Middle Years Programme IBO Middle Years Programme R © 2003

Five Years Programme It is a programme of international education designed to help students develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a changing and increasingly interrelated world. Students 11-16 Learning how to learn and how to evaluate information critically is as important as learning facts. R © 2003

The MYP curriculum model The curriculum contains eight subject groups together with a core made up of five areas of interaction. R © 2003

The fundamental concepts The three fundamental concepts of the MYP are: holistic learning intercultural awareness communication. Workshop leaders should take some time to assess the participants’ existing understanding of these concepts. The three fundamental concepts form the basis for the MYP’s curriculum framework, which is shared by different types of schools in all parts of the world. They should be the guiding principles in designing the curriculum and school activities. These three fundamental concepts overlap. None of them should be considered as “alternative areas of interaction”. R © 2003

The five areas of interaction Approaches to learning Community and service Five organizing elements forming the core of the MYP and integrated within the student’s learning Homo faber Health and social education Environment R © 2003

Guiding questions for Approaches To Learning Through ATL teachers provide students with the tools to enable them to take responsibility for their own learning, thereby developing an awareness of how they learn best, of thought processes and of learning strategies. Guiding questions for Approaches To Learning How do I learn best? How do I know? How do I communicate my understanding? R © 2003

Guiding questions for Community and Service This component requires students to take an active part in the communities in which they live, thereby encouraging responsible citizenship. Guiding questions for Community and Service How do we live in relation to each other? How can I contribute to the community? How can I help others? R © 2003

Guiding questions for Homo Faber Students explore in multiple ways the processes and products of human creativity, thus learning to appreciate and develop in themselves the human capacity to influence, transform, enjoy and improve the quality of life. Guiding questions for Homo Faber Why and how do we create? What are the consequences? R © 2003

Guiding questions for Environment This area aims to develop students’ awareness of their interdependence with the environment so that they understand and accept their responsibilities. Guiding questions for Environment Where do we live? What resources do we have or need? What are my responsibilities? R © 2003

Guiding questions for Health and Social Education This area deals with physical, social and emotional health and intelligence—key aspects of development leading to complete and healthy lives. Guiding questions for Health and Social Education How do I think and act? How am I changing? How can I look after myself and others? R © 2003

Impact on teaching and learning

Impact on curriculum—disciplinary approach Integrity Authenticity Connections to other subjects Connections to global issues Integrity and authenticity Specific methodology relevant/appropriate to subjects. Attention to objectives, expressed in terms of subject groups. Therefore, curricular planning involves teachers in subject groups of the MYP (eg, sciences rather than single subjects). Connections and contributions to other subjects Help students to work in ways in which professionals in the field would (eg, conducting real experiments which may involve varied teams). Knowledge provided by one subject serves others. Treatment of local to global issues students’ awareness of issues should lead to: exploration responsible action reflection. R © 2003

Impact on curriculum—interdisciplinary approach Focus and rigour (avoid potpourri) Planning time: subjects/year levels Connections to real life (areas of interaction) Focus and rigour Some or all disciplines within a year level, sometimes across year levels can work together on specific projects to create meaningful links (and perspectives) to the students. Teachers should contribute to interdisciplinary projects in ways which enhance learning in the disciplines—contrived links or thematically linked “busy work1” should be avoided. Planning time The interdisciplinary approach can have an impact on the school structures and budgets. The administration needs to give teachers time to plan with same or other year level teachers so they can discuss their area of expertise and how coming together can reinforce the understanding of a complex concept from different perspectives. It may lead to reordering the sequence of learning, or to creating new ways of learning. This implies some common assessment as well (the section on interdisciplinary teaching provides examples and activities). Connections to real life Interdisciplinary projects: make connections explicit and very obvious for students stimulate creativity by allowing discussion of new topics and different methodologies. 1 Keeping the students occupied for the sake of having them do something. R © 2003

Holistic learning and the areas of interaction Main focus for developing connections Interdisciplinary teaching/planning Varied perspectives The areas of interaction provide a means to foster holistic learning through: providing the main focus for developing connections between the disciplines fostering interdisciplinary teaching and planning allowing a variety of approaches. Reminder: the areas of interaction should not be used as: shallow links add-ons that do not enhance the learning experience. Holistic learning R © 2003

Holistic learning and the areas of interaction The areas of interaction will help students to: understand that real-world problems are solved using skills and concepts from a variety of disciplines develop inquiry skills understand the similarities and differences between different approaches to human knowledge. If we approach topics through the areas of interaction, learning will become more meaningful and relevant to the student. They will be able to make connections between their learning inside the classroom and their experiences outside the classroom. As they see these connections, they will also be able to see connections between the disciplines. R © 2003

Schools’ role Schools are expected to: develop the areas of interaction within and across academic disciplines ensure that teachers communicate and coordinate learning activities within and across the academic disciplines organize occasional special events and activities that concentrate on developing cross-curricular links through the areas of interaction. In order for students to make connections, it is important that the teachers plan carefully beforehand. For example, if teachers want students to further develop their concept of conflict, different subject teachers can teach related topics through homo faber—conflict. Students will then be able to make connections across time and other experiences. R © 2003

The fundamental concepts The three fundamental concepts of the MYP are: holistic learning intercultural awareness communication. Workshop leaders should take some time to assess the participants’ existing understanding of these concepts. The three fundamental concepts form the basis for the MYP’s curriculum framework, which is shared by different types of schools in all parts of the world. They should be the guiding principles in designing the curriculum and school activities. These three fundamental concepts overlap. None of them should be considered as “alternative areas of interaction”. R © 2003

