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IB has three programmes that connect smoothly

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1 IB has three programmes that connect smoothly
“... The International Baccalaureate (IB) is a not-for-profit foundation, motivated by its mission to create a better world through education” IB has three programmes that connect smoothly PYP, MYP and DP

The IB has a seven year review cycle for each of its programmes. Recently, the continuity between all three has received much attention. 2007 2009 2013

The learner profile has weathered the test of time and remains unchanged although the descriptions of the profile elements have been updated.


5 ELEMENTS OF MYP:. Approaches to Learning and Teaching. Concepts
ELEMENTS OF MYP: * Approaches to Learning and Teaching * Concepts * Global Contexts * Service * Personal Project * Subjects * Assessment

Inquiry is based on understanding that learning happens when we link new learning to what we already know, are exposed to further information and experiences and with reflection, construct a new understanding that we take forward. Once what we need to know is identified, good questions help guide the learner to a manageable goal.

ATL skills focus on the process of learning, helping students to become confident, independent, self-managed learners for life. Teachers teach skills explicitly, and students have structured opportunities to practise them.

COMMUNICATION Exchanging thoughts, messages and information effectively through interaction Reading, writing and using language to gather and communicate information COLLABORATION Working effectively with others ORGANIZATION SKILLS Managing time and tasks effectively AFFECTIVE SKILLS Managing state of mind: Mindfulness , Perseverance , Emotional management , Self-motivation, Resilience REFLECTIVE SKILLS (Re-)considering the process of learning; choosing and using ATL skills INFORMATION LITERACY SKILLS Finding, interpreting, judging and creating information MEDIA LITERACY SKILLS Interacting with media to use and create ideas and information CRITICAL THINKING SKILLS Analysing and evaluating issues and ideas CREATIVE THINKING SKILLS Generating novel ideas and considering new perspectives TRANSFER SKILLS Utilizing skills and knowledge in multiple contexts

The 16 key concepts can be developed in terms of every subject, though some are more strongly suited to certain subjects. Is there a concept here that you’d like to know more about?

10 SUBJECT NAMES Language and literature Language acquisition
MYP has 8 subject areas from which students must have at least one choice. Language and literature Language acquisition Individuals and societies Sciences Mathematics Arts Physical and health education Design Some of these subject names are new. Can you identify the ones you think have changed? Do you know their old names? The reasons for the changes are to help the continuum from PYP through MYP to DP, so the links between each programme are clearer. Each subject guide now shows how the subjects emerge in PYP, flow into MYP and into DP – there are several pathways, and even on into university and career choices.

11 Global Contexts LEARNING IN REAL CONTEXTS SHOWS THE INTERDEPENDENCE OF KNOWLEDGE AND SKILLS FOR TACKLING THE WORLD OF OUR STUDENTS’ FUTURE BOTH PERSONALLY AND AS GLOBAL CITIZENS. If you examine these global contexts, you can see that they cover all the personal and global issues that impact on our lives today. These contexts help teachers situate their teaching in relationship to real world issues for young people now and for the future. Which ones concern you most these days?

Sometimes parents aren’t aware that the personal project is very important because it isn’t a subject. The IB thinks it is so important, it is the only compulsory moderation item every year from 2016 onwards. It takes place in grade 10. XIS aims to celebrate the personal projects with a special presentation event each year. The personal project is the culmination of the MYP programme. Students select, plan and carry out an independent production that demonstrates their inquiry achievements in a significant context. These skills are graded through their personal project report. In 2016, all personal projects will be sent in to IB for moderation

13 SERVICE AS ACTION Part of the IB core belief is in developing young people confident and caring enough to serve their communities. XIS Community Service programmes will continue.

deals with the characteristics, creation, meaning and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature. CHANGE is a conversion, transformation, or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences. COMMUNICATION is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common ‘language’ (which may be written, spoken or non-verbal).

15 KEY CONCEPTS 2 COMMUNITIES are groups that exist in proximity defined by space, time or relationship. Communities include, for example, groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat. CONNECTIONS are links, bonds and relationships among people, objects, organisms or ideas. CREATIVITY is the process or ability to make or produce something new and original, often characterized by the use of imagination or divergent thinking. It may be evident in the process as well as the outcome, solution or product.

