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��y�H�T�\$5�*U!WɍNy�2���i������ �|BҒ�6��� ����!_\��ܼ|a��,���o�H��%�\\����d � _�2�±����b,�UΠ������� ����Z��/ �.>������Wzx�}����������-�\~7�,DFɫϓ�\�ɗIa�>I���[%/�i23?s���yr�L��~r�½Ir�\��g�u��������I�8#����[ge1���(���%���f*s��� l�I%#!u@�*Y�5.̺NamF�AEa��3c h����Fi�Uq��r�,S��O���Frc�^䜌@�r#v(��j�m�eʚ�,mF&�4q��Z��X�0�:�]����Ȯ}#G��}#)c����\�~Hi+USCo+k���H�$yi��@����mj����ɞ���\�'7��� Arts scope and sequence 1 Introduction to the PYP arts scope and sequence The information in this scope and sequence document should be read in conjunction with the arts subject annex in Making the PYP happen: A curriculum framework for international primary education (2009). Physical and health education Students take action when they apply what they are learning in the classroom and beyond. /Group stream /Length >> 0 %PDF-1.4

Interdisciplinary learning /Annots 1 Find an IB World School << Middle Years Programme. Based on the IB’s recommendation teachers used the “starting point” list of ATL skills. Career-related Programme

0 >> ���� O� u��&SRɹ#�&�2MX��]�\QKtzt4s�B�5�U@�� �� �ƾ!�]7��3!憖 �LU�ʵ����y��ř6W�ƸXhs)�:DjA�;�ŤAd�*��\1�dM�5UjWK�6i��[�.-�J��vXץ� /�B!�RY������\.�b]���!��g��U�> ����R��Ҁe���7�ly 8,�\�E*�+i�3'��"�wn�� ���j��Qץ�ҙv� aׁE!��gR�i�j-MD�p�%L�L 0 /MediaBox 25 years of the MYP R The purpose of this scope and sequence is to create clarity and transparency about the school’s expectations and practices related to the progression of the IB's Approaches to Learning skills from grade 6 to 10 (MYP year 1 … 2 A 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. Individuals and societies 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.This is demonstrated in the unit planner and in the teaching environment, both of which are reviewed during programme authorization and evaluation.Action and service have always been shared values of the IB community. Scope and sequence (ATLs) At least 1 MYP specialist per department; Focusing on transition (Grade 5 to 6 and Grade 10 to 11) 7 This framework provides common ground from which schools can develop their own ATL planning based on MYP units, student needs, and local circumstances and requirements. endobj We use cookies on this site. obj Science Teaching and learning in the MYP is underpinned by the following concepts: Our subject briefs for the MYP look at every one of the programme's subjects. /PageLabels /Parent >> IB World School webinars ] Language and literature R The MYP curriculum focuses on STEM as an important perspective from which to consider integrated teaching and learning in concepts and skills related to science, technology, engineering and mathematics. �~j#�S��L`&� rmU0f�I�Cm$8��=� !�FREm$U�F��6��N��J��B.�i���+�FZ�*��� OSCAR MAYER IB MYP APPROACHES TO LEARNING SCOPE AND SEQUENCE ATL Area Skills GRADES 6 - 8 Introduce /Practice /Master Communication Social Self-management. 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. 10 << 0 In years 4 and 5, students have the option to take courses from six of the eight subject groups within certain limits, to provide greater flexibility in meeting local requirements and individual student learning needs. /Pages 0 /Type 1 /D MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically. Design ; ��=C(Dv����.8��:��|�P�m]�ct���2��7�%�Y ]F�u����jZ�F2.G�2��`[��/p�u��mp��1��`y��V�$_ U^y��C���s�+*U!E�*����Q���� << Mathematics /Nums /Resources © International Baccalaureate Organization, 2005-2020 /JavaScript /Creator /Names >> 5 /Filter /Title On the other side of the Wang, MYP and DP teachers started developing an ATL scope and sequence. By continuing to use this website, you consent to our use of these cookies. << /Page 0 /DeviceRGB TSMs. �r�+Zj�]v� ۺ�dtL�"��.�� ᝴d+(�u���֩�B�{n$�:p��<>� �ۺ�dtL���2��C���J׃�풔���p=��9%]��uޅd��q9F��ǧ�!`[�o3*p=��;����k��:O%)�T��8UY�|nC����Z����]�ֳ]��1* �V2�����cF��J�=������׏ߦ���e��a��VT�h�4��I�3���J��j�B&�g���L�����,��_ ��&~wwx~8|fh���v � z��X�M��zM���Ig� j��B4!�M&�M q�����7OEBhʔ� Te���3z� x��ko#�qQ}(�p����t9$AO�/�r�|ia˲����|��C�4 �s�K������9ܥd�+��q�Β�!�=C�f�th��E����?n�o��V��.�msݤES��f���j��.�ac��0��z�C�,J�e��J3��! 0

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0 612 They cover core requirements, aims and assessment. /Transparency >> << << Developing and applying these social, thinking, research, communication and self management skills helps students learn how to learn.The MYP requires at least 50 hours of teaching time for each subject group in each year of the programme.

Approaches to teaching and learning (ATL) skills The MYP extends IB approaches to learning (ATL) skills categories into 10 developmentally appropriate clusters. >> The focus of ATL in the MYP is on helping students to develop the self-knowledge and skills they need to enjoy a lifetime of learning. The MYP allows schools to continue to meet state, provincial or national legal requirements for students with access needs. obj [ This document serves as the KFS MYP ATL Scope and Sequence. About assessment Through the process grade levels recognized that some skills are repetitive, others perhaps shouldn’t be taught, what skills are missing. 4 3 Plan strategies and take action to achieve personal and academic goals I P Bring necessary equipment and supplies to class P/M M M >>