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The Middle Years Programme. International Baccalaureate and the Middle School of the Kennebunks Date IB World School since June, 2009.

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Presentation on theme: "The Middle Years Programme. International Baccalaureate and the Middle School of the Kennebunks Date IB World School since June, 2009."— Presentation transcript:

1 The Middle Years Programme

2 International Baccalaureate and the Middle School of the Kennebunks Date IB World School since June, 2009

3 What you need to know about the IB and the Middle Years Programme

4 How is a school authorized and reviewed?

5 So what exactly is the International Baccalaureate? “... The International Baccalaureate (IB) is a not-for-profit foundation, motivated by its mission to create a better world through education”


7 Programmes The Primary Years Programme for pupils aged 3 to 12 focuses on the development of the whole child in the classroom and in the world outside. The Middle Years Programme for pupils aged 11 to 16 provides a framework of academic challenge and life skills, achieved through embracing and transcending traditional school subjects. (about 800 schools are MYP) The Diploma Programme for students aged 16 to 19 is a demanding two-year curriculum leading to final examinations and a qualification that is welcomed by leading universities around the world.

8 ...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...

9 ...Our 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....

10 Our Mission To support and challenge every student to develop the skills, knowledge, and character needed to be responsible, productive, and adaptive learners, workers, citizens, and leaders prepared to succeed in our global society

11 The IB Learner Profile




15 A framework, not a curriculum, creates a balanced approach to the school’s own curriculum. MYP Programme Model

16 Programmes: Middle Years Programme A framework of academic challenge and life skills appropriate to students aged 11 to 16

17 Globalization and Sustainability: (human impact on the environment) Balance, Consequences Relationships Putting it all together: An example from Language and literature Statement of Inquiry: Relationships that humans have with their environments, often have consequences due to the disruption of balance. Conceptual understanding: Relationships often have consequences due to the disruption of balance.

18 answers the why of the unit identifies a context for the unit. must be a natural fit for the key and related concepts Global contexts MYP global contexts identities and relationships orientation in space and time personal and cultural expression scientific and technical innovation globalization and sustainability fairness and development

19 Key concepts

20 Students will explore how patterns can be both mathematical and artistic. Factual: What constitutes a pattern? Students will discover how innovative mathematical patterns are seen in cultural expression. Conceptual: How is the idea of innovative design explained? Students will examine the geometrical relationships between innovation, artistry and pattern by creating generalizations. Debatable: Is it possible to determine how innovation, artistry and pattern are related, if at all? Example Statement of Inquiry: Innovative relationships founded in pattern define cultural artistry. Lines of inquiry

21 ATL Skill categories and clusters

22 Collaborative Planning (C1) Why would IB require schools to make time for collaborative planning within and across subject groups?

23 Skill Indicators are found in the Unit Planning Document Pgs. 15-21. Critical Thinking:

24 MYP command terms · Use · Demonstrate · Recognize · Describe · Evaluate · Formulate · Investigate · Reflect · Analyze · Describe · Evaluate · Identify · Interpret · Justify · Recognize · Synthesize · Think · Document What do they mean and how do they relate?



27 Requirement for horizontal and vertical planning Time frame Unit Title Key and Related Concepts Global context and exploration Statement of inquiry Objective/ Objective strands ATL skills Content

28 IB Programme Emphasizes: The Student (Learner Profile) Balanced Education (8 Subjects) Skills (Approaches to Learning) Action (Student directed learning, Making a difference, Demonstrations) Service (Community Service) International Mindedness (Global Context, Language, Perspectives) Concepts (The Big idea)



31 IB Gets it right!  Worldwide voice of best practices in teaching!  Embraces all of the best practices from the top educational minds Howard Gardner Anne Wheelock Robert Marzano Grant Wiggins Jay Mctighe Roland Barth

32 How the IB develops it’s curriculum:

33 How does IB make a difference here at MSK?  Becoming part of a world network of educators  Professional development opportunities-share expertise and knowledge  Common framework and philosophy- we are all on the same page! Specific reference point for unit planning, curriculum development, assessment etc.  Common assessment practices encourages collaboration and student engagement  Provides the license and motivation to prepare our students for the 21 st century-to give them the edge they need to succeed out in the real world

34 Check out our School Website for : Videos Links Articles

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