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MYP Handbook_0.pdf · PDF file MYP MYP MYP Parents Guide 9 The Learner Profile is the core of this framework and is an embodiment of what the IB means by...

Sep 28, 2020

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  • MYP Parents Guide

    2014 - 2015

  • Table of Contents Qatar Academy Al Khor Mission Statement

    Vision

    IB Mission Statement

    The IB Programmes

    International - mindedness

    The IB Learner Profile

    Introduction

    Why do we choose the MYP for our students?

    The MYP is student-centered.

    MYP Programme Model

    The Five Areas of Interaction

    How the Curriculum works at QAK

    Assessment at QAK is:

    What about grades?

    Interdisciplinary Activities – a holistic approach to teaching and learning

    Teaching Resources and Textbook Philosophy

    MYP Assessment Criteria for All Subjects

    Grade Boundaries

    Qatar Academy Language Statement of Philosophy

    Subject Area Overviews

    Language A Arabic

    Language B English

    Language B Phases

    Objectives

    Sciences

    Aims

    Humanities

    Physical Education

    Visual Art and Music

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    46 Design & Print by Digital Print House Qatar Foundation publishing Center

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    Qatar Academy Al Khor

    Technology

    Mathematics

    Grade Descriptors for Term Grades

    References

    MYP Language Policy

    Language A

    Language B

    References

    Assessment Policy

    Academic Honesty Policy

    Homework Policy

    Special Educational Needs Policy (SEN), 2012

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    Qatar Academy Al Khor Mission Statement

    Qatar Academy Al Khor is a private, non-profit, and coeducational school, founded by the Qatar Foundation for Education, Science and Community Development to provide students at all the levels with internationally accepted English medium curricula, and Arabic, Islamic Studies and National Studies curricula that meet the National Standards. QAK develops independent critical thinkers, lifelong learners and responsible citizens.

    Vision

    Qatar Academy Al Khor exists to provide the highest possible standard of Education that help each student achieve excellence and develop as an independent critical thinker, lifelong learner, and a responsible citizen.

    IB Mission Statement

    The International Baccalaureate 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 organization 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 other people, with their differences, can also be right.

    The IB Programmes

    The IBO offers four programmes of which QAK will be offering two, the MYP and the DP creating a continuum of international education. This continuum also assures a common educational framework with aims and values, and the concept of how to develop international-mindedness.

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    The Learner Profile is the core of this framework and is an embodiment of what the IB means by “international-mindedness” The Middle Years Programme (MYP) aims at students aged 11 to 16 and provides a framework of academic challenge and life skills through embracing and transcending traditional school subjects. The Diploma Programme (DP) for students aged 16 to 19 is a demanding two-year curriculum that meets the needs of highly motivated students, and leads to a qualification through final examinations that is recognized by leading universities around the world. Students study six courses at higher level or standard level from a broad range of subjects. Other requirements are the extended essay, the theory of knowledge component and the creativity, action and service (CAS) they have to fulfill.

    International – mindedness

    The attempts to define international-mindedness in increasingly clear terms and to move closer to that ideal in practice are central to the mission of IB World Schools. Given the variety and complexity of schools, and the elusive nature of the concept of international-mindedness itself, it would be naive to propose any simple definition and expect it to stand up to rigorous examination. Rather, the IB suggests that the definition reflects a range of interrelated factors. However, in examining these factors during the years since the inception of the MYP, a profile has emerged of the kind of student who represents the essence of the programme, the kind of student who, in establishing a personal set of values, will be laying the foundation upon which international-mindedness will develop and flourish. The attributes of such a learner are listed in the IB learner profile. IB World Schools should be proud to send out into the world students who exemplify the attributes expressed in this profile.

    The IB Learner Profile

    The learner profile is the IB mission in action. These attributes of internationally minded people reperesent a broad range of human capacities and responsibilities that go beyond a concern for intelectual development and academic account. They imply a commitment to implement standards and practices that help all members of the school community learn to respect themselves, others and the world around them.

    The IB Learner Profile The aim of all IB programmes is to develop internationally minded people who, recognizing our 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 curiousity, developing skills for inquiry and research. We know how we learn independently and with others . We learn with enthusiasm and sustain our love of learning throughout life.

    Knowledgeable We develop and use conceptual understanding , exploring knowledge accross a range of disciplines. We engage with issues and ideas that have local and global significance.

    Thinkers We use critical and creative thinking skills to analyse and take responsible action in 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 rigts of people everywhere. We take responsibllity for our actions 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 we are willing to grow from the experience.

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    Caring We show emphaty, 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 independently 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 - intelectual, physical, and emotional - to achieve well - being for ourselves and oters. We recognize our interdependence with other poeple 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 strenghts and weaknesses in order to support our learning and personal development.

    Introduction

    “Qatar Academy Al Khor is an authorized IB World School for the Middle Years Programme. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that Qatar Academy Al Khor believes is important for our students and reflect the attributes of the Learner Profile.” Qatar Academy Al Khor follows the IB Middle Years Programme and anticipates to start the Diploma Programme in September 2015. Both International Baccalaureate programmes are based on the premise that for students to become fully-informed and contributing citizens of an increasingly globalized world, schools must teach them to be excellent communicators, to be aware of multiple cultures, including their own, and to make connections between their learning and their lives.

    Why do we choose the MYP for our students?

    The Middle Years Programme was developed by international educators in the 1980s who wanted to develop a curriculum for the middle schools of schooling. It was to share the same philosophy as the DP, which was developed in the late 1960s, and would

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