MYP Programme Guide by Lehrman Community Day School

MYP Middle Years Program Implementation of the International Baccalaureate in Grades 6â&#x20AC;&#x201C;8

Dear Parents, We invite you to learn more about the International Baccalaureateâ&#x20AC;&#x2122;s Middle Years Program, especially as it takes form at LCDS. As part of the growth and excitement in the LCDS Middle School, we are beginning our implementation of the International Baccalaureate (IB) in grades 6-8. The Middle Years Program (MYP) is outlined here along with special features available at Lehrman that complement and enhance the IB. We look forward to your interest in our exciting and vibrant Middle School. Sincerely, Cynthia Day International Baccalaureate Coordinator and Chair of Mathematics Jodi Bruce Dean of Education

LCDS is a candidate school* for the Middle Years Program and is pursuing authorization as an IB World School. These are schools that share a common philosophyâ&#x20AC;&#x201D;a commitment to high quality, challenging, international education that LCDS believes is important for our students. *Only schools authorized by the International Baccalaureate (IB) as IB World Schools can offer any of its three academic programs: the IB Primary Years Program (PYP), the IB Middle Years Program (MYP), or the IB Diploma Program (DP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programs, visit www.ibo.org

The Middle Years Program (MYP)

• •

The International Baccalaureate Middle Years Program is designed for students ages 11 to 16, a time of intense personal and intellectual development. In a changing and increasingly interrelated world, learning how to learn and how to evaluate information critically is as important as learning facts. The MYP provides a framework of academic challenge and life skills. It is a program of international education designed to help students develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a changing world. The MYP is designed to teach students to become independent learners who can: recognize relationships between school subjects and the world outside; adapt to new situations; and combine relevant knowledge, practical and social intelligence to solve authentic problems alone or in groups. Successful teaching of the program requires commitment to its fundamental principles on the part of the entire school community, and a high degree of communication and collaboration between teachers. The program aims to enable students to: • build upon their spirit of discovery to develop an understanding and enjoyment of the process of learning, independently and in cooperation with others • acquire knowledge and understanding and prepare for further learning • recognize the extent to which knowledge is interrelated • learn to communicate effectively in a variety of ways • develop a sense of personal and cultural identity and a respect for themselves and for others • acquire insights into local and global concerns affecting health, the community and the environment, and develop a sense of individual and collective responsibility and citizenship.

• •

MYP: Middle School Courses Language A : The Mother Tongue Language is the basic tool of communication, enabling students to understand and be understood, and to establish their own identity. Language is also the avenue by which one gains access to literature and thereby to the cultural treasury of civilization. Language A courses therefore include the study of: • the instrumental function of a language where listening, viewing, speaking, reading and writing skills are emphasized • literature, which encompasses a variety of periods and genres.

Language B: Hebrew is our Own.

The primary aim of language B is to encourage students to gain competence in a modern language other than their mother tongue, with the long-term goal of balanced bilingualism. At LCDS, Language B is Hebrew. In addition, the study of language B aims to: • encourage in the student a respect for and understanding of other languages and cultures • provide a skills base to facilitate further language learning. Proficiency in a second language gives students: • access to a broader range of input, experiences and perspectives • the enjoyment of being able to communicate in a language other than their mother tongue. It is also acknowledged that learning another language greatly contributes to the holistic development of students and is believed to raise achievement in other subject areas. Knowledge of Hebrew for the Jew serves to connect each one of us and provides a window into the nature of Jewish culture, religious expression and peoplehood (see NETA, page 3). The study of Hebrew is endemic to our mission of “advancing Israel’s central role for the Jewish people.”

• •

NETA–No’ar Le’tovat ha-Ivrit

Youth for the Advancement of Hebrew LCDS offers the NETA curriculum for its MS students. The NETA project is driven by the belief that mastery of Hebrew will promote students’ understanding of their history, culture and tradition, excite them about lifelong Jewish learning, foster a sense of belonging to the Jewish people, and cultivate strong ties with Medinat Yisrael (the State of Israel) and Am Yisrael (the Jewish People). The multi-dimensional NETA program focuses on the four major language-acquisition skills – listening, speaking, reading, and writing – by immersing students in everything from classical Hebrew texts to Israeli music, and from historical documents to poetry and drama. The curriculum is sequential and based on a structured linguistic progression. Lessons are centered on themes of interest to teenagers, ranging from computers and sports, to friendship and freedom. Each theme is presented from three perspectives: Jewish tradition, modern Israeli culture and general world knowledge, including art, science, mathematics, literature and philosophy. NETA seeks to create a community of Hebrew speakers who can enjoy a lecture in Hebrew, read a Hebrew book, participate in a serious discussion or casual conversation in Hebrew, read an article in an Israeli newspaper, and write a letter to the editor in Hebrew. Comprising original texts of all genres and a wide variety of learning activities, the curriculum is always intellectually challenging, engaging the students’ thought processes.

