is magazine 8.1 - Autumn/Spring 2005 - International Schools ...

More documents

Recommendations

Info

Recharging the MYP Constantly recharging the Middle Years Programme David Chivers defends the position of the IBCA We live in critical societies. Whilst the notion of ‘constructive criticism’ is applauded, the word ‘constructive’ is often forgotten and it becomes the norm to find fault, to apportion blame, to state that one could do better without really having a good alternative. Such negative and potentially divisive criticism is sometimes presented under the thinly-veiled guise of trying to be helpful and this is what happened in Rick Armstrong’s article Recharging the MYP that appeared in the Spring 2005 issue of is. During the course of his article, Mr Armstrong makes some interesting points about the International Baccalaureate Organization’s Middle Years Programme but, more often than not, these points are underpinned by accusations of limited effort, apparent reluctance and a general view that those of us who work on the development of the MYP are small-minded, ivory-towerbound pen pushers. Many would argue, quite rightly, that Mr Armstrong is entitled to his views but my argument with his article is that many of those views are based on a lack of understanding of what is currently going on with the development of the MYP. Let us look at some of the issues that Rick Armstrong raises in his article. First, I would argue that if one is a teacher in an MYP school one has every reason to feel rather patronised by claims such as ‘in some schools the emphasis is more on procedures, mapping exercises and curriculum documentation rather than the consideration of deeper fundamental changes in the classroom and wider school experiences of the students.’ Mr Armstrong seems ready to tar those of us who work with the MYP at IBCA and many people in schools with the same brush; according to him we are content with administrative tasks and either cannot or do not wish to look at new pedagogical and/or curricular issues. We know, both at IBCA and in schools, that this is absolutely incorrect. Administrative tasks do need to be completed but I am sure that, with robust authorisation and programme evaluation procedures, we are getting more and more schools in the MYP where profound pedagogical and curricular issues are being discussed and decided upon. Let us now look at the four specific aspects that Rick Armstrong raises. ‘The clearer promotion of global citizenship/internationally-minded students’ is, of course, laudable and we are constantly working on this area as we look to ensure alignment of the MYP with the mission statement of the IBO. We are also working on aspects of the continuum involving all three of the IBO’s educational programmes and developing a learner profile, based on the PYP profile, to look at these issues in the lives of students from ages three to 19. We have worked on a project with the United Nations that has looked at issues related to global citizenship and our interdependence on this planet. In all our programme and curriculum reviews, we are looking more and more closely at these issues. Rick Armstrong should know this as he was involved in a curriculum review not that long ago. ‘Improving planning of lessons and work’ is indeed another interesting and important aspect of the development of the MYP. Once more, Mr Armstrong may be speaking from his own experience; however again, the MYP at IBCA comes under fire for not looking more closely at recent developments but here Mr Armstrong makes a big mistake. If he had contacted IBCA, he would know that there have been interesting discussions and work with at least two of the groups he mentions in his ‘wish list’: Project Zero and British Key Stage 3 strategy. As the programme develops, we have to be as consultative as possible if the MYP is to evolve. Once more, Mr Armstrong raises a good point with his aspect ‘Revitalising and clarifying Approaches to Learning (ATL).’ ATL is a fundamental element of the MYP. The paragraphs that follow on this point are valid and would have been well put a year ago. Unfortunately, Mr Armstrong’s words are now out-of-date. We are preparing a separate document based on ATL and we are working with the other programmes to see the connections from the PYP through to the Diploma. We are also liaising with external organisations as we look at various aspects of effective learning. Rick Armstrong’s final aspect, ‘Making assessment procedures more school friendly’, is also interesting but this section in his article is written in such a way as to make it seem that these issues have never been considered before. In every curriculum review meeting now, which all involve MYP teachers, there are discussions about the use of common assessment criteria where possible and a more effective way of structuring the criteria themselves. Mr Armstrong should know that this is never as straightforward as one thinks it is going to be but it is an important part of the evolution of the programme. There are some parts of Rick Armstrong’s article that are, professionally speaking, particularly offensive. In his final paragraph he states, ‘there seems to have been rather a void of new curriculum and effective-learning related ideas from the IBCA over the past few years.’ There are several reasons why this statement is offensive. First, it is just plain wrong. Every curriculum review of every subject group and the personal project and every other MYP guide has input from external consultants in higher education, from MYP practitioners and from IBO staff who do a great deal of detailed research. Secondly, there is a concerted effort by the MYP team at IBCA to be at the front in considering new educational ideas in the evolution of the programme. The MYP is constantly recharging and evolving – it has to do so if it is to move forward and meet the needs of students around the world. It is a shame, perhaps, that a rejoinder to an is article was the place to reassert the position of the MYP but the record did need to be set straight. David Chivers is the head of MYP for the IBO and has worked with the MYP for seven years, being head of the programme for the last two-and-a-half. 22Spring is Autumn 2005
