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International
Baccalaureate
Made by group 751
Control of curriculum – national systemsControl of curriculum – national systems
Adaptation of school’s own curriculumAdaptation of school’s own curriculum
Teaching in many languagesTeaching in many languages
 11-16 years
 Flexible framework that meets demands of
national, regional or local legislation
 The learner is in the centre of the
programme
 5 areas of interaction
IB Learner
Profile
IB Mission
Statement
International Education
Holistic learning
Intercultural awareness
Communication
 Provide the MYP with its unique core.
 Teaching subject areas through these
contexts allows to focus on
attitudes
values
skills
exploration of
real-world
issues
exploration of
real-world
issues
higher-order
thinking skills
higher-order
thinking skills
from academic
knowledge to
thoughtful action
interdisciplinary
approach to
learning
the contexts for the MYP
fundamental concepts
and the IB learner profile
the contexts for the MYP
fundamental concepts
and the IB learner profile
positive
attitudes and a
sense of
personal and
social
responsibility
reflection
common
language
common
language
framework for
student inquiry
framework for
student inquiry
Areas of
interaction
Health and
social
education
Approaches to
learning (ATL)
Human
ingenuity
Community
and
service
Environment
s
• How do I learn best?
• How do I know?
• How do I communicate my understanding?
•How do I learn best?
•How do I know?
•How do I communicate my understanding?
• teaching students how to learn effectivelyteaching students how to learn effectively
• enable them to take responsibility for their own learningenable them to take responsibility for their own learning
• support student achievementsupport student achievement
• ensure that students acquire the skills and the confidence to takeensure that students acquire the skills and the confidence to take
ownership of their own learningownership of their own learning
• any new skills should be taught explicitlyany new skills should be taught explicitly
• analyze from the student’s point of viewanalyze from the student’s point of view
• How do we live in relation to each other?
• How can I contribute to the community?
• How can I help others?
• How do we live in relation to each other?
• How can I contribute to the community?
• How can I help others?
• fosters development of the adolescentfosters development of the adolescent
• the place and role of the student in communitiesthe place and role of the student in communities
• responsible citizenshipresponsible citizenship
• make connections between their development and the benefits that they can bringmake connections between their development and the benefits that they can bring
to the communityto the community
• the fundamental concept of intercultural awareness - empathy and respectthe fundamental concept of intercultural awareness - empathy and respect
• tools that guide the reflection and allow fortools that guide the reflection and allow for formative assessment of studentformative assessment of student
actionaction
Summary
Documents
GroupGroup
DiscussionsDiscussions
Student-led
Conferences.
Presentations
of Projects
Journals
encompasses a range of issues andencompasses a range of issues and
how they affect individuals, humanhow they affect individuals, human
development and interactionsdevelopment and interactions
provides students with opportunities toprovides students with opportunities to
inquire key aspects of humaninquire key aspects of human
developmentdevelopment
4 different4 different levels:levels:
•• ourselves in the wider societyourselves in the wider society
•• ourselves and othersourselves and others
•• understanding ourselvesunderstanding ourselves
•• looking after ourselves.looking after ourselves.
Student learningStudent learning expectationsexpectations in terms of:in terms of:
•• an awareness of and understanding ofan awareness of and understanding of
contemporary and historical social issuescontemporary and historical social issues
•• reflection on and having opinionsreflection on and having opinions
•• making considered and responsible choicesmaking considered and responsible choices
• How do I think and act?
• How am I changing?
• How can I look after myself and others?
• How do I think and act?
• How am I changing?
• How can I look after myself and others?
• What are our environments?What are our environments?
• What resources do we have or need?What resources do we have or need?
• What are my responsibilities?What are my responsibilities?
• What are our environments?What are our environments?
• What resources do we have or need?What resources do we have or need?
• What are my responsibilities?What are my responsibilities?
Focuses on the place
Focuses on the place
of human beings
of human beings
within a wide range of
within a wide range of
environmentsenvironments
Students will come to anStudents will come to an
appreciation and understandingappreciation and understanding
of their effects on theirof their effects on their
environments:environments:
•• TheThe natural environmentnatural environment
• TheThe built environmentbuilt environment
• TheThe virtual environmentvirtual environment
Provides opportunities for
Provides opportunities forstudents to see these global
students to see these globalissues in the light of local
issues in the light of localconcerns, and
concerns, and
vice versavice versa
• students should develop anstudents should develop an awareness and understandingawareness and understanding
of a range of environments and their qualitiesof a range of environments and their qualities
• developdevelop awareness through investigation, discussionawareness through investigation, discussion
and debateand debate
• students will come to understand better their responsibilitiesstudents will come to understand better their responsibilities
towards their environmentstowards their environments
• Why and how do we create?Why and how do we create?
• What are the consequences?What are the consequences?
• Why and how do we create?Why and how do we create?
• What are the consequences?What are the consequences?
Human ingenuityHuman ingenuity = the way in which human minds have influenced how we= the way in which human minds have influenced how we
think, work, play, construct and conduct friendships and other relationships,think, work, play, construct and conduct friendships and other relationships,
interact with each other, find solutions to problems, cause problems,interact with each other, find solutions to problems, cause problems,
transform things and rationalize thought.transform things and rationalize thought.
