Download - The IPC Middle Years – Introducing IMYC
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The IPC Middle Years – Introducing IMYC
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1. Before we said ‘Yes’!
2. The Challenges
3. The Solutions
4. Looking at an IMYC Mind Map
5. Summary of Curriculum
6. Comments and Reflection
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Here’s the Session Outline
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The Birth of the IMYC
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1. Before we said ‘Yes’!
2. The Challenges
3. The Solutions
4. Looking at an IMYC Mind Map
5. Summary of Curriculum
6. Comments and Reflection
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Here’s the Session Outline
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The 3 Challenges
Can you help us provide our middle school students with the kinds of learning children have when their schools use the IPC?
Can you help us do interesting stuff, please?Can you help us keep learning interesting for our middle school students?
Can you do this in a way that doesn’t make us change the entire structure of our school or the way we organise ourselves?
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Challenge 1
Can you help us provide our middle school students with the kinds of learning children have when their schools use the IPC?
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Clearly articulated learning goals Learning-focused Subjects/Themes International Mindedness Rigorous Comprehensive Inclusive Assessment for Learning
Challenge 1:What is IPC Learning?
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Challenge 2
Can you help us provide our middle school students with the kinds of learning children have when their schools use the IPC?
Can you help us do interesting stuff, please?Can you help us keep learning interesting for our middle school students?
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Hormonal, puberty, growth spurts
Focused on relationships with peers
Concrete to abstract thinking
Want to know how things are connected
Want to find the relevance to their own lives
Expressing independence Prefrontal Cortex in a
dynamic state Developing brain for
improve executive function
Challenge 2: What are 11-14 year olds experiencing?
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3 Challenges
Can you do this in a way that doesn’t make us change the entire structure of our school or the way we organise ourselves?
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Challenge 3: What are the issues for secondary schools?
Emphasis on subject specialists
Greater number of teachers who must buy in
More fragmented timetable
Teachers who are specialists rather than generalists
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1. Before we said ‘Yes’!
2. The Challenges
3. The Solutions
4. Looking at an IMYC Mind Map
5. Summary of Curriculum
6. Comments and Reflection
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Here’s the Session Outline
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The 3 Solutions
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Learning- focused curriculum
Meets needs of 11-14 year-olds
Responds to secondary
structure of schools
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Knowledge, Skills and Understanding
Personal Skills
International Mindset
Subjects and Themes
Units based on most recent brain research
Solution 1: IMYC is a learning-focused curriculum
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Emphasis on students being actively involved in their own learning
Makes learning relevant to their lives
Units in which subjects contribute independently giving students a more coherent experience (look at next slide)
Journaling which making learning purposeful and personal
Organisational pattern to each unit to provide consistent and supportive learning experience
End of unit media presentations based on serious reflections
Solution 2: Responds to needs of 11-14 year-olds
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Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Year7 BALANCE CREATIVITY RISK STRUCTURES RESOLUTION DISCOVERY
The Big Idea Things are more stable when different elements are in the best possible proportion
New developments can happen when existing ideas are brought together in innovative ways
Progress involves exposing ourselves to and considering the impact of forms of danger, harm, uncertainty or opportunity
Formal arrangements and relationships underpin or give organisation to complex issues
Most problems, disputes and contentious issues can be satisfactorily solved or resolved
Finding out new things is a human driver and affects things for better or worse
Themes and Big Ideas
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Solution 3: Supports Secondary Structures
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Solution 3: StructuresHere’s the deal
WHAT STAYS THE SAME:
Subject-based organisational nature
Opportunity to choose specific content
Time-table stays mostly the same
WHERE WE’D LIKE YOU TO BEND:
Significant part of teaching relates to theme and Big Idea
Use mindmaps be aware of what other teachers are doing and make reference to it in your own class
Come together to support students for a period of time for the reflective thinking
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Help us with your thoughts and comments so far
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1. Before we said ‘Yes’!
2. The Challenges
3. The Solutions
4. Looking at an IMYC Mind Map
5. Summary of Curriculum
6. Comments and Reflection
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Here’s the Session Outline
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Big Ideas, Learning Goals and Activities
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The Structure of an IMYC units
30 units of work
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1. Before we said ‘Yes’!
2. The Challenges
3. The Solutions
4. Looking at an IMYC Mind Map
5. Summary of Curriculum
6. Comments and Reflection
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Here’s the Session Outline
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Summary of Curriculum
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Explicit learning targets for each subject area , internationalism; personal development
Big ideas that link the work in different subjects
Explicit articulation of the links between the big ideas, the classroom activities and the learning goals
A wealth of practical activities for work in the classroom
A choice of thematic units based on Big Ideas which encourage higher ordered thinking and multiple perspectival learning throughout subjects and international mindset
Opportunities for students to reflect and develop greater understanding
A significant amount of flexibility of content
Freedom to facilitate learning in appropriate and enjoyable ways
An Assessment for Learning programme that allows the assessment and improvement of key skills and the recording of student improvement through an on-line secure database
A Teacher’s File filled with supportive information and explanations
Online Route Planner to ensure that learning goals are covered as the school makes its choice of units
A Membership Programme that links schools to other IMYC schools and teachers and provides professional development and web-based support
The Full Curriculum Offers:
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