IICS IB Middle Years Program · help to create a better and more peaceful world. As IB Learners we strive to be: INQUIRERS We nurture our curiosity, developing skills for inquiry

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IICS is the only Early Years 3 through Grade 12International school in Istanbul fully authorized and

globally accredited by the IB, CIS and NEASC.

IICS IB

Middle Years Program

A Guide for Students & ParentsGrades 7-102017-2018

GRADE 7-10 MYPcurriculum guide

IB learner profile The aim of all IB programs is to develop internationally minded people who,recognizing their common humanity and shared guardianship of the planet,help to create a better and more peaceful world.

As IB Learners we strive to be:

INQUIRERSWe nurture our curiosity, developing skills for inquiry andresearch. We know how to learn independently and with others.We learn with enthusiasm and sustain our love of learningthroughout life.

KNOWLEDGEABLEWe develop and use conceptual understanding, exploringknowledge across a range of disciplines. We engage with issuesand ideas that have local and global significance.

THINKERSWe use critical and creative thinking skills to analyze and takeresponsible action on complex problems. We exercise initiative inmaking reasoned, ethical decisions.

COMMUNICATORSWe express ourselves confidently and creatively in more thanone language and in my ways. We collaborate effectively,listening carefully to the perspectives of other individuals andgroups.

PRINCIPLEDWe act with integrity and honesty, with a strong sense of fairnessand justice, and with respect for the dignity and rights of peopleeverywhere. We take responsibility for our actions and theirconsequences.

OPEN-MINDEDWe critically appreciate our own cultures and personal histories, aswell as the values and traditions of others. We seek and evaluate arange of points of view, and we are willing to grow from theexperience.

CARINGWe show empathy, compassion and respect. We have acommitment to service, and we act to make a positive differencein the lives of others and in the world around us.

RISK-TAKERSWe approach uncertainty with forethought and determination;we work independently and cooperatively to explore new ideasand innovative strategies. We are resourceful and resilient in theface of challenges and change.

BALANCEDWe understand the importance of balancing different aspects ofour lives intellectual, physical, and emotional to achievewell-being for ourselves and others. We recognize our interdependencewith other people and with the world in which we live.

REFLECTIVEWe thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknessesin order to support our learning and personal development.

What is the International Baccalaureate Middle Years Program? How do we implement the program at IICS? What is the teaching and learning philosophy of the MYP at IICS? What subjects will my child take? How can I find out what my child is learning in each of their subjects? What is a unit of inquiry? How do I interpret the planner? How will my child be assessed or graded? How will my child’s final grade be determined? What is the Personal Project? Where can I find more information about the MYP and who can I contact if I have more questions? Glossary of Terms

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CONTENTS

What is the International Bacclaureate Middle Years Program?HISTORYThe Middle Years Program was developed by the International Baccalaureate Organization headquar-tered in Geneva, Switzerland. Many parents and students are probably more familiar with the IB’s Diplo-ma Program and the Primary Years Program. The Middle Years Program was developed in the mid-90’s as a framework as a bridge between The Diploma Program and the Primary Years Program, and has made great strides with this in its recent Next Chapter changes.

OVERVIEWAt the core of the IB MYP philosophy are the fundamental concepts of holistic learning, intercultural awareness, and communication. IICS shares the beliefs in these concepts and works to develop them within our written curriculum and our teaching practice (Principles to Practice, pg. 4). Our aim at IICS is to nurture and educate students to become empathetic, internationally–minded citizens with the skills to effectively communicate these positive values for a more peaceful world.


How do we implement the program at IICS?Our school mission statement aligns completely with the philosophical approach of the MYP:

Through its challenging curriculum and strong staff-student relationships, IICS provides a caring environ ment that inspires each student to excel and to be inquisitive, creative, compassionate, balanced and internationally-minded.

Working within the MYP framework, IICS maintains and continually develops a curriculum that strives to provide the best for our students.

Learner ProfileThe Learner Profile is at the center of a holistic education and define traits that we endeavor to develop in our students. These are unifying traits that are common to the PYP, MYP, and DP. To help foster the development of these traits, IICS has implemented a biannual celebration (the Dolphin Awards) to celebrate students who demonstrate Learner Profile traits as well as academic achievements related to Approaches to Learning. We are continuously working towards better integration of the teaching and modeling of these traits in our school community and curriculum. A more in-depth description of the IB Learner Profile traits can be found on the first page of this guide.

