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International middle years curriculum
- 1. THINK ABOUT A TYPICALMIDDLE (11-14) YEARS STUDENT
- 2. 11 – 14YEARS CURRICULUM
- 3. 11 – 14YEARS CURRICULUM - TO OUTLINE THE REASONS BEHIND OUR CHOICES OF THE IMYC - TO SHARE OUR EXPERIENCES OF THE CURRICULUM FOR 11-14 YEAR OLD STUDENTS
- 4.
- 5. PYP, IGCSE &IB BUT WHAT ABOUT STUDENTS 11-14?
- 6. THE EXPERIENCE OF MANYOF OUR STUDENTS
- 9. STUDENT REFLECTION OCCURS BUT NOTA CONSITENT PRACTICE
- 10. NEED TO LOOKFOR OPTIONS TO PROVIDE A BETTER LEARNING EXPERIENCE
- 11. 11 – 14YEARS CURRICULUM
- 19.
- 20.
- 21. PERSONAL DEVELOPMENT ANDGROWTH
- 24. VARIETY OF ASSESSMENTACTIVITIES
- 26.
- 29. 11 – 14YEARS CURRICULUM
- 33. CREATIVITY INNOVATION HAPPENS WHEN EXISTINGIDEAS ARE BROUGHT TOGETHER OR EXPRESSED IN A NEW WAY
- 37.
- 41.
- 43.
- 47.
- 48.
Editor's Notes
- #8 BUILDS UPON WORK THAT WE ARE ALREADY DOING, IN CLASSES WITH OUR TEACHING, WITH OUR CURRICULUM DEVELOPMENT AND THE WORK WE ARE TRYING TO COMPLETE WITH THE TUTOR PROGRAM
- #9 COLLABORATION BETWEEN DEPARTMENTS OCCURS BUT HAS BEEN SPORADIC, LACKED CONTINUITY AND A PROGRESSION OVER THE COURSE OF THE 3 YEARS
- #13 The curriculum is an enitrely learning focussed and structured curriculum.
- #14 Incorporating the latest findings in brain research on implementing a curriculum developing the needs of the brain of students aged 11-14
- #15 A team of help behind the curriculum
- #16 And a designated platform for members containing useful resources and all the necessary needs to deliver the curriculum effectively.
- #18 An example of the coverage of history learning goals through a unit
- #19 Specific subject skills are identified and worked on throughout the units, rather than being a curriculum that is content driven.
- #20 Rubrics are provided to assess the students progress through skills, from new developing and mastering, both in teacher and student speak.
- #21 Subject specific questions are provided to encourage the students to reflect upon their understanding and to allow for the students to develop their understanding through making connections between subjects and the big idea.
- #22 There is a clear progression with the units, and the dispositions learning goals fit nicely with the tutor program and with a focus on personal development and growth.
- #23 As we move into an increasingly globalized world we need to ensure that we are preparing our students for a more international world
- #24 It maintains individual subject integrity and therefore doesn’t mean subject specialists are teaching outside their areas of expertise and also requires very little altering to the timetable.
- #26 A curriculum is respectful of teachers inasmuch as it provides them with most of what they will need to encourage effective learning but it allows opportunity for teachers to bring these tools to life in the classroom and to make amendments and changes that make the curriculum appropriate for their own location.
- #27 It provides an excellent bridge between the skills we are developing in the primary school through the PYP and the depth of skills, knowledge and understanding for students to tackled the intellectual demands of the iGCSE.
- #28 Allows for teacher freedom and professional judgment, although there is a provided structure with learning resources
- #29 Provides a forum and as a result a wider dialogue with professionals to improve teaching and practice. This empowers teachers and provides opportunity for the establishment of a wider professional learning community beyond what is pre-established within the school.
- #31 For each age level there are 10 units of which you can select which you feel are the most appropriate. We allowed each department to vote on the units and selected the most popular ones.
- #32 All units are centered around a big idea that connects the students learning experience through all of their classes.
- #34 INNOVATION HAPPENS WHEN EXISTING IDEAS ARE BROUGHT TOGETHER OR EXPRESSED IN A NEW WAY
- #35 An example of how each different subject can play a role within a big idea.
- #36 With the specific learning goals that the students will achieve in the unit
- #37 And examples of the subject specific questions that can be used to encourage the students to reflect on the work completed and to develop their understanding.
- #39 The route planner is an a great way of helping to map out the curriculum and identify the coverage in each subject areas
- #40 Students love the opportunities to develop work where they are allowed to be creative
- #41 A variety of activities and open ended tasks allow for students to explore their own ideas.
- #42 Showcasing their work to rest of the school gives the students a great opportunity to highlight their abilities and raise their profile within the school to both students and teachers.
- #43 Students are working on their own websites so that they can create a portfolio of work over their time in the IMYC. The website allows for the uploading of work beyond simply paper based work to include, videos, podcasts, songs etc.
- #44 Teachers are not referring to this frequently and explicitly enough to make a real difference to the students learning and understanding
- #45 The big ideas need to be a much more visible presence around school to reinforce the students learning
- #46 Some of the resources do not fit as well and if the teacher lacks ownership of the resource there can be issues in the effective delivery of the lesson.
- #47 Students enjoy the process however the skills and practice needs to be reinforced more by individual subject teachers.