Aim: To have a basic understanding of the philosophy and
framework of the curriculum
Slide 2
Slide 3
The IB framework
Slide 4
Aims related to IBMYP and subject area these must be at the
forefront of all planning. This is the purpose of the curriculum.
Learner profile these are part of the SoW aims and lesson
objectives Key concepts - Intercultural awareness; Holistic
learning; Communication AoI focus these provide the main focus for
developing the connections between the disciplines, so that
students will learn to see knowledge as an interrelated, coherent
whole.
Slide 5
Relationship of principles to curriculum IB mission statement
IB learner profile MYP fundamental concepts and AoI writtenassessed
taught curriculum
Slide 6
Developing the capacity for lifelong learning, expert thinking,
problem solving, effective communication and collaborative work in
diverse human groups and working for and towards a sustainable
future
Slide 7
Oaktree International School aims To provide a broad and
in-depth course of studies that will develop understanding, skills
and knowledge across all major disciplines, combined with
increasing specialization in each of them. To develop and encourage
critical thinking, active enquiry, learning autonomy and a love for
knowledge To provide an environment for risk taking, creativity,
original thinking, and individual research To promote teamwork,
shared endeavour and a capacity for self-evaluation To stress that
learning confers ethical responsibilities To encourage personal
responsibility combined with active engagement and service to
others
Slide 8
IB learners strive to be Inquirers Knowledgeable Thinkers
Communicators Principled Open minded Caring Risk takers Balanced
Reflective
Slide 9
Fundamental concepts These concepts are based on: Intercultural
awareness Holistic learning Communication
Slide 10
Areas of Interaction (AoI) Students are required to experience
and explore each of the five areas of interaction in every year of
the programme: - approaches to learning (ATL), - community and
service, - homo faber, - environment, - health and social
education
Slide 11
Slide 12
Assessment Assessment is continuous Assessment criteria is
related to the objectives of each subject group (provided for year
6, 8, 10) Assessment needs to be formative Assessment forms must
vary Opportunities for self and peer assessment must be provided in
SoW and lessons The recording and reporting of individual levels of
achievement are organized in ways that provide students with
detailed feedback on their progress
Slide 13
Slide 14
Recording and reporting Do record marks for specific
assessments on student summative assessment sheet Do record
specific targets to work towards Do provide opportunities to
reflect on targets and set new ones (at least once per term)
Provide MYP grade as a best fit based on all evidence to data (CW,
HW, core assessment, class discussions etc) Do monitor progress and
develop intervention strategies where/when necessary (example of a
summative assessment record sheet)
Slide 15
Slide 16
Recording and reporting Regular (termly for year 6-8 and half
termly for 9- 10?) Formative and clear link to AfL Grades should
NOT be based on individual assessments Grades are best fit (until
final assessment of MYP year 10)
Slide 17
Slide 18
Slide 19
Reports The school will use subject-specific criteria to
indicate levels of achievement and IB ICT system. At the end of
each term, students receive an interim report that has the marks
related to specific criteria or IGCSE grade descriptors and
formative targets on how to improve. At the end of the year lower
school students receive a full summative report with an overall
best fit IB grade. IGCSE students and IB students receive a full
summative report with grades. Term 1: Interim report with effort
only M1-M5 Interim report with relevant criteria marks and target
for M1-M5 Term 2: First half term Academic review for M4-M5 Interim
report for M4-M5 Second half term Academic review for M1-M3 Interim
report for M1-M4 only Full report for M5 with IGCSE grades Term 3:
Full report M1-M4 with MYP/ IB/IGCSE grade
Slide 20
Other stuff Please do go to your MYP subject area. This will
have many examples of all of the above related to your area and
excellent forum area Please use the OIS google area Professional
development Whole school: Planning effective lessons, incorporating
the LP into lessons, AoI, AfL, starters and plenaries, Education
for sustainable development, MYP grading IBO: On line and external,
visits to other schools At the end of every term, I will ask for
your brief unit evaluation/reviews/reflections and you to complete
a table to just list LP and AoI for each topic for whole school
overview. Week without walls
Slide 21
Aim: To have a basic understanding of your subject area at MYP
and IGCSE level
Slide 22
MYP aims Life in the 21st century places many changing demands
on students making the transition through adolescence. They are at
a crucial period of personal, social, physical and intellectual
development, of uncertainty and of questioning. The International
Baccalaureate (IB) Middle Years Programme is designed to help them
find a sense of belonging in the ever-changing and increasingly
interrelated world around them and to foster a positive attitude to
learning
Slide 23
MYP framework
Slide 24
Aims and Objectives of subject groups - The objectives of each
subject group are skills-based and broad enough to allow a variety
of teaching and learning approaches. - The precise choice and
organization of content is left to schools in order to preserve
flexibility.