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MYP CURRICULUM AT IICSAt IICS, we believe that students need to be actively involved in their own learning. To achieve that, curriculum at IICS is student-centered. We also believe that learning is personal and that each student is unique in his or her interests. The MYP inquiry learning model provides us with a framework to align our philosophy with our teaching practices. The MYP traditionally offers eight subjects in the program. At IICS, we offer seven subjects, with Design (the eighth) integrated into the seven curriculum subjects. The seven offered subjects include:

• Sciences • Mathematics • Individuals and Societies (history, geography, social studies) • Language and Literature (taught in English) • Language Acquisition (French, Spanish, or German) • Physical and Health Education • Arts (drama, visual arts, media, music)

A more in depth explanation of the subjects and our program philosophy can be found in this guide.

APPROACHES TO LEARNINGApproaches to Learning, or ATLs, are a taught and assessed part of the MYP at IICS. The IB has identified five “skill categories” that are essential to develop for sustained student success in any program: communication skills, self-management skills, social skills, research skills, and thinking skills. Within each of the categories there are “clusters” that specifically target and identify these skills.

Students receive scores of A-F for their ATLs each semester. As the MYP has recently realigned these skills and identified new emphases in the Next Chapter, IICS continues to align and document our teaching and learning of these skills throughout the program. More specific information about the ATLs can be found on the program website: www.myp-iics.k12.com


What is the teaching and learning philosOphy of the MYP at IICS? For those of you who are coming from systems other than the IB, the curriculum and assessment of the MYP may be confusing and overwhelming. Please bear in mind that the MYP is a curriculum that values growth and is more specific in skill development.

INQUIRY LEARNINGMuch like the Primary Years Program, inquiry is at the center of teaching and learning in the MYP at IICS. Inquiry “frames the written, taught, and assessed curriculum” your child will experience in our program (Principles to Practice, pg. 50).

An inquiry-driven approach essentially means that units of study are developed by our teachers to build on the students’ prior knowledge and experience with an attempt to connect student learning to the real world. Some examples of this might include problem-based learning, project based learning, or self-directed units of inquiry. More traditional teaching techniques are combined with newer techniques to provide “learning that is engaging, relevant, challenging, and significant” (Principles to Practice, pg. 11).

CONCEPT BASEDAs an MYP school, IICS believes it is important to develop interdisciplinary connections and make learn-ing relevant to students. To do this, we focus on concepts.“Conceptual learning focuses on powerful organizing ideas that have relevance within and across subject areas” (Principles to Practice, pg. 13). In the MYP at IICS, it is not enough just to know something; we strive to teach our students how to make connections between what they have learned and what it means in the context of a globalized world.

INTERDISCIPLINARYAs part of the Next Chapter changes to the MYP, interdisciplinary learning has taken a more prominent role and is now a requirement of the program. Interdisciplinary learning is described as two or more subjects coming together to inform a unit of inquiry. Subjects find their interdisciplinary connections through each unit’s Global Contexts (explained later in this guide) that closely align with the PYP’s Transdisciplinary Themes. We are continuing to develop these units to build connections related to finding solutions to real world issues.

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STUDENT CENTEREDA student-centered philosophy is more than just putting students first. MYP teachers at IICS strive to create opportunities for students to be active participants in their education rather than passive recipi-ents of knowledge.

At the core of this student-centered philosophy is our strong belief in staff-student relationships. By putting the student at the center of our philosophy,“the relationships between teachers and students create a dynamic where teachers are intellectual leaders who can empower students to develop the confidence and personal responsibility needed to deepen understanding” (Principles to Practice, pg. 9-10).

PERSONALIZEDIn addition to being student-centered, we also believe in developing personalized learning options for students in the MYP at IICS. In the MYP at IICS, we firmly believe that students are most empowered when they have control over their learning. Wherever appropriate, students are given opportunities to have a say in the subjects they would like to study, the formats they would like to present, and to lead their own exploratory courses.

Grade 7-10 MYP curriculum guide

What subjectswill my child take? While the philosophical approach to teaching and learning might be quite different from national systems, the MYP offers subject courses that are more similar to traditional academics than one might expect.

