Transcript MYP- Middle Years Program

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
Some facts
• 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.
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
Making links
between learning and
the real world.
Making links
between subjects.
Developing attitudes
skills and knowledge
that extend to all
subjects.
Intercultural
Awareness
Increasing
knowledge and
fostering positive
attitudes about
ones own cultures
and other cultures.
Communication
Listening
Supports
inquiry and
understanding
Express ideas
and thoughts
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
Environments
Community and
Service
Health & Social
Education
Approaches To
Learning
Encouraging learners to see connections or
relationships between subjects
Seeing subjects/knowledge through different lenses or
perspectives
Significant
Concept
Unit
Question
Area of
Interaction
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
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
Oral Work
Data
Response
Un-timed
Tests
Objective
Tests
Subject
Assessment
Projects
Open- Book
Tests
Essays
Practical
Work
Coursework
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
Inquirers
Knowledgeable
Thinkers
Open-minded
Principled
Caring
Reflective
Risk-Takers
Balanced