Our international group of authors and editors consists of former IBO directors and chief examiners, and current principals, IB and CAS coordinators,
heads of departments, heads of grades, and top teachers in their
respective fields. We cover the entire scope of the IB,
from obtaining IB authorization to day-to-day classroom teaching.
To learn more about the authors, click on the links below.
Dr Marc van Loo, project manager and chief editor
John Goodban, former IBO regional director (Asia Pacific)
Prof. Dr. Frans van Loo, former director of education (TUE, Holland)
Kevin Morley, editor of language chapters
Contributors to the book
(SG = Singapore, UK = United Kingdom, ID = Indonesia, NL = Netherlands,
BR = Brunei,
CAN = Canada, AU = Australia, MY = Malaysia, TW = Taiwan)
Ellie Alchin, eco&soc, CAS (UK)
Nick Alchin, maths, TOK (UK)
Jay Atwood, psych (TW)
Robin Barton, IB coordinator (SG)
Mark Beverley, English (SG)
Nick Cotton, geo, outdoor ed (SG)
Jeremy Craig, English, SAT (SG)
James Dalziel, dty head (SG)
Ian Deakin, dty head (ID)
Robert Friesen, hist (SG)
John Goodban, quality control (UK)
Julie Hessler, IB coordinator (BR)
Dave Hobman, DT (SG)
Cameron Hunter, science (SG)
Sarah Jeyaram, hist (SG)
Stuart Jones, IB coordinator (SG)
Peter Joseph, maths (UK)
Luke Lawson, IB coordinator (CAN)
Prof. Frans van Loo, tertiary advice (NL)
Dr. Marc van Loo, maths, TOK (SG)
Bruce Love, computer science (SG)
Mark McCallum, CAS (SG)
Matias de Menezes, head (MY)
Kevin Morley, languages (SG)
Monica Mueller, ITGS (SG)
Andy Payne, DT (SG)
Dr. Anu Ruhil, Languages (SG)
Dr. Jill Rutherford, IB coord (UK)
Prof. Robert Walker, Arts (AU)
Phil Woolrich, Econs, Bus (SG)
Dr. Marc van Loo
Project Manager and Chief editor of the book, and formerly IB teacher (further)
Mathematics and TOK at the United World College of South East Asia, Singapore.
Following his interest in developing
cross-curricular and experiential education, Marc took up his current
post of Coordinator of Critical Thinking at NanYang Technological University,
while at Overseas Family College, a Singaporean
affiliate of CalState University, he is Coordinator of Critical
Thinking and Experiential Learning, as well as Professor of
Mathematics and Physics.
Marc is founder and owner of
LooLa Adventure Resort,
resort on Bintan island, Indonesia, which is a popular destination for both Singaporean
and International schools alike.
LooLa plays a central role in the 'Keyboards for Kids' community service
programme, which has delivered over 300 computers to local schools so far, and whose
aim is to supply all Bintan schools with computers over the next 5
years. He has conducted corporate training courses at his resort,
and has taught adults (mostly teachers) from 1995-2000 in the Open University's BSc mathematics
programme. Finally, he is developing the education programs for
Monkey Island, an exciting edu/eco
project to rescue Singapore's Long tail macaques.
Marc contributed the opening chapters to the book,
as well the mathematics chapter (together with Peter Joseph), which puts forward the case
for a more holistic interpretation of the mathematics curriculum.
A Dutch national and Singapore PR, Dr van Loo earned his PhD in Mathematical Physics
in 1995 from the National university of Singapore, where he was invited to study on a research
scholarship. His continuing research interest is cosmology,
especially the large-scale evolution of the universe.
