IGBIS MYP Handbook.

Middle Years Programme

Handbook

Vision

To provide an innovative international education that inspires learners to make a positive impact on the world.

Mission

To provide an inclusive learning community, embracing diversity by offering a challenging IB education which empowers its members to be caring, global citizens.

igbinternationalschool

IGBintschool

IB World School

Welcome

IGB International School (IGBIS) is an IB World School authorised for the International Baccalaureate (IB) Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP) & Career-related Programme (CP). IB World Schools share a common philosophy – a commitment to high quality, challenging, international education that IGB International School believes is important for our students.

At IGB International School, Grade 6 to 10 students study a broad range of subjects delivered through the International Baccalaureate (IB) Middle Years Programme (MYP). The MYP, first introduced in 1994, is a coherent and comprehensive curriculum framework that provides a rigourous yet flexible academic programme and develops the life skills appropriate to 11-16 year old students. As part of the IB’s continuum of international education, the MYP naturally follows the IB Primary Years Programme (PYP) and serves as excellent preparation for the IB Diploma Programme (DP) and IB Careerrelated Programme (CP).

For further information about the IB and its programmes, visit http://www.ibo.org.

Contents

Page

The IB Middle Years Programme

4

The Learner Profile

5

The IB Continuum of Education

6

Global Contexts for Education

7

Concept-based Curriculum

8

Assessment for Learning

8

IGBIS MYP Assessment Descriptors

9

Approaches to Learning

10

Interdisciplinary Learning

10

MYP Courses at IGBIS

11

Course Descriptions

12 - 30

The MYP emphasises intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. Additionally, it fosters the development of skills for communication, intercultural understanding and global engagement - essential qualities for young people who are becoming global leaders.

This guide is designed to give parents and students information about the MYP, the subjects students study, and how MYP assessment is conducted at IGBIS. The information presented here comes mainly from IB publications including MYP: From Principles Into Practice (2014) and the subject guides for each of the subject areas.

For more information on the Middle Years Programme, please email us at: Enquiries: Email: enquiries@igbis.edu.my

The Academic Integrity Philosophy at IGBIS At IGB International School (IGBIS) we believe that the IB Learner Profile describes important behaviours that we nurture, value and respect in ourselves and others. All members of the IGBIS community are committed to behaving in an honest, principled manner at all times and in all situations, within the School environment and beyond. All MYP students must agree and adhere strictly to our Academic Integrity Policy and the Academic honesty policy set out by the IBO. Middle Years Programme | IGBIS

Page 3

The IB Middle Years Programme The years of the MYP, from the ages of 11 to 16, are a critical period in the development of young people, and their success in school is closely related to their personal, social and emotional well-being. At a time when students are establishing identity and building selfesteem, the MYP provides an established framework that can motivate students and help them to achieve success. With its broad and balanced curriculum, the MYP allows students to build on personal strengths and to embrace challenges in disciplines, including subjects in which students do not excel. The MYP offers students opportunities to develop their potential, to explore their own learning preferences, to take appropriate risks, and to reflect on and develop a strong sense of personal identity. The design of the programme incorporates ageappropriate differentiation in teaching and learning from ages 11 to 16 and provides a bridge from primary education to further studies.

From the start of its development in the 1980s, the MYP has been guided by three principles that have special currency for learners in the MYP, and are inspired by the IB mission: holistic learning, intercultural awareness and communication. These have been known as the three fundamental concepts of the MYP, and provided a strong foundation on which to build the programme. They were an early attempt to establish a philosophy of international education that the IB now recognises more fully with the adoption of the IB learner profile. Holistic learning, intercultural awareness and communication are implied or a part of the IB learner profile, especially in the attributes “balanced”, “openminded” and “communicators”.

Twenty-first century educators have continued to focus on how best to meet the needs of adolescents, who are confronted with a vast and often bewildering array of choices in a complex and rapidly changing world and have pointed to the need to provide students with skills for developing higher order thinking. These higher order thinking skills give students the opportunities to explore their expanding concerns and growing awareness in ways that develop sound judgment.

The fundamentals/guiding principles can be seen in the interplay in the inquiry cycle that encapsulates one of the ways people work together to construct meaning and make sense of the world. This constructivist approach, an interplay between asking (inquiry), doing (action) and thinking (reflection), leads towards open classrooms where different views and perspectives are valued.

Young people are empowered for a lifetime of learning, both independently and in collaboration with others.

Page 4

Middle Years Programme | IGBIS

The Learner Profile The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open Minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Middle Years Programme | IGBIS

Risk-Takers We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced We understand the importance of balancing different aspects of our lives intellectual, physical, and emotional to achieve well-being for ourselves and others. We recognis e our interdependence with other people and with the world in which we live.

Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help individuals and groups become responsible members of local, national and global communities.

Page 5

The IB Continuum of Education IB mission statement IB learner profile Programme standards and practices

Nature

PYP

MYP

(3-11 years old)

(11-16 years old)

Framework

Framework

Inclusive: all students

Inclusive

CP

DP (16-19 years old)

Framework based around core elements, DP courses and career studies Prepare students for higher education, career and technical vocations

Structure

Learning organised around transdisciplinary units of enquiry Prescribed concepts Inquiry based

Interdisciplinary and disciplinary units organise learning in eight subject groups

Prescribed curriculum Prepares students for higher education and employment

Disciplinary courses and interdisciplinary courses connected by the CP core

Disciplinary and interdisciplinary courses are organised into 6 subject groups connected by the DP core

Prescribed concepts in a global context Inquiry based

How the programme is assessed

Internal assessment of all aspects of a student’s learning

Internal assessment based on subjectspecific criteria; moderated personal project; optional (inter)disciplinary eAssessments and ePortfolios

External moderation of internally assessed work and external examination

External moderation of internally assessed work and external examination

Pedagogy

Approaches to learning

Approaches to learning

Approaches to learning

Approaches to learning

Learning through experience Language learning

Culminating experience that synthesises learning

Page 6

Approaches to teaching

Approaches to teaching

Approaches to teaching

Approaches to teaching

Action

Action

Community and service

Creativity, action, service

Support for mothertongue development

Support for mothertongue development / language and literature

Support for mothertongue development: school supported.

