The document provides an overview of the International Baccalaureate Middle Years Programme (IBMYP) offered at Le Bocage International School. It discusses the continuum from MYP to IGCSE to the Diploma Programme, and how the MYP curriculum incorporates global perspectives, language development, critical thinking skills and more. It also summarizes key aspects of the MYP like the learner profile, approaches to teaching, assessment approaches and how the MYP prepares students for the Diploma Programme.

1. International
Baccalaureate
Programme
September 27th LBIS MYP PRESENTATION

2. Background
Role at LBIS
Previous experience
Why LBIS?
Why IBMYP?
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3. The International Baccalaureate is a little hotter
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4. Continuum at LBIS
MYP to IGCSE to DP
International Baccalaureate
 Global perspective  Unified curriculum
 Importance of language  Must meet required
development standards in all subject
areas.
 Multiculturalism
 Allows a degree of
 Critical thinking skills specialization
 Cross-disciplinary sections
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5. The MYP Octagon
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6. Introduction & Mastery of Life Skills
ATL Skill Student learning expectations demonstrated by: Key questions for use with Have I demonstrated
MYP units of work mastery of these
skills? How? Why not?
Arrive to class on time and prepared with all equipment 1. Why and how
Submission of work on time should I organize my
Organization Keep an organized binder/class books and up to date time?
planner 2. How does organization
Use time effectively in class help me learn?
Good note taking skills
Demonstrate teamwork and work well with assigned and
chosen partners 1. What is the value of
Collaboration Listen to others: people with their differences can be group work?
right. 2. What roles exist in a
Be a team leader and follower group?
Communicate with peers in a way that is beneficial to
both parties and the community 1. Why do I need to be an
Communication Communicating knowledge and understanding in a effective
variety of means communicator?
Communicate academic needs with teacher/parent 2. How do I effectively
communicate my
understanding?
Use technology wisely and appropriately, and to
Information communicate knowledge and understanding 1. How do I acknowledge
Literacy Recognition of all sources used, using recognized format the ideas of others?
Evaluate sources (primary and secondary) for validity 2. What are the dangers
of inappropriate
computer usage?
Seeking feedback and understanding on ways to
improve. 1. How do I reflect?
Reflection Prepare for conferences 2. How do my reflections
Keeping portfolios of work and community service help me learn?
Peer evaluation
Planning and brainstorming ideas, creating outlines 1. How do I manage my
Thinking Inquiring and gathering data and identifying perspectives thoughts?
Present logical arguments 2. What tools can help
Critical thinking me think in different
ways?
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7. The IB Learner Profile
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8. Where is Education Going?
“Candidates who wish to be stretched
should, in my view, take the MYP. The “The IB MYP is run by an
rigour and work ethic it encourages will independent international
assist them strongly if they wish to body renowned for its high
progress to a degree that will require standards and academic
them to really engage with their subject rigour all over the world...
discipline.” the IB MYP restores trust to
Mike Nicholson, Director of Admissions at teachers and schools, giving
Oxford University, 2009 them the freedom to develop
their own courses and to
decide what is best for their
“The skills students learn through the pupils – albeit according to
MYP, through „approaches to learning‟ the exacting standards of
and the upper levels of subject the IB.”
assessment criteria, enhance those Anthony Seldon Master of
developed by GCSE courses, as students Wellington College, 2009
are given opportunities to develop
higher level thinking skills in authentic
situations.”
Dr P Fidczuk, Assistant Head Teacher at
Dartford Grammar School, 2010
September 27th LBIS MYP PRESENTATION