John Goodban was a founding member of staff of the United World College of South East Asia, Singapore where, between 1971 and 1991, he served at various times as head of the faculty of humanities, head of middle school, director of development and deputy headmaster. He taught IB geography Higher Level (HL), geology Standard Level (SL) and school-based subjects (SBS). He was for many years the Diploma Programme coordinator (DPC). From 1991 to 2002 he was IBO director for the Asia-Pacific region. To list just a few more achievements in his long career:
member of the conceptual team for the development of the present IB Middle Years Programme (1984-1992),
chairman of the IBO creativity, action and service (CAS) committee (1990-1997),
member of the IBO Senior Management Team (1999-2002),
coordinator of large-scale teacher-training workshop programmes - over 1200 regional workshops arranged and conducted throughout the Asia-Pacific region (1991-02),
author of the first IB diploma transdisciplinary syllabus 'science, technology and social change', and finally,
author of the Longman's geography series "Living in Cities". In his contributing chapters to the book, John Goodman provides a clear account of what the International Baccalaureate Organization (IBO) expects from schools that wish to introduce the IB Diploma Programme (DP). The emphasis throughout is on how the IBO guards and maintains the quality of its curriculum, its participating schools and itself as an organization. His text examines in detail the practical implications of this at the school level.
Ellie Alchin was coordinator of the school based syllabus (SBS) course Science, Technology, and Society at the United World College of South East Asia (UWCSEA) from 1997 to 2000, and coordinator of the trans-disciplinary course Ecosystems and Societies at the International School of Geneva until July 2003. She currently teaches Theory of Knowledge at Sevenoaks School, UK, where she is a boarding housemistress in the Girls' International House. She is an IB examiner for Geography and writes and marks examination papers for Ecosystems and Societies, and is a member of the IB steering committee for Ecosystems and Societies. Ellie has also recently advised prospective IB schools in the UK. In her chapter she details the challenges, rewards and future potential of the SBSs (school based syllabus subjects) and the trans-disciplinary subjects. Her chapter also features the case study 'Turkish social studies', provided with the help of Gautam Sen, Koc School, Istanbul, Turkey.
Nick Alchin has taught at the United World College of South East Asia, the International School of Geneva and most recently, at Sevenoaks School, UK, where he is Head of Mathematics and Theory of Knowledge. Nick is an experienced IB workshop leader, member of the IB Curriculum Review Committee, a senior TOK examiner and has spoken and advised in several international schools. He is the author of the widely acclaimed Theory of Knowledge book for students and the companion Teachers' Guide published by John Murray. In his chapter, he introduces all aspects of this unique and central diploma programme course: what it is, what it is not, how to organize it, and how to teach it. A very extensive list of resources is also included.
Jay Atwood is a deputy chief examiner for IB psychology. He taught IB psychology at the American International School in Cairo (where he was also IB coordinator) and at the Taipei American School (where he also taught ITGS and where he is currently the webmaster and the upper school information technology coordinator). He has been a senior examiner and/or principal examiner for all three externally assessed papers, a senior moderator and principal moderator for HL internal assessment, and an assessor and team leader for extended essays. Jay has led IB workshops in three of the IB regions: Asia-Pacific, Africa-Europe-Middle East and North America. He has served as the psychology faculty member for the Online Curriculum Centre (OCC) and was involved in the curriculum review and development committees that worked toward publishing the course guide for first examinations in May 2003. In his section in the book, he shares his insights to focus on the areas of concern for both new and experienced teachers. He was assisted in this section by Wally Hobbs, IB psychology teacher at the Taipei American School, and by Jim Wong.
Robin Barton has taught in Canada and in Singapore, both in local and international schools. He began teaching IB history as well as Theory of Knowledge in 2001 at the Overseas Family School in Singapore. Robin has conducted workshops about the IB to Singaporean principals and heads of departments. Since 2002, he has been the academic adviser at Overseas Family School.
He is the author of the history section in the book, together with Robert Friesen and Sarah Jeyaram.
Mark Beverley taught in England for three years before coming to UWCSEA in 1997 where is currently Head of the English Department and a teacher of drama. Mark currently oversees the teaching of over 360 students taking English A1 in years 1 and 2 of the IB Diploma Programme.