Self-taught language A courses (optional)

Support for mothertongue development: school supported, self-taught language A courses

School’s additional language

Acquisition of another language (in each year of the programme)

Language development as a component of the CP core

Acquisition of another language (in each year of the programme)

Exhibition

Community project (Grade 8)

Reflective project

Extended essay

Personal project (Grade 10)

Middle Years Programme | IGBIS

Global Contexts for Education In a world of increasing interconnection and complexity, learning in context provides students with opportunities to explore multiple dimensions of global challenges and encourages them to develop creative solutions. The MYP encourages teachers to design units around important global issues and ideas including climate change, international conflicts and international exchange and trade.

Global contexts comprise a range of ideas and issues that can be personally, locally, nationally, internationally and globally significant. As adolescents develop their intellectual and social identities during the MYP years, they become increasingly aware of their place in the world. Working in global contexts requires a sophisticated combination of understanding, practical skills and personal dispositions that work together to define global competence. Global competence calls for deep, engaged learning. To prosper in the world, students must not only be able to understand globalisation, but be able both to reflect critically on its promise and peril and to act responsibly to make the world a better place for themselves and for the communities in which they live.

Multilingualism and Intercultural Understanding Learning to communicate in a variety of ways in more than one language is fundamental to the development of intercultural understanding when studying in an IB World School such as IGBIS. Our programmes of education, therefore, support complex, rich, dynamic learning across a range of language domains. All IB programmes mandate that students learn another language.

Global Engagement Global engagement represents a commitment to address humanity’s greatest challenges in the classroom and beyond. It can develop from the use of global contexts in inquiry leading to principled action. Our IB programmes provide for sustained inquiry into a wide range of issues and ideas of significance locally, nationally and globally. IGBIS students and teachers are encouraged to engage with the world through developmentally appropriate explorations of local and global concerns, including the environment, development, conflicts, rights, and cooperation and governance. Globally engaged people critically consider power and privilege, and recognise that they hold the Earth and its resources in trust for future generations. * Source: MYP From Principles To Practice, 2015, page 12

IGBIS teachers aspire to empower their students to be active learners who can empathise and pursue lives of purpose and meaning, and who are committed to service. An education at IGBIS aims to develop the consciousness, perspectives and competencies necessary for global engagement, as well as the personal values that can lead to principled action and mutual understanding. * Source: Making the PYP happen, page 4, 2009

Intercultural understanding involves recognising and reflecting on one’s own perspective, as well as the perspectives of others.

To increase intercultural understanding, IGBIS teachers try to foster learning in how to appreciate critically many beliefs, values, experiences, forms of expression and ways of knowing.

The goal of understanding the world’s rich cultural heritage invites our students to explore human commonality, diversity, personal identity and interconnection. * Source: MYP From Principles To Practice, 2015, page 12

Middle Years Programme | IGBIS

Page 7

Concept-based Curriculum

Assessment for Learning

IGBIS values education more as the transformation of personal understanding and the collaborative construction of meaning, and less as the transmission of knowledge and rote memorisation of facts. Consequently, conceptual understanding is a significant and enduring goal for teaching and learning. Concepts represent the vehicle for students’ inquiry into issues and ideas of personal, local and global significance, providing the means by which the essence of a subject can be explored. A concept-based model is used in the MYP because it encourages students to:

In our programmes of education, assessment forms an integral aspect of the teaching and learning. To understand what students have learned, and to monitor their progress, teachers use a range of assessment strategies that provide meaningful feedback. Our assessment supports good classroom practice by encouraging authentic performances of understanding that call for critical and creative thinking.

• process factual knowledge at a deeper intellectual level as they relate the facts to concepts and essential conceptual understandings. This synergistic thinking engages the intellect on two levels - factual and conceptual - and provides greater retention of factual knowledge because synergistic thinking requires deeper mental processing.

• create personal relevance, as they relate new knowledge to prior knowledge, and encourage understanding of cultures and environments across global contexts through the transfer of knowledge.

• bring their personal intellect to the study as they use a key concept to personally focus on the unit topic in order to increase motivation for learning.

• increase fluency with language as they use factual information to explain and support their deeper conceptual understanding.

• achieve higher levels of critical, creative and conceptual thinking as they analyse complex global challenges, such as climate change, international conflicts and the global economy and create greater subject depth through the study of discipline-specific related concepts.

Concepts can be interpreted differently and explored from various perspectives and at different levels of complexity.

As students develop and deepen their understanding, they can use concepts to innovate, address challenges and solve problems. * Source: MYP From Principles To Practice, 2015, page 16

At IGBIS, assessment is ongoing, varied and integral to the curriculum. Assessment may be formal or informal, formative or summative, internal or external; students benefit from assessing their own work and the work of others. Our students demonstrate their learning through a variety of assessments and consolidations of learning, culminating with the PYP exhibition, the MYP community project, the DP extended essay and the CP reflective project. The entire school community can be involved in providing feedback and support as students demonstrate their knowledge, understanding and mastery of skills.

Final assessments for older students in the IB continuum are internationally benchmarked. Assessment in the MYP and DP aims to balance valid measurement with reliable results, providing an internationally recognised qualification.

eAssessment In May 2016 the IB introduced a new, optional form of assessment for students in the final year of the MYP. Known as eAssessments, they include on-screen examinations in Language & Literature, Mathematics, Sciences, and Individuals & Societies, and ePortfolio assessments in Language Acquisition, the Arts, Design, and Physical & Health Education.

In addition, students complete an on-screen Interdisciplinary Learning eAssessment and an ePortfolio for the Personal Project. eAssessments are externally assessed, moderated and validated by the IB. Students who successfully complete all requirements for eAssessment are awarded an MYP Certificate from the IB. IGBIS will begin trialling a phased introduction of eAssessments in May 2018.

Page 8

Middle Years Programme | IGBIS

IGBIS MYP Assessment Descriptors Assessment in all MYP subjects is graded against four criteria that are specific to the subject. Each criterion has a maximum value of 8, resulting in a total of 32 per subject. These grade boundaries and descriptors are used to ascertain the level of achievement of a student in each subject.

Level of Achievement Grade Boundaries Descriptor 7 (Excellent)

28 - 32

A consistent and thorough understanding of the required knowledge, concepts, and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate.

