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© International Baccalaureate Organization 2006 The Middle Years Programme At a Glance.

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Presentation on theme: "© International Baccalaureate Organization 2006 The Middle Years Programme At a Glance."— Presentation transcript:

1 © International Baccalaureate Organization 2006 The Middle Years Programme At a Glance

2 © International Baccalaureate Organization 2006 Organization: What is the IBO mission? We are motivated by a mission to create a better world through education. Mission The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. 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.

3 © International Baccalaureate Organization 2006 Our three programmes span the years of kindergarten to pre-university. The programmes can be offered individually or as a continuum.  The Primary Years Programme (PYP) for pupils aged 3 to 12.  The Middle Years Programme (MYP) for students aged 11 to 16.  The Diploma Programme for students aged 16 to 19. Organization: What does the IBO offer? The IBO develops three programmes of international education for students aged 3 to 19, working in cooperation with IB World Schools.

4 © International Baccalaureate Organization 2006 Organization: What is the learner profile? It’s the IBO mission statement translated into a set of learning outcomes for the 21st century. IB learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective The attributes of the learner profile express the values inherent to the IB continuum of international education. IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge.

5 © International Baccalaureate Organization 2006 What is the MYP? A framework of academic challenge and lifeskills  The MYP is designed for students aged 11 to 16.  Students develop knowledge, understanding, attitudes and skills to participate actively in a changing world.  Includes all major disciplines but is flexible enough to accommodate “national curriculum” requirements.  Based on the fundamental concepts of holistic education, communication and intercultural awareness.  Supported in English, French, Spanish and Chinese but can be taught in other languages.

6 © International Baccalaureate Organization 2006 What does the MYP curriculum contain? Students study subjects from eight subject groups through five areas of interaction: Areas of interaction: approaches to learning community and service homo faber environment health and social education

7 © International Baccalaureate Organization 2006 The MYP curriculum — Areas of interaction— Approaches to learning Through approaches to learning, teachers provide students with tools to:  Take responsibility for their own learning  Develop awareness of how they learn best  Develop problem solving and decision making  Develop awareness of thought process and learning strategies.  Develop critical, coherent and independent thought.

8 © International Baccalaureate Organization 2006 The MYP curriculum — Areas of Interaction— Community and service. This component extends learning beyond the classroom and requires students to:  take an active part in the communities in which they live, thereby encouraging responsible citizenship  develop a sense of responsibility  develop skills to make an effective contribution to society  develop community awareness and concern.

9 © International Baccalaureate Organization 2006 The MYP curriculum — Areas of interaction — homo faber Students explore in multiple ways the processes and products of human creativity to:  appreciate and develop the human capacity to influence, transform, enjoy and improve the quality of life  explore relationships between science, aesthetics, technology and leads students to examine, experience and reflect on the creative process.

10 © International Baccalaureate Organization 2006 The MYP curriculum — Areas of interaction— Environment. Aims to develop awareness of humanity’s interdependence with the environment so students:  accept responsibility for maintaining an environment fit for the future  understand local and global environmental issues  make decisions on environmental situations  understand political and economic environmental issues.

11 © International Baccalaureate Organization 2006 The MYP curriculum — Areas of Interaction — Health and social education. Aims to educate the whole person dealing with physical, social and emotional health and intelligence—key aspects of development leading to complete and healthy lives. Students will:  develop skills and knowledge to make informed choices  become aware of potential hazards  take responsibility for their own well-being  take responsibility for their social environment  understand the relationship between the individual and society.

12 © International Baccalaureate Organization 2006 The MYP curriculum — Personal project Students in grade 10 must complete a personal project. This can take various forms, for example:  an essay  a piece of creative writing  an original science experiment  the organization of an event. The work must :  be completely independent  focus on at least one area of interaction in addition to approaches to learning  focus on the process of completing the project as well as the finished product.

13 © International Baccalaureate Organization 2006 Assessment in the MYP— Teachers organize continuous and varied assessment over the course of the programme. The MYP offers a criterion-referenced model of assessment. Therefore students’ results are determined by performance against set standards. The assessment tasks must give students the opportunity to demonstrate achievement according to the required objectives within each subject group. This can include:  open-ended, problem-solving activities  organized debates  hands-on experimentation  analysis  reflection. Assessment strategies provide feedback on the thinking processes. Schools can request that final grades are validated by the IBO.

14 © International Baccalaureate Organization 2006 School investigates the programme, the feasibility of implementation and applies to be a “candidate school”. Schoo l imple ments the progra mme guided by the region al office. If the school is authorized, then programme delivery continues. Consideration phase Candidate phase Application phase At least one academic year 6 to 18 months After 3-4 years school does self- study and is visited, then every 5 years thereaft er. Review These examples are based on practice in North America. The process does vary slightly from region to region. Authorized as an IB World School At least 6 months School continues to implement and submits a formal application. Services: How is a school authorized? Any school wishing to offer the MYP must be authorized by the IBO and go through the following key phases.

15 © International Baccalaureate Organization 2006 Services: How does the IBO provide professional development for teachers? The IBO supports teachers through both face-to-face workshops and online. The Online Curriculum Centre (OCC) is an international community of practice for 44,465 registered IB teachers at Face-to-face workshops Organized by each IB region for all programmes and all levels. Nearly 30,000 teachers were trained in 2005. Teacher support materials Online courses Teacher qualifications in development.

16 © International Baccalaureate Organization 2006 For further information read:  The Schools’ Guide to the Middle Years Programme  A Basis for Practice: the Middle Years Programme  A continuum of International Education All available online at

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