Alignment and coherence of language acquisition development in the International Baccalaureate Middle Years Programme (2017)
Michael Thier, Erin Fukuda, Stephanie Knight, Julie Sykes and Kristine Chadwick
Educational Policy Improvement Center (EPIC)
The International Baccalaureate (IB) has authorized more than 1,300 schools in about 145 countries to offer its Middle Years Programme (MYP) to learners aged 11 to 16. One of the MYP’s unique features is its focus on second-language acquisition, which the MYP codifies in its Language Acquisition Guide (MYP Guide). This study examined the alignment and coherence of the MYP Guide, and involved five phases: a literature review, a within-document analysis, a cross-document analysis, a progression analysis and a discrepancy analysis. Examining literature review findings alongside results from within- and cross-document analyses, researchers determined that the IB could consider attending to specificity and exemplification in some areas, but not universally across the MYP Guide. The researchers also recommended that the IB begin conversations about the scope and purpose of change before making any decisions about what in the MYP Guide requires revision, how to approach that revision and to what extent revision is advisable.
Tarek Azzam, Sarah Mason, Agnieszka Rykaczewska, Matt Swope, Megen Mansfield and Cason Fayles, Claremont Evaluation Center
In 2014, the International Baccalaureate (IB) began a curriculum change intended to enhance the Middle Years Programme (MYP), making it “better for students, easier for teachers, and more flexible for schools”. This report summarizes findings from the first phase of a multi-year study examining the implementation and impact of this change (MYP: Next chapter). Through online surveys of more than 3,000 MYP teachers, coordinators and students, this study aimed to: capture school perceptions of the curriculum changes; document how schools have put the changes into practice; and understand factors that support effective implementation of MYP: Next chapter. Findings suggest schools are generally supportive of the next chapter changes, but aren’t always confident in their capacity to implement them. When asked to rate the quality of their MYP: Next chapter implementation, just under half of the participating teachers rated this as good, one quarter rated this as average, and a quarter of teachers rated implementation as below average. Across certain areas (such as global contexts, interdisciplinary planning and subject group flexibility), findings also suggested the need for additional clarification about expectations under MYP: Next chapter.
The potentials of K–12 literacy development in the International Baccalaureate Primary Years Programme (PYP) and Middle Years Programme (MYP)
Misty Adoniou, Grette Toner and Moosung Lee, The University of Canberra
The purpose of this study was to investigate literacy development across the International Baccalaureate (IB) Primary Years Programme (PYP) and Middle Years Programme (MYP) and to inform programme development. The full report consists of a literature review and an analysis of key PYP and MYP documents. The literature review revealed five key themes: theoretical perspectives, basic literacy skills, disciplinary literacy, new literacies and multilingualism. These themes were then incorporated into coding matrices to analyse how the MYP programme guides published in 2015 and the current PYP curriculum map onto the research. Based on the document analysis, the researchers offer 10 recommendations to further strengthen literacy development across the PYP and MYP. A number of these recommendations involve additional guidance and documentation from the IB to support the scaffolding of learning, basic and disciplinary literacy skills and multilingualism.
Kimberley Daly, Gordon Brown and Chandra McGowan, 2012
This literature review aims to define interdisciplinarity, multidisciplinarity, and transdisciplinarity in education and identify common ground between these approaches in the MYP. It also demonstrates programme- and subject-specific applications of curriculum integration and explains why it could be considered as an effective approach to interdisciplinary curriculum development.