Slide 25
IB and IGCSE tensions? We need to attempt to deliver IGCSE
through the MYP framework (at least for the next two years) A
conflict of philosophy? Possibly
Slide 26
The dependent & interdependent paradigms of learning? A
learning dependant paradigm Learners are: Not engaged with the
process of curriculum co-construction. Passive recipients of
teaching. Not consulted on the curriculum. Have limited
opportunities to take responsibility for their own learning.
Unaware of how they learn. Not given opportunities to explore the
social and emotional aspects of learning. Limited engagement in the
process of AfL An interdependent learning paradigm. Learners are:
Partners in the planning of learning. Active participants in their
learning. Co-researchers with their teachers in learning. Decision
makers in their learning. Aware of learning styles & their
learning preferences. Aware of personal learning & thinking
skills. Have dialogue regarding learning through the process of
AfL. Able to take full responsibility for their own learning
Slide 27
So what can we do then? IGCSE content yes BUT through active
teaching and learning we can promote our aims, the learner profile,
fundamental concepts and where/when possible the AoI
Slide 28
A whistle stop tour of your MYP subject area Go through your
MYP handbook Examine and note - Key aims and objectives of the
subject - Main concepts/branches and skills of the subject - Main
elements of a successful curriculum - Main elements of assessment
(criteria and progression) - Link of assessment criteria and
interim objectives
Slide 29
A whistle stop tour of your IGCSE subject Go through your IGCSE
syllabus Examine and note - Key aims and objectives of the subject
- Main concepts/branches and skills of the subject - Main elements
of a successful curriculum - Main elements of assessment (criteria
and progression) - Assessment and examination papers
Slide 30
To do MYP subject descriptor IGCSE subject descriptor Long term
SoW Unit plan for first half term for each year group Medium term
SoW for first half term for each year group
Slide 31
Aim: To put principles into curriculum practice
Slide 32
Relationship of principles to curriculum IB mission statement
IB learner profile MYP fundamental concepts and AoI writtenassessed
taught curriculum
Slide 33
Steps for subject curriculum development (M1-M3) Step 1: Long
term plan Brainstorm and list key questions/topics/themes/issues
you feel will meet the aims of the overarching curriculum and
provide opportunities for students to meet your subject area
learning objectives and related assessment criteria as well as the
AoI and learner profile characteristics. Try and aim for one or two
topics per half term Really think carefully about the knowledge,
understanding, skills and values you intend students need to learn
(Use blank MYP long term plan doc and see MYP1-3 geography
example)
Slide 34
Geography long term SoW example
Slide 35
Steps for subject curriculum development (M4-M5) IGCSE Long
term plan Go through your syllabus content Map out your long term
plan (finishing by Easter 2013)
Slide 36
Step 2: Unit planner Complete stage 1 of MYP unit planner for
one unit of work Complete stage 2 of MYP unit planner (be clear
about the core assessment for the topic and related criteria)
Complete more detailed medium term SoW using proforma Review MYP
unit planner Implement/on going evaluation Overall evaluation and
development (use blank unit planner and see example)
Slide 37
The unit planning process IB mission statement IB learner
profileMYP fundamental concepts The contexts provided by the areas
of interaction Content the topics we teach in our subjects MYP unit
planner
Slide 38
MYP curriculum planning - the intention The content of the
subjects should be aligned with the MYP objectives for each year of
the programme through vertical planning. The areas of interaction
provide the context for teaching and learning. These elements need
to be at the start of curriculum planning in the first stage of
planning- see stage 1.
