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{{anchor|Participation}}
In order to officially participate in an official IB Middle Years Programme, students must attend an authorised IB World School.<ref>{{cite web|url=http://www.ibo.org/ibna/parents_students/generalfaq.cfm#f|work=ibo.org|title=General FAQ|access-date=2009-07-31|archive-url=https://web.archive.org/web/20090904131549/http://www.ibo.org/ibna/parents_students/generalfaq.cfm#f|archive-date=2009-09-04|url-status=dead}}</ref> In the U.S., the MYP is often taught throughout middle school and the first two years of high school. Typically, middle schools and high schools work in coordination with each other.<ref name=FCNP2016>{{citation|title=F.C.'s 4 Principals Share Passion For IB Program With School Board|date=10 May 2016|first=Nicholas F.|last=Benton|newspaper=Falls Church News-Press|url=https://fcnp.com/2016/05/10/f-c-s-4-principals-share-passion-for-ib-program-with-school-board/|access-date=1 August 2016|archive-date=6 August 2016|archive-url=https://web.archive.org/web/20160806181418/https://fcnp.com/2016/05/10/f-c-s-4-principals-share-passion-for-ib-program-with-school-board/|url-status=live}}</ref>
A student receives at least 50 hours of instruction per year in each of eight subject groups each year though certain flexibility is permitted to reduce this to six during the final two years.The full programme lasts five years although shorter programmes, of two, three, or four years, could be negotiated in 2016.<ref name=":2">{{Cite web |title = Middle Years Programme |
===Learner profile===
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A core part of IB MYP is [[community service]]. The community and service area requires students to study and perform community studies and service throughout the programme.
For example, in the United States, some schools and districts, like the [[Upper St. Clair School District]]<ref>{{Cite web|url=https://www.uscsd.k12.pa.us/page/239|title=International Baccalaureate / MYP Community Service|website=www.uscsd.k12.pa.us|language=en|access-date=2018-09-20|archive-date=2018-09-20|archive-url=https://web.archive.org/web/20180920195606/https://www.uscsd.k12.pa.us/page/239|url-status=live}}</ref> and [[Montgomery County Public Schools (Maryland)]]<ref>{{Cite web|url=https://www.montgomeryschoolsmd.org/schools/bcchs/academics/middleyears/comservice.aspx|title=Community and Service|website=www.montgomeryschoolsmd.org|language=en|access-date=2018-09-20|archive-date=2018-09-20|archive-url=https://web.archive.org/web/20180920195755/https://www.montgomeryschoolsmd.org/schools/bcchs/academics/middleyears/comservice.aspx|url-status=live}}</ref> either require or highly encourage a set number of hours of community service to be completed by each student, while schools like [[Charlotte-Mecklenburg Schools]]<ref>{{Cite web|url=http://schools.cms.k12.nc.us/piedmontMS/Pages/Default.aspx|title=Piedmont Open IB Middle School|website=schools.cms.k12.nc.us|language=en-US|access-date=2018-09-20|archive-date=2018-09-20|archive-url=https://web.archive.org/web/20180920195915/http://schools.cms.k12.nc.us/piedmontMS/Pages/Default.aspx|url-status=dead}}</ref> and [[Round Rock Independent School District]]<ref>{{Cite web|url=https://grisham.roundrockisd.org/8th-grade-community-project/|title=8th Grade Community Project {{!}} Grisham Middle School|website=grisham.roundrockisd.org|language=en-US|access-date=2018-09-20|archive-date=2018-09-20|archive-url=https://web.archive.org/web/20180920195653/https://grisham.roundrockisd.org/8th-grade-community-project/|url-status=live}}</ref> require students to complete the "Community Project" for students to complete the programme during Year 3 or 4.
===Personal Project===
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Schools can choose the subjects they teach within each subject group and how many. However, each subject group must receive a minimum of 50 hours of curriculum time each academic year. In years 4 and 5, schools can request to only require students to receive 50 hours of instruction in six of the eight subject groups.<ref>{{Cite web |title = Curriculum |
A student could take another "Language and Literature" course if they have sufficient proficiency in both (In MYP years 4&5 this could replace the Language Acquisition course). Schools are given much flexibility to allow them to introduce subjects they consider important and organize their own student [[Educational assessment|assessment]] and reporting procedures.