Intercultural awareness

Intercultural awareness Development of skills, attitudes and knowledge Development of understanding of own and others’ cultures Incorporation of a global perspective in curriculum Intercultural awareness is directly related to the IBO's mission statement. Help students develop skills, attitudes and knowledge as they learn about their own and others’ social and national cultures. Those skills, attitudes and knowledge are needed to enable students to contribute to international understanding. By encouraging students to consider multiple perspectives, intercultural awareness not only fosters tolerance and respect, but also aims to develop empathy and understanding, the acceptance of others’ rights in being different, resulting in actions which promote peace and understanding. Empathy and understanding Tolerance and respect R © 2003

Reflection on intercultural awareness Organizational structure of school School environment School curriculum Projects and interdisciplinary activities Links to outside community How is intercultural awareness reflected in your school? What evidence of intercultural awareness can be identified in your school? R © 2003

Developing intercultural awareness concerns everyone Students Teachers Cultural identity Cultural understanding Developing intercultural awareness requires reflection by everyone at a school: teachers administrators students parents. Students are responsible for developing their own intercultural awareness. To do this, they need to see its relevance and usefulness. Teachers and others can help students understand the importance of intercultural awareness. Administrators Parents R © 2003

Teachers’ roles Use examples reflecting varied cultures Help students develop their own cultural identity Have students consider commonalities and differences Teach skills and knowledge necessary to appreciate different points of view Exemplify appropriate behaviour Teachers need to use documents showing a range of cultural, social, religious and national perspectives, and implement activities and practices which celebrate cultural identities. Example: in the humanities, when studying the Cold War, students need to evaluate views from the USSR, USA, UN and others. Teachers can help students develop their own cultural identity and an understanding of their present environment through the subjects and the areas of interaction. Intercultural awareness is not only about differences, but also about what we have in common. Humanity is shared through: families celebrations childhood dreams communication etc. Teachers need to create safe and stimulating forums for discussion, reflection and action in their classrooms. Students need to feel encouraged in developing and expressing their points of view in a responsible and sensitive way. Teachers need to be role models and the activities they choose to do in class need to take cultural issues into considerations. Example: humour and body language can be culturally insensitive. R © 2003

Communication R © 2003

Communication Verbal and non-verbal Vehicle to realize the aims of the programme Emphasis on language acquisition Exploration of different modes of thinking and expression The curriculum requirements and the aims and objectives of the MYP subjects emphasize the central importance of communication, verbal and non-verbal, as a vehicle to realize the aims of the programme. A good command of expression in all of its forms is fundamental to learning. In most MYP subject groups, development of communication is a key objective and an explicit part of the assessment. It supports understanding and allows reflection and expression in different forms. Communication also fosters the development of the student’s understanding and appreciation of different modes of thinking and expression, including the arts and the use of information and communication technology. Supports student reflection and expression R © 2003

Emphasis on language acquisition Opportunities to learn an additional language Mother tongue development The IBO places particular emphasis on language acquisition, which does more than promote cognitive growth: developing one’s own mother tongue and learning another language is crucial for exploring and sustaining cultural identity, personal development and intercultural understanding. Cultural identity Personal development Intercultural understanding R © 2003

Schools’ role Schools are expected to: develop a language policy facilitate the development of the student’s native or best language provide opportunities for the student to learn an additional language provide support to students who do not speak the language of instruction adequately. Developing a language policy requires reflection on the part of the: teachers administrators parents. Emphasis on learning languages is only one aspect of a languages policy. It also affects: admission of students language support mechanisms curriculum structure within the school. For further information on language policy, please refer to the Second Language Acquisition and Mother Tongue Development—A Practical Guide for Schools (January 2004). R © 2003

Teachers’ role Teachers are expected to: recognize that all teachers are language teachers consider the role of languages in conceptual development consider and value multiple forms of expression engage in common planning across the subjects encourage students to improve their command of language encourage students to appreciate the richness of human expression through language help students develop at least two languages. For further information, please refer to: subject guides Implementation and Development of the Programme guide Second Language Acquisition and Mother Tongue Development—A Practical Guide for Schools (January 2004). R © 2003

Example: communication in the humanities Students can demonstrate their understanding in multiple ways: essays cartoons graphs maps charts paintings storyboards role-plays debates presentations websites songs. Beyond language acquisition, there are other forms of communication through which students can demonstrate their understanding and abilities. This list of examples is in no way exhaustive. R © 2003

Collaborative planning

Collaborative planning Horizontal planning Within departments Across disciplines (year groups) Involves extra-curricular planning Vertical planning Within departments (eg ATL) For each area of interaction (major focus) Summary of different kinds of planning. R © 2003

Influence of the fundamental concepts on teaching and assessment R © 2003

Influence of the fundamental concepts on teaching and assessment Attention to global events and issues Essential/guiding questions Role modelling Varied teams Problem-solving, hands-on approaches Authentic assessment Involvement of students in choices of activities and in assessment This slide summarizes the deep changes in the way teachers and students consider the curriculum. It involves: the written curriculum: content and organization of content the taught curriculum: approaches to teaching and learning the learned curriculum: assessment. Note: guiding questions are a very good tool to promote holistic learning. However, they are not a compulsory part of the IB programmes. R © 2003

The personal project Schools are expected to: “Creative and independent piece of work completed by students in the final year of the MYP and showing evidence of the students’ understanding of the areas of interaction.” Schools are expected to: ensure that all staff and students understand the central importance of the personal project, its aims and objectives make suitable provision for all students to complete the personal project according to the guidelines provided. R © 2003

The MYP curriculum model