The student consistently demonstrates originality and insight and always produces work of high quality.

6 (Very good)

24 - 27

A consistent and thorough understanding of the required knowledge, concepts, and skills, and the ability to apply them in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluation is shown where appropriate. The student generally demonstrates originality and insight.

5 (Good)

19 - 23

A consistent and thorough understanding of the required knowledge, concepts, and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

4 (Satisfactory)

15 - 18

A good general understanding of the required knowledge, concepts, and skills, and the ability to apply them effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.

3 (Mediocre)

10 - 14

Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge, concepts, and skills and is only able to apply them fully in normal situations with support.

2 (Poor)

6-9

Very limited achievement against all the objectives. The student has difficulty in understanding the required knowledge, concepts, and skills, and is unable to apply them fully in normal situations, even with support.

1 (Very poor)

1-5

Minimal achievement in terms of the objectives.

Student reports may also include reference to student progression against the attributes of the IB Learner Profile, the Approaches to Learning skills across all subject areas, and student involvement in Service as Action. Student self-assessment is commonly used in MYP classes and aspects of this may also be reported both formally and informally to parents.

Middle Years Programme | IGBIS

Page 9

Approaches to Learning (ATL) In the MYP, ATL encompasses both general and disciplinespecific learning skills that help students learn more effectively.

The focus of this component of the MYP is on teaching students how to find out more about themselves as learners, and also how to learn effectively and efficiently. The aim of ATL is to produce successful lifelong learners who have been explicitly and implicitly taught the skills of the self-regulated learner from information processing to managing emotions. These are the skills that will make for greater success in the DP and CP and that will provide the vehicle for age-appropriate learning skill integration across all IB programmes.

ATL skills can be learned and taught, improved with practice, and developed incrementally. They provide a solid foundation

for learning independently and with others. ATL skills help students prepare for, and demonstrate learning through, meaningful assessment. They provide a common language that students and teachers can use to reflect on and articulate the process of learning. ATL skills are most powerful when teachers plan and students engage with them in connection with significant and relevant content knowledge to develop transferable understanding.

The MYP extends ATL skill categories into 10 developmentally appropriate clusters. ATL skills are interconnected; individual skills and skill clusters frequently overlap and may be relevant to more than one skill category.

ATL skill categories

MYP skill clusters

Communication

Communication

Social

Collaboration

Self-management

Organisation Affective Reflection

Research

Information literacy Media literacy

Thinking

Critical thinking Creative thinking Transfer * Source: MYP From Principles To Practice, 2015, page 20

Interdisciplinary Learning Interdisciplinary teaching and learning is grounded in individual subject groups and disciplines, but extends disciplinary understanding in ways that are: • integrative - bringing together concepts, methods, or modes of communication from two or more subject groups, disciplines, or established areas of expertise to develop new perspectives; • purposeful - connecting disciplines to solve real-world problems, create products or address complex issues in ways that would have been unlikely through a single approach.

Page 10

Interdisciplinary teaching and learning builds a connected curriculum that addresses the developmental needs of students in the MYP. It prepares students for further academic (inter) disciplinary study and for life in an increasingly interconnected world.

Middle Years Programme | IGBIS

MYP Courses at IGBIS Students in MYP at IGBIS study subjects in eight subject areas. In grades 6 to 8, an integrated approach to the subject disciplines ensures students engage in learning experiences across all areas of the programme. In grades 9 and 10 students begin to specialise in some subjects by selecting disciplines in areas of interest (note that the availability of disciplines may

Subject

Discipline

Language and Literature1

English Chinese Bahasa Malaysia

Language Acquisition1

English Chinese Spanish Bahasa Malaysia

Individuals and Societies

Integrated Humanities2

Sciences

Modular Sciences3

Mathematics

Mathematics

depend on student numbers and not all disciplines may be offered in each academic year). It is expected that students would study their chosen disciplines for the full two years of grades 9 and 10. Students will be involved in Service as Action and will undertake MYP projects in grades 8 and 10.

Grades 6 - 8

Grades 9 - 10

Extended Mathematics Standard Mathematics Arts

Performing Arts Visual Arts

*

Music

*

Drama

*

Design

Integrated Design

Physical and Health Education

Physical and Health Education

Note:

4

Languages offered will depend on student numbers and level required.

1

Integrated humanities encompasses the disciplines of history, geography, and business management, and may also incorporate sociology, psychology, and economics.

2

Modular sciences covers the disciplines of biology, chemistry, physics, and environmental science.

3

Integrated design may incorporate studies of product design, digital design, and food product design.

4

*Not all disciplines may be offered at grades 9-10 in each academic year and may depend on student numbers.

Middle Years Programme | IGBIS

Page 11

Language and Literature Language is fundamental to learning, thinking and communicating; therefore it permeates the whole curriculum.

Indeed, all teachers are language teachers, continually expanding the boundaries of what students are thinking about. Mastery of one or more languages enables each student to achieve their full linguistic potential.

Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognise that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.

All IB programmes value language as central to developing critical thinking, which is essential for the cultivation of intercultural understanding, as well as for becoming internationally minded and responsible members of local, national and global communities. Language is integral to exploring and sustaining personal development and cultural

identity, and provides an intellectual framework to support conceptual development. The six skill areas in the MYP language and literature subject group— listening, speaking, reading, writing, viewing and presenting—develop as both independent and interdependent skills. They are centred within an inquiry-based learning environment. Inquiry is at the heart of MYP language learning, and aims to support students’ understanding by providing them with opportunities to independently and collaboratively investigate, take action and reflect.

As well as being academically rigorous, MYP language and literature equips students with linguistic, analytical and communicative skills that can also be used to develop interdisciplinary understanding across all other subject groups. Students’ interaction with chosen texts can generate insight into moral, social, economic, political, cultural and environmental factors and so contributes to the development of opinion-forming, decision-making and ethical-reasoning skills, and further develops the attributes of an IB learner. * Source: IB MYP Language and Literature Guide, 2015

Progression in IB programmes for students studying Language and literature

Diploma Programme

Studies in language and literature • Literature • Language and literature

Middle Years Programme

Language acquisition (phase 5 or 6)

Primary Years Programme

Page 12

Language and literature

Language

Middle Years Programme | IGBIS

Key and Related Concepts In the MYP, conceptual understanding is framed by prescribed key and related concepts. Key concepts promote the development of a broad curriculum. They represent big ideas that are both relevant within and across disciplines and subjects. The key concepts contributed by the study of language and literature are communication, connections, creativity and perspective.