• •

Language C: Unique to LCDS

Though not a requirement, or even a staple of MYP, LCDS offers a third course in Language. We refer to this course as Language C. LCDS offers Spanish Language Learning using Rosetta Stone (see page 10).

Jewish Studies

As a Jewish Day school implementing the Middle Years Program, added to our program is the Jewish Studies course. Basic to the IB program is a clear reinforcement and integration of all the disciplines, and the Jewish studies course is a fine example of the integration of conceptual imperatives and skills from other MYP Subjects. Jewish Studies in Middle school is the study of Jewish text, and as such, involves the concepts and skills associated with the study of Literature which is part of the Language A skill-set. This includes reading for meaning and deeply analyzing the language of the text for its literal meaning (p’shat) and its broader meaning for the student (d’rash). In this way, the text becomes a part of the student’s life; it is also a window into the culture, history and ideology of our people. The text is explored not only on its own, but within the author’s social and historical context, and also its reception and interpretation throughout the ages. For example, Bible study will include an examination of traditional Rabbinic commentaries from the middle ages to modern scholarship and discussion of the text. Thus, Jewish Studies will involve the incorporation of skills and concepts attributed to the Humanities class in MYP (see page 5). Because Jewish studies involves reading the texts in the original language, i.e., Hebrew, the Jewish Studies class also involves the skills associated with the Language B course in the MYP. Depending on the proficiency of the student, the JS class may also be conducted in Hebrew, and the student may be asked to write and express her/himself in Hebrew.

Humanities

• •

Humanities has the potential to consist of a broad range of traditionally separate subjects, such as: • geography • civics • history • sociology • economics • anthropology • politics • psychology Schools may choose to teach these subjects as distinct courses or as one integrated course, and may vary the structure for different year groups. Within the aims and objectives of this subject group, there are concepts that students must address and skills that must be developed over the five years of the program. These include: • the concepts of time, place and space, • change, • systems and global awareness, • technical, analytical, problem-solving and investigative skills. The primary aim of the humanities course is to develop the understanding and application of concepts and skills rather than prescribe and assess content.

The Arts

The arts subject group of the curriculum encompasses: • visual arts • performing arts. From the earliest times, artistic expression has been common to all cultures as human beings make statements through a variety of non-verbal forms and create objects which are aesthetically pleasing. Beyond barriers of language, the discovery of the cultural values of civilizations through their artistic production is one of the best ways to promote international understanding. Students are brought into contact with the art forms and aesthetic values of other cultures as well as their own, and are helped to develop perceptions between ideas and art. They are also encouraged to identify

• •

particular creative abilities and to master techniques appropriate to that form of expression. In addition, the course: • organizes learning around the creative cycle—a dynamic, ongoing process of sensing, planning, creating and evaluating art, and one in which all the senses are involved • encourages creative energy, communication, interaction and reflection • aims to help the student become a developing artist—one who is able to assess the level of skill and target the areas that need development • seeks to acquaint young people with the creations of men and women whose works have proven to be of enduring worth.

Sciences

This subject group may be considered as consisting of: either the traditional subjects of biology, chemistry and physics, or an integrated “sciences” course. At LCDS, Science is taught as a spiraling curriculum. Each year, students receive instruction in Physical Sciences, Earth Science, Biology, and Chemistry. Also included are topics, concepts and issues from other branches of science, such as health sciences. The study of science aims to provide students with both a body of knowledge and an understanding of the scientific approach to problem solving. The ability to formulate hypotheses, design and carry out experiments to test them, and evaluate results constitutes the framework within which specific content is presented. Among other skills, students are expected to: • use basic laboratory equipment safely and efficiently • make sensible estimates and take accurate measurements • make scientifically supported arguments. Students are also encouraged to relate the content of the classroom and laboratory to the realities of life as they develop critical thinking and problemsolving skills.

• •

An awareness of the increasingly international context of scientific activity, its impact and limitations as well as the constant evolution of scientific knowledge and understanding is also promoted. Students are encouraged to consider science as a constantly evolving cooperative venture between individuals and among members of the international community, influenced by social, economic, technological, political, ethical and cultural surroundings.

