The Middle Years Program at SMA Prep
The MYP at SMA Prep is designed for students aged 11-14 who continue to study all the major subject groups: Language Acquisition, Language and Literature, Sciences, Mathematics, Visual and Performing Arts, Design and Physical Health and Education. In MYP classrooms, units are designed following a ‘global contexts’ framework where students connect their personal understanding with the challenges faced by the human community. Global contexts frame the inquiry into discipline specific concepts in order to develop the understanding, practical skills and personal dispositions that characterize globally engaged and internationally minded people: identities and relationships; orientation in space and time; personal and cultural expression; scientific and technical innovation; globalization and sustainability; and, fairness and development.
The MYP provides a Holistic Education. Students are expected to become aware of the relevance of their learning and view knowledge as an interrelated whole. The MYP emphasizes Intercultural Awareness. Intercultural awareness is concerned with developing students’ attitudes, knowledge and skills as they learn about their own and others’ cultures. By encouraging students to consider multiple perspectives, intercultural awareness seeks to go beyond fostering tolerance to develop respect and empathy. The MYP is about Communication. Communication is fundamental to learning as it supports inquiry and understanding and allows student reflection and expression. The MYP places particular emphasis on language acquisition and allows students to explore multiple forms of expression.
IB Learner Profile
The aim of all IB programs 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 learning 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 significance.
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 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.
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.
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.
Balanced: We understand the importance of balancing different aspects of our lives-intellectual, 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 development.
Approaches to learning
Through Approaches to Learning (ATL) skills instruction, students are provided with the tools to enable them to take responsibility for their own learning. Central to this is “learning how to learn” and developing an awareness of how the student learns best, the thought processes involved, and the learning strategies used. Explicit instruction of ATL skills occurs in every unit of every course.
The ten skills categories encompass a range of soft skills that are important to academic success.
|I. Communication||VI. Information Literacy|
|II. Collaboration||VII. Media Literacy|
|III. Organization||VIII. Critical Thinking|
|IV. Affective||IX. Creative Thinking|
|V. Reflection||X. Transfer|
Academic Honesty Policy
SMA Prep has a strong commitment to honor, and SMA expects that all students demonstrate academic integrity. Students at SMA Prep will exercise academic honesty in all aspects of their work. “They will acknowledge the work of others, including material taken from other sources. They will not claim as their own the work of others. They will not give their work to others to pass off as their own.” (IB Ethics poster)
Academic honesty is defined by the IB as “a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment. Although students must be taught to appreciate the merits of academic honesty, there must be no uncertainty over the consequences of acting in a dishonest manner or failing to observe the standard academic practice of acknowledging the work of another person. To do so would be a breach of the general regulations and constitute malpractice. (IBO, Academic Honesty, 2011, p.2)
Personal integrity and honor are the primary reason for promoting academic honesty. A strong policy on academic honesty is also necessary to maintain the integrity of the IB’s assessment structure.
It is important for all candidates to understand the concepts of authenticity and intellectual property. Authenticity refers to the fact that when a candidate produces any work, written or oral, that work is “one that is based on the candidate’s individual and original ideas with the ideas and work of others fully acknowledged.” (IBO, Academic Honest, 2011, p. 2)
At the MYP level, SMA Prep strives to instill in cadets, a genuine understanding of various types of sources, presentations and citation formats to ensure a solid foundation for future academic and copyright pursuits.
Check our google classroom for the pptx explaining how the program is used and/or refer to the link https://www.pbisrewards.com/. The staff code is your a# and you create your password. This program offer a true rewards platform that will process eagle points online vs. using eagle cards.
Students can view their points by visiting student.pbisrewards.com. To access the site, they will need their school code: 1135 and student ID number. Students can also download the PBIS Rewards Student App. To access the smartphone app, students will need their school’s zip code. Once logged into the app, students can scan their badge to check their point balance, view items in the school store, and see upcoming events. Student’s cannot use phones at school but the app could be helpful if they want to plan their point use at home.
Community Project (8th grade)
The community project focuses on community and service, encouraging students to explore their right and responsibility to implement service as action in the community. As a consolidation of learning, the community project engages students in a sustained, in-depth inquiry leading to service as action in the community. In schools that complete the programme in MYP years 3 or 4, students must complete the community project. Schools must ensure that all staff, parents and students understand the central importance of the community or personal project, its aims, objectives and assessment criteria. Detailed guidelines on the aims, objectives, organization and assessment of the projects are provided in the MYP Projects guide. Each staff member will be required to be an adviser to 8th grade groups or individuals Ryan Simonson is the community project coordinator.
MYP Unit Process
- Statement of inquiry: This combination of key concept, related concept(s) and global context, as you would imagine in a conceptually driven curriculum model, proves crucial in the alignment of a unit’s component parts. As you would expect, when there are problems with the statement of inquiry, the rest of the unit is impacted.
- Inquiry questions: Inquiry questions provide a clear direction for learning and support the critical and creative thinking that is required in the summative task. As the summative task is aligned with the statement of inquiry, the inquiry questions address the key and related concepts.
- Summative assessment: The summative assessment task(s) allow students to demonstrate the selected subject group objectives and their understanding of the statement of inquiry.
- Approaches to learning: The approaches to learning skills provide support for students’ development in the subject objectives, participation in the learning activities as well as achievement in the summative assessment task. They are not just related to the unit – the selected approaches to learning skills are explicitly taught.
- Formative assessment: Formative assessment strategies provide practice and feedback on the knowledge, understanding and skills that students require for success in the summative assessment task.
