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The Guide to MYP

A guide to the Middle Years Program :)
by

Jessica Bonilla

on 4 September 2013

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Transcript of The Guide to MYP

MYP Academic Areas
Areas of Interaction
Grading Scale on the Design Cycle
Language A
Language B
Humanities
Sciences
Mathematics
Arts
Technology
Approaches to Learning
Community and Service
Human Ingenuity
Environments
Health and Social Education
Physical Eduction
World History,Texas History,U.S History,World Geography,World Government, 20th Century World Topics,Theory of Knowledge and,Psychology
Professional Communications and Graphic Design,Video Game Design
or Computer Programming
Biology,Chemistry,Physics,Environmental Systems and Societies

Algebra,Geometry,Algebra 2, Calculus, Statistics, Quantitative Reasoning
Visual Arts,Painting,Photography,Theatre,Band,Orchestra,Choir
Latin and Spanish or French
Essence of the Area
Learning how to learn
How do I learn Best?
How do I know?
How do I communicate my understandings?
Focus
Practical Skills
Social Skills
Reflection
Analytical Skills

Problem-Solving thinking Skills
Subject-Specific and Interdisciplinary Conceptual Understanding
Essence of the Area
Becoming reflective and active member of the communities
How do I live in relation to each other?
How can I contribute to the community?
How can I help others?
Focus
Reflection and Finding ways to address these needs though technology
Getting involved in community and service projects
Awareness to other's needs
Essence of the Area
The Human Creator and Innovator
Why and how do we create?
What are the consequences?
Focus
The design cycle
Communication though process journal
Assessing the effects of technology
The three branches of technology( information,materials,system)
Essence of Area
Caring for Our Environment
Where do we live?
What resources do we have or need?
What are my responsibilities?
Focus
Global Environmental issues
Effective treatment of materials and recycling
Positive and negative effects of technology
Responsible attitudes towards environment
Essence of Area
Looking after ourselves
How do I think and act?
How am I changing?
How can I look after myself and others?
Focus
Risk in using tools and materials
Physical and mental limitations in using tools and materials
Appropriate safety precautions
Needs and preferences affecting and being affected by technology
Technology in different cultures
Unit Question
The unit question of a unit that is a link between a topic of any subject and an area of interaction.It is a vague question that frames a specific unit of work and it helps students focus on the main ideas.
Generate possibility of multiple answers
Lead students to STRUGGLE with the relationship between the content and the AOI's
Prompt the student to ask more questions
Not have readily available answers in a book or on the internet
A unit question should:
Criterion A: Investigate
0 points
The student does not reach a standard described by any of the descriptors to the right
Design Brief
The student's response to the challenge.showing how they intend to solve the problem they have been presented with. This will guide their investigation as the work to develop a more detailed design specification
Design Specification
A detailed description of the conditions, requirements and restrictions with which a design must comply. This is a precise and accurate list of facts such as conditions,dimensions,materials,process and methods that are important for the designer and for the user. All appropriate solutions will need to comply with the design specifications.
1-2 Points
The students states the problem. The student investigates the problem,collecting information from sources. The student lists some specifications.
Investigate
Investigation is an essential stage in the design cycle. Students are expected to identify the problem,develop a design brief and formulate a design specification. Students are expected to acknowledge the sources of information and document these appropriately.
3-4 Points
The students describes the problem mentioning its relevance. The student investigated the problem,selecting and analyzing information from some acknowledged sources. The student describes a test to evaluate the product/solution against the design specification.
5-6 Points
The student explains the prob;em, discussing its relevance. The student critically investigates the problem, evaluating information form a broad range of a appropriate,acknowledged sources. The student describes detailed methods for appropriate testing to evaluate the product/solution against the design specifications.
Criterion B: Design
Design
Students are expected to generate several design that meet the design specification and to evaluate the these against the design specifications. Students are then expected to select one design,justify their choice and evaluate this in detail against the design specifications.
0 Points
The students does not reach a standard described by any of the descriptors to the right.
Foundations of Personal Fitness or Individual or Team Sports
English Language Arts
1-2 Points
The student generates one design, and makes some attempt to justify this against the design specification.
3-4 Points
The student generates a few designs,justifying the choice of one design and fully evaluating this against the design specifications.
5-6 Points
The student generates a range of achievable designs,each evaluated against the design specifications. The student justifies the chosen design and evaluates it fully and critically against the design specifications.
Criterion C: Plan
Plan
Students are expected to construct a plan to create their chosen product/solution that has a series of logical steps, and that makes effective use of resources and time. Students are expected to evaluate the plan and justify any modifications to the designs.
0 Points
The student does not reach a standard described by any of the descriptors to the right,
1-2 Points
The student produces a plan that contains some details of the steps and/or the resources required.
3-4 Points
The student produces a plan that contains a number of logical steps that include resources and time, The student makes some attempt to evaluate the plan.
5-6 Points
The student produces a plan that contains a number of detailed ,logical steps that describes the use of resources and time. The student critically evaluates the plan and justifies any modifications to the design.
