MYP Middle Years Programme

ZHUHAI INTERNATIONAL

SCHOOLZhuhai, China

- An Overview

The IBO Aims

The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

MYP – Middle Years Programme

• Designed for students aged 11-16

• ZIS Years 7-11

• MYP has been offered as an IB programme since 1994.

• MYP is offered in more than 850 schools worldwide.

Some facts

Providing a Balanced and Flexible Framework8 Subject Groups - (taught as stand alone subjects, integrated

where possible)Language A (the language of instruction) - English

( 250 minutes per week) Ms. Lee & Mr. Williams

Language B (an additional language) – Chinese ( 250 minutes) various teachers

Humanities ( 200 minutes per week) Mr. Gollins

Sciences ( 250 minutes per week) Mr. Psillides

Mathematics 1 course ( 250 minutes per week) Mr. Woods & Mr. Williams

Arts (Art, Drama, Music) ( 150 minutes per week) Mr.

Catalano, Ms. Lee and Ms. LinaPhysical Education – 1 course ( 100 minutes per week)

Mr. WoodsTechnology- Technology as part of this. Combining design

technology and computer technology. We intend to offer this next year.

Supportsinquiry and

understanding

Express ideasand thoughts

Listening

Increasing knowledge

and fostering positive attitudes

about ones own cultures

and other cultures.

HolisticLearning

InterculturalAwareness Communication

Making links between

learning and the real world. Making links

between subjects.

Developing attitudes skills and knowledge that extend to all subjects.

The Three Underlying and Fundamental Concepts of

MYP

Middle Years Programme• Designed to teach students to become

independent life-long learners.

• Develops students’ understanding of the relationships between school subjects and the outside world.

• Develops students’ abilities to be risk-takers, to reflect and to take initiative.

• Aimed at inclusiveness, academic achievement, holistic learning.

Human Ingenuity

Health & SocialEducation

Approaches ToLearning

Community and Service

Environments

The Areas of Interaction(Making links between learning and the real world)

Encouraging learners to see connections or relationships between subjects Seeing subjects/knowledge through different lenses or perspectives

Unit Question

Area of Interaction

Significant Concept

Approaches to learning• Organizational skills and attitudes towards work

• Collaborative skills

• Communication

• Information literacy

• Reflection

• Problem solving and thinking skills

• Subject-specific and interdisciplinary conceptual understanding

Community and Service

• Requires students to participate in the communities in which they live.

• Places importance to the sense of community throughout the programme.

• Encourages responsible citizenship as it seeks to deepen students’ knowledge and understanding of the world around them.

How can I make a difference?

Human Ingenuity• Why and how do we create?

• What are the consequences of our creations?

• Solving problems

• Showing creativity and resourcefulness in a variety of contexts

Health and Social Education

• Deals with physical, social and emotional health and intelligence, leading to complete and healthy lives.

• Prepare students for life by developing their ability to make choices from alternatives, and to evaluate and make decisions about the health hazards they may face.

Environments• The variety of environments, natural and man-made, their

qualities and the nature of our interaction with the environment.

• Conservation and the nature and role of local and international organizations responsible for protecting our environment

• Man-made environments, interrelationships between people, between people and their environments, and related social issues

• Sustainable development

• Political, economic and cultural dimensions of environmental issues

• The ways in which environments are manipulated, transformed, controlled, preserved or destroyed by people.

The Personal Project • Undertaken by all students in their final year of

MYP (Year 11).

• A significant body of work, the product of the student’s own initiative and creativity. The personal project must reflect a personal understanding of the areas of interaction and the application of skills acquired through approaches to learning.

• MYP students are expected to choose their project, which can take many forms, and take the process to completion with the supervision of an adult in the school.

Assessment• The MYP assessment model is also

described as criterion-related.

• The MYP identifies a set of objectives for each subject group, which are directly related to the assessment criteria.

• Descriptors are then written for students to achieve and where possible before the assessment is completed.

Example of a reportMYP Grade Boundaries

Recording AssessmentStudents achievements are

recorded by the school in the achievement folder which is provided for each student.

Contained within this are:Assessment rubrics in each subject.

Assessment tasks

Reflections on student’s learningExample of an assessment rubric

Central to all of this is the IB learner profile

Communicators

Knowledgeable

Thinkers

Inquirers

Open-minded

Principled

Caring Risk-Takers

BalancedReflective