• provide opportunities for
discussion and further
inquiry
• raise ethical issues
reasoned judgment of various
transformations and an appreciation of
their consequences
encourages to see the relationshipsbetween diverse subjects such as:• systems
• communication
• technology
• thought
• art
• culture
Learning Experiences
value learning
make learning goals explicit
accommodate learning styles
collaborate with each other
inquire into subject content
interact with the environment
 Learning is in context
 Context is relevant
 Values and expectations are explicit
 They can learn collaboratively
 Learning environment is provocative
 There is a culture of curiosity at the school
Increased emphasis on
 Using a rage of teaching
strategies
 Working collaboratively
 Viewing Ss as thinkers
 Involving Ss in learning
Decreased emphasis on
 Teaching about
responsibility
 Viewing the teacher the
sole authority
 Viewing Ss as passive
recipients
 Focusing on what Ss do
not know
 Proved secure learning environments
 Strive to develop relationships between teachers,
students and parents
 Develop classroom environments that are focused
on learning
Written
Curriculum
Taught
Curriculum
Assessed
Curriculum
= a document that describes what will be
taught in each subject to each age group.
Curriculum development
Subject content
Contexts
equal emphasis is given to methodology
and to planning teaching and learning
should emphasize the active
construction of meaning
encourages teachers to provide opportunities for
students to build meaning and refine understanding
through structured inquiry
The structuring of new experiences by teachers, and
the support teachers give to students’ ideas about
new experiences, are fundamental to students’
conceptual development
◦ support and encourage Ss
◦ inform, enhance and improve the teaching
process
◦ promote positive St attitudes towards learning
◦ promote a deep understanding
◦ promote the development of higher-order
cognitive skills
◦ reflect the international-mindedness of the
programme
◦ support the holistic nature of the programme
 Observation
 Selected response
 Open-ended tasks
 Performance
 Process journals
 Portfolio assessment
 A note on standardized tests
Assessment strategies Assessments tasks
 Assessment tools
Anecdotal
records
Task-specific
clarifications
Checklists
Continuums
Rubrics
Examples
holistic rubrics
Developing rubrics
Clarifying published
criteria in year 5
is considered throughout the processes involved in planning
for learning
the assessment model gives both
teacher and student reliable and
valid information on the actual learning
that takes place for each student
Other
ElementsPeople
People
Coordinator Subject Leaders
Constituents Supervisors
Professional
Development
Opportunities
Clear
Plans
Programme
Development
Teamwork
Approach
to Planning
Educational
Team
Governing
Body
Units
&
Elements
Units
&
Elements
all knowledge is interrelated
and the curriculum should
cater to the development of
the whole person, the
attributes of which are
described by the IB learner
profile.
Holistic learning
school communities should
encourage international
mindedness by exploring
other cultures.
InterculturalAwareness
schools should
encourage open and
effective
communication,
important skills
contributing to
international
understanding.
Communication

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Ib

  • 2. Control of curriculum – national systemsControl of curriculum – national systems Adaptation of school’s own curriculumAdaptation of school’s own curriculum Teaching in many languagesTeaching in many languages
  • 3.  11-16 years  Flexible framework that meets demands of national, regional or local legislation  The learner is in the centre of the programme  5 areas of interaction
  • 5.
  • 7.  Provide the MYP with its unique core.  Teaching subject areas through these contexts allows to focus on attitudes values skills
  • 8. exploration of real-world issues exploration of real-world issues higher-order thinking skills higher-order thinking skills from academic knowledge to thoughtful action interdisciplinary approach to learning the contexts for the MYP fundamental concepts and the IB learner profile the contexts for the MYP fundamental concepts and the IB learner profile positive attitudes and a sense of personal and social responsibility reflection common language common language framework for student inquiry framework for student inquiry
  • 9.
