MYP NEXT CHAPTER

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“... The International Baccalaureate (IB) is a not-for-profit foundation, motivated
by its mission to create a better world through education”
IB has three programmes that connect smoothly
PYP, MYP and DP
MYP: THE NEXT CHAPTER
CHANGE AND CONTINUITY
2007
2009
2013
…
ONE LEARNER PROFILE FOR ALL*
ELEMENTS OF MYP:
* Approaches to
Learning and Teaching
* Concepts
* Global Contexts
* Service
* Personal Project
* Subjects
* Assessment
FOR PYP AND MYP
CONSTRUCTIVIST, INQUIRY TEACHING & LEARNING APPROACH
10 MYP APPROACHES TO LEARNING
ATL skills focus on the process of learning, helping students to become confident,
independent, self-managed learners for life. Teachers teach skills explicitly, and students have
structured opportunities to practise them.
SUB-SECTIONS OF THE ATLs
COMMUNICATION
•Exchanging thoughts, messages and information effectively
through interaction
•Reading, writing and using language to gather and communicate
information
COLLABORATION
Working effectively with others
ORGANIZATION SKILLS
Managing time and tasks effectively
AFFECTIVE SKILLS
Managing state of mind: Mindfulness , Perseverance , Emotional
management , Self-motivation, Resilience
REFLECTIVE SKILLS
(Re-)considering the process of learning; choosing and using ATL
skills
INFORMATION LITERACY
SKILLS
Finding, interpreting, judging and creating information
MEDIA LITERACY SKILLS
Interacting with media to use and create ideas and information
CRITICAL THINKING SKILLS
Analysing and evaluating issues and ideas
CREATIVE THINKING SKILLS
Generating novel ideas and considering new perspectives
TRANSFER SKILLS
Utilizing skills and knowledge in multiple contexts
CONCEPTS TO FOCUS INQUIRY*
SUBJECT NAMES
MYP has 8 subject areas from which students must
have at least one choice.
Language and literature
Language acquisition
Individuals and societies
Sciences
Mathematics
Arts
Physical and health education
Design
Global Contexts
A PROJECT FOR THE REAL WORLD
The personal project is the culmination of the MYP programme. Students select, plan
and carry out an independent production that demonstrates their inquiry
achievements in a significant context. These skills are graded through their personal
project report.
In 2016, all personal projects will be sent in to IB for moderation
SERVICE AS ACTION
Part of the IB core belief is in developing young
people confident and caring enough to serve
their communities. XIS Community Service
programmes will continue.
KEY CONCEPTS 1
AESTHETICS
CHANGE
COMMUNICATION
• deals with the characteristics, creation, meaning
and perception of beauty and taste. The study of
aesthetics develops skills for the critical
appreciation and analysis of art, culture and
nature.
• is a conversion, transformation, or movement from
one form, state or value to another. Inquiry into
the concept of change involves understanding and
evaluating causes, processes and consequences.
• is the exchange or transfer of signals, facts, ideas
and symbols. It requires a sender, a message and
an intended receiver. Communication involves the
activity of conveying information or meaning.
Effective communication requires a common
‘language’ (which may be written, spoken or nonverbal).
KEY CONCEPTS 2
COMMUNITIES
CONNECTIONS
CREATIVITY
• are groups that exist in proximity defined by space,
time or relationship. Communities include, for
example, groups of people sharing particular
characteristics, beliefs or values as well as groups of
interdependent organisms living together in a specific
habitat.
• are links, bonds and relationships among people,
objects, organisms or ideas.
• is the process or ability to make or produce
something new and original, often characterized
by the use of imagination or divergent thinking. It
may be evident in the process as well as the
outcome, solution or product.
KEY CONCEPTS 3
CULTURE
DEVELOPMENT
FORM
• encompasses a range of learned and shared
beliefs, values, interests, attitudes, products, ways
of knowing and patterns of behaviour created by
human communities. The concept of culture is
dynamic and organic.
• is the act or process of growth, progress or
evolution, sometimes through iterative
improvements.
• is the shape and underlying structure of an entity
or piece of work, including its organization,
essential nature and external appearance.
KEY CONCEPTS 4
GLOBAL
INTERACTION
IDENTITY
LOGIC
• focuses on the connections among individuals
and communities, as well as their relationships
with built and natural environments, from the
perspective of the world as a whole.
• is the state or fact of being the same. It refers to
the particular features which define individuals,
groups, things, eras, places, symbols and styles.
Identity can be observed, or it can be constructed,
asserted, and shaped by external and internal
influences.
