What is the International Baccalaureate Organization...

gramme in 1948 when she wrote “Is There a Way of Teaching for Peace?” a handbook for UNESCO. In the mid-

1960s, a group of teachers from the International School of Geneva (Ecolint) created the International Schools

Examinations Syndicate (ISES), which would later become the International Baccalaureate Organization (IBO).

The IBO’s headquarters were officially established in Geneva, Switzerland in 1968 for the development and

maintenance of the Diploma Program (DP), which provided an internationally-acceptable university admissions

qualification for young people whose parents worked as diplomats or with international and multi-national

companies. The IB Middle Years Program (MYP), piloted in the mid-1990s, adheres to the study of eight subject

areas.Withinfiveyears, 51 countries hadMYPschools.TheIBPrimaryYearsProgram(PYP)waspilotedin

1996 in 30primaryschoolsondifferentcontinents, withthefirstPYPschoolauthorizedin 1997,growing to 87

authorizedschoolsin 43countries withinfiveyears. Thenewest offeringfromtheIB, theIBCareer-Related

Certificate, is specially-designed for students 16 to 19 who wish to engage in career-related learning.

This guide is designed to help parents gain a better understanding of the International Baccalaure- ate

Middle Years Program (IB MYP) being implemented for students from Grades 6 through 10 at

Headstart School. It explains the philosophy, aims and framework of the IB MYP. The MYP will be

expanded to incorporate Grade 8 beginning in August 2019.

What is the International Baccalaureate Organization (IBO)?

The IBO is a non-profit educational and non–governmental (NGO) organization of UNESCO. The IB’s alliance

with UNESCO encourages the integration of its educational goals into the IB curriculum. It was established in

1968 in Geneva, Switzerland. Currently there are over 3,000 schools world-wide offering IB programs.

The IBO offers four programs of international education for students aged 3-19 years old: The

Primary Years Programme (PYP) grades PPK - 5th

The Middle Years Programme (MYP) grades 6th - 10th

The Diploma Programme (DP) grades 11th -12th

The Career-Related Programme (CP) grades 11th -12th

What is the story behind the IBO?

Marie Therèse Maurette created the framework for what would eventually become the IB Diploma Pro-

What is an IB MYP School?

An IB MYP school strives to develop an internationally-minded person with thecontinued focus of how to best

meet theneedsof adolescents whoareconfrontedwith a vast andoften bewildering arrayof choicesina com-

plex and rapidly changing world. A focus on higher-order thinking skills gives students opportunities to explore

their expanding concerns and their growing awareness of themselves and the world in ways that develop

sound judgment.

The Mission of the International Baccalaureate Organization is:

To develop inquiring, knowledgeable, and caring young people.

To create a better and more peaceful world through intercultural understanding and respect.

To work with schools, governments, and international organizations to develop challenging programs

of international education and rigorous assessment.

To encourage students worldwide to become active, compassionate, and lifelong learners who under

stand that other people, with their differences, can also be right.

What makes IB different?

An IB classroom differs greatly in both appearance and function when compared to what we remember

from our own school days. Students are not sitting rows, but in cooperative, constructivist groups.

Collaborative learning is common, as it is in our own lives. After all, when was the last time you made

an important decision in your life, personal or professional, without consulting with someone first? IB

does not emphasize the use of textbooks, but fosters creation and innovation as well.

Traditional education primarily focuses on content (the memorization of facts and processes), develops

some skills and uses direct teacher instruction. Keeping in mind the best practices of other successful

national education systems, the IB uses inquiry to engage students in their learning. This method

teachesyour child howtoask questionsthat supporttheir investigations and is taught in a student-

centered manner. Content and the pre-existing curriculum will always be an important factor, how-

everwithIBwewillseetheblossomingofmeaningfulskills,suchastheabilitytoreasondeeplyand

with complexity (critical thinking), the ability to see more than one solution to a problem or to frame a

question in more than one way (divergent thinking).

The IB emphasizes learning concepts rather than topics and aids the student in learning how they apply

acrossall humanity in various ways. For example, with IB it is not enough to learn about “TheOregon

Trail”, butevenmoreimportant toexploretheconceptsofmigrationoroppressionanditsimplications

on humanity acrosshistory and today. Information andfacts will always be readily available to those

who need them. However, learning how to learn is a skill that requires nourishment.

