Learning sign language in the Middle Years Programme (MYP) can help facilitate communication and cultural understanding between the deaf and hearing communities. IB World magazine reports.
Archive | Classroom culture
Collaborating internationally on the Group 4 project
Since 2014, The British School, New Delhi, India, has worked with four schools in order to lend an international dimension to the Group 4 project – a collaborative and multidisciplinary activity, which encourages IB Diploma Programme (DP) science students to appreciate the environmental, social and ethical implications of science.
Promoting student agency through Individuals and Societies
As teachers, the best aspect of the IB Middle Years Programme (MYP) is the opportunity for teachers to design their own units. What if our students could experience those same joys (as well as the frustrations) of designing their own units? What would that look like?
Access and inclusion using strategies for a process journal
The Middle Years Programme (MYP) embraces all students in its approach to performance-based tasks like the MYP projects. Process journals enable students to visually and explicitly articulate their thinking process, providing a roadmap of their creative way of addressing the challenge set in their chosen project.
Empowering through knowledge
By Dr Dimitrina Trendafilova It was my first lesson after the 2018 summer holidays with the second-year students in one of the Diploma Programme (DP) chemistry classes and I was eager to know how they spent the summer holiday. They all looked grown-up. I asked them to write down their personal “mission statement” and to discuss in small […]
Stonehill International School—Part 1
Four schools at different stages of their IB journey will share their approach to understanding and implementing the Primary Years Programme enhancements in their own context. Here is the third story in the series that features an IB World School in India and illustrates how they began exploring the enhanced content.
Windhoek International School—Part 1
Four schools at different stages of their IB journey share their approach to understanding and implementing the Primary Years Programme enhancements in their own context. Here is the fourth story in the series that features an IB World School in Namibia and illustrates how the school began exploring the enhanced content.
Burgess-Peterson Academy—Part 1
Four schools at different stages of their IB journey will share their approach to understanding and implementing the Primary Years Programme enhancements in their own context. Here is the second story in the series that features a candidate school in the USA and illustrates how they began exploring the enhanced content.
English Playschool—Part 1
Four schools at different stages of their IB journey will share their approach to understanding and implementing the IB Primary Years Programme enhancements in their own context. Here is the first story in the series that features a candidate school in Russia and illustrates how they began exploring the enhanced content.
What I learned by returning to the classroom
This is an end-of-year reflection from an IB Primary Years Programme educator who returns to the classroom as a teacher after working for several years as an IB principal. Read about what she learned about student agency, leadership, early career educators, collaboration and vulnerability.
Collaborative planning with parents
This article explores one school’s journey to invite parents into the planning process in order to build parent agency and strengthen the learning community.
The IB Primary Years Programme and Reggio approach in action
In this article you will read about the IB Primary Years Programme and Reggio Emilia approaches in action at an Italian language immersion school in the USA. The article illustrates how a constructivist student-led inquiry can provide students with the opportunity to ask meaningful questions about real-world issues and find answers to those questions through […]
Supporting translanguaging strategies with technology
In this article you will read about ways to support student agency when developing foundational language skills in the Primary Years Programme learners. Students learning through technology can find ways to work independently and gain confidence in their learning community.
Modelling in middle years sciences
By Sarah Phillips At its heart, science is about understanding how matter and energy interact with each other. As simple as it may sound, the number and variety of interactions, and the many scales of time, place and size over which those interactions operate make science a highly complex endeavour. Because of this complexity, models […]
A garden in the classroom
In this article you will read about how grade 3 students planned and designed their classroom space under the transdisciplinary theme of “sharing the planet”.