International Baccalaureate Middle Years Programme

IB Learner Profileຈຸດປະສ ົງທັງໝົດຂອງຫກັ ສູດ IB ທັງໝົດແມນ່ ເພ່ ອພັດທະນາຜູູ້ທ່ ມແນວຄິດຈິດໃຈສາກ � ມຄວາມຮ ັບຮູຂູ້ ອງຄວາມເປັນູ້ ແລະ ມຄວາມສະຫງ ົບສຸກຂນູ້ .ມະນຸດສາມ ັນຊ ົນ ແລະ ຮວ່ �ຈ ັກກະວານເພ່ �ດຂນນ ັກຮຽນຫກັ ສູດ IB �ນຮູເູ້ ພ່ ອກາຍເປັນ:Principled ��ປະພດຕ ົນດວນທາ ແລະ ຄວາມຍຸດຕິທາຢາ່ ງໜຽວແໜນັ ູູ້້ ຍຄວາມຊ່ ສ ັດສຸດຈະຫິດ, ຢດໝນໃນຄວາມເປັູ້ , ມຄວາມເຄົາລ ົບຕ່ສ ັກສ ແລະ ສິດທິຂອງຄ ົນອ່ ນຢູທຸ ສະຖານທ່ . ພວກເຮົາມຄວາມຮ ັບຜິດຊອບຕ່ ການກະທາ ແລະ ຜ �ົາເອງ.່ ກBalanced ມຄວາມສ ��າໃຈເຖິງຄວາມສາຄ ັນຂອງຄວາມສ ົມດຸນໃນດາູ້ ນຕາ່ �ົາເຊັ່ ນ: ທາງດາູ້ ນສະຕິປນັ ຍາ, ທາງດາູ້ ນຮາ່ ງກາຍ ແລະ ທາງດາູ້ ນອາລ ົມ - ເພ່ ອໃຫເູ້ ກດຄວາມເປັນຢູທ່ ່ ດສາລ ັບພວກເຮົາເອງ ແລະ ຄ ົນອ່ ນ. �ນເພິ່ ງພາກ ັນຂອງພວກເຮົາກ ັບຄ ົນອ່ ນໆ ແລະ ກ ັບໂລກທ່ geable ��ົາພ ັດທະນາ ແລະ ນາໃຊຄູ້ �ມຄິດ, ເພ່ ອຊອກຄວາມຮູໃູ້ ຫຫູ້ າກຫາຍສາຂາວິຊາທ່ ແຕກຕາ່ ງກ ັນ. ພວກເຮົາມສວ່ ນຮວ່ ມກ ັບປັນຫາ ແລະ ຄວາມຄິດທ່ ມຄວາມສາຄ ັນໃນລະດ ັບທອູ້ ງຖິ່ ນ ແລະ ລະດ ັບໂລກ - ສາກ ົນ.Thinkers ຄ ົນມ ັກໃຊຄູ້ �� ຫາທ່ ຊ ັບຊອູ້ ັກສະການຄິດຢາ່ ງມວິຈາລະນະຍານ ແລະ ສາູ້ ງສ ັນເພ່ ອວິເຄາະ ແລະ ແກໄູ້ ຂປູ້ ນູ້ ນຢາ່ ງມຄວາມຮ ��ຝ ົນຄວາມຄິດລິເລ່ ມໃນການໃຫເູ້ ຫດຜ ົນ ແລະ ການຕ ັດສິນໃຈຢາ່ ງມຈ ັນຍາບ ັນ.Reflective ທົບທວນກຽ່ ວກ ��ດຄານງເຖິງໂລກ, ຄວາມຄິດ ແລະ ປະສ �ງຢາ່ ງເລິກເຊິ່ ງ. �ູ້າໃຈຈຸດດ ແລະຈຸດອອ່ ນຂອງພວກເຮົາ ເພ່ ອສະໜ � ແລະ �.Open-minded ເປດໃຈຮ ��ຮູຄຸ ຄາ່ ຢາ່ ງສູງຂອງປະຫວ ັດຄວາມເປັນມາ ແລະ ວ �າເອງເຊັ່ ນດຽວກ ັບຮູຄຸ ຄາ່ ແລະ ວ ັດທະນະທາູ້ ນູ້ �ຄ ົນອ່ ນ. ພວກເຮົາຄນຄົູ້ ວຮົູ້ າ່ ຮຽນ, ປະເມນຄວາມຄິດເຫັ ນທ່ ຫາກຫາຍ ແລະ ພອູ້ ມທ່ ຈະເຕບໂຕ ແລະ ຮຽນຮູູ້ຈາກປະສ ົບການຕ ົວຈິງດວູ້ ຍຄວາມເຕັມໃຈ.ູ ່ ນ/ສິ່ ງຂອງ:Caring ການເອົ າໃຈໃສຜ່ �າມເມດຕາ, ຄວາມເຫັນອ ົກເຫັນໃຈ ແລະ ຄວາມເຄົາລ ົບນ ັບຖ. � ູ້ ່ ການໃຫຄູ້ ນຕູ້ ວາມຊວ່ ຍເຫອ ແລະ ສາູ້ ງຄວາມແຕກຕາ່ ງໃນແ່ ງທ່ ່ ດໃຫກູ້ ັບຊວິດຂອງຜູອູ້ ່ ນໆ ແລະ ໃນໂລກອອູ້ ມຂາູ້ ງຕ ົວເຮົາ.Communicators ນ ັກສ່ ່ ງໝນໃຈແລະ ຢາ່ ງສາູ້ ງສ ັນໃນຫາຍກວັ ູ້່ າໜ່ ງພາສາ ແລະ ໃນຫາຍວິທທາງ. � ູ້ ົກຕງໃຈ.ັ ູ້່ ມກ ັນຢາ່ ງມປະສິດທິພາບ ແລະ ຮ ັບຟັງຄວາມຄິດເຫັ ນຂອງບຸກຄ ົນ ແລະ ກຸມ່ ອ່ ນໆ ຢາ່ ງຕງອInquirers ຄ ົນມ ັກຄນຄົ ູ້ ູ້ວາຮາ່ ຮຽນ:ພວກເຮົາຮ ັກສາການຊອກຮູຮົູ້ ວິ ການຮຽນດວູ້ າ່ ຮຽນ, ພ �ອບຖາມ ແລະ ຄນຄູ້ າ. ພວກເຮົາຮູວູ້ ທູ້ ຍຕ ົວເອງ ແລະູ້ ູ້ລນຮຽນຮູກົູ້ ແລະ ຮ ັກສາຄວາມຮ ັກໃນການຮຽນຮູໄູ້ ວຕູ້ ັບຄ ົນອ່ ນ. ພວກເຮົາຮຽນດວູ້ ຍຄວາມກະຕລູ້ ະລອດຊວິດ.Risk-takers ຄ ົນມຄວາມກາູ້ ທ່ �� ປະເຊນກ ັບຄວາມບ່ ແນນຸ ແລະ ຄວາມມຸງໝັ ູ້ � ອ່ ນດວູ້ ຍຄວາມສຸຂມູ້ ນ;ູ້ ຍຕ ົນເອງຢາ່ ງມອິດສະຫະ ແລະມການຮວ່ ມມກ ັບຄ ົນອ່ ນໃນການຮຽນຮູຄູ້ ວາມຄິດ ແລະ �ໝໆ່ . ພວກເຮົາມແຫງ່ ຄວາມຮູູ້ ແລະ �ເຊນກ ັບຄວາມທາູ້ ທາູ້ ຍ ແລະ ການປຽ່ ນແປງ.

