Principles Into Practice: MYP: From Principles Into Practice

International Baccalaureate Organization. (2014). MYP: From Principles into Practice. Cardiff, Wales: International Baccalaureate Organization. 127pp
It is a guide to teaching and learning in the International Baccalaureate Middle Years Program’s context. It is a revised version of MYP: From Principles into Practice (2008) and further explains the programme. It is also a full description of the programme and its implementations in IB schools. MYP: From Principles into Practice is an inside look at the details of one the four IB educational programme publications issued to support the MYP teaching.
The introduction insists on MYP programme documentation to which all teachers and IB school leaders should have access. The MYP publication comprises

The Diploma Programme was born in 1986 out of a concern in better understanding and managing the complexities of the modern world. This requires skills and attitudes to take action through education that goes beyond the confines of culture and geography. In 1994, the MYP was introduced and some years later in 1997 the Primary Years Progarmme came into existence in an attempt to sustain a continuum of international education. Two years later, the IB learner profile was adopted to be a common thread for these three programmes. The MYP is an inclusive whole-school programme that targets students of 11 to 16 who are at a critical phase of physical and emotional development. The MYP caters for students’ personal strengths and potential development, discover learning preferences, take risks, reflect, develop a sense of identity. The MYP has three principles; holistic learning, intercultural awareness, and communication. These principles are implied in the IB learner profile. The MYP is aware that adolescents need monitoring in a vast era of choices in a world moving at an incredible pace. the IB programme model highlights the attributes of the learner profile, approaches to teaching and learning, age-appropriate experiences, aligned structure of subject groups, development of international-mindedness. The programme model is represented in the form of a circle at the heart of it the Learner profile surrounded by

The implementation of the MYP is the involvement of the school’s governing body, administrators and pedagogical leaders since its educational approach is broad and inclusive driven by a clear sense of purpose and a commitment to students. Change does not affect classrooms only but the school as a whole. School change requires substantial support from teachers and administrators. Three main strands initiate and drive unit planning, collaborative planning, and MYP assessment. IB working languages or access languages are English, French and Spanish. The PYP coordinator and teachers must be bilingual; the MYP coordinator, MYP educational team including parents and students. MYP units are developed by subject teachers in teams, revision of the written curriculum, developing assessment strategies, and subject group leaders are part of the educational team. The librarian is of paramount importance in schools offering the MYP. He facilitates access, improves resources, supports the language offered by the school, and makes sure resources on global issues and perspectives are at students’ disposal. He works with teachers to ensure that the curriculum is supported with a variety of current, relevant resources. A counselor’s job in the MYP is vital in students’ social and emotional learning. There are advisory schemes to promote balanced