INTERNATIONAL BACCALAUREATE HUNTER VALLEY GRAMMAR SCHOOL

Transcription

1 INTERNATIONAL BACCALAUREATE HUNTER VALLEY GRAMMAR SCHOOL

2 othe International Baccalaureate (IB) aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. othe IB works with schools, governments and international organizations to develop challenging programmes of international education and rigorous academic assessment. IB programmes challenge students to excel not only in their studies but also in their personal growth. othe IB aims to inspire a lifelong quest for learning hallmarked by enthusiasm, empathy and personal standards. oto that end, the IB gathers a worldwide community of supporters who celebrate our common humanity and who share a belief that education can help to build a better world. The IB connects this higher purpose with the practical details of teaching and learning. oan IB education calls forth the very best in students and educators alike. The IB believes that together we can help to prepare students for living and working in a complex, highly interconnected world.

3 HOW AN IB EDUCATION BENEFITS STUDENTS In addition to supporting cognitive development, IB programmes address social, emotional, and physical well-being and encourage students to become active, compassionate, lifelong learners. The IB: odevelops balanced, well-rounded individuals who learn to respond to challenges with optimism and open-mindedness. opromotes open communication based on understanding and respect. ohelps students become confident in their own identity. ojoins learners together in celebration of our common humanity. oenables students to make ethical decisions in real-world, complex and unpredictable situations by applying what they learn in the classroom.

4 THE FOUR IB PROGRAMMES The International Baccalaureate offers a continuum of international education. The programmes encourage both personal and academic achievement, challenging students to excel in their studies and in their personal development.

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8 ofirst adopted by the IB in 1994, the MYP was revised in September 2014 to provide a more rigorous and highly flexible framework that powerfully integrates with local educational requirements. othe MYP builds on the knowledge, skills and attitudes developed by the IB Primary Years Programme (PYP), and prepares students for the demanding requirements of the IB Diploma Programme (DP) and IB Career-related Programme (CP). odesigned as an inclusive, whole-school programme for students years old, the MYP is now implemented by 1400 schools in 108 countries.

9 othe MYP has an emphasis on intellectual challenge, encouraging students to make practical connections between their studies and the real world, preparing them for success in further study and in life. othe programme empowers students to inquire into a wide range of issues and ideas of significance, developing young people who are creative, critical and reflective thinkers, internationally-minded young people who can empathise with others and pursue lives of purpose and meaning. omyp students develop an understanding of global challenges and a commitment to act as responsible citizens, thriving in positive school cultures where they are engaged and motivated to excel.

10 MYP: ORGANISATION OF TEACHING & LEARNING othe MYP organizes teaching and learning through 8 subject groups. Language acquisition. Language and literature. Individuals and societies. Sciences. Mathematics. Arts. Physical and health education. Design. ostudents at HVGS will study courses in all eight subject areas throughout Years 7-10.

11 MYP: ORGANISATION OF TEACHING & LEARNING GLOBAL CONTEXTS ostudents learn best when their learning experiences have context and are connected to their lives and experience of the world. ousing global contexts, MYP students develop an understanding of their common humanity through developmentally appropriate explorations of the following SIX global contexts:

12 MYP: ORGANISATION OF TEACHING & LEARNING KEY CONCEPTS oconcepts are the big ideas that have relevance within specific disciplines and across subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance, and to examine knowledge holistically. othe MYP prescribes 16 key interdisciplinary concepts along with further related concepts for each discipline.

13 MYP: ORGANISATION OF TEACHING & LEARNING APPROACHES TO LEARNING (ATL) othrough ATL in MYP programmes, students develop curriculum relevant skills that help them learn how to learn, and importantly, to evaluate the effectiveness of their learning. oatl skills provide a solid foundation for learning independently and with others. oatl skills also provide a common language that students and teachers can use to reflect on, and articulate their processes of learning. oib programmes identify 5 ATL skill categories, (expanded into developmental skill clusters).

14 INTERDISCIPLINARY LEARNING IN THE MYP oin the MYP, interdisciplinary learning supports students to understand bodies of knowledge from TWO or more disciplines or subject groups, in order to integrate them and create new understanding. ostudents demonstrate interdisciplinary understanding when they bring together concepts, methods, or forms of communication from two or more disciplines in order to explain a phenomenon, solve a problem, create a product, or raise a new question in ways that would have been unlikely through a single discipline. oas we move further into the 21 st century, critical thinkers must increasingly integrate disciplinary perspectives to successfully understand complex issues and ideas.

15 THE PERSONAL PROJECT IN THE MYP oin the MYP, students experience the responsibility of completing a significant piece of work over an extended period of time. oin completing a personal project, students: - decide what they want to learn about and identify what they already know, - discover what they will need to know to complete the project, and create a proposal or criteria for completing it. omyp projects engage students in practical explorations through a cycle of inquiry, action and reflection. oschools register all MYP Year 5 (NSW Year 10) students for external moderation of the personal project, promoting a global standard of quality.

16 THE PERSONAL PROJECT IN THE MYP othe aims of the MYP projects are to encourage and enable students to: -participate in a sustained, self-directed inquiry within a global context -generate creative new insights to develop deeper understandings through in-depth investigation -demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time -communicate effectively in a variety of situations -demonstrate responsible action through, or as a result of, learning, and -appreciate the process of learning, taking pride in their accomplishments.