Related concepts promote deep learning. They are grounded in specific disciplines and are useful for exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex and sophisticated conceptual understanding. The related concepts for the study of language and literature are audience imperatives, character, context, genres, intertextuality, point of view, purpose, selfexpression, setting, structure, style and theme.

Objective C: Producing Text Students will produce written and spoken text, focussing on the creative process itself and on the understanding of the connection between the creator and their audience. In exploring and appreciating new and changing perspectives and ideas, they will develop the ability to make choices aimed at producing texts that affect both the creator and the audience.

Objective D: Using language Students have opportunities to develop, organise and express themselves and communicate thoughts, ideas and information.

They are required to use accurate and varied language that is appropriate to the context and intention. This objective applies to, and must include, written, oral and visual text, as appropriate. * Source: IB MYP Language and Literature Guide, 2015

Objectives and Assessment Criteria The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject.

The objectives of MYP language and literature encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.

In the MYP, subject group objectives correspond to assessment criteria. Each criterion has nine possible levels of achievement (0–8), divided into four bands that generally represent limited (1 or 2); adequate (3 or 4); substantial (5 or 6); and excellent (7 or 8) performance. Each band has its own unique descriptor that teachers use to make “best-fit” judgments about students’ progress and achievement.

Objective A: Analysing Through the study of language and literature students are enabled to deconstruct texts in order to identify their essential elements and their meaning. Analysing involves demonstrating an understanding of the creator’s choices, the relationships between the various components of a text and between texts, and making inferences about how an audience responds to a text, as well as the creator’s purpose for producing text.

Students should be able to use the text to support their personal responses and ideas.

Objective B: Organising Students should understand and be able to organise their ideas and opinions using a range of appropriate conventions for different forms and purposes of communication. Students should also recognise the importance of maintaining academic honesty by respecting intellectual property rights and referencing all sources accurately.

Middle Years Programme | IGBIS

Page 13

Language Acquisition The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes multilingualism and intercultural understanding, both of which are central to the IB’s mission.

Depending on their prior additional language-learning experiences, students may commence their language acquisition course in any phase on the continuum and may exit from any phase on the continuum.

The study of additional languages in the MYP provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realise that there are diverse ways of living, behaving and viewing the world.

As students progress through the six phases, they are expected to develop the competencies to communicate appropriately and effectively in an increasing range of social, cultural and academic contexts, and for an increasing variety of audiences and purposes. As students develop their understanding, increasing cognitive and skills demands are also set.

Teaching and learning in the language acquisition subject group is organised into six phases. The phases represent a developmental continuum of additional language learning.

* Source: IB MYP Language Acquisition Guide, 2015

The progression along the additional language learning continuum through the six MYP phases Phase 1

Phase 2

Phase 3

Phase 4

Phase 5

Phase 6

In a limited range of everyday situations

In a limited range of familiar situations

In familiar and some unfamiliar situations

In familiar and unfamiliar situations

In social situations and some academic situations

In social and academic situations

Some aspects of register

Some aspects of register

Appropriate register

Appropriate register

Appropriate register

Appropriate register

A very limited range of interpersonal and cultural contexts

A limited range of interpersonal and cultural contexts

A limited range of interpersonal and cultural contexts

A range of interpersonal and cultural contexts

A range of interpersonal and cultural contexts

A wide range of interpersonal and cultural contexts

Use basic vocabulary

Use basic language

Use language accurately

Use language accurately

Use language accurately and effectively

Use oratory technique

Simple short texts

Simple texts

A limited range of texts

A range of texts

A range of texts

A wide range of texts

Interact in simple and rehearsed exchanges

Interact in basic rehearsed and some unrehearsed exchanges

Interact in rehearsed and unrehearsed exchanges

Engage actively

Engage actively

Engage actively

Understand and respond

Understand and respond

Understand and respond

Interpret and respond

Analyse and respond

Evaluate and respond

Identify and recognise

Recognise and understand

Understand

Construct meaning/ interpret

Construct meaning/ analyse

Evaluate

Page 14

Middle Years Programme | IGBIS

Key and Related Concepts The key concepts contributed by the study of language acquisition are communication, connections, creativity and culture.

Related concepts promote deep learning. They are grounded in specific disciplines and are useful for exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex and sophisticated conceptual understanding. The related concepts for the study of language acquisition across the six phases are audience, context, purpose, conventions, message, word choice, meaning, function, structure, patterns, form, accent, idiom, empathy, point of view, stylistic choices, voice, inference, bias, theme and argument.

Objective C: Communicating in Response to Spoken, Written and Visual Text In the language acquisition classroom, students will have opportunities to develop their communication skills by interacting on a range of topics of personal, local and global interest and significance, and responding to spoken, written and visual text in the target language.

Objective D: Using Language in Spoken and Written Form This objective involves recognising and using language suitable to the audience and purpose. When speaking and writing in the target language, students apply their understanding of linguistic and literary concepts to develop a variety of structures, strategies (spelling, grammar, plot, character, punctuation, voice) and techniques with increasing skill and effectiveness.

Objectives and Assessment Criteria The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject.

The objectives of MYP language acquisition encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.

* Source: IB MYP Language Acquisition Guide, 2015

Objective A: Comprehending Spoken and Visual Text Comprehending spoken and visual text encompasses aspects of listening and viewing, and involves the student in interpreting and constructing meaning from spoken and visual text to understand how images presented with oral text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is viewed, and to be aware of opinions, attitudes and cultural references presented in the visual text.

Objective B: Comprehending Written and Visual Text Comprehending written and visual text encompasses aspects of reading and viewing, and involves the student in constructing meaning and interpreting written and visual text to understand how images presented with written text interplay to convey ideas, values and attitudes. Engaging with text requires the student to think creatively and critically about what is read and viewed, and to be aware of opinions, attitudes and cultural references presented in the written and/or visual text.

Middle Years Programme | IGBIS

Page 15

Individuals and Societies MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments. It encourages learners, both students and teachers, to consider local and global contexts.

consideration in the context of a safe and responsible learning environment characterised by respect and open-mindedness.

