1. The Middle Years Programme

2. Middle Years Programme is for students between the ages of 11 and 16 is for students between the ages of 11 and 16 helps develop knowledge, attitudes and skills helps develop knowledge, attitudes and skills is interested in the development of ethics and values in young people is interested in the development of ethics and values in young people

3. The MYP curriculum model

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

5. The fundamental concepts The three fundamental concepts of the MYP are: The three fundamental concepts of the MYP are: – Holistic learning – Intercultural awareness – Communication

6. Holistic Learning A Global Point of View

7. Holistic Learning “Schools should give a global view of situations and problems, and should make the student aware of the interactions and complementarity of various fields of study. Yet this must not be to the detriment of the separate subjects, for each study area demands an individual methodology.” Gzrard Renaud ISAC.1991.Program of international Secondary Education 1-16years. Geneva Switzerland.P.7.

8. Developing links between the disciplines and between the content and the real world Holistic learning Developing skills to view knowledge from varying points of view Seeing knowledge as an interrelated whole Discovery of relationships between areas of knowledge, between individual, communities and the world

9. Means of achievement Breadth of subjects Breadth of subjects Disciplinary and interdisciplinary approaches Disciplinary and interdisciplinary approaches Areas of Interaction Areas of Interaction Team work Team work Varied approaches Varied approaches

10. Impact on curriculum- disciplinary approach Integrity Integrity Authenticity Authenticity Connections to other subjects Connections to other subjects Connections to global issues Connections to global issues

11. Impact on curriculum- interdisciplinary approach Focus and rigour (avoid potpourri)‏ Focus and rigour (avoid potpourri)‏ Planning time: subjects/year levels Planning time: subjects/year levels Connections to real life (areas of interaction)‏ Connections to real life (areas of interaction)‏

12. Interdisciplinary vs transdisciplinary  Interdisciplinary Two or more subject groups coming together to cast a different perspective on a topic or concept Objectives of each involved subject group should be met  Transdisciplinary Term used more by the PYP Broad concepts or ideas which transcend any discipline Emphasis on learning through transdisciplinary/organizing themes

13. Holistic learning and the areas of interaction The Areas of Interaction will help students to: 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.

14. Schools Role Schools are expected to: 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.

15.  Origin of focus from the learner  Project based (personal project)‏  Further development of ATL skills  True engagement in the learning process Holistic learning and student-initiated projects

16. Intercultural Awareness

17. Tolerance and respect Development of skills, attitudes and knowledge Intercultural awareness Development of understanding of own and others’ cultures Incorporation of a global perspective in curriculum Empathy and understanding

18. How is intercultural awareness reflected in your school? School environment School environment School curriculum School curriculum Projects and interdisciplinary activities Projects and interdisciplinary activities Links to outside community Links to outside community

19. Teachers Role Use examples reflecting varied cultures Use examples reflecting varied cultures Help students develop their own cultural identity Help students develop their own cultural identity Have students consider commonalities and differences Have students consider commonalities and differences Teach skills and knowledge necessary to appreciate different points of view Teach skills and knowledge necessary to appreciate different points of view Exemplify appropriate behavior Exemplify appropriate behavior

20. Communication

21. Vehicle to realize the aims of the programme Communication Emphasis on language acquisition Exploration of different modes of thinking and expression Supports student reflection and expression Verbal and non-verbal

22. Schools’ Role Schools are expected to: 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.

23. Teachers Role Teachers are expected to: 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.

24. 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

25. Collaborative planning