Below is a description and learning objectives of each course offered. A more comprehensive descrip tion can be found on the IICS MYP website at http://myp.iics-k12.com/category/curriculum-2/

SUBJECTSLANGUAGE AND LITERATUREAll students study English as Language A from Grades 7 to 10. If students do not have the language proficiency for this class, they are placed in an English B/EAL class until their language level is sufficient to enter the mainstream class.

LANGUAGE ACQUISITIONStudents can choose from Spanish and French. Spanish and French are available at all phases from 1 (beginners) to 5 (preparing for Language B Higher Level in the Diploma Program).

INDIVIDUALS AND SOCIETYAll students study Individuals and Societies from Grades 7 to 10. If students do not have the language proficiency for this class, they are placed in an Language Acquisition (English) class until their language level is sufficient to enter the mainstream class. SCIENCESStudents study Integrated Science in Grades 7, 8 and 9. In Grade 10, students choose two subjects from Biology, Chemistry and Physics, and study a semester of each.

MATHEMATICSStudents in Grades 7 and 8 study Mathematics together as a whole class. In Grades 9 and 10, students are divided into Extended Mathematics and Standard Mathematics classes. ARTSStudents study a trimester each of Music, Theater, and Visual Art. Media is available in Grades 7, 8 and 10. In Grade 10, students choose two of these arts and study each for a semester.

DESIGNAs an innovative approach, we integrate Design into our interdisciplinary units in Grades 7-9. Students execute one project each semester. PHYSICAL AND HEATLH EDUCATIONStudents study Physical Education throughout the four years of the program.

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How can I fInd out what my child is learning in each of their subjects? Due to the fluid nature of our curriculum, IICS uses ManageBac to facilitate communication between parents, teachers, and students. ManageBac is an online curriculum and assessment platform. Through ManageBac, teachers upload assignments, post important dates on the calendar, and post grades and feedback for assessed work. Parents can view their children’s units of study as their current grades at any time on ManageBac: https://iics.managebac.com/login

What is a unit of inquiry?How do I interpret the planner? By using your school provided login to ManageBac, parents and students can access all of the planned units for each class the child or student will take. Once on ManageBac, select the “Academics” at the top of the page and expand the class options to learn more.

What you will see for each unit is an Inquiry and Purpose section. This provides the foundation for each unit and offers a window into the direction the inquiry might take. Each Inquiry and Purpose section is centered around a Statement of Inquiry, Global Contexts, Key Concepts, Related Concepts, and Inquiry Questions.

STATEMENT OF INQUIRY This is the place each unit begins, and frames the direction of the unit. It will be a general, over-arching statement that could extend across subjects.


Identities and Relationships

Who we are An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social, and spiritual health; human relation-ships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Orientation in Time and Space

Where we are in place and timeAn inquiry into orientation in place and time; personal histo-ries; homes and journeys; the discoveries, explorations, and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

Personal and Cultural Expression

How we express ourselves An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend, and enjoy our creativity; our appreci-ation of the aesthetic.

Scientific and Technical Innovation

How the world worksAn inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Globalization and Sustainability

How we organize ourselves An inquiry into the interconnect-edness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Fairness and Development

Sharing the planetAn inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportuni-ties; peace and conflict resolu-tion.

MYP Global Contexts

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GLOBAL CONTEXTSGlobal Contexts are what bring learning to life and connect it to the real world. Indeed “when learning becomes meaningful and relevant, students are more likely to be engaged“ (Principles to Practice, pg. 18).

When viewing the Inquiry and Purpose section of a unit planner, the teacher will have identified one of the six Global Contexts to work with. It’s important to note that the Global Contexts are also where subjects meet, whether it be informal interdisciplinary links or a full interdisciplinary unit. Below are the MYP Global Contexts with the PYP transdisciplinary connections included.

For a more information about the Global Contexts, please consult the IICS MYP website (http://m-yp.iics-k12.com/global-contexts)

KEY CONCEPTSThe IB has provided Next Chapter changes to the MYP to help focus each of the offered subjects via 16 Key Concepts to be addressed throughout the program.

Within the MYP, and at IICS, each subject is only responsible for three or four Key Concepts. For a more information about the Key Concepts, please consult the IICS MYP website: http://myp.iics-k12.com/concepts/.

RELATED CONCEPTSTo ensure the appropriate knowledge, skills, and concepts are being addressed, the MYP has identified specific related concepts for each subject. These concepts are much more content specific, and there is little to no crossover between subjects. For more information on Related Concepts, please consult the IICS MYP website: http://myp.iics-k12.com/concepts/.