The study of individuals and societies helps students to appreciate critically the diversity of human culture, attitudes and beliefs. Courses in this subject group are important for helping students to recognise that content and methodology can be debatable and controversial, and for practising the tolerance of uncertainty.

MYP individuals and societies incorporates disciplines traditionally studied under the general term “the humanities” (such as history and philosophy), as well as disciplines in the social sciences (such as economics, business management, geography, sociology and political science).

The approach to individuals and societies by teachers at IGBIS includes a strong focus on inquiry and investigation. Students collect, describe and analyse data used in studies of societies; test hypotheses; and learn how to interpret increasingly complex information, including original source material. This focus on real-world examples, research and analysis is an essential aspect of the subject group.

In this subject group, students can engage with exciting, stimulating and personally relevant topics and issues. Many sensitive and personally challenging topics require careful

* Source: IB MYP Individuals and Societies Guide, 2015

Progression in IB programmes for students studying MYP Individuals and Societies PYP PYP Social Studies knowledge strands: • Human systems and economic activities • Social organisation and culture • Continuity and change through time • Human and natural environments • Resources and the environment

Page 16

MYP Integrated humanities covers a selection of the discrete disciplines in the individuals and societies subject group: • Business Management • Economics • Geography • History • Psychology • Sociology

DP Courses in individuals and societies: • Business Management • Economics • Geography • Global Politics • History • Information Technology in a Global Society • Psychology • Environmental Systems and Societies

Middle Years Programme | IGBIS

Key and Related Concepts The key concepts contributed by the study of individuals and societies are change, global interactions, time, place and space, and systems.

Related concepts promote deep learning. They are grounded in specific disciplines and are useful for exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex and sophisticated conceptual understanding. The related concepts for the study of individuals and societies vary between discipline areas.

Related concepts for the integrated humanities disciplines are causality, choice, culture, equity, globalisation, identity, innovation and revolution, perspective, power, processes, resources, and sustainability. For the economics discipline the related concepts are choice, consumption, equity, globalisation, growth, model, poverty, power, resources, scarcity, sustainability and trade. Other disciplines in individuals and societies have specific related concepts that assist in developing student understanding.

Objective D: Thinking Critically Students use critical thinking skills to develop and apply their understanding of individuals and societies and the process of investigation. * Source: IB MYP Individuals and Societies Guide, 2015

Objectives and Assessment Criteria The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject.

The objectives of MYP individuals and societies encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.

Objective A: Knowing and Understanding Students develop factual and conceptual knowledge about individuals and societies. In order to reach the aims of individuals and societies, students should be able to use terminology in context and demonstrate knowledge and understanding of subject-specific content and concepts through descriptions, explanations and examples.

Objective B: Investigating Students develop systematic research skills and processes associated with disciplines in the humanities and social sciences. Students will also develop successful strategies for investigating independently and in collaboration with others.

Objective C: Communicating Students develop skills to organise, document and communicate their learning using a variety of media and presentation formats.

Middle Years Programme | IGBIS

Page 17

Sciences With inquiry at the core, the MYP sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation.

The MYP sciences curriculum at IGBIS explores the connections between science and everyday life. As they investigate real examples of science applications, students will discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment.

access, use and communicate scientific knowledge correctly and confidently in oral, written and visual modes.

Scientific inquiry also fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Students should learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as members of local and global communities.

Scientific inquiry enables students to develop a way of thinking and a set of skills and processes that they can use to confidently tackle the internal assessment component of Diploma Programme (DP) subjects in biology, chemistry and physics.

Moreover, the MYP sciences objectives and assessment criteria A–D are aligned with the DP sciences objectives and internal assessment criteria, supporting the smooth transition from the MYP to the DP.

Learning science involves more than simply learning technical terminology. The MYP considers all teachers to be language teachers and, thus, MYP sciences at IGBIS enables students to

The main approach to teaching and learning sciences is through structured inquiry in the context of interdisciplinary units. Students are encouraged to investigate science by formulating their own questions and finding answers to those questions, including through research and experimentation.

* Source: IB MYP Sciences Guide, 2015

Progression in IB programmes for students studying MYP Sciences Diploma Programme

Chemistry

Middle Years Programme

Sciences

Primary Years Programme

Mathematics

Diploma Programme

Middle Years Programme

Primary Years Programme

Page 18

Biology

Environmental Systems and Societies

Individuals and Societies

Social Studies

Physics

Sports, Exercise and Health Science

Chemistry

Physical and Health Education

Science

Personal, Social and Physical Education Middle Years Programme | IGBIS

Discuss improvements or extensions to the method

Explain the problem or questions to be tested

e at lu

In q re ui

Ev a

Evaluate the method

Evaluate the hypothesis

Processing and evaluating

Inquiring and designing

o

ce

ss

Collect, organise, transform and present data

es

Pr

ig

n

Interpret and explain the results

D

Formulate and explain a testable hypothesis

Explain how to manipulate the variables and how data will be collected

Design a safe, logical and complete method

Key and Related Concepts The key concepts contributed by the study of sciences are change, relationships and systems.

Related concepts promote deep learning. They are grounded in specific disciplines and are useful for exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex and sophisticated conceptual understanding. The related concepts for the study of sciences across the disciplines are balance, consequences, energy, environment, evidence, form, function, interaction, models, movement, patterns, transformation, development, conditions and transfer.

Objectives and Assessment Criteria The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject. The objectives of MYP sciences encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.

Objective A: Knowing and Understanding Students develop scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and apply it to solve problems and express scientifically supported judgments. To reach the highest level students must make scientifically supported judgments about the validity and/ or quality of the information presented to them. Assessment tasks could include questions that challenge students to analyse and examine information and allow them to outline arguments about validity and/or quality using their knowledge and understanding of science.

Middle Years Programme | IGBIS

Experimental Design Cycle

Objective B: Inquiring and Designing Intellectual and practical skills are developed through designing, analysing and performing scientific investigations. Although the scientific method involves a wide variety of approaches, the MYP emphasises experimental work and scientific inquiry.

When students design a scientific investigation they develop a method that will allow them to collect sufficient data so that the problem or question can be answered and identify both the independent and controlled variables.

