the middle years programme. international baccalaureate and the middle school of the kennebunks date...
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The Middle Years Programme
International Baccalaureate and the Middle School of the Kennebunks
Date
IB World School since June, 2009
What you need to know about the IB and the
Middle Years Programme
How is a school authorized and reviewed?
So what exactly is the International Baccalaureate?“... The International Baccalaureate (IB) is a not-for-profit
foundation, motivated by its mission to create a better world through education”
Programmes
• The Primary Years Programme for pupils aged 3 to 12 focuses on the development of the whole child in the classroom and in the world outside.
• The Middle Years Programme for pupils aged 11 to 16 provides a framework of academic challenge and life skills, achieved through embracing and transcending traditional school subjects. (about 800 schools are MYP)
• The Diploma Programme for students aged 16 to 19 is a demanding two-year curriculum leading to final examinations and a qualification that is welcomed by leading universities around the world.
...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...
...Our 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....
Our Mission
To support and challenge every student to develop
the skills, knowledge, and character needed to be
responsible, productive, and adaptive learners,
workers, citizens, and leaders prepared to succeed
in our global society
The IB Learner Profile
The IB Learner Profile
A framework, not a curriculum, creates a balanced approach to
the school’s own curriculum.
MYP Programme Model
Programmes: Middle Years ProgrammeA framework of academic challenge and life skills appropriate to students aged 11 to 16
Globalization and Sustainability: (human impact on the environment)
Balance, ConsequencesRelationships
Putting it all together:An example from Language and literature
Statement of Inquiry: Relationships that humans have with their environments, often have consequences due to the disruption of balance.
Conceptual understanding:
Relationships often have consequences due to the disruption of balance.
• answers the why of the unit
• identifies a context for the unit.
• must be a natural fit for the key and related concepts
Global contexts MYP global contexts
identities and relationships
orientation in space and time
personal and cultural expression
scientific and technical innovation
globalization and sustainability
fairness and development
Key concepts
Aesthetics Change Communication Communities
Connections Creativity Culture Development
FormGlobal
interactionsIdentity Logic
Perspective RelationshipsTime, place and space
Systems
• Students will explore how patterns can be both mathematical and artistic.Factual: What constitutes a pattern?
• Students will discover how innovative mathematical patterns are seen in cultural
expression.Conceptual: How is the idea of innovative design explained?
• Students will examine the geometrical relationships between innovation, artistry and pattern by creating generalizations.
Debatable: Is it possible to determine how innovation, artistry and pattern are related, if at all?
Example Statement of Inquiry: Innovative relationships founded in pattern define cultural artistry.
Lines of inquiry
ATL Skill categories and clusters
Collaborative Planning (C1)
Why would IB require schools to make time for collaborative planning within and across subject groups?
Skill Indicators are found in the Unit Planning Document Pgs. 15-21.
Critical Thinking:
MYP command terms
· Use · Demonstrate · Recognize · Describe · Evaluate · Formulate · Investigate · Reflect
· Analyze · Describe · Evaluate · Identify · Interpret · Justify · Recognize · Synthesize · Think ·
Document
What do they mean and how do they relate?
Requirement for horizontal and vertical planning
Time frame Unit TitleKey and Related
Concepts
Global context and
exploration
Statement of inquiry
Objective/Objective strands
ATL skills Content
•IB Programme Emphasizes:• •The Student (Learner Profile)• •Balanced Education (8 Subjects)• •Skills (Approaches to Learning)• •Action (Student directed learning, Making a difference, Demonstrations)• •Service (Community Service)• •International Mindedness (Global Context, Language, Perspectives)• •Concepts (The Big idea)• •
IB Gets it right!
Worldwide voice of best practices in teaching! Embraces all of the best practices from the top
educational minds Howard GardnerAnne WheelockRobert MarzanoGrant WigginsJay MctigheRoland Barth
How the IB develops it’s curriculum:
How does IB make a difference here at MSK?
Becoming part of a world network of educators Professional development opportunities-share expertise and
knowledge Common framework and philosophy- we are all on the same
page! Specific reference point for unit planning, curriculum development, assessment etc.
Common assessment practices encourages collaboration and student engagement
Provides the license and motivation to prepare our students for the 21st century-to give them the edge they need to succeed out in the real world
Check out our School Website for :• Videos• Links• Articles
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