Middle Years Programme CEDAR INTERNATIONAL SCHOOL

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Middle Years ProgrammeCEDAR INTERNATIONAL
SCHOOL
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Philosophy Programme model
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What is the learner profile?
IB learners strive to be Inquirers Knowledgeable
Thinkers Communicators Principled Open-minded Cari
ng Risk-takers Balanced Reflective
IB programmes promote the education of the whole
person, emphasizing intellectual, personal,
emotional and social growth through all domains
of knowledge.
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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 thisthey
  buy-inwe can then act as a facilitator to
  their learning!

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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.

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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.

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What are the fundamental concepts of the MYP?

• Holistic learning
• Intercultural awareness
• Communication

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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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AOIs cont.

• Different coloured glasses that are used to
  look through.
• They help students to think from a different
  perspective

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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

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

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

How do I think and act? How am I changing? How
can I look after myself and others?
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Environments

• Aims to develop awareness of
• humanitys
• 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

What are our environments? What resources do we
have or need? What are my responsibilities?
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Human ingenuity

• Students explore the ways that
• human minds have influenced our
• lives.
• Students will
• 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?
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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
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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
• Significant Concepts
• AOI Focus
• Assessment techniques
• Reflection
• MYP objectives and criterion used
• Resources available and used

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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
• an essay
• a piece of creative writing
• an original science experiment
• the organization of an event.
• The work must
• 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.

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Overview

• International Baccalaureate Middle Years
  Programme
• 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

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