Nick Cotton is a teacher of geography and the outdoor education manager at UWCSEA. He also teaches ecosystems and societies and has previously held the post of coordinator of science, technology and society. As a head of grade he advised students on their IB package options and requirements. His chapter gives an overview of the IB geography, provides practical tips on how to organize and teach the course, and shares a list of internet resources that are good starting points to resource the course.
Jeremy Craig gained his BA (East Asian Languages and Cultures) and MA (International Affairs) from Columbia University. He established an educational consulting company in Singapore and works as a consultant to US schools looking to increase their enrolment from South East Asia. The editor asked him to illustrate the US landscape for the benefit of our non-American readers, and to conduct a survey of the IB experience in the USA for the benefit of our US readership.
In Singapore's expatriate educational circles the Canadian International School (CIS) is often cited as a model for faculty-driven educational innovation. The CIS recently received authorization to teach the Diploma Programme (DP) as well as the Middle Years Programme. James, as deputy principal at the CIS, led the efforts to introduce the Middle Years Programme. The editors of this book asked James and Ian Deakin (former principal at CIS) to give a frank account of their school's process of change. Their analysis of what went right and what went wrong should be of value to any school starting the DP.
In Singapore's expatriate educational circles the Canadian International School (CIS) is often cited as a model for faculty-driven educational innovation. Ian Deakin, formerly chief executive officer and head principal of the CIS and currently deputy headmaster of the prestigious Jakarta International School, was the main driver behind the change to DP. The editors of this book asked Ian and James Dalziel to give a frank account of their school's process of change. Their analysis of what went right and what went wrong should be of value to any school starting the DP.
Robert Friesen has taught in Canada and Singapore. He began teaching IB history as well as Theory of Knowledge in 2001 at the Overseas Family School in Singapore. He is the curriculum area leader for humanities, and has been involved in various IB workshops and training sessions. He authored the history section in the book, together with Robin Barton and Sarah Jeyaram.
Julie Hessler's long IB experience includes two years at the Overseas Family School (Singapore), three years at the United World College of South East Asia (Singapore) as well as five years of work at IB schools in the developing world, notably in Ethiopia as head of the faculty of languages and Theory of Knowledge (TOK) coordinator, and now as IB coordinator and deputy principal at the International School, Brunei. The editor of the book asked her to share her views on the challenges that come with running the Diploma Programme (DP) in the developing world. She also reveals how it is possible to turn a bad start into a success story.
David Hobman was a founder member of the steering committee that started IB Design Technology (DT) and he is currently an IB assistant examiner and a DT workshop leader. He co-authored the section in the book on DT together with Andy Payne.
Cameron Hunter is one of the most experienced chemistry teachers at United World College of South East Asia (UWCSEA) in Singapore, and is known for his innovative, engaging and successful teaching style. In his chapter on science, he and his co-author team provide a full description of all the IB Diploma Programme (DP) science subjects, emphasizing the area where DP science departs from national curricula: the internal coursework.
Sarah Jeyaram has taught in England and Singapore. She began teaching the IB history as well as business and management programmes in 2000 at the International School of Singapore. Since 2001 she has assisted with the implementation of the IB Middle Years Programme. She authored the history section together with Robert Friesen and Robin Barton.
Stuart Jones taught in schools in the UK and the Middle East before joining the International School of Singapore, where he took up the post of head of science and teacher of physics. He played a key role in the school's strategic planning and has worked for the Council of International Schools accrediting schools. Appointed as the school's Diploma Programme coordinator (DPC) in 1999, he successfully led the school through the IB diploma authorization (granted in 2000) and the programme's subsequent implementation. His chapter in the book serves as a 'hands-on manual' for new DPCs, but school boards, too, will gain an invaluable insight into the practical advantages and challenges associated with the adoption of the IB DP. A careful study of his chapter will greatly enhance the likelihood of an informed board decision that can be executed smoothly and cost-effectively. The chapter also provides a unique chance for teachers and parents to understand how the philosophy of the programme links to its practicalities, and what role the parts play in the whole.
