Presentation on theme: "The Middle Years Programme at Indus – The Way Ahead"— Presentation transcript:
1 The Middle Years Programme at Indus – The Way Ahead Joseph DavidHead of Middle School,Indus International School,Bangalore.
2 IBO Mission Statement and Indus Vision The IBO aims to develop inquiring, knowledgeable and caring young people who help to create a better & more peaceful world through intercultural understanding & respectTo prepare 21st century citizens, with the core values of love, empathy, discipline and respect – citizens of the world, who think globally & act locallyThe Indus Vision is embedded in the IBO Mission Statement – 21st Century citizens are inquirers, knowledgeable and caring people; one can be caring only if one empathizes; we can make this world a better and more peaceful one only if we love; only those with an intercultural understanding can think globally and act locally; respect is a value that is in both the IBO Mission statement and the Indus vision.
3 MissionTo implement the IB Middle Years Programme and thus aid in making Indus a full spectrum IB School; to create an atmosphere conducive to a fruitful facilitating and learning environment for every teacher and student in the Middle School.
4 Key Result Areas Implementation of the IB MYP Team Planning Instructional SupervisionDisciplineBoarders’ Academic Performance
5 International Baccalaureate Programmes Primary Years ProgrammeMiddle Years ProgrammeDiploma ProgrammePrimary Years Programme – Students – 3 – 12; available since 1997Middle Years Programme – Five year programme for students aged 11 – 16; available since 1994; began as an initiative formulated by groups of practising teachers and adminstrators in international education; the curriculum framework emphasises on developing skills and attitudes, the understanding of concepts and the knowledge needed to praticipate in an increasingly global society.Diploma Programme – Internationally recognised pre-university course of study for students aged 16 – 19; available since 1960
6 Programme Articulation The transition from Primary Years ProgrammeThe transition to Diploma ProgrammeFrom PYP to MYP –PYP is concept-based, transdisciplinary and taught by a class teacher. MYP schools have a responsibility to ensure that there is a smooth tranistion from the transdisciplinary model into a model where disciplinary concepts are taught; interdisciplinary links are forged; teaching is appropriate for students at different developmental levels; develops lifelong lerning skills and attitudes.From MYP to DP –Content of the curriculum is aligned under each subject group’s final objectives and therefore provides for continuity and progression from year 5 fo the MYP into year 1 of the two-year Diploma Programme; Prepares students for independent study and for the continuation of this rigour within the Diploma Programme
8 Overview of the Middle Years Programme Eight Subject AreasLanguage A Language BHumanities SciencesMathematics ArtsPhysical Education Technology
9 Areas of Interaction Approaches to Learning Environments Human IngenuityCommunity and ServiceHealth and Social EducationAreas of Interaction:Give meaning to what is learned through the exploration of real-world issuesEncourage higher-order thinking skills to deepen understandingProvide a framework for student inquiry -Can help students develop positive attitudes and a sense of personal and social responsibilityEngage students in reflection to better understanding of themselves as learnersCan lead students from academic knowledge to thoughtful actionContribute to an interdisciplinary approach to learningApproaches to Learning – Provides students with tools to enable them to take responsibility for their own learning – planning, organiziing, teaching skills and practices that students require to become successful learners, build on prior learning. Learning outcomes are – Organization – Time and Self Management; Collaboration – Working in Groups, Accepting others, Personal Challenges; Information Literacy – Accessing information, Selecting and organizing information, referencing; Reflection – Self awareness, Self evaluation; Thinking – Generating ideas, Inquiring, Applying Knowledge and Concepts; Transfer – Making connectionsEnvironments: Natural – Living and nonliving things that occur naturally on Earth along with its systems, landscapes and resources; Built – Settings for human activity, ranging from the large-scale civic surroundings to personal places such as homes; Virtual – Electronic, internet and concept of personal space. Learning outcomes are – Awareness and understanding – roles our environments play in the lives and well-being of humankind, effects of one environment on another, effects of our actions, nature and role of local and international organizations responsible for protecting our natural environments; Reflection on – our responsibilities to our environments, role of virtual environments in modelling our other environments; Taking action on – a range of issues related to environmentsHuman Ingenuity – Way in which human minds have influenced how we think, work, play, construct and conduct friendships and other relationships, interact with each other, find solutions to problems, transform things, consequences of human thought and action; prompts creative and innovative involvement of the whole school community. Learning outcomes – Awareness and understanding of – why humans create, develop or change products or solutions; why products or solutions change over time; how do we celebrate human endeavour and achievement; Reflection on – the consequences of creating, how to make responsible choices, impact of creations on individuals, society and the world, future developments one can forsee; Taking action to – create solutions and products to solve own and other’s problems, think creativelyCommunity and Service – Students should develop a personal value system that guides their own lives as thoughtful and active members of local and global communities; MYP gives importance to the sense of community and encourages responsible citizenship. Learning outcomes are – community awareness and understanding of different communities, individuals in the communities and what community means; reflect on how learning helps the learner’s communities, how the communities can help the learner and what the learner should do; involvement through service in terms of community involvement and being an active contributorHealth and Social Education – Provides students with opportunities to inquire into physical, social and emotional health and intelligence. Learning outcomes are – Awareness and understanding - issues such as freedom, health, relationships, death, growing up, self esteem and personal hygiene; reflect on how the learner is changing, courses of action; making choices in terms of what the learner needs to consider to make the right choices, the skills required and how to look after himself.
