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Page 1 MYP: The next chapter. MYP around the world November 2011: 917 schools (in 81 countries) 2 AMERICAS: 651 schools ASIA PACIFIC: 117 schools AFRICA,

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Presentation on theme: "Page 1 MYP: The next chapter. MYP around the world November 2011: 917 schools (in 81 countries) 2 AMERICAS: 651 schools ASIA PACIFIC: 117 schools AFRICA,"— Presentation transcript:

1 Page 1 MYP: The next chapter

2 MYP around the world November 2011: 917 schools (in 81 countries) 2 AMERICAS: 651 schools ASIA PACIFIC: 117 schools AFRICA, EUROPE, MIDDLE EAST 149schools

3 Key challenges for MYP © International Baccalaureate Organization Access for schools with national/state curriculum Age appropriateness Continuum between IB programmes

4 Key challenges for MYP © International Baccalaureate Organization Access for schools with national/state curriculum Age appropriateness Continuum between IB programmes Re-design of programme model Recognition and assessment development Alignment of the core of the IB programmes Easy to implement Global contexts Innovative Externally validated assessment Action ATL Fewer layers Online curriculum tool Prescribed concepts Choice of subjects UK Criterion related International

5 MYP puzzle © International Baccalaureate Organization Innovative Concept based Summative assessment Learner Profile Approaches to learning Global contexts Inquiry Action Subject Groups Areas of interaction Interdisciplinary learningf Inter- disciplinary learning

6 Where are we with MYP: the Next Chapter ? Decisions: Proposed changes are still in development and have not yet been approved. Pilots: Aspects of the proposed changes are being piloted and final decisions will be taken as the outcomes of these pilots become clear. Transition: The IB will guide schools in a gradual process and give maximum notice of change. The IB is mindful of the need for schools to be able to allocate resources efficiently. 6

7 Curriculum development Contextual learning – Evolution of areas of interaction to global contexts Conceptual framework – Key and related concepts – Disciplinary understandings – Central ideas Curriculum planning Alignment across PYP, MYP and DP 7

8 Approaches to learning (ATL) ATL to become part of all three programmes Much stronger emphasis Related to command terms Divided into five skills areas common with PYP and DP: Not subject specific, but guides will include subject specific examples © International Baccalaureate Organization Communication Social Self-management Research Thinking

9 Timeline of curriculum development Develop guides by 2014 No guides or TSMs will be published after 2012 until the launch of MYP: the next chapter suite of documents Gathering feedback through: a)Surveying schools b)School visits and in conferences c)Curriculum review meetings and piloting of draft guides d)Informal feedback received from a range of stakeholders including MYP & DP students 9

10 MYP internal assessment Developments: All subjects are moving to four criteria Mandated interim criteria and objectives for MYP1 and MYP3 will be proposed Command terms will be used to define levels of the criteria in all subjects Common criteria will be aligned across subjects where applicable Monitoring of assessment will continue – Investigating whether online training for moderators could be made available as professional development for all MYP teachers. 10

11 Final Assessment © International Baccalaureate Organization Year 3/4: Culminating task Year 5: Mandatory: Moderation of personal project Optional: External summative assessment Monitoring

12 Potential assessment model Investigation is being done into the following model: External assessment in MYP year 5: – Will be optional – Electronic, criterion related assessment – Disciplinary and interdisciplinary components – Based on key concepts and developed around global issues – Will be piloted and aims for recognition Mandatory moderation for the personal project Subject moderation would be phased out 12

13 Subject groups The MYP will remain an octagon and will not move towards a hexagon. Investigation of a flexibility option for schools that have difficulty offering all eight subject groups in MYP years 4-5: Students may have a choice of subject groups in years 4 and 5 of the programme: – Minimum of six subject groups must be studied concurrently – Language B (or second Language A) mandatory for all students in all years Currently being piloted in schools to study the effects on teaching and learning 13

14 Feedback from schools Survey sent to coordinators in all IB World Schools, both to schools that had or did not have MYP (May 2011) MYP schools: 94% of respondents considered that, taken together, they would view the changes as being positive in their school IB schools without MYP: 91% of respondents considered that, taken together, they would view the changes as being positive and would consider implementing the MYP in their school. 14

15 Curriculum Assessment Support Summary of key developments © International Baccalaureate Organization Significant concepts Areas of interaction (AOIs) Eight subject groups Prescribed concepts with illustrative content Potential replacement of AOIs with global contexts Choice of subjects years 4-5 Optional moderation Certificate of Achievement Optional external summative assessment (e-assessment) Compulsory PP moderation Year 3/4 culminating task Guides Teacher support materials Guides Teacher support materials Engaged students motivated teachers improved preparation for DP recognition and accreditation more children benefitting from the MYP

16 Proposed Timeline © International Baccalaureate Organization Development: Core Programme model Concepts Pilot subject options Development: Core Programme model Concepts Pilot subject options Subject guides; authorization and evaluation; Professional development; assessment; piloting all new elements Subject guides; authorization and evaluation; Professional development; assessment; piloting all new elements Launch, with first assessment

17 Transition Professional development will start including new elements for curriculum planning starting in 2012 Transition document for schools and IB educators for the interim period until 2014 Transition document for schools and IB educators when the new documents are published in

18 Background information If you are interested in some of the literature that has informed the discussions so far:  Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., & Imbeau, M. B. (2008). The Parallel Curriculum: A design to develop learner potential and challenge advanced learners (2 nd edition). Thousand Oaks, CA: Corwin Press.  Erickson, HL. Stirring the Head, Heart, and Soul: Redefining Curriculum, Instruction, and Concept-based Learning, c. 2008, Corwin Press Pub  Willingham, D. (2009). Why don't students like school: A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Jossey-Bass.  Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: ASCD.  National Research Council. (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press. Page 18

19 Keep up to date You can find and post messages about the MYP For instant updates and MYP news Page 19

20 Questions If you have any questions about this review or any suggestions, please contact rg rg

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