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* 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 and Actions requirements set by the school.<ref name="ibo2">{{cite web|url=http://www.ibo.org/programmes/middle-years-programme/assessment-and-exams/assessment-from-2016/grading-and-awards/|title=Grading and awards - International Baccalaureate
{| class= "wikitable mw-collapsible mw-collapsed"
! colspan="4" |IB MYP Certificate eAssessment in 2016
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|Spanish
|-
| rowspan="7" |Arts<ref>{{Cite web |title = Arts |
|Visual art
|-
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| titlestyle = background:lightgrey; text-align: center;
| title = MYP:Next Chapter Criteria for Each Subject Group }}
'''Language and Literature<ref>{{cite web|url=http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_language-literature_2015.pdf|title=International Baccalaureate Middle Years Programme Subject Brief : Language and literature|website=Ibo.org|access-date=6 December 2017|archive-date=13 October 2017|archive-url=https://web.archive.org/web/20171013131903/http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_language-literature_2015.pdf|url-status=live}}</ref>'''
* A: Analysing
* B: Organizing
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* C: Communicating in response to spoken and/or written and/or visual text
* D: Using language in spoken and/or written form
'''Individuals and Societies<ref>{{cite web|url=http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_individuals-societies_2015.pdf|title=International Baccalaureate Middle Years Programme Subject Brief : Societies|website=Ibo.org|access-date=6 December 2017|archive-date=28 January 2018|archive-url=https://web.archive.org/web/20180128042958/http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_individuals-societies_2015.pdf|url-status=live}}</ref>'''
* A: Knowing and Understanding
* B: Investigating
* C: Communicating
* D: Thinking Critically
'''Sciences<ref>{{cite web|url=http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_sciences_-2015.pdf|title=International Baccalaureate Middle Years Programme Subject Brief : Sciences|website=Ibo.org|access-date=6 December 2017|archive-date=13 October 2017|archive-url=https://web.archive.org/web/20171013094745/http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_sciences_-2015.pdf|url-status=live}}</ref>'''
* A: Knowing and Understanding
* B: Inquiring and Designing
* C: Processing and Evaluating
* D: Reflecting on the Impacts of Science
'''Mathematics<ref>{{cite web|url=http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_mathematics_2015.pdf|title=International Baccalaureate Middle Years Programme Subject Brief : Mathematics|website=Ibo.org|access-date=6 December 2017|archive-date=19 February 2018|archive-url=https://web.archive.org/web/20180219001309/http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_mathematics_2015.pdf|url-status=live}}</ref>'''
* A: Knowing and Understanding
* B: Investigating Patterns
* C: Communicating
* D: Applying Mathematics in Real-Life Contexts
'''The Arts<ref>{{cite web|url=http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_arts_2015.pdf|title=International Baccalaureate Middle Years Programme Subject Brief : Arts|website=Ibo.org|access-date=6 December 2017|archive-date=28 January 2018|archive-url=https://web.archive.org/web/20180128040316/http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_arts_2015.pdf|url-status=live}}</ref>'''
* A: Knowing and Understanding
* B: Developing Skills
* C: Thinking Creatively
* D: Responding
'''Physical and Health Education<ref>{{cite web|url=http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_phys-health-ed_2015.pdf|title=International Baccalaureate Middle Years Programme Subject Brief : Physical Health Education|website=Ibo.org|access-date=6 December 2017|archive-date=21 September 2017|archive-url=https://web.archive.org/web/20170921030656/http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_phys-health-ed_2015.pdf|url-status=live}}</ref>'''
* A: Knowing and Understanding
* B: Planning for Performance
* C: Applying and Performing
* D: Reflecting and Improving Performance
'''Design <ref>{{cite web|url=http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_design_2015.pdf|title=International Baccalaureate Middle Years Programme Subject Brief : Design|website=Ibo.org|access-date=6 December 2017|archive-date=18 November 2017|archive-url=https://web.archive.org/web/20171118084340/http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_design_2015.pdf|url-status=live}}</ref>'''
* A: Inquiring and Analysing
* B: Developing Ideas
* C: Creating the Solution
* D: Evaluating
'''Interdisciplinary learning<ref>{{cite web|url=http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief-interdisciplinary-learning-2015-en.pdf|title=International Baccalaureate Middle Years Programme Subject Brief : Interdisciplinary Learning|website=Ibo.org|access-date=6 December 2017|archive-date=21 September 2017|archive-url=https://web.archive.org/web/20170921030836/http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief-interdisciplinary-learning-2015-en.pdf|url-status=live}}</ref>'''
* A: Disciplinary Grounding
* B: Synthesizing
* C: Communicating
* D: Reflecting
'''Personal Project<ref>{{cite web|url=http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_personal-project_2015.pdf|title=International Baccalaureate Middle Years Programme Subject Brief : Personal Project|website=Ibo.org|access-date=6 December 2017|archive-date=15 December 2017|archive-url=https://web.archive.org/web/20171215111127/http://www.ibo.org/globalassets/digital-tookit/brochures/myp-brief_personal-project_2015.pdf|url-status=live}}</ref>'''
* A: Investigating
* B: Planning
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==History and development of the IB Middle Years Program==
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}}</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}}</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 11–16, and then the International Baccalaureate Diploma for students 16–18. The headmaster at the time, Lister Hannah, led discussions on the potential of developing a new two 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 11–16)'.<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}}</ref> This conference recommended the development of a course to meet the needs of students aged 11–16 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 in 1981, 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, 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.
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==References==
{{Reflist|30em}}<ref>{{Cite web|url=https://blog.prepscholar.com/international-baccalaureate-schools-in-us-complete-list|title=Complete List of IB Schools in the USA, by State|last=Seigel|first=Dora|website=Online SAT / ACT Prep Blog by PrepScholar
==External links==
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