1. International Baccalaureate
Middle Years Program
South Side Middle School
Overview and Explanation

2. Middle Years Program Overview
The IB Middle Years Program, for students aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and to become critical and reflective thinkers.

3. Concurrency of Learning
The IB Continuum
Trans-disciplinary
Program of Inquiry
Action
Criterion
Languages
Exhibition
Integration
Areas of Interaction
Community and Service
Referenced
Personal Project
Concurrency of Learning
TOK
CAS
Assessment
Extended Essay
PYP
MYP
Diploma 3

4. The MYP Curriculum Model
Areas of Interaction
surround the Learner
Language A
Language B
Humanities
Sciences
Mathematics
Arts
Technology
Physical Education
The eight subject groups are integrated through five areas of interaction, which provide a framework for learning within and across the subjects. Through the contexts provided by the areas of interaction, students should become more aware of the relevance of their learning to real-world issues, and should come to see knowledge, concepts, skills and attitudes as an interrelated whole. In this way, students will appreciate that the subject groups are not isolated but complement each other. Although this must not be done to the detriment of learning within each subject group—each of which retains its own aims, objectives and methodology—teachers should make every effort to encourage students to see connections. 4

5. International Education
Features of an international education
Meaning and importance of culture, starting with one’s own but leading to that of others
The study of issues of global concern
An exploration of different dimensions of the human condition 5

6. IB Unique International mindedness Positive attitude toward learning
Real life- “Why am I learning this?”
Making connections to the real world in context
Communication Skills
Learner Profile

7. The MYP Curriculum Model
Areas of Interaction
surround the Learner
Language A
Language B
Humanities
Sciences
Mathematics
Arts
Technology
Physical Education
The eight subject groups are integrated through five areas of interaction, which provide a framework for learning within and across the subjects. Through the contexts provided by the areas of interaction, students should become more aware of the relevance of their learning to real-world issues, and should come to see knowledge, concepts, skills and attitudes as an interrelated whole. In this way, students will appreciate that the subject groups are not isolated but complement each other. Although this must not be done to the detriment of learning within each subject group—each of which retains its own aims, objectives and methodology—teachers should make every effort to encourage students to see connections. 7

8. The Five Areas of Interaction
The areas of interaction are five broad areas of student
inquiry, which are the contexts through which the
curriculum content interacts with the real world
Approaches to Learning
Community and Service
Health and Social Education
Environments
Human Ingenuity

9. Area of Interaction Approaches to Learning
How do I learn best?
How do I know?
How do I communicate my understanding?
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 process and learning strategies
Develop critical, coherent and independent thought

10. Area of Interaction Community and Service
How do we live in relation to each other?
How can I help others?
How can I contribute to the community?
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 and effective contribution to society
Develop community awareness and concern

11. Area of Interaction Health and Social Education
How do I think and act?
How am I changing?
How can I look after myself and others?
Aims to educate the whole person dealing with physical, social, and emotional health and intelligence. 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. Area of Interaction Environments
Where do we live?
What are my responsibilities?
Aim to develop awareness of humanity’s interdependence with the environment so that students:
Accept responsibility for maintaining an environment fit for the future
Understand local and global environment issues
Make decisions on environmental situations
Understand political and economic environmental issues

13. Area of Interaction Human Ingenuity
Why and how do we create?
What are the consequences?
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.

14. Example of Unit outline Grade 7 Social Studies
**This is an outline of an example of a unit used in a current IB MYP school.
Away we go- Age of Exploration
Area of Interaction- Human Ingenuity (Why and how do we create? What are the consequences?)
Focus- The creative ideas of the Renaissance and new technology also gave way to new inventions which helped in navigation. “Human Ingenuity is one way of looking at this time in history.”
Guiding Questions- To what extent does human curiosity and desire for adventure help in rethinking our actions? How did voyages of exploration help globalization?

15. Example of Unit outline Grade 7 Social Studies continued
Assessments- Chapter exam, research a famous person from this time and write and present a research paper (either explorers or Renaissance personage), write a persuasive letter to a monarch to go on a voyage
Content/Knowledge- Students will understand: the reasons that led to new trade routes and discoveries; the difficulties that men went through to find new trade routes; the new technological advances that took place at this time
Skills- use a cause and effect chart to take notes; examine a map of the European voyages of exploration; research skills; explain Columbus’s mistake; identify how Columbus’s voyages lead to more exploration

16. IB Learner Profile
The IB learner profile is the IB mission statement translated into a set of learning outcomes
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective

17. Assessing the Student
MYP schools organize their own student assessment and reporting procedures, in accordance with the objectives of the program
Teachers assess student work with guidance from the IB
Prescribed, published criteria state final levels of achievement in each discipline
Assessment in the MYP is best described as internal, as opposed to external, because the assessment tasks, strategies and tools are designed, developed and applied by teachers working with students in their schools.
The IB believes that teachers are best placed to assess the work of their MYP students; the assessment model supports the professional judgment of the teacher in deciding the levels of achievements of individual students. 17

18. Becoming an IB World School
Interested School Form- Intent to apply
Application Form, Part- Application for Candidate Status
Application Form, Part B- Application for Authorization
Authorization

19. Authorization Fees Feasibility
Application Form, Part A Candidate Phase
Access to the OCC
Consultant expenses
Application Form, Part B
Site Visit expenses
Continuation Fee (optional)
No Fee
$9,500 US
$8,000 US
$5,000 US

20. Annual School Fees Authorization/Annual School Fee Access to the OCC
Program support and advice
$8,400

21. Additional Budgetary Items
Ongoing teacher professional development at IB workshops
Regular collaborative planning time for teachers (including media specialists, librarians)
IB publications for teachers
The position of the MYP coordinator, which must include non-teaching time
Resources of inquiry, second language teaching and international mindedness

22. Why MYP? The MYP promotes a comprehensive approach to education
The MYP requires valid and varied assessment based on set criteria
The MYP creates opportunities to bring the real-world into the classroom
The MYP promotes inquiry as a pedagogical approach
The MYP promotes the construction of knowledge
The MYP promotes international mindedness
The MYP promotes that no grade level or subject area is exempt from involvement 22

23. For Additional Information
To find out more about becoming an IB World School please visit the International Baccalaureate website at