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Report
MYP: The next chapter
Page 1
MYP around the world
November 2011: 917 schools (in 81 countries)
AFRICA, EUROPE,
MIDDLE EAST
149schools
AMERICAS:
651 schools
ASIA PACIFIC:
117 schools
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Key challenges for MYP
Access for schools
with national/state
curriculum
Continuum
between IB
programmes
Age
appropriateness
© International Baccalaureate Organization
Key challenges for MYP
Choice of
subjects
Fewer
layers
Easy to
implement
Online
curriculum
tool
Action
International
Recognition
and assessment
development
Innovative
Continuum
between IB
programmes
Alignment of
the core of the
IB programmes
UK
Access for schools
with national/state
curriculum
ATL
Criterion
related
Global
contexts
Age
appropriateness
Re-design of
programme
model
© International Baccalaureate Organization
Externally
validated
assessment
Prescribed
concepts
Innovative
Learner
Global
contexts
MYP puzzle
Profile
Approaches
to
learning
Summative
assessment
Action
Subject
Groups
Inquiry
Areas of interaction
InterConcept
disciplinary
based
learning
© International Baccalaureate Organization
Where are we with
MYP: the Next Chapter ?
• Decisions: Proposed changes are still in development and
have not yet been approved.
• Pilots: Aspects of the proposed changes are being piloted and
final decisions will be taken as the outcomes of these pilots
become clear.
• Transition: The IB will guide schools in a gradual process and
give maximum notice of change. The IB is mindful of the need
for schools to be able to allocate resources efficiently.
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Curriculum development
• Contextual learning
– Evolution of areas of interaction to global contexts
• Conceptual framework
– Key and related concepts
– Disciplinary understandings
– Central ideas
• Curriculum planning
• Alignment across PYP, MYP and DP
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Approaches to learning (ATL)
•
•
•
•
ATL to become part of all three programmes
Much stronger emphasis
Related to command terms
Divided into five skills areas common with PYP and DP:
 Communication
 Social
 Self-management
 Research
 Thinking
• Not subject specific, but guides will include subject specific
examples
© International Baccalaureate Organization
Timeline of curriculum development
• Develop guides by 2014
• No guides or TSMs will be published after 2012 until the
launch of MYP: the next chapter suite of documents
• Gathering feedback through:
a)
b)
c)
d)
Surveying schools
School visits and in conferences
Curriculum review meetings and piloting of draft guides
Informal feedback received from a range of stakeholders including
MYP & DP students
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MYP internal assessment
Developments:
• All subjects are moving to four criteria
• Mandated interim criteria and objectives for MYP1 and MYP3
will be proposed
• Command terms will be used to define levels of the criteria in
all subjects
• Common criteria will be aligned across subjects where
applicable
• Monitoring of assessment will continue
– Investigating whether online training for moderators could be made
available as professional development for all MYP teachers.
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Final Assessment
Year 3/4:
Year 5:
Culminating
task
Mandatory:
• Moderation of personal
project
Optional:
• External summative
assessment
• Monitoring
© International Baccalaureate Organization
Potential assessment model
Investigation is being done into the following model:
• External assessment in MYP year 5:
–
–
–
–
–
Will be optional
Electronic, criterion related assessment
Disciplinary and interdisciplinary components
Based on key concepts and developed around global issues
Will be piloted and aims for recognition
• Mandatory moderation for the personal project
• Subject moderation would be phased out
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Subject groups
• The MYP will remain an octagon and will not move towards a
hexagon.
• Investigation of a flexibility option for schools that have
difficulty offering all eight subject groups in MYP years 4-5:
Students may have a choice of subject groups in years 4 and 5
of the programme:
– Minimum of six subject groups must be studied concurrently
– Language B (or second Language A) mandatory for all students in all
years
• Currently being piloted in schools to study the effects on
teaching and learning
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Feedback from schools
Survey sent to coordinators in all IB World Schools, both to
schools that had or did not have MYP (May 2011)
• MYP schools: 94% of respondents considered that, taken
together, they would view the changes as being positive in
their school
• IB schools without MYP: 91% of respondents considered that,
taken together, they would view the changes as being positive
and would consider implementing the MYP in their school.
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Summary of key developments
Significant concepts
Areas of interaction
(AOIs)
Eight subject
groups
Optional
moderation
Certificate of
Achievement
Guides
Teacher support
materials
Curriculum
Assessment
Support
Prescribed concepts with
illustrative content
Potential replacement of AOIs
with global contexts
Choice of subjects years 4-5
Optional external summative
assessment (e-assessment)
Compulsory PP moderation
Year 3/4 culminating task
Guides
Teacher support materials
© International Baccalaureate Organization
Engaged
students
motivated
teachers
improved
preparation for
DP
recognition
and
accreditation
more children
benefitting
from the MYP
Proposed Timeline
2011
Development:
• Core
• Programme
model
• Concepts
• Pilot subject
options
2012-2014
Subject guides;
authorization and
evaluation;
Professional
development;
assessment; piloting
all new elements
2014
Launch, with first
assessment 2015
© International Baccalaureate Organization
Transition
• Professional development will start including new elements
for curriculum planning starting in 2012
• Transition document for schools and IB educators for the
interim period until 2014
• Transition document for schools and IB educators when the
new documents are published in 2014
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Background information
If you are interested in some of the literature that has
informed the discussions so far:
 Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H.,
Burns, D. E., Strickland, C. A., & Imbeau, M. B. (2008). The Parallel
Curriculum: A design to develop learner potential and challenge
advanced learners (2nd edition). Thousand Oaks, CA: Corwin Press.
 Erickson, HL. Stirring the Head, Heart, and Soul: Redefining Curriculum,
Instruction, and Concept-based Learning, c. 2008, Corwin Press Pub
 Willingham, D. (2009). Why don't students like school: A cognitive
scientist answers questions about how the mind works and what it
means for the classroom. San Francisco, CA: Jossey-Bass.
 Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction
and understanding by design. Alexandria, VA: ASCD.
 National Research Council. (2000). How people learn: Brain, mind,
experience and school. Washington, DC: National Academy Press.
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Keep up to date
You can find and post messages about the MYP using:
@IBMYP
For instant updates and MYP news
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Questions
If you have any questions
about this review or any
suggestions, please contact
[email protected]
Page 21

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