The Middle School Vision for Our School
HANDOUTS
NOVEMBER 2014
Potential Benefits for the Community BENEFITS
PYP MYP
Continuous education from Pre-K to Grade 10
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Big brother/sister relationships
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Learning role models
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Enthusiasm of looking forward to future years of study
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Families stay longer with the school
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PYP classes remain stable
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Developing through leadership and service to the community
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Synchronised holiday schedules for PYP and MYP children Adolescents aid in Primary programs & school events (Service)
SCHOOL COMMUNITY
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Small school support to adolescent learners
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Authentic ties with other schools
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Sample Middle Years Timetable Monday
Tuesday
Wednesday
Thursday
Friday
8:30-8:45
Short Homeroom
Short Homeroom
Short Homeroom
Short Homeroom
Short Homeroom
8:45-9:40
Japanese 6/7
Science 6
Mathematics 6
Art 6
Computer Technology 6
9:40-10:35
Science 6
Art 6
Science 6
Japanese 6/7
English 6
10:35-11:30
English 6
English 6
Japanese 6/7
Mathematics 6
Science 6
11:30-12:25
MS Beginning Band
PE (All Grades)
MS Beginning Band
PE (All Grades)
MS Beginning Band/PE
12:45-13:40
Lunch
Lunch
Lunch
Lunch
Lunch
13:40-14:35
Mathematics 6
Humanities 6
DEAR 6 (Library)
Humanities 6
Humanities 6
14:35-15:30
Humanities 6
Computer Technology 6
Long Homeroom
English 6
Mathematics 6
flex time
~ Grade 6 ~
Middle Years Programme at a Glance The IB Middle Years Programme (MYP), for students aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and to become critical and reflective thinkers.
Middle Years Programme Curriculum Model:
Five perspectives known as the Areas of Interaction are at the core of the IB Middle Years Programme: Approaches to learning
Community and service
Environments
Š2006-2010 International Baccalaureate Organization
Health and social education
Human Ingenuity
M I D D L E YE A R S P R O G R A M M E
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The framework is flexible enough to allow a school to include other subjects, and schools enjoy much flexibility in terms of the language of instruction and languages taught. The areas of interaction are a constant throughout the course of the MYP and the eight subject groups, but also through interdisciplinary teaching and projects, whole school activities and the MYP personal project. Students at this stage—early puberty to mid-adolescence—are in a particularly critical phase of personal and intellectual development. This is a time of uncertainty, sensitivity, resistance and questioning. An educational program needs to provide them with discipline, skills and challenging standards, but also with creativity and flexibility. The IB builds its program around these considerations but it is also concerned that students develop a personal value system by which to guide their own lives, as thoughtful members of local communities and the larger world. Teachers assess student work with guidance from the IB according to prescribed, published criteria that state final levels of achievement in each discipline. The MYP places special emphasis on formative assessment, which is used at different stages of the learning process to measure the progress of the student and make necessary adjustments to teaching plans and methods. The students are also involved in formative self-assessment of their work and they reflect on their own approaches to learning. Schools may request final grades to be validated by the International Baccalaureate.
Areas of Interaction Approaches to learning
Health and social education
How do I learn best?
How do I think and act?
How do I know?
How can I look after myself and others?
How do I communicate?
How am I changing?
Community and Service
Human Ingenuity
How do we live in relation to each other?
Why and how do we create?
How can I contribute to the community?
What are the consequences?
How can I help others? Environments What resources do we have? What are my responsibilities?
©2006-2010 International Baccalaureate Organization
M I D D L E YE A R S P R O G R A M M E
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Primary Years Programme at a Glance The IB Primary Years Programme (PYP), for students aged 3 to 12, focuses on the development of the whole child as an inquirer, both in the classroom and in the world outside.
Primary Years Programme Curriculum Model:
At the heart of the PYP is a commitment to structured inquiry as a vehicle for learning. Students are given the opportunity to reflect and take action as a result of the learning.
Š2007-2008 International Baccalaureate Organization
P R I MA RY YE A R S P R O G R A M M E
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At the heart of the PYP is a commitment to structured inquiry as a vehicle for learning. Students are given the opportunity to reflect and take action as a result of the learning. The aim of the program is to help students acquire a holistic understanding of six main themes: •
Who we are
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How the world works
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Where we are in place and time
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How we organize ourselves
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How we express ourselves
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Sharing the planet
This understanding comes about through the interrelatedness of five essential elements: •
Knowledge
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Attitudes
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Concepts
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Action
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Skills
Teachers and students from the school assess student work; there are no examinations or external moderation of student work by the IB. There are two types of assessment in the PYP: •
Formative assessment is interwoven with daily learning and helps teachers and students find out what the students already know in order to plan the next stage of learning.
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Summative assessment happens at the end of the teaching and learning process and gives the students opportunities to demonstrate what they have learned.
The Primary Years Programme: •
Provides an opportunity for learners to construct meaning, principally through conceptdriven inquiry.
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Traditional academic subjects are part of the PYP but it emphasizes the interrelatedness of knowledge and skills through a transdisciplinary program of inquiry.
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The PYP focuses on the heart as well as the mind and addresses social, physical, emotional and cultural needs as well as academic ones.
The Primary Years Programme promotes: •
The construction of knowledge
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The use of inquiry as a pedagogical approach
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The development of conceptual understanding
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Student understanding through personal and cultural experiences
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Valid and varied assessment
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International mindedness
©2007-2008 International Baccalaureate Organization
P R I MA RY YE A R S P R O G R A M M E
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The Middle Years Team & Project