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.
MISSION STATEMENT The organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
MISSION STATEMENT 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.
In sum…. A strong emphasis on the ideals of international understanding and responsible citizenship.
Who are IB Students? 573,000 Students Worldwide 125 Countries on 5 Continents at 2,146 IB World Schools
Angola Antigua/Barbuda Argentina Australia Austria Azerbaijan Bahamas Bahrain Bangladesh Barbados Belgium Bermuda Bolivia Bosnia/Herzegovina Botswana Brazil Brunei-Darussalam Bulgaria Cambodia Canada Cayman Islands Chile China Columbia Costa Rica Croatia Cuba Cyprus Czech Republic Denmark Dominican Republic Ecuador Egypt El Salvador Estonia Ethiopia Fiji Finland France Georgia Germany Ghana Greece Guam Guatemala Honduras Hong Kong Hungary Iceland India Indonesia Iran Ireland Isle of Man Israel Italy Jamaica Japan Jersey Jordan Kazakhstan Kenya Korea Kuwait Lao Latvia Lebanon Lesotho Liechtenstein Lithuania Luxembourg Macao Macedonia Malawi Malaysia Malta Mauritius Mexico Monaco Mongolia Morocco Mozambique Myanmar Namibia Nepal Netherlands Netherlands-Antilles New Zealand Nicaragua Nigeria Norway Oman Pakistan Palestinian Territory Panama Papua/New Guinea Paraguay Peru Philippines Poland Portugal Qatar Romania Russian Federation Rwanda Saudi Arabia Senegal Serbia Singapore Slovakia Slovenia South Africa Spain Sri Lanka Sudan Swaziland Sweden Switzerland Syrian Arab Republic Taiwan Tanzania Thailand Togo Trinidad/Tobago Tunisia Turkey Uganda Ukraine United Arab Emirates United Kingdom United States Uruguay Uzbekistan Venezuela Vietnam Virgin Islands British Virgin Islands US Zambia Zimbabwe
Three High Quality IB Programmes The Primary Years Programme (PYP) for students aged 3 to 12 focuses on the development of the whole child in the classroom and in the world outside. The Middle Years Programme (MYP) for students aged 11 to 16 provides a framework of academic challenge and life skills taught through traditional school subjects. The Diploma Programme (DP) 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.
Middle Years Programme Roots “Learning how to learn and the development of the whole person are the guiding principles of the programme. The overall curriculum is designed to encourage moral development in our children and a sense of responsibility to the world community and its environment.” (from the General statement adopted in 1982) Page 11
The Middle Years Programme Grades 7 - 10 Prepares Students to Learn how to learn Ask challenging questions Develop a strong sense of own identity & culture Develop ‘international-mindedness’-- an ability to communicate with and understand people from other countries and cultures
What Is ‘International-mindedness’? Recognize our common humanity. Acknowledge our shared guardianship of the planet. Help to create a better and more peaceful world.
A Balanced Program Studying a broad base of subjects to ensure that students acquire the knowledge and skills necessary to prepare for the future. Developing a genuine understanding of ideas along with the ability to apply these in new contexts in preparation for further learning.
‘Concurrency of Learning’ The program promotes ‘concurrency of learning’ whereby students deal with a balanced curriculum each year in which different subjects are studied simultaneously. As students mature and develop higher- order thinking skills, they explore the disciplines in increasing depth and realize how they are linked to each other and to local and global issues.
A Variety of Teaching and Learning Methodologies The program encourages the use of a variety of teaching and learning methodologies to foster a climate in which students discover how they learn best in different situations.
The Development of the Whole Person The program emphasizes the development of the whole person– affective, cognitive, creative and physical. Its effective implementation depends on the school’s concern for the whole educational experience, including what students learn outside the classroom.
The Learner Profile InquirersKnowledgeableThinkersCommunicatorsPrincipledOpen-mindedCaringRisk-TakersBalancedReflective
Inquirers Students develop their natural curiosity. Students acquire the skills necessary to conduct inquiry and research and show independence in learning. Students actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable Students explore concepts, ideas and issues that have local and global significance. In so doing, students acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers Students exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators Students understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. Students work effectively and willingly in collaboration with others.
Principled Students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. Students take responsibility for their own actions and the consequences that accompany them.
Open-minded Students understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. Students are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring Students show empathy, compassion and respect towards the needs and feelings of others. Students have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. lives of others and to the environment.
Risk-takers Students approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. Students are brave and articulate in defending their beliefs.
Balanced Students understand the importance of intellectual, physical and emotional balance to achieve personal well- being for themselves and others.
Reflective Students give thoughtful consideration to their own learning and experience. Students are able to assess and understand their strengths and limitations in order to support their learning and personal development.
Eight Subject Areas in the Middle Years Program 1. Language A English 2. Humanities Integrated Social Studies 3. Technology 4. Mathematics 5. Arts Music and Art 6. Sciences Physical and Life Science 7. Physical Education 8. Language B French or Spanish
‘Areas of Interaction’ in the Middle Years Program 1. Approaches to Learning 2. Community Service 3. Health/Social Education 4. Environments 5. Human Ingenuity
Areas of Interaction (Using Best Classroom Practice) The areas of interaction, put simply, are the contexts through which the curriculum content interacts with the real world.
Approaches to Learning All teachers have the responsibility to ensure that students acquire the skills and the confidence to take ownership of their own learning. Students are encouraged to take increasing responsibility for their learning, to question and evaluate information critically, and to seek out and explore the links between subjects. Learning how to learn and how to evaluate information critically is as important as the content of the subject disciplines themselves. How do I learn best? How do I know? How do I communicate my understanding?
Community and Service Encourages students to become aware of their roles and their responsibilities as members of communities. All MYP students are required to become involved with their communities– an involvement that benefits both parties. Community awareness and understanding Reflection Involvement through service
Health and Social Education Encourages students to explore personal, physical and societal issues and to develop respect for body and mind. How do I think and act? How am I changing? How can I look after myself and others?
Environments Encourages students to become aware of their interdependence with the world and to develop responsible and positive attitudes towards their environments. What are our environments? What resources do we have or need? What are my responsibilities?
Human Ingenuity Encourages students to examine and reflect on the ingenious ways in which humans think, create and initiate change. Why and how do we create? What are the consequences?
Interdisciplinary Learning Students demonstrate interdisciplinary understanding when they can: Bring together concepts, methods or forms of communication from two or more disciplines. Explain a phenomenon, solve a problem, create a product or raise a new question in ways that would have been unlikely through a single disciplinary means.
The Personal Project The personal project is a significant body of work undertaken by all MYP students over an extended period of time in the last year of the program. It is the culminating activity where students present in a personal way, their understanding of real-world themes, concepts and issues using the areas of interaction.
Academic Honesty Personal Skills: integrity; confidence in one’s own work; willingness to work independently; willingness to achieve individual potential. Social Skills: how to work collaboratively; how to contribute to a group; how to acknowledge work by team members; peer-evaluation skills. Technical Skills: Acknowledging sources; understanding plagiarism; constructing a bibliography; referencing correctly.