10 Overview of the Middle Years Programme Personal ProjectsFundamental ConceptsInternational MindednessHolistic LearningCommunicationLearner ProfileInternational Mindedness – Consider issues from multiple perspectives; intercultural awareness which will build understanding and respectHolistic Learning – understand concepts, mastery of skills, development of attitudes that can lead to consider and appropriate actionCommunication – provide opportunities for all students to learn further languages, allow student reflection and expressionLearner Profile – Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced and Reflective
14 Boarders Weekly Meetings with Grade Teacher and House Parent Fortnightly Meetings with Subject Teachers and House ParentMinutes of the meeting will be sent to the Principal, Head of School and CoordinatorChecking of Diaries and Note BooksSupport Classes
15 Other Aspects Activity Club Community Action and Service Sports Science Research ClassesLeadership CampsSupport and EnrichmentParent Teacher MeetingHomeworkGrade Level MeetingSubject Teachers Meeting
16 Grade Teachers Grade Name of Teacher 6A Ms Rani Mohan 6B Ms Sophie Lorranine Vassou6CMs Sujayalakshmi Seshu7AMs Shruti Kotian7BMs Priya George7CMs Kiran Pandey8AMs Sunanda B.S8BMs Gouri Kar8CMs Hansa Rau
17 Ms Sujayalakshmi Seshu Subject TeachersSubject6A6B6CLanguage AMs Arpita NarulaMs TammyMs Shruti KotianLanguage BMs Archana SinghMs Nubia Del CarmenMs Susanna LelliMathematicsMr Anil KumarMs Sujayalakshmi SeshuScienceMs Priya GeorgeMs Sophie VassouComputer ScienceMs Rani MohanHistoryMs Hansa RauMs Sheena VerghisGeographyMs Gouri Kar
18 Subject Teachers Subject 7A 7B 7C Language A Mr Martin Mendonce Ms Arpita NarulaMs Shruti KotianLanguage BMs Bina MishraMr Rayesh PeswaniMr Vishal GangulyMathematicsMr Anil KumarMs GretaMs SujayalakshmiSeshuBiologyMs Sophie VassouChemistryMs Priya GeorgePhysicsMs Kiran PandeyComputer ScienceMs Rani MohanHistoryMs Sheena VerghisMs Hansa RauGeographyMs Gouri KarMs Hema Nagaraj
19 Subject Teachers Subject 8A 8B 8C Language A Ms Sunalini Benjamin Ms Shruti KotianMs Aditi PantLanguage BMs Archana SinghMs Nubia Del CarmenMr Vishal GangulyMathematicsMs Sunanda B.S.Mr GunasekranMs SujayalakshmiSeshuBiologyMs Aditi RChemistryMs Priya GeorgePhysicsMs Kiran PandeyComputer ScienceMs Rani MohanHistoryMs Hansa RauMs Sheena VerghisGeographyMs Gouri Kar
20 Special Educational Needs Specialist TeachersSubjectTeachersSpecial Educational NeedsMs Premeela MortonMs Yasmine ClairePhysical EducaitonMr Sagai Raj and TeamMusicMr Shadroch AmarnathMs Frida MistryMr Joseph MacannaMs Natasha PintoMr Nelson P.K.Mr Sanjeev KortiDanceMs Deepa ShivanandaMs Anita RaoArtDr Gunjan SrivastavaMr John DavyMs Dimple B.M.
21 Communication Administrative Issues – Mr Ajay Sekhar Boarder Issues – Mr Shouquot HussainAcademic Issues – First – Grade / Lead TeacherSecond – CoordinatorThird – Head of SchoolCopy all communications to the Principal, Head of School and Coordinator
22 Contact Details Principal – email@example.com Vice Principal –Head – Middle School –MYP Coordinator –Director Administration –Systems Administrator –
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