Orientation Seminar: Middle Years Programme

Orientation Seminar:Middle Years Programme

International Baccalaureate Americas

© International Baccalaureate Organization 2009© International Baccalaureate Organization 2009

IB Mission Statement

High quality international education for a better 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.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These 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.


New Challenges in the 21st Century

Inequality Complexity Diversity


IB’s Solutions

Inequality • Intercultural understanding

• Service

• Innovation

Complexity• Critical thinking

• Collaboration

• Agency

Diversity• Communication

• Cultural Awareness

• Worldview


IB World School Characteristics

The IB does not own or manage any schools. Instead, it works with schools that share a commitment to international education. These schools:

share the mission and commitment of the IB to quality international education

play an active and supporting role in the worldwide community of IB schools

share their knowledge and experience in the development of the IB programmes

are committed to the professional development of teachers and administrators.


International Education

“The International Baccalaureate (IB) provides rigorous academic programs and assessments and an unwavering commitment to prepare students to be citizens in an international community. IB is to be commended for its visionary approach to promoting a more peaceful world by engaging students, staff and community in a greater awareness of, and appreciation for, differences between and among the peoples of the world.”

Dr. Gerald Tirozzi, Executive Director, National Association of Secondary School Principals


International Education

Features of an international education

Meaning and importance of culture, starting with one’s own but leading to that of others

The study of issues of global concern An exploration of different dimensions of the human

condition


IB Learner Profile

The IB learner profile is the IB mission statement translated into a set of learning outcomes for the 21st century.

The learner profile provides a long-term vision of education. It is a set of ideals that can inspire, motivate and focus the work of schools and teachers, uniting them in a common purpose.


IB Learner Profile

Inquirers They develop natural curiosity. They acquire the skills

necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local

and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.


IB Learner Profile

Thinkers They exercise initiative in applying thinking skills critically

and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information

confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.


IB Learner Profile

Principled They act with integrity and honesty, with a strong sense of

fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own culture and

personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.


IB Learner Profile

Caring They show empathy, compassion and respect towards

the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty

with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.


IB Learner Profile

Balanced They understand the importance of intellectual, physical

and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning

and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.


The IB Middle Years Programme


MYP Overview

The IB Middle Years Programme, for students aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and to become critical and reflective thinkers.

The MYP is supported in English, French, Spanish and Chinese but can be taught in other languages.


Number of Middle Years Programmes: 741

IB Asia Pacific

109IB Americas

513

IB Africa, Europe, Middle East119


North America and the Caribbean: 462 Middle Years Programmes in 4 countries and 1 territory

Central America: 23 Middle Years Programmes in 2 countries

South America: 28 Middle Years Programmes in 9 countries

IB Americas513 Middle Years Programmes in 15 countries and 1 territory


The MYP Curriculum Model


MYP Pedagogy

• A constructivist approach • Driven by student inquiry• Based in real-world contexts• Criterion-related assessment


MYP Fundamental Concepts

Intercultural

Awareness

Communication

Holistic

Education


Assessing the Student

Middle Years Programme schools organize their own student assessment and reporting procedures, in accordance with the objectives of the programme

Teachers assess student work with guidance from the IB

Prescribed, published criteria state final levels of achievement in each discipline


Areas of Interaction

The areas of interaction are five broad areas of student inquiry, which are the contexts through which the curriculum content interacts with the real world

Approaches to LearningCommunity and ServiceHealth and Social EducationEnvironmentsHuman Ingenuity


Approaches to Learning

Through Approaches to Learning, teachers provide students with tools to:

take responsibility for their own learningdevelop awareness of how they learn bestdevelop problem solving and decision making skillsdevelop awareness of thought process and learning strategiesdevelop critical, coherent and independent thought.


Community and Service

This component extends learning beyond the classroom and requires students to:

take an active part in the communities in which they live, thereby encouraging responsible citizenshipdevelop a sense of responsibilitydevelop skills to make an effective contribution to societydevelop community awareness and concern.


Health and Social Education

Aims to educate the whole person dealing with physical, social and emotional health and intelligence—key aspects of development leading to complete and healthy lives. Students will:develop skills and knowledge to make informed choicesbecome aware of potential hazardstake responsibility for their own well-beingtake responsibility for their social environmentunderstand the relationship between the individual and society.


Environments

Aims to develop awareness of humanity’s interdependence with the environment so that students:

accept responsibility for maintaining an environment fit for the futureunderstand local and global environmental issuesmake decisions on environmental situationsunderstand political and economic environmental issues.


Human Ingenuity

Students explore in multiple ways the processes and products of human creativity to:

appreciate and develop the human capacity to influence, transform, enjoy and improve the quality of lifeexplore relationships between science, aesthetics, technology and leads students to examine, experience and reflect on the creative process.


MYP Flexibility

The MYP is a 5-year programme May be done for 2 years if “attached” to another IB

programme (PYP before or DP after) May be done for 3-4 years if organization of school

precludes 5-year programme


Is it true?

All students must be taught an additional language. It is strongly recommended that the MYP be

implemented as a school-wide program for all students. A standard 4X4 block schedule is not in alignment with

the philosophy of the MYP.

YES!


Summary

The MYP promotes a holistic approach to education The MYP requires valid and varied assessment based

on set criteria The MYP creates opportunities to bring the real-world

into the classroom The MYP promotes inquiry as a pedagogical approach The MYP promotes the construction of knowledge The MYP promotes international mindedness

Documents

Orientation Seminar: Middle Years Programme