Students should become more aware of the relevance of their learning, and come to see knowledge as an interrelated whole. Holistic learning emphasizes the links between the disciplines, providing a global view of situations and issues. MYP takes over the most outstanding role in such an essence of an innovative approach that enables an enduring learning for the student, oriented towards the big idea as a blending of related concepts from each subject course and that of key concepts about real life connections. They also form the basis for the MYP’s curriculum framework and compliment both the Turkish National Curriculum and the educational philosophy of Eyüboğlu Schools. MYP is guided by three fundamental points that underpin its development, both internationally and in individual schools. The programme aims to develop students’ understanding of the interdisciplinary subjects and enables them to critically examine their place and role in the world at large. MYP is a suitable framework within which the requirements of the Turkish National Curriculum can be met.
Eyüboğlu Schools began implementing the MYP in the 1999-2000 academic year. Listed on p.The Middle Years Programme (MYP) of the International Baccalaureate (IB) is a course of study designed to meet the educational requirements of students aged between 10 and 16 years. MYP: From Principles Into Practice (draft, September 2013), ,, ,, ġ7 Information about the 6 global contexts Orientation in space and time Personal and cultural expression Scientific and technical innovation Globalization and sustainability Fairness and development
What are the consequences of our common humanity? Rights and responsibilities relationships between communities Sharing finite resources with other people and other living things Access to equal opportunities Peace and conflict resolutionġ5 6 global contexts Identities and relationships How is everything connected? Interconnectedness of human- made systems and communities Relationships between local and global processes Local experiences mediating the global Opportunities and tensions provided by world- interconnectedness Impact of decision-making on humankind and the environment How do we understand the world in which we live? The natural world and its laws Interaction between people and the natural world Use of scientific principles Impact of scientific and technological advances on communities and environments Impact of environments on humans Humans adapting environments to their needs What is the nature and purpose of creative expression? Ways in which we discover and express ideas, feelings, nature, culture, beliefs and values Reflection on, extension and enjoyment of our creativity Appreciation of the aesthetic What is the meaning of “where” and “when”? Personal histories Homes and journeys Turning points of humankind Discoveries Explorations and migrations Interconnectedness of individuals and civilizations Who am I? Who are we? Identity Beliefs and values Personal, physical, mental, social and spiritual health Human relationships including families, friends and communities What it means to be human Global Contexts in the IB Middle Years Programme Heike Bergman, International School of The Hague, 3 December 2013Ģ 6 global contexts “Common points of entry for inquiries into what it means to be internationally minded” Framework for “a curriculum that promotes multilingualism, intercultural understanding and global engagement” Quoted from MYP: From Principles Into Practice (draft, September 2013)
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