Secondary Curriculum1.3 The Fundamental Concepts of the MYPAdolescents are confronted with a vast and often bewildering array of choices. The MYP is designed to provide studentswith the values and opportunities that will enable them to develop sound judgements.From its beginning, the MYP was guided by three principles that have had special currency for learners aged 11–16, inspiredby the IB mission: holistic learning, intercultural awareness and communication. These fundamental concepts of theprogramme provided a strong foundation for teaching and learning in the MYP. They represent an early attempt toestablish a philosophy of international education that the IB now recognizes more fully with the adoption of the IB learnerprofile across the IB continuum.Holistic learning, intercultural awareness and communication are implied in or are a part of the IB learner profile, especiallyin the attributes “balanced”, “open-minded” and “communicators”.1.4 The Middle Years Programme at VISThe MYP promotes the education of the whole person, emphasizing intellectual, personal, emotional and social growththrough all domains of knowledge. By focusing on the dynamic combination of knowledge, skills, independent critical andcreative thought and international-mindedness, the MYP aims to educate the whole person for a life of active, responsiblecitizenship. Underlying the MYP programme is the concept of education of the whole person as a lifelong process. Thelearner profile is a profile of the whole person as a lifelong learner.At VIS all staff, students and parents are recognised as learners. We are all striving for our actions and characteristics toreflect the IB learner profile. Collaboratively we work towards supporting the social, emotional, academic and physicaldevelopment of all members of our community.The curriculum at Vientiane International School follows the framework provided by the International Baccalaureate’sMiddle Years Programme. This programme is offered to students in Grade 6-10 and shapes the learning and teaching thatcaters for all students. The MYP addresses a wide range of learning styles, involves all students in their own unique learningprocesses, and gives the students a standard,internationally accepted foundation of knowledge. The MYP is acomprehensive programme of academic challenge and life skillsappropriate to this age group that prepares learners for theInternational Baccalaureate Diploma Programme.During the middle years students move through a journey fromearly puberty to mid-adolescence, which is a crucial period ofpersonal, social and intellectual development, of uncertainty andquestioning. The MYP is designed to guide students in their searchfor a sense of place in their natural and social environmentsthrough the process of inquiry.The programme model of the MYP places the learner at itscentre. This emphasizes the IB’s belief in educating the wholeperson, and placing importance on student inquiry. The MYPoffers an educational programme that helps students developthe knowledge, attitudes and skills they need to participateactively and responsibly in a changing and increasinglyinterrelated world.

