Vansh Kakra and Kushaal Bhatia used their community project to become advocates for solar energy in India. They also raised money to provide solar lanterns for students at Madhava Rao Ashramshala school, in a small village called Devgaon.
Archive | Classroom culture
Bridging the gap
Researchers from the Red Sea Research Centre at the King Abdullah University of Science and Technology (KAUST) are working alongside Middle Years Programme (MYP) students from The KAUST School, in Saudi Arabia. Together, they have published two papers online and are working on a third.
Students eliminate single-use plastics at school
As a reward for reducing single-use plastics at their school, and raising awareness, IB Diploma Programme (DP) students at the American School of Barcelona had a unique opportunity to work alongside marine biologists in Mallorca, Spain. They learned about sea life and discussed global marine issues, such as plastic pollution and its causes.
Step out into the IB World
Attending conferences and workshops are great professional development tools for teachers. But, having the opportunity to visit and work in another IB World School, across the world, is an invaluable experience as Shelley Maximitch Johnston from Abbotsford Senior Secondary School, in Canada, found.
Why students should study sign language
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.
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.