International Baccalaureate Middle Years Programme W.G ...

International Baccalaureate

Middle Years Programme

W.G. Davis Senior Public School

Student Handbook 2014 - 2015

Name: ___________________ Class: ____

Table of Contents

1. Principal’s welcome

2. The IBO Mission Statement

3. Facts about the IBMYP

4. MYP Program Model

5. What makes the IBMYP unique?

6. The IB Learner Profile

7. Global Contexts

8. Community and Service

9. Community Project

10. Assessment and Evaluation

11. Appendices

a. IB Learner Profile - Reflection

b. Community and Service - Reflection

c. Community and Service Hours Record Sheet

d. Community and Service - Application (out-of-school hours)

e. Technology Overview

f. Academic Honesty Policy

Principal’s Welcome

In February of 2006, W. G. Davis Sr. P. S. became an official International Baccalaureate Middle School Programme providers. To achieve this very prestigious designation, more than three years of dedication and hard work was put forth by members of both staffs. This handbook was designed as a resource for both students and parents, providing summary information about the program. While the information in this handbook will undergo annual revisions, the primary focus of the program at Davis will remain the same; to afford our IBMYP students the opportunity to become critical and compassionate thinkers, lifelong learners, and informed participants in local and world affairs. Mr. Andreas Meyer Principal

The IBO Mission Statement The International Baccalaureate Organization aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the IBO works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Facts about the IBMYP

IBO International Baccalaureate Organization (founded in 1968) Website www.ibo.org Headquarters of the IBO Geneva, Switzerland Number of schools/countries 3882 schools in 148 countries Mission statement of the IBO To develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect

The different programmes Diploma (final two years of school before university), Middle Years (students aged 11 to 16), Primary Years (students aged 3 to 12)

The subject groups Language and Literature, Language Acquisition , Individuals and Society, Sciences, Design, Physical and Health Education, Mathematics, Arts

IB Learner Profile Defines the type of learner the IBO hopes to develop

IB Philosophy Conceptual Understanding, Teaching and Learning in Context, Approaches to Learning, Service as Action, Language and Identity, Learning Diversity and Inclusion

Global Contexts Provide the MYP's main focus for developing international mindedness

Community Project Completed in the last year of the MYP, a product of the student's own initiative and creativity

Inspired by the Global Contexts

IBMYP Model

What makes the IBMYP unique?

1. IB Learner Profile

- Defines the type of learner the IBO hopes to develop

- Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, Reflective 2. Teaching in the IB

- Inquiry, Action and Reflection The goal is to foster the process of asking, taking action, and thinking about those actions where multiple perspectives will be valued and shared

3. Conceptual Understanding

- Students will develop deeper understandings off issues by focusing on key concepts and related concepts throughout the curriculum - Global Contexts allows for in-depth understanding, higher order thinking and building connections, and contextual understanding - understanding perspectives (seeing the other side of the story)

4. Approaches to Learning

- students will develop and understanding of how they learn best by focusing on a number of skills over the course of the MYP - Communication, Social, Self-management, Research, Thinking

5. Service and Action

- Building connections between learning and the needs of the local and global community - Become actively involved in the community in a meaningful way

6. Community Project

- all students will complete a community project in the final year of the MYP - the project can take the form of direct action, indirect action, advocacy, research and will involve an aspect of investigation, preparation and action

7. Assessment

- each subject group has a set of four criteria (each out of eight) for a total of 32 - students will be assessed according to the criteria and given a final score in each subject area on a scale of one to seven

IB Learner Profile

The aim of the IB programme is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be: Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learn-ing throughout life. Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global signifi-cance. Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. Communicators We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups. Principled We act with integrity and honesty, with a strong sense of fairness and justice and with respect for the dignity and rights of people everywhere. We take responsibility for our ac-tions and their consequences. Open-minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and are will-ing to grow from the experience. Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us. Risk-takers We approach uncertainty with forethought and determination; we work independ-ently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change. Balanced We understand the importance of balancing different aspects of our lives- intellec-tual, physical and emotional– to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live. Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal devel-opment.

Global Contexts SIx Organizing Elements

Personal and Cultural Expression

What is the nature and purpose of creative expression? Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our apprecia-tion of the aesthetic.

Scientific and Technical Innovation

How do we understand the world in which we live? Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their un-derstanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact on human activity; how humans adapt environments to their needs.

Identities and Relationships

Who am I? Who are we? Students will explore identity; beliefs and values; personal, physi-cal, mental, social and spiritual health; human relationships includ-ing families, friends, communities and cultures; what it means to be human.

