Content deleted Content added
Assessment criteria and information regarding assessment |
mNo edit summary Tags: references removed Visual edit |
||
| (3 intermediate revisions by 3 users not shown) | |||
Line 2:
{{EngvarB|date=July 2020}}
{{International Baccalaureate}}
The '''International Baccalaureate Middle Years Programme''' ('''MYP''') is an educational programme for students between the ages of
It is used by
In the Middle Years Programme students are required to receive instruction in all eight subject groups
==Overview==
{{anchor|New chapter}}
In 2014, the International Baccalaureate Organisation introduced a new more flexible programme for the middle years, which was then called the '''MYP: Next Chapter''',
{{anchor|Participation}}
Line 20:
===Learner profile===
At the centre of the MYP is the '''IB Learner Profile''', which defines the type of students all the IB programmes ([[Primary Years Programme]] (PYP), Middle Years Programme (MYP), and [[Diploma Programme]] (DP
:*Caring
Line 34:
===Global Contexts===
There are six '''Global Contexts''' (GCs) which are applied to every unit of every course the student takes. They are designed to help students recognise the connection between what they learn in the classroom and the world around them, to tie the various subject areas together, and eventually to help students "see knowledge as an interrelated, coherent whole."<ref>{{cite web|url=http://www.ibo.org/programmes/middle-years-programme/curriculum/|work=ibo.org|title=IB MYP curriculum|access-date=2017-01-25|archive-date=2017-01-09|archive-url=https://web.archive.org/web/20170109030742/http://ibo.org/programmes/middle-years-programme/curriculum/|url-status=live}}</ref>
The Global Contexts should be linked to
The Global Contexts are
# identities and relationships
Line 48:
===Community service===
A core part of IB MYP is [[community service]], also known as Service as Action (SaA)
Some schools and districts either require or highly encourage a set number of hours of community service to be completed by each student, while other schools may require students to complete the "Community Project" for students to complete the programme during Year 3 or 4.
===Personal Project===
The "Personal Project" is a culmination of student learning,
==Curricular framework==
Line 107:
* Physical and health education, Arts, or Design
* The MYP Personal project
Within each area, the subject with the highest score, on the scale of 1 to 7 is counted, the results will be tallied to create a total out of 56. The pass mark is 28 and the candidate must meet the Service
{| class= "wikitable mw-collapsible mw-collapsed"
! colspan="4" |IB MYP Certificate eAssessment in 2016
Line 159:
| rowspan="29" |Internally marked, externally moderated with Dynamic sampling
| rowspan="20" |Course Work ePortfolio
| rowspan="9" |Language Acquisition (a 1
|Arabic
|-
Line 174:
|Hindi
|-
|
|-
|Spanish
Line 223:
|Moderation in Turkish
|-
|colspan=4|
|-
|colspan=4|
|-
|colspan=4|
|}
Line 238:
!Grade
|-
|
|1
|-
Line 259:
|7
|}
The scores of the four criteria are added up and converted to a grade out of seven. This grade is meant to demonstrate the student's overall ability in the subject, with 1 being the highest achievement and 7 the lowest achievement. In eAssessment, these boundaries are determined by the International Baccalaureate.
