Everything About MYP (TTO) 2014

7/23/2019 Everything About MYP (TTO) 2014

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Everything you need to

know about

thenewMYP

version TTO

September 2014


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What is the MYP?

The International Baccalaureate Middle Years Programme:

is for students aged 1116

is a challengingframeworkfor the taught curriculum

The MYP is notwhat is taught.

The MYP is the waythat it is taught.

The MYP makes a difference.

It brings international mindednessto the forefront of education:

students understand and work with other cultures

It encourages a positive attitude to learning:

students are challenged

students are creative

students participate actively in their communities

It reflects real life:

students see the links between subjects and the real life issues in their

community

It encourages communication:

students are presenters

students are reflective

students are expressive

students are critical thinkers

What do past students say about MYP?

...it gives you a base on which your future life will be built...

...knowing more about the subject in a real-life background

helps to understand the concepts and motivates to learn...

... it pushes you to think about other people...


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How will the MYP affect me?

The International Baccalaureate learner profile1encourages teachers and

students to become...

Inquirersasking: who? what? how? where? when?

Knowledgeable acquiring an in-depth knowledge and a developed understanding

across a broad and balanced range of subject areas

Thinkers being able to think critically and creatively and reach well thought out

and ethical decisions

Communicatorsconfident and expressive presenters and collaborators: in more

than one language

Principledfair, honest and having respect for individuals, groups andcommunities as well as being responsible for onesown actions and their

consequences

Open-minded having an understanding of their own cultures and values as well

as being open to those of others around them

Caringact to make a positive difference towards the lives of others

Risk-takersapproach the unknown with courage and consideration, taking

opportunities to do different things differently!

Balanced a healthy mind, healthy body and healthy emotions are all equally

important

Reflective thoughtful consideration of ones own learning: what are my strengths

and my weaknesses and how can I move forward?

What do past students say?MYP was not always easy, but I like to be challenged. Being

in the MYP felt like being part of something a little more

special than regular education...

...the MYP showed me ... that my opinion is relevant and

with that opinion I can contribute to society

1IB learner profile booklet, 2013, IBO


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What will I study?

The MYP ensures that all students follow a broad and balanced curriculum with an

emphasis on language learning.

All students must follow a minimum of one subject from each of the eight MYP

subject groups.

Subjects Offered:

Language and Literature (as mother tongue): English A, Dutch A

Language Acquisition (as second language): French B, German B (from year 2) and the

classical languages, (TTO+), Greek and Latin

Mathematics

Individuals and Societies: Geography, History, Economics (from year 3)

Sciences: Integrated Science, and in year 4, Biology, Chemistry, Physics

DesignArts: Visual Art, Music

Physical and Health Education

Other (Non-MYP) subjects

Levensbeschouwing en Maatschappij (L&M)

SGS: small group subjects, offered with the IS andTTO in mixed classes of TTO1-2 and

IS MYP1-3. Courses are 10 week long and include subjects such as Fanzines, Still

life, Presentation Skills, Culture and Team building!


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Making learning challengingMYP is an inquiry based programme. Teaching and learning focusses on an inquiry

questions linked to action and reflection.

2

Inquiry questions lead each unit or module of work. These inquiry questions are

developed from the curriculum content required within the VWO programme. From

this content the teachers identify the key concepts to be taught and these are

aligned with the requirements of the programme. Key concepts are big ideas which

form the basis of teaching and learning in the MYP. Key concepts engage students in

higher order thinking, helping them to connect facts and topics with more complex

conceptual understanding. Key concepts provide a focus for transferring knowledge

and understanding across disciplines and subject groups.

The MYP identifies sixteen key concepts to be explored across the curriculum. These

key concepts represent understandings that reach beyond the eight MYP subject

groups from which they are drawn:

Aesthetics Change Communication Communities

Connections Creativity Culture Development

Form Global interactions Identity Logic

Perspective Relationships Time, place and space Systems

Teachers use key concepts from their own discipline(s) or subject group(s)as well

as key concepts from other disciplines and subject groupsto plan disciplinary and

interdisciplinary units of inquiry.

2MYP From Principles into Practice (May 2014), IBO


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Making learning realHow many times do students ask: why do I have to know this?

The Global Contexts are a basis of the Middle Years Programme designed to make

learning a real experience.

Focussing the subject content through one of the six Global Contexts asks studentsto consider how their knowledge can help them answer the inquiry question: why?

