2. Control of curriculum – national
systems
Adaptation of school’s own curriculum
Teaching in many languages
3. 11-16 years
Flexible framework that meets
demands of national, regional or local
legislation
The learner is in the centre of the
programme
5 areas of interaction
7. Provide the MYP with its unique core.
Teaching subject areas through these
contexts allows to focus on
attitudes
values
skills
8. the contexts for the MYP
fundamental concepts
exploration of from academic and the IB learner profile
real-world knowledge to
issues thoughtful action
interdisciplinary
approach to
higher-order learning
thinking skills
reflection
positive
framework for attitudes and a
student inquiry sense of
common personal and
social
language responsibility
10. Approaches to
learning (ATL)
Health and
social Community
education and service
Areas of
interaction
Human
Environments
ingenuity
11. • How do I learn best? learn best?
•How do I
• How do I know? do I know?
•How
• How do I communicate my understanding?
•How do I communicate my understanding?
• teaching students how to learn effectively
• enable them to take responsibility for their own learning
• support student achievement
• ensure that students acquire the skills and the confidence to take
ownership of their own learning
• any new skills should be taught explicitly
• analyze from the student’s point of view
12. • How do we live in relation to each other?
• How can I contribute to the community?
• How can I help others?
• fosters development of the adolescent
• the place and role of the student in communities
• responsible citizenship
• make connections between their development and the benefits that they
can bring to the community
• the fundamental concept of intercultural awareness - empathy and respect
• tools that guide the reflection and allow for formative assessment of
student action
13. Summary
Documents
Group
Journals Discussions
Presentations Student-led
of Projects Conferences.
14. • How do I think and act?
• How am I changing?
• How can I look after myself and others?
encompasses a range of issues
and how they affect individuals, provides students with
human opportunities to inquire key aspects
development and interactions of human development
4 different levels: Student learning expectations in terms
• ourselves in the wider society of:
• ourselves and others • an awareness of and understanding of
• understanding ourselves contemporary and historical social issues
• looking after ourselves. • reflection on and having opinions
• making considered and responsible
choices
15. • What are our environments?
• What resources do we have or need?
• What are my responsibilities?
Students will come to an
appreciation and
understanding of their effects
on their environments:
• The natural environment
• The built environment
• The virtual environment
• students should develop an awareness and understanding
of a range of environments and their qualities
• develop awareness through investigation, discussion and
debate
• students will come to understand better their
responsibilities towards their environments
16. • Why and how do we create?
• What are the consequences?
Human ingenuity = the way in which human minds have influenced
how we think, work, play, construct and conduct friendships and
other relationships, interact with each other, find solutions to
problems, cause problems, transform things and rationalize thought.
17. value learning inquire into subject content
Learning Experiences
make learning goals explicit
interact with the environment
accommodate learning styles
collaborate with each other
18. Learning is in context
Context is relevant
Values and expectations are explicit
They can learn collaboratively
Learning environment is provocative
There is a culture of curiosity at the school
19. Increased emphasis on Decreased emphasis on
Using a rage of teaching Teaching about
strategies responsibility
Working collaboratively Viewing the teacher
Viewing Ss as thinkers the sole authority
Involving Ss in learning Viewing Ss as passive
recipients
Focusing on what Ss
do not know
20. Proved secure learning environments
Strive to develop relationships between
teachers, students and parents
Develop classroom environments that are
focused on learning
21.
22. Written
Curriculum
Taught Assessed
Curriculum Curriculum
23. = a document that describes what will be
taught in each subject to each age group.
Curriculum development
Subject content
Contexts
24. should emphasize the active equal emphasis is given to methodology
and to planning teaching and learning
construction of meaning
encourages teachers to provide opportunities for students
to build meaning and refine understanding
through structured inquiry
The structuring of new experiences by teachers, and
the support teachers give to students’ ideas about
new experiences, are fundamental to students’
conceptual development
25. Internal Criterion-related External
assessment assessment assessment
• tasks are • based upon • align the
designed, deve pre- assessment
loped and determined requirements
applied by criteria that all of the national
teachers students or other
working with should have system with
students in access to. the MYP
their schools.
26. ◦ support and encourage Ss
◦ inform, enhance and improve the teaching
process
◦ promote positive St attitudes towards
learning
◦ promote a deep understanding
◦ promote the development of higher-order
cognitive skills
◦ reflect the international-mindedness of
the programme
◦ support the holistic nature of the
programme
27. Assessment strategies Assessments tasks
Observation
Selected response
Open-ended tasks
Performance
Process journals
Portfolio assessment
A note on standardized tests
28. Assessment tools
Anecdotal Rubrics
records Continuums
Task-specific holistic rubrics
clarifications
Examples
Checklists
Developing rubrics
Clarifying published
criteria in year 5
29. is considered throughout the processes involved in planning
for learning
MYP
assessm
ent
criterion-
related
model
assessment
criteria
the assessment model gives both
subject- teacher and student reliable and
group valid information on the actual learning
objectives that takes place for each student
32. Governing
Body
Professional Educational
Development Team
Opportunities
Units
&
Elements
Teamwork
Clear
Approach
Plans to Planning
Programme
Development
