Day 3 MYP Updates

Can an understanding of the past help us to embrace the future?

A review of current and future developments in the MYP

Sean Rankin IBAP Regional Conference, Melbourne, March 2011

Who am I? Sean Rankin Curriculum and Assessment Manager Sciences and Physical Education - MYP

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Latest developments in the MYP 1. Global view 2. Curriculum review developments 3. Coordinator’s notes, moderator training, MYP history, command terms 4. MYP commercial publications 5. MYP: The next chapter 6. Discussion

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Global network of MYP schools The MYP community globally is growing, see: http://www.ibo.org/facts/schoolstats/growth.cfm

Publications  Mathematics TSM (Jan 2010)

 All MYP guides were republished and include interim objectives (Feb 2010)  Example unit planners on the OCC (Feb 2010)  Coordinator’s support material (Aug 2010)  History of the MYP (Sept 2010)

 Maths continuum TSM (Dec 2010)  Command terms (Dec 2010)  Personal project guide (Jan 2011)

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Future publications  Personal project TSM to be published April 2011  Sciences continuum document to be published 2011  Humanities guide and TSM to be published 2012  Language B guide and TSM to be published 2012

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Current and future reviews  Technology review (2013)  Sciences review (2015)  PE review (2015)  Arts review (2015)

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Personal project  2011 Publication of guide (January) and TSM (April)

 Workshop resource available online for workshop leaders (February)

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Personal project components A student’s personal project consists of three components:

 the process  the product/outcome  the reporting of the project

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Personal project main changes  Use of the process journal more strongly defined  Goal – one area of interaction only; student-created specifications to evaluate the success of the project’s outcome/product  The final outcome/product is assessed  Reflection on learning – related to the topic as well as approached to learning  The reporting of the project can be through different formats

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Humanities  2012 Publication of guide, Teacher Support Material and workshop resource online  The guide review will be completed in April 2011. Contact myp@ibo.org for further information.  The changes discussed are draft and further amendments may be made dependent on feedback and consultation.

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Humanities Main changes under consideration  Develop an MYP humanities conceptual framework: objective B Concepts would disappear and conceptual understanding would be addressed through all objectives.

MYP humanities courses would need to address defined concepts each year of the programme.

 Refine the objective strands relating to skills, organising them under two objective headings: Investigating and Thinking critically .

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Humanities - Draft objectives    

Knowing Investigating Thinking critically Communicating

 All the corresponding assessment criteria are equally weighted with a maximum level 8.

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Knowing Knowledge is both factual and conceptual and provides the foundation for critical thinking.

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Investigating The development of investigative skills in humanities is an integral part of the inquiry cycle. It enables students to plan and carry out research and fieldwork as individuals or in a group.

Activities which allow students to develop investigative skills include, but are not limited to; research essays, case studies, field work, webquests, problem-solving, role play and group investigations.

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Thinking critically Thinking critically in humanities is vital in developing a deeper understanding about the humanities concepts. It is built on the knowledge-base of humanities and is an integral part of the inquiry cycle.

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Communicating Students should be able to demonstrate the ability to use a variety of formats to organize and communicate their factual and conceptual learning.

These formats include, but are not limited to; written reports, oral presentations, cartoons, storyboards, maps, diagrams, flow charts, PowerPoint速 presentations, podcasts, animations.

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Language B Final phase of the review (November 2010 to March 2011) ✓ Revised objectives and criteria being trialed in 25 schools around the world ✓ Guide is being revised for publication in January 2012 ✓ TSM is being produced and will be published together with the guide

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Language B

Scope of the review

 Aims, objectives and language learning rationale have been aligned with PYP and DP language subject areas  Revisions reflect IB’s stance on language and learning  Revised framework is in line with trends and current thinking on language learning  Increased flexibility, inclusivity and access to studying languages in the MYP have been created with the changes to the guidelines  The investigation into merging Language A and B has begun.

The first stage is to consider possibility of one ‘languages continuum’ Page 19

Language B Major changes to the teaching, learning and assessment framework  From 2012, Language B will be organised in six phases (rather than the current 3 levels Foundation, Standard and Advanced)  MYP Language B proficiency table has been developed with statements of proficiency in listening, speaking, reading, writing for 6 phases.  11 Aims and a set of 11 course objectives  Emphasis on students as critical, competent, communicators and the development of multiliteracy skills - oracy, visuacy, literacy Page 20

Language B ďƒź Objectives organised into four communicative processes: A-Oral communication; B-Visual interpretation; C- Reading comprehension; D-Writing ďƒź For the purpose of planning, teaching and assessment, these objectives have been mapped on four corresponding continuums to show clearly the expectations for each phase. The specific expectations for each phase given on the continuum are the interim objectives to direct teaching and learning towards achieving the final objectives of the course.

