1. The Middle Years Programme at Indus – The Way Ahead
Joseph David
Head of Middle School,
Indus International School,
Bangalore.

2. IBO Mission Statement and Indus Vision
The IBO aims to develop inquiring, knowledgeable and caring young people who help to create a better & more peaceful world through intercultural understanding & respect
To prepare 21st century citizens, with the core values of love, empathy, discipline and respect – citizens of the world, who think globally & act locally
The Indus Vision is embedded in the IBO Mission Statement – 21st Century citizens are inquirers, knowledgeable and caring people; one can be caring only if one empathizes; we can make this world a better and more peaceful one only if we love; only those with an intercultural understanding can think globally and act locally; respect is a value that is in both the IBO Mission statement and the Indus vision.

3. Mission
To implement the IB Middle Years Programme and thus aid in making Indus a full spectrum IB School; to create an atmosphere conducive to a fruitful facilitating and learning environment for every teacher and student in the Middle School.

4. Key Result Areas Implementation of the IB MYP Team Planning
Instructional Supervision
Discipline
Boarders’ Academic Performance

5. International Baccalaureate Programmes
Primary Years Programme
Middle Years Programme
Diploma Programme
Primary Years Programme – Students – 3 – 12; available since 1997
Middle Years Programme – Five year programme for students aged 11 – 16; available since 1994; began as an initiative formulated by groups of practising teachers and adminstrators in international education; the curriculum framework emphasises on developing skills and attitudes, the understanding of concepts and the knowledge needed to praticipate in an increasingly global society.
Diploma Programme – Internationally recognised pre-university course of study for students aged 16 – 19; available since 1960

6. Programme Articulation
The transition from Primary Years Programme
The transition to Diploma Programme
From PYP to MYP –
PYP is concept-based, transdisciplinary and taught by a class teacher. MYP schools have a responsibility to ensure that there is a smooth tranistion from the transdisciplinary model into a model where disciplinary concepts are taught; interdisciplinary links are forged; teaching is appropriate for students at different developmental levels; develops lifelong lerning skills and attitudes.
From MYP to DP –
Content of the curriculum is aligned under each subject group’s final objectives and therefore provides for continuity and progression from year 5 fo the MYP into year 1 of the two-year Diploma Programme; Prepares students for independent study and for the continuation of this rigour within the Diploma Programme

7. The Middle Years Curriculum Model

8. Overview of the Middle Years Programme
Eight Subject Areas
Language A Language B
Humanities Sciences
Mathematics Arts
Physical Education Technology

9. Areas of Interaction Approaches to Learning Environments
Human Ingenuity
Community and Service
Health and Social Education
Areas of Interaction:
Give meaning to what is learned through the exploration of real-world issues
Encourage higher-order thinking skills to deepen understanding
Provide a framework for student inquiry -
Can help students develop positive attitudes and a sense of personal and social responsibility
Engage students in reflection to better understanding of themselves as learners
Can lead students from academic knowledge to thoughtful action
Contribute to an interdisciplinary approach to learning
Approaches to Learning – Provides students with tools to enable them to take responsibility for their own learning – planning, organiziing, teaching skills and practices that students require to become successful learners, build on prior learning. Learning outcomes are – Organization – Time and Self Management; Collaboration – Working in Groups, Accepting others, Personal Challenges; Information Literacy – Accessing information, Selecting and organizing information, referencing; Reflection – Self awareness, Self evaluation; Thinking – Generating ideas, Inquiring, Applying Knowledge and Concepts; Transfer – Making connections
Environments: Natural – Living and nonliving things that occur naturally on Earth along with its systems, landscapes and resources; Built – Settings for human activity, ranging from the large-scale civic surroundings to personal places such as homes; Virtual – Electronic, internet and concept of personal space. Learning outcomes are – Awareness and understanding – roles our environments play in the lives and well-being of humankind, effects of one environment on another, effects of our actions, nature and role of local and international organizations responsible for protecting our natural environments; Reflection on – our responsibilities to our environments, role of virtual environments in modelling our other environments; Taking action on – a range of issues related to environments
Human Ingenuity – Way in which human minds have influenced how we think, work, play, construct and conduct friendships and other relationships, interact with each other, find solutions to problems, transform things, consequences of human thought and action; prompts creative and innovative involvement of the whole school community. Learning outcomes – Awareness and understanding of – why humans create, develop or change products or solutions; why products or solutions change over time; how do we celebrate human endeavour and achievement; Reflection on – the consequences of creating, how to make responsible choices, impact of creations on individuals, society and the world, future developments one can forsee; Taking action to – create solutions and products to solve own and other’s problems, think creatively
Community and Service – Students should develop a personal value system that guides their own lives as thoughtful and active members of local and global communities; MYP gives importance to the sense of community and encourages responsible citizenship. Learning outcomes are – community awareness and understanding of different communities, individuals in the communities and what community means; reflect on how learning helps the learner’s communities, how the communities can help the learner and what the learner should do; involvement through service in terms of community involvement and being an active contributor
Health and Social Education – Provides students with opportunities to inquire into physical, social and emotional health and intelligence. Learning outcomes are – Awareness and understanding - issues such as freedom, health, relationships, death, growing up, self esteem and personal hygiene; reflect on how the learner is changing, courses of action; making choices in terms of what the learner needs to consider to make the right choices, the skills required and how to look after himself.

