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Learners at the center
At the center of all IB programme models is the learner profile. This profile brings to life the aspirations of the IB curriculum and it underpins and promotes the development of the student centred education. Each unit of inquiry has one or more focus learner profiles that are connected to the unit of inquiry.
Approaches to Learning (ATL)
Through approaches to learning in IB programmes, students develop skills that have relevance across the curriculum that help them ‘learn how to learn’. ATL skills are present in every unit in every subject and they encompass both general and discipline specific skills. These general tools for learning can be tailored to meet the specific needs of the students and the school. ATL skills empower students to succeed in meeting the challenging objectives of MYP subjects and prepare them for further success in rigorous academic programmes such as the DP. The focus of ATL skills in the MYP is on helping students to develop the self-knowledge and skills they need to enjoy a lifetime of learning. There are ten ATL skill clusters that are organized into 5 categories.
Approaches to Teaching (ATT)
Teaching in the MYP is:
inquiry-based—provoking curiosity in order to structure and sustain exploration,
concept-driven—planning and teaching through concepts that are transferable to new contexts,
contextualized—reaching beyond the scope of individual subjects to establish relevance,
collaborative—promoting effective teamwork and purposeful/productive collaboration,
differentiated—providing access to learning for a diversity of learners,
informed by assessment—balancing assessment of, and for, learning.
Inquiry is a central idea in IB approaches to teaching. Inquiry, interpreted in the broadest sense, is the process initiated by students or the teacher that moves students from their current level of understanding to a new and deeper level of understanding
Concepts
Concepts are ‘big ideas’ and mental constructs that are timeless, universal and abstract. They promote higher levels of thinking. Concepts in the IB educational framework represent a vehicle for student inquiry into issues and ideas of personal, local and global significance, providing the means by which the essence of a subject can be explored.
Research on a concept based curriculum has shown that:
this creates connections to prior experience and finds relevance synergistically,
works with factual level of knowledge to develop the intellect,
creates deeper understanding at the factual and conceptual levels,
recognizes the transferability of knowledge,
becomes the springboard for inspiration and student-led action.
In the MYP there are prescribed key concepts and related concepts. These concepts ensure the development of a rigorous curriculum and promote a shared community of practice among IB schools offering the MYP.
Key concepts
Related concepts
Each subject group has suggested concepts that are specifically related to the subject. These have been assigned by the IB and are used to help develop units of inquiry.
Global Contexts
Subject content is taught through the Global Contexts. These are perspectives or themes that are designed to encourage the students to make worthwhile connections between the real world and classroom learning. Teaching and learning in the MYP involves understanding concepts in context.
These contexts are utilized as a common point for inquiries into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding and global engagement. These contexts build on the powerful themes of global significance that structure teaching and learning in the Primary Years Programme (PYP) creating relevance for ISD adolescent learners.
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