{{hidden begin|titlestyle=background:lightgray; text-align: center;|title=MYP: Next Chapter Criteria for Each Subject Group}}
Line 312:
==History and development of the IB Middle Years Programme==
The Middle Years Program was developed significantly later than the [[IB Diploma Programme|Diploma Programme]], and in parallel to and independently of what would become the [[IB Primary Years Programme|Primary Years Programme]].<ref>{{Cite journal|last=Bunnell|first=Tristan|date=2011-12-01|title=The International Baccalaureate Middle Years Programme after 30 years: A critical inquiry|url=https://doi.org/10.1177/1475240911423604|journal=Journal of Research in International Education|language=en|volume=10|issue=3|pages=261–274|doi=10.1177/1475240911423604|s2cid=145667093|issn=1475-2409|url-access=subscription}}</ref><ref name="presentation">{{Cite web|date=2017|title=The history of the IB |url=https://www.ibo.org/globalassets/digital-toolkit/presentations/1711-presentation-history-of-the-ib-en.pdf|website=International Baccalaureate Organization |url-status=dead |archive-url=https://web.archive.org/web/20220419225751/https://ibo.org/globalassets/digital-toolkit/presentations/1711-presentation-history-of-the-ib-en.pdf |archive-date= Apr 19, 2022 }}</ref><ref>{{Cite journal|last=Barnes|first=David|date=1998|title=And Then There Were Three...IB Programmes, That Is...|url=https://eric.ed.gov/?id=EJ575274|journal=International Schools Journal|language=en|volume=18|issue=1|pages=44–47|issn=0264-7281|access-date=2022-01-19|archive-date=2022-01-19|archive-url=https://web.archive.org/web/20220119053111/https://eric.ed.gov/?id=EJ575274|url-status=live}}</ref> The Middle Years Programme's "birthplace" is considered to be the International School Moshi, in [[Tanzania]], today known as the [[United World College East Africa]], which had been the first school to introduce the IB diploma to the African continent.<ref>{{Cite book|last=Hayden|first=Mary|url=https://books.google.com/books?id=4oI7EAAAQBAJ&pg=PT183|title=Perspectives on Assessment and Evaluation in International Schools|date=2018-07-30|publisher=John Catt Educational|isbn=978-1-911382-66-9|language=en}}</ref><ref>{{Cite journal|last=Lope|first=Marjorie D.|date=2014|title=Perceptions of global mindedness in the International Baccalaureate Middle Years Programme: The relationship to student academic performance and teacher characteristics|url=https://drum.lib.umd.edu/bitstream/handle/1903/16270/Lope_umd_0117E_15769.pdf|journal=Graduate School of the University of Maryland, College Park|access-date=2022-01-19|archive-date=2022-01-17|archive-url=https://web.archive.org/web/20220117045034/https://drum.lib.umd.edu/bitstream/handle/1903/16270/Lope_umd_0117E_15769.pdf|url-status=live}}</ref> In the late 1970s the school identified a pedagogical disconnect stemming from teaching the British [[GCE Ordinary Level|O-levels]] curriculum to students aged 12–15, and then the International Baccalaureate Diploma for students 15–18. The headmaster at the time, Lister Hannah, led discussions on the potential of developing a new three year pre-IB curriculum at the ''Association of International Schools in Africa'' conference in Nairobi in October 1978. Hannah, together with the heads of the [[International School of Lusaka]], Zambia, and the [[International School of Tanganyika]] in [[Dar es Salaam]], Tanzania, engaged in discussions with the [[International Baccalaureate|International Baccalaureate Organization]] and the ''International Schools Association (ISA)'' about establishing a new pre-IB programme. In 1980, the school hosted a conference of the ''International Schools Association (ISA)'' in Moshi, titled 'The Needs of the Child in the Middle Years of Schooling (ages 12–15)'.<ref>{{Cite journal|last=Bunnell|first=Tristan|date=2011-11-29|title=Book review: The Changing Face of International Education: Challenges for the IB|url=https://journals.sagepub.com/doi/abs/10.1177/1475240911421263|journal=Journal of Research in International Education|volume=10|issue=3|pages=306–308|doi=10.1177/1475240911421263|s2cid=147238045|issn=1475-2409|access-date=2022-01-19|archive-date=2022-01-17|archive-url=https://web.archive.org/web/20220117010330/https://journals.sagepub.com/doi/abs/10.1177/1475240911421263|url-status=live|url-access=subscription}}</ref> This conference recommended the development of a course to meet the needs of students aged 12–15 years, with a focus on six key 'needs', which were described as ''Global'', ''Intellectual'', ''Personal'', ''Physical'', ''Creative'', and ''Social''.<ref name="presentation"/>
Further workshops and conferences ([[Lusaka]] in 1981, [[New York City]] in 1981, [[Lotte, Germany|Wersen]] in 1981, [[London]] in 1982, and [[Cyprus]] in 1983) brought additional schools into the conversation, including the [[International School of Geneva|International School of Geneva (Ecolint)]], the [[United Nations International School|United Nations International School (UNIS)]] in New York City, and the [[Vienna International School]], and established a framework for what would become the ISA curriculum (ISAC), and later the Middle Years Programme. It was during this time that Gérard Renaud, previously a teacher at Ecolint and then Director General of the IB,<ref>{{Cite web|title=Gérard Renaud|url=https://www.ibo.org/about-the-ib/governance-and-leadership/director-general/past-directors-general/gerard-renaud/|access-date=2022-01-19|website=International Baccalaureate®|language=en}}</ref> and Robert Belle-Isle, who was the director at UNIS and had previously been the superintendent of the Chambly school district in [[Quebec]], became involved in the initiative.
| |||