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Everything you need to

know about
the new MYP

version TTO
September 2014

What is the MYP?


The International Baccalaureate Middle Years Programme:
is for students aged 11 16
is a challenging framework for the taught curriculum
The MYP is not what is taught.
The MYP is the way that it is taught.

The MYP makes a difference.


It brings international mindedness to the forefront of education:
students understand and work with other cultures
It encourages a positive attitude to learning:
students are challenged
students are creative
students participate actively in their communities
It reflects real life:
students see the links between subjects and the real life issues in their
community
It encourages communication:

students are presenters


students are reflective
students are expressive
students are critical thinkers

What do past students say about MYP?


...it gives you a base on which your future life will be built...
...knowing more about the subject in a real-life background
helps to understand the concepts and motivates to learn...
... it pushes you to think about other people...

How will the MYP affect me?


The International Baccalaureate learner profile1 encourages teachers and
students to become...
Inquirers asking: who? what? how? where? when?
Knowledgeable acquiring an in-depth knowledge and a developed understanding
across a broad and balanced range of subject areas
Thinkers being able to think critically and creatively and reach well thought out
and ethical decisions
Communicators confident and expressive presenters and collaborators: in more
than one language
Principled fair, honest and having respect for individuals, groups and
communities as well as being responsible for ones own actions and their
consequences
Open-minded having an understanding of their own cultures and values as well
as being open to those of others around them
Caring act to make a positive difference towards the lives of others
Risk-takers approach the unknown with courage and consideration, taking
opportunities to do different things differently!
Balanced a healthy mind, healthy body and healthy emotions are all equally
important
Reflective thoughtful consideration of ones own learning: what are my strengths
and my weaknesses and how can I move forward?

What do past students say?


MYP was not always easy, but I like to be challenged. Being
in the MYP felt like being part of something a little more
special than regular education...
...the MYP showed me ... that my opinion is relevant and
with that opinion I can contribute to society

IB learner profile booklet, 2013, IBO

What will I study?


The MYP ensures that all students follow a broad and balanced curriculum with an
emphasis on language learning.
All students must follow a minimum of one subject from each of the eight MYP
subject groups.

Subjects Offered:
Language and Literature (as mother tongue): English A, Dutch A
Language Acquisition (as second language): French B, German B (from year 2) and the
classical languages, (TTO+), Greek and Latin
Mathematics
Individuals and Societies: Geography, History, Economics (from year 3)
Sciences: Integrated Science, and in year 4, Biology, Chemistry, Physics
Design
Arts: Visual Art, Music
Physical and Health Education
Other (Non-MYP) subjects
Levensbeschouwing en Maatschappij (L&M)
SGS:

small group subjects, offered with the IS and TTO in mixed classes of TTO1-2 and
IS MYP1-3. Courses are 10 week long and include subjects such as Fanzines, Still
life, Presentation Skills, Culture and Team building!

Making learning challenging


MYP is an inquiry based programme. Teaching and learning focusses on an inquiry
questions linked to action and reflection.

Inquiry questions lead each unit or module of work. These inquiry questions are
developed from the curriculum content required within the VWO programme. From
this content the teachers identify the key concepts to be taught and these are
aligned with the requirements of the programme. Key concepts are big ideas which
form the basis of teaching and learning in the MYP. Key concepts engage students in
higher order thinking, helping them to connect facts and topics with more complex
conceptual understanding. Key concepts provide a focus for transferring knowledge
and understanding across disciplines and subject groups.
The MYP identifies sixteen key concepts to be explored across the curriculum. These
key concepts represent understandings that reach beyond the eight MYP subject
groups from which they are drawn:
Aesthetics

Change

Communication

Communities

Connections

Creativity

Culture

Development

Form

Global interactions

Identity

Logic

Perspective

Relationships

Time, place and space

Systems

Teachers use key concepts from their own discipline(s) or subject group(s)as well
as key concepts from other disciplines and subject groupsto plan disciplinary and
interdisciplinary units of inquiry.

