Basics Flashcards
eight subject groups:
- Language acquisition.
- Language and literature.
- Individuals and societies.
- Sciences.
- Mathematics.
- Arts.
- Physical and health education.
- Design.
Requirements
50 hours of teaching time for each subject group in each year of the programme.
years 4 and 5, students have the option to take courses from six of the eight subject groups within certain limits, to provide greater flexibility in meeting local requirements and individual student learning needs.
Each year - at least one collaboratively planned interdisciplinary unit, at least two subject groups.
-Long-term project, where they decide what they want to learn about, identify what they already know, discovering what they will need to know to complete the project, and create a proposal or criteria for completing it.
Our approach to teaching and learning
The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community.
Teaching and learning in context
Students learn best when their learning experiences have context and are connected to their lives and their experience of the world that they have experienced.
Using global contexts, MYP students develop an understanding of their common humanity and shared guardianship of the planet through developmentally appropriate explorations of:
Explorations:
- identities and relationships
- personal and cultural expression
- orientations in space and time
- scientific and technical innovation
- fairness and development
- globalization and sustainability
Conceptual understanding
- big ideas that have relevance within specific disciplines and across subject areas.
- students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically.
- sixteen key interdisciplinary concepts along with related concepts for each discipline.
Approaches to learning
- unifying thread through subject groups
- provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts.
- developing and applying these social, thinking, research, communication and self management skills helps students learn how to learn.
Service as action, through community service
- s take action when they apply what they are learning in the classroom and beyond.
- learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment.
Service as action is an integral part of the programme, especially in the MYP community project.
Inclusion and learning diversity in MYP
schools address differentiation within the written, taught and assessed curriculum.
demonstrated in the unit planner and in the teaching environment, both of which are reviewed during programme authorization and evaluation.
schools continue to meet state, provincial or national legal requirements for students with access needs.
Schools must develop an inclusion/special educational needs (SEN) policy that explains assessment access arrangements, classroom accommodations and curriculum modification that meet individual student learning needs.
STEM education in the MYP
-an important perspective from which to consider integrated teaching and learning in concepts and skills related to science, technology, engineering and mathematics.
ATL categories:
- thinking skills
- research skills
- communication skills
- social skills
- self-management skills
Thinking Skills
including areas such as critical thinking, creative thinking and ethical thinking
Research skills
research skills—including skills such as comparing, contrasting, validating and prioritizing information
Communication skills
including skills such as written and oral communication, effective listening, and formulating arguments
Social Skills
including areas such as forming and maintaining positive relationships, listening skills, and conflict resolution
