Piedmont Middle SchoolIB Parent Meeting

Thursday, April 17, 2013

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Framework of Learning Designed for students 11-to 16 (grades 6-10) to

become creative critical and reflective thinkers. Emphasizes intellectual challenge Encourages students to make connections

between their studies in traditional subjects and the real world.

Fosters development of skills for 21st Century Communication Intercultural understanding Global engagement

What is the IB Middle Years Program?

Required Each Year: Language A (the student’s best language, first

language or mother tongue) Language B (an additional language - Piedmont

offers Spanish and French) Humanities Science Mathematics Arts Physical Education Technology

In their final year (grade 10) students will also undertake an independent “personal project” to demonstrate the development of their skills and understanding

MYP’s 8 Subjects

Communication ◦ valuing language acquisition in at least two

languages Holistic Learning

◦ finding connections across and within the subjects and grade levels

Intercultural Awareness ◦ growing understanding of a student’s own culture

coupled with an understanding and appreciation of other cultures

MYP’s 3 Fundamental Concepts

Addresses student intellectual, social, emotional and physical well being

Enables students to understand and manage the complexities of our world

Fosters skills and attitudes needed to take responsible action for the future

Ensures breadth and depth of knowledge and understanding through the study of 8 subject areas

Requires the study of at least 2 languages to support students in understanding their own culture and that of others

Provides the opportunity for students to undertake an independent project in an area of interest

MYP’s Key Components:

To maintain the rigor for which IB is renowned, the MYP assessment model is criterion-based.

These criteria are consistent worldwide Our teachers structure varied and valid

assessment tasks Students demonstrate achievement according

to the criterion objectives defined by IB. Tasks are assessed against established

criteria, not against the work of other students.

MYP Assessment

Open-ended problem solving activities Investigations Organized debates Hands on experimentation Analysis and Reflection

Types of Assessment Tasks

Criterion A: Knowledge and understanding

Criterion B: Investigating patterns

Criterion C: Communication in mathematics

Criterion D: Reflection in mathematics

Mathematics Assessment Criteria

Criterion A: KnowledgeCriterion B: ConceptsCriterion C: skillsCriterion D: Organization and presentation

Humanities Assessment Criteria

Criterion A: InvestigateCriterion B: DesignCriterion C: PlanCriterion D: CreateCriterion E: EvaluateCriterion F: Attitudes in technology

Technology/Design Cycle Assessment Criteria

Criterion A: Content (receptive and productive)

Criterion B: OrganizationCriterion C: Style and language

mechanics

Language A Assessment Criteria

Criterion A: Oral CommunicationCriterion B: Visual InterpretationCriterion C: Reading Comprehension

Criterion D: Writing

Language B Assessment Criteria

Criterion A: One world

Criterion B: Communication in science

Criterion C: Knowledge and understanding of

science

Criterion D: Scientific inquiry

Criterion E: Processing data

Criterion F: Attitudes in science

Science Assessment Criteria

Criterion A: Knowledge and understanding

Criterion B: Application

Criterion C: Reflection and evaluation

Criterion D: Personal engagement

Arts Assessment Criteria

The average acceptance rate of IB students into university/college is 22 percentage points higher than the average acceptance rate of the total population.

The following graph shows the significantly higher acceptance rates of IB students to colleges.

Why IB?

Universities Recognizing IB

Where do you want to go?

Questions