Slide 39
Stage 1 of MYP unit planning (abridged) Area of interaction
focus Which area of interaction will be our focus? Why have we
chosen this? Significant concept(s) What are the big ideas? What do
I want my students to retain for years into the future? MYP unit
question
Slide 40
How does this work in practice? The unit planner is meant as a
tool: Starts from an area of interaction context Includes the MYP
objectives in stage 1 of the planner Lets take an example of a unit
from a school that has started to develop their MYP curriculum in
the way we just described. How can the unit planner help to further
develop this unit?
Slide 41
Example from current school curriculum Biology, MYP 3,
Photosynthesis, 4 weeks Unit question: How do plants grow? Content:
Students learn about photosynthesis as the key process producing
new plant biomass carbon dioxide for photosynthesis comes from the
air and that the water is absorbed through the roots chlorophyll
enables a plant to utilise light in photosynthesis the role of the
leaf in photosynthesis
Slide 42
Example continued Assessment: Criterion B: communication in
science Criterion C: knowledge and understanding of science
Criterion F: attitudes in science Links to the areas of
interaction: ENVS: the effect of environment on the growth of
plants and the effects of plants on the environment HSE: the
importance of plants for food ATL: problem solving, research
skills, collaborative skills, presentation skills HI: how can we
protect or conserve plants and influence how they grow
Slide 43
Using the unit planner To make a start, schools sometimes copy
and paste the old unit plan directly into the planner This could
form a starting point for reflection upon the unit What would this
look like in terms of the previous example?
Slide 44
Area of interaction focus Which area of interaction will be our
focus? Why have we chosen this? Significant concept(s) What are the
big ideas? What do I want my students to retain for years into the
future? ENVS: the effect of environment on the growth of plants,
and the effect of plants on the environment HSE: the importance of
plants for food ATL: problem solving, research skills,
collaborative skills, presentation skills HI: how can we protect or
conserve plants and influence how they grow Photosynthesis MYP unit
question How do plants grow? Old content in planner
Slide 45
Looking through Environments Area of interaction focus Which
area of interaction will be our focus? Why have we chosen this?
Significant concept(s) What are the big ideas? What do I want my
students to retain for years into the future? ENVS: the effect of
the environment on the growth of plants and the effects of plants
on the environment The importance of plants for life on our planet.
MYP unit question To what extent are humans dependent upon
plants?
Slide 46
Looking through Human ingenuity Area of interaction focus Which
area of interaction will be our focus? Why have we chosen this?
Significant concept(s) What are the big ideas? What do I want my
students to retain for years into the future? HI: how can we
protect or conserve plants and influence how they grow The
importance of plants for life on our planet. MYP unit question How
do pesticides and fertilizers affect an ecosystem?
Slide 47
From there.... These two examples have different unit questions
that could lead to very different learning activities and could
address different objectives. The teacher will need to decide which
content, skills and objectives he/she wants to address in the unit
to determine the most suitable unit question. Numerous assessments
tasks may best reflect the complexity of unit questions and
significant concepts. The assessment would be included in stage 1.
Thus, the process is not linear but recursive with all steps
influencing each other
Slide 48
Significant concepts As stated in MYP: From principles into
practice on page 74, the MYP unit will be guided and driven by the
MYP unit question that integrates the significant concept(s) of the
subject matter with the context provided by one of the areas of
interaction. The significant concepts must be rooted within the
subject group first, once the understanding of the concept is
consolidated from the disciplinary perspective, students will be in
a position to engage in meaningful interdisciplinary understanding
later.
Slide 49
What makes a good unit? 1. Setting the context and summative
assessment(s) Is the unit driven by an open-ended, multifaceted
unit question that engages students? Are the significant concepts
and unit question conceptually based? Does it focus on one main
area of interaction and potentially leads to interdisciplinary
learning? Will the unit be guided and driven by the MYP unit
question that integrates the significant concept(s) of the subject
matter with the context provided by the areas of interaction? Do
the assessments distinguish students engagement with the MYP unit
question and learning objectives? Do the assessments provide varied
opportunities for the students to show their knowledge,
understanding, skills and attitudes? Have appropriate assessment
criteria been selected and aligned with subject objectives?