Secondary CurriculumThe MYP provides a thorough study of the various disciplines, while emphasising the importance of their interrelatedness.This is known as a holistic view of learning. This perspective asks the student to consider issues and problems in theirwidest scope and to realize that good solutions often come from knowledge and understanding drawn from many sources.Opportunities for students to provide evidence of their understandings are provided through the personal project andcommunity and service activities.Students learn to think critically in order to solve authentic problems. This is why we focus on helping students recogniserelationships between school subjects – and to combine relevant knowledge from different subjects and the real world.The MYP provides students with a sound preparation for further studies (such as the IB Diploma Programme) and todevelop lifelong learning skills and attitudes. Through engagement with the curriculum content in real-world contexts,opportunities will arise for students to develop and question their own set of personal values.1.5 MYP Interdisciplinary Connections and Units of LearningIn the MYP, interdisciplinary learning is defined as the process by which students come to understand bodies of knowledgeand modes of thinking from two or more disciplines or subject groups and integrate then to create a new understanding.This kind of learning encourages broader perspectives on complex issues and encourages deeper levels of analysis andsynthesis.Interdisciplinary Understandings.Key ConceptsStatement of InquirySummative assessmentDisciplinary groundingDisciplinary groundingRelated conceptsSubject Objectives/criteriaContentFormative assessmentRelated conceptsSubject Objectives/criteriaContentFormative assessmentInterdisciplinary connections are woven through every MYP subject and the students also engage in Interdisciplinary Unitsthat have learning objectives and formal assessment criteria.The assessment criteria below is intended for MYP5 (Grade 10) students:Criterion A-Disciplinary GroundingThe student demonstrates extensive necessary disciplinary groundingCriterion C- CommunicatingThe student communicates interdisciplinary understanding that isconsistently well structured, clear and coherent, using selected formsor media effectively and consistently documents well-chosen sourcesusing a recognized convention.Criterion B- SynthesizingThe student synthesizing disciplinary knowledge to demonstrateconsistent, thorough and insightful understanding.Criterion D- ReflectingThe student demonstrates thorough and nuanced reflection on his orher development of interdisciplinary understanding. Evaluatesthoroughly and with sophistication the limitations and benefits ofdisciplinary and interdisciplinary knowledge and ways of knowing inspecific situations