Peter Joseph started teaching the IB Diploma Programme (DP) at the United World College of South East Asia (UWCSEA) in 1995, taught all four DP mathematics courses there, and was in charge of the further mathematics programme. Peter went on to explore his interest in IT and piloted the IBO's intended 'two-tier examination paper approach', and trained faculty in the use of new IT components. He is now teaching at Ardingly College, a recently accredited DP school in the UK. He co-authored the mathematics chapter together with the editor, Marc van Loo.
Luke Lawson was responsible for the introduction of the International Baccalaureate (IB) Diploma Programme (DP) at Halifax Grammar School, Nova Scotia, Canada, where, from 1993 to 2002, he was the DP coordinator (DPC) and for three years CAS coordinator. An experienced teacher of DP economics, he has also been an IBO economics examiner, participated in DP authorization visits, led IB North America (IBNA) teacher-training workshops, and attended various IB conferences in North America. Currently, Luke is the director of academics and university counsellor at Mulgrave School in Vancouver, which is in the early stage of introducing the DP. The editors of this book asked him to describe the DP in Canada, the country with the highest per capita participation in the IB DP.
Prof. Dr. Frans van Loo
Dr. Frans van Loo was, until his recent retirement, professor of inorganic materials as well as director of education at the department of Chemical Technology at Eindhoven University of Technology in the Netherlands, rated a few years ago as Europe's best research university. He was also chairman of the board of curriculum directors there, and led a revolutionary change in the teaching of chemistry towards a project and design-oriented approach in which lectures were partly abolished in favor of student-centred and self-driven study. The editor of the book (who happens to be his son), asked him to carefully edit the whole book for consistency and transparency from the point of view of an IB layman.
Bruce has taught mathematics and computer courses for many years, mostly in New Zealand. He joined the Overseas Family School in Singapore in 2001 to take over the computer science DP course as an IB novice. He has been asked by the IBO to become a moderator for the internal assessment component. Armed with a fresh perspective (and a traditionally no-nonsense Kiwi attitude), Bruce takes the reader on a whirlwind tour of the subject in his chapter in the book.
Mark McCallum is CAS coordinator, Dean of Students, and Director of Corporate Relations at the International School Singapore (ISS), a recently authorized Diploma Programme (DP) school. He is credited with setting up, from scratch, one of this region's most acclaimed CAS programmes. Mark leads CAS workshops for the International Baccalaureate Organization (IBO) in the Asia-Pacific region.
CAS is one of the three core components of the IB DP that give the programme its heart and soul. In his CAS chapter, Mark explains what CAS is, what it is not, and how to make it a success from the point of view of a CAS coordinator, a teacher and a student. The chapter also includes tips for seasoned practitioners, and features two case studies contrasting two different approaches to CAS.
Matias de Menezes
One of the world's most successful IB school in terms of academic results is a national school located in Malaysia: Mara College Banting (MCB). The editor of the book asked Matias de Menezes, long-time principal at MCB, to share with our readers the reasons for its success, for which he is widely considered the main architect. His study illustrates that it is possible to integrate the student-centred Diploma Programme (DP) within a traditionally rigorous Asian approach to education, a point of considerable satisfaction to the IBO. It also demonstrates that the IBO's call on schools to experiment can translate to success for those who are not afraid to try. Amongst other things, MCB sets aside a whole day a week for CAS, and reserves five weeks for study skills techniques.
The original text Matias submitted to the editor was quite extensive and included detailed statistics. This full report is available for download elsewhere from this website.
As for Matias himself, he is currently a Deputy Director for Resource Development at MARA Headquarters, Kuala Lumpur. He was the Principal of MCB from 1995 till 2004, but more generally has served MARA for 27 years in various roles.
To date, he has trained more than 5,000 teachers and students within the MARA education system and outside.
The SEEDS programme he developed together with 6 other senior teachers has been used by all MARA Junior Science Colleges, encompassing 13,000 students and staff.
Kevin Morley is the chief editor and author of the two languages chapters in the book. He taught in a variety of schools in Germany and UK before moving to the United World College of South East Asia (UWCSEA) in 1992 where he has been Head of Department (English for speakers of other languages (ESOL) and A1 self-taught languages) since 1998. In this capacity Kevin has supervised over 150 self-taught students in 35 different A1 languages.
