2. Control of curriculum – national systemsControl of curriculum – national systems
Adaptation of school’s own curriculumAdaptation of school’s own curriculum
Teaching in many languagesTeaching in many languages
3. 11-16 years
Flexible framework that meets demands of
national, regional or local legislation
The learner is in the centre of the
programme
5 areas of interaction
7. Provide the MYP with its unique core.
Teaching subject areas through these
contexts allows to focus on
attitudes
values
skills
8. exploration of
real-world
issues
exploration of
real-world
issues
higher-order
thinking skills
higher-order
thinking skills
from academic
knowledge to
thoughtful action
interdisciplinary
approach to
learning
the contexts for the MYP
fundamental concepts
and the IB learner profile
the contexts for the MYP
fundamental concepts
and the IB learner profile
positive
attitudes and a
sense of
personal and
social
responsibility
reflection
common
language
common
language
framework for
student inquiry
framework for
student inquiry
11. • 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 effectivelyteaching students how to learn effectively
• enable them to take responsibility for their own learningenable them to take responsibility for their own learning
• support student achievementsupport student achievement
• ensure that students acquire the skills and the confidence to takeensure that students acquire the skills and the confidence to take
ownership of their own learningownership of their own learning
• any new skills should be taught explicitlyany new skills should be taught explicitly
• analyze from the student’s point of viewanalyze from the student’s point of view
12. • How do we live in relation to each other?
• How can I contribute to the community?
• How can I help others?
• 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 adolescentfosters development of the adolescent
• the place and role of the student in communitiesthe place and role of the student in communities
• responsible citizenshipresponsible citizenship
• make connections between their development and the benefits that they can bringmake connections between their development and the benefits that they can bring
to the communityto the community
• the fundamental concept of intercultural awareness - empathy and respectthe fundamental concept of intercultural awareness - empathy and respect
• tools that guide the reflection and allow fortools that guide the reflection and allow for formative assessment of studentformative assessment of student
actionaction
14. encompasses a range of issues andencompasses a range of issues and
how they affect individuals, humanhow they affect individuals, human
development and interactionsdevelopment and interactions
provides students with opportunities toprovides students with opportunities to
inquire key aspects of humaninquire key aspects of human
developmentdevelopment
4 different4 different levels:levels:
•• ourselves in the wider societyourselves in the wider society
•• ourselves and othersourselves and others
•• understanding ourselvesunderstanding ourselves
•• looking after ourselves.looking after ourselves.
Student learningStudent learning expectationsexpectations in terms of:in terms of:
•• an awareness of and understanding ofan awareness of and understanding of
contemporary and historical social issuescontemporary and historical social issues
•• reflection on and having opinionsreflection on and having opinions
•• making considered and responsible choicesmaking considered and responsible choices
• How do I think and act?
• How am I changing?
• How can I look after myself and others?
• How do I think and act?
• How am I changing?
• How can I look after myself and others?
15. • What are our environments?What are our environments?
• What resources do we have or need?What resources do we have or need?
• What are my responsibilities?What are my responsibilities?
• What are our environments?What are our environments?
• What resources do we have or need?What resources do we have or need?
• What are my responsibilities?What are my responsibilities?
Focuses on the place
Focuses on the place
of human beings
of human beings
within a wide range of
within a wide range of
environmentsenvironments
Students will come to anStudents will come to an
appreciation and understandingappreciation and understanding
of their effects on theirof their effects on their
environments:environments:
•• TheThe natural environmentnatural environment
• TheThe built environmentbuilt environment
• TheThe virtual environmentvirtual environment
Provides opportunities for
Provides opportunities forstudents to see these global
students to see these globalissues in the light of local
issues in the light of localconcerns, and
concerns, and
vice versavice versa
• students should develop anstudents should develop an awareness and understandingawareness and understanding
of a range of environments and their qualitiesof a range of environments and their qualities
• developdevelop awareness through investigation, discussionawareness through investigation, discussion
and debateand debate
• students will come to understand better their responsibilitiesstudents will come to understand better their responsibilities
towards their environmentstowards their environments
16. • Why and how do we create?Why and how do we create?
• What are the consequences?What are the consequences?
• Why and how do we create?Why and how do we create?
• What are the consequences?What are the consequences?
Human ingenuityHuman ingenuity = the way in which human minds have influenced how we= the way in which human minds have influenced how we
think, work, play, construct and conduct friendships and other relationships,think, work, play, construct and conduct friendships and other relationships,
interact with each other, find solutions to problems, cause problems,interact with each other, find solutions to problems, cause problems,
transform things and rationalize thought.transform things and rationalize thought.
• provide opportunities for
discussion and further
inquiry
• raise ethical issues
reasoned judgment of various
transformations and an appreciation of
their consequences
encourages to see the relationshipsbetween diverse subjects such as:• systems
• communication
• technology
• thought
• art
• culture
17. Learning Experiences
value learning
make learning goals explicit
accommodate learning styles
collaborate with each other
inquire into subject content
interact with the environment
18. 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
19. Increased emphasis on
Using a rage of teaching
strategies
Working collaboratively
Viewing Ss as thinkers
Involving Ss in learning
Decreased emphasis on
Teaching about
responsibility
Viewing the teacher the
sole authority
Viewing Ss as passive
recipients
Focusing on what Ss do
not know
20. Proved secure learning environments
Strive to develop relationships between teachers,
students and parents
Develop classroom environments that are focused
on learning
23. = a document that describes what will be
taught in each subject to each age group.
Curriculum development
Subject content
Contexts
24. 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’
conceptual development
25.
26. ◦ support and encourage Ss
◦ inform, enhance and improve the teaching
process
◦ promote positive St attitudes towards learning
◦ promote a deep understanding
◦ promote the development of higher-order
cognitive skills
◦ reflect the international-mindedness of the
programme
◦ support the holistic nature of the programme
27. Observation
Selected response
Open-ended tasks
Performance
Process journals
Portfolio assessment
A note on standardized tests
Assessment strategies Assessments tasks
29. is considered throughout the processes involved in planning
for learning
the assessment model gives both
teacher and student reliable and
valid information on the actual learning
that takes place for each student
33. all knowledge is interrelated
and the curriculum should
cater to the development of
the whole person, the
attributes of which are
described by the IB learner
profile.
Holistic learning
