Content deleted Content added
No edit summary |
|||
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 11 and 16 around the world as part of the [[International Baccalaureate]] (IB) continuum. Middle
It is used by 1,358 schools in 108 countries. It has been available since 1994. It was updated in 2014 and called MYP: New Chapter.<ref name="Sturdy">{{cite web |last1=Sturdy |first1=Daniel |title=We're a UK school teaching the IB's MYP – here's why |url=https://www.tes.com/news/gcse-alevel-ib-myp-uk-schools-benefits-learners |website=Tes |access-date=26 December 2020 |language=en}}</ref>
In the Middle
==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''' but this by 2019 had transitioned into MYP.<ref name="Claremont 2017">{{cite web |last1=Azzem |first1=Tarek |title=MYP New Chapter Evaluation Report 2017 |url=https://ibo.org/globalassets/publications/ib-research/myp/myp-evaluation-report-2017-en.pdf |publisher=Claremont Graduate University |access-date=26 December 2020 |date=2017 |archive-date=19 April 2022 |archive-url=https://web.archive.org/web/20220419213443/https://ibo.org/globalassets/publications/ib-research/myp/myp-evaluation-report-2017-en.pdf |url-status=dead }}</ref> It was possible to embed local curriculum in the framework. The full strategy involve approaches to learning strategy, concept-driven teaching and the global context strategy, and school organisation with collective planning, vertical structuring and cooperation with the community.<ref name="Claremont 2017"/>▼
▲In 2014, the International Baccalaureate Organisation introduced a new more flexible programme for the middle years, which was then called the '''MYP: Next Chapter''' but this by 2019 had transitioned into MYP.<ref name="Claremont 2017">{{cite web |last1=Azzem |first1=Tarek |title=MYP New Chapter Evaluation Report 2017 |url=https://ibo.org/globalassets/publications/ib-research/myp/myp-evaluation-report-2017-en.pdf |publisher=Claremont Graduate University |access-date=26 December 2020 |date=2017 |archive-date=19 April 2022 |archive-url=https://web.archive.org/web/20220419213443/https://ibo.org/globalassets/publications/ib-research/myp/myp-evaluation-report-2017-en.pdf |url-status=dead }}</ref> It was possible to embed local curriculum in the framework. The full strategy involve approaches to learning strategy, concept-driven teaching and the global context strategy, and school organisation with collective planning, vertical structuring and cooperation with the community.<ref name="Claremont 2017" />
{{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>▼
▲{{anchor|Participation}}
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 |url = http://www.ibo.org/programmes/middle-years-programme/ |website = International Baccalaureate |access-date = 8 January 2016 |archive-date = 5 January 2016 |archive-url = https://web.archive.org/web/20160105121002/http://www.ibo.org/programmes/middle-years-programme |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
===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)) are intended to develop.<ref>{{cite web|url=http://www.ibo.org/globalassets/publications/recognition/myprecognitionbrochurerevdec2013.pdf|title=The Middle Years Programme|website=Ibo.org|access-date=6 December 2017|archive-date=10 February 2022|archive-url=https://web.archive.org/web/20220210133358/https://www.ibo.org/globalassets/publications/recognition/myprecognitionbrochurerevdec2013.pdf|url-status=dead}}</ref> They are:
:*Caring
Line 32 ⟶ 34:
===Global Contexts===
There are six '''Global Contexts''' (GCs) which are applied to every course the student takes. They are designed to help students
The Global Contexts should be linked to every topic taught in class and every assessment they set.
Line 82 ⟶ 84:
|Arts
|-
|Physical and Health Education
|Physical Education
|-
Line 231 ⟶ 233:
Each subject group uses four criteria to mark a student's ability in the subject. At the end of the year, teachers give a final score, out of eight, on each criterion based on the student's performance throughout the whole year.
:{| class="wikitable"
! colspan="2" |MYP: Next chapter grade boundaries
|-
!Total Criteria Levels
Line 259 ⟶ 261:
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 lowest achievement and 7 the highest achievement.
{{hidden begin|titlestyle=background:lightgray;
▲| 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:
* B: Organizing
* C: Producing Text
Line 314:
{{hidden end}}
==History and development of the IB Middle Years
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|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 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 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.
From 1983 to 1990 the discussions crystallized into a five-year curriculum for students aged 11–16, rather than a purely pre-IB course. At the 1987 ISA annual conference in Svendborg, it was decided to pilot the newly designed curriculum. Three schools took part in the initial pilot: the [[Macdonald Cartier High School|MacDonald Cartier High School]] in Quebec, Canada (in Belle-Isle's former school district of Chambly); [[Het Rijnlands Lyceum Oegstgeest|Het Rijnlands Lyceum]] in the Netherlands; and St Catherine's School in Buenos Aires, Argentina. The [[Vienna International School]] joined soon after, and other school boards in Quebec became interested in the program at MacDonald Cartier, and around 20 schools soon began implementing the experimental program.
| |||