What is the IB “Learner Profile” ?

The philosophy of the MYP is expressed in a series of desired attitudes and traits that characterize students

with an international perspective. Takentogether, theycreate a profile of MYP students known as theIB

Learner Profile. MYP students strive to be . . .

Inquirers— Studentsdevelop their natural curiosity: I am curious and knowhow to dis-

cover answers to many of my questions.

Thinkers— Students exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions: I use my thinking skills to make good choices and solve problems.

Communicators— Students understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication: I understand and share ideas in more than one language.

Risk Takers— Students approach unfamiliar situations and un- certainty with courage and forethought: I try new things, love to explore, and confidently share my experiences.

Knowledgeable— Students explore concepts, ideas, and issues that have local and global significance: I explore big ideas that are important. I know and can do a lot of important things.

Principled—Students act with integrity and honestly, with a strong sense of fairness, justice and respect for the dignity of the individual, groups, and communities: I am fair and hon- est. I can make good decisions about what is right and wrong for me.

Caring— Studentsshow empathy, compassion and respectto- wards the needs and feelings of others: I am concerned about other people’s needs and feelings. I believe it is important to help others.

Open-Minded— Students understand and appreciate their own cultures and personal histories, and are open to the perspectives, valuesandtraditions of otherindividualsandcommu- nities: I am comfortable with differences. I welcome and respect other people’s points ofviews and ways of doing things.

Balanced— Students understand the importance of intellectual, physical and emotional balance to achieve personal well- beingforthemselvesandothers:Tobe healthy,it isim- portant for me to balance the needs of my mind and body.

Reflective— Students give thoughtful consideration to their own learning and experi- ence: I think about and discuss my learning, skills, and products.

What are “International-Mindedness” and the IB Learner Profile?

Two major elements of the IB are “International-Mindedness” and the Learner Profile. Each of these

elements transmits a core set of values that are the basis for character development. International-

Mindedness is not about learning other culturesand languages. Rather, it isa wayof thinking that

allows people to understand and work with each other in amore humane way, without prejudice. It

fosters the growth of traits critical to working in a global community, or even in a local one such as:

Ex. Communication allows characters in a particular setting to examine commonality, diversity,

and interconnection.

empathy, stewardship, and genuine expressions of compassion for others. Students will learn that

we can still work together to resolve and solve important issues in our community and beyond,

regardless of our cultural backgrounds and ways of life... while still honoring our shared humanity.

The Learner Profile isa collectionof keytraitsthat support intellectual and personal growth: em-

pathy, open-mindedness, reflection, and communication just to name a few. These traits support

the growth of International-Mindedness and are actively cultivated in the curriculum and in the

classroom.

So, what will my child be learning?

With the IB MYP, we are committed to structured inquiry as the vehicle for learning. Six global contexts and

subcategories called explorations provide the framework for exploration and construction of knowledge. The

global contexts are closely linked with the transdisciplinary themes of the IB PYP. Teachers and students are

guided by these themes as they also explore overarching key concepts pertaining to each of the eight subject

areas in the IB MYP. These in combination with subject specific related concepts provide the structure for stu-

dents to develop an understanding of important ideas, acquire essential skills and knowledge, develop particu-

lar attitudes, and learn to take socially responsible actions. The concepts and contexts serve as a framework

for teacher unit planning and student guidance based on a statement of inquiry.

What is a Statement of Inquiry (SOI), and how do teachers create unit plans?

Teachers construct a statement of inquiry for a unit by combining a key concept, one or more related concepts

and a global context into a meaningful statement that students can understand. Below is an example for a 7th

Grade English class. Also see Appendices A, B, and C.

Key Concepts Related Concepts Global Contexts & Exploration

Communication

Connections

Creativity

Perspective

Audience imperatives

Character

Context

Genre

Intertextuality

Point of view

Purpose

Self-expression

Setting

Structure

Style Theme

Identities & relationships

Orientation in space & time

Personal & cultural expression

Scientific and technical

innovation

Globalization & sustainability

Fairness & development

What are the academic skills taught in the MYP?