Mathematics

Mathematics in the Middle Years Program aims to provide students with an appreciation of the usefulness, power and beauty of the subject. One aspect of this is the awareness that mathematics is a universal language with diverse applications. The Middle Years Program promotes an understanding of how cultural, societal and historical influences from a variety of cultures have shaped mathematical thought. Schools are required to develop schemes of work according to a framework that includes five branches of mathematics: • number • statistics and probability • algebra • discrete mathematics • geometry and trigonometry Aims and objectives include: • understanding mathematical reasoning and processes • the ability to apply mathematics and to evaluate the significance of results • the ability to develop strategies for problems in which solutions are not obvious • the acquisition of mathematical intuition.

Physical Education

The aim of physical education in the Middle Years Program is to facilitate: • physical • intellectual • emotional, and • social development.

• •

The aim of this course is to cultivate a healthy and active lifestyle for students. It therefore advocates activities that are not only enjoyable but also contribute to healthy living. Students are helped to develop the motor skills necessary to enable them to participate successfully in a variety of physical activities, and to learn about the nature of physical fitness. This subject area also serves to promote intercultural awareness, since physical education is a reflection of elements of history, culture and values. It also enables students to establish links between different areas of experience and provides opportunities for different forms of self-reflection, communication and team work. LCDS also offers a competitive sports program (see page 11).

Technology

Technology Education is essentially concerned with solving problems in an effort to stimulate students’ ingenuity and to encourage them to combine intellectual talents and practical skills. Schools are granted flexibility in the choice of technology subjects, but must provide a balance between three key areas: • systems • information • materials. In particular, students are encouraged to display ingenuity and creativity in devising practical solutions to given tasks. Students use the design cycle to: • investigate • create • design • evaluate • plan This subject area is valuable for reinforcing and integrating skills learned in other disciplines, especially in the presentation and handling of data and the processes involved in the design and manufacture of a product. At the same time, it fosters awareness of the social and ethical implications of technological development.

• •

Personal Project In the final year of the program, each student completes a personal project, a significant piece of work that is the product of the student’s own initiative and creativity. Each project must reflect a personal understanding of the areas of interaction. Students apply the skills acquired through one of these areas as well as approaches to learning. Students are expected to choose their project, which can take many forms, and take the process through to completion under the supervision of a teacher in the school. This involves: • planning • research • a high degree of personal reflection. The personal project is assessed by teachers against a set of IB assessment criteria.

• 10 •

Rosetta Stone

This language program develops all key language skills—listening, speaking reading and writing for learners of all ages, ability or language background. The Rosetta Stone Web-Based program offers individualized instruction for learners in a variety of languages including: French, Spanish, Russian and Chinese. Children will immediately immerse themselves into the program and progress quickly as they work independently with the support of an instructor. www.rosettastone.com

@LCDS

EPGY

LCDS implemented the Stanford University Mathematics “Education Program for Gifted Youth” as part of our teaching of mathematics. EPGY’s mission is to accelerate the learning of all students through highly individualized instruction. The program can be accessed from any computer, at any time. Teachers are able to analyze student work and track progress and continual assessment allows teachers to devise the optimal plan of achievement for each student. Students receive immediate feedback and a chance to try again. A typical course session first offers practice and review; then, new material is presented along with exercises to try out new concepts. Out of the weekly five math periods, students will have two periods scheduled for EPGY. Students are able to achieve autonomy in their progress while allowing their teacher accurate knowledge of their growth and needs. A highly motivated student can accelerate his learning, and students who need remediation have the luxury of receiving targeted help. Detailed reports are available to parents, teachers, and students.

Middle School Electives

One of our goals at LCDS MS is to help students discover what they are passionate about. Our electives program is designed to expose students to experiences that generally fall outside the core curriculum. Electives change based on the areas of interest of the faculty and the students. Students are encouraged to rotate between electives each semester providing them with a broader base of

• 11 • experiences. Elective courses that have been offered in the past include: • Yearbook • Yoga • Printmaking • Chess Club • Digital Photography • Jazz Band lehrmanschool.org/mselectives

Sports

In addition to the Physical Education courses required for boys and girls in the Middle School, LCDS offers intramural sports during lunch and a robust extra-curricular competitive sports program. Lehrman is part of the Jewish Athletic League which is comprised of Jewish Day Schools of a similar size and outlook. Students who choose to join the teams (over 80% of our students do participate in the team sports) have numerous seasonal and year-round sports to choose from including: flag football, soccer, cross country track and basketball. lehrmanschool.org/ESPL

Middle School Religious Life

As boldly set forth in our mission statement, LCDS is an inclusive pluralistic community that honors the rainbow of Jewish theology and practice represented by our students, families and faculty. The spiritual development of our middle school students is nourished through daily tefillah (prayer) participation, community service, Jewish text literacy, identification with the people and land of Israel, cultivation of a sense of responsibility, and sacred time and intellectual space to explore ultimate questions of meaning.