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Fundamental Concepts
The International Baccalaureate Middle Years Programme Philosophy:
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Curriculum Model This diagram represents the Curriculum Model of the MYP. The program consists of the Eight Subjects and the five areas of Interaction and illustrates the emphasis on the fluidity of the system and the interrelation of the disciplines. The Areas of Interaction should be addressed naturally within the Eight Subjects. Taken as a whole, the curriculum provides a balanced education that will equip young people for effective participation in the complex modern world. The Eight Subjects The Eight Subjects in the Curriculum Model integrate the MYP subject guidelines with the North Carolina Standard Course of Study and are related to each other and the five Areas of Interaction through interdisciplinary learning. Language A English is the basic language used here for communication, enabling one to understand, be understood, and to establish one’s own identity. This subject includes communication skills and a study of cultures through avenues of literature. Language B A modern foreign language is learned at school with a focus on acquisition through speaking and comprehending the communication of another culture, rather than the isolated study of grammar and vocabulary lists. Humanities Geography and history are central to this program of social studies. Geography leads students from an understanding of the immediate environment to an appreciation of spatial phenomena at regional, national, and global levels. History enables them to enjoy and value the past for its own sake and as a means by which to understand and appreciate the present. Sciences A body of knowledge and an understanding of the scientific approach to problem solving are provided in this discipline. The content is integrated and supplied from such areas as general science, biology, chemistry, and physics. Mathematics The awareness that math is a universal language with diverse applications is focused on in this subject. Topics range from the basic core curriculum requirements to advanced studies in arithmetic, algebra, and geometry. Technology Teachers and students aim at viewing products of humans in society as practical solutions that support or enhance particular facets of life. The course requirements are implemented through the study of computer, design, media, food, and textile technologies. Arts Visual arts, music, dance, and drama are offered for students. A culture’s artistic expression through nonverbal forms is viewed as a means of crossing barriers of verbal language in order to promote an international understanding. Physical Education Health and Physical Education classes focus on the facilitation of physical, intellectual, emotional, and social development. The course helps cultivate a healthy and active lifestyle for students, through the acquisition of skills and the development of personal well-being and hygiene. The Areas of Interaction The Areas of Interaction are themes embedded in the Eight Subjects that help students understand the relationships and connections among the academic subjects. These themes are not extra courses; they are areas concerning integrated, interdisciplinary learning and are interrelated as well. Approaches to Learning Students learn to be responsible for their own learning, produce quality work, increase their self-discipline, and develop the capacity for problem solving and decision making. Students develop as whole persons and increase awareness of the world around them through first hand experiences in the school and in the neighborhood. Health and Social Education Students develop a sense of responsibility for their own well-being and for their physical and social health. Environment Students develop an awareness of environmental concerns. They are guided into developing insights into possible ways of investigating, problem solving, and implementing solutions to difficulties encountered in the environment. Homo faber Students explore the human ability to invent, create, transform, enjoy, and improve the quality of life. integrated Arts The ideal of the integrated arts approach at East Millbrook is to have the arts embraced in all academic classes while key concepts from the academic classes are enhanced in all arts classes. Through infusion of the arts into the daily learning experience, students acquire more than an understanding of various art forms. They gain greater appreciation and respect for those from diverse cultures, and have an enhanced awareness of multicultural similarities and differences. The arts approach focuses on improving students’ abilities in problem solving, critical thinking, and creative thinking. It addresses the multiple intelligences, thus stimulating creativity and encouraging mental development. Students become sophisticated thinkers who appreciate the talents of themselves and others. This arts integration concept enables students to become active participants in the learning process. The four disciplines of visual arts, music, dance, and drama are studied at East Millbrook. A variety of classes are offered on topics such as drawing, weaving, pottery, band, strings, chorus, theater, dramatics, and movement skills. The program is based on the North Carolina A+ Schools Program, which is an arts infusion project designed to support an interdisciplinary approach to instruction. |
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Instructional Technology Instructional technology is integrated in the subject areas for both teaching and learning. Students develop an understanding of the impact of technology on society, achieve practical skills in the creation of products using man-made and natural materials, and acquire effective, informed, appropriate communication skills. Students learn to use spreadsheets, databases, calculators, and graphic software. They become competent and prepared for the eighth grade testing of computer skills, as required by the North Carolina standards for graduation. In integrating the MYP/IA concepts, students create design briefs. The brief has a specific topic and follows a scheme of investigation, planning, product development, and evaluation while addressing an Area of Interaction. Technology is integrated into classes as teachers and students learn through information, materials, and systems that enhance subject content and strengthen problem-solving competencies. Eighth Grade Personal Project During second semester, eighth graders become personally involved in a class-wide project or an individual preference. The project proves the student’s understanding of how the Areas of Interaction are witnessed in everyday life. Organization is a key component to the eighth grade project. Students could be involved in something as diverse as photographing their environment while keeping journals of their experiences. On the other hand, a student’s project could be as individual as extending his knowledge and experience in a profession he envisions as his future. Whatever the choice, the student is expected to adhere to a specific timeline and the resulting rubric. The aims of the eighth grade personal project at East Millbrook are: l to demonstrate an understanding of the Areas of Interaction and their relationship to the academic subjects l to apply and use the method and techniques contained in the Area of Interaction known as Approaches to learning l to demonstrate the abilities and skills needed to prepare both a written and a visual aspect of the project Portfolio of Achievement Students and teachers maintain portfolios at East Millbrook that include examples of interdisciplinary work in the academic subjects, the Areas of Interaction, and the arts. Actual products and work samples of the student are contained in the portfolio. The Eighth Grade Project is also a part of this educational tool. Reflective statements regarding their own work are written by the student and are an important part of the portfolio as well. Student Led conferences Twice a year – once first semester and once second semester – students lead their parents through a portfolio of academic achievement. On appointed days, teams schedule parents for sit-down, one-on-one conferences between the child and his/her parents. Adults listen as children explain tests, projects and grades and see pictures of various class activities. What a wonderful way to build leadership, organization and responsibility! |