Middle Years Programme The unique benefits of the MYP

© International Baccalaureate Organization 2007 Page 2 Programmes: What is the MYP programme? Curriculum & Assessment Professional development School authorization & programme evaluation Middle Years Ages

© International Baccalaureate Organization 2007 Philosophy: What are the fundamental concepts of the MYP?  Holistic learning  Intercultural awareness  Communication Page 3

© International Baccalaureate Organization 2007 Page 4 Definition: 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

© International Baccalaureate Organization 2007 Page 5 Philosophy: Programme model

© International Baccalaureate Organization 2007 What are the areas of interaction? Approaches to learning Community and service Health and social education Environments Human ingenuity (Homo faber) Page 6

© International Baccalaureate Organization 2007 Areas of interaction: 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 Page 7

© International Baccalaureate Organization 2007 Areas of interaction: 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 Page 8

© International Baccalaureate Organization 2007 Areas of interaction: Health & social education Page 9 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

© International Baccalaureate Organization 2007 Areas of interaction: Environments Page 10 Aims to develop awareness of humanity’s 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

© International Baccalaureate Organization 2007 Areas of interaction: Human ingenuity (Homo faber) 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 Page 11

© International Baccalaureate Organization 2007 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  Internally assessed (by teachers)  Externally moderated for global standardization Page 12

© International Baccalaureate Organization 2007 Overview International Baccalaureate Middle Years Programme  A programme for 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 Page 13