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Uptown PYP-MYP Transition
- 2. It is a curriculum that places emphasis on developing skills, attitudes, understanding, concepts and knowledge needed to participate in an increasingly global society.
- 3. -static -factual and descriptive -facts discovered and learned -memorization -interpretative and open -conceptual and explanatory -open to debate and questionable -Inquiry based Then Now
- 4. *Stresses the development of the whole individual *Conceptual Based *Skill based *Academically rigorous *Inquiry based learning *Stresses interdisciplinary study (making connections between disciplines)
- 5. *These are known as ATL skills and provide a solid foundation for learning independently and with others. The ATL skills are: *Communication *Social Collaboration *Self-management Organization, Affective, Reflective *Research skills Information and media literacy *Thinking Critical, Creative, Transfer
- 6. MYP Curriculum Model Arabic, English Arabic, French, English Visual, Performing Geography, History, Economics, Politics ogy, Chemistry, Physics Digital and Product design
- 7. *Also known as Integrated Humanities *It is a combination of geography, history, politics, sociology, economics, business management all rolled into one. *Units are concept based ie conflict as a topic: using politics in terms of money and power, geography; location and impacts on people, history; time and nature of events, economics; effects on money and resources
- 8. *Biology, chemistry, physics *Integrated science focusses on all three science groups not as individual units but how they interlink together.
- 9. *Solving a problem, developing ideas, creating solutions and evaluating own work *Students design and create products through various means of technology from digital to physical.
- 10. *Introduced in Grade 9 and completed in Grade 10 *Students create a piece of work (product or outcome) of their own choice *They have to have a global context and demonstrate the ATL skills learned *Independent learning *Grade 5 Exhibition
- 11. *Homework- allow approximately 1-1.5 hours per night (increases as students enter high grades). More time is spent when students have assessments. *Assessments – must be handed in on the due date. No less than 2 weeks prior notice given. *Diary – All students independently record homework. Must be signed weekly by parents and homeroom teacher *Community & Service – all students must partake in providing C&S requirements
- 12. *Homeroom teacher – students go to here every morning for notices and updates. Main port of call for students and parents. Approx 10-15 mins in length. Students expected to hand over all notes from parents to Homeroom teacher. *Class expectations- student come organised with writing equipment ie pen, pencil etc. May have seating plan depending on teacher *Uniform - standard uniform, plain black shoes. Neat and tidy. Art classes, must bring own old T-shirt. PE. Must have appropriate PE uniform. Cannot be worn in between classes. Deodorant valued.
- 13. *Summative assessments *used to determine the progress of each student in a formal way. *exams, reports, projects, essays, creations, designs, debates, performances …
- 16. 0 2 1 4 3 6 5 It does not reach any of the above mentioned levels. It is complete and shows some proportion among the parts of the human body It is complete, uses colour and shows an acceptable proportion among the parts of the human body It is complete, uses colour, shows a correct proportion among the parts of the human body and conveys a clear idea
- 17. 0 2 1 4 3 6 5 It does not reach any of the above mentioned levels. It is complete and shows some proportion among the parts of the human body It is complete, uses colour and shows an acceptable proportion among the parts of the human body It is complete, uses colour, shows a correct proportion among the parts of the human body and conveys a clear idea
- 18. 0 2 1 4 3 6 5 It does not reach any of the above mentioned levels. It is complete and shows some proportion among the parts of the human body It is complete, uses colour and shows an acceptable proportion among the parts of the human body It is complete, uses colour, shows a correct proportion among the parts of the human body and conveys a clear idea
- 19. 0 2 1 4 3 6 5 It does not reach any of the above mentioned levels. It is complete and shows some proportion among the parts of the human body It is complete, uses colour and shows an acceptable proportion among the parts of the human body It is complete, uses colour, shows a correct proportion among the parts of the human body and conveys a clear idea
- 20. Task: Qualities of a good coffee 3 2 1 What are the qualities of a good coffee? What is it that you would expect a perfectly completed coffee to be like? List three descriptors for a ‘good’ coffee in the heading, then in box 3 list the absolute best and work down towards the lowest descriptor. Review your rubric to make sure that you have included all the elements and have a roughly equal difference in the quality of each level of work.
Hinweis der Redaktion
- The programme model of the MYP places the learner at its centre. This underscores the IB’s belief in educating the whole person, and placing importance on student inquiry. MYP students are making the transition from early puberty to mid-adolescence, which is a crucial period of personal, social and intellectual development, of uncertainty and questioning. The MYP is designed to guide students in their search for a sense of place in their natural and social environments (pg 13). El modelo curricular del PAI sitúa al estudiante y su manera de aprender en el centro, ya que el desarrollo del niño es la base del proceso educativo. Hay ocho grupos de materias. Los estudiantes deben cursar por lo menos una materia de cada grupo en cada año del programa. De este modo se garantiza un currículo amplio y equilibrado para los estudiantes. El PAI no es un currículo integrado. Las disciplinas tienen su propia integridad y algo que aportar en lo que se refiere a metodología y perspectivas. Cada asignatura tiene sus habilidades y conceptos específicos, reflejados en los objetivos y criterios de evaluación de la asignatura. No obstante, los estudiantes deben tomar cada vez mayor conciencia de las relaciones entre las asignaturas, entre los contenidos de las asignaturas y el mundo fuera de la clase, en vez de considerar las asignaturas como aisladas las unas de las otras. Las áreas de interacción que rodean al estudiante en el modelo son los elementos centrales del PAI. Proporcionan un marco para el aprendizaje dentro de los grupos de materias y percibiendo vínculos entre los mismos. Permiten identificar relaciones entre las asignaturas, y entre las asignaturas y cuestiones de la vida real. Mediante las áreas de interacción se fomenta el concepto fundamental del PAI de aprendizaje holístico. Las áreas de interacción rodean al estudiante en el modelo, y son los elementos centrales del PAI. Proporcionan perspectivas para el aprendizaje dentro de cada grupo de materias y entre los distintos grupos. Permiten establecer conexiones entre las asignaturas y entre las asignaturas y cuestiones de la vida real. Nota: la enseñanza y el aprendizaje mediante las áreas de interacción requieren reflexión y acción.