In addition to concepts and contexts, teachers also provide links to students to practice developmen-

tal skills that will allow them success at school and in the“real world”. In the MYP, these skill sets are

called Approaches to Learning (ATLs). The goal is to introduce skills to students, allow them to copy

others who use the skills, to follow with the guidance of the teacher, and to employ these skills confi-

dentlyintheclassroomandthecommunity. Inthisway,studentsareencouraged tosharetheirskills

with others. The MYP framework provides that a concept-driven curriculum that uses ATL skills effec-

tively enables all students to become stronger, more self-regulated learners. The individual skills with-

in each cluster can be found in Appendix D of this document.

The MYP Model

In order to clarify the interrelationship of the IB Learner Profile, “International-

mindedness”, Concepts, Global Contexts, Approaches to Learning, and service in the lo-

cal and global community, The IB has provided this model to illustrate how these ele-

ments combine with the 8 subject areas within the MYP.

In the MYP, overall levels of achievement (OLAs) are documented on a scale of 1 through 7.

Moreinformationaboutthe MYPgradingsystemcanbefoundinthedocument,AShortGuidetoIB

MYP Assessment at Robinson School. This guide is also found under the IB section of the school web-

site.

Generallyspeaking,if ourfocusis onlearning,most of our assessmentsshouldbeformative. Thisis

what IB stresses... and on our way to becoming an IB school we will focus more on implementing these

types of assessments. We want to coach our students towards competency in key skills and content.

Even more, we want to be sure that our assessments provide both a clear picture of a student's

strengths and challenges, as well as direct, critical feedback to the student that will allow them to im-

prove over time.

Will students still get through everything in the textbooks?

TextbooksareusedinIBPrograms, althoughnotinthetraditionalmanner. Teacherswillnolonger

follow the textbook page-by-page. In inquiry-based programs, IB or otherwise, textbooks are one of

many resources used to support student’s understanding of a subject area or concept. Technology also

plays a major role in the learning process by providing another engaging means to growth. This allows

for more purity and authenticity in the students learning process, rather than have them become just

passive receptors of factual knowledge. The MYP recognizes that it is not knowledge alone that makes

a learner successful, but the skills and attitudes they develop along the way.

How will students be graded?

Assessments are conducted in the following ways:

Formative: The day-to-day ongoing assessment of learning; that is, the continuous observations, con-

versations,feedback cycles, andcoaching practices that take place intheclassroom andthat help

shape a student's learning.

Summative: A formal evaluation of learning. These generally occur at the end of a larger unit of

learningandoftentakestheform ofarepresentativeorcumulativeexamination. Thisistheassess-

ment type with which most of us are familiar: unit exams, chapter tests, SATs, etc. However, they can

also take the shape of group projects and presentations. Educator Paul Black expresses this

idea in simpler terms: "When a cook tastes the soup, that's formative assessment. When the customer

tastes the soup, that's summative assessment."

How can parents get involved in the MYP?

1. Adolescents enjoy interviewing people they know, especially friends and family, about their personal inter-

ests. Let us know about your hobbies or careers. We might be able to use you as another

valuable community resources during one of our MYP units or as a project mentor.

2. Ask children about the concepts and contexts into which they are inquiring… show interest in their MYP

units and plan activities around them whenever you can.

3. Encourage your children to “find out” rather than telling them answers. Conducting research online, in

a newspaper, educational TV, at home experiments will not only reinforce the skills being

developd at school, but also show children that “school skills” are really “world skills.”

4. Ask your child about the IB’s Learner Profile attributes – point them out in other people, in yourself, in

your children’s actions and speech. We’ve even put them the on the cover of our Student Planners this

year!

Frequently Asked Questions: Why IB MYP?

At Headstart, we are always striving to provide the best education available. IB MYP will increase our

ability to prepare today's students for a world and job market which is changing more rapidly than ever. IB

MYP emphasizes inquiry, understanding, and reflection. Students develop proficiency in a second language

and explore other forms of expression. The fine and performing arts provide mediums for students to

communicate across time, space and cultures. In addition, students will develop skills that will also prepare,

complement, and encourage participation in IB Diploma Program Classes.

Who will take IB MYP Classes?

All students in grade 6-10 will be taught in classes embracing the IB MYP philosophy. MYP is a

framework which includes flexibility to meet the needs of learners. Honors, standards and special education

student will continue to receive differentiated curriculum.

