IB mission statement The International Baccalaureate aims to
IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
IB learner profile As IB learners, we strive to be: • Inquirers, knowledgeable, thinkers • communicators, principled • open-minded, caring • risk-takers, balanced, reflective
10 Reasons Why-The IB Middle Years Program at KAS 1. Become a life-long learner 2. Learn by doing and experiencing 3. The MYP encourages critical thinking 4. Explore global challenges 5. Lear for understanding 6. Subjects are not taught in isolation 7. It empowers you to develop your talents 8. It prepares you for future education 9. It encourages international mindedness 10. Acquiring skills
MYP Subject-groups 1. Language and Literature (Arabic), 2. Language and Literature (English) 3. Individuals and Societies, 4. Mathematics, 5. Sciences 6. Arts (Visual and Performing) 7. Physical and Health Education(PE) 8. Design (Digital and Product)
IB Approaches to Learning 1. 2. 3. 4. 5. Communication- Communication Social -Collaboration Self-management –organization, affective, reflective Research – information literacy, media literacy Thinking – critical thinking, creative thinking, transfer
Assessment in MYP • Assessment in the MYP is Criterion based. Each subject has got four criteria (A, B, C, D) to assess the students on. Each criterion weighs 8 marks. The four criteria weigh 32 points). • Assessment criteria are shared with students one week prior to the assessment, making students aware of the expectations at all stages of their learning. • The assessment task is posted on Manage. Bac one week prior to the assessment
Arts Humanities/ Individuals & Societies Language A/ Language and Language & Literature Arabic Literature Mathematics Physical Education Knowledge and understandi ng Knowing and understanding Analyzing Analysing Knowing and understanding 8 8 8 Developing skills Investigating Organizing Organising Investigating patterns 8 8 8 Thinking creatively Communicating Producing Text Producing text Communicating 8 8 8 Responding Thinking critically Using Language Applying Mathematics in real-world contexts Sciences Technology/ Design Personal Project Grade 10 only Inquiring and analyzing Investigating 8 8 Developing ideas Planning 8 8 8 Applying and performing Processing and evaluating Creating the solution Taking action 8 8 Evaluating Reflecting Criterion A B C D Knowing and understanding 8 8 Planning for Inquiring and performance designing Reflecting on and the impacts of improving science performance
Common Practices for Recording and Reporting ● Students are assessed using the Middle Years Programme Subject Specific Criteria. ● Criteria from all eight required subjects are assessed multiple times during the school year (Each strand of a criterion is assessed twice yearly at least). ● Reported MYP grades are based on more than one assessment task. ● Teachers employing standards-based grading use MYP Criteria for all assessments during the year. ● Teachers use the Year 1, 3, 5 assessment criteria appropriate to students’ year in the programme.
Common Practices for Recording and Reporting (cont. , ) ● MYP grades are awarded according to how well the student has demonstrated mastery of the published criteria, using the subject area teacher’s professional judgment and best fit approach along with student evidence. Final grades are subjected to department teachers’ best fit approach. ● Task specific clarification rubrics are designed by the subject teachers. They provide students with the criteria before the assessment task is assigned and contain specific descriptors. Rubrics are intended to provide the student with feedback when annotated by instructor.
Communicating assessment information Essential information on specific summative tasks and task descriptions will be uploaded on Manage. Bac. This information should be posted with a week’s notice of the given task’s submission date as a minimum. Within two academic weeks of an assessment, the gradebook on Manage. Bac should be updated to include either written feedback regarding the student’s performance or a comment specifying how the feedback was (will be) provided to the student. Assessment data and assessment results will be updated on Manage. Bac at least once by each half term for students and parents to view. Task Specific Clarifications (according to IB formats) should be provided when a task is issued to students.
Reporting achievement levels The academic year in MYP is divided into two semesters: semester reports are generated at the end of each semester. Final rubric grades for every summative assessment task will be recorded on Manage. Bac as a grade reporting tool for the MYP. We report MYP grades to both students and parents twice per school year. A general 1 -7 MYP grade will be generated for reporting to the students and parents based on summative judgments in each subject-group. We also issue mid-semester reports for the parents to track down the students’ achievement on the summative tasks. As parents are key stakeholders in a student’s education, evidence of student progress will be shared during Parent-teacher conferences.