Criterion D: Create
Create
Students are expected to document,with a series of photographs or a video and a dated record,the process of making their product/solution,including when and how they use tools,materials,and techniques. Students are expected to follow their plan,to evaluate the plan and justify any changes they make to the plan while they are creating the product/solution. Students will sometimes plunge into a very ambitious project, or they may come across unforeseen circumstances. In some circumstance a product/solotion that is incomplete or does not function fully can still achieve one of the levels awarded for this criterion
0 Points
The student does not reach a standard described by any of the descriptors to the right.
Appropriate Quality
This is the best product/solution that the student can product,taking into account the resources available,the skills and techniques they have used,their educational development,how the product/solution is addresses the identified need.and aspects of softy and ergonomics.
1-2 Points
The students considers the plan and creates at least a portion of a product/solution.
3-4 Points
The student uses appropriate techniques and equipment. The student follows the plan and mentions any modifications made,resulting in a product/solution of good quality.
5-6 Points
The student competently uses appropriate techniques and equipment. The student follows the plan and justifies any modifications made,resulting in a product/solution using the resources available.
Criterion E:Evaluate
Evaluate
Students are expected to evaluate the product/solution against the design specification in an objective matter based on testing,and to evaluate its impact on life,society and/or the environment.They are expected to explain how the product/solution could be improved as a result of these evaluations. Students are expected to evaluate their own performance at each of the stages of the design cycle and to suggest ways in which their their performance could be improved.
Product Testing
A stage in the design process where versions of products(for example prototypes) are tested against the need,applied to the context and presented to the end-user or target audience.
0 Points
The student does not reach a standard described by any of the descriptors to the right.
1-2 Points
The student evaluates the product/solution or his or her own performance. The student attempts to test the product/solution.
3-4 Points
The students evaluates the product/solution and his or her own performance and suggests ways on which test could be improved. The student test the product/solution to evaluate it against the design specifications.
5-6 Points
The student evaluates the success of the product/solution in an objective manner based on the results of testing,and the views of the intended users. The student provides an evaluation of his or her own performance at each stage of the design cycle and suggests improvements. The student provides an appropriate evaluation of the impact of the product.solution on life,society and/or the environment.
Criterion F:Attitudes in Technology
Attitudes in Technology
The criterion refers to students' attitudes when working in technology. It focuses on an overall assessment of two aspects: Personal Engagement (motivation,independence,general positive attitude) Attitudes Towards Safety and Cooperation and Respect For Others. By their very nature there qualities are difficult to quantify and assess,and assessment should therefore take into account the context in which the unit of work was undertaken.
0 Points
The student does not reach a standard described by any of the descriptors to the right.
1-2 Points
The students occasionally displays a satisfactory in one of the aspects listed above.
3-4 Points
The student frequently displays a satisfactory standard in both of the aspects listed above.
5-6 Points
The students consistently displays a satisfactory standard in both of the aspects listed above.
IB Grade
1
Assignment Grade
0-5
NHP Grade
0,30,35,40,45,50
IB Grade
2
Assignment Grade
6-9
NHP Grade
51,54,57,59
IB Grade
3
Assignment Grade
10-15
NHP Grade
60,62,64,66,68,69
MYP Grade Conversion
IB Grade
4
Assignment Grade
16-21
NHP Grade
70,72,74,76,78,79
IB Grade
5
Assignment Grade
22-26
NHP Grade
80,82,84,86,89
IB Grade
6
Assignment Grade
27-31
NHP Grade
90,91,92,94,95
IB Grade
7
Assignment Grade
32-36
NHP Grade
96,97,98,99,100
Personal Project
The personal project is done by the student in their last year of the Middle Years Program. The personal project is a significant piece of work that is the product of the student's own initiative can creativity. Each project needs to reflect a personal understanding of the AOI's. Students apply the skills acquired through one of these areas as well as approaches to learning.
Students are expected are expected to choose their projects and take the process through the completion under the supervision of a teacher in the school. This involves:Planning,Research, and a High Degree of Personal Reflection. The project is assessed by teachers against a set of IB assessment criteria.
Personal Project
Technology
The course is essentially concerned with solving problems in an effort to stimulate students' ingenuity and to encourage them to combine intellectual talents and practical skills. School are granted flexibility in the choice for technology subjects,but each course provides a balance between three key areas: Systems, Information,Materials.
Students are encouraged to display ingenuity and creativity in devising practical solutions to given tasks. Students use the design cycle to help them investigate,design,plan,create and evaluate.
The subject area is valuable for reinforce and integrate skills that were learned in other disciplines. Especially in the presentation and handling data and the process involved in the design and manufacture of a product. At the same time, it fosters awareness of the social and ethical implications of technological developments of a product.
"MYP Technology courses have the design cycle (investigating, planning, creation, and evaluation) at their core and are based upon the foundation of the three branches of Technology(information, materials, systems). Any course that achieves this and legitimately matches the MYP technology objectives can be considered an authentic MYP technology course" -Technology Guide Page 46
Works Cited

