1. Middle Years Programme
IBO
Middle Years Programme
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2. 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.
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3. The MYP curriculum model
The curriculum contains eight subject groups together with a core made up of five areas of interaction.
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4. 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”.
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5. 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
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6. 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?
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7. 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?
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8. 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?
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9. 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?
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10. 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?
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11. Impact on teaching and learning

12. 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.
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13. 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.
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14. 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
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15. 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.
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16. 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.
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17. 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”.
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18. Intercultural awareness

19. 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
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20. 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?
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21. 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
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22. 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.
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23. Communication
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24. 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
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25. 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
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26. 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).
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27. 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).
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28. 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.
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29. Collaborative planning

30. 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.
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31. Influence of the fundamental
concepts on teaching
and assessment
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32. 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.
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33. 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.
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34. The MYP curriculum model