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?
Questions
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