10. Overview of the Middle Years Programme
Personal Projects
Fundamental Concepts
International Mindedness
Holistic Learning
Communication
Learner Profile
International Mindedness – Consider issues from multiple perspectives; intercultural awareness which will build understanding and respect
Holistic Learning – understand concepts, mastery of skills, development of attitudes that can lead to consider and appropriate action
Communication – provide opportunities for all students to learn further languages, allow student reflection and expression
Learner Profile – Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced and Reflective

11. Assessment Criterion Referenced Internally Assessed Grade Descriptors
Tests
Examinations
Student Led Conference
Reporting

12. Instructional Supervision
Clinical Observation
Walk Through
Critical Friend Protocol
Collaborative Planning

13. Discipline Grooming Electronic Gadgets School Diary Note Books
Homework
Monthly Planner

14. Boarders Weekly Meetings with Grade Teacher and House Parent
Fortnightly Meetings with Subject Teachers and House Parent
Minutes of the meeting will be sent to the Principal, Head of School and Coordinator
Checking of Diaries and Note Books
Support Classes

15. Other Aspects Activity Club Community Action and Service Sports
Science Research Classes
Leadership Camps
Support and Enrichment
Parent Teacher Meeting
Homework
Grade Level Meeting
Subject Teachers Meeting

16. Grade Teachers Grade Name of Teacher 6A Ms Rani Mohan 6B
Ms Sophie Lorranine Vassou 6C
Ms Sujayalakshmi Seshu 7A
Ms Shruti Kotian 7B
Ms Priya George 7C
Ms Kiran Pandey 8A
Ms Sunanda B.S 8B
Ms Gouri Kar 8C
Ms Hansa Rau

17. Ms Sujayalakshmi Seshu
Subject Teachers
Subject 6A 6B 6C
Language A
Ms Arpita Narula
Ms Tammy
Ms Shruti Kotian
Language B
Ms Archana Singh
Ms Nubia Del Carmen
Ms Susanna Lelli
Mathematics
Mr Anil Kumar
Ms Sujayalakshmi Seshu
Science
Ms Priya George
Ms Sophie Vassou
Computer Science
Ms Rani Mohan
History
Ms Hansa Rau
Ms Sheena Verghis
Geography
Ms Gouri Kar

18. Subject Teachers Subject 7A 7B 7C Language A Mr Martin Mendonce
Ms Arpita Narula
Ms Shruti Kotian
Language B
Ms Bina Mishra
Mr Rayesh Peswani
Mr Vishal Ganguly
Mathematics
Mr Anil Kumar
Ms Greta
Ms Sujayalakshmi
Seshu
Biology
Ms Sophie Vassou
Chemistry
Ms Priya George
Physics
Ms Kiran Pandey
Computer Science
Ms Rani Mohan
History
Ms Sheena Verghis
Ms Hansa Rau
Geography
Ms Gouri Kar
Ms Hema Nagaraj

19. Subject Teachers Subject 8A 8B 8C Language A Ms Sunalini Benjamin
Ms Shruti Kotian
Ms Aditi Pant
Language B
Ms Archana Singh
Ms Nubia Del Carmen
Mr Vishal Ganguly
Mathematics
Ms Sunanda B.S.
Mr Gunasekran
Ms Sujayalakshmi
Seshu
Biology
Ms Aditi R
Chemistry
Ms Priya George
Physics
Ms Kiran Pandey
Computer Science
Ms Rani Mohan
History
Ms Hansa Rau
Ms Sheena Verghis
Geography
Ms Gouri Kar

20. Special Educational Needs
Specialist Teachers
Subject
Teachers
Special Educational Needs
Ms Premeela Morton
Ms Yasmine Claire
Physical Educaiton
Mr Sagai Raj and Team
Music
Mr Shadroch Amarnath
Ms Frida Mistry
Mr Joseph Macanna
Ms Natasha Pinto
Mr Nelson P.K.
Mr Sanjeev Korti
Dance
Ms Deepa Shivananda
Ms Anita Rao
Art
Dr Gunjan Srivastava
Mr John Davy
Ms Dimple B.M.

21. Communication Administrative Issues – Mr Ajay Sekhar
Boarder Issues – Mr Shouquot Hussain
Academic Issues – First – Grade / Lead Teacher
Second – Coordinator
Third – Head of School
Copy all communications to the Principal, Head of School and Coordinator

22. Contact Details Principal – sarojini.rao@indusschool.com
Vice Principal –
Head – Middle School –
MYP Coordinator –
Director Administration –
Systems Administrator –

23. Don’t Stop! Go Ahead