Aljabr School International

      AL JABR ISLAMIC SCHOOL

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Figure 1: MYP Curriculum Model
 
The programme model of the MYP places the learner at its centre.
This underscores the IB’s belief in educating the whole person, and placing importance on student inquiry.
 
MYP students are making the transition from early puberty to mid-adolescence, which is a crucial period of personal, social and intellectual development, of uncertainty and questioning.
 
The MYP is designed to guide students in their search for a sense of place in their natural and social environments.

THE SUBJECT GROUPS

In the programme model, global contexts, concepts, approaches to learning and teaching, surround the learner and connect to the eight subject groups. Schools are required to teach a broad and balanced choice of subjects in every year of the programme, including at least one subject from each of the eight subject groups. The subject groups provide a broad and balanced foundation of knowledge in traditional subject disciplines.

In each year of the IBMYP, students study a subject from each of the Learning Areas. These are:

  • LANGUAGE AND LITERATURE (BAHASA INDONESIA)
  • LANGUAGE ACQUISITION (ENGLISH)
  • MATHEMATICS
  • INDIVIDUALS AND SOCIETIES
  • SCIENCES
  • ARTS (VISUAL, DANCE, MUSIC)
  • DESIGN
  • PHYSICAL AND HEALTH EDUCATION

We also require our students to study

  • ISLAMIC STUDIESreflecting our Islamic teaching and values from Al Quran.

GLOBAL CONTEXTS

The six (6) Global Contexts give the MYP its common language for powerful contextual learning so that students will become increasingly aware of the connections between subject content and the real world, rather than considering subjects as isolated areas unrelated to each other and to the world. The MYP presents knowledge as an integrated whole, emphasizing the acquisition of skills and self-awareness, and the development of personal values. As a result, students are expected to develop an awareness of broader and more complex global issues.

Global contexts:

  • Identities and relationships
  • Orientation in space and time
  • Personal and cultural expression
  • Scientific and technical innovation
  • Globalization and sustainability
  • Fairness and development

CONCEPTUAL UNDERSTANDING

The MYP programme follows a concept-driven curriculum framework which allows students to demonstrate levels of thinking that reach beyond facts or topics. Concepts are used to formulate the understandings that students should retain in the future; they become principles and generalizations that students can use to understand the world and to succeed in further study and in life beyond school. There are two kinds of concepts. Key concepts are ideas which provide interdisciplinary breadth to the programme and Related concepts which are grounded in each of the subject disciplines and explores the key concepts in greater detail, providing depth to the programme.

APPROACHES TO LEARNING

Approaches to Learning (ATL) is central to the programme, as it is concerned with developing the intellectual discipline, attitudes, strategies and skills which will result in critical, coherent and independent thought and the capacity for problem solving and decision making. It goes far beyond study skills, having to do with “learning how to learn” and with developing an awareness of thought processes and their strategic use. Every MYP unit identifies ATL skills that students will develop through their inquiry and demonstrate in the unit’s formative (if applicable) and summative assessments. Many ATL skills directly support the attainment of subject-group objectives.

COMMUNICATION

 

I  . Communication Skills

How can students communicate through interaction?

 

How can students demonstrate communication through language?

SOCIAL

II  . Collaboration Skills

How can students collaborate? Working effectively with others

SELF MANAGEMENT

III  . Organization Skills

How can students demonstrate organization skills

IV  . Affective Skills

How can students manage their own state of mind? Managing state of mind

V   . Reflection Skills

How can students be reflective? (Re)considering the process of learning; choosing and using ATL skills

RESEARCH

VI . Information Literacy Skills

How can students demonstrate information literacy?

Finding, interpreting, judging and creating information

VII . Media Literacy Skills

How can students demonstrate media literacy?

THINKING

VIII . Critical-thinking Skills

How can students think critically?

Analysing and evaluating issues and ideas

IX  . Creative-thinking Skills

How can students be creative? Generating novel ideas and considering new perspectives

X   . Transfer Skills

How can students transfer skills and knowledge across disciplines and subject groups?

Using skills and knowledge in multiple contexts

     

MYP ASSESSMENT

Assessments are varied to provide students with the greatest chance to express what they know and can do and allows for different learning styles.

The assessment includes a set of instructions and the criteria with which the student’s performance will be assessed. Often the student has the criteria before the assessment takes place. Criteria are sometimes modified to apply to specific assessment tasks or to suit the grade-level expectations.

The assessment is handed-out, collected and assessed by the teacher. The teacher assesses the work according to the criteria and awards an attainment level for each of the criteria assessed (e.g. a lab report may cover three of the six science assessment criteria).

The assessed work is then shared with the student. It is then that a teacher must provide feedback to the student about the work and the student may constructively question the attainment level awarded. The attainment levels reached in each criterion are then noted down with the other levels attained on previous work.

Teachers aim to give students the greatest chance at showing what they can do and so each criterion must be assessed several times through a semester. This helps when a student might be ill during the time of the assessment, who did not understand the work or the assessment (EAL students or newly arrived to the school) or was a risk-taker who experimented with a different approach.

FORMATIVE AND SUMMATIVE ASSESSMENTS

Formative assessments are used by the teacher and student to reflect on what knowledge and skills have been learned and developed and can be applied.

Summative assessments take place at the END of the teaching and learning process and allow the student the opportunity to develop and show WHAT HAS BEEN LEARNED and provide samples of their work to show their understanding. It also helps the teacher judge the level of achievement the student has attained.

For all summative assessments, students have criteria with which they will be assessed. It provides guidelines on what teachers will be looking for when assessing the students’ knowledge and deeper understanding of the unit and unit question. It also helps the students know what is expected of them so that they can prepare and do the best they can.