Objective C: Processing and Evaluating Students collect, process and interpret qualitative and/or quantitative data, and explain conclusions that have been appropriately reached. MYP sciences helps students to develop analytical thinking skills, which they can use to evaluate the method and discuss possible improvements or extensions.

Objective D: Reflecting on the Impacts of Science Students gain global understanding of science by evaluating the implications of scientific developments and their applications to a specific problem or issue. A variety of communication modes will be applied in order to demonstrate understanding. Students are expected to become aware of the importance of documenting the work of others when communicating in science. * Source: IB MYP Sciences Guide, 2015

Page 19

Mathematics The study of mathematics is a fundamental part of a balanced education. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking.

Mathematics can help make sense of the world and allows phenomena to be described in precise terms. It also promotes careful analysis and the search for patterns and relationships, skills necessary for success both inside and outside the classroom. Mathematics, then, should be accessible to and studied by all students.

Studying mathematics, however, should be more than simply learning formulae or rules. Students should not have the impression that all of the answers to mathematics can be found in a book but, rather, that they can be active participants in the search for concepts and relationships. In that light, mathematics becomes a subject that is alive with the thrill of exploration and the rewards of discovery. At the same time, that new knowledge may then be applied to other situations, opening up even more doors for students. MYP mathematics promotes both inquiry and application, helping students to develop problem-solving techniques that transcend the discipline and that are useful in the world outside school.

The MYP mathematics program at IGBIS is tailored to the needs of students, seeking to intrigue and motivate them to want to learn its principles. Students will see authentic examples of how mathematics is useful and relevant to their lives and they will be encouraged to apply it to new situations. Mathematics provides the foundation for the study of sciences, engineering and technology. However, it is also evident in the arts and is increasingly important in economics, the social sciences and the structure of language. Students are encouraged to use ICT tools to represent information, to explore and model situations, and to find solutions to various problems. These are skills that are useful in a wide range of arenas. MYP mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in mathematics, as well as to prepare those students who will use mathematics in their studies, workplaces and lives in general. * Source: IB MYP Mathematics Guide, 2015

Progression in IB programmes for students studying Mathematics

Diploma Programme

Mathematical Studies SL

Mathematics SL

Mathematics (Standard)

Mathematics HL

Mathematics (Extended)

Middle Years Programme Mathematics

Primary Years Programme

Page 20

Mathematics

Middle Years Programme | IGBIS

Key and Related Concepts The key concepts contributed by the study of mathematics are form, logic and relationships.

Related concepts promote deep learning. They are grounded in specific disciplines and are useful for exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex and sophisticated conceptual understanding. The related concepts for the study of mathematics are change, equivalence, generalisation, justification, measurement, model, pattern, quantity, representation, simplification, space and system.

Objective D: Applying Mathematics in Real-life Contexts MYP mathematics encourages students to see mathematics as a tool for solving problems in an authentic real-life context.

Students are expected to transfer theoretical mathematical knowledge into real-world situations and apply appropriate problem-solving strategies, draw valid conclusions and reflect upon their results. * Source: IB MYP Mathematics Guide, 2015

Objectives and Assessment Criteria The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject. The objectives of MYP mathematics encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.

Objective A: Knowing and Understanding Knowledge and understanding are fundamental to studying mathematics and form the base from which to explore concepts and develop skills. This objective assesses the extent to which students can select and apply mathematics to solve problems in both familiar and unfamiliar situations in a variety of contexts. Students are required to demonstrate knowledge and understanding of the concepts and skills of the four branches in the prescribed framework (number, algebra, geometry and trigonometry, statistics and probability).

Objective B: Investigating Patterns Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery.

Working through investigations encourages students to become risk-takers, inquirers and critical thinkers. The ability to inquire is invaluable in the MYP and contributes to lifelong learning.

Objective C: Communicating Mathematics provides a powerful and universal language.

Students are expected to use appropriate mathematical language and different forms of representation when communicating mathematical ideas, reasoning and findings, both orally and in writing.

Middle Years Programme | IGBIS

Page 21

Arts The arts are a universal form of human expression and a unique way of knowing that engage us in effective, imaginative and productive activities. Learning through the arts helps us to explore, shape and communicate our sense of identity and individuality. A focus on the individual enhances our selfconfidence, resilience and adaptability. It encourages our sense of belonging and community through the recognition of identities. During adolescence, the arts provide an opportunity for age-appropriate and holistic development of the social, emotional, intellectual and personal intelligences of the student.

Development in the arts is a dynamic process, and not necessarily linear. The student moves freely through a creative process towards a deeper understanding of the arts. Thinking creatively fits naturally in MYP arts, but can easily become a focus in other subject groups too. This objective is essential in modern education to address the need for student-centred learning and lifelong learning, looking towards a modern context of flexible employment and a higher demand for innovation and change in the workplace. As both an objective in the arts and an ATL skill across the programme, heightened awareness of thinking creatively encourages students to develop metacognitive skills and become self-regulated learners.

In MYP arts students have opportunities to function as artists, as well as learners of the arts. Artists have to be curious.

By developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem-solvers. Students develop through creating, performing and presenting arts in ways that engage and convey feelings, experiences and ideas. It is through this practice that students acquire new skills and master those skills developed in prior learning.

Arts in the MYP stimulate young imaginations, challenge perceptions and develop creative and analytical skills.

Involvement in the arts encourages students to understand the arts in context and the cultural histories of artworks, thus supporting the development of an inquiring and empathetic world view. They challenge and enrich personal identity and build awareness of the aesthetic in a real-world context. * Source: IB MYP Arts Guide, 2015

Progression in IB programmes for students studying MYP Arts

Diploma Programme

Visual Arts

Theatre

Music

Visual Arts

Drama

Music

Middle Years Programme Performing Arts

Visual Arts Arts Primary Years Programme Visual Arts

Page 22

Music

Middle Years Programme | IGBIS

Key and Related Concepts The key concepts contributed by the study of arts are aesthetics, identity, change and communication.

Related concepts promote deep learning. They are grounded in specific disciplines and are useful for exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex and sophisticated conceptual understanding. The related concepts for the study of arts across the disciplines are audience, expression, interpretation, representation, boundaries, genre, narrative, style, composition, innovation, presentation, visual culture, role, play and structure.

