MYP - Middle Years Programme

It is an exciting year ahead of us at Al Jazeera Academy as students in Years 7, 8 and 9 (Grade 6, 7 and 8) in the boys and girls Secondary Schools will continue to follow the Middle Years Programme (MYP) in its third year of its implementation. The MYP of the International Baccalaureate Organisation (IBO) is an International course of study designed to meet the educational requirements of students between the ages of 11 and 16.

MYP has been devised at Al Jazeera Academy to guide students in their search for a sense of belonging in the world around them. The course also aims to help students to develop the knowledge, attitudes and skills they need to participate actively and responsibly in a changing and increasingly interrelated world. This means at Al Jazeera Academy we teach students to become independent learners who can recognise relationships between school subjects and the world outside and learn to combine relevant knowledge, experience and critical thinking to solve authentic problems.

At Al Jazeera Academy we aim to provide a well-rounded international education in which students learn to the best of their ability, enjoy the process, enjoy learning, and are well prepared for the tertiary stage of education. We have developed an innovative curriculum which promotes high achievement, develops high expectations and equips the students with a vision of the future and helps to develop a sense of responsibility and confidence in their ability to make a worthwhile contribution to society and to the community and world which they live in.

The framework of the MYP is shown as an octagon. This emphasizes the importance of the eight subject areas for this education with a core made up of five areas of interaction. Establishing a strong foundation of key skills and concepts in each of these disciplines is a priority in this programme. The MYP curriculum model places the student at the centre of learning. The MYP focuses upon Holistic Learning, Communication and Internationalism.

2008-2009 MYP Subjects In Years 7, 8 and 9. (Grade 6, 7 and 8)

Language A - English/Arabic
Language B -Arabic/French
Humanities - Humanities (History & Geography) / Islamic Studies
Technology - Design & Technology/ICT
Mathematics - Mathematics
Arts -Visual Art/Performing Arts
Sciences -Integrated Science (Biology, Physics & Chemistry)
Physical Education -Physical Education

The Areas of Interaction (or common themes), are seen in the curriculum model as three concentric rings around the 'student' and the 'personal project'.

• They are common interactive organising elements, not subjects.
• They provide a focus for teacher planning and instruction.
• They help students to see the connections between subjects.
• They help students to understand that real world problems are solved using skills and concepts from a variety of disciplines.

The five areas of interaction are:

• Approaches to learning
• Community and service
• Human Ingenuity
• Environments
• Health and social education

They act as lenses through which to view the curriculum. These Areas of Interaction are often framed as guiding questions for students to reflect upon regularly.

Approaches to learning (ATL)
Through ATL teachers provide students with the tools to enable them to take responsibility for their own learning, thereby developing an awareness of how they learn best, of thought processes and of learning strategies. ie How do I learn best?

• Teaching students how to learn by different strategies.
• Helps with problem solving and decision-making.
• Makes students independent learners.
• Helps students with organisational skills, study practices and attitudes towards work.
• Creates teamwork within classes.
• Students learn to communicate effectively.
• Students learn how to find and use information.
• Students reflect on their learning.
• Problem solving and thinking skills are encouraged.
• Students can understand subjects and how they can link to others.

Community and Service
This component requires students to take an active part in the communities in which they live, thereby encouraging responsible citizenship. ie How do we live in relation to each other?

• Begins in the classroom and extends beyond it.
• Encourages student responsibility.
• Deepens the students understanding of the world around.
• Makes connections and to show how the students social and intellectual development can help others.
• Students discover the social reality of themselves and others.
• Emphasis on developing community awareness and concern.
• Shows that students skills are needed to make an effective contribution to society.
• Teaches the students tolerance and respect.
• Makes students understand their community and how it is organised.
• Needs all students active participation.
• Teaches selflessness.
• There are three central elements, awareness, reflection and involvement / service.

Human Ingenuity
Students explore in multiple ways the processes and products of human creativity, thus learning to appreciate and develop in themselves the human capacity to influence, transform, enjoy and improve the quality of life. ie Why and how do we create?

• Students understand evolution and creation.
• Students understand the need for change and inventing.
• Students explore the relationships between science, ethics, aesthetics and technology.
• Students learn how to solve problems.
• Students show creativity in a variety of ways.
• Students must be able to see the impacts of their actions or events. These may have good or bad and consequences.

Environments
This aims to develop students awareness of their interdependence with the environments so that they understand and accept their responsibilities. ie What are my responsibilities ?

• Students develop an awareness of how people depend on the environment.
• The students take responsibility for the environments of the future.
• They understand local and global issues.
• They make decisions on environmental issues.
• We develop positive actions to environmental issues.
• There are four central elements to the environment section - awareness, responsibility, reflection and action.

Health and Social Education
Area deals with physical, social and emotional health and intelligence are the key aspects of development leading to complete and healthy lives. ie How can I lead a full and balanced life?

• Students reflect on physical, social and emotional health and intelligence.
• They examine and discuss how location, status and the law can affect health.
• They use skills and knowledge to make informed choices.
• Students take responsibility for self and others well being.
• We encourage students to have a physically and mentally healthy life.
• We make sure students have the knowledge relevant to the issue
• Students develop skills in: Decision-making, assertiveness, self-assessment, empathy,etc
• Students learn how to have a good attitude: tolerance, self-esteem, and responsibility.
• Students are taught the values of respect and ethic, personal and religious values.
• They are taught where they can seek support/help, advice, etc.

Implementing the AOI's - Teachers will:

• Make AOI's an essential part of planning.
• Reinforce cross-curricular links.
• Use guiding questions for students.
• Teach map skills from all disciplines, as well as from year to year.
• Organise meaningful projects.
• Encourage students to use their skills in the outside world.
• Design tasks in real world situations.

Implementing the AOI - Students will:

• Construct meaning through AOI's.
• See connections between subjects.
• Puts subjects into real life.
• Means students are involved and engaged in learning.
• Systematic approaches to learning.
• Individual and group learning.
• Guided and independent exploration.
• Self assess their progress.
• Critical and creative thinking.

How are students assessed in MYP? Teachers organise continuous assessment over the course of the programme taking account of specified criteria that correspond to the objectives for each subject. The MYP offers a criterion-referenced model of assessment. This means that students' results are determined by performance against set standards, not by each student's position in the overall rank order. Teachers are responsible for structuring varied and valid assessment tasks that allow students to demonstrate achievement according to the required objectives within each subject group. These may include: open-ended, problem-solving activities and investigations, organised debates, hands-on experimentation, analysis reflection.

More information on the MYP curriculum, subject specific curriculum, Areas Of Interaction, Assessment Criteria and Reporting will be informed and reported to parents by staff during Term 1. For more further information on the MYP and the International Baccalaureate please visit www.ibo.org