Orientation in Space and Time

What is the meaning of "where" and "when"? Students will explore personal histories; homes and journeys; turn-ing points in humankind; discoveries; explorations and migrations of humankind; the relationships between; and the interconnected-ness of, individuals and civilizations, from personal, local and global perspectives.

Globalization and Sustainability

How is everything connected? Students will explore the interconnectedness of human-made sys-tems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportu-nities and tensions provided by world interconnectedness; the im-pact of decision-making on humankind and the environment.

Fairness and Development

What are the consequences of our common humanity? Students will explore the rights and responsibilities; the relation-ship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.

Community and Service What is Community and Service? The mission statement of the International Baccalaureate Organization stresses that its concern extends beyond intellectual achievement: students should develop a personal value system to guide their own lives as thoughtful members of local communities and the larger world. According to the IBMYP, the service objectives for students are to: • become more aware of their own strengths and areas for growth • undertake challenges that develop new skills • discuss, evaluate and plan student-initiated activities • persevere in action • work collaboratively with others • develop international-mindedness through global engagement, multilingualism and intercultural understanding • consider the ethical implications of their actions.

As students become more aware and acquire a better understanding of the context, and of their responsibilities, they become empowered to make choices about how to take thoughtful and positive action. This action will be different from student to student and from context to context. The action may involve students in: • feeling empathy towards others • making small-scale changes to their behaviour • undertaking larger and more significant projects • acting on their own • acting collaboratively • taking physical action • suggesting modifications to an existing system to the benefit of all involved • lobbying people in more influential positions to act. Students will be expected to reflect on their community and service learning to grow as global citizens whether it is an in school activity or on their own. Grade 7 and 8 students are encouraged to seek out opportunities to volunteer in the community to develop as IB Learners and to build relationships for service opportunities in the future.

Community Project : Service Learning

Grade 8 students will develop a community project as a requirement to complete the IBMYP at William G Davis Sr P.S. Students can work alone or in groups of two or three. In the community project, action involves a participation in service learning (service as action). As students evolve through the service learning process, they may engage in one or more types of action. - Direct service: Students have interaction that involves people, the environment or animals. - Indirect service: Though students do not see the recipients during indirect service, they have verified that their actions will benefit the community or environment. - Advocacy: Students speak on behalf of a cause or concern to promote action on an issue of public interest. - Research: Students collect information through varied sources, analyse data and re-port on a topic of importance to influence policy or practice Students will select one of the global contexts to guide their approach and use the community project objectives to plan and complete their project. Students will also maintain and update a process journal where they will document their development , record ideas and thoughts, record interactions and sources, store information, and a place for evaluating and reflecting on work. Grade eight students will be meeting with a staff supervisor over the course of the year to ensure that certain goals are met during the process. At the end of the year, students will be presenting their information to the school and evaluated according to set criteria.

Assessment and Evaluation 1. Each subject is divided into four criteria ABCD, and each criteria is scored out of eight. Example: Math Criterion A - Knowing and Understanding /8 Criterion B - Investigating Patterns /8 Criterion C - Communicating /8 Criterion D - Applying Math in Real-life Contexts /8 2. At the end of the term, the student’s most consistent score for the criterion covered determines the point total. Example: Math - Term One Criterion A - 6/8 Criterion B - 6/8 Criterion C- 5/8 Criterion D- 4/8 Point total = 21/32 3. In each of the above examples, teachers use guidelines set by IBO to convert the point total to the 1-7 scale. 4. The 1-7 scale must be converted to percent (Ontario Ministry of Education). 5. Students will be receiving an Ontario Ministry of Education Report Card along and an IB Report Card at the end of each year.

IB Learner Profile - Reflection

IB students strive to be: 1. Inquirers 2. Knowledgeable 3. Thinkers 4. Communicators 5. Principled 6. Open-minded 7. Caring 8. Risk-takers 9. Balanced

10. Reflective

Pick one of the attributes that best describes you and explain how you demonstrated the attrib-ute this year. Your reflection can include many examples or describe one event in detail.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Identify an attribute which does not consistently describe you. Explain why you need to im-prove in that area and what you could do to improve.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

IBMYP Community and Service Reflection

Name: __________________________________ Date: ___________________ Name of activity:____________________________________

Reason for choosing this activity:

___________________________________________________________________________

___________________________________________________________________________

Rate your performance: 1=needs improvement 4=excellent

I was punctual 1 [ ] 2 [ ] 3 [ ] 4 [ ] I worked well with others 1 [ ] 2 [ ] 3 [ ] 4 [ ] I assumed responsibilities 1 [ ] 2 [ ] 3 [ ] 4 [ ] I took initiative 1 [ ] 2 [ ] 3 [ ] 4 [ ] I had fun 1 [ ] 2 [ ] 3 [ ] 4 [ ] Reflection: What did you do well? How could you improve? How did this activity serve the community? How did you feel after the activity? What did you learn about yourself and others?

