Middle Years Middle Years ProgrammeProgramme

Within the Bounds Within the Bounds of International of International Baccalaureate Baccalaureate

A. Korotayeva, K. Kuznetsova, K. Araslanova, O. Ashikhmina, A. Korotayeva, K. Kuznetsova, K. Araslanova, O. Ashikhmina,

S. Galichenko, Y. LyskovaS. Galichenko, Y. Lyskova

The IB Learner ProfileThe IB Learner Profile

Inquirers

Know

ledg

eabl

e

Thinkers

Principled

Caring

Reflective

Communicators

Open-minded

Risk-takers

Balanced

The MYP aims to enable students The MYP aims to enable students to:to:

• build upon their spirit of discovery to develop an understanding and enjoyment of the process of learning, independently and in cooperation with others

• acquire knowledge, understanding and skills, and prepare for further learning

• recognize the extent to which knowledge is interrelated

• learn to communicate effectively in a variety of ways• develop a sense of personal and cultural identity and

a respect for themselves and for others• acquire insights into local and global concerns

affecting health, the community and the environment, and develop a sense of individual and collective responsibility and citizenship.

The 3 Fundamental Concepts of The 3 Fundamental Concepts of MYPMYP

Intercultural Awareness

Communication

The MYP Curriculum The MYP Curriculum FrameworkFramework

• language A (ideally, the student’s mother tongue)

• language B (a second modern language)• humanities• sciences• mathematics• arts• physical education• technology.

The MYPThe MYP

The MYPThe MYP

• The programme provides learning in a broad base of disciplines;

• The subject-group objectives include skills, attitudes and knowledge;

• The programme promotes the principle of concurrency of learning;

• The programme encourages the use of a variety of teaching and learning methodologies;

• The programme emphasizes the development of the whole person.

The Areas of InteractionThe Areas of Interaction

• The student focuses on:

attitudes values

skills

The Areas of Interaction:The Areas of Interaction:

Approaches to learning (ATL)

general and subject-specific learning skills;

Community and service

how a student engages with his or her immediate family, classmates and friends;

Health and social education

the range of human issues and how they affect societies, communities and individuals;

Environments how humans interact with the world, which asks students to examine the interrelationship of different environments;

Human ingenuity the way in which human minds have influenced the world (the way we behave, think, interact with each other).

The Final Year of The ProgrammeThe Final Year of The Programme

The Personal ProjectThe Personal Project

To Demonstrate the ATL SkillsTo Demonstrate the ATL Skills

Commonality of the areas of Commonality of the areas of interactioninteraction

Five areas of interaction serve to bring together the varied subject content that

will be found in the diversity of cultural and

linguistic settings around the world.

needs

motivations

interests

The MYB areas of interaction include

students’:They also give teachers a great opportunity to help their students engage with environmental, health and community issues

The Areas of Interaction:The Areas of Interaction:

• give meaning to what is learned; • provide the contexts for units of work, and for

the MYP and the IB learner; • encourage higher-order thinking skills; • provide a framework for student inquiry; • develop positive attitudes and a sense of

personal and social responsibility; • can lead students from academic knowledge

to thoughtful action;• an interdisciplinary approach to learning; • provide a common language for constructing

and organizing the curriculum.

The Personal ProjectThe Personal Project

• A reflection of the Ss’ skills and ability to manage and direct their inquiry;

• An excellent opportunity for Ss to produce a truly personal piece of work of their choice;

• The five areas of interaction as the basis of the assessment criteria.

Planning for Teaching and Planning for Teaching and LearningLearning

Vertical Planning

• The selection of content;

• The agreement on expected levels of achievement.

Horizontal Planning

• Interdepartmental discussions

Teaching and Learning Teaching and Learning MethodologiesMethodologies

• Formal teacher instruction;

• Presentations and inquiry-based projects led by Ss;

• Open-ended investigations and problem-solving activities;

• Games, role plays, field trips, extra-curricular activities.

MYPMYP Assessment Assessment

Students: • Self-assessment • Feedback• Outcome

Teachers: • Continuous

assessment according to specified criteria

Regular Internal Regular Internal AssessmentAssessment

• Students and parents’

understanding of the objectives

and criteria;

• Preparation for final

assessment;

• Development according to the

principles of the programme

Criterion-Related Model of Criterion-Related Model of AssessmentAssessment

Teachers structure varied and valid assessment tasks:

• open-ended problem-solving activities and investigations,

• organized debates, tests and examinations,

• hands-on experimentation, • analysis and reflection.

Quantitative and Qualitative Quantitative and Qualitative AssessmentAssessment

• Rubrics

• Performance records

• Checklists

• Portfolios

Responsibility of a subject teacher +Self-assessment +Peer-assessment

Externally Set ExamsExternally Set Exams

• MYP doesn’t provide such assessment

• Some schools may have

national requirements

that include externally

set exams or tests

ConclusionConclusion

The MYP emphasizes:

• a broad and balanced education that focuses on values as well as knowledge;

• physical, affective, social and intellectual development;

• understanding of the interconnectedness and applications of knowledge and skills;

• search for relevance and meaning;• helps to acquire a deeper understanding

of the concepts.

ConclusionConclusion

The MYP is designed:

• to help adolescents develop a knowledge of, and interest in, local and global issues;

• to encourage international-mindedness and responsible citizenship;

• to make an explicit emphasis on communication and intercultural awareness.

ConclusionConclusion

MYP requires :

• schools and the teachers working as teams in reflecting on, developing, organizing and delivering the curriculum, paying close attention to the perspectives of the students.

• It empowers teachers and students to shape a stimulating but rigorous learning experience.