Monica Mueller has taught in Toronto, Hamburg, Curacao and Singapore. She began teaching the ITGS programme in 1997 at the International School of Curacao, and became an assistant moderator for the project portion of the ITGS internal assessment in 2000. Since 2001, she has assisted with the implementation of the IBO's Middle Years Programme and Primary Years Programme at the International School of Singapore, where she currently holds the position of IT instructional leader. Her chapter gives an overview of the ITGS course, considered by many to be one of the most exciting DP courses, and draws on her classroom experience to share her thoughts on effective classroom management of the subject.
Andy Payne is head of design technology (DT) at UWCSEA, and is currently the faculty member responsible for the DT section of the IB Online Curriculum Centre and an assistant moderator for practical work.
He authored the chapter of DT together with David Hobman.
Dr. Anu Ruhil
Anuradha Ruhil earned her doctorate from the University of Arizona, Tucson USA in Second Language Acquisition and Teaching. Her area of specialization is Pedagogy. She has been teaching IB English (English A2 and B courses) in the ESOL department at UWCSEA for the past four years. She has been responsible for the implementation and teaching of Hindi A1, and contributes her insights in the form of case studies to the languages chapters in the book.
Dr. Jill Rutherford
Jill Rutherford is highly regarded internationally for her enormous contribution to the Diploma Programme (DP) and for her considerable experience as a teacher, examiner and curriculum developer. Over the years, Jill has held significant positions in the IBO which include the chief examiner for environmental systems, vice-chair of the International Baccalaureate Organization (IBO) examining board, group 4 representative on the diploma review committee, group 4 representative on the former Bureau of Chief Examiners, chair of the review committee for group 4, and member of review committees for environmental systems and ecosystems and societies. She has also led many teacher-training workshops for environmental systems throughout the various IBO regions and served as an adviser to a number of schools in the UK (King Edward VII, Melton Mowbray, Prince William School, Oundle, Bedford School, St Helen's Northwood). She is currently director of IB at Oakham School, UK where she initiated the IB DP.
Her UK case study complements Stuart Jones's chapter on how to implement the IB DP, providing more details on university recognition and 'twinning' the DP with existing curricula. While set in a UK context, care has been taken that all issues raised are relevant to IB schools around the world.
Prof. Robert Walker
Professor Walker was chief examiner for music, coordinator for the IB diploma arts programme, and a member of the IBO Bureau from 1987 to 1994. He instigated a major revision of the IB diploma's music syllabus resulting in its current basic structure. Theatre arts became a full subject on his watch, and the group 6 arts programmes developed more affinity with each other in terms of structure and assessment. He has conducted workshops in every IB region, most notably in the Asia-Pacific - where he set a speed record in agreeing to conduct one in Bali. With the support of the IBO and the group 6 chief examiners, Professor Walker was instrumental in organizing a major conference on the arts and culture in Singapore in 1995. A film was made of this event and is distributed by the IBO. In his academic work, Professor Walker has published 7 books and over 100 research articles on his main interests, which are cultural theory and aesthetics, musical acoustics and performance practices across cultures, and associated pedagogy. He moved to the University of New South Wales in 1998 to be Head of the School of Music and Music Education, until January 2003 when he returned to his duties as a researcher and academic.
His chapter on arts not only details the nature of the IB diploma arts programme, but it also reflects Professor Walker's long commitment to the IBO and its philosophy.
Phil Woolrich is the editor of the chapter on group 3 in the IB DP. He spent four years as a teacher of IB economics and business at the United World College of South East Asia (UWCSEA) in Singapore, then took up the post of head of department at St Andrew's Scots School in Argentina, where he set up the Business DP in a bilingual (Spanish and English) school environment. Phil returned to UWCSEA in 2001. He is currently Head of Business and is also an assistant examiner for the IBO, and took part in the curriculum review committee for Business in 2003.