9. How IB
compares
with other
international
systems
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10. Does MYP prepare students for DP?
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11. ASSESSMENT IN THE IB MYP
WHAT IS IT?
- IN A NUTSHELL: CONTINUOUS AND VARIED
- FORMATIVE & SUMMATIVE (INTERNAL)
Group work (Cooperation. Real world)
Individual work (Independence. Varying in degrees of depth)
Presentations (Oral skills)
Research (IT)
Class participation (Listening and speaking)
Quizzes (Short term)
Homework (Not a punishment!)
Tests (Long term. End of Unit/term evaluation)
BY YEAR 5 STUDENTS WILL BE ASSESSED ON SPECIFIC TASKS
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12. Assessment as a learning tool
 Why do we assess?
 Who can clap the best?!
 Internationally published subject specific rubrics
(Goal: accessible to all via website)
 Monitoring of assessment process – checks and
balances
 DP assessment process
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13. How students are assessed
Tasks:
1. Essay
2. Presentation
3. Test
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14. Task:
1. Research paper
2. Essay
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15. Tasks:
1. Exam/test
2. Source work
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16. Tasks:
1. Essay writing
2. Research Paper
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17. How do we go from rubrics to summative assessment?
Assignment Criterion A Criterion B Criterion C Criterion D
(8) (8) (8) (8)
The IBO publishes these grade
G. Depression 7 6 6 6 boundaries for all classes.
Essay
Primary 6
Document Qu.
Reconstruction 5 5 6
Test
WWII 6 7 8
presentation
STANDARD
ACHIEVED
6 6 6 7
FINAL
GRADE 25/32
So what grade does Little Jonny get….?
How do we report these grades? September 27th LBIS MYP PRESENTATION

18. Report Card Format
Le Bocage International School
Mount Ory
Moka
Mauritius
MYP Report, Term 3
Uma, Form 1B
School Days: 27
Attendance: 27
Lateness: 0
3rd Term 2nd Term 1st Term
Comments
Grade Grade Grade
Language A Asha Joypaul 1 4 7
Language B Norma Tranquille 2 2 2
Mathematics Cathie Wong 3 4 3
Humanities Prya Baumy 7 4 1
Science Simla Desai 5 4 5
Technology Yogish Chooromonay 5 6 2
P.E. Wendy Olivier 7 7 7
Arts Claude Collard 2 4 3
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19. General Grade Descriptors
Grade 1 Minimal achievement in terms of the
(Very Poor) objectives.
Grade 2 Very limited achievement against all the
(Poor) objectives. The student has difficulty in
understanding the required knowledge and
skills, and is unable to apply them fully in
normal situations, even with support.
Grade 3 Limited achievement against most of the
(Mediocre) objectives, or clear difficulties in some
areas. The student demonstrates a limited DO NOT EXPECT
understanding of the required knowledge
and skills and is only able to apply them STUDENTS TO COME
fully in normal situations with support.
Grade 4 A good general understanding of the FLYING OUT OF THE
(Satisfactory) required knowledge and skills, and the
ability to apply them effectively in normal BLOCKS! STUDENTS
situations. There is occasional evidence of
the skills of analysis, synthesis and
evaluation.
COME TO SCHOOL TO
Grade 5
(Good)
A consistent and thorough
understanding of the required knowledge
LEARN. SOMETIMES
and skills, and the ability to apply them in a
variety of situations. The student generally
YOU HAVE TO FAIL IN
shows evidence of analysis, synthesis and
evaluation where appropriate and
YOUR YOUTH TO
occasionally demonstrates originality and
insight.
SUCCEED LATER IN
Grade 6
(Very good)
A consistent and thorough understanding of
the required knowledge and skills, and the
LIFE…..
ability to apply them in a wide variety of
situations. Consistent evidence of analysis,
synthesis and evaluation where appropriate.
The student generally demonstrates
originality and insight.
Grade 7 A consistent and thorough understanding of
(Excellent) the required knowledge and skills, and the
ability to demonstrate them almost
faultlessly in a wide variety of situations.
Consistent evidence of analysis, synthesis
and evaluation where appropriate. The
student consistently demonstrates
originality and insight and always produces
work of high quality.
September 27th LBIS MYP PRESENTATION

20. Where we are in the planning phase
 We are officially a candidate school
 Next year we start to align both programmes
 Teachers have started to work on units, outlining
objectives, key concepts, assessment tasks. Continuously
developed
 IBMYP assessments/judgments are being used across subject
areas. Universally so in Forms 1 – 3 for 2013
 Working towards greater cross-curricular links through inter-
disciplinary units
 Workshop attendance/in-house training
LBIS ADVANTAGE: TEACHERS WORK ACROSS PROGRAMMES
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21. What can you, as a parent, do?
Making sure the student is attending school regularly and on time• .
Monitoring the student’s progress through the student agenda/planner.
Ensuring that students meet the expectations of the Parent/Student
Handbook.
Reading, watching or listening to national and international news and
discussing their impact.•
Asking students open-ended questions to allow them to define and express
their opinions.
Encouraging and assisting your student in becoming more involved in
community service and school activities.
Teaching them the importance of academic honesty and organization
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22. Q & A Time!
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