How is A-level different from IB?

The A-level program focuses on a mastery specific body of knowledge. The IB program focuses on the

development of skills and knowledge needed to analyze and apply information. With this holistic approach,

IB also incorporates international mindedness and ongoing reflection, further enabling students to better

understand what and how they learn.

Appendix A

MYP Key Concepts (16 key concepts to be explored across the MYP curriculum.) Key concepts are big ideas which form the basis of teaching and learning in the MYP. Key concepts engage students in higher order

thinking, helping them to connect facts and topics with more complexconceptual understanding. Key concepts provide a focus for

transferring knowledge and understanding across disciplines and subject groups.

Aesthetics deals with the

characteristics, creation,

meaning and perception of

beautyandtaste. The study

of aesthetics develops skills

for the critical appreciation

ofanalysis ofart,cultureand

nature.

Change is a conversion,

transformation, or move-

ment from one form, state or

value to another. Inquiry

into the concept of change

involves understanding and

evaluating causes, processes

and consequences.

Communication is the exchange

or transfer of signals, facts, ideas

and symbols. It requires a send-

er, a message and an intended

receiver. Communication in-

volves the activity of conveying

information of meaning. Effec-

tive communication requires a

commonlanguage whichmaybe

written, spoken or non-verbal.

Communities are groups that exist in

proximity defined by space, time or

relationship. Communities include, for

example, groups of people sharing par-

ticular characteristics, beliefs or values

as well as groups of interdependent

organisms living together in a specific

habitat.

Connections are links, bonds

and relationships among

people, objects, organisms

or ideas.

Creativity is the process or

ability to make or produce

something new and original,

often characterized by the

use of imagination or diver-

gent thinking. It maybe

evident in the process as well

as the outcome, solution or

product.

Culture encompasses a range of

learned and shared beliefs, val-

ues, interests, attitudes, prod-

ucts, ways of knowing and

patterns of behavior created by

human communities. The con-

cept of culture is dynamic and

organic.

Development istheactor processof

growth,progress orevolution, some-

times through iterative improvements.

Form is the shape and un-

derlying structure of an enti-

ty or piece of work, including

its organization, essential

nature and external appear-

ance.

Global interaction focuses

on the connections among

individuals and communities,

aswellas theirrelationships

with built and natural envi-

ronments, from the perspec-

tive of the world as a whole.

Identity is the state or fact of

being the same. It refers to the

particularfeatures whichdefine

individuals, groups, things, eras,

places, symbols and styles. Iden-

tity can be observed, or it can be

constructed, asserted, and

shapedbyexternalandinternal

influences.

Logic is a method of reasoning and a

system of principles used to build argu-

ments and reach conclusions.

Perspectiveistheposition

from which we observe situ-

ations, objects, facts, ideas

and opinions. Perspective

may be associated with indi-

viduals, groups, cultures or

disciplines. Different per-

spectives often lead to multi-

ple representations and in-

terpretations.

Relationships are the con-

nections and associations

between properties, objects,

people and ideas – including

the human community’s

connections with the world

inwhichwelive. Anychange

in relationship brings conse-

quences – some of which

may occur on a small scale,

while others may be far

reaching, affecting large net-

works and systems like hu-

man societies and the plane-

tary ecosystem.

Systems are sets of interacting or

interdependent components.

Systems provide structure and

order in human, natural and built

environments. Systemscanbe

static or dynamic, simple or com-

plex.

Time, place, and space The intrinsically-

linked concept of time, space and place

refers to the absolute or relative posi-

tion of people, objects and ideas.

“Time, place and space” focuses on how

we construct and use our understanding

of location (“where” and “when”).

Appendix A (continued)

Which subject areas are linked with these Key Concepts?

