Middle Years Programme

International Baccalaureate

Made by group 751

The peculiarities of MYP

Control of curriculum – national systems

Adaptation of school’s own curriculum

Teaching in many languages

11-16 years Flexible framework that meets demands of national, regional or local legislation

The learner is in the centre of the programme

5 areas of interaction

General information

MYP Principles

IB Learner Profile

IB Mission Statement

International Education

develops international-mindedness

MYP Fundamental Concepts

Holistic learning

Intercultural awareness

Communication

Provide the MYP with its unique core.

Teaching subject areas through these contexts allows to focus on

attitudes values skills

Areas of Interaction

exploration of real-world

issues

higher-order thinking skills

from academic knowledge to

thoughtful action

interdisciplinary approach to

learning

the contexts for the MYP fundamental concepts

and the IB learner profile

positive attitudes and a

sense of personal and

social responsibility

reflection

common language

framework for student inquiry

Areas of Interaction

Areas of Interaction= a means to inquire into subject content

Awareness and understanding

Action

Reflection

Areas of interaction

Health and social

education

Approaches to learning (ATL)

Human ingenuity

Community and

service

Environments

• How do I learn best?• How do I know?• How do I communicate my understanding?

Approaches to Learning• How do I learn best?

• How do I know?• How do I communicate my understanding?

• teaching students how to learn effectively• enable them to take responsibility for their own learning• support student achievement• ensure that students acquire the skills and the confidence to

take ownership of their own learning• any new skills should be taught explicitly• analyze from the student’s point of view

Community and service

• How do we live in relation to each other?• How can I contribute to the community?

• How can I help others?

• fosters development of the adolescent• the place and role of the student in communities• responsible citizenship• make connections between their development and the benefits that

they can bring to the community• the fundamental concept of intercultural awareness - empathy and

respect• tools that guide the reflection and allow for formative assessment of

student action

SummaryDocuments

GroupDiscussions

Student-ledConferences.

Presentationsof Projects

Journals

Health and social education

encompasses a range of issues and how they affect individuals,

humandevelopment and interactions

provides students with opportunities to inquire key

aspects of human development

4 different levels:• ourselves in the wider society

• ourselves and others• understanding ourselves• looking after ourselves.

Student learning expectations in terms of:• an awareness of and understanding of contemporary and historical social issues• reflection on and having opinions • making considered and responsible choices

• How do I think and act?• How am I changing?

• How can I look after myself and others?

Environments• What are our environments?

• What resources do we have or need?• What are my responsibilities?

Focuses on the place of human beings within a wide range ofenvironments

Students will come to an appreciation and understanding of their effects on their environments:• The natural environment• The built environment • The virtual environment

Provides opportunities for students to see these global issues in the light of local concerns, andvice versa

• students should develop an awareness and understanding of a range of environments and their qualities

• develop awareness through investigation, discussion and debate

• students will come to understand better their responsibilities towards their environments

Human ingenuity• Why and how do we create?• What are the consequences?

Human ingenuity = the way in which human minds have influenced how we think, work, play, construct and conduct friendships and

other relationships, interact with each other, find solutions to problems, cause problems, transform things and rationalize

thought.

• provide opportunities for

discussion and further

inquiry• raise ethical issues

reasoned judgment of various

transformations and an

appreciation of their

consequences

encourages to see the relationships between diverse subjects such as:• systems• communication• technology• thought• art• culture

Learning Experiences

value learning

make learning goals explicit

accommodate learning styles

collaborate with each other

inquire into subject content

interact with the environment

Learning is in context Context is relevant Values and expectations are explicit They can learn collaboratively Learning environment is provocative There is a culture of curiosity at the school

Students learn best when:

Increased emphasis on

Using a rage of teaching strategies Working collaboratively Viewing Ss as thinkers Involving Ss in learning

Teaching in MYP hasDecreased emphasis on

Teaching about responsibility

Viewing the teacher the sole authority

Viewing Ss as passive recipients

Focusing on what Ss do not know

Proved secure learning environments Strive to develop relationships between

teachers, students and parents Develop classroom environments that are

focused on learning

MYP requirements

Different types of curriculum

The Curriculum Model

WrittenCurriculum

TaughtCurriculum

AssessedCurriculum

= a document that describes what will betaught in each subject to each age group.

Curriculum development

Subject content

Contexts

Written Curriculum

equal emphasis is given to methodology and to planning teaching and learning should emphasize the active

construction of meaning

encourages teachers to provide opportunities for students to build meaning and refine understanding

through structured inquiry

The structuring of new experiences by teachers, and the support teachers give to students’ ideas about

new experiences, are fundamental to students’ conceptual development

Taught Curriculum

Internal assessment

• tasks are designed, developed and applied by teachers working with students in their schools.

Criterion-related

assessment• based upon

pre-determined criteria that all students should have access to.

External assessment

• align the assessment requirements of the national or other system with the MYP

Assessment

◦ support and encourage Ss◦ inform, enhance and improve the teaching

process ◦ promote positive St attitudes towards

learning ◦ promote a deep understanding◦ promote the development of higher-order

cognitive skills◦ reflect the international-mindedness of the

programme◦ support the holistic nature of the programme

The purposes of assessment

Observation Selected response Open-ended tasks Performance Process journals Portfolio assessment A note on standardized tests

Planning assessmentAssessment strategies Assessments tasks

Assessment tools

Recording assessment data

Anecdotalrecords

Task-specific clarifications

Checklists

Continuums

Rubrics

Examples

holistic rubrics

Developing rubrics Clarifying published

criteria in year 5

is considered throughout the processes involved in planningfor learning

the assessment model gives both teacher and student reliable and

valid information on the actual learning that takes place for each student

Assessed Curriculum

MYP assessm

ent

criterion-related model

assessment criteria

subject-group

objectives

MYP requirements

OtherElementsPeople

People

Coordinator Subject Leaders

Constituents Supervisors

ProfessionalDevelopmentOpportunities

ClearPlans

ProgrammeDevelopment

TeamworkApproach

to Planning

EducationalTeam

GoverningBody

Units &

Elements

all knowledge is

interrelated and the

curriculum should cater

to the development of

the whole person, the

attributes of which are

described by the IB

learner profile.

Holistic learning

school communities should encourage

international mindedness by exploring

other cultures.

Intercultural Awareness

schools should

encourage open and

effective communication,

important skills

contributing to

international

understanding.

Communication