Middle Years Program MYP

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Middle Years Program (MYP)
Anglican International School Jerusalem
Dr Zinn Mr DuftyMYP Coordinators
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MYP aims to produce students who..

• Emerge as lifelong learners
• Have the ability to adapt to a rapidly changing
  reality
• Are problem-solvers
• Use practical skills and intellectual rigour
• Have the capacity and self-confidence to act
  individually and collaboratively
• Have an awareness of global issues and the
  willingness to act responsibly
• Engage in effective communication across
  frontiers
• Respect others and have an appreciation of
  similarities and differences

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IB Learner Profile

• IB programmes aim to develop internationally
  minded people who, recognizing their common
  humanity and shared guardianship of the planet,
  help to create a better and more peaceful world.
• IB learners strive to be
• Inquirers
• Knowledgeable
• Thinkers
• Communicators
• Principled
• Open-minded
• Caring
• Risk-takers
• Balanced
• Reflective

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MYP Curriculum Model
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Areas of Interaction
Human Ingenuity (Man as Maker)
Environment
Five organising elements forming the core of the
MYP
integrate within the students learning
Approaches to Learning
Community Service
Health Social Education
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Defining Statements

• The areas of interaction
• Are common interactive organizing elements, not
  subjects
• Provide a focus for teacher planning and
  instruction
• Help students to see the connections between
  subjects
• Help students understand that real-world problems
  are solved using skills and concepts from a
  variety of disciplines
• Can be compared to lenses through which teachers
  and students approach the different disciplines
  and establish connections with real life issues
• Are a starting point for the personal project

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Human Ingenuity
(Man as Maker)

• Concerned with
• Understanding and appreciating the motives,
  processes and products of human enterprise and
  transformation
• Exploring relationships between ethics,
  aesthetics, science and technology
• Results in
• Solving problems using creativity and
  resourcefulness
• Anticipating and considering consequences
• Guiding questions
• Why and how do we create?
• What are the consequences?

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Approaches to Learning

• Concerned with
• Information literacy
• Communication
• Subject specific skills
• Research Skills
• Problem Solving
• Reflection
• Guiding questions
• How do I learn best?
• How do I know?
• How do I communicate my understanding?

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Health and Social Education

• Concerned with
• Physical, emotional social health
• Results in
• Skills and knowledge to make informed choices
• Responsibility for self and others well-being
• Physically and mentally healthy life
• Guiding questions
• How do I think and act?
• How am I changing?
• How can I look after myself and others?

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Community and Service

• Concerned with
• Awareness
• Perception of community needs
• Action
• Personal engagement to increase the quality of
  community life
• Reflection
• Reviewing the process to further enhance quality
  responses
• Results in
• Development of personal answers to fundamental
  questions
• Development of positive attitude, self esteem and
  satisfaction
• A greater sense of being of part of the
  collective whole
• Guiding questions
• How do we live in relation to each other?
• How can I contribute to the community?
• How can I help others?

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Environment

• Concerned with
• Awareness
• Responsibility
• Action
• Reflection
• Results in
• Understanding the fragile balance and inter
  connections of environment
• Developing positive attitudes
• Assuming responsibility through action at the
  local level
• Questioning the effectiveness of action and
  responsibility
• Guiding questions
• What are my responsibilities?
• Where do we live?
• What resources do we have or need?

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Eight Subject Areas
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Language A

• Teachers
• Ms Coss
• Ms Sullum
• Ms Bonaccorso
• Mr Salaam
• Language
• English
• Arabic

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Language B

• Teachers
• Ms Marks
• Ms Halimi Frank
• Ms Bavnik
• Mr Salaam
• Languages
• French
• Hebrew
• Arabic

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Non School Based Language Studies

• At AISJ we offer mother tongue languages to
  enable students to
• Maintain connections with their native culture
• Ease reintegration when returning to the culture
• Help in acquiring 2nd languages.
• Languages on offer
• Finnish
• Spanish
• Amharic
• German
• Italian
• Program Coordinator Ms Marks

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Humanities

• Teachers
• Mr Solomon
• Ms Falzarano
• Ms Press
• Disciplines
• Geography
• History
• General Humanities

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Sciences

• Teachers
• Mr Dyer
• Ms Husseini
• Ms Qarain
• Mr Toltz
• Dr Zinn
• Disciplines
• Biology
• Chemistry
• Physics
• General Science

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Mathematics

• Teachers
• Mrs Schneck
• Mr Toltz
• Dr Zinn

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Technology

• Teachers
• Ms Bavnik
• Mr Dyer
• Mr Novich
• Subject
• Design Technology
• Computer Technology

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Physical Education

• Teacher
• Mr Dyer

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Arts

• Teachers
• Ms Bonaccorso
• Ms Litoff
• Ms Press
• Ms Sullum
• Disciplines
• Visual Arts
• Ceramics
• Music
• Drama

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Personal Project

• What is it?
• A significant body of work produced over an
  extended period
• Areas of interaction are central
• A creative product of the students own
  initiative as the culmination of the MYP
• Demonstrates skills in approaches to learning
• Types of Projects
• An original work of art (eg. visual or
  performance)
• A written piece of work on a specific topic
• A piece of literary fiction
• An original science experiment
• An invention or specially designed object
• The presentation of a developed business,
  management or organisational plan, for a business
  or community-based organisation

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Personal Project

• Objectives
• Independent and sustained work
• Focussed on a clearly formulated goal
• Research and integration
• Depth in areas of interaction
• Reflection and evaluation
• Assessment
• According to MYP criteria
• Preliminary grade for first draft
• Final grade awarded by the school supervisor
• Internal standardization by school staff
• External standardisation by IB moderator in future

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Assessment in the MYP

• Objectives
• Elicits higher order thinking in addition to
  basic skills
• Requires students to develop responses rather
  than select predetermined options
• Uses samples of student work (portfolios)
  collected over an extended period of time
• Criterion referenced (students are not compared)
• Allows for the possibility of multiple human
  judgements
• Self evaluation of student work
• Identifies students strengths and weaknesses

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Summary

• The MYP helps to develop students
• Self-regulated thinking and learning
• Critical thinking and learning
• Creative thinking and learning