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January 17, 2018 | Author: Anonymous | Category: Social Science, Psychology, Conformity
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MYP: The next chapter

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MYP around the world November 2011: 917 schools (in 81 countries) AFRICA, EUROPE, MIDDLE EAST 149schools AMERICAS: 651 schools

ASIA PACIFIC: 117 schools


Key challenges for MYP Access for schools with national/state curriculum

Continuum between IB programmes

Age appropriateness

© International Baccalaureate Organization

Key challenges for MYP Choice of subjects

Fewer layers

Easy to implement Online curriculum tool Action


Recognition and assessment development


Continuum between IB programmes

Alignment of the core of the IB programmes


Access for schools with national/state curriculum


Criterion related

Global contexts

Age appropriateness Re-design of programme model

© International Baccalaureate Organization

Externally validated assessment Prescribed concepts



Global contexts

MYP puzzle

Profile Approaches to learning Summative assessment

Action Subject


Inquiry Areas of interaction

InterConcept disciplinary based learning

© International Baccalaureate Organization

Where are we with MYP: the Next Chapter ? • Decisions: Proposed changes are still in development and have not yet been approved. • Pilots: Aspects of the proposed changes are being piloted and final decisions will be taken as the outcomes of these pilots become clear. • Transition: The IB will guide schools in a gradual process and give maximum notice of change. The IB is mindful of the need for schools to be able to allocate resources efficiently.


Curriculum development • Contextual learning – Evolution of areas of interaction to global contexts

• Conceptual framework – Key and related concepts – Disciplinary understandings – Central ideas

• Curriculum planning • Alignment across PYP, MYP and DP


Approaches to learning (ATL) • • • •

ATL to become part of all three programmes Much stronger emphasis Related to command terms Divided into five skills areas common with PYP and DP:  Communication  Social  Self-management  Research  Thinking

• Not subject specific, but guides will include subject specific examples

© International Baccalaureate Organization

Timeline of curriculum development • Develop guides by 2014 • No guides or TSMs will be published after 2012 until the launch of MYP: the next chapter suite of documents • Gathering feedback through: a) b) c) d)

Surveying schools School visits and in conferences Curriculum review meetings and piloting of draft guides Informal feedback received from a range of stakeholders including MYP & DP students


MYP internal assessment Developments: • All subjects are moving to four criteria • Mandated interim criteria and objectives for MYP1 and MYP3 will be proposed • Command terms will be used to define levels of the criteria in all subjects • Common criteria will be aligned across subjects where applicable • Monitoring of assessment will continue – Investigating whether online training for moderators could be made available as professional development for all MYP teachers.


Final Assessment Year 3/4:

Year 5:

Culminating task

Mandatory: • Moderation of personal project Optional: • External summative assessment • Monitoring

© International Baccalaureate Organization

Potential assessment model Investigation is being done into the following model: • External assessment in MYP year 5: – – – – –

Will be optional Electronic, criterion related assessment Disciplinary and interdisciplinary components Based on key concepts and developed around global issues Will be piloted and aims for recognition

• Mandatory moderation for the personal project • Subject moderation would be phased out


Subject groups • The MYP will remain an octagon and will not move towards a hexagon. • Investigation of a flexibility option for schools that have difficulty offering all eight subject groups in MYP years 4-5: Students may have a choice of subject groups in years 4 and 5 of the programme: – Minimum of six subject groups must be studied concurrently – Language B (or second Language A) mandatory for all students in all years

• Currently being piloted in schools to study the effects on teaching and learning


Feedback from schools Survey sent to coordinators in all IB World Schools, both to schools that had or did not have MYP (May 2011) • MYP schools: 94% of respondents considered that, taken together, they would view the changes as being positive in their school • IB schools without MYP: 91% of respondents considered that, taken together, they would view the changes as being positive and would consider implementing the MYP in their school.


Summary of key developments Significant concepts Areas of interaction (AOIs) Eight subject groups

Optional moderation Certificate of Achievement

Guides Teacher support materials




Prescribed concepts with illustrative content Potential replacement of AOIs with global contexts Choice of subjects years 4-5

Optional external summative assessment (e-assessment) Compulsory PP moderation Year 3/4 culminating task

Guides Teacher support materials

© International Baccalaureate Organization

Engaged students motivated teachers improved preparation for DP recognition and accreditation more children benefitting from the MYP

Proposed Timeline 2011

Development: • Core • Programme model • Concepts • Pilot subject options

2012-2014 Subject guides; authorization and evaluation; Professional development; assessment; piloting all new elements


Launch, with first assessment 2015

© International Baccalaureate Organization

Transition • Professional development will start including new elements for curriculum planning starting in 2012 • Transition document for schools and IB educators for the interim period until 2014 • Transition document for schools and IB educators when the new documents are published in 2014


Background information If you are interested in some of the literature that has informed the discussions so far:  Tomlinson, C. A., Kaplan, S. N., Renzulli, J. S., Purcell, J. H., Leppien, J. H., Burns, D. E., Strickland, C. A., & Imbeau, M. B. (2008). The Parallel Curriculum: A design to develop learner potential and challenge advanced learners (2nd edition). Thousand Oaks, CA: Corwin Press.  Erickson, HL. Stirring the Head, Heart, and Soul: Redefining Curriculum, Instruction, and Concept-based Learning, c. 2008, Corwin Press Pub  Willingham, D. (2009). Why don't students like school: A cognitive scientist answers questions about how the mind works and what it means for the classroom. San Francisco, CA: Jossey-Bass.  Tomlinson, C. & McTighe, J. (2006). Integrating differentiated instruction and understanding by design. Alexandria, VA: ASCD.  National Research Council. (2000). How people learn: Brain, mind, experience and school. Washington, DC: National Academy Press. Page 18

Keep up to date

You can find and post messages about the MYP using:

@IBMYP For instant updates and MYP news

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If you have any questions about this review or any suggestions, please contact

[email protected]

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