INQUIRY QUESTIONS The final component of an MYP unit planner involves inquiry questions. Teachers will provide at least one conceptual, debatable, and factual question to be answered in the unit. These questions could be answered in summative tasks, but are generally used to focus and drive the content of the unit. Teachers may use more than one of each.


MYP Key Concepts

Aesthetics

Connections

Form

Perspective

Change

Creativity

Global Interactions

Relationships

Communication

Culture

Identity

Time, Place, Space

Communities

Development

Logic

Systems

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How will my child beassessed or graded? ASSESSMENT CRITERIAAs an MYP school, IICS uses criterion-referenced assessment based on student skills, not just content knowledge. Each subject has four assessment criteria and each criterion is graded out of a possible score of eight. As a criterion-referenced assessment, it is important to note that to convert student scores out-of-eight into percentages would be an inaccurate way to interpret these scores. In the MYP, students are measured by their progress, NOT through an average of points earned. To do this, each subject has for assessment criteria (A,B,C, D) that measure students against certain standards or skills. As these objectives measure skills, students are assessed based on their level on consistent demonstration of skills. It is very important to note that as these scores are not calculated based on total points and average, student scores may seem lower that you might expect, but in reality are not.Any student achieving at a level four or five out of eight is achieving at the expected grade level expectation.

Each of the criteria for every subject has a total of five achievement bands (0 / 1-2 / 3-4 / 5-6 / 7-8).A score of 0-8 will be given to the student based on his or her most consistently demonstrated level of achievement. For example, if a student is achieving at a level of three at the start of the school year but improves to show consistent achievement at level of eight, the student will receive a score of eight for that specific criterion, as it most accurately reflects their level of skill in that area at that time. Thus, the pressure is not on the student to “get it” right away, but rather reflects the MYP’s commitment to hard work, improvement, and progress.

Below are all of the assessment criteria for each subject used in the MYP. Each has a maximum achievement of eight.

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Subject

Science

Individuals & SocietiesPhysical &

Health EducationLanguage & Literature

Maths

Arts

Design

Language Acquisition

Criterion A

Knowing &understanding



Analyzing



Inquiring &analyzing

Comprehending spoken & visual text

Criterion BInquiring & designing

Investigating

Planning for performance

Organizing

Investigating patterns

Developing skills

Developing ideas

Comprehending written & visual text

Criterion CProcessing &

evaluating

Communicating

Applying & performing

Producing text

Communicating

Thinking creatively

Creating solutions

Communicating

Criterion D

Reflecting on the impacts of science

Thinking critically

Reflecting &improving performance

Using language

Applying mathematics inreal world contexts

Responding

Evaluating

Using Language


ASSESSMENTSTo give students the fairest opportunity to demonstrate their skills against each assessment criterion, the MYP promotes the use of a range of assessment strategies designed to give a clear picture of your child’s progress. There are two main types of assessment:

FORMATIVE ASSESSMENTSThese are generally smaller assignments and are used to give students and teachers an opporunity to practice skills needed for more formal summative assessments. Examples of formative assessments might be in-class discussions, study questions, or short daily homework tasks. Formative assessments will not always be graded, but provide valuable opportunities for students to demonstrate areas in which they might need help developing. Formative assessments can also help teachers determine the direction of the unit of study. It is imperative that students are committed to completing all formative tasks. SUMMATIVE ASSESSMENTSThese are larger assessments such as essays, exams, projects, or presentations. While formative assessments can be used to determine achievement levels, it is summative assessments that are used to determine a student’s level of achievement to the greatest extent.

How will my child’s final grade be determined? Final assessment in the MYP and at IICS is different than other assessment scales, which can make it difficult for students and families to decipher if coming from different educational systems.

As each subject has four criteria and each criteria is out of a total of eight points, students can earn a total of a maximum 32 points in each subject. The overall score earned for each criterion is calculated then converted into score of 1-7 for a final score depending on the total points earned. The values of 1-7 communicate the overall achievement when combining all four criterion. Below is a table showing the most recent explanation for levels of achievement.

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Grade

1

2

3

4

5

6

7

Range

1-5

6-9

10-14

15-18

19-23

24-27

28-32

Descriptor

Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.

Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.

Produces good quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.

Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.