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Language B ďƒź The continua are also a diagnostic tool to assist teachers in planning language learning experiences and a formative assessment tool to monitor and assess their language development ďƒź The cognitive, linguistic and socio-cultural aspects (strands) of communication are intertwined in the objectives. They are purpose, context, language conventions ďƒź For each interim objective in all six phases, corresponding interim criteria have been devised

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Language B  Prescribed tasks have been set for all 6 phases  Character, scripts and alphabetical languages have been considered separately  Separate criteria have been drafted for Chinese and Arabic mainly in the oral and writing skills areas  Guidelines with specific objectives and criteria for sign languages, heritage/revival languages, classical languages will be provided as joint publications in 2012. The criteria are currently being trialed in a number of schools  A full report outlining the major changes is available in English in the OCC on the Language B page Page 23

Sciences review  Second meeting held February 2011 in Bethesda  Aims, objectives and criteria produced  The 2015 guide will have four objectives and corresponding criteria  Science in the world  Use of knowledge  Inquiring and designing  Processing and evaluation

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Science in the world  This objective refers to enabling students to gain a global understanding of science.  Science in the world provides the opportunity to apply a variety of communication modes to demonstrate an understanding of science through evaluating the implications of scientific developments and their applications to a specific problem or issue.  Students are expected to become aware of the importance of documenting the work of others when communicating in science.

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Use of knowledge  This objective refers to enabling students to use scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and to apply it to construct scientific explanations, solve problems and express scientifically supported judgements.

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Inquiring and designing  This objective refers to enabling students to develop intellectual and practical skills through designing, analyzing and performing scientific investigations.  While the scientific method may take on a wide variety of approaches, it is the emphasis on experimental work that characterizes MYP scientific inquiry.

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Processing and evaluation  This objective refers to enabling students to collect, process and interpret qualitative and/or quantitative data and explain appropriately reached conclusions.  Students are expected to develop analytical thinking skills to evaluate the method and explain possible improvements.

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Sciences review  Areas of discussion and further development Sciences experimental cycle Conceptual framework of sciences Cross programme alignment Example concept and content (topic) alignment “Every teacher is a language teacher” – assessing communication modes in science, how far do we go?

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Mathematics Major changes in the guide for September 2011/January 2012: ďƒź Aims and objectives have been realigned with the DP Mathematics courses ďƒź Changes to criteria B, C and D

Mathematics criterion D  Reflection in mathematics - The connection to real-life contexts is now only “where appropriate”; allows for reflection in all mathematics tasks.

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Technology Review year 1: 2010  Held two meetings in Cardiff for guide development Review year 2: 2011  Scheduled for May-June 2011

 Online community set up which hosts a discussion forum with 35 MYP technology teachers participating  New guide and TSM due to be published January 2013

Technology Developments so far…  Reduction to 4 objectives and criteria  Research and analysing  Designing  Realizing the solution  Evaluating  A concepts and skills framework for technology  3 minimum prescribed tasks for moderation currently being trialled using new Year 5 criteria

Technology Developments for the next meeting…     

Development of the criteria following trials The Areas of Interaction in Technology Interim objectives and criteria Implementing technology in your school Workshop/computer laboratory guidelines

Technology Developments for 2011  Investigation into integrated technology  MYP and DP technology: building pathways to DP Design Technology, Computer Science and ITGS  Connecting PYP and MYP technology

Technology The name of the subject group could be changed to “Design”.

This is to distinguish between  Technology: the subject,  and information and communication technology: part of ATL. Coordinators are encouraged to discuss this with Technology teachers and provide feedback to myp@ibo.org

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MYP Coordinator’s notes Do you read them?

What information or news will you find there?

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Moderator training No face-to-face moderator training from 2011 All training now online, advantages being:  Work at own pace  No need for release time from schools

 Global consistency of training  Ability to refer back to discussions and advice  Access

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History of the MYP Can we embrace the future by valuing the past?

MYP command terms Why have they been published?

How do we use them?

MYP commercial publications      

Mathematics Taskbank – now available Language A Taskbank – now available Humanities Taskbank – 2012 [date TBC] Language B Taskbank– 2012 [date TBC] MYP Inquire – 2012 [date TBC] MYP ATL student book and teacher companion – 2012 [date TBC]

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Latest developments in the MYP MYP: the next chapter • Introduction • Brainstorm • Debate • Recommendations

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MYP today

Š International Baccalaureate Organization

Key challenges for MYP Access for schools with national/state curriculum Recognition & Accreditation

Age appropriateness

Continuum between IB programmes

Š International Baccalaureate Organization

Innovative

Learner

Global contexts

Profile

Approaches to Action learning

Inquiry

Summative Subject assessment

Concept based

Groups

Š International Baccalaureate Organization

MYP in 2015

Assessment Year 3/4:

Year 5:

Culminating task

Mandatory: • Moderation of year 5 task Optional: • summative assessment • monitoring

© International Baccalaureate Organization

Summary of key developments Significant concepts Areas of interaction (AOIs) 8 subject groups Optional moderation Certificate of Achievement

Guides Teacher support materials

Curriculum

Assessment

Support

•Prescribed concepts with illustrative content •Potential replacement of AOIs with global contexts •Choice of subjects years 4-5 •Optional external summative assessment • (e-assessment) •Compulsory moderation •Year 3/4 task •Guides •Teacher support materials •Development of online curriculum planning tool

© International Baccalaureate Organization

MYP Recognition , Accreditation

Timeline 2011 Development: • Core • Programme model • Concepts • Pilot subject options

2012-2014 Subject guides; authorisation and evaluation; Professional development; assessment; piloting all new elements

© International Baccalaureate Organization

2015

Launch

MYP: The next chapter If you have any questions about this review or any suggestions, please contact myp@ibo.org

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Discussion How do you feel about these developments?

Are you excited? Optimistic?

Are we missing something?