Secondary CurriculumBy examining this interrelatedness, students develop critical thinking and problem solving skills, embodied in questionssuch as: Based on my previous learning, what do I know already about this topic? What effect does this knowledge have on what I have learned in my other subjects? How could the skills in this subject be applied to my understanding in another subject? How has the history of this subject affected what I have learned in another? What new perspectives do I have, now that I have studied these subjects in conjunction with one another? Can uniting these subjects initiate change in the world?All students at VIS benefit as the teaching staff at VIS meet regularly to share and refine their approaches to teaching andto design interdisciplinary units.1.6 Global ContextsStudents at the MYP age range learn best when their learning experiences have context and are connected to their livesand to the world that they have experienced. When learning becomes meaningful and relevant, students are more likelyto be engaged. Learning in global contexts enables learners to directly link concepts with their own lives and putknowledge into action. This contextual learning helps teachers and students answer the important question “Why are welearning this?”Global Contexts provide common points of entry for inquiries into what it means to be internationally minded, framing acurriculum that promotes multilingualism, intercultural understanding and global engagement.Global Contexts provide a common language for powerful contextual learning, identifying specific settings, events orcircumstances that provide more concrete perspectives for teaching and learning.The six Global Contexts are:Identities and RelationshipsStudents will explore identity; beliefs and values; personal, physical, mental, social and spiritual health;human relationships including families, friends, communities and cultures; what it means to be human.Orientation in Place and TimeStudents will explore personal histories; homes and journeys; turning points in humankind;discoveries; explorations and migrations of humankind; the relationships between, and theinterconnectedness of, individuals and civilizations, from personal, local and global perspectives.Personal and Cultural ExpressionStudents will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs andvalues; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Secondary CurriculumScientific and Technical InnovationStudents will explore the natural world and its laws; the interaction between people and the naturalworld; how humans use their understanding of scientific principles; the impact of scientific andtechnological advances on communities and environments; the impact of environments on humanactivity; how humans adapt environments to their needs.Globalization and SustainabilityStudents will explore the interconnectedness of human-made systems and communities; the relationshipbetween local and global processes; how local experiences mediate the global; the opportunities and tensionsprovided by world-interconnectedness; the impact of decision-making on humankind and the environment.Fairness and DevelopmentStudents will explore rights and responsibilities; the relationship between communities; sharingfinite resources with other people and with other living things; access to equal opportunities; peaceand conflict resolution.In summary the global contexts help students to: address biases and consider diverse interpretations and points of view engage personal interest and increase motivation for learning broaden their awareness of circumstances that have personal impact develop critical and conceptual thinking skills by gathering and evaluating relevant data, analysing alternatives,considering potential consequences, and drawing conclusions take action in ways that are age-appropriate and develop dispositions to take responsible action as adults to addressglobal challenges and lead students from academic knowledge to thoughtful actionAdapted from MYP: From Principles into practice, IBO, 2015.1.7 Approaches to Learning (ATL)Through Approaches to Learning (ATL) at VIS students develop skills that have relevance across the curriculum that helpthem ‘learn how to learn’. ATL skills are learned and taught, improved with practice and developed incrementally. Theyprovide a solid foundation for learning independently and with others. The MYP extends ATL into five skills categories andten developmentally appropriate clusters:

