cedar international school middle years programme cedar international school

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Middle Years Programme CEDAR INTERNATIONAL SCHOOL CEDAR INTERNATIONAL SCHOOL

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Page 1: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

Middle Years ProgrammeCEDAR INTERNATIONAL SCHOOLCEDAR INTERNATIONAL SCHOOL

Page 2: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

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Philosophy: Programme model

Page 3: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

What is the learner profile?

IB learners strive to be:

Inquirers

Knowledgeable

Thinkers

Communicators

Principled

Open-minded

Caring

Risk-takers

Balanced

ReflectiveIB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge.

Page 4: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

Significance of the MYP Programme

• Significant to the IB and MYP learner profile is the idea of ‘Student Centered Learning’

• “Letting Go”

• When students become ‘owners’, they take ‘ownership’ and when they do this…they ‘buy-in’…we can then act as a facilitator to their learning!

Page 5: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

The aim of the MYP

• Is to instill and encourage a philosophy of education that gives the opportunity for all students to achieve academic excellence with responsible citizenship

• The MYP is NOT a set curriculum – it does not dictate WHAT we teach.

• It does guide HOW we teach.

Page 6: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

• Students should become…• Independent Learners• Recognise links between school subjects and

the wider world• Be able to adapt to new situations• Be able to combine knowledge, practical and

social skills to solve real world problems, alone or in a group.

As a result of MYP?

Page 7: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

What are the fundamental concepts of the MYP?

• Holistic learning

• Intercultural awareness

• Communication

Page 8: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

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How is the Middle Years Programme defined?

The MYP is:

• for students aged 11 to 16

• a framework of academic challenge

• 8 subject groups, plus personal project in the final year

• taught in any language

The MYP encourages students to:

• understand the connections between subjects through interdisciplinary learning

• understand the connections between subjects and the real world

• become critical and reflective thinkers

Page 9: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

What are the areas of interaction?

Approaches to learning

Community and service

Health and social education

Environments

Human ingenuity

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Page 11: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

Approaches to learningApproaches to learning

Through approaches to learning,teachers provide students with tools to:

• Take responsibility for their own learning

• Develop awareness of how they learn best

• Develop problem solving and decision making skills

• Develop awareness of thought processes and learning strategies

• Develop critical, coherent and independent thought

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How do I learn best? How do I communicate my understanding?

How do I learn best? How do I communicate my understanding?

Page 12: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

Community & service

This area of interaction extendslearning beyond the classroom andrequires students to:

• Develop community awareness and concern

• Develop a sense of responsibility

• Take an active part in the communities in which they live, thereby encouraging responsible citizenship

• Develop skills and attitudes that will enable effective contributions to society

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How do we live in relation to each other? How can I contribute to the community?How can I help others?

How do we live in relation to each other? How can I contribute to the community?How can I help others?

Page 13: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

Health & social education

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Deals with a variety of human issuesincluding physical, social and emotional health and intelligence.Students will:

• be aware of the relationship between the individual and society

• take responsibility for their own well-being and for that of others

• take responsibility for their social environment

• be able to make informed choices for themselves with consideration for the wider society

How do I think and act? How am I changing?How can I look after myself and others?

How do I think and act? How am I changing?How can I look after myself and others?

Page 14: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

Environments

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Aims to develop awareness of

humanity’s

interdependence with a range of

environments so that students:

Understand issues within natural, built and virtual environments

Take responsibility for maintaining and improving environments that are fit for the future

Take action on issues explored through this area of interaction

What are our environments? What resources do we have or need? What are my responsibilities?

What are our environments? What resources do we have or need? What are my responsibilities?

Page 15: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

Human ingenuity

Students explore the ways thathuman minds have influenced our lives.

Students will:

• become aware of the nature of ingenuity

• reflect on the impact of innovations and creations, ideologies and ways of thinking,

• appreciate the consequences of actions

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Why and how do we create? What are the consequences?

Why and how do we create? What are the consequences?

Page 16: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

Assessment: How do we assess student learning in the MYP?

• Involves a range of task types

• Assessment of knowledge, concepts, skills and attitudes

• Criterion referenced• Each Subject has a different set

of criterion

• Internally assessed (by teachers)

• Externally moderated for global standardization

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Page 17: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

Types of assessment

Formative Summative

During the teaching and learning process

Generally at the end of a teaching and learning period/process

Provides feedback Provides a judgment

Helps students reflect on learning Gives opportunities for students to show what they have learned

Help teachers plan their teaching

Page 18: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

MYP Units of Work

• In the MYP, teaching and learning are planned through MYP Units of Work (‘Unit Plans’).

• Backwards Design…• Driven by a guiding question • Involve students in a range of learning

experiences• Subject based or interdisciplinary• Key Elements:

• Significant Concepts • AOI Focus• Assessment techniques• Reflection• MYP objectives and criterion used• Resources available and used

Page 19: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

MYP Personal Project

Students in grade 10 must complete a personal project.

This will show understanding of the Areas of Interaction, ability to self direct themselves and work to deadlines to complete a substantial piece of work.

This can take various forms, for example:

• an essay• a piece of creative writing• an original science experiment• the organization of an event.

The work must :

• be completely independent• focus on at least one area of interaction in addition to approaches to

learning• focus on the process of completing the project as well as the finished

product.

Page 20: CEDAR INTERNATIONAL SCHOOL Middle Years Programme CEDAR INTERNATIONAL SCHOOL

Overview

International Baccalaureate Middle Years Programme

• A programme for 11-16 year olds• Student-centered programme• Range of academic disciplines• Academically rigorous• Areas of interaction connect disciplines to the real

world• Can be taught in any language• Flexible enough to be used with local requirements• Designed and reviewed by experienced, practicing

educators

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