasing and decreasing functions and the graphical interpretation of the gradient
Differentiation of polynomials
Equations of tangents and normals at a given point
Integration as anti-differentiation of polynomials
Definite integrals using technology to find areas under curvesAnti-differentiation with a boundary condition to determine the constant term
Analysis SL
Derivatives of sin x , cos x, e x , and ln x, including
their sums and multiples
The chain, product and quotient rules
The second derivative and the graphical
relationships between f, f’ and f”
Local maximum and minimum points, points of
inflexion
Testing for maximum and minimum points
Optimisation
Kinematics problems involving displacement,
velocity, acceleration and total distance travelled
Indefinite integration of sin x, cos, 1/x and ex
Integration by inspection and by substitution
Definite integrals
Analytic evaluation of the areas under curves
Applications SL
Local maximum and minimum points
Optimisation problems
Numerical integration - the trapezoidal rule
© International Baccalaureate Organization 2015
Calculus - 2
11/28/2018 28
Analysis HL
Informal treatment of continuity and differentiability at
a point
Understanding of limits (convergence and divergence)
Differentiation from first principles; higher order
derivatives
L’Hopital’s rule
Implicit differentiation
Related rates and optimisation
Derivatives and indefinite integrals of tan, reciprocal and
inverse trig functions, the identity function, exponential
and log functions, including the composites of these and
partial fractions
Integration by substitution and by parts, repeated
integration by parts
Volumes of revolution about the x and y axes
First order differential equations – using Euler’s method,
separation of variables and integrating factor
Maclaurin expansions of ex, sin x, cos x , ln(1+x), (1+x)p
and composites of these
Applications HL
Derivatives of sinx, cosx, tanx, ex, ln x, xn
Chain, product and quotient rules
Related rates of change
Second derivative testing for concavity
Integration of sinx, cosx, sec2x, ex
Integration by inspection and substitution
Volumes of revolution about the x and y axes
Kinematics – displacement, distance, velocity and
acceleration
Setting up and solving first order differential equations
Slope fields
Euler’s method for first and second order differential
equations
Phase portraits
© International Baccalaureate Organization 2015
Assessment Objectives – common to both programmes• Problem-solving is central to learning DP mathematics and involves the acquisition of mathematical
skills and concepts in a wide range of situations, including non-routine, open-ended and real-world
problems. Having followed a DP mathematics course, students will be expected to demonstrate the
following:
• Knowledge and understanding: Recall, select and use their knowledge of mathematical facts, concepts
and techniques in a variety of familiar and unfamiliar contexts.
• Problem-solving: recall, select and use their knowledge of mathematical skills, results and models in
both abstract and real world contexts to solve problems.
• Communication and interpretation: transform common realistic contexts into mathematics; comment
on the context; sketch or draw mathematical diagrams, graphs or constructions both on paper and
using technology; record methods, solutions and conclusions using standardized notation; use
appropriate notation and terminology.
• Technology: use technology, accurately, appropriately and efficiently both to explore new ideas and to
solve problems.
• Reasoning: construct mathematical arguments through use of precise statements, logical deduction
and inference and by the manipulation of mathematical expressions.
• Inquiry Approaches: investigate unfamiliar situations, both abstract and from the real-world, involving
organizing and analyzing information, making conjectures, drawing conclusions, and testing their
validity.
11/28/2018 29
© International Baccalaureate Organization 2015
Assessment Structure HL Analysis and
ApproachesAssessment component Weighting
External assessment (5 hours)
Paper 1 (120 minutes) No technology allowed (110 marks)
Section A
Compulsory short-response questions based on the syllabus.
Section B
Compulsory extended-response questions based on the syllabus.
80%
30%
Paper 2 (120 minutes) Technology required. (110 marks)
Section A
Compulsory short-response questions based on the syllabus.
Section B
Compulsory extended-response questions based on the syllabus.
Paper 3 (60 minutes) Technology required. (60 marks)
Two compulsory extended response problem-solving questions.
30%
20%
Internal assessment
This component is internally assessed by the teacher and externally moderated by the IB at the
end of the course.
Mathematical exploration
Internal assessment in mathematics is an individual exploration. This is a piece of written work
that involves investigating an area of mathematics. (20 marks)
20%
11/28/2018 30
© International Baccalaureate Organization 2015
Assessment Structure HL Applications
and InterpretationAssessment component Weighting
External assessment (5 hours)
Paper 1 (120 minutes) Technology required. (110 marks)Compulsory short-response questions based on the syllabus.
80%
30%
Paper 2 (120 minutes) Technology required. (110 marks)Compulsory extended-response questions based on the syllabus.
30%
Paper 3 (60 minutes) Technology required. (60 marks)Two extended response problem-solving questions.
20%
Internal assessment
This component is internally assessed by the teacher and externally moderated by the IB at the end of the course.
Mathematical explorationInternal assessment in mathematics is an individual exploration. This is a piece of written work that involves investigating an area of mathematics. (20 marks)
20%
11/28/2018 31
© International Baccalaureate Organization 2015
Replacement for Mathematical Studies
Mathematics: Applications and Interpretation SL
replaces Mathematical Studies.
11/28/2018 32
© International Baccalaureate Organization 2017
HE Entry Requirements for IB
Mathematics
IB view is that either HL course will be suitable for
university courses which require A Level Maths as an entry
requirement. However some subjects may consider that
one or other of the two courses might be more suitable
because of the specific content.
