Middle Years Programme
CEDAR INTERNATIONAL SCHOOL
Philosophy: Programme model
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What is the learner profile?
IB learners strive to be:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
IB programmes promote the education of
the whole person, emphasizing
intellectual, personal, emotional and social
growth through all domains of knowledge.
Balanced
Reflective
Significance of the MYP Programme
• Significant to the IB and MYP learner profile is
the idea of ‘Student Centered Learning’
• “Letting Go”
• When students become ‘owners’, they take
‘ownership’ and when they do this…they ‘buyin’…we can then act as a facilitator to their
learning!
The aim of the MYP
• Is to instill and encourage a philosophy of
education that gives the opportunity for all
students to achieve academic excellence with
responsible citizenship
• The MYP is NOT a set curriculum – it does not
dictate WHAT we teach.
• It does guide HOW we teach.
As a result of MYP?
• Students should become…
• Independent Learners
• Recognise links between school subjects and the
wider world
• Be able to adapt to new situations
• Be able to combine knowledge, practical and
social skills to solve real world problems, alone or
in a group.
What are the fundamental concepts of the MYP?
• Holistic learning
• Intercultural awareness
• Communication
How is the Middle Years Programme defined?
The MYP is:
• for students aged 11 to 16
• a framework of academic challenge
• 8 subject groups, plus personal project in the final year
• taught in any language
The MYP encourages students to:
• understand the connections between subjects through
interdisciplinary learning
• understand the connections between subjects and the real
world
• become critical and reflective thinkers
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What are the areas of interaction?
Approaches to learning
Community and service
Health and social education
Environments
Human ingenuity
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AOI’s cont.
• Different coloured “glasses” that are used to
look through.
• They help students to think from a different
perspective
Approaches to learning
Through approaches to learning,
teachers provide students with tools
to:
•
Take responsibility for their own
learning
•
Develop awareness of how they
learn best
•
Develop problem solving and
decision making skills
•
Develop awareness of thought
processes and learning strategies
•
Develop critical, coherent and
independent thought
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How do I learn best?
How do I communicate my
understanding?
Community & service
This area of interaction extends
learning beyond the classroom and
requires students to:
•
Develop community awareness
and concern
•
Develop a sense of responsibility
•
Take an active part in the
communities in which they live,
thereby encouraging responsible
citizenship
•
Develop skills and attitudes that
will enable effective contributions
to society
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How do we live in relation to
each other?
How can I contribute to the
community?
How can I help others?
Health & social education
Deals with a variety of human issues
including physical, social and
emotional health and intelligence.
Students will:
•
be aware of the relationship
between the individual and society
•
take responsibility for their own
well-being and for that of others
•
take responsibility for their social
environment
•
be able to make informed choices
for themselves with consideration
for the wider society
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How do I think and act?
How am I changing?
How can I look after myself and
others?
Environments
Aims to develop awareness of
humanity’s
interdependence with a range of
environments so that students:

Understand issues within natural,
built and virtual environments

Take responsibility for maintaining
and improving environments that are
fit for the future

Take action on issues explored
through this area of interaction
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What are our environments?
What resources do we have
or need?
What are my responsibilities?
Human ingenuity
Students explore the ways that
human minds have influenced our
lives.
Students will:
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•
become aware of the nature of
ingenuity
•
reflect on the impact of
innovations and creations,
ideologies and ways of thinking,
•
appreciate the consequences of
actions
Why and how do we
create?
What are the
consequences?
Assessment: How do we assess student learning in the
MYP?
• Involves a range of task
types
• Assessment of knowledge,
concepts, skills and attitudes
• Criterion referenced
• Each Subject has a different
set of criterion
• Internally assessed (by
teachers)
• Externally moderated for
global standardization
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Types of assessment
Formative
Summative
During the teaching and learning
process
Generally at the end of a teaching
and learning period/process
Provides feedback
Provides a judgment
Helps students reflect on learning
Gives opportunities for students to
show what they have learned
Help teachers plan their teaching
MYP Units of Work
• In the MYP, teaching and learning are planned
through MYP Units of Work (‘Unit Plans’).
• Backwards Design…
• Driven by a guiding question
• Involve students in a range of learning experiences
• Subject based or interdisciplinary
• Key Elements:
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Significant Concepts
AOI Focus
Assessment techniques
Reflection
MYP objectives and criterion used
Resources available and used
MYP Personal Project
Students in grade 10 must complete a personal project.
This will show understanding of the Areas of Interaction, ability to
self direct themselves and work to deadlines to complete a
substantial piece of work.
This can take various forms, for example:
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an essay
a piece of creative writing
an original science experiment
the organization of an event.
The work must :
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be completely independent
focus on at least one area of interaction in addition to approaches to learning
focus on the process of completing the project as well as the finished product.
Overview
International Baccalaureate Middle Years Programme
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A programme for 11-16 year olds
Student-centered programme
Range of academic disciplines
Academically rigorous
Areas of interaction connect disciplines to the real world
Can be taught in any language
Flexible enough to be used with local requirements
Designed and reviewed by experienced, practicing educators