MYP Middle Years Programme ZHUHAI INTERNATIONAL SCHOOL Zhuhai, China MYP Middle Years Programme - 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 Framework 8 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. Lina Physical Education – 1 course ( 100 minutes per week) Mr. Woods Technology- Technology as part of this. Combining design technology and computer technology. We intend to offer this next year.

The Three Underlying and Fundamental Concepts of MYP Holistic Learning Intercultural Awareness Communication Making links between learning and the real world. Making links between subjects. Developing attitudes skills and knowledge that extend to all subjects. Increasing knowledge and fostering positive attitudes about ones own cultures and other cultures. Supports inquiry and understanding Express ideas and thoughts Listening

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.

The Areas of Interaction (Making links between learning and the real world) Human Ingenuity Health & Social Education Approaches To Learning Community and Service Environments Encouraging learners to see connections or relationships between subjects Seeing subjects/knowledge through different lenses or perspectives

Significant Concept Area of Interaction Unit Question

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

How can I make a difference? 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 report MYP Grade Boundaries

Recording Assessment Students 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 learning Example of an assessment rubric

Central to all of this is the IB learner profile Communicators Knowledgeable Thinkers Inquirers Open-minded Principled Caring Risk-Takers Balanced Reflective