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What is the IB Middle Years Programme
“… The International Baccalaureate (IB) is a non-profit foundation, motivated by its mission to create a better world through education”
NMHS’s vision is closely aligned with that of the IB:
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect…
…Our programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right….
It is this mission that has seen the development of a continuum of programs to cater for learners at various stages. NMHS delivers our Year 7 – 10 curricula using the framework of the Middle Years Program of this continuum.
For more about the IB visit – https://www.ibo.org/
The IB Learner Profile
Students throughout IB programs are encouraged to actively develop the IB Learner Profile traits. These traits are developed and reflected upon in both subject specific learning, wider school and community action.
Each year, students in the MYP also engage in at least one collaboratively planned interdisciplinary unit that involves at least two subject groups. In the Middle Years Programme (MYP), interdisciplinary learning supports students to understand bodies of knowledge from two or more disciplines or subject groups, in order to integrate them and create new understanding.
IDUs are currently taught in:
- Language and Literature / Individuals and Societies
- Mathematics / Science
- Arts / Science
Assessment of IDUs will be shown in DayMap and indicated on reports when they have been undertaken in a semester.
Learning in Context
Students learn best when their learning experiences have context and are connected to their lives and their experience of the world that they have experienced. Using global contexts, MYP students develop an understanding of their common humanity and shared guardianship of the planet through developmentally appropriate explorations of:
- identities and relationships
- personal and cultural expression
- orientations in space and time
- scientific and technical innovation
- fairness and development
- globalization and sustainability.
Concepts are big ideas that have relevance within specific disciplines and across subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically. The MYP prescribes sixteen key interdisciplinary concepts along with related concepts for each discipline.
|Perspective||Relationships||Systems||Time, place and space|
In each of the subjects, units of inquiry will be driven by these concepts.
Approaches to Learning
Approaches to learning (ATL) are skills designed to enable students in the IB “learn how to learn.” They are intended to apply across curriculum requirements and provide a common language for teachers and students to use when reflecting and building on the process of learning.
The ATL skills are a unifying thread throughout all MYP subject groups, approaches to learning (ATL) provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these social, thinking, research, communication and self management skills helps students learn how to learn. As demonstrated below the ATL skills work in alignment with the IB learner profile to develop learning agility in the IB leaner.
The Personal Project is the culminating task of the IB Middle Years program and is an opportunity for students to undertake an independent, sustained project on a topic of their choosing. It is undertaken in the final year of the MYP program (Year 10). The Personal Project provides them the opportunity to consolidate their learning and develop important skills they’ll need in both further education and life beyond the classroom. It also helps them develop confidence to become principled, lifelong learners.
In the Personal project students develop a goal, based on an area of personal interest, and, after substantial investigation and research, establish a product or outcome to undertake. They plan for this product/outcome and take action to ‘create it’. Throughout the semester, students document their investigation, research, planning, action and reflection through a process journal.
The Personal Project encourages students to practise and strengthen their approaches to learning skills, to consolidate prior and subject-specific learning and to develop an area of personal interest. The project is an opportunity to produce a truly personal (and hopefully creative) product/outcome that demonstrates a consolidation of learning in the MYP. A personal project is a practical exploration through a cycle of inquiry, action and reflection.
Service as Action
Action and service have always been shared values of the IB community. Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment. Service as action is an integral part of the programme.
Assessment in the IBMYP
Students are assessed against four, learning area specific criteria for each subject they undertake throughout their time in the IB Middle Years Programme (IBMYP). Each criteria is graded to a maximum of 8 which is then combined to a total achievement grade (maximum of 32) for each subject – this maximum achievement grade is then converted to the IBMYP assessment standard which results in a final subject grade (0 to 7).
Description of Report Grades
|7||Produces high-quality, frequently innovative work. Communicates comprehensive, advanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.||28-32|
|6||Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.||24-27|
|5||Produces generally high- quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.||19-23|
|4||Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations but requires support in unfamiliar situations.||15-18|
|3||Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.||10-14|
|2||Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.||6-9|
|1||Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.||1-5|
|0||No evidence of learning|
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