Guiding principle is that students should not be
disadvantaged.
11/28/2018 33
© International Baccalaureate Organization 2017
Initial HE position
University College London
“UCL are aware of the changes to the International
Baccalaureate Mathematics modules. From 2021,
programmes requiring A-level Mathematics will
accept either Mathematics: Analysis and Approaches
or Mathematics: Applications and Interpretation at
higher level. Programmes requiring Further
Mathematics at A-level will accept higher level
Mathematics: Analysis and Approaches only.”
11/28/2018 34
© International Baccalaureate Organization 2017
Initial HE position
Imperial College London
Both HL courses will be accepted but some subjects will have a preference for
Mathematics: Analysis and Approaches, eg
Civil Engineering
Minimum entry standards
• Our minimum entry standard for 2019 entry is 39 points overall, to include:
• 7 in Mathematics at higher level
• 6 in Physics at higher level
• Typical offer range
• As a guide, the typical offer made in 2017 to at least 85% of applicants
studying IB was 39 points overall.
• Mathematics Higher Level for award in 2021
• For entry in 2021, the Mathematics Analysis and Approaches or the
Applications and Interpretation syllabi will be accepted at higher level with
no preference.
11/28/2018 35
© International Baccalaureate Organization 2017
English A
11/28/2018 36
© International Baccalaureate Organization 2017
Language A (English)
The current offer is:
• Language A: Literature SL & HL
• Language A: Language and Literature SL & HL
• English (and Spanish) Literature and Performance SL
The Literature and Language and Literature
specifications are common to all languages examined.
All three courses assume students are proficient in the
language studied.
11/28/2018 37
© International Baccalaureate Organization 2017
General Characteristics
All three courses are designed for students who have experience of
using the language of the course in an academic context. The
language background of such students, however, is likely to vary
considerably — from monolingual students to students with more
complex language profiles. The study of texts, both literary and non-
literary, provides a focus for developing an understanding of how
language works to create meanings in a culture, as well as in particular
texts. All texts may be understood according to their form, content,
purpose and audience, and through the social, historical, cultural and
workplace contexts that produce and value them. Responding to, and
producing, texts promotes an understanding of how language
sustains or challenges ways of thinking and being.
11/28/2018 38
© International Baccalaureate Organization 2017
Differences between the 3 courses
The main difference lies in the different areas of focus each takes.
• In the language A: literature course, focus is directed towards
developing an understanding of the techniques involved in literary
criticism and promoting the ability to form independent literary
judgments.
• The focus of the language A: language and literature course is
directed towards developing and understanding the constructed
nature of meanings generated by language and the function of
context in this process.
• Literature and performance allows students to combine literary
analysis with the investigation of the role of performance in our
understanding of dramatic literature.
11/28/2018 39
© International Baccalaureate Organization 2017
May 2017 English Entries
Total number of Diploma Programme candidates:
157488
Entries and Grade distribution:
11/28/2018 40
Entries 7 6 5 4 3
Lit SL 7227 5.5 27.9 38.3 23.8 4.3
Lit HL 42338 3.6 18.9 40.4 28.7 7.6
Lang &
Lit SL
13322 4.9 32.3 43.5 17.0 2.2
Lang &
Lit HL
21109 4.8 25.1 38.9 25.4 5.5
Lit &
Perf SL
572 3.8 16.6 34.2 31.9 13.0
© International Baccalaureate Organization 2017
A more integrated course
11/28/2018 41
There are seven central concepts in
the proposed syllabus which act as
structuring axes around which the
syllabus revolves. The parts of the
syllabus will no longer be isolated
from one another; instead, they will
become “areas of exploration” which
will include texts from different
genres, and written originally in the
language studied or read in
translation, in each one of them.
These areas of exploration should
not be seen as isolated individual
units, but rather as complementary
and at times overlapping approaches
to the study of literature.
© International Baccalaureate Organization 2017 11/28/2018 42
© International Baccalaureate Organization 2017 11/28/2018 43
© International Baccalaureate Organization 2017 11/28/2018 44
© International Baccalaureate Organization 2017 11/28/2018 45
© International Baccalaureate Organization 2017 11/28/2018 46
© International Baccalaureate Organization 2017 11/28/2018 47
© International Baccalaureate Organization 2017
Assessment – The Key elements
• There is no one-to-one correspondence between
the parts of the syllabus and the assessment
components
• Greater freedom for teachers and students to decide
which works to use in which part and for which
assessment component
• Portfolio: structuring element
• Internal assessment: focus on connections between
texts and global matters
11/28/2018 48
© International Baccalaureate Organization 2017 11/28/2018 49
© International Baccalaureate Organization 2017 11/28/2018 50
© International Baccalaureate Organization 2017
Professional development for Maths
and English A
• IBEN being upskilled now
• Guides, TSMs, specimen assessments available Feb
2019
• Experienced teachers can upskill to the new courses
through CAT 3 ‘subject specific seminars’ (SSS)
• First SSS at Aston University, Birmingham 22-24 Feb
2019
• IBSCA CAT 1 workshops at University of Warwick 5-7
April
• IBSCA also planning to deliver subject seminar days
after April 2019, dates to be circulated.
11/28/2018 51