Secondary CurriculumATL skills can be powerful tools for exploring significant content. This dual focus on content and process promotesstudent engagement, deep understanding, transfer of skills and academic success. Many ATL skills that have been learnedand practiced during a unit of inquiry can be integrated in assessment through a variety of tasks and projects involvingproblem-solving and hands on approaches (individually and in groups).Adapted from MYP: From Principles into practice, IBO, 2015.1.8 Personal ProjectOnce the students reach Grade 10, they take part in an exciting piece of independent inquiry called the ‘Personal Project’.The personal project can take many forms, from a written novel to a newly built guitar, from a set of evening gowns to agourmet-cooking course for teenagers.The project focuses on the processes the student undertakes. It requires them to keep a process journal and reflect ontheir methodologies and issues they encounter on their journey. As the students undertake the personal project theywork closely with a supervisor with whom they meet regularly and coordination of the project is provided by the PersonalProject Coordinator.The project is assessed by the student’s supervisor in collaboration with other MYP teachers against the following criteria:Criterion A - InvestigatingCriterion B - PlanningIn the personal project, students should;In the personal project, students should;i. define a clear goal and global context for the project,based on personal interests.ii. identify prior learning and subject-specific knowledgerelevant to the project.iii. demonstrate research skills.i. develop criteria for the product/outcome.Ii. plan and record the development process of theprojectiii. demonstrate self-management skills.Criterion C – Taking ActionCriterion D - ReflectingIn the personal project, students should;In the personal project, students should;i. create a product/outcome in response to the goal, globalcontext and criteria.ii. demonstrate thinking skills.iii. demonstrate communication and social skills.i. evaluate the quality of the product/outcome againsttheir criteria.ii. reflect on how completing the project has extendedtheir knowledge and understanding of the topic andthe global context.iii. reflect on their development as IB learnersthrough the project.

Secondary CurriculumSECTION TWO – Middle Years Programme at VIS2.1 IBMYP Curriculum ModelAt the core of the International Baccalaureate Middle Years Programme (IBMYP) curriculum model is the learner. Theattributes and characteristics of the IB Learner Profile underpin the philosophy of the IBMYP and are at the heart of thelearning and teaching within the programme. Eight subject groups surround important elements of the programme, suchas an emphasis on service and action. The emphasis is on the inter-relatedness of the subjects and Approaches toLearning and Global Contexts are addressed naturally within the distinct disciplines and provide the connection betweendisciplines.2.2 VIS Curriculum OverviewThe IBMYP places emphasis on a broad and balanced programme of study. The structure of the IBMYP at VIS is:SubjectLanguage and LiteratureLessons PerWeek5NotesCompulsory full year course for all students G6-10May be learned in English, Lao or when available the student’s Mother TongueCompulsory full year course for all students G6-10May be learned in English, French or Mandarin.English can only be taken if the student is taking a Mother Tongue Language and literature in their MotherTongue and English is not their first language.Compulsory full year course of Integrated Humanities for all students G6-10Language acquisition(or an additional Languageand Literature subject)5Individuals and es5Compulsory full year course for all students G6-10Compulsory full year course for all students G6-10.Standard and Extended levels for Grade 9-10 with placement determined by VIS.Grade 6 – 8 complete one semester of Performing Arts and one semester of Visual ArtGrade 9 students will elect one of the disciplines of Music, Visual Art, Drama/Dance for each semester.Grade 10 students elect one of the disciplines of Music, Visual Art, Drama/Dance for a full year.Compulsory full year course for all students G6-104Compulsory full year course for all students G6-101Compulsory full year course for all students G6-10Advisory supports the delivery of the Personal, Social, Health Education CurriculumPhysical and HealthEducationAdvisory45