  • 10. Areas of interaction Health and social education Approaches to learning (ATL) Human ingenuity Community and service Environment s
  • 11. • How do I learn best? • How do I know? • How do I communicate my understanding? •How do I learn best? •How do I know? •How do I communicate my understanding? • teaching students how to learn effectivelyteaching students how to learn effectively • enable them to take responsibility for their own learningenable them to take responsibility for their own learning • support student achievementsupport student achievement • ensure that students acquire the skills and the confidence to takeensure that students acquire the skills and the confidence to take ownership of their own learningownership of their own learning • any new skills should be taught explicitlyany new skills should be taught explicitly • analyze from the student’s point of viewanalyze from the student’s point of view
  • 12. • How do we live in relation to each other? • How can I contribute to the community? • How can I help others? • How do we live in relation to each other? • How can I contribute to the community? • How can I help others? • fosters development of the adolescentfosters development of the adolescent • the place and role of the student in communitiesthe place and role of the student in communities • responsible citizenshipresponsible citizenship • make connections between their development and the benefits that they can bringmake connections between their development and the benefits that they can bring to the communityto the community • the fundamental concept of intercultural awareness - empathy and respectthe fundamental concept of intercultural awareness - empathy and respect • tools that guide the reflection and allow fortools that guide the reflection and allow for formative assessment of studentformative assessment of student actionaction
  • 14. encompasses a range of issues andencompasses a range of issues and how they affect individuals, humanhow they affect individuals, human development and interactionsdevelopment and interactions provides students with opportunities toprovides students with opportunities to inquire key aspects of humaninquire key aspects of human developmentdevelopment 4 different4 different levels:levels: •• ourselves in the wider societyourselves in the wider society •• ourselves and othersourselves and others •• understanding ourselvesunderstanding ourselves •• looking after ourselves.looking after ourselves. Student learningStudent learning expectationsexpectations in terms of:in terms of: •• an awareness of and understanding ofan awareness of and understanding of contemporary and historical social issuescontemporary and historical social issues •• reflection on and having opinionsreflection on and having opinions •• making considered and responsible choicesmaking considered and responsible choices • How do I think and act? • How am I changing? • How can I look after myself and others? • How do I think and act? • How am I changing? • How can I look after myself and others?
  • 15. • What are our environments?What are our environments? • What resources do we have or need?What resources do we have or need? • What are my responsibilities?What are my responsibilities? • What are our environments?What are our environments? • What resources do we have or need?What resources do we have or need? • What are my responsibilities?What are my responsibilities? Focuses on the place Focuses on the place of human beings of human beings within a wide range of within a wide range of environmentsenvironments Students will come to anStudents will come to an appreciation and understandingappreciation and understanding of their effects on theirof their effects on their environments:environments: •• TheThe natural environmentnatural environment • TheThe built environmentbuilt environment • TheThe virtual environmentvirtual environment Provides opportunities for Provides opportunities forstudents to see these global students to see these globalissues in the light of local issues in the light of localconcerns, and concerns, and vice versavice versa • students should develop anstudents should develop an awareness and understandingawareness and understanding of a range of environments and their qualitiesof a range of environments and their qualities • developdevelop awareness through investigation, discussionawareness through investigation, discussion and debateand debate • students will come to understand better their responsibilitiesstudents will come to understand better their responsibilities towards their environmentstowards their environments
  • 16. • Why and how do we create?Why and how do we create? • What are the consequences?What are the consequences? • Why and how do we create?Why and how do we create? • What are the consequences?What are the consequences? Human ingenuityHuman ingenuity = the way in which human minds have influenced how we= the way in which human minds have influenced how we think, work, play, construct and conduct friendships and other relationships,think, work, play, construct and conduct friendships and other relationships, interact with each other, find solutions to problems, cause problems,interact with each other, find solutions to problems, cause problems, transform things and rationalize thought.transform things and rationalize thought. • provide opportunities for discussion and further inquiry • raise ethical issues reasoned judgment of various transformations and an appreciation of their consequences encourages to see the relationshipsbetween diverse subjects such as:• systems • communication • technology • thought • art • culture
  • 17. Learning Experiences value learning make learning goals explicit accommodate learning styles collaborate with each other inquire into subject content interact with the environment
  • 18.  Learning is in context  Context is relevant  Values and expectations are explicit  They can learn collaboratively  Learning environment is provocative  There is a culture of curiosity at the school
  • 19. Increased emphasis on  Using a rage of teaching strategies  Working collaboratively  Viewing Ss as thinkers  Involving Ss in learning Decreased emphasis on  Teaching about responsibility  Viewing the teacher the sole authority  Viewing Ss as passive recipients  Focusing on what Ss do not know
  • 20.  Proved secure learning environments  Strive to develop relationships between teachers, students and parents  Develop classroom environments that are focused on learning
  • 21.
  • 23. = a document that describes what will be taught in each subject to each age group. Curriculum development Subject content Contexts
  • 24. equal emphasis is given to methodology and to planning teaching and learning should emphasize the active construction of meaning encourages teachers to provide opportunities for students to build meaning and refine understanding through structured inquiry The structuring of new experiences by teachers, and the support teachers give to students’ ideas about new experiences, are fundamental to students’ conceptual development
  • 25.
  • 26. ◦ support and encourage Ss ◦ inform, enhance and improve the teaching process ◦ promote positive St attitudes towards learning ◦ promote a deep understanding ◦ promote the development of higher-order cognitive skills ◦ reflect the international-mindedness of the programme ◦ support the holistic nature of the programme
  • 27.  Observation  Selected response  Open-ended tasks  Performance  Process journals  Portfolio assessment  A note on standardized tests Assessment strategies Assessments tasks
  • 29. is considered throughout the processes involved in planning for learning the assessment model gives both teacher and student reliable and valid information on the actual learning that takes place for each student
  • 33. all knowledge is interrelated and the curriculum should cater to the development of the whole person, the attributes of which are described by the IB learner profile. Holistic learning
  • 34. school communities should encourage international mindedness by exploring other cultures. InterculturalAwareness
  • 35. schools should encourage open and effective communication, important skills contributing to international understanding. Communication