Slide 50
What makes a good unit? 2. planning for student learning and
development Does the unit involve students in a range of learning
experiences planned in response to the MYP unit question ? Does the
unit plan achieve year level/subject objectives? Do these
experiences aim to have real life applications and develop skills
for life as well as subject skills development? Does the unit build
on the prior knowledge of the students and how is this facilitated?
Will the unit use a variety of resources and teaching methodologies
that meet the needs of the students? Will positive attitudes be
constructed and encouraged?
Slide 51
What makes a good unit? Does it contribute to a coherent,
school-wide commitment to inquiry that is framed by contexts of
local and global significance? Is it a working, organic document
rather than a static one? Can the unit affect the hearts and minds
of the student?
Slide 52
Step 3: Medium term plan Complete medium term plans (see blank
table and example)
Slide 53
Slide 54
Aim: To put assessment principles into practice
Slide 55
Step 4: Draft core assessment overview Either complete this in
red on long term SoW or separate table
Slide 56
Slide 57
TRUE or FALSE? The wording of the descriptors can be changed
when assessing student work in year 5. TRUE Task-specific
clarifications to the published criteria can be used where
appropriate. Caution! The standard must not be altered, nor new
strands introduced.
Slide 58
Two examples of task-specific clarifications
Slide 59
Task-specific clarifications Application of concepts is
appropriate but superficial. The student demonstrates conceptual
awareness and understanding by describing connections to the
subject matter. The student attempts to apply concepts to other
situations but is not always successful. Your application of the
concept of Change was appropriate but superficial. You demonstrated
conceptual awareness and understanding by describing connections to
the issue of slavery in the American Civil War. You also attempted
to apply the concept of Change to social, economic and political
factors contributing to the War but were not always successful.
Humanities Criterion B: concepts (5-6)
Slide 60
Task-specific clarifications The student explains how science
is applied to addressing a specific local or global issue. The
student explains some of the benefits and limitations of science in
solving the issue. The student discusses how science and its
applications interact with some of the following factors: social,
economic, political, environmental, cultural and ethical. You
explained how genetically modified organisms are used to addressing
the problem of global food shortages. You explained some of the
benefits and limitations of GM organisms in solving food shortages.
You discussed how GM organisms and their use interact with some of
the following factors: social, economic, political, environmental,
cultural and ethical. Sciences Criterion A: one world (5-6)
Slide 61
TRUE or FALSE? Some assessment criteria only need to be
addressed in the final year of the programme. FALSE All objectives
must be addressed each year of the programme and therefore the
corresponding assessment criteria are used in each year of the
programme.
Slide 62
Holistic criteria developed to match the interim objectives can
be clarified to match specific tasks or units of work.
Slide 63
Step 5 and 6: Review and develop SoW against subject objectives
and AoI Complete table Check over your overall unit planning sheets
Complete table one to check you have provided opportunities for
students to meet subject criterion, if not, go back and evaluate
and develop Complete table two to check you have provided
opportunities for students to develop AoI, if not, go back,
evaluate and try and develop (table one and two attached)
Slide 64
Slide 65
Slide 66
Aim: To understand what makes a good lesson
Slide 67
Lesson planning First be clear what your learning objectives
and expected learning outcomes for different learners may be
(subject knowledge, understanding, skills, values and AoI and LP
objectives/outcomes) Then decide on an appropriate range of
activities/challenges Ensure that there is a clear structure:
activation/starter; main activities/demonstration; plenary/debrief
and reflection Check that you have a range of teaching and learning
activities to meet different needs in the classroom Check you have
opportunities for AfL throughout the lesson and you are clear on
how to assess progress made (LP example attached)
Slide 68
Slide 69
AfL Core formative and summative assessment Decide on
objectives and assessment criteria to be focused on (DO ensure you
focus on different criteria throughout the year) Develop
appropriate activity to assess these (DO ensure you have a range of
forms of assessment throughout the year) Do model and scaffold
learning where and when necessary Do differentiate for different
learner needs Do provide opportunities for students to assess their
own learning and their peers Do verify pupil assessments (formal
and informal) Do record the students mark (how many it is out of
will depend on the criteria used in the assessment) Do provide an
effort grade Do not provide an overall grade for one piece of work
(assessment example attached, assessment record sheet
attached)