International Baccalaureate Organization. "Middle Years Programme Curriculum." IB , Arts. N.p., 2005. Web. 02 Sept. 2013.
International Baccalaureate Organization. "Middle Years Programme Curriculum." IB , Humanities. N.p., 2005. Web. 02 Sept. 2013.
International Baccalaureate Organization. "Middle Years Programme curriculum." IB , language A. 2005. 02 Sept. 2013 <http://ibo.org/myp/curriculum/group1/>.
International Baccalaureate Organization. "Middle Years Programme Curriculum." IB , Language B. N.p., 2005. Web. 02 Sept. 2013.
nternational Baccalaureate Organization. "Middle Years Programme Curriculum." IB , Mathematics. N.p., 2005. Web. 02 Sept. 2013.
International Baccalaureate Organization. "Middle Years Programme curriculum." IB , personal project. 2005. 02 Sept. 2013 <http://ibo.org/myp/curriculum/project/>.
International Baccalaureate Organization. "Middle Years Programme Curriculum." IB , Physical Education. N.p., 2005. Web. 02 Sept. 2013.
International Baccalaureate Organization. "Middle Years Programme Curriculum." IB , Sciences. N.p., 2005. Web. 02 Sept. 2013.
International Baccalaureate Organization. "Middle Years Programme Curriculum." IB , Technology. N.p., 2005. Web. 02 Sept. 2013.


By: Jessica Bonilla
The Guide to MYP
Language A is the child's best language. It is most typically,but not always the language of instruction of the school. Language A is the basic tool of communication in the sense of enabling a student to understand and be understood,and to make their own identity. The course should include:the instrumental function of a language where listening, viewing, speaking, reading and writing skills are emphasized and literature, which encompasses a variety of periods and genres.
The goal of Language B is to encourage the student to to gain a competence in a modern language other than their native tongue along with the long-term goal of being bilingualism. Some other goals of Language B is to encourage in the student a respect for and understanding of other languages and cultures and Provide a skills base to facilitate further language learning.Proficiency in a second language gives students access to a broader range of input, experiences and perspectives and the enjoyment of being able to communicate in a language other than their native tongue.
It is also known that learning another language greatly contributes to the entire development of students and is believed to raise achievement in other subject areas.
Humanities has the potential to consist of a broad range of traditionally separate subjects, such as the ones listed above. The school has the option of teaching these subjects as separate courses or as one single course.Within the aims and objectives of this subject group, there are concepts that students must address and skills that must be developed over the five years of the program. These include:The concepts of time, place and space, change, systems and global awareness,Technical, analytical, problem-solving and investigative skills.The primary aim of the humanities course is to develop the understanding and application of concepts and skills rather than prescribe and assess content.
This subject group consists of the traditional subjects of biology, chemistry and physics, Topics, concepts and issues from other branches of science, such as earth and health sciences are also included. The goal is to provide students with both knowledge and understanding of the scientific approach to problem solving, the ability to formulate a hypotheses, design and carry out experiments ,to test them, and evaluate results. Students are expected to use basic laboratory equipment safely and efficiently,make sensible estimates and take accurate measurements,make scientifically supported arguments.relate the classroom and laboratory to the realities of life as they develop critical-thinking and problem-solving skills.Science courses promote an awareness of the international context of scientific activity—its impact and limitations—as well as the evolution of scientific knowledge and understanding. Students are encouraged to consider science as a constantly evolving cooperative venture between individuals and among members of the international community, influenced by social, economic, technological, political, ethical and cultural surroundings.
The goal of mathematics is to provide students with an appreciation of the usefulness, power and beauty of the subject.One aspect is awareness that mathematics is a universal language with diverse applications.Schools are required to develop schemes of work according to a framework that includes five branches of mathematics:number,algebra,,geometry and trigonometry,
statistics and probability,discrete mathematics.Aims and Ojectives include: understanding mathematical reasoning and processes,
the ability to apply mathematics and to evaluate the significance of results,the ability to develop strategies for problems in which solutions are not obvious,the acquisition of mathematical intuition.
The are two parts in the arts,visual and performing arts.
Students are brought into contact with the art forms and aesthetic values of other cultures as well as their own, and are helped to develop perceptions between ideas and art. They are also encouraged to identify particular creative abilities and to master techniques appropriate to that form of expression.
The course:organizes learning around the creative cycle—a dynamic, ongoing process of sensing, planning, creating and evaluating art, and one in which all the senses are involved,encourages creative energy, communication, interaction and reflection,aims to help the student become a developing artist—one who is able to assess the level of skill and target the areas that need development
seeks to acquaint young people with the creations of men and women whose works have proved to be of enduring worth.
The aim of physical education is to help physical,intellectual emotional, and social development.The aim of this course is to cultivate a healthy and active lifestyle for students.This subject area also serves to promote intercultural awareness, since physical education is a reflection of elements of history, culture and values.
This course is essentially concerned with solving problems in an effort to stimulate students’ ingenuity and to encourage them to combine intellectual talents and practical skills.Schools are granted flexibility in the choice of technology subjects, but each course provides a balance between three key areas:systems,information,
materials..In particular, students are encouraged to display ingenuity and creativity in devising practical solutions to given tasks. Students use the design cycle to: investigate,design,plan,create
and evaluate.
4A Professional Communications
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