is Autumn 2005 Spring Developing a PYP network Developing a PYP network Christopher Sexton reports on how Victoria’s schools have come together to solve problems and share common goals At the beginning of 2001 there were only two authorised PYP schools in Victoria: Glamorgan Junior School and Wallan Primary School, although a number of schools were also interested in the PYP. It was decided that these schools should get together and discuss the programme. At this initial meeting on the 8th February at Fintona Junior School there were nine people and five schools represented; Glamorgan and Fintona Junior Schools, Ruthven and Wallan Primary Schools and the Islamic College of Victoria. This group decided to establish a support network of PYP schools, which would meet each term. The group’s goals were: ● PD provision and development of support networks for PYP school staff ● Promotion of PYP and development of understanding in the wider community ● PYP development across Support Network Schools ● Provide School Leadership Support in PYP Schools A second meeting was held on the 14th May with the IB Regional Representative Australasia attending and by this time the group had grown to 20 people representing 11 schools. At this meeting it was also decided to develop an email database of interested schools and to create a term newsletter. Two further meetings were held during the remainder of 2001 and by the final meeting the Network had had grown to 42 people and 15 schools. The Network has continued to grow since then and to develop and refine its operations with an executive of three (chairperson, secretary and treasurer) established at its first meeting in 2002. Importantly during this year a decision was taken to continue the Network newsletter, the PYP Inclusive, and to set up a web page the www.pypnetwork.com with newsletter editor and website manager positions. Call for Copy Why not write for is ? We are looking for articles of between 800-1000 words on aspects of international education – curriculum development, methodology, community service projects, innovation and opinion. ‘People and Places’ needs short items of news, new faces, new buildings, celebrations and anniversaries. This meeting was also a huge success with 52 people representing 22 schools attending, including The Friends School in Tasmania and Sholem Aleichem College, which now meant the Network had an interstate focus and was representative of all school sectors: Government, Catholic and Private–Independent, Muslim and Jewish. Since then the Network has continued to flourish and grow with over 35 schools now having been involved and there are now six accredited PYP schools in Victoria and 17 throughout Australia. From simple beginnings, the Victorian PYP Network of Schools has grown to over 35 and provided advice and support to interstate and New Zealand schools. It has been built through the philosophy of the PYP and the International Baccalaureate Organization and there has been a strong sense of cooperation between schools and a willingness to share ideas and support each other. I don’t know what the exact chemistry has been to make it work, but there is a very strong sense of mutual benefit and ownership by Network Schools. The key may be in the total focus on educational issues and the positive energy, which is generated as schools share their activities, stories and hopes for the future. Perhaps it may simply be that as a group we are reflecting the PYP philosophy of being ● global citizens and cutting across educational boundaries; ● focusing on the holistic education of students – skills, values, attitudes as well as knowledge; and ● sharing is inclusive; it gives us an opportunity to find a connection. Christopher Sexton is Principal of Ruthven Primary School, Melbourne and Chairperson of PYP Network. We do not usually print student work unless it is illustrating part of an article, but we do publish original student poems. Remember – this is your magazine, and in whatever part of our international world you work we would like to hear from you. Send manuscripts and pictures to the Editor, CarolineEllwood@ecis.org 23
Page 3 and 4: features Cover: From international
Page 5 and 6: To promote excellence of education
Page 7 and 8: The Presbyterian Ladies’ College
Page 9 and 10: Conducted over eight weeks, totalin
Page 11 and 12: is Autumn 2005 Spring The day to ce
Page 13 and 14: ● Researching the development of
Page 15 and 16: is Autumn 2005 Spring From internat
Page 17 and 18: is Autumn 2005 Spring From internat
Page 19 and 20: Teachers made discoveries, asked qu
Page 21 and 22: is Autumn 2005 Spring ESL and Mothe
Page 23: The tsunami through the eyes of chi
Page 27 and 28: Profile of a remarkable teacher Lin
Page 29 and 30: Frankfurt International School. Amb
Page 31 and 32: is Autumn 2005 Spring Creating an i
Page 33 and 34: pass many reality checks once the s
Page 35 and 36: wanted to leave the experience with
Page 37 and 38: Power from the sun Retze Koen descr
Page 39 and 40: Plagiarism: ethics, detection, sanc
Page 41: ‘Schools and colleges need to ens
Page 44 and 45: 42Spring is Autumn 2005
Page 54: and finally and finally… Miracle

is magazine 8.1 - Autumn/Spring 2005 - International Schools ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?