MYP 1 -7 Scale Final levels for each subject are determined by the MYP 1 -7 scale which provides general descriptors that represent a student's achievement level. To arrive at this final level, teachers add together the student’s final achievement levels in all criteria for a specific subject and use the grade boundary table that follows to determine a final grade:
Arts Individuals & Societies Final. Mark Language and Maths Literature (Arabic) (English) Sciences Physical & Health Education Design (Technology) 1 1 -5 1 -5 2 6 -9 6 -9 3 10 -14 10 -14 4 15 -18 15 -18 5 19 -23 19 -23 6 24 -27 24 -27 28 -32 28 -32 7 28 -32
Criteria Level of Achievement for Year Criteria A: Knowledge and Under- standing 6 Criteria B: Investigating Patterns 6 Criteria C: Communicating 4 Criteria D: Applying Mathematics in real-world contexts 5 Criterion Levels Total 21 IB Published Mathematics Grade Boundaries Grade OLA 1 2 3 4 5 6 7 Boundaries 0 -5 6 -9 10 -14 15 -18 19 -23 24 -27 28 -32
MYP certificate and promotion requirements To be awarded the KAS MYP certificate of completion, a student’s second semester final report should demonstrate: A total point score total of at least 32/56 points overall from the 8 subject groups (Year 1 -Year 4); A total point score total of at least 32/63 points overall from the 8 subject groups and the Personal Project combined (Year 5); At least a 3/7 in each subject area; At least a 3/7 on the Personal Project; That the student has met KAS's expectations for Service as Action; Minimum 90% attendance in each course.
Inappropriate behaviour during a summative assessment If a student behaves inappropriately during a summative assessment: The student will be requested to hand in the assessment, which will be marked as is. Additional considerations may apply as per the school’s Academic Honesty Policy. Malpractice during an assessment If a student commits any form of malpractice during an assessment: The student will be requested to hand in the assessment, which will be marked as is. Additional considerations may apply as per the school’s academic honesty policy.
The Academic Honesty Policy Definition The Academic Integrity Policy is designed to define and clarify the expectations associated with the submission of authentic work. It will provide staff, students, parents, counselors, and administrators with a common understanding of malpractice, define the responsibilities of all parties in preventing malpractice, and encourage principled behavior in the learning environment of our school. Academic integrity is acknowledging responsibility for the production of students’ own work, recognition of the work of others, and maintaining honor and trust in the learning environments of our schools.
MIDDLE YEARS PROGRAM Academic Honesty Policy Students, in accordance with the IB Learner Profile, will be principled. Principled learners demonstrate academic honesty and personal integrity. Our school believes these values and skills are essential in developing well-rounded, principled individuals, who through much inquiry, will learn to produce authentic works.
Examples of Academic Dishonesty 1. 2. 3. 4. 5. 6. 7. 8. Malpractice Plagiarism Collusion Cheating Fabrication Tampering Duplication Forgery
Conventions for Citing and Acknowledging Original Authorship using MLA All MYP students at King Abdulaziz Middle School will use MLA to cite information from other sources in their writing for years 1 -5. Modern Language Association (MLA) is a type of citation format that is used to document sources that are utilized for academic writing. It consists of both in -text citations and a works cited page. Listed below are example and websites to assist with MLA’s citations and formatting.
Consequences of Academic Dishonesty Malpractice incidents will be discussed with the student and then reported to parents, counselors, and administration. Age appropriate consequences will be administered within school’s discipline protocol, based on frequency and recurrence of the violation. A presentation was conducted for students to teach them the academic honesty policy. A code of honour was signed by all students.
The Language Policy Beliefs and Practices By participating in language instruction, students explore the fundamental concepts of analysing text, organising text, producing text, and using language with the purpose of communicating, learning holistically and promoting intercultural awareness. Within the Middle Years Programme, students will read a variety of texts including narrative, informational, and argumentative. Through reading instruction, students will locate, evaluate, and synthesize information in order to create new knowledge. Another critical aspect of King Abdulaziz School language instruction is the acquisition and application of listening and speaking skills in order to enhance comprehension and communication.
The Study of Language and Literature (Arabic and English) At KAS, the aims of the teaching and study of Language and Literature in Arabic and English are to encourage and enable students to use the language as a vehicle for thought, creativity, reflection, learning and self-expression. MYP language and literature equips students with linguistic, analytical and communicative skills that can also be used in an interdisciplinary manner across all other subject groups. There are three areas of communication, including six strand areas: Oral Communication (listening and speaking), Written Communication (reading and writing), and Visual Communication (viewing and interpreting), which develop as both independent and interdependent skills. Students develop these skills through the study of both language and literature. The choice of texts also provides opportunities for and influences students in further developing the attributes of the IB learner profile.
Linguistic Profile Mother Tongue Language Arabic language is the mother tongue for almost all our students at King Abdulaziz School whose parents are mainly from Saudi or Arab nationalities; accordingly, Arabic Language is their mother tongue and English language is the second language for the majority of our population. Very few students are of Asian origins. English Language English language is the language of instruction learned as proficient as the mother tongue and is used in different contexts to broaden our students’ perspective of diversity, multilingualism, intercultural understanding and global engagement.
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