Aesthetics

Arts

Change

Arts

Physical & Health Educ

Individuals & Societies

Science

Communication

Arts

Design

Language Acquisition

Language & Literature


Communities

Design

Connections



Creativity



Culture


Development

Design

Form

Mathematics

Global

Interaction


Identity

Arts

Logic

Mathematics

Perspective


Relationships

Mathematics


Sciences

Systems

Design


Sciences

Time, Place,

and Space


Appendix B

Related Concepts

Language and Literature: Spanish, English

audiences imperatives, character, context, genre, intertextuality, point of view, purpose, self-expression, setting, structure, style,

theme

Language Acquisition: French

accent, audience, context, conventions, form, function, meaning, message, patterns, purpose, structure, word choice, empathy,

idiom, point of view, argument, bias, inference, stylistic choices, theme, voice

Individuals and Societies: Geography, History

casualty, choice, culture, equity, globalization, identity, innovation, revolution, perspective, power, processes, resources, sustaina-

bility, civilization, conflict, cooperation, ideology, interdependence, significance, disparity, management, networks, trends,

patterns, diversity

Sciences: Integrated Science, Physical Science, Biology

balance, consequences, energy environment, evidence, form, function, interaction, models, movement, patterns, transformation

Mathematics: Algebra, Geometry

change, equivalence, generalization, justification, measurement, model, pattern,quantity, representation, simplification,space,

system

Arts: Drama, Art, Music

audience, boundaries, composition, expression, genre, innovation, interpretation, narrative, presentation, representation, style,

visual culture, play, role, structure

Physical and Health Education:

adaptation, balance, choice, energy, environment, function, interaction, movement, perspectives, refinement, space, systems

Design: (Technology)

adaptation, collaboration, ergonomics, evaluation, form, function, innovation, invention, markets, trends, perspective, resources,

sustainability

Appendix C

Global Contexts

1. Identities and Relationships An inquiry into the nature of the self; beliefs and values; person, physical, mental,

social and spiritual health; human relationships including families, friends, communities, and cultures; rights

and responsibilities; what it means to be human.

2. Orientation in Space and Time An inquiry into orientation in place and time; personal histories; homes and jour-

neys; the discoveries, explorations and migrations of humankind; the relationship between and the intercon -

nectedness of individuals and civilizations, from local and global perspectives.

3. Personal and Cultural Expression An inquiry into the ways in which we discover and express ideas, feelings, na-

ture, culture,beliefsandvalues; the ways in which we reflect on,extendand enjoyourcreativity;ourapprecia-

tion of the aesthetic.

4. Scientific and Technical Innovation An inquiry into the natural world and its laws, the interaction between the

natural world (physical and biological) and human societies; how humans use their understanding of scientific

principles; the impact of scientific and technological advances on society and on the environment

5. Fairness and Development An inquiry into the structure and function of organizations; societal decision-making;

economic activities and their impact on humankind and the environment.

6. Globalization and Sustainability An inquiry into rights and responsibilities in the struggle to share finite re-

sourceswithotherpeople andotherlivingthings;communitiesandtherelationshipwithinandbetweenthem;

Appendix D

Approaches to Learning (ATLs)

Communication skills Students can exchange thoughts, messages and information effectively through interaction

Give and receive meaningful feedback

Use intercultural understanding to interpret communication.

Use a variety of speaking techniques to communicate with a variety of audiences

Use appropriate forms of writing for different purposes and audiences

Use a variety of media to communicate with a range of audiences

Interpret and use effectively modes of non-verbal communication

Negotiate ideas and knowledge with peers and teachers

Participate in, and contribute to digital social media networks

Collaborate with peers and experts using a variety of digital environments

Share ideas with multiple audiences using a variety of digital environments and media

Reading, writing and using language to gather and communicate information

Read critically and for comprehension

Read a variety of sources for information and for pleasure

Make inferences and draw conclusions

Use and interpret a range of discipline specific terms and symbols

Write for different purposes

Understand and use mathematical notation

Paraphrase accurately and concisely

Preview and skim texts to build understanding

Take effective notes in class Make effective summary notes for studying

Use a variety of organizers for academic writing tasks

Find information for disciplinary and interdisciplinary inquiries, using a variety of media

Organize and depict information logically Structure information in summaries, essays and reports

Collaboration skills Working effectively with others

Use social media networks appropriately to build and develop relationships

Practice empathy

Delegate and share responsibility for decision making

Help others tosucceed

Take responsibility for one’s own actions

Manage and resolve conflict and work collaboratively in teams

Build consensus Make fair and suitable decisions

Listen actively to other perspectives and ideas

Negotiate effectively Encourage other to contribute

Exercise leadership and take on a variety of roles within groups

Give and receive meaningful feedback Advocate for one’s own rights and needs

Organizational skills Manage time and tasks effectively

Plan short and long term assignments; meet deadlines

Create plans to prepare forsummative assessments (examinations and performances)

