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The MYP at UNIS for New Families, August 24, 2010
Transcript of The MYP at UNIS for New Families, August 24, 2010
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right IB Learner profile MYP fundamental concepts Adolescents are confronted with a vast and often bewildering array of choices.
The MYP is designed to provide students with the values and opportunities that will enable them to develop sound judgment.
From its beginning, the MYP has been guided by three fundamental concepts that are rooted in the IB mission statement. These three fundamental concepts are: • holistic learning
—representing the notion that all knowledge is interrelated and that the curriculum should cater to the development of the whole person, the attributes of which are described by the IB learner profile
• intercultural awareness
—representing the notion that school communities should encourage and promote international-mindedness by engaging with and exploring other cultures, a key feature of international education as reflected in the attributes of the IB learner profile
—representing the notion that schools should encourage open and effective communication, important skills that contribute to international understanding as exemplified by the attributes of the IB learner profile. The Areas of Interaction The areas of interaction provide the MYP with its unique core. Teaching subject areas through these contexts allows teaching and learning to focus on attitudes, values and skills. the development of the whole person What is the IB? The International Baccalaureate (IB) offers three programs, all of which are offered at UNIS. We are an IB World School.
•The Primary Years Programme (PYP) for students aged 3-12
•The Middle Years Programme (MYP), designed as a five-year program for students aged 11-16
•The Diploma Programme (DP), an internationally recognized pre-university course of study for students aged 16-19. The MYP is an inclusive programme that can cater for all students.
Teachers and students respond in a flexible way to varied learning needs, including the needs of those who are learning in a language other than their mother tongue, or special educational needs of all kinds. What can we expect of a student who completes the MYP program? •Become independent learners •Can recognize and make links between their subjects and the world outside the classroom •Adapt to new learning and life situations •Can combine knowledge and social skills to solve real world problems, alone or in groups. •Are global citizens who understand their responsibilities in our ever changing world English, Korean, Swedish and Vietnamese Performing Arts (Music and Drama), Visual Arts At the end of the program:
The Personal Project Over the concluding year of the MYP program, students engage in a personal project, something that they choose to work on themselves for the year.
This project will show a deep understanding of the Areas of Interaction through any topic that interests them. Community Service at UNIS: Helps us to develop responsible citizens. There are opportunities in each year of the MYP for students to become involved, as well as a minimum requirement of hours. We find that our students almost always exceed this requirement as they become so deeply involved in the programs. Interdisciplinary Links and Units Many Areas of Interaction also help to address one of the fundamental concepts of the MYP:
Holistic education Grade 6 Take Action-service learning through Science Grade 8 Doing DaVinci: students integrated their study of the Renaissance in Humanities and simple machines in Science to learn more about DaVinci and create an inspired invention in his honour Assessment:
How do we assess if your child is meeting the aims of the MYP? The MYP is also a rigorous academic program.
Assessment in the MYP is described as criterion related assessment.
Students around the world who are studying the MYP are all measured against the same criteria for each subject group.
These criteria have been modified slightly for earlier grades in the program. Student success is measured in levels of achievement. There are external checks in the program through a process called Moderation. This happens in grade 10 when teachers send samples of assessed tasks away to ensure worldwide consistency of the MYP standards. Assessment at UNIS is both formative and summative and is used to support and encourage student learning, inform our teaching, promote deep understanding of content, develop higher order thinking skills and is useful for reflection of student learning. Let’s look at an assessment criteria to see how this works:
We will examine an example from Science 8 Lever Lab. While this is only one Criteria shown below, this task is actually assessed on four different Science criteria When teachers assign a task to students, they will also give them the assessment criteria in advance, in order that students can plan for the successful completion of their work. Students are made fully aware, through the use of task specific clarifications, what teachers expect of them on a given assignment. Each subject has different assessment criteria which are often out of different amounts. Not all criteria are of equal value in all subjects.
Based on achievement in each of the criteria, the final level per subject in the IB MYP is given out of 7. How do we communicate assessment with parents? At UNIS in grades 6-10 we have multiple ways of reporting to parents: Formal written reports
4 times a year in total (following each academic quarter
2 reports include narrative comments and recommendations for your child
All reports include achievement in subject criterion and Approaches to Learning
Overall achievement levels out of 7 are given on each report card (with the expectation of 6th grade in Q1) •Parent-teacher-student conferences twice a year •Student led conferences in grades 6-8 (May 13, 2011) •Progress reports •Requiring parents to sign student work •Communicating with parents through the electronic student planner (grades 6-7) •Communicating with parents via email •Assessed work goes into student’s electronic portfolio which can be accessed by parents. Design Technology and Information Technology English, French, Spanish includes Health Integrated and subject specific (in 9/10) The MYP at UNIS
Tuesday August 24, 2010 Thank you. Approaches to learning (ATL)
How do I learn best?
How do I know?
How do I communicate my understanding? Community and Service
How do we live in relation to each other?
How can I contribute to the community?
How can I help others? Environments
Where do we live?
What resources do we have or need?
What are my responsibilities? Health and social education
How do I think and act?
How am I changing?
How can I look after myself and others? Human Ingenuity
Why and how do we create?
What are the consequences? Andrea Law