International Baccalaureate Middle Years Program Overview
At the core of all IB Programmes is the leaner profile, 10 attributes fostered in students that promote their development as responsible members of their local, national and global communities. IB learners strive to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective.
In the MYP, students study 8 subject groups, with a minimum of 50 teaching hours per subject group each year. Distinctive features of the MYP include:
1. Key and related concepts are big ideas, which form the basis of teaching and learning in the MYP. They ensure breadth and depth in the curriculum and promote learning within and across traditional disciplines.
2. Global contexts provide shared starting points for inquiry into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding and global engagement.
3. Approaches to teaching and learning, a unifying thread throughout all MYP subject groups, are skills which help students manage their own learning. They provide a foundation for success in further education and the world beyond the classroom.
4. Action and service, essential components of the MYP, set out clear learning outcomes that grow from students’ participation in local and global communities. MYP projects are informed by respected models of service learning and provide stepping stones toward the Diploma Programme’s core requirements for Creativity, Action and Service (CAS).
5. The personel project, for students completing the programme in year 5, is a culminating experience in which students apply their approaches to learning skills to complete an extended, self-directed piece of work. This required component provides opportunities for creative and truly personel demonstration of learning.
Why the Middle Years Programme?
Parents who want the best possible education for their children choose the MYP because it includes:
· Rigorous learning objectives
· A student-centred approach to teaching
· International perspectives
· Concern for the whole child
· Sustained teaching and learning in more than one language
· A focus on learning how to learn
· The development of flexible thinking that prepared students to evaluate information critically and apply knowledge in complex, unfamiliar situations
The MYP teaches tools for lifelong learning and fosters responsible attitudes that help students discover how to use what they learn to take principled action. The MYP’s focus on independent learning makes it the ideal preparation for the IB Diploma Programme (DP) and the IB Career-related Certificate (IBCC)
Benefits Of The Middle Years Program
International Baccalaureate (MYP IB)
BENEFITS FOR SCHOOL
The International Baccalaureate (IB) offers benefits to schools which are:
i. High quality programmes of education, which support development of knowledgeable and inquiring students.
ii. Professional development that supports effective educators and collaborative professional learning communities.
iii. Worldwide network of highly respected IB World Schools, working together to share best practice.
BENEFITS FOR STUDENTS
Students at International Baccalaureate (IB) Schools are given a unique education.
i. Be encouraged to think independently and drive their own learning.
ii. Take part in programmes of education that can lead them to some of the highest ranking universities around the world.
iii. Become more culturally aware, through the development of a second language.
iv. Be able to engage with people in an increasingly globalized, rapidly changing world.
BENEFITS FOR TEACHERS
The International Baccalaureate (IB) offers many benefits to teachers.
IB teachers are given access to:
i. High quality professional development that encourages critical thinking, self-reflection and dedication to lifelong learning and continuous improvement.
ii. Innovative and diverse education frameworks, unit planners, teaching resources and evaluation tools.
iii. Certification and degree programmes offered by highly respected universities worldwide.
iv. A pedagogy known to produce students who are motivated to continue inquiry and lifelong learning, beyond school study.
Through the Middle Years Programme (MYP) projects, students experience the responsibility of completing a significant piece of work over an extended period of time.
MYP projects encourage students to reflect on their learning and the outcomes of their work – key skills that prepare them for success in further study, the workplace and the community.
Students who complete the MYP in Year 3 or Year 4 complete the community project. All students who complete the MYP in Year 5 complete the personal project.
The community project provides an important opportunity for students ages 13-14 to collaborate and pursue service learning. Schools register all MYP Year 5 students for external moderation of the personal project, promoting a global standard of quality.
MYP projects are student-centred and age-appropriate, and they enable students to engage in practical explorations through a cycle of inquiry, action and reflection.
The aims of the MYP projects are to encourage and enable students to:
- participate in a sustained, self-directed inquiry within a global context
- generate creative new insights and develop deeper understandings through in-depth investigation
- demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time
- communicate effectively in a variety of situations
- demonstrate responsible action through, or as a result of, learning
- appreciate the process of learning and take pride in their accomplishments.
MYP projects involve students in a wide range of activities to extend their knowledge and understanding and to develop their skills and attitudes.
These student-planned learning activities include:
- deciding what they want to learn about, identifying what they already know, and discovering what they will need to know to complete the project
- creating proposals or criteria for their project, planning their time and materials, and recording developments of the project
- making decisions, developing understandings and solving problems, communicating with their supervisor and others, and creating a product or developing an outcome evaluating the product/outcome and reflecting on their project and their learning.
As students become involved in the self-initiated and self-directed learning process, they will find it easier to construct in-depth knowledge on their topic, and develop an understanding of themselves as learners.
PERSONAL PROJECT IMPLEMENTATION STRATEGY
• Each student will have the guidance of a skilled teacher in the title of the assignment.
• The function of the teacher is to oversee and guide the student in the implementation of students' personal projects.
• The teacher will also evaluate students' final product.
• The report is in Bahasa Melayu.
1. Manage / Personal Planning Project
• Talk to students
• The selection of topics by students. Students are given the freedom to choose the topics they want to do.
• Students can choose various forms of their personal projects either in bentu case studies, model, power point, exhibition and scrapbooking.
• Create implementation schedule
• The exercise period is from January until July.
• Ensure that students complete assignments on time and work schedules are drawn up
2. Personal Pegagogi Project
- Global Context and Approach Learning (ATL)
• Selection global context
• Students should get information on each of the global context and how it can be applied
• Approach the appropriate learning skills to assist students in researching, designing and managing the projects they MYP
• Implemented outside the time P & P.
3. Implement the project MYP
There are 4 stages in the implementation process Personal Project:
a. Develop a template
b. The Journal
d. Presentation of the Project
4. Personal Assessment Project Students
• Evaluation of personal project to be performed by student teacher supervisor.
• If there is a discrepancy scores, teacher supervisors, the committee chairman and moderator will discuss the determination of the students' scores.
• How are students' personal assessments of the project with reference to the section in the manual MYPIB.