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  • The MYP fundamental concepts are dimensions of the IB mission statement, developed in the learner profile, that need to be highlighted and especially developed in the MYP. These 3 fundamental concepts provide guidance for schools in developing their school culture.
  • Taught in any language, though officially supported in 4: English French Spanish Chinese
  • Students are required to study their mother tongue, a second language, humanities, sciences, mathematics, arts, physical education and technology. In the fifth year of the programme, students also engage in a personal project, which allows them to demonstrate the understandings and skills they have developed throughout the programme. Local requirements can be integrated into this framework
  • Can we do a tri-photo with each environment represented?
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My presentation 2 My presentation 2 Presentation Transcript

  • Middle Years Programme The unique benefits of the MYP
  • Contents
    • IB mission statement
    • What are the IB programmes?
    • Learner profile
    • Fundamental concepts
    • Middle Years Programme definition
    • Programme model
    • Areas of interaction
    • Assessment
    • Overview
    Page
  • Page Mission Organization: What is the IB mission and legal status? The IB is a not-for-profit foundation, motivated by its educational mission, focused on the student. The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. The IB is a non-profit making Swiss Foundation registered in 1968. The activities of the organization are determined by an Act of Foundation approved by the Swiss authorities.
    • Further resources:
    • The Annual Review including accounts is available on www.ibo.org.
    Motivated by a mission W e aim to create a better world through education Partnerships W e achieve our goals by working together Quality W e value our reputation for high standards Participation W e actively involve our stakeholders International mindedness W e embrace diversity Legal status Core values
  • Page Programmes : What is the learner profile? It’s the IB mission statement translated into a set of learning outcomes for the 21 st century. 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. IB learners strive to be: Inquirers Knowledgeable Thinkers Communicators Principled Open-minded Caring Risk-takers Balanced Reflective
  • Programmes: What is the MYP programme? Page Curriculum & Assessment Professional development School authorization & programme evaluation Middle Years Ages 11 - 16
  • Philosophy : What are the fundamental concepts of the MYP?
    • Holistic learning
    • Intercultural awareness
    • Communication
    Page
  • 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
    Page
  • Philosophy: Programme model Page
  • What are the areas of interaction?
    • Approaches to learning
    • Community and service
    • Health and social education
    • Environments
    • Human ingenuity ( Homo faber )
    Page
  • 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
    Page
  • 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
    Page
  • 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
    Page
  • Areas of interaction: Environments Page
    • 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
  • 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
    Page
  • 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
    Page
  • Overview
    • International Baccalaureate Middle Years Programme
    • A programme for 11-16 year olds
    • Student-centered programme
    • Range of academic disciplines
    • Academically rigorous
    • Areas of interaction connect disciplines to the real world
    • Can be taught in any language
    • Flexible enough to be used with local requirements
    • Designed and reviewed by experienced, practicing educators
    Page