The administration and staff at Ammons are truly “S”upportive and go above and beyond to make parents and students feel like a welcomed member of the EAGLE family. The teachers are “L”oving to their students and make sure that these students have an “E”xciting experience at Ammons. From the instant we arrived we have been made to feel like we have been here for years. My son and I are so “G”rateful and have felt so welcomed in our new school. Ammons Middle School and as the new PTSA President I am “E”lated to share with you just how “A”mazing Ammons truly is.
Schools must develop an inclusion/special educational needs (SEN) policy that explains assessment access arrangements, classroom accommodations and curriculum modification that meet individual student learning needs.ĮAGLES -Elated, Amazing, Grateful, Loving, Exciting and Supportive.Īs a new 6th grade parent to Herbert A. The MYP allows schools to continue to meet state, provincial or national legal requirements for students with access needs.
This is demonstrated in the unit planner and in the teaching environment, both of which are reviewed during programme authorization and evaluation. Inclusion and learning diversity in MYPĪs part of the MYP curriculum, schools address differentiation within the written, taught and assessed curriculum. Service as action is an integral part of the programme, especially in the MYP community project. IB learners strive to be caring members of the community who demonstrate a commitment to service-making a positive difference to the lives of others and to the environment. Students take action when they apply what they are learning in the classroom and beyond. Service as action, through community serviceĪction and service have always been shared values of the IB community.
Ib global contexts personal and cultural expression how to#
Developing and applying these social, thinking, research, communication and self management skills helps students learn how to learn. The MYP prescribes sixteen key interdisciplinary concepts along with related concepts for each discipline.Ī unifying thread throughout all MYP subject groups, approaches to learning (ATL) provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically. Using global contexts, MYP students develop an understanding of their common humanity and shared guardianship of the planet through developmentally appropriate explorations of:Ĭoncepts are big ideas that have relevance within specific disciplines and across subject areas. Students learn best when their learning experiences have context and are connected to their lives and their experience of the world that they have experienced. Teaching and learning in the MYP is underpinned by the following concepts: The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community. The MYP requires at least 50 hours of teaching time for each subject group in each year of the programme.Įach year, students in the MYP also engage in at least one collaboratively planned interdisciplinary unit that involves at least two subject groups.Ĩth grade MYP students also complete a long-term project, where they decide what they want to learn about, identify what they already know, discovering what they will need to know to complete the project, and create a proposal or criteria for completing it. The International Baccalaureate® (IB) Middle Years Programme (MYP) comprises eight subject groups:
0 kommentar(er)