Secondary Curriculum2.3 ArtsIn MYP Arts students have the opportunity to function as artists, as well as learners of the arts. Artists are curious. Bydeveloping curiosity about themselves, others and the world, students become effective learners, inquirers and creativeproblem solvers. Students develop in the arts through creating, performing and presenting arts in a way that engage andconvey feelings, experiences and ideas. It is through this practice that students acquire new skills and master those skillsdeveloped in prior learning.Development in the arts is a dynamic process and not necessarily linear. The student moves freely through a creativeprocess towards deeper understanding. MYP Arts values the process of creating artwork and the point of realization; thetwo elements combined tell us what students have experienced, learned and attempted to convey. In MYP Arts the fourobjectives have equal importance and value.KEY CONCEPTSAestheticsKnowing &UnderstandingDeveloping SkillsGlobal ContextsScientific & technical InnovationIdentityOrientation inTime and SpaceApproaches toLearningIdentities nabilityFairness &DevelopmentThinking CreativityPersonal & CulturalExpressionCommunicationResponding

Secondary Curriculum2.4 Individual and SocietiesMYP Individuals and Societies encourages learners to respect and understand the world around them and equips them withthe necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technologicaland cultural factors that have an impact on individuals, societies and environments. It encourages learners, both studentsand teachers, to consider local and global contexts.The aims of MYP Individuals and Societies are to encourage and enable students to appreciate human and environmentalcommonalities and diversity and understand the interactions and interdependence of individuals, societies and theenvironment. The subject seeks to provide students with understanding about how both environmental and humansystems operate and evolve in order to identify and develop concern for the well-being of human communities and thenatural environment. MYP Individuals and Societies also seeks to encourage and enable students to act as responsiblecitizens of local and global communities and develop inquiry skills that lead towards conceptual understandings of therelationships between individuals, societies and the environments in which they live.KEY CONCEPTSKnowing & UnderstandingKnowing andUnderstandingInvestigatingGlobal ContextsScientific & Technical InnovationOrientation inTime and SpaceThinking CriticallyApproachesto inabilityFairness &DevelopmentThinking CriticallyIdentities &RelationshipsPersonal & CulturalExpressionCommunicationCommunicatingIn different times, places (local, national, continental, international and global), cultures, geographical regions, historical periods & perspectives

Secondary Curriculum2.5 Language and LiteratureLanguage is the basic tool of communication, enabling the student to understand and to be understood, and to establishthe student’s own identity. Language is also the avenue by which the student gains access to literature and culture. MYPLanguage A emphasizes listening, viewing, speaking, reading and writing skills, as well as the study of literature thatencompasses a variety of periods and genres. Language A is taught in English, Lao and in other Mother Tongues whenavailable.KEY CONCEPTSConnectionsAnalysingOrganisingGlobal ContextsScientific & technical InnovationCreativityOrientation inTime and SpaceApproachesto LearningIdentities ustainabilityFairness &DevelopmentPersonal & CulturalExpressionProducing TextCommunicationUsing Language

Secondary Curriculum2.6 Language AcquisitionStudying an additional modern language provides a means of communicating with another linguistic community andcreates a gateway to intercultural understanding. Language Acquisition not only fosters communication skills andnurtures an appreciation of other cultures, it also increases the self-knowledge of the students and their knowledge ofthe world, and guides them to create links to the world around them. Language B is offered, at different levels, inFrench, Mandarin and English.Students in MYP Language B Phase 1 and 2 are Emergent Communicators, Phase 3 and Phase 4, are CapableCommunicators and phase 5/ 6 are Proficient Communicators.KEY CONCEPTSConnectionComprehendingspoken and visualtextCommunicating inresponse tospoken, writtenand visual text.Global ContextsScientific

Section One: What is the MYP? 1.1 VIS Mission Statement and Objectives 1.2 Learner Profile 1.3 The fundamental Concepts of the MYP 1.4 The Middle Years Programme at VIS 1.5 MYP Interdisciplinary Connections and Units of Learning 1.6 Global Contexts