Glossary of MYP Terms

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1 Glossary of MYP Terms Aims Aims state, in a general way, what the MYP teacher may expect to teach or do, what the student may expect to experience or learn and how the student may be changed by the learning experience. Approaches to Learning (AtL) One of the MYP areas of interaction; it is concerned with the development of thinking skills, strategies and attitudes, and the ability to reflect on one s own learning. Areas of Interaction (AoI) These are five broad areas beyond the eight core academic disciplines in MYP. These themes are embedded within the academic disciples and drive the delivery of nstruction. They are: Human Ingenuity HI Approaches to Learning - ATL Community and Service - CS Environments - E Health and Social education HSE Assessment Criteria MYP criteria against which a student s performance is measured as evidenced by work produced. Subject guides provide assessment criteria to be used for final assessment for each subject group, and for the personal project. Assessment Task A MYP teacher-designed assignment used to measure students success with meeting objectives. The task will generate work that can be assessed using previously agreed assessment criteria. Authorized School This is a school that has met all requirements for full participation in the IB. Community and Service One of the MYP areas of interaction; it is concerned with developing community awareness and a sense of responsibility through service activities. Criterion Levels Total The sum of the levels awarded in each criterion for final assessment in each MYP subject. The levels total is then converted to a grade from 1-7 by applying the grade boundaries.

2 Criterion-Referenced Assessment An assessment process based on awarding grades against previously agreed criteria. MYP assessment is criterion referenced. Descriptors These describe the levels of achievement that are assessed within each criterion. Environments One of the MYP areas of interaction; it is concerned with the interdependence of human beings and their environments, and with sustainable development. Essential Question In MYP it is a guiding question or idea developed by the teacher or by the class. These questions are based on the five AoI's and serve to focus and drive the unit of study. Final Assessment The summative assessment of student work at the end of the final year of the MYP. Formative Assessment Ongoing assessment aimed at providing information to guide teaching and improve student performance. Fundamental Concepts These are the basic educational principles of the MYP. They include holistic learning, intercultural awareness and communication. Grade Boundaries The lowest and highest criterion levels totals corresponding to a particular grade in final assessment. These are determined for each subject group and published in the MYP Coordinator s Handbook. Grades MYP schools must assess student work from very poor to excellent on a 1-7 scale for final assessment. Schools can also use this scale for assessment other than final assessment. Grade 1: Very Poor Grade 2: Poor Grade 3: Mediocre Grade 4: Satisfactory Grade 5: Good Grade 6: Very good Grade 7: Excellent

3 Health and Social Education One of the MYP areas of interaction; it is concerned with mental and physical health, and the interaction between the student and community. Holistic Learning One of the fundamental concepts of the MYP; it stresses the interrelatedness of various disciplines and issues. Human Ingenuity One of the areas of interaction; it is concerned with the evolution, processes, and products of human creativity, and their impact on society and on the mind. IBA Regional Office for the IB program for central, North, and South America (located in New York City) IBNET A service that allows IB coordinators to complete administrative procedures and obtain news and information from the IBO via a password-protected web server. IBO International Baccalaureate Organization, a non-profit educational foundation that administers the IB program worldwide. Integrated Subjects School-specific subjects that integrate elements of several disciplines within or across MYP subject groups. Internal Assessment In MYP it is the assessment of a student s work that is carried out by the student s teacher. Internationalmindedness A term used in all IB programmes and is inherent in the IB Mission Statement of developing inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. IB defines Internationalmindedness as a person who demonstrates the attributes of the IB learner profile. Language A The student s first (or native) language Language B A second, learned language. Its aim is to develop listening, speaking, reading and writing skills.

4 Language Policy IB requires that all schools develop a comprehensive approach to meeting the language needs of all of its students which provides effective support for students linguistic development through a comprehensive language policy. All IB programmes require the study of at least one world language in addition to the principal language of instruction. The policy should reflect the school s position on mother tongue support and what steps will be taken to meet the needs of additional language learners. Learner Profile The aim of all IB programmes is to develop internationally minded people who recognize their common humanity and shared guardianship of the planet, and help to create a better and more peaceful world. IB learners strive to be the following: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

5 Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. Malpractice The IB word for cheating. Students and parents are urged to read carefully the IB Honor Code, which defines and explains in detail the policies for dealing with malpractice. Middle Years Program (MYP) A program of international education designed to help students develop the knowledge, understanding, attitude and skills necessary to participate actively and responsibly in changing world MYP Coordinator The pedagogical leader of the MYP in the school who oversees the effective development of the program. The MYP coordinator ensures effective communication about the program within the school, and between the school and the IBO. MYP Student Portfolio In the MYP, each student has an ongoing Student Portfolio that spans the years the student has participated in the MYP. This portfolio contains selected samples of the student's work in a given discipline, showing achievement against the corresponding MYP assessment criteria. Each Student Portfolio contains rubric-based work that the student has completed in each of the eight MYP Subject Groups. Norm-Referenced Assessment Norm-referenced assessment distributes students scores above and below a pre-set pass or fail line, and students are measured against each other. MYP assessment is not normreferenced. The Octagon A graphic used by IBO to show the curriculum model for MYP. The emphasis is on the fluidity of the system and interrelatedness of the subjects, one with another. In this way, the Areas of Interaction are addressed naturally within the disciplines. The eight subject areas on the outside of the octagon are: a. Language A: Language Arts b. Language B: Spanish c. Humanities: History and Geography d. Arts: Art and Music e. Sciences: General Science, Biology, Chemistry, Physics f. Mathematics: Arithmetic, Algebra, Geometry, Trigonometry, Probability, Statistics

6 g. Physical Education: Health and hygiene, individual and team sports h. Technology: The nature, processes and impact of technology Online Curriculum Centre (OCC) This is the online resource center and discussion forums for IB teachers provided by the IBO. Here teachers can find valuable information concerning IB courses, discussion boards, and forms. Programme Evaluation A mandatory process for all authorized IB schools whereby the IBO assists schools in their own self-evaluation procedures as well as ensuring the quality of programmes. Rubric An IB rubric is a set of evaluation criteria that measures the growth of a student's knowledge and skills. Rubrics are used in all three IB programmes. MYP Subject Groups The MYP curriculum model includes eight subject groups: language A, language B, humanities, sciences, mathematics, arts, physical education, and technology. Scope and Sequence This is a document that lists the overall expectations for each subject area. Most IB schools create this document based on its own state and local requirements but infused with the IB philosophy. Summative Assessment The culminating assessment of a unit, term or course of study, designed to provide a report on the student s level of achievement against specific objectives. Teacher Support Material Teacher support material published by the IBO includes examples of units of work and assessed student work for the subject groups and the personal project. This material appears in the OCC. It is intended to give practical help to aid understanding and implementation of the theory in the subject guides.