International Baccalaureate

Made by group 751

Control of curriculum – national systems

Control of curriculum – national systems

Adaptation of school’s own curriculumAdaptation of school’s own curriculum

Teaching in many languagesTeaching in many languages

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

IB Learner Profile

IB Mission Statement

International Education

Holistic learning

Intercultural awareness

Communication

Provide the MYP with its unique core.

Teaching subject areas through these contexts allows to focus on

attitudes values skills

exploration of real-world

issues

exploration of real-world

issues

higher-order thinking skills

higher-order thinking skills

from academic knowledge to

thoughtful action

interdisciplinary approach to

learning

the contexts for the MYP fundamental concepts

and the IB learner profile

the contexts for the MYP fundamental concepts

and the IB learner profile

positive attitudes and a

sense of personal and

social responsibility

reflection

common languagecommon language

framework for student inquiryframework for student inquiry

Areas of interaction

Health and social

education

Approaches to learning (ATL)

Human ingenuity

Community and

service

Environments

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

•How do I learn best?•How do I know?

•How do I communicate my understanding?

• teaching students how to learn effectivelyteaching students how to learn effectively• enable them to take responsibility for their own learningenable them to take responsibility for their own learning• support student achievementsupport student achievement• ensure that students acquire the skills and the confidence to ensure that students acquire the skills and the confidence to take ownership of their own learningtake ownership of their own learning• any new skills should be taught explicitlyany new skills should be taught explicitly• analyze from the student’s point of viewanalyze from the student’s point of view

• 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?

• fosters development of the adolescentfosters development of the adolescent• the place and role of the student in communitiesthe place and role of the student in communities• responsible citizenshipresponsible citizenship• make connections between their development and the benefits that they make connections between their development and the benefits that they can bring to the communitycan bring to the community• the fundamental concept of intercultural awareness - empathy and the fundamental concept of intercultural awareness - empathy and respectrespect• tools that guide the reflection and allow for tools that guide the reflection and allow for formative assessment of formative assessment of student actionstudent action

SummaryDocuments

GroupGroupDiscussionsDiscussions

Student-ledConferences.

Presentationsof Projects

Journals

encompasses a range of issues encompasses a range of issues and how they affect individuals, and how they affect individuals,

humanhumandevelopment and interactionsdevelopment and interactions

provides students with provides students with opportunities to inquire key opportunities to inquire key

aspects of human developmentaspects of human development

4 different 4 different levels:levels:• • ourselves in the wider societyourselves in the wider society

• • ourselves and othersourselves and others• • understanding ourselvesunderstanding ourselves• • looking after ourselves.looking after ourselves.

Student learning Student learning expectationsexpectations in terms in terms of:of:• • an awareness of and understanding of an awareness of and understanding of contemporary and historical social contemporary and historical social issuesissues• • reflection on and having opinions reflection on and having opinions • • making considered and responsible making considered and responsible choiceschoices

• 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?

• What are our environments?What are our environments?• What resources do we have or need?What resources do we have or need?

• What are my responsibilities?What are my responsibilities?

• What are our environments?What are our environments?• What resources do we have or need?What resources do we have or need?

• What are my responsibilities?What are my responsibilities?

Focuses on the Focuses on the

place of human place of human

beings within a beings within a

wide range ofwide range of

environments environments

Students will come to an Students will come to an appreciation and appreciation and understanding of their effects understanding of their effects on their environments:on their environments:• • The The natural environmentnatural environment• The The built environment built environment • The The virtual environmentvirtual environment

Provides opportunities for Provides opportunities for students to see these global

students to see these global issues in the light of local issues in the light of local concerns, andconcerns, andvice versavice versa

• students should develop an students should develop an awareness and awareness and understanding understanding of a range of environments and their of a range of environments and their qualitiesqualities• develop develop awareness through investigation, awareness through investigation, discussion discussion and debateand debate• students will come to understand better their students will come to understand better their responsibilities towards their environmentsresponsibilities towards their environments

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

Human ingenuity Human ingenuity = the way in which human minds have influenced = the way in which human minds have influenced how we think, work, play, construct and conduct friendships and how we think, work, play, construct and conduct friendships and

other relationships, interact with each other, find solutions to other relationships, interact with each other, find solutions to problems, cause problems, transform things and rationalize problems, cause problems, transform things and rationalize

thought.thought.

• provide opportunities for

discussion and further

inquiry

• raise ethical issues

reasoned judgment of various

transformations and an

appreciation of their

consequences

encourages to see the relationships between diverse subjects such as:• systems• communication• technology• thought• art• culture

Learning Experiences

value learning

make learning goals explicit

accommodate learning styles

collaborate with each other

inquire into subject content

interact with the environment

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

Increased emphasis on

Using a rage of teaching strategies Working collaboratively Viewing Ss as thinkers Involving Ss in learning

Decreased emphasis on

Teaching about responsibility

Viewing the teacher the sole authority

Viewing Ss as passive recipients

Focusing on what Ss do not know

Proved secure learning environments Strive to develop relationships between

teachers, students and parents Develop classroom environments that are

focused on learning

WrittenCurriculum

TaughtCurriculum

AssessedCurriculum

= a document that describes what will betaught in each subject to each age group.

Curriculum development

Subject content

Contexts

equal emphasis is given to methodology and to planning teaching and learning

should emphasize the active 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

◦ 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

Observation

Selected response

Open-ended tasks

Performance

Process journals

Portfolio assessment

A note on standardized tests

Assessment strategies Assessments tasks

Assessment tools

Anecdotalrecords

Task-specific clarifications

Checklists

Continuums

Rubrics

Examples

holistic rubrics

Developing rubrics

Clarifying published criteria in year 5

is considered throughout the processes involved in planningfor learning

the assessment model gives both teacher and student reliable and

valid information on the actual learning that takes place for each student

OtherElementsPeople

People

Coordinator Subject Leaders

Constituents Supervisors

ProfessionalDevelopmentOpportunities

ClearPlans

ProgrammeDevelopment

TeamworkApproach

to Planning

EducationalTeam

GoverningBody

Units &

Elements

Units &

Elements

all knowledge is

interrelated and the

curriculum should cater

to the development of

the whole person, the

attributes of which are

described by the IB

learner profile.

Holistic

learning

school communities

should encourage international

mindedness by exploring

other cultures.

Intercultural Awareness

schools should

encourage open and

effective

communication,

important skills

contributing to

international

understanding.

Communicatio

n