1. International Baccalaureate Middle Years Programme IB MYP

2. Definition: How is the Middle Years Programme defined? The MYP is: for students aged 11 to 16 a framework of academic challenge 8 subject groups, plus personal project in the final year taught in any language The MYP encourages students to: understand the connections between subjects through interdisciplinary learning understand the connections between subjects and the real world become critical and reflective thinkers

3. Philosophy: Programme model

4. What are the areas of interaction? Approaches to learning Community and service Health and social education Environments Human ingenuity (Homo faber)

5. 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 skills Develop awareness of thought processes and learning strategies Develop critical, coherent and independent thought

6. Areas of interaction: Community & service This area of interaction extends learning beyond the classroom and requires students to: Develop community awareness and concern Develop a sense of responsibility Take an active part in the communities in which they live, thereby encouraging responsible citizenship Develop skills and attitudes that will enable effective contributions to society

7. Areas of interaction: Health & social education Deals with a variety of human issues including physical, social and emotional health and intelligence. Students will: be aware of the relationship between the individual and society take responsibility for their own well- being and for that of others take responsibility for their social environment be able to make informed choices for themselves with consideration for the wider society

8. Areas of interaction: Environments Aims to develop awareness of humanity’s interdependence with a range of environments so that students: Understand issues within natural, built and virtual environments Take responsibility for maintaining and improving environments that are fit for the future Take action on issues explored through this area of interaction Take action on issues explored through this area of interaction

9. Areas of interaction: Human ingenuity (Homo faber) Students explore the ways that human minds have influenced our lives. Students will: become aware of the nature of ingenuity reflect on the impact of innovations and creations, ideologies and ways of thinking, appreciate the consequences of actions

10. Assessment: How do we assess student learning in the MYP? Involves a range of task types Assessment of knowledge, concepts, skills and attitudes Criterion referenced Internally assessed (by teachers) Externally moderated for global standardization

11. Programmes : What is the learner profile? It’s the IB mission statement translated into a set of learning outcomes for the 21st century IB learners strive to be: Inquirers Knowledgeab le Thinkers Communicat ors PrincipledOpen-mindedCaringRisk-takersBalancedReflective The attributes of the learner profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the three programmes and, therefore, the culture and ethos of all IB World Schools. IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge.

12. IB Learner Profile Inquirer They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research. They show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

13. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

14. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

15. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

16. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

17. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

18. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

19. Risk takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

20. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

21. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.