Objective D: Responding Students should have the opportunity to respond to their world, to their own art and to the art of others. A response can come in many forms; creating art as a response encourages students to make connections and transfer their learning to new settings. Through reflecting on their artistic intention and the impact of their work on an audience and on themselves, students become more aware of their own artistic development and the role that arts play in their lives and in the world. * Source: IB MYP Arts Guide, 2015

Objectives and Assessment Criteria The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject.

The objectives of MYP arts encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.

Objective A: Knowing and Understanding Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms and are able to analyse and communicate in specialised language. Using explicit and tacit knowledge alongside an understanding of the role of the arts in a global context, students inform their work and artistic perspectives.

Objective B: Developing Skills The acquisition and development of skills provide the opportunity for active participation in the art form and in the process of creating art. Skill application allows students to develop their artistic ideas to a point of realisation. The point of realisation could take many forms. However, it is recognised as the moment when the student makes a final commitment to his or her artwork by presenting it to an audience. Skills are evident in both process and product.

Objective C: Thinking Creatively The arts motivate students to develop curiosity and purposefully explore and challenge boundaries. Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to develop their artistic intentions, their processes and their work. Thinking creatively enables students to discover their personal signature and realise their artistic identity.

Middle Years Programme | IGBIS

Page 23

Physical and Health Education MYP physical and health education (PHE) aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well-being. Students engaged in physical and health education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, empowering them to make informed decisions and promoting positive social interaction.

Physical and health education focuses on both learning about and learning through physical activity. Both dimensions help students to develop approaches to learning (ATL) skills across the curriculum. Physical and health education contributes a unique perspective to the development of the attributes of the IB learner profile, promoting the health of individuals and communities.

Through physical and health education, students can learn to appreciate and respect the ideas of others, and develop effective collaboration and communication skills. This subject area also offers many opportunities to build positive interpersonal relationships that can help students to develop a sense of social responsibility. At their best, physical and health education courses develop the enjoyment, engagement and confidence in physical activity that students need in order to achieve and maintain a balanced, healthy life.

Physical activity and health are of central importance to human identity and global communities. They create meaningful connections among people, nations, cultures and the natural world, and they offer a range of opportunities to build intercultural understanding and greater appreciation for our common humanity. * Source: IB MYP Physical and Health Education Guide, 2015

Progression in IB programmes for students studying MYP Physical and Health Education

Diploma Programme

Page 24

Sports, exercise and health education

Middle Years Programme

Physical and health education

Sciences

Primary Years Programme

Personal, social and physical education

Sciences

Middle Years Programme | IGBIS

Key and Related Concepts The key concepts contributed by the study of PHE are change, communication and relationships.

Related concepts promote deep learning. They are grounded in specific disciplines and are useful for exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex and sophisticated conceptual understanding. The related concepts for the study of PHE across the disciplines are adaptation, balance, choice, energy, environment, function, interaction, movement, perspectives, refinement, space, and systems.

Objective D: Reflecting and Improving Performance Students enhance their personal and social development, set goals, take responsible action and reflect on their performance and the performance of others. Students should be able to: explain and demonstrate strategies that enhance interpersonal skills; develop goals and apply strategies to enhance performance; analyse and evaluate performance. * Source: IB MYP Physical and Health Education Guide, 2015

Objectives and Assessment Criteria The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject.

The objectives of MYP PHE encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.

Objective A: Knowing and Understanding Students develop knowledge and understanding about health and physical activity in order to identify and solve problems.

Students should be able to: explain physical health education factual, procedural and conceptual knowledge; apply physical and health education knowledge to analyse issues and solve problems set in familiar and unfamiliar situations; apply physical and health terminology effectively to communicate understanding.

Objective B: Planning for Performance Students, through inquiry, design, analyse, evaluate and perform a plan in order to improve performance in physical and health education. Students should be able to: design, explain and justify plans to improve physical performance and health; analyse and evaluate the effectiveness of a plan based on the outcome.

Objective C: Applying and Performing Students develop and apply practical skills, techniques, strategies and movement concepts through their participation in a variety of physical activities. Students should be able to: demonstrate and apply a range of skills and techniques effectively; demonstrate and apply a range of strategies and movement concepts; analyse and apply information to perform effectively.

Middle Years Programme | IGBIS

Page 25

Design Design, and the resultant development of new technologies, has given rise to profound changes in society: transforming how we access and process information; how we adapt our environment; how we communicate with others; how we are able to solve problems; how we work and live. Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints associated with products or systems, allowing them to redefine and manage the generation of further thought through prototyping, experimentation and adaptation. It is human-centred and focuses on the needs, wants and limitations of the end user.

Competent design is not only within the reach of a small set of uniquely skilled individuals, but can be achieved by all.

The use of well-established design principles and processes increases the probability that a design will be successful. To do this, designers use a wide variety of principles which, taken together, make up what is known as the design cycle: • Designers adapt their approach to different design situations, but they have a common understanding of the process necessary to form valid and suitable solutions.

• A designer has a role and responsibility to the community and the environment. Their decisions can have a huge impact and, therefore, their ethics and morals can and should be questioned regularly.

• A designer should have the ability to maintain an unbiased view of a situation and evaluate a situation objectively, highlighting the strengths and weaknesses of a common product or system.

• Good communication is a key trait of any good designer through visual and oral presentation.

Designing requires an individual to be imaginative and creative, while having a substantial knowledge base of important factors that will aid or constrain the process. Decisions made need

Page 26

to be supported by adequate and appropriate research and investigation. Designers must adopt an approach that allows them to think creatively, while conforming to the requirements of a design specification.

Both the ideas of design and the process of design can only occur in a human context. Design is carried out by a community of people from a wide variety of backgrounds and traditions, and this has clearly influenced the way design has progressed at different times. It is important to understand, however, that to design is to be involved in a community of inquiry with certain common beliefs, methodologies, understandings and processes.

MYP design challenges all students to apply practical and creative thinking skills to solve design problems; encourages students to explore the role of design in both historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action.

Inquiry and problem-solving are at the heart of the subject group. MYP design requires the use of the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, the creation of solutions, and the testing and evaluation of the solution. In MYP design, a solution can be defined as a model, prototype, product or system that students have developed and created independently.

