What is IB MYP
The International Baccalaureate Middle Years Programme (IB MYP), for students aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers. IB MYP is a five year program that provides a framework of academic challenge and life skills appropriate to this stage of adolescence.
Summerour and Pinckneyville Middle Schools offer the Middle Years Programme for every 6th-8th grader. The Middle Years Program serves as excellent preparation for those students who wish to continue in the Diploma Programme. Those students move on to complete the MYP five year program in the 9th and 10th grade year at Norcross High School. The Norcross cluster was the first cluster in Gwinnett county to implement the IB program, though we are no longer the only cluster running the program.
Visit www.ibo.org for more information about the IB programs.
Fundamental and Global Concepts
- Holistic Learning
- Intercultural Awareness
- Identities & Relationships
- Orientation in Space & Time
- Personal & Cultural Expression
- Scientific & Technical Innovation
- Globalization & Sustainibility
- Fairness & Development
IB Learner Profiles are the International Baccalaureate's focus on getting students to understand how they learn. The IB Learner Profiles are as follows:
- These develop their natural curiousity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
- They explore concepts, ideas, and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
- They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
- They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
- They act with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of the individual, groups, and communities. They take responsibility for their own actions and the consequences that accompany them.
- They understand and appreciate their own cultures and personal histories and are open to the perspectives, values, and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
- They show empathy, compassion, and respect towards the needs and feelings of others. They have a personal commitment to service and they act to make a positive difference to the lives of others and to the environment.
- They approach unfamiliar situations and uncertainty with courage and forethought. They have the independence of spirit to explore new roles, ideas, and strategies. They are brave and articulate in defending of their beliefs.
- They understand the importance of intellectual, physical, and emotional balance to achieve personal well-being for themselves and for others.
- They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
The Design Cycle is a process put forth by the IBO (International Baccalaureate Organization) to assist students and teachers in the product or solution process. It is designed to take the student through the entire process while fully understanding each component of the cycle. It is multi-directional and made to give the student the chance to change and refine a product or solution until it is a demonstration of the student’s greatest capabilities.
What makes the design cycle different from other design plans is documentation. Students need to learn how to break down the process and document each phase and step they are taking. Most often this is an internal action; however, the goal of the design cycle is for the student to record this process, giving the audience a deeper understanding of the student’s thinking.
IB Service Hours
Action and Service
Action is learning by doing and experiencing, and is a key component to all IB programmes. Through responsible action, tightly connected with sustained inquiry and critical reflection, young people and adults can develop the kinds of attributes described by the learner profile that are essential for success in future academic pursuits and life beyond the classroom. Service, as a subset or particular kind of action, has always been a shared value of the IB community. IB learners strive to be caring members of the community who demonstrate a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Service as action: With appropriate guidance and support, MYP students should, through their engagement with service as one of the significant forms of action, meet the learning outcomes to develop the skills and attributes of an IB learner. IB World Schools value service with others as an important way to engage in principled action across a range of overlapping local and global communities.
At Summerour, we want to extend classroom learning to the community and beyond. For this to happen, students are encouraged to identify areas where they can apply personal strengths to organizations or areas in need.
Students should begin tracking service and action hours for the school year. (10+ hours by May 1) Be sure to keep proof of service by logging hours in the link above. Students with 10+ hours will be recognized at our school awards ceremony.
School-wide Service Events:
to be announced