International Baccalaureate Middle Years Program South Side Middle School Overview and Explanation

Middle Years Program Overview The IB Middle Years Program, 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.

Concurrency of Learning The IB Continuum Trans-disciplinary Program of Inquiry Action Criterion Languages Exhibition Integration Areas of Interaction Community and Service Referenced Personal Project Concurrency of Learning TOK CAS Assessment Extended Essay PYP MYP Diploma 3

The MYP Curriculum Model Areas of Interaction surround the Learner Language A Language B Humanities Sciences Mathematics Arts Technology Physical Education The eight subject groups are integrated through five areas of interaction, which provide a framework for learning within and across the subjects. Through the contexts provided by the areas of interaction, students should become more aware of the relevance of their learning to real-world issues, and should come to see knowledge, concepts, skills and attitudes as an interrelated whole. In this way, students will appreciate that the subject groups are not isolated but complement each other. Although this must not be done to the detriment of learning within each subject group—each of which retains its own aims, objectives and methodology—teachers should make every effort to encourage students to see connections. 4

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 5

IB Unique International mindedness Positive attitude toward learning Real life- “Why am I learning this?” Making connections to the real world in context Communication Skills Learner Profile

The MYP Curriculum Model Areas of Interaction surround the Learner Language A Language B Humanities Sciences Mathematics Arts Technology Physical Education The eight subject groups are integrated through five areas of interaction, which provide a framework for learning within and across the subjects. Through the contexts provided by the areas of interaction, students should become more aware of the relevance of their learning to real-world issues, and should come to see knowledge, concepts, skills and attitudes as an interrelated whole. In this way, students will appreciate that the subject groups are not isolated but complement each other. Although this must not be done to the detriment of learning within each subject group—each of which retains its own aims, objectives and methodology—teachers should make every effort to encourage students to see connections. 7

The Five 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 Learning Community and Service Health and Social Education Environments Human Ingenuity

Area of Interaction Approaches to Learning How do I learn best? How do I know? How do I communicate my understanding? 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 process and learning strategies Develop critical, coherent and independent thought

Area of Interaction Community and Service How do we live in relation to each other? How can I help others? How can I contribute to the community? 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 citizenship Develop a sense of responsibility Develop skills to make and effective contribution to society Develop community awareness and concern

Area of Interaction Health and Social Education How do I think and act? How am I changing? How can I look after myself and others? Aims to educate the whole person dealing with physical, social, and emotional health and intelligence. Students will: Develop skills and knowledge to make informed choices Become aware of potential hazards Take responsibility for their own well-being Take responsibility for their social environment Understand the relationship between the individual and society

Area of Interaction Environments Where do we live? What are my responsibilities? Aim to develop awareness of humanity’s interdependence with the environment so that students: Accept responsibility for maintaining an environment fit for the future Understand local and global environment issues Make decisions on environmental situations Understand political and economic environmental issues

Area of Interaction Human Ingenuity Why and how do we create? What are the consequences? 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 life Explore relationships between science, aesthetics, technology and leads students to examine, experience and reflect on the creative process.

Example of Unit outline Grade 7 Social Studies **This is an outline of an example of a unit used in a current IB MYP school. Away we go- Age of Exploration Area of Interaction- Human Ingenuity (Why and how do we create? What are the consequences?) Focus- The creative ideas of the Renaissance and new technology also gave way to new inventions which helped in navigation. “Human Ingenuity is one way of looking at this time in history.” Guiding Questions- To what extent does human curiosity and desire for adventure help in rethinking our actions? How did voyages of exploration help globalization?

Example of Unit outline Grade 7 Social Studies continued Assessments- Chapter exam, research a famous person from this time and write and present a research paper (either explorers or Renaissance personage), write a persuasive letter to a monarch to go on a voyage Content/Knowledge- Students will understand: the reasons that led to new trade routes and discoveries; the difficulties that men went through to find new trade routes; the new technological advances that took place at this time Skills- use a cause and effect chart to take notes; examine a map of the European voyages of exploration; research skills; explain Columbus’s mistake; identify how Columbus’s voyages lead to more exploration

IB Learner Profile The IB learner profile is the IB mission statement translated into a set of learning outcomes Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective

Assessing the Student MYP schools organize their own student assessment and reporting procedures, in accordance with the objectives of the program Teachers assess student work with guidance from the IB Prescribed, published criteria state final levels of achievement in each discipline Assessment in the MYP is best described as internal, as opposed to external, because the assessment tasks, strategies and tools are designed, developed and applied by teachers working with students in their schools. The IB believes that teachers are best placed to assess the work of their MYP students; the assessment model supports the professional judgment of the teacher in deciding the levels of achievements of individual students. 17

Becoming an IB World School Interested School Form- Intent to apply Application Form, Part- Application for Candidate Status Application Form, Part B- Application for Authorization Authorization

Authorization Fees Feasibility Application Form, Part A Candidate Phase Access to the OCC Consultant expenses Application Form, Part B Site Visit expenses Continuation Fee (optional) No Fee $9,500 US $8,000 US $5,000 US

Annual School Fees Authorization/Annual School Fee Access to the OCC Program support and advice $8,400

Additional Budgetary Items Ongoing teacher professional development at IB workshops Regular collaborative planning time for teachers (including media specialists, librarians) IB publications for teachers The position of the MYP coordinator, which must include non-teaching time Resources of inquiry, second language teaching and international mindedness

Why MYP? The MYP promotes a comprehensive 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 The MYP promotes that no grade level or subject area is exempt from involvement 22

For Additional Information To find out more about becoming an IB World School please visit the International Baccalaureate website at http://www.ibo.org/iba/become/