2. Control of curriculum – national
Adaptation of school’s own curriculum
Teaching in many languages
3. 11-16 years
Flexible framework that meets
demands of national, regional or local
The learner is in the centre of the
5 areas of interaction
4. IB Learner
5. Holistic learning
6. Provide the MYP with its unique core.
Teaching subject areas through these
contexts allows to focus on
7. exploration of
the contexts for the MYP
and the IB learner profile
attitudes and a
9. Areas of
10. • How do I learn best?
• How do I know?
• How do I communicate my understanding?
•How do I learn best?
•How do I know?
•How do I communicate my understanding?
• teaching students how to learn effectively
• enable them to take responsibility for their own learning
• support student achievement
• ensure that students acquire the skills and the confidence to take
ownership of their own learning
• any new skills should be taught explicitly
• analyze from the student’s point of view
11. • How do we live in relation to each other?
• How can I contribute to the community?
• How can I help others?
• fosters development of the adolescent
• the place and role of the student in communities
• responsible citizenship
• make connections between their development and the benefits that they
can bring to the community
• the fundamental concept of intercultural awareness - empathy and respect
• tools that guide the reflection and allow for formative assessment of
13. encompasses a range of issues
and how they affect individuals,
development and interactions
provides students with
opportunities to inquire key aspects
of human development
4 different levels:
• ourselves in the wider society
• ourselves and others
• understanding ourselves
• looking after ourselves.
Student learning expectations in terms
• an awareness of and understanding of
contemporary and historical social issues
• reflection on and having opinions
• making considered and responsible
• How do I think and act?
• How am I changing?
• How can I look after myself and others?
14. • What are our environments?
• What resources do we have or need?
• What are my responsibilities?
Students will come to an
understanding of their effects
on their environments:
• The natural environment
• The built environment
• The virtual environment
• students should develop an awareness and understanding
of a range of environments and their qualities
• develop awareness through investigation, discussion and
• students will come to understand better their
responsibilities towards their environments
15. • Why and how do we create?
• What are the consequences?
Human ingenuity = the 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, cause problems, transform things and rationalize thought.
16. Learning Experiences
make learning goals explicit
accommodate learning styles
collaborate with each other
inquire into subject content
interact with the environment
17. Learning is in context
Context is relevant
Values and expectations are explicit
They can learn collaboratively
Learning environment is provocative
There is a culture of curiosity at the school
18. Increased emphasis on
Using a rage of teaching
Viewing Ss as thinkers
Involving Ss in learning
Decreased emphasis on
Viewing the teacher
the sole authority
Viewing Ss as passive
Focusing on what Ss
do not know
19. Proved secure learning environments
Strive to develop relationships between
teachers, students and parents
Develop classroom environments that are
focused on learning
21. = a document that describes what will be
taught in each subject to each age group.
22. equal emphasis is given to methodology
and to planning teaching and learning
should emphasize the active
construction of meaning
encourages teachers to provide opportunities for students
to build meaning and refine understanding
through structured inquiry
The structuring of new experiences by teachers, and
the support teachers give to students’ ideas about
new experiences, are fundamental to students’
• tasks are
• based upon
criteria that all
• align the
of the national
24. ◦ support and encourage Ss
◦ inform, enhance and improve the teaching
◦ promote positive St attitudes towards
◦ promote a deep understanding
◦ promote the development of higher-order
◦ reflect the international-mindedness of
◦ support the holistic nature of the
A note on standardized tests
Assessment strategies Assessments tasks
26. Assessment tools
criteria in year 5
27. is considered throughout the processes involved in planning
the assessment model gives both
teacher and student reliable and
valid information on the actual learning
that takes place for each student
Coordinator Subject Leaders