The
International Baccalaureate Middle Years Programme is intended to be an
inclusive program designed to meet the education requirements of all
students, grades 6 through 8. This program is guided by the philosophy
of academically challenging students and encourages all students to
become active, compassionate, and lifelong learners who understand that
other people, with their differences, can also be right.
The IB
Middle Years Programme at Central Middle International School is
considered to be a community of learners, where all members continually
review the needs and capabilities of each student, the content with which
they are engaged, and the connections to the real world. To that end,
all 6th, 7th,and 8th grade students at
the International School at Central Middle School are included in the IB
Middle Years Programme. For students with disabilities, the
student's Individual Education Program (IEP) is the basis for services;
however, the Approaches to Learning (ATL) help teachers and students
respond in a flexible way to varied learning needs. The IB Learner Profile
provides all learners a set of personal values that encompasses the
curriculum. All students are encouraged to consider the point of view of
others in order to develop their awareness of experiences of others
beyond the local or national community.
The International School
at Central Middle School IB Middle Years Programme underscores the belief
in education of the whole person. Using the aims and objectives of the IB
Middle Years Programme along with appropriate curriculum design allows
the International School at Central Middle School to acknowledge and
attempt to meet the perse needs of each student.
Inclusion
Inclusion
is an ongoing process that aims to increase access and engagement in
learning for all students by identifying and removing barriers. This can
only be successfully achieved in a culture of collaboration, mutual
respect, support, and problem solving. Inclusion is the Learner Profile in
action and the outcome of dynamic learning communities. Inclusion is
more about responding positively to each individual's unique needs.
Inclusion is not about marginalizing students because of their
differences.
Differentiation
It
is important to ensure that each individual is supported to make the most
effective use of the range of learning opportunities provided. There
should be a variety of activities and resources that match the goals and
methods of the learner and dare relevant to their skills and knowledge. It
is essential that all students have an understanding of themselves
as learners so that they will be able to self-advocate independent
learning skills within any of the IB Programs.
Assessment
When
it comes to assessing the differentiated units of work or set tasks,
ongoing assessment is a vital key to inform teaching and learning for
both teachers and students. Assessment allows for self-reflection and
peer review, which enhance and supports all learners in gaining
independence and becoming advocates for their own learning.
Assessment
should be perse and relevant to the learner, allowing for differentiated
assessments with different entry and exit points. The purposes and
outcomes of the assessment process should be explicit to all.