1. An inquiry into identity

Students will explorethe nature of the self; beliefs and values; personal, physical, mental, social

and spiritual health; human relationships including families, friends, communities and cultures;

what it means to be human.

2. An inquiry into our continuous development

Students will exploreorientation in place and time; personal histories; our homes and journeys;turning points in humankind; discoveries, the relationships between, and the interconnectedness

of, individuals and civilizations, from local and global perspectives.

3. An inquiry into our creativity and forms of expression

Students will explorethe ways in which we discover and express ideas, feelings, nature, culture,

beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our

appreciation of the aesthetic.

4. An inquiry into the interrelationships between people and the natural world

Students will explorethe natural world and its laws; the interaction between the natural world

(physical and biological) and human societies; how humans use their understanding of scientific

principles; the impact of scientific and technological advances on society and on the

environment; the impact of the environment on human activity.

5. An inquiry into the world as a connected whole

Students will explorethe interconnectedness of human-made systems and communities; the

relationship between local and global processes; how local experiences mediate the global;

reflect on the tensions and opportunities provided by world-interconnectedness; the impact of

decision-making and non-decision-making on humankind and the environment; exploreplanetary problems and solutions.

6. An inquiry into our rights and responsibilities in our communities

Students will explorerights and responsibilities in the struggle to share finite resources with

other people and with other living things; communities and the relationships within and

between them; access to equal opportunities; peace and conflict resolution.


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How will I study?Approaches for Learning underpins the MYP curriculum.

Students develop skills that have relevance across the curriculum and help them

how to learn.

These skills can be learned, taught, improved with practice and developed over thelength of the programme.

There are five categories of skills which will be part of their learning experience.

Each category expands into clusters of skills which identify the needs for their

educational journey.

Skill Categories Skill Clusters

1. Communication Communication

2. Social Collaboration

3. Self Management Organisation

Affective

Reflection

4. Research Information Literacy

Media Literacy5. Thinking Critical Thinking

Creative Thinking

Transfer

Teachers are responsible for integrating and teaching these ATL skills

Students are responsible for practicing and developing these ATL skills

Students will be given opportunities to reflect upon their development of theseskills by asking questions, such as

What are my current skills

What skills can I improve

What new skills can I learn

Students may consider themselves to a be novice, a developer, a practitioner or an

expert in these skills. Guidance in this self appraisal will be given by teachers.


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Assessment in MYPMYP students are assessed on how they use their knowledge to address challenging

questions in unfamiliar situations using conceptual understanding.

Currently, assessment in MYP is internal: designed by teachers for the students.

From 2016 there will be a number of e-assessments available to the students in thefinal year of their programme (TTO4). These assessments will be online and will

allow the IB to set far richer tasks than can be achieved with pen and paper alone.

Assessment in MYP is criterion based.

Clear expectations or objectives are given by the teachers to their students

before the assessment task is set. Achievement is measured by the students

ability to meet these objectives

Each subject is assessed by four criteriaand each criterion is out of 8: A (8) B (8) C (8) D (8)

Language

and

literature

Analyzing Organizing Producing text Using language

Language

acquisition*

Comprehending

spoken and visual

text

Comprehending

written and visual

text

Communicating Using language

Individuals

and societies

Knowing and

understanding

Investigating Communicating Thinking

critically

Sciences Knowing and

understanding

Inquiring and

designing

Processing and

evaluating

Reflecting on the

impacts of

science

Mathematics Knowing and

understanding

Investigating

patterns

Communicating Applying

mathematics in

real world

contexts

Arts Knowing and

understanding

Developing skills Thinking creatively Responding

Physical and

health

education

Knowing and

understanding

Planning for

performance

Applying and

performing

Reflecting and

improving

performance

Design Inquiring and

analysing

Developing ideas Creating the

solution

Evaluating

A final (MYP) grade (maximum 7) is issued at each reporting period created from this criteria total.

MYP Total 1-5 6-9 10-14 15-18 19-23 24-27 28-32

Final MYP Grade 1 2 3 4 5 6 7

* Excluding Latin/Greek


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How does the final (17) grade reflect actual skills and achievement?

Grade Reflects someone who

1 produces work of very limited quality. Conveys many significant

misunderstandings or lacks understanding of most concepts and skills. Very rarely

demonstrates critical or creative thinking. Very inflexible, rarely using knowledgeor skills.

