Middle Years Programme IBO Middle Years Programme R

Middle Years Programme 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. R © 2003 2

Middle Years Programme The MYP curriculum model The curriculum contains eight subject groups together with a core made up of five areas of interaction. 3

Middle Years Programme The fundamental concepts The three fundamental concepts of the MYP are:

Middle Years Programme 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 5

Middle Years Programme 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? 6

Middle Years Programme 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? 7

Middle Years Programme 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? 8

Middle Years Programme This area aims to develop students’ awareness of their interdependence with the environment so that they understand accept their responsibilities. Guiding questions for Environment Where do we live? What resources do we have or need? What are my responsibilities? 9

Middle Years Programme 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? 10

Middle Years Programme Impact on teaching and learning 11

Middle Years Programme Impact on curriculum—disciplinary approach Integrity Authenticity Connections to other subjects Connections

Middle Years Programme Impact on curriculum—interdisciplinary approach Focus and rigour (avoid potpourri) Planning time: subjects/year levels Connections to real life (areas of interaction) R © 2003 13

Middle Years Programme Holistic learning and the areas of interaction Areas of interaction Main focus for developing connections Interdisciplinary teaching/planning Varied perspectives Holistic learning R © 2003 14

Middle Years Programme 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. R © 2003 15

Middle Years Programme 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. R © 2003 16

Middle Years Programme Intercultural awareness R © 2003 18

Middle Years Programme Intercultural awareness Development of skills, attitudes and knowledge Development of understanding of own and others’ cultures Tolerance and respect R © 2003 Incorporation of a global perspective in curriculum Empathy and understanding 19

Middle Years Programme Reflection on intercultural awareness Organizational structure of school School environment School curriculum Projects and interdisciplinary activities Links to outside community R © 2003 20

Middle Years Programme Developing intercultural awareness concerns everyone Students Teachers Cultural identity Cultural understanding

Middle Years Programme 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 R © 2003 22

Middle Years Programme Communication R © 2003 23

Middle Years Programme 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 Supports student reflection and expression R © 2003 24

Middle Years Programme Emphasis on language acquisition Mother tongue development R © 2003 Opportunities to learn an additional language Cultural identity Personal development Intercultural understanding 25

Middle Years Programme 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. R © 2003 26

Middle Years Programme 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. R © 2003 27

Middle Years Programme Example: communication in the humanities Students can demonstrate their understanding in multiple ways: • essays • storyboards • cartoons • role-plays • graphs • debates • maps • presentations • charts • websites • paintings • songs. R © 2003 28

Middle Years Programme Collaborative planning R © 2003 29

Middle Years Programme Collaborative planning ü Horizontal planning Within departments Across disciplines (year groups) Involves extra-curricular planning ü Vertical planning Within departments (eg ATL) For each area of interaction (major focus) R © 2003 30

Middle Years Programme Influence of the fundamental concepts on teaching and assessment R ©

Middle Years Programme Influence of the fundamental concepts on teaching and assessment ü Attention to global events and issues ü Essential/guiding questions ü Role modelling ü Varied teams ü Problem-solving, hands-on approaches ü Authentic assessment ü Involvement of students in choices of activities and in assessment R © 2003 32

Middle Years Programme The personal project “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. 33

Middle Years Programme The MYP curriculum model 34