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Date Activity/Responsibilities

# of hours

Supervisor signature

IBMYP Community and Service Hours W.G. Davis Senior Public School

Name: ______________________________

IBMYP Community and Service Application for out-of-school hours

Name: ____________________________________ Class: _______________ Activity: _______________________________________________ Supervising Adult (name and job description as it relates to activity): ____________________________________________________________________ Phone number of Supervising Adult:_______________________________________ Describe the activity. What will you be doing? What service will you be providing? How will your activity improve the lives of others and make the world a better place?

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

Parent: I support my child’s application to complete community and service hours outside of school. I agree to monitor the number of hours and arrange for the time sheet to be signed. I accept full responsibility for the care of my child during these out-of-school community and service hours. Parent signature: ____________________________________ Date: __________ Student signature: ___________________________________ Date:___________

MYP Technology Overview MYP technology aims to provide the means and the context to help students become skillful problem solvers, who can appreciate the role of technology in everyday life and society and who can respond critically and resourcefully to real-life challenges. Technology is taught in an integrated approach throughout all subject areas, with inquiry and problem-solving as the main focus. The program uses the design cycle as the methodological approach to problem solving through the design, planning, creation and evaluation of products/solutions.

The use of technology is structured into three main branches: information, materials and systems.

Information: Information-based products/solutions use and/or communicate information to perform a task, achieve a purpose, meet a need or solve a problem. Students are expected to select and handle media and software that are appropriate to the problem being solved.

Materials: In many cases, creating a product/solution involves using materials. Students should be able to identify, combine, experiment with, shape and handle different types of materials.

Systems: System-based products/solutions involve a group of interdependent items that interact regularly to perform a task or achieve a purpose. Students need to recognize the parts of a system (input, processing and control, and output) as well as the crucial role each component plays as part of the whole.

Throughout the MYP program, students will be exposed to many aspects of technology especially the Google Drive and Sites platforms. Computers and associated technologies will be used in many curriculum areas as tools to enhance and increase learning. Our focus will be on using web-based platforms for learning, collaborating, and creating. Design technologies will include problem-solving and designing with different techniques and materials.

William G. Davis Sr. P.S. Academic Honesty Policy

Derived from IB Principles and Peel Board of Education Policies

Personal Responsibility

It is the expectation of the program that students will learn and adhere to a code of conduct that will foster integrity and personal responsibility when faced with the issue of aca-demic honesty. In the digital age where answers to questions can be easily obtained, and work from other writers can be easily copied, it is essential that students develop the knowl-edge and skills to develop one’s own academic ability and character. It isn’t enough to re-view the definitions of plagiarism and the related consequences, it is essential that the stu-dent develops the confidence in his or her own ability and the tools to avoid plagiarism.

Proactive Approach

Knowledge and Understanding:

Students will be explicitly taught about the nature of plagiarism and what circum-stances constitute plagiarism. This may include:

-copy and pasting text from a web site or other source without proper citation

-using the ideas of someone else and representing them as your own

-using any sources without proper citation

-submitting the work of someone else and representing it as your own

Approaches to Learning:

Students will be taught the skills in order to be effective researchers and writers by learning how to properly take notes when researching a source and how to properly incorporate those ideas into their own work.

-using quotes effectively

-how to properly paraphrase and properly cite work -writing a bibliography

-explicitly use the design cycle to create work and to have all components complete to be used for assessment or reference

Peel District School Board Policy 14

Plagiarism and Cheating

As demonstrated by our Character Attributes in Action, we expect all those in our learning community to act in an honest manner. Plagiarism is defined in Ministry policy as the use or close imitation of the language and thoughts of another without attribu-tion, in order to represent them as one’s own original work. School teams and teachers will make it clear to students that the evaluations they complete must be their own work and that cheating and plagiarism will not be condoned. School teams and teachers will address the prevention of cheating and plagiarizing by communicating to students and parents the process of documentation to be used in the class, grade, and school. School teams and teachers may use whatever means of detecting cheating and plagiarism that best supports student achievement and success.

Consequences

When a student plagiarises or cheats, the student does not provide evidence of achievement. The possible consequences may include assigning a zero and requiring that the student complete an alternative assignment. A meeting between the student, teacher and administration may also be scheduled to deal with the issue.