A well-planned design programme enables students to develop not only practical skills but also strategies for creative and critical thinking. The MYP expects all students to become actively involved in, and to focus on, the whole design process rather than on the final product/solution. * Source: IB MYP Design Guide, 2015

Middle Years Programme | IGBIS

Progression in IB programmes for students studying MYP Sciences

Diploma Programme

Computer Science

Design Technology

Middle Years Programme

Primary Years Programme

ITGS

Design

Arts

Technology

Science

The MYP Design Cycle

Explain and justify the need Explain the impact of the solution

Identify and prioritise the research

Analyse existing products

Develop a design brief Develop a design

Inquiring and analysing

Explain how the solution could be improved

Develop design ideas

Developing Ideas

Evaluating Evaluate the success of the solution

Present the chosen design

Design testing methods

Creating the solution Explain and justify the need

Middle Years Programme | IGBIS

Develop planning drawings / diagrams

Identify and prioritise the research

Analyse existing products

Develop a design brief

Page 27

Key and Related Concepts The key concepts contributed by the study of design are communication, communities, development and systems.

Related concepts promote deep learning. They are grounded in specific disciplines and are useful for exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex and sophisticated conceptual understanding. The related concepts for the study of design across the disciplines are adaptation, collaboration, ergonomics, evaluation, form, function, innovation, invention, markets and trends, perspective, resources and sustainability.

Objectives and Assessment Criteria The objectives of any MYP subject state the specific targets that are set for learning in the subject. They define what the student will be able to accomplish as a result of studying the subject. The objectives of MYP design encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge.

Objective C: Creating the Solution Students plan the creation of the chosen solution and follow the plan to create a prototype sufficient for testing and evaluation.

Objective D: Evaluating Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success. Students identify areas where the solution could be improved and explain how their solution will impact on the client or target audience.

Students will be able to: critically evaluate the success of the solution against the design specification; explain how the solution could be improved; explain the impact of the solution on the client/target audience. * Source: IB MYP Design Guide, 2015

Objective A: Inquiring and Analysing Students are presented with a design situation, from which they identify a problem that needs to be solved. They analyse the need for a solution and conduct an inquiry into the nature of the problem. Students will be able to: explain and justify the need for a solution to a problem for a specified client/target audience; identify and prioritise the primary and secondary research needed to develop a solution to the problem; analyse a range of existing products that inspire a solution to the problem; develop a detailed design brief which summarises the analysis of relevant research.

Objective B: Developing Ideas Students write a detailed specification, which drives the development of a solution, and present the solution. Students will be able to: develop a design specification which states the success criteria for the design of a solution; develop a range of feasible design ideas which can be correctly interpreted by others; present the final chosen design and justify its selection; develop accurate and detailed planning drawings/diagrams and outline the requirements for the creation of the chosen solution.

Page 28

Middle Years Programme | IGBIS

Projects At IGBIS, MYP students will have the opportunity to engage in both the community project in Grade 8 and the personal project in Grade 10. The community project and the personal project are known together as MYP projects.

The community project, completed during Grade 8, focuses on community and service, encouraging students to explore their right and responsibility to implement service as action in the community. The community project gives students an opportunity to develop awareness of needs in various communities and address those needs through service learning. As a consolidation of learning, the community project engages in a sustained, in-depth inquiry leading to service as action in the community. The community project may be completed individually or by groups of a maximum of three students.

The personal project, completed during Grade 10, encourages students to practise and strengthen their approaches to learning (ATL) skills, to consolidate prior and subject-specific

learning, and to develop an area of personal interest. The personal project provides an excellent opportunity for students to produce a truly personal and often creative product/outcome and to demonstrate a consolidation of their learning in the MYP. The project offers many opportunities for differentiation of learning and expression according to students’ individual needs. The personal nature of the project is important; the project should revolve around a challenge that motivates and interests the individual student. Each student develops a personal project independently.

MYP projects are student-centred and age-appropriate, and they enable students to engage in practical explorations through a cycle of inquiry, action and reflection. MYP projects help students to develop the attributes of the IB learner profile; provide students with an essential opportunity to demonstrate ATL skills developed through the MYP; and foster the development of independent, lifelong learners. * Source: IB MYP Projects Guide, 2015

Progression in IB programmes for students undertaking MYP projects Diploma Programme

Career-related Programme

Middle Years Programme

Primary Years Programme

Middle Years Programme | IGBIS

Core: Extended Essay

Core: TOK & CAS

Core: Reflective Project

Core: CAS

Personal Project

Community Project

PYP Exhibition

Page 29

MYP Projects Objectives The visualisation below shows that the four objectives for both the community project and the personal project— investigating, planning, taking action and reflecting—form a cyclical and interactive approach to inquiry and should be

addressed as such. The four objectives will be demonstrated holistically in the process and students will use the presentation of the community project, or the report of the personal project, as an opportunity to demonstrate how they have addressed each of the objectives.

Identify prior learning and based on personal interests

Evaluate the quality of the service as action or product / outcome

knowledge

Demonstrate research skills

Investigating

knowledge and understanding

Develop a proposal of action / criteria

Planning

development of ATL / as an IB learner

Demonstrate self-management skills

Taking action Demonstrate service as action / create a product or outcome

Demonstrate thinking skills

Students are expected to spend approximately 15 hours on their community project and 25 hours on their personal project. This time includes: meeting with supervisors; independent learning through research, planning, development and completion of the project; reporting of the project.

Plan and record the development process

Demonstrate communication and social skills

must have the capacity to complete the project without relying solely on the help of others. The student may involve teachers and other appropriate adults as resources, but students must complete the project independently. * Source: IB MYP Projects Guide, 2015

The student’s individual strengths and weaknesses need to be considered alongside his or her specific interests and prior knowledge. While collaboration with others will form part of the project, the project must be the student’s own; he or she

Page 30

Middle Years Programme | IGBIS

IGBIS INTERNATIONAL SCHOOL

IGB International School

Owned by Detik Harapan Sdn. Bhd. (790342-W) Jalan Sierramas Utama, Sierramas, 47000 Sungai Buloh, Selangor Darul Ehsan, Malaysia.

T E

+60 3 6145 4688 enquiries@igbis.edu.my