16 KEY CONCEPTS 3 CULTURE encompasses a range of learned and shared beliefs, values, interests, attitudes, products, ways of knowing and patterns of behaviour created by human communities. The concept of culture is dynamic and organic. DEVELOPMENT is the act or process of growth, progress or evolution, sometimes through iterative improvements. FORM is the shape and underlying structure of an entity or piece of work, including its organization, essential nature and external appearance.

17 KEY CONCEPTS 4 GLOBAL INTERACTION focuses on the connections among individuals and communities, as well as their relationships with built and natural environments, from the perspective of the world as a whole. IDENTITY is the state or fact of being the same. It refers to the particular features which define individuals, groups, things, eras, places, symbols and styles. Identity can be observed, or it can be constructed, asserted, and shaped by external and internal influences. LOGIC is a method of reasoning and a system of principles used to build arguments and reach conclusions.

18 KEY CONCEPTS 5 PERSPECTIVE is the position from which we observe situations, objects, facts, ideas and opinions. Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple representations and interpretations. RELATIONSHIPS are the connections and associations between properties, objects, people and ideas—including the human community’s connections with the world in which we live. Any change in relationship brings consequences—some of which may occur on a small scale, while others may be far reaching, affecting large networks and systems like human societies and the planetary ecosystem. SYSTEMS are sets of interacting or interdependent components. Systems provide structure and order in human, natural and built environments. Systems can be static or dynamic, simple or complex.

19 KEY CONCEPTS 6 TIME, PLACE AND SPACE The intrinsically-linked concept of time, space and place refers to the absolute or relative position of people, objects and ideas. ‘Time, place and space’ focuses on how we construct and use our understanding of location (“where” and “when”). Teachers use key concepts from their own discipline(s) or subject group(s)—as well as key concepts from other disciplines and subject groups—to plan disciplinary and interdisciplinary units of inquiry. Key concepts are powerful abstract ideas that have many dimensions and definitions. They have important interconnections and overlapping concerns. The broad descriptions apply across subject groups, and MYP subject guides will suggest further discipline-specific understandings.

20 ASSESSMENT IN MYP All subjects have four criteria for success
All criteria are worth 8 each, total = 32 A subject grade (1-7) must be based on at least two summative assessments of the four criteria - This means criterion achievements are the most important to follow. (Handout) The key to a good final grade is to achieve each criterion well. This helps reveal precise areas for improvement and confirms strengths.

21 PREDICTION ONLY 1 0-3 2 4-7 3 8-12 4 13-17 5 18-22 6 23-27 7 28-32
MYP’S 8 SUBJECT GROUPS CRITERIA IN EACH SUBJECT On classroom walls with achievement levels for all strands VALUE OF EACH CRITERION 1-7 GRADE BOUNDARIES FOR MYP SUBJECTS MUSIC A Knowing and Understanding B Developing Skills C Thinking Creatively D Responding 8 PREDICTION ONLY 1 0-3 2 4-7 3 8-12 LANGUAGE ACQUISITION A Comprehending spoken and visual text B Comprehending written and visual text C Communicating in response to spoken, written and visual text D Using language in spoken and written form LANGUAGE AND LITERATURE A Analysing B Organising C Producing Text D Using Language MATHEMATICS B Investigating Patterns C Communicating D Applying Mathematics in Real Life Contexts SCIENCES B Inquiring and Designing C Processing and Evaluating D Reflecting on the Impacts of Science ART DESIGN A Inquiring and Analysing B Developing Ideas C Creating the Solution D Evaluating INDIVIDUALS AND SOCIETIES B Investigating D Thinking Critically PHYSICAL AND HEALTH EDUCATION B Planning for Performance C Applying and Performing D Reflecting and Improving Performance EACH CRITERION COVERS A SET OF NECESSARY PERFORMANCE STRANDS. YOU CAN FIND THESE ON THE TASK SHEET FOR SUMMATIVE ASSESSMENTS. THEY SHOW DETAILED SKILLS FOR EACH CRITERION AND HELP STUDENTS KNOW STRENGTHS AND WEAKNESSES.

Grade 1 Minimal achievement in terms of the objectives. Grade 2 Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge and skills and is unable to apply them fully in normal situations, even with support. Grade 3 Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support. Grade 4 A good general understanding of the required knowledge and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation. Grade 5 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight. Grade 6 A consistent and thorough understanding of the required knowledge and skills, an Grade 7 A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality. work of high quality.

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