MYP From Principles into Practice (May 2014), IBO

Making learning real


How many times do students ask: why do I have to know this?
The Global Contexts are a basis of the Middle Years Programme designed to make
learning a real experience.
Focussing the subject content through one of the six Global Contexts asks students
to consider how their knowledge can help them answer the inquiry question: why?
1. An inquiry into identity
Students will explore the nature of the self; beliefs and values; personal, physical, mental, social
and spiritual health; human relationships including families, friends, communities and cultures;
what it means to be human.
2. An inquiry into our continuous development
Students will explore orientation in place and time; personal histories; our homes and journeys;
turning points in humankind; discoveries, the relationships between, and the interconnectedness
of, individuals and civilizations, from local and global perspectives.
3. An inquiry into our creativity and forms of 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.
4. An inquiry into the interrelationships between people and the natural world
Students will explore the natural world and its laws; the interaction between the natural world
(physical and biological) and human societies; how humans use their understanding of scientific
principles; the impact of scientific and technological advances on society and on the
environment; the impact of the environment on human activity.
5. An inquiry into the world as a connected whole
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 tensions and opportunities provided by world-interconnectedness; the impact of
decision-making and non-decision-making on humankind and the environment; explore
planetary problems and solutions.
6. An inquiry into our rights and responsibilities in our communities
Students will explore rights and responsibilities in the struggle to share finite resources with
other people and with other living things; communities and the relationships within and
between them; access to equal opportunities; peace and conflict resolution.

How will I study?


Approaches for Learning underpins the MYP curriculum.
Students develop skills that have relevance across the curriculum and help them
how to learn.
These skills can be learned, taught, improved with practice and developed over the
length of the programme.
There are five categories of skills which will be part of their learning experience.
Each category expands into clusters of skills which identify the needs for their
educational journey.
Skill Categories

Skill Clusters

1. Communication

Communication

2. Social

Collaboration

3. Self Management

Organisation
Affective
Reflection

4. Research

Information Literacy
Media Literacy

5. Thinking

Critical Thinking
Creative Thinking
Transfer

Teachers are responsible for integrating and teaching these ATL skills
Students are responsible for practicing and developing these ATL skills
Students will be given opportunities to reflect upon their development of these
skills by asking questions, such as
What are my current skills
What skills can I improve
What new skills can I learn
Students may consider themselves to a be novice, a developer, a practitioner or an
expert in these skills. Guidance in this self appraisal will be given by teachers.

Assessment in MYP
MYP students are assessed on how they use their knowledge to address challenging
questions in unfamiliar situations using conceptual understanding.
Currently, assessment in MYP is internal: designed by teachers for the students.
From 2016 there will be a number of e-assessments available to the students in the
final year of their programme (TTO4). These assessments will be online and will
allow the IB to set far richer tasks than can be achieved with pen and paper alone.
Assessment in MYP is criterion based.
Clear expectations or objectives are given by the teachers to their students
before the assessment task is set. Achievement is measured by the students
ability to meet these objectives
Each subject is assessed by four criteria and each criterion is out of 8:
A (8)
Analyzing

B (8)
Organizing

C (8)
Producing text

D (8)
Using language

Comprehending
spoken and visual
text
Knowing and
understanding

Comprehending
written and visual
text
Investigating

Communicating

Using language

Communicating

Thinking
critically

Sciences

Knowing and
understanding

Inquiring and
designing

Processing and
evaluating

Mathematics

Knowing and
understanding

Investigating
patterns

Arts

Knowing and
understanding

Developing skills

Physical and
health
education
Design

Knowing and
understanding

Planning for
performance

Applying and
performing

Inquiring and
analysing

Developing ideas

Creating the
solution

Language
and
literature
Language
acquisition*
Individuals
and societies

Reflecting on the
impacts of
science
Communicating
Applying
mathematics in
real world
contexts
Thinking creatively
Responding
Reflecting and
improving
performance
Evaluating

A final (MYP) grade (maximum 7) is issued at each reporting period created from this criteria total.
MYP Total
Final MYP Grade

1-5
1

6-9
2

10-14
3

15-18
4

* Excluding Latin/Greek

19-23
5

24-27
6

28-32
7

How does the final (1 7) grade reflect actual skills and achievement?
Grade

Reflects someone who

produces work of very limited quality. Conveys many significant


misunderstandings or lacks understanding of most concepts and skills. Very rarely
demonstrates critical or creative thinking. Very inflexible, rarely using knowledge
or skills.

