Rockridge中学IB课程

http://www.sd45.bc.ca/news/rr-ib-myp-open-house.html

http://www.ibo.org/communications/publications/documents/MYPflyerEng.pdf

http://go45.sd45.bc.ca/schools/rockridge/programs/Pages/IB-Middle-Years-Programme.aspx

IB Middle Years Programme (MYP)

Links

IB Website

MYP Brochure

School-based literature​

About MYP​​

The Middle Years Programme is offered to all grade 8-10 students. The programme “encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers”.

In addition, the programme:

encourages international mindedness

encourages a positive attitude to learning – through problem solving

connects subjects to real life issues

supports the development of communication skills

emphasizes the development of the whole student – through the learner profile

IB learners “strive to be inquirers, thinkers, communicators, risk-takers, knowledgeable, principled, open-minded, caring, balanced and reflective.” [1]​

Students will take 8 subjects each year: English, a second language, humanities, sciences, mathematics, arts, physical education and technology. The BC curriculum is still taught but is taught through the areas of interactions (like a lens through which students can look at the content/skills that are learned).

Areas of Interaction:

Approaches to learning: this includes the necessary skills that a student needs to be successful in their learning: organization, collaboration, communication, information literacy, reflection, thinking and transfer.

Community and Service: this starts in the classroom and extends to the local community – which includes “developing community awareness and a sense of belonging and responsibility towards the community so that students become engaged with, and feel empowered to act in response to, the needs of others.

Human Ingenuity: this “allows students to focus on the evolution processes and products of human creativity”.

Environments: this allows students to see how “humans create and affect our environments” (natural, built and virtual)

Health and Social Education: this allows students to see “how humanity is affected by a range of social issues (including health). It is concerned with physical, social and emotional health and intelligence—key aspects of development leading to a complete and balanced lifestyle.

MYP Personal Project

In the final year of the program (grade 10) the students “engage in a personal project which allows them to demonstrate the understanding and skills they have developed throughout the program”.

Assessment in MYP is criterion-related and students are assessed against set prescribed criteria for each subject group. Teachers modify these criteria for use in grade 8 but the prescribed criteria are used in grade 9 and 10. Teachers set assessment tasks that are assessed internally.

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​Personal Project Course Description

The Personal Project is a 2 credit independent directed study that is required to complete the certificate for the MYP programme. The course involves choosing a topic that interests the student personally and an area of interaction (human ingenuity, environments, health and social education, community and service or approaches to learning) that helps the student to develop a project with a clear and specific focus.

During the course, the student will think about, investigate, plan, create, report and present the personal project. The assessment of the course involves a process journal (record of involvement in the course), product or outcome (Performances: play, dance, song, speech, Published writing: creative prose, collection of poetry, major essay, extended article, script, review, Events: Fund-raising evening, service in action, celebration, major event, Static visual displays: photographs, art, poster, model, artefact, drawings, statistical data or Interactive displays: web site, video, audio-visual, animation) and a final report.

At specific intervals during the course, students will meet with their supervisor to:

discuss the area of interaction and topic/question to ensure they complement each other

create a schedule for completing the project

discuss and review the student’s progress with the project

get help when a part of the project starts to present difficulties​