The Middle Years ProgrammeThe Middle Years Programme

Middle Years ProgrammeMiddle Years Programme

• is for students between the is for students between the ages of 11 and 16ages of 11 and 16

• helps develop knowledge, helps develop knowledge, attitudes and skillsattitudes and skills

• is interested in the is interested in the development of ethics and development of ethics and values in young peoplevalues in young people

The MYP curriculum modelThe MYP curriculum model

The five areas of interactionThe five areas of interaction

Five organizing elements forming the core of the MYP

and integrated within the student’s learning

Health and social education

Community and service

Approaches to learning

Homo faber

Environment

The fundamental conceptsThe fundamental concepts

• The three fundamental concepts of the MYP The three fundamental concepts of the MYP are:are:– Holistic learning Holistic learning – Intercultural awareness Intercultural awareness – CommunicationCommunication

Holistic LearningHolistic LearningA Global Point of ViewA Global Point of View

Holistic LearningHolistic Learning

““Schools should give a global view of Schools should give a global view of situations and problems, and should make the situations and problems, and should make the student aware of the interactions and student aware of the interactions and complementarity of various fields of study. Yet complementarity of various fields of study. Yet this must not be to the detriment of the separate this must not be to the detriment of the separate subjects, for each study area demands an subjects, for each study area demands an individual methodology.”individual methodology.”Gzrard RenaudGzrard RenaudISAC.1991.ISAC.1991.Program of international Secondary Education 1-Program of international Secondary Education 1-16years.16years.Geneva Switzerland.P.7.Geneva Switzerland.P.7.

Developing links between the disciplines and

between the content and the real world

Holistic learning

Developing skills to view knowledge

from varying points of view

Seeing knowledge as an interrelated whole

Discovery of relationships between areas of knowledge,between individual, communities and the world

Means of achievementMeans of achievement

• Breadth of subjectsBreadth of subjects• Disciplinary and interdisciplinary Disciplinary and interdisciplinary

approachesapproaches• Areas of InteractionAreas of Interaction• Team workTeam work• Varied approachesVaried approaches

Impact on curriculum- Impact on curriculum- disciplinary approachdisciplinary approach

• IntegrityIntegrity• AuthenticityAuthenticity• Connections to other subjectsConnections to other subjects• Connections to global issuesConnections to global issues

Impact on curriculum- Impact on curriculum- interdisciplinary approachinterdisciplinary approach

• Focus and rigour (avoid potpourri)Focus and rigour (avoid potpourri)• Planning time: subjects/year levelsPlanning time: subjects/year levels• Connections to real life (areas of interaction)Connections to real life (areas of interaction)

Interdisciplinary vs transdisciplinaryInterdisciplinary vs transdisciplinary

Interdisciplinary• Two or more subject groups coming together to cast a

different perspective on a topic or concept

• Objectives of each involved subject group should be met

Transdisciplinary• Term used more by the PYP

• Broad concepts or ideas which transcend any discipline

• Emphasis on learning through transdisciplinary/organizing themes

Holistic learning and the areas of Holistic learning and the areas of interactioninteraction

• The Areas of Interaction will help students The Areas of Interaction will help students to:to:– Understand that real-world problems are solved Understand that real-world problems are solved

using skills and concepts from a variety of using skills and concepts from a variety of disciplines disciplines

– Develop inquiry skills Develop inquiry skills – Understand the similarities and differences Understand the similarities and differences

between different approaches to human between different approaches to human knowledge. knowledge.

Schools RoleSchools Role

• Schools are expected to:Schools are expected to:– Develop the areas of interaction within and across Develop the areas of interaction within and across

academic disciplines academic disciplines – Ensure that teachers communicate and coordinate Ensure that teachers communicate and coordinate

learning activities within and across the academic learning activities within and across the academic disciplinesdisciplines

– Organize occasional special events and activities Organize occasional special events and activities that concentrate on developing cross-curricular that concentrate on developing cross-curricular links through the areas of interaction. links through the areas of interaction.

Origin of focus from the learnerOrigin of focus from the learner

Project based (personal project)Project based (personal project)

Further development of ATL skillsFurther development of ATL skills

True engagement in the learning processTrue engagement in the learning process

Holistic learning and student-initiated projectsHolistic learning and student-initiated projects

Intercultural AwarenessIntercultural Awareness

Tolerance and respect

Development of skills, attitudes and knowledge

Intercultural awareness

Development of understanding of own and

others’ cultures

Incorporation of a global perspective in curriculum

Empathy and understanding

How is intercultural awareness How is intercultural awareness reflected in your school?reflected in your school?

• School environmentSchool environment• School curriculumSchool curriculum• Projects and interdisciplinary activitiesProjects and interdisciplinary activities• Links to outside communityLinks to outside community

Teachers RoleTeachers Role

• Use examples reflecting varied culturesUse examples reflecting varied cultures• Help students develop their own cultural Help students develop their own cultural

identityidentity• Have students consider commonalities and Have students consider commonalities and

differencesdifferences• Teach skills and knowledge necessary to Teach skills and knowledge necessary to

appreciate different points of viewappreciate different points of view• Exemplify appropriate behaviorExemplify appropriate behavior

CommunicationCommunication

Vehicle to realize the aims of the programme

Communication

Emphasis on language acquisition

Exploration of different modes of thinking and

expression

Supports student reflection and expression

Verbal and non-verbal

Schools’ RoleSchools’ Role

• Schools are expected to:Schools are expected to:– develop a language policydevelop a language policy– facilitate the development of the student’s facilitate the development of the student’s

native or best language native or best language – provide opportunities for the student to learn an provide opportunities for the student to learn an

additional language additional language – provide support to students who do not speak provide support to students who do not speak

the language of instruction adequately.the language of instruction adequately.

Teachers RoleTeachers Role

• Teachers are expected to:Teachers are expected to:– recognize that all teachers are language teachersrecognize that all teachers are language teachers– consider the role of languages in conceptual development consider the role of languages in conceptual development – consider and value multiple forms of expressionconsider and value multiple forms of expression– engage in common planning across the subjectsengage in common planning across the subjects– encourage students to improve their command of encourage students to improve their command of

languagelanguage– encourage students to appreciate the richness of human encourage students to appreciate the richness of human

expression through languageexpression through language– help students develop at least two languages.help students develop at least two languages.

Example: communication in the humanitiesExample: communication in the humanities

Students can demonstrate their understanding Students can demonstrate their understanding in multiple ways: in multiple ways:

• essays

• cartoons

• graphs

• maps

• charts

• paintings

• storyboards

• role-plays

• debates

• presentations

• websites

• songs

Collaborative planningCollaborative planning