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Middle Years Programme

Mrs. Kyra Brown - IB Coordinator (Middle Years Programme and Diploma Programme)

Email Kyra Brown

Phone: 407-835-2300 ext. 6092239

Fax: 407-835-2337

IB Programme Overview


Diploma Programme

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JHS IB Webpage Link – http://joneshsib.weebly.com

 

Overview

The IB Middle Years Programme provides a framework of challenging academic courses designed to allow students to embrace and understand the practical connections between their studies and the real world.

MYP is a five-year programme implemented between Memorial Middle School and Jones High School. Students who complete the MYP are critical and reflective thinkers who are well-prepared to undertake the IB Diploma Programme (DP).

How is IB MYP Programme Unique?

  • Students are encouraged to be internationally minded starting with foundation understandings in their own language and culture.
  • Students learning is bolstered and given a positive attitude towards learning by encouraging independent and group problem solving with creativity, resourcefulness, and community awareness.
  • As IB learners students are given experiences that are reflective of the real world allowing cross curricular connections between subjects, courses, and real issues.
  • As IB Students communication skills are fostered to encourage inquiry, understanding, and language acquisition and gives students opportunities for reflection and expression.
  • Through the learner profile, we emphasize the development of the whole student- physically, intellectually, emotionally and ethically.

MYP Fundamental Concepts

The Middle Years Programme is designed to provide students with the values and opportunities that will enable them to develop sound judgment. The programme is guided by three fundamental concepts that are rooted in the IB mission statement. These concepts are:

  • Holistic Learning—representing the notion that all knowledge is interrelated and that the curriculum should cater to the development of the whole person, the attributes of which are described by the IB learner profile. The MYP framework provides links between subject groups and between subject groups and real-world issues. This is accomplished through the the Global Contexts.
  • Intercultural awareness—representing the notion that school communities should encourage and promote international-mindedness by engaging with and exploring other cultures, a key feature of international education as reflected in the attributes of the IB learner profile. Students should be encouraged to consider issues from multiple perspectives. Students will develop attitudes, knowledge, concepts and skills as they learn about their own and others’ social, national and ethnic cultures—leading to intercultural awareness, understanding, and respect.
  • Communication—representing the notion that schools should encourage open and effective communication, important skills that contribute to international understanding as exemplified by the attributes of the IB learner profile. A communicator is someone who can understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. Since language is the means by which meaning and knowledge are negotiated and constructed, all teachers in the MYP are seen as language teachers.

Key and Related Concepts

Summary:

  • Choose one Key Concept for the unit.
    • The Key Concepts for your subject group have been defined (below).
    • Aim to 'spiral' through each of these each year.
    • You may use another Key Concept instead of one of your own subject's it better fits the unit.
  • Choose 2-3 Related Concepts for the unit.
    • These are subject-specific and have been listed below.

 

The Key Concepts are trans-disciplinary; the big ideas that are used to create a statement to base a lessons foundation concepts on. The table below outlines which Key Concepts are assigned to each subject group, with the aim that they are addressed through the course. A good model is to 'spiral' them through the curriculum, addressing each one in each year.

 

  • Choose one per unit, paying attention to the definitions below.
  • It is fine to use a different Key Concept in the unit, if it fits the objectives of the unit and as long as the Key Concepts for the unit are addressed in the year.
  • The Key Concepts below are good way to connect subjects for inter-disciplinary units.

 

Aesthetics

Aesthetics deals with the characteristics, creation, meaning and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.

Connections

Form

Perspectives

Change

Creativity

Global interactions

Relationships

Communication

Culture

Identity

Time, place, and space

Communities

Development

Logic

Systems

 

 

Global Concepts

The Global Concepts are unique to the IB programmes in Stage 1 of the planner. They represent the grounding of the unit of inquiry in real-world relevance and global issues; an explicit way to bring international-mindedness into the planner.

  1. Select one Global Concept for the unit.
  2. Complete the sentence:
    • "Students will explore the Global Concept of [selected] through inquiry into..."
    • This does not need to be lengthy, but it does need to be accurate.
  3. In teaching the unit, the chosen Global Concept:
    • helps structure the inquiry statement and questions
    • provides a context for discussion and exploration
The Global Concepts are unique to the IB programmes in Stage 1 of the planner. They represent the grounding of the unit of inquiry in real-world relevance and global issues; an explicit way to bring international-mindedness into the planner.

 

  1. Select one Global Concept for the unit.
  2. Complete the sentence:
    • "Students will explore the Global Concept of [selected] through inquiry into..."
    • This does not need to be lengthy, but it does need to be accurate.
  3. In teaching the unit, the chosen Global Concept:
    • helps structure the inquiry statement and questions
    • provides a context for discussion and exploration
    • provides a provocation or stimulus for assessment

 

MYP Global Concepts

Identities and Relationships

Who am I? Who are we?

Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

Possible explorations to develop:

 

  • competition and cooperation; teams, affiliation and leadership
  • identity formation, self-esteem, status, roles and role models
  • personal efficacy and agency; attitudes, motivations, independence; happiness and the good life
  • physical, psychological and social development, transitions, health and well-being, lifestyle choices
  • human nature and human dignity, moral reasoning and ethical judgment, consciousness and mind

 

Dimensions of Time and Space

What is the meaning of ‘where’ and ‘when’?

Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives.

Possible explorations to develop:

 

  • civilizations and social histories, heritage; pilgrimage, migration, displacement and exchange
  • epochs, eras, turning points and ‘big history’
  • scale, duration, frequency and variability
  • peoples, boundaries, exchange and interaction
  • natural and human landscapes and resources
  • evolution, constraints and adaptation

 

Personal and Cultural Expression

What is the nature and purpose of creative expression?

Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Possible explorations to develop:

 

  • artistry, craft, creation, beauty
  • products, systems and institutions
  • social constructions of reality; philosophies and ways of life; belief systems; ritual and play
  • critical literacy, languages and linguistic systems; histories of ideas, fields and disciplines; analysis and argument
  • metacognition and abstract thinking
  • entrepreneurship, practice and competency

 

Scientific and Technical Innovation

How do we understand the worlds in which we live?

Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

Possible explorations to develop:

 

  • systems, models, methods; products, processes and solutions
  • adaptation, ingenuity and progress
  • opportunity, risk, consequences and responsibility
  • modernization, industrialization and engineering
  • digital life, virtual environments and the information age
  • the biological revolution
  • mathematical puzzles, principles and discoveries

 

Globalization and Sustainability

How is everything connected?

Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; reflect on the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment.

Possible explorations to develop:

 

  • markets, commodities and commercialization
  • human impact on the environment
  • commonality, diversity and interconnection
  • consumption, conservation, natural resources and public goods
  • population and demography
  • urban planning, strategy and infrastructure

 

Fairness and Development

What are the consequences of our common humanity?

Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.

Possible explorations to develop:

 

  • democracy, politics, government and civil society
  • inequality, difference and inclusion
  • human capability and development ; social entrepreneurs
  • rights, law, civic responsibility and the public sphere
  • justice, peace and conflict management
  • power and privilege
  • authority , security and freedom
  • imagining a hopeful future

Resources

 

Concept Based Teaching and Learning

Unit Plan Guidance

Unit Planning Excerpts

IB MYP Handbook

MYP Unit Planner Rubric

Examples

Subject Guides

Rubrics

Resources