What is the Personal Project? The Personal Project is completed in Grade 10 (year 5 of MYP) and culminates in a self-directed inquiry project that results in a final product. The goal of the Personal Project is to: • demonstrate the personal abilities and skills required to produce an extended piece of work • engage in personal inquiry, action, and reflection on specific topics and issues • reflect on learning and share knowledge, views, and opinions • demonstrate research skills and analyze sources

FORMAT OF THE PERSONAL PROJECTThe Personal Project is discussed with the students at the end of Grade 9 to give them the opportunity to consider what type of project they would like to do.The Personal Project is completed by late February or early March of the student’s Grade 10 year.

Each student will have access to a mentor from the beginning of the project with dedicated time for meetings and consultation. Students will meet in full class seminars on a regular basis to address general updates and receive information from the Personal Project Coordinator. These sessions are designed to make sure students are making appropriate progress and have the guidance they need.

Students need to select an area of interest, research it, and decide what type of product they will create to meet their goal. Emphasis is placed on long range planning, extensive and relevant research, continu ous work on the project throughout the school year, organizing work recorded in a process journal, and presenting the outcome in the appropriate format.

No matter what type of project the student chooses to do, all projects must include a piece of structured communication. The specific layout for this written report can be found in the Personal Project guidebook that all students receive in the beginning of Grade 10.The report should not be longer than 4,000 words.

It is important to note that the Personal Project is not part of any course and is completed outside of subject classroom time.

For more information about the Personal Project, please refer to the IICS Personal Project webpage: http://iicspersonalproject.weebly.com/


Where can I find more information about the MYP & who can I contact if I have more questions?The following resources are available either online or through school: • IB MYP website: www.ibo.org/myp/ • IICS MYP website (www.myp.iics-k12.com) • Principles to Practice – IB publication available on the IICS MYP website • Head Fontes ([email protected]) - MYP Coordinator • Tracy Arnold ([email protected])- Secondary Vice Principal • Your child’s subject teachers • Various parent workshops – check the school calendar

GLOSSARY OF TERMSASSESSMENT CRITERIA The specific skill a student will be measured against in a given subject. Each subject has four, each graded out of a total of eight points.

CONCEPTUAL LEARNING “A teaching and learning philosophy that focuses on powerful organizing ideas that have relevance within and across subject areas. Concepts reach beyond national and cultural boundaries.” (Principles to Practice, pg. 13).

CURRICULUMThe topics and skills being taught throughout the school and in the classroom.

DOLPHIN AWARDAn award earned during our biannual celebration of student achievement.

FORMATIVE ASSESSMENTSPart of the MYP units that help frame the unit of study in a way that connects to the real world.

GLOBAL CONTEXTSPart of the MYP units that help frame the unit of study in a way that connects to the real world.

HOLISTIC LEARNINGLearning that focuses on the development of the social, emotional, and academic aspects of the child.

INTERCULTURAL AWARENESS“Involves recognizing and reflecting on one’s own perspective, as well as the perspectives of others.” (Principles to Practice, pg. 12).

INTERDISCIPLINARY LEARNINGLearning that formally connects two or more academic subjects; a unit of study that makes real world connections through combining two or more academic subjects.

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INQUIRY LEARNING A teaching and learning philosophy where students find meaning and construct knowledge-based on questioning and solving problems.

INQUIRY QUESTIONS Questions that drive student inquiry; a starting place for an MYP unit of inquiry.

LEARNER PROFILE Ten character attributes that are at the core of the MYP.

PERSONAL PROJECT The capstone project all students in Grade 10 (MYP Year 5) complete.

PERSONALIZED LEARNING A teaching and learning philosophy that offers students a plethora of opportunities to demonstrate their proficiency toward learning; an approach that empowers students to learn in the most appropriate way possible.

SUMMATIVE ASSESSMENT Assessments that are a formal measurement of student achievement toward specific assessment criteria. STUDENT-CENTERED A teaching and learning approach that requires students to be active partners in their learning.

SUBJECT One of the eight MYP courses offered at IICS which include Language and Literature, Individuals and Societies, Sciences, Mathematics, Physical and Health Education, Arts, Design, and Language Acquisition.

UNIT OF INQUIRY An MYP unit of study in a specific subjects usually lasting from 6-9 weeks.


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IICS IB Middle Years Program · help to create a better and more peaceful world. As IB Learners we strive to be: INQUIRERS We nurture our curiosity, developing skills for inquiry