How to Write a Syllabus for MYP

1. How to Write a Syllabus for MYP Calhoun Summer 2014

2. The easy stuff • IB Course Title • Level (IB year and traditional grade level) • General course of study (if different from the IB course title) ie: Spanish instead of Language B.

3. More easy stuff • School Name: Flint Southwestern Classical Academy • School Program: IB MYP • Your name (or the names of everyone teaching this course) • Your contact information • Email • Classroom phone number if possible • School address: 1420 W. 12thst, Flint, MI 48507?

4. I. Course Description Copy the course description from the course catalog for your department. There is one copy per department available during our training session.

5. I. Example of Description • I. DESCRIPTION • IB MYP Language B curriculum will encourage students to gain a competence in a modern language to achieve the long-term goal of balanced bilingualism. This course will develop holistic learning, allow students to access a broader range of input, experiences and perspectives. Developing an additional language other than the mother tongue aims to encourage respect for and an understanding of other languages, cultures and to provide a skills base for further language learning. • Throughout this course students will work toward developing the qualities of the IB Learner Profile through the course curriculum. IB Learners strive to be: Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced, and Reflective.

6. Description example cont’d • A strong emphasis will be placed on the MYP fundamental concepts. • o Holistic- Holistic learning connects the class topics and provides a global view of issues. Holistic learning allows students to become aware that knowledge is an interrelated whole and the relevance of learning. • o Intercultural- Intercultural awareness focuses on developing students’ skills, knowledge and skills as they learn about other cultures. Examining multiple perspectives helps to foster respect and tolerance. • o Communication- Communication supports inquiry and understanding and is fundamental to student expression and reflection. Language acquisition is emphasized and allows students to explore many forms of expression.

7. II. MYP Aims and objectives addressed by this course • What should the students know or be able to do when they have left your class? • Find this in your Subject area guides

8. II. MYP Aims and objectives addressed by this course examples: • I can use language(s) effectively as a means of practical communication, providing a sound base of communication skills necessary for future study, work and leisure. • I can understand the nature of language and the process of total language learning, which comprises the integration of linguistic, cultural and social components. • I can develop an appreciation of a variety of literary and non‑literary texts. • I can develop insight into the cultural characteristics of the communities where the language(s) is (are) spoken. • I can develop an awareness and understanding of the perspectives of people from other cultures. • I can become involved with different communities, where relevant. • I can seek access to varied sources of information. • I can develop curiosity, a lifelong interest and enjoyment in language learning.

9. II Continued • You can put your expectations here too! • Late work policy • Academic honesty • Student behavior expectations • Attendance policy • Etc.

10. III. Course Units / Role of areas of Interaction • Here is where we imbed our hard work from last year… • If the units don’t span your whole year, now is the time to fill in the gaps

11. Example

12. IV. Major Instructional Materials/ Resources • List your textbook and year it was published (or whatever your primary “go-to” material is)

13. V. Key instructional Strategies/ Approaches to Learning/ Type • Go to your unit plans and list the Approaches to Learning you sited. • Here are some examples: • The methodologies used in the class include inquiry-based language learning, proficiency oriented language activities, interactive technology experiences and demonstrations, vocabulary building, cultural experiences and discussions, individual reflection on concepts learned, cooperative group work, grade level readings related to subject matter, assignments and assessments connecting concepts to everyday life.

14. VI. Formative and Summative assessments used including MYP assessment • Again, peek at your unit plans and list what you have for assessments. • Here is an example: • Students will complete a variety of formative assessments including quizzes, tests, projects, homework, daily work, presentations and work characteristics (behavior, respect, cooperation, following directions, participation, and the ability to work independently). Students will be provided rubrics that were modified from the IB MYP assessment criteria.

15. VI. Formative and Summative assessments used including MYP assessment • Include your grading scale here too!

16. VII: MYP Criteria • Include the MYP Criterion here with a brief description of what they are and how they are to be assessed.