17 STAGE 4 MYP SUBJECTS (YEARS 7&8) IB MYP SUBJECTS LANGUAGE AND LITERATURE MATHEMATICS SCIENCES INDIVIDUALS AND SOCIETIES PHYSICAL AND HEALTH EDUCATION LANGUAGE ACQUISITION ARTS DESIGN NESA KEY LEARNING AREAS Mandatory: ENGLISH Mandatory: MATHEMATICS Mandatory: SCIENCES Mandatory: (HSIE) GEOGRAPHY & HISTORY Mandatory: PDHPE Mandatory: LANGUAGES OTHER THAN ENGLISH (LOTE) Mandatory: CREATIVE ARTS Mandatory: TECHNOLOGIES

18 STAGE 5 MYP SUBJECTS (YEARS 9&10) IB MYP SUBJECTS LANGUAGE AND LITERATURE MATHEMATICS SCIENCES INDIVIDUALS AND SOCIETIES PHYSICAL AND HEALTH EDUCATION LANGUAGE ACQUISITION ARTS DESIGN NESA KEY LEARNING AREAS Mandatory: ENGLISH Mandatory: MATHEMATICS Mandatory: SCIENCES Mandatory: (HSIE) GEOGRAPHY & HISTORY Elective: History & Philosophy, Commerce Mandatory: PDHPE Elective: PASS Elective: LANGUAGES OTHER THAN ENGLISH (LOTE) Elective: CREATIVE ARTS Elective: TECHNOLOGIES

19 THE IB DIPLOMA PROGRAM

20 Core Elements of the IB Diploma Programme - Theory of Knowledge in which students reflect on the nature of knowledge and how we know what we claim to know. (Assessment is an oral presentation plus a 1600 word essay) - The extended essay an independent, self-directed piece of research, finishing with a 4,000 word essay - Creativity, activity, service students complete a project related to these 3 concepts All Core Elements are compulsory for students undertaking the Diploma Program.

21 IB Diploma Programme: SUBJECT GROUPS Students choose courses from 6 subject groups: - Studies in Language and Literature - Language Acquisition - Individuals and Societies - Sciences - Mathematics - The Arts There are different academic courses within each subject group. Students choose a preferred course from each subject group. (However, students can opt to take a second course from the Sciences, Individuals and Societies, or Language Acquisition instead of the Arts.) Courses are studied at either Standard Level (SL) or Higher Level (HL). These two course levels differ in scope but are measured according to the same grade descriptors. Students are expected to demonstrate a greater body of knowledge, understanding and skills at the Higher Level (HL). HL and SL courses run over 2 years (150 hours for the SL courses, 240 for the HL courses). Students must undertake 3 courses at the Higher Level (and no more than 4).

22 Courses in each DP subject group that align with our current HSC courses: Diploma Subject group Subject Group 1: Studies in Language and Literature Diploma subject courses Literature SL Literature HL Language and Literature SL Language and Literature HL Current HSC courses at HVGS English Standard English Advanced English Extension 1 English Extension 2 Subject Group 2: Language Acquisition French SL French HL German SL German HL Japanese SL Japanese HL French ab initio SL German ab initio SL Japanese ab initio SL French (Continuers) German (Continuers) Japanese (Continuers) French (Beginners) German (Beginners) Japanese (Beginners)

23 Courses in each DP subject group that align with our current HSC courses: Diploma Subject group Diploma subject courses Current HSC courses at HVGS Subject Group 3: Individuals and Societies Subject Group 4: Sciences Business Management SL Business Management HL Economics SL & Economics HL Geography SL & Geography HL History SL & History HL Social and Cultural Anthropology SL Social and Cultural Anthropology HL World Religions SL Biology SL & Biology HL Chemistry SL & Chemistry HL Physics SL & Physics HL Environmental Systems and Societies Sports Exercise and Heath Science Computer Science Business Studies Economics Geography Ancient, Modern & Extension History Society and Culture Studies of Religion Biology Chemistry Physics Earth and Environmental Science PDHPE Software Design and Development

24 Courses in each DP subject group that align with our current HSC courses: Diploma Subject group Subject Group 5: Mathematics Diploma subject courses Mathematical Studies SL Mathematics SL Mathematics HL Current HSC courses at HVGS General (Standard) Mathematics (Advanced) Mathematics Mathematics Extension 1 Subject Group 6: The Arts Music SL Music HL Theatre SL Theatre HL Visual Arts SL Visual Arts HL (OR a 2 nd course from Subject Group 2, Group 3 or Group 4 at either SL or HL level) Music 1 Music 2 Drama Visual Arts

25 THE IB CAREER RELATED PROGRAM

26 THE CAREER-RELATED PROGRAM CURRICULUM The CP was specifically developed for students who wish to engage in career-related learning while gaining transferrable and lifelong skills in applied knowledge, critical thinking, communication, and cross-cultural engagement. Students undertake: - A minimum of 2 IB Diploma Program courses - A core consisting of 4 components Personal and Professional Skills, Service Learning, Reflective Project, Language Development - A career-related study with an organisation that satisfies IB criteria for accreditation, assessment and quality assurance

27 INTERNATIONAL BACCALAUREATE HUNTER VALLEY GRAMMAR SCHOOL