2 produces work of limited quality. Expresses misunderstandings or significant gaps

in understanding for many concepts and contexts. Infrequently demonstrates

critical or creative thinking. Generally inflexible in the use of knowledge and skills,

infrequently applying knowledge and skills.

3 produces work of an acceptable quality. Communicates basic understanding of

many concepts and contexts, with occasionally significant misunderstandings or

gaps. Begins to demonstrate some basic critical and creative thinking. Is often

inflexible in the use of knowledge and skills, requiring support even in familiarclassroom situations.

4 produces good-quality work. Communicates basic understanding of most

concepts and contexts with few misunderstandings and minor gaps. Often

demonstrates basic critical and creative thinking. Uses knowledge and skills with

some flexibility in familiar classroom situations, but requires support in unfamiliar

situations.

5 produces generally high-quality work. Communicates secure understanding of

concepts and contexts. Demonstrates critical and creative thinking, sometimes

with sophistication. Uses knowledge and skills in familiar classroom and real-world

situations, and, with support, some unfamiliar real-world situations.

6 produces high-quality, occasionally innovativework. Communicates extensive

understanding of concepts and contexts. Demonstrates critical and creative

thinking, frequently with sophistication. Uses knowledge and skills in familiar and

unfamiliar classroom and real-world situations, often with independence.

7 produces high-quality, frequently innovativework. Communicates

comprehensive, nuanced understanding of concepts and contexts. Consistently

demonstrates sophisticated critical and creative thinking. Frequently transfers

knowledge and skills with independence and expertise in a variety of complex

classroom and real-world situations.

From this criteria total a Dutch cijfer (maximum 10) mayalso be calculated.

MYP total 0-4 5-7 8-11 12-15 16-18 19-21 22-24 25-27 28-30 31-32

NL equivalent 1 2 3 4 5 6 7 8 9 10


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Focus on MYP

Service as Action

Service as Action allows the student to discover how what they learn in the

classroom also can have a connection with what they encounter in the community.

Every student must take part in a Service as Action programme which may involve

them in:

feeling empathy towards others

making small-scale changes to their behaviour

undertaking larger and more significant projects

acting on their own

acting collaboratively

taking physical action

suggesting modifications to an existing system to the benefit of all involved

lobbying people in more influential positions to act.

The Personal Project

The Personal Project is a wonderful opportunity for students

to produce a personal and creative work of their own

choice. It reflects their experience of the MYP anddemonstrates the skills they have developed throughout the

programme.

The Personal Project begins in March of TTO3 and concludes

in February of TTO4.

It is a compulsory element of the Middle Years Programme.


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Some MYP terminology

Approaches to

learning (ATL)

Concerned with the development of thinking skills, strategies

and attitudes and the ability to reflect on ones own learning.

Criteria

and Levels

criteria are used to assess how the objectives of that subject

have been met by the student

Criterion scores are given as levels: the maximum is 8 in each

criterion in each subject

Criterion Levels

total

the sum of the final criterion levels for all the criteria in each

subject

E-assessment Assessment, on screen or by electronic portfolio, that is set

and marked by the IB and not by a students teacher.

Grade a number reflecting overall standards of student achievement.The MYP grade is obtained from grade boundaries of the

students criterion level totals and has a maximum of 7. (see

page 6/7)

International

Baccalaureate (IB)

The International Baccalaureate (IB) is a non-profit

educational foundation, motivated by its mission, focused on

the student. www.ibo.org

LP Learner Profile (see page 2)

Managebac The ouderportal specific for the Middle Years Programme

for TTO - https://maartens.managebac.com

Moderation external standardisation of marked work to ensure that

teachers across the worlds MYP schools are applying the

same standards and interpretation of the assessment criteria

MYP The Middle Years Programme (see page 1)

Objectives set of statements describing the knowledge, skills and

understanding that will be assessed

Rubric for each task a rubric may be available which describes

specifically what the teacher expects at a variety of different

levels

Please also see the General Regulations for MYP as published by the IB available for download

from the MYP site


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Further information:

http://myp.maartenscollege.nl

International Baccalaureate Organisation www.ibo.org

Ouderportaal: https://maartens.managebac.com

Ouderportal contact: [email protected]

MYP Coordinator [email protected]

TTO teamleader [email protected]

And finally

Education is not the

filling of a bucket, but

the lighting of a fire.

William Butler Yeats

1865 - 1939

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