the middle years programme. international baccalaureate and the middle school of the kennebunks date...

The Middle Years Programme

International Baccalaureate and the Middle School of the Kennebunks

Date

IB World School since June, 2009

What you need to know about the IB and the

Middle Years Programme

How is a school authorized and reviewed?

So what exactly is the International Baccalaureate?“... The International Baccalaureate (IB) is a not-for-profit

foundation, motivated by its mission to create a better world through education”

Programmes

• The Primary Years Programme for pupils aged 3 to 12 focuses on the development of the whole child in the classroom and in the world outside.

• The Middle Years Programme for pupils aged 11 to 16 provides a framework of academic challenge and life skills, achieved through embracing and transcending traditional school subjects. (about 800 schools are MYP)

• The Diploma Programme for students aged 16 to 19 is a demanding two-year curriculum leading to final examinations and a qualification that is welcomed by leading universities around the world.

...The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through

intercultural understanding and respect...

...Our programmes encourage students across the world to become active, compassionate and lifelong

learners who understand that other people, with their differences, can also be right....

Our Mission

To support and challenge every student to develop

the skills, knowledge, and character needed to be

responsible, productive, and adaptive learners,

workers, citizens, and leaders prepared to succeed

in our global society

The IB Learner Profile

The IB Learner Profile

A framework, not a curriculum, creates a balanced approach to

the school’s own curriculum.

MYP Programme Model

Programmes: Middle Years ProgrammeA framework of academic challenge and life skills appropriate to students aged 11 to 16

Globalization and Sustainability: (human impact on the environment)

Balance, ConsequencesRelationships

Putting it all together:An example from Language and literature

Statement of Inquiry: Relationships that humans have with their environments, often have consequences due to the disruption of balance.

Conceptual understanding:

Relationships often have consequences due to the disruption of balance.

• answers the why of the unit

• identifies a context for the unit.

• must be a natural fit for the key and related concepts

Global contexts MYP global contexts

identities and relationships

orientation in space and time

personal and cultural expression

scientific and technical innovation

globalization and sustainability

fairness and development

Key concepts

Aesthetics Change Communication Communities

Connections Creativity Culture Development

FormGlobal

interactionsIdentity Logic

Perspective RelationshipsTime, place and space

Systems

• Students will explore how patterns can be both mathematical and artistic.Factual: What constitutes a pattern?

 • Students will discover how innovative mathematical patterns are seen in cultural

expression.Conceptual: How is the idea of innovative design explained?

• Students will examine the geometrical relationships between innovation, artistry and pattern by creating generalizations.

Debatable: Is it possible to determine how innovation, artistry and pattern are related, if at all?

Example Statement of Inquiry: Innovative relationships founded in pattern define cultural artistry.

Lines of inquiry

ATL Skill categories and clusters

Collaborative Planning (C1)

Why would IB require schools to make time for collaborative planning within and across subject groups?

Skill Indicators are found in the Unit Planning Document Pgs. 15-21.

Critical Thinking:

MYP command terms

· Use · Demonstrate · Recognize · Describe · Evaluate · Formulate · Investigate · Reflect

· Analyze · Describe · Evaluate · Identify · Interpret · Justify · Recognize · Synthesize · Think ·

Document

What do they mean and how do they relate?

Requirement for horizontal and vertical planning

Time frame Unit TitleKey and Related

Concepts

Global context and

exploration

Statement of inquiry

Objective/Objective strands

ATL skills Content

•IB Programme Emphasizes:• •The Student (Learner Profile)• •Balanced Education (8 Subjects)• •Skills (Approaches to Learning)• •Action (Student directed learning, Making a difference, Demonstrations)• •Service (Community Service)• •International Mindedness (Global Context, Language, Perspectives)• •Concepts (The Big idea)• • 

IB Gets it right!

Worldwide voice of best practices in teaching! Embraces all of the best practices from the top

educational minds Howard GardnerAnne WheelockRobert MarzanoGrant WigginsJay MctigheRoland Barth

How the IB develops it’s curriculum:

How does IB make a difference here at MSK?

Becoming part of a world network of educators Professional development opportunities-share expertise and

knowledge Common framework and philosophy- we are all on the same

page! Specific reference point for unit planning, curriculum development, assessment etc.

Common assessment practices encourages collaboration and student engagement

Provides the license and motivation to prepare our students for the 21st century-to give them the edge they need to succeed out in the real world

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