- Differentiation: Considering content, process and product, strategies are used to help all students succeed in the unit.
Formative and Summative Assessments
At SMA Prep, we create both whole group and personalized formative and summative learning opportunities for students. Our focus is on guiding active thinking processes throughout units of study using conceptual-based teaching and learning, inquiry questions, and ATL skill development.
Formative assessment is ongoing assessment aimed at providing information to guide teaching, and improve student performance. In ManageBac, look under Tasks for items marked as “formative”. The formative tasks are marked with feedback in one of two ways. To indicate evidence of progress toward mastery, a 1-5 scale is used to provide feedback about a student’s understanding of a skill or learning target. Based on this feedback, a student may consider the following about his or her progress:
Teachers may also provide feedback in the form of a comment or narrative on a particular task or assignment. Additionally, feedback may be provided as the number of correct responses on a question/answer based formative assessment. It is important to remember that feedback is meant to be an indicator of understanding of the material and not an average or calculated percentage. Some examples of formative tasks or assignments could include: homework, classwork, quizzes, verbal/written responses, reflections, and other learning tasks.
Summative assessment is a culminating task for a unit, providing information on a student’s achievement level against specific IB MYP objectives. Examples of summative assessments could include research publications, unit tests, design labs, essays, lab reports, art and design portfolios, projects, and simulations.
The MYP assessment criteria across subject groups are summarized below:
|Criterion A||Criterion B||Criterion C||Criterion D|
|Language & Literature||Analysing||Organizing||Producing text||Using language|
|Language Acquisition||Comprehending spoken &
|Comprehending written &
|Individuals & Societies||Knowing & understanding||Investigating||Communicating||Thinking critically|
|Sciences||Knowing & understanding||Inquiring & designing||Processing and evaluating||Reflecting on the impacts of science|
|Mathematics||Knowing & understanding||Investigating patterns||Communicating||Applying mathematics in real-world contexts|
|Arts||Knowing & understanding||Developing skills||Thinking creatively||Responding|
|Physical & Health Education||Knowing & understanding||Planning for performance||Applying & performing||Reflecting and improving performance|
|Design||Inquiring & analysing||Developing ideas||Creating the solution||Evaluating|
|MYP Projects||Investigating||Planning||Taking action||Reflecting|
|Interdisciplinary||Disciplinary grounding||Synthesizing and applying||Communicating||Reflecting|
|Approaches to Learning
|“Assignments for learning happen while learning is still underway. These are assignments that we conduct throughout teaching and learning to diagnose student needs, plan our next steps in instruction, provide students with feedback they can use to improve the quality of their work, and help students see and feel in control of their journey to success. Each one reveals to students increments of achievement and how to do better the next time… This is not about accountability… this is about getting better.”
–Classroom Assessment for Student Learning, Stiggins
|“Assessment/evaluation designed to provide information to be used in making judgments about a student’s achievement at the end of a period of instruction (i.e. tests, exams, final drafts/attempts, assignments, projects, and perfomances.)
-How to Grade for Learning, O’Connor
|“ATL represents general and subject-specific learning skills that the student will develop and apply during the programme and beyond. The focus of this area is on teaching students how to learn and on helping students find out about themselves as learners so that they can develop learning skills.”
-MYP: From Principles to Practice
|Progress records will follow these guidelines:
||Achievement grades will follow these guidelines:
||Teachers will score students on 3-5 ATL skills using a 1-4 scale, novice – expert. All teachers will record and report student progress on:
The above tie into our building goals. Teachers may choose to score students on 1-2 additional ATL skills chosen from this list:
Minimum requirement for criteria by the end of the school year:
- Each criterion must be assessed at least twice at each grade level (6 – 8)
- Semester classes must assess each criterion at least twice, however, you will have more criterion being assessed within your summative eg. two summatives within the semester that use all 4 criterion for each summative
- Each student must be provided with the opportunity to demonstrate growth in achievement level for each criterion throughout the year
- All MYP units and assessment tasks must demonstrate ATL
It is important to note:
- The *MYP final quarter grades are based on the score and professional judgement that is most consistent, most recent, and taking into account ese, 504 accommodations as relevant to the learning success
- The final grade is NOT an average of assignments (formative) points
- The final grade must be consistent with the indication of student’s final “level of achievement”
ManageBac and Google Classroom
SMA Prep faculty utilize ManageBac to record and report summative assessment comments and achievement levels to both students and parents. Formative assessment is the skill building and content based work the student does to show growth. All students have their own Gmail account, which they also use to get to a teacher’s Google classroom. In many cases formative and summative assessments are completed digitally. Through Google Classroom, teachers digitally comment and give feedback upon student work. Depending upon the class and assessment, pen and paper may also be used.
It is a requirement for teachers to submit all summative A-D criterion-related achievement levels (0-8) in ManageBac. In addition, the (1-7) IB MYP grades are reported through ManageBac at the end of each semester. Additionally, it is a requirement that teachers update their ManageBac grades every 2 weeks in order ensure regular feedback takes place between teacher, student and parent.
All parents need to sign and return a release in order to login to the parent portal of ManageBac. Managebac trainings are provided for both students and parents to ensure that all school community members know how to use the grading platform. Parents may attend the various MYP Cafes that are offered throughout the year.
MYP Language and Literature
MYP Individuals and Societies
MYP Language Acquisition Spanish
MYP Language Acquisition Chinese
MYP Physical Health and Education
MYP Visual Arts