Keep and use a weekly planner for assignments Set goals that are challenging and realistic

Plan strategies and take action to achieve personal and academic goals

Bring necessary equipment and supplies to class

Keep an organized and logical system of information files/notebooks

Use appropriate strategies for organizing complex information

Understandand use sensory learning preferences (learning styles)

Select and use technology effectively and productively

Appendix D


Affective skills Mindfulness

Practice focus and concentration

Practice strategies to develop mental focus

Practice strategies to overcome distractions

Practice being aware of body-mind connections

Perseverance

Demonstrate persistence and perseverance

Practice delaying gratification

Emotional Management

Practicestrategies toovercome impulsiveness andanger

Practice strategies to prevent and eliminate bullying

Practice strategies to reduce stress and anxiety

Self-motivation

Reflection Skills (Re)considering the process of learning; choosing and using ATL skills

Develop new skills, techniques and strategies for effective learning

Identify strengths and weaknesses of personal learning strategies (self-assessment)

Demonstrate flexibility in the selection and use of learning strategies

Try new ATL skills and evaluate their effectiveness

Consider Content What did I learn about today? What don’t I yet understand? What questions do I have now?

Consider ATL skills development What can I do already? How can I share my skills with others? What will I work on next?

Consider personal learning strategies What can I do to be a more efficient and effective learner? How can I become more flexible in my

choice of learning strategies?

What factors are important for helping me learn well?

Focusontheprocessofcreatingbyimitatingthe work ofothers

Consider ethical, cultural and environmental implications

Keep a journal to record reflections

Information Literacy skills Finding, interpreting, judging and creating information

Collect, record and verify data

Access information to be informed and inform others

Make connections between various sources of information

Media Literacy skills Interacting with media to use and create ideas and information

Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media

Demonstrate awareness of media interpretations of events and ideas (including digital social media)

Make informed choices about personal viewing experiences.

Understand the impact of media representations and modes of presentation

Seek a range of perspectives from multiple and varied sources

Communicate information and ideas effectively to multiple audiences

Using a variety of media and formats

Compare, contrast and draw connections among (multi)media resources

Appendix D


Critical Thinking skills Analyzing and evaluating issues and ideas

Practice observing carefully in order to recognize problems

Gather and organize relevant information to formulate an argument

Recognize unstated assumptions and bias

Interpret data

Evaluate evidence and arguments

Recognize and evaluate propositions

Draw reasonable conclusions and generalizations

Test generalizations and conclusions

Revise understanding based on new information and evidence

Evaluate and manage risk

Formulate factual, topical, conceptual and debatable questions

Consider ideas from multiple perspectives

Develop contrary or opposing arguments

Analyze complex concepts and projects into their constituent parts and synthesize them to create new understanding

Propose and evaluate a variety of solutions

Identify obstacles and challenges

Use models and simulation to explore complex systems and issues

Identify trends and forecast possibilities

Troubleshoot systems and applications.

Creative Thinking skills Generating novel ideas and considering new perspectives

Use brainstorming and visual diagrams to generate new ideas and inquiries

Consider multiple alternatives, including those that might be unlikely or impossible

Create novel solutions to authentic problems

Make unexpected or unusual connections between objects and/or ideas

Design improvements to existing machines, media and technologies

Design new machines, media and technology

Make guesses, ask “What if . . .” questions and generate testable hypotheses

Apply existing knowledge to generate new ideas, products or processes

Createoriginal worksandideas;useexisting worksandideasinnewways

Practice flexible thinking – develop multiple opposing, contradicting and complementary arguments

Practice visible thinking strategies and techniques

Generate metaphors and analogies

Transferskills Using skills and knowledge in multiple contexts

Use effective learning strategies in subject groups and disciplines

Apply skills and knowledge in unfamiliar situations

Inquire in different contexts to gain a different perspective

Compare conceptual understanding across multiple subjectgroups and disciplines

Make connections between subject groups and disciplines

Combine knowledge, understanding and skills to create products or solutions

Transfer current knowledge to learning of new technologies

Change the context of an inquiry to gain different perspectives.

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