|
The Canadian International School is proud to offer the International Baccalaureate Middle Years Programme (MYP). We firmly believe that the adoption of the IB Programme will positively enhance our already strong teaching philosophy and practices. Our focus on holistic learning challenges all students at all levels, equipping them with the intellectual, emotional, and physical tools to excel with their future educational plans.
The Canadian International School International Baccalaureate Middle Years Programme consists of grades seven through ten and strives to provide students with the knowledge, skills, and attitudes to be active and effective participants in the twenty-first century. |
| |
 |
| |
 |
The Middle Years Programme curriculum model is displayed in the shape of an octagon with eight academic areas or subject groups surrounding the areas of interaction. The emphasis is on the fluidity of the system and the inter-relatedness of the subjects' with one another.
The MYP is an academically rigorous programme for students in middle school. At CIS, students in grades 7 through 10 study the MYP. The goals and philosophy of the three IB programmes are consistent. The MYP naturally follows the Primary Years Programme (PYP) in the Preschool and Elementary School, and it also serves as excellent preparation for the IB Diploma programme as well as the Ontario Secondary School Diploma offered in high school.
|
|
|
|
| Holistic Education |
MYP accentuates the interrelatedness of subjects -providing opportunities for students to see connections between curriculum areas and continue their learning beyond the walls of the classroom.
|
|
"The course objectives include skills and processes as well as a framework of concepts; the aim is to ensure that students are not only knowledgeable about a subject area, but also develop a genuine understanding of principles and an ability to apply these in new contexts, in preparation for further learning."
(Implementation and Development of the Programme, August 2000)
|
| • |
|
Technology - Computer / Design Technology / Media Technology
|
| • |
|
Humanities - History / Geography
|
| • |
|
Physical Education - Theory / Practical
|
| • |
|
Science - Physics / Biology / Chemistry
|
| • |
 |
Mathematics - Number, Algebra, Geometry and Trigonometry, Statistics
and Probability and Discrete Mathematics |
| • |
|
The Arts - Music, Drama and Art and Design
|
| | |
|
|
| |
| The student's intellectual and social development is the focus of the Middle Years Programme. Five broad areas known as the Areas of Interaction give the MYP curriculum its distinctive core. These are not academic subjects like the specific disciplines, but rather are common themes embedded within and visible across academic subjects. The five areas of interaction are: Approaches to Learning; Community and Service; Health and Social Education; Environment; and | |
|
 | |
Human Ingenuity. These themes are addressed in a consistent and creative fashion over the cycle of the MYP primarily through the subject areas, but also through inter-disciplinary teaching and projects, whole school activities and personal research.
The MYP octagon is centred on the student. The areas of interaction are common themes across all subject areas where attitudes, skills and understandings draw the individual subjects together.
|
|
|
|
|
| |
Approaches to learning is concerned with the development of effective study skills, sometimes referred to as learning how to learn. Beyond useful techniques, the goal is to nurture the intellectual discipline and habits of mind that will result in critical, coherent and independent thought and in the capacity for problem-solving and decision-making.
|
| • |
|
Organisation skills, study practices and attitudes towards learning
|
| • |
|
Thinking skills, problem solving and decision making
|
| • |
|
Communication skills of speaking, listening, writing, reading and viewing effectively
|
| • |
|
Presentation through different media and manipulating a range of technologies
|
| • |
|
Collaborative skills - students using each other's strengths and considering other points of view
|
| • |
|
Reflection - appraising and evaluating work realistically and identifying strategies to improve
|
| | |
|
|
Health and social education concentrate on preparation for a physically and mentally healthy life creating awareness about potential hazards and helping to make informed choices. Respect for body and mind is the cornerstone upon which all learning is built.
| • |
|
Respecting body and mind
|
| • |
|
Making responsible choices about yourself
|
| • |
|
Raising awareness of social issues and their consequences
|
| | |
|
Environments stresses understanding the importance of conservation and asks the student to accept responsibility for maintaining a natural world fit for present and future generations.
| • |
|
Conservation - respect for environment
|
| • |
|
Responsibility for the natural world
|
| • |
|
Interaction between humans and environment |
| | |
|
|
|
| |
| Assessment at the End of the Course |
| At the end of Year 5 of the MYP (Grade 10), students are given a final assessment grade that covers all their achievement. This is based on the Year 5, work only and each subject bases its assessment on the MYP objectives in that subject. |
|
| Assessment Criteria |
The criteria against which students work is measured.
|
| Criterion Referencing |
MYP assessment is done by awarding grades against a set of criteria. It is not done on a pass or fail system.
|
| Fundamental Concepts |
The basic principles of the MYP. They include 1) an holistic view of knowledge, 2) intercultural awareness and 3) the importance of communication.
|
| Holistic Education |
A fundamental principle of the MYP, it stresses that all subjects are linked together.
|
| Moderation |
A sample of student work is sent to Cardiff to be moderated (checked) against the criteria set by the IBO. The aim is to ensure that comparable work from different schools and countries gets comparable grades.
|
| Portfolio |
|
 |
Each subject keeps a portfolio of your learning for each year of the MYP. This includes diagnostic, formative, summative and process assessment material. It is similar to the portfolio that you keep for the student led conferences here at MIS.
|
| Programme Evaluation |
The process that the IBO uses to ensure the quality of programmes in IB schools.
|
| Record of Achievement |
Your record of achievement is the ongoing MYP record of what you have achieved and the grades you have scored through the five years of the MYP.
|
| Subject Profile |
Each subject keeps a profile of your assessment against the criteria and against the Areas of Interaction. This is documented throughout the years in the MYP.
|
| Personal Project |
During Year 5 (Grade 10), each student undertakes a Personal Project. The personal project is a significant body of work produced over an extended period. This project is a product of the students own initiative and should reflect his/her experience of the MYP and the five Areas of Interaction.
The personal project holds a very important place in the programme and provides an excellent opportunity for students to produce a truly creative piece of work of their choice, and to demonstrate the skills they have developed in approaches to learning.
To read more on the personal project at CIS, please click here.
For the Parent guide to the Personal project, click here.
| | |
|