IB MYP philosophy

“The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community.”

Giving students contexts they can relate to

connect the learning to their lives and experiences.

Learner Profile attributes

10 traits that focus on character formation - They are directly connected to our 5 school values.

History

Development of students learner profile attributes INQUIRERS

Conceptual understanding

“MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically.”

The MYP is not a separate curriculum; we cover all that you would following the National Curriculum. But the MYP’s emphasis on big ideas encourages critical thinkers whose studies have relevance beyond a particular time and culture.

In another school, the KS3 framework for History might prompt an end-of-module assessment which asks:

‘How did the Norman Conquest change England?’

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The MYP focus of study for would be guided by an end-of-term assessment that asks:

‘Can war and conquest lead to positive change?’

Art

Students look at work through the lens of the concept of “change”

Language Acquisition

Students discuss the concepts and context to their unit of study

English

Statement of Inquiry, based on conceptual understanding, drives the learning

History

Statement of Inquiry, driver of the work students will do throughout the unit.

Approaches to Learning

The key soft skills that are non-subject specific and are designed to teach students “to learn how to learn”. These are taught through our curriculum and LAB Learner lessons.

Computing

Students are directly taught how to research online.

Language Acquisition

Students are directly taught Approaches to Learning

International mindedness

“It captures a way of thinking, being and acting characterised by an openness to the world and a recognition of our deep interconnectedness to others”

At LAB, this aspect of an IB education takes places through the following:

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• The written curriculum offers opportunities for students to learn about different cultures and identities, as well as reflecting on their own.
• All students learn a second language.
• Students develop their understanding of their local and global community through service learning and community work.

Music

Students are made aware of global organisations they could be part of in the future

Reflection

Students are regularly encouraged to reflect on their learning to be the drivers of their own progress.

Art

Students are encouraged to reflect after their assessment

Service as action

Requires students to engage with their local community through community or personal projects and provides opportunities for students to explore, design, implement, and reflect on their efforts to positively impact their local environment. Through service as action experiences, students learn the value of community participation and gain a deeper understanding of the issues facing their immediate surroundings.

At LAB, this aspect of an IB education takes places through the following:

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• Y9 students are taking part in a Community Project
• Students learn about subject specific issues to create advocacy.
• Students can take part in the Duke of Edinburgh award.

Assessment

“Assessment plays a crucial role in supporting, as well as measuring, learning. This approach also recognizes the crucial role of providing students with effective feedback.”

Summative assessment

Formative assessment

Criteria A

Criteria B

Criteria C

Criteria D

Maths

Assessments are relevant to real life

English

Student friendly success criteria to encourage students to take ownership of their progress.

Drama

Assessments are relevant to real life

Science

Students have access to the success criteria to encourage them to take ownership of their progress.

Maths

We take pride in our inclusive education, students are supported in different ways to understand their assessments.