produces work of limited quality. Expresses misunderstandings or significant gaps


in understanding for many concepts and contexts. Infrequently demonstrates
critical or creative thinking. Generally inflexible in the use of knowledge and skills,
infrequently applying knowledge and skills.

produces work of an acceptable quality. Communicates basic understanding of


many concepts and contexts, with occasionally significant misunderstandings or
gaps. Begins to demonstrate some basic critical and creative thinking. Is often
inflexible in the use of knowledge and skills, requiring support even in familiar
classroom situations.

produces good-quality work. Communicates basic understanding of most


concepts and contexts with few misunderstandings and minor gaps. Often
demonstrates basic critical and creative thinking. Uses knowledge and skills with
some flexibility in familiar classroom situations, but requires support in unfamiliar
situations.

produces generally high-quality work. Communicates secure understanding of


concepts and contexts. Demonstrates critical and creative thinking, sometimes
with sophistication. Uses knowledge and skills in familiar classroom and real-world
situations, and, with support, some unfamiliar real-world situations.

produces high-quality, occasionally innovative work. Communicates extensive


understanding of concepts and contexts. Demonstrates critical and creative
thinking, frequently with sophistication. Uses knowledge and skills in familiar and
unfamiliar classroom and real-world situations, often with independence.

produces high-quality, frequently innovative work. Communicates


comprehensive, nuanced understanding of concepts and contexts. Consistently
demonstrates sophisticated critical and creative thinking. Frequently transfers
knowledge and skills with independence and expertise in a variety of complex
classroom and real-world situations.

From this criteria total a Dutch cijfer (maximum 10) may also be calculated.
MYP total

0-4

5-7

8-11

12-15

16-18

19-21

22-24

25-27

28-30

31-32

NL equivalent

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Focus on MYP
Service as Action
Service as Action allows the student to discover how what they learn in the
classroom also can have a connection with what they encounter in the community.
Every student must take part in a Service as Action programme which may involve
them in:
feeling empathy towards others
making small-scale changes to their behaviour
undertaking larger and more significant projects
acting on their own
acting collaboratively
taking physical action
suggesting modifications to an existing system to the benefit of all involved
lobbying people in more influential positions to act.

The Personal Project


The Personal Project is a wonderful opportunity for students
to produce a personal and creative work of their own
choice. It reflects their experience of the MYP and
demonstrates the skills they have developed throughout the
programme.
The Personal Project begins in March of TTO3 and concludes
in February of TTO4.
It is a compulsory element of the Middle Years Programme.

Some MYP terminology


Approaches to
learning (ATL)

Concerned with the development of thinking skills, strategies


and attitudes and the ability to reflect on ones own learning.

Criteria

criteria are used to assess how the objectives of that subject


have been met by the student

and Levels

Criterion scores are given as levels: the maximum is 8 in each


criterion in each subject

Criterion Levels
total

the sum of the final criterion levels for all the criteria in each
subject

E-assessment

Assessment, on screen or by electronic portfolio, that is set


and marked by the IB and not by a students teacher.

Grade

a number reflecting overall standards of student achievement.


The MYP grade is obtained from grade boundaries of the
students criterion level totals and has a maximum of 7. (see
page 6/7)

International
The International Baccalaureate (IB) is a non-profit
Baccalaureate (IB) educational foundation, motivated by its mission, focused on
the student.
www.ibo.org
LP

Learner Profile (see page 2)

Managebac

The ouderportal specific for the Middle Years Programme


for TTO - https://maartens.managebac.com

Moderation

external standardisation of marked work to ensure that


teachers across the worlds MYP schools are applying the
same standards and interpretation of the assessment criteria

MYP

The Middle Years Programme (see page 1)

Objectives

set of statements describing the knowledge, skills and


understanding that will be assessed

Rubric

for each task a rubric may be available which describes


specifically what the teacher expects at a variety of different
levels

Please also see the General Regulations for MYP as published by the IB available for download
from the MYP site

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Further information:
http://myp.maartenscollege.nl
International Baccalaureate Organisation

www.ibo.org

Ouderportaal:

https://maartens.managebac.com

Ouderportal contact:

managebac@maartens.nl

MYP Coordinator

m.b.weston@maartens.nl

TTO teamleader

j.m.knoester@maartens.nl

And finally

Education is not the


filling of a bucket, but
the lighting of a fire.
William Butler Yeats
1865 - 1939
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