• is a method of reasoning and a system of
principles used to build arguments and reach
conclusions.
KEY CONCEPTS 5
PERSPECTIVE
• is the position from which we observe situations,
objects, facts, ideas and opinions. Perspective
may be associated with individuals, groups,
cultures or disciplines. Different perspectives
often lead to multiple representations and
interpretations.
RELATIONSHIPS
• are the connections and associations between
properties, objects, people and ideas—including
the human community’s connections with the
world in which we live. Any change in relationship
brings consequences—some of which may occur
on a small scale, while others may be far
reaching, affecting large networks and systems
like human societies and the planetary
ecosystem.
SYSTEMS
• are sets of interacting or interdependent
components. Systems provide structure and order
in human, natural and built environments.
Systems can be static or dynamic, simple or
complex.
KEY CONCEPTS 6
TIME, PLACE
AND SPACE
• The intrinsically-linked concept of time, space and
place refers to the absolute or relative position of
people, objects and ideas. ‘Time, place and
space’ focuses on how we construct and use our
understanding of location (“where” and “when”).
Teachers use key concepts from their own discipline(s) or subject
group(s)—as well as key concepts from other disciplines and
subject groups—to plan disciplinary and interdisciplinary units of
inquiry.
Key concepts are powerful abstract ideas that have many
dimensions and definitions. They have important interconnections
and overlapping concerns. The broad descriptions apply across
subject groups, and MYP subject guides will suggest further
discipline-specific understandings.
ASSESSMENT IN MYP
• All subjects have four criteria for success
• All criteria are worth 8 each, total = 32
• A subject grade (1-7) must be based on at
least two summative assessments of the four
criteria - This means criterion achievements
are the most important to follow. (Handout)
MYP’S 8 SUBJECT
GROUPS
MUSIC
CRITERIA IN EACH SUBJECT
On classroom walls with achievement levels for all strands
VALUE OF EACH
CRITERION
A Knowing and Understanding
B Developing Skills
C Thinking Creatively
D Responding
A Comprehending spoken and visual text
B Comprehending written and visual text
C Communicating in response to spoken, written and visual text
D Using language in spoken and written form
8
8
8
8
8
8
8
8
A
B
C
D
A
B
C
D
Analysing
Organising
Producing Text
Using Language
Knowing and Understanding
Investigating Patterns
Communicating
Applying Mathematics in Real Life Contexts
8
8
8
8
8
8
8
8
SCIENCES
A
B
C
D
Knowing and Understanding
Inquiring and Designing
Processing and Evaluating
Reflecting on the Impacts of Science
8
8
8
8
ART
A
B
C
D
A
B
C
D
A
B
C
D
A
B
C
D
Knowing and Understanding
Developing Skills
Thinking Creatively
Responding
Inquiring and Analysing
Developing Ideas
Creating the Solution
Evaluating
Knowing and Understanding
Investigating
Communicating
Thinking Critically
Knowing and Understanding
Planning for Performance
Applying and Performing
Reflecting and Improving Performance
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
LANGUAGE
ACQUISITION
LANGUAGE AND
LITERATURE
MATHEMATICS
DESIGN
INDIVIDUALS AND
SOCIETIES
PHYSICAL AND HEALTH
EDUCATION
EACH CRITERION COVERS A SET OF NECESSARY PERFORMANCE STRANDS. YOU CAN FIND THESE ON THE TASK SHEET FOR SUMMATIVE
1-7 GRADE BOUNDARIES FOR MYP SUBJECTS
PREDICTION ONLY
1
0-3
2
4-7
3
8-12
4
13-17
5
18-22
6
23-27
7
28-32
MYP 1-7 GRADE DESCRIPTORS
GRADE 1
Minimal achievement in terms of the objectives.
GRADE 2 Very limited achievement against all the objectives. The student has difficulty in understanding
the required knowledge and skills and is unable to apply them fully in normal situations, even with support.
GRADE 3 Limited achievement against most of the objectives, or clear difficulties in some areas. The
student demonstrates a limited understanding of the required knowledge and skills and is only able to
apply them fully in normal situations with support.
GRADE 4 A good general understanding of the required knowledge and skills, and the ability to apply them
effectively in normal situations. There is occasional evidence of the skills of analysis, synthesis and
evaluation.
GRADE 5 A consistent and thorough understanding of the required knowledge 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.
GRADE 6 A consistent and thorough understanding of the required knowledge and skills,
an
GRADE 7 A consistent and thorough understanding of the required knowledge 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.
work of high quality.

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