IB Middle Years Programme

Tumwater Middle School is a candidate school* for the MYP. This school is pursuing authorization as an IB World School. IB World Schools share a common philosophy- a commitment to high-quality, challenging, international education- that we believe is important for our students. * Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programm

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and life- long learners who understand that other people, with their differences, can also be right.

Please contact Kristin Hayward, IB MYP coordinator, with any questions you may have

School IB Policies

Academic Integrity Policy

Tumwater Middle School is committed to helping students find academic success. We strive to provide support that allows students to grow academically. As a school, we encourage collaboration between students believing that they can learn from one another. We believe students should have an active role in their education and encourage students to reflect on their learning, as they continue to develop and grow in their understanding of the different subject areas.

Our Mission

Tumwater Middle School’s vision is to help students acquire the knowledge and skills that empower them to change the world.

Academic Integrity and the Learner Profile

At Tumwater, we encourage our students to embrace the Learner Profile attributes in all aspects of school. Students acting with academic integrity are:

Principled: We support students by providing tools to ensure their work is always their own and reference others’ work appropriately and respect copyright and intellectual property.
Risk-Takers: We encourage students to complete their own tasks and understand that they might not always be correct.
Knowledgeable: We teach students to know and use good practices in order to enact academic integrity.
Inquirers: We reach students the skills necessary to conduct inquiry and research.

Definitions

We use the definition of malpractice outlined by the International Baccalaureate Organization as behavior that results in a student or any other student gaining an unfair advantage in assessment. The following definitions are helpful in understanding our complete definition of malpractice:

Plagiarism is taking credit for someone else’s words, work or ideas without giving them credit.

Collusion is letting someone copy from you or letting someone turn in your work as theirs.

Duplication of work is turning in the same assignment for two or more classes.

Misconduct during an assessment is copying someone’s answers, letting someone copy your work, looking up answers, bringing answers into the test room, or using tools/material that the teacher has not approved.

Confidentiality is not sharing assessment content, question, or answers with students who have not yet taken the assessment.

Responsibilities

Students will…

Be honest and truthful
Be focused on learning rather than on grades
Ask for help from teachers when confused
Cite sources
Differentiate between their work and a source’s ideas
Use time-management and self-management strategies to get work in on time
Report incidents of academic dishonesty
Ensure their work is their own and not use artificial intelligence, such as ChatGPT, to complete assignments
Read, understand, and sign the Academic Integrity Contract annually

Teachers will…

Communicate clear expectations for each assignment
Inform students of tools, such as DraftCheck, that will help them self-evaluate their work
Teach proper citation style
Provide opportunities for student to practice in quoting, paraphrasing, and citing
Teach and provide opportunities to practice collaboration skills
Model academic integrity
Refer incidents of academic dishonesty to school administration

The School will…

Provide an Academic Integrity Policy
Ensure the TMS community is aware and understands the Academic Integrity Policy
Provide fair and just consequences for academic dishonesty
Regard all incidents of academic honesty as serious

Parents/Guardians will…

Recognize that the learning process is as important as grades
Encourage time-management and self-management strategies to manage short-term and long-term assignments, projects and assessment
Model academic integrity, including encouraging students to do their own work in an independent manner

Consequences by TMS

If academic malpractice is suspected, students might be asked to verify their work as their own in one of the following ways:

Present notes, drafts, or works cited
Produce an on-demand work sample

If academic malpractice is determined in alignment with the Beaverton School District Student Code of Conduct, one or more of the following penalties will result:

The assignment/paper/test might not be considered for inclusion in the student’s portfolio of work
The student might be asked to resubmit the assignment/paper/test at the discretion of the teacher
Parent(s)/guardians(s) will be contacted and informed of the occurrence of academic malpractice and the resulting penalty
A discipline referral will be filed indicating the occurrence of academic malpractice and the resulting penalty. Multiple referrals for academic malpractice may result in a meeting between parents(s)/guardians(s) and teacher, counselor, and/or administrator
Repeated occurrences of plagiarism within a course may result in a lack of evidence to a grade for the class

Academic Integrity and Language

Tumwater’s Academic Integrity policy includes clear definitions, practices and consequences of academic dishonesty. When learning a language, students are expected to be principled learners in furthering their language development, whether in their native language or in learning a new language.

Academic Integrity and Assessment

We aim to teach students the skills needed to demonstrate academic integrity when completing assignments and assessments. Students are taught to be principled about what is their work and formally acknowledge the work of others.

Academic Integrity and Inclusion

Students with individualized learning needs as outlined in their IEPs or 504s will receive the support outlined in their individualized educational plans and will be supported in recognizing the work of others in an appropriate manner in their assessments.

Academic Integrity Policy Review Process:

As part of the five year program review for the Middle Years Programme, the Academic Integrity Policy will be reviewed by the Curriculum Leadership Team and interested faculty regularly. Appropriate amendments will be made. The updated document will be distributed to staff and posted on the school website.

The following people reviewed the 2022 Academic Integrity Policy:

Jill O’Neill, Principal

Kim Haskins, Assistant Principal

Kristin Hayward, MYP Coordinator, Language and Literature Teacher

Iris Overgoor, MYP Implementation Committee, PHE Teacher

Brian Phelps, MYP Implementation Committee, Science Teacher

Maria del Carmen Stepien, MYP Implementation Committee, Spanish Teacher

Christina Taylor, MYP Implementation Committee, Science Teacher

Leah Wegner, MYP Implementation Committee, Math Teacher

Tumwater Middle School Faculty

Resources

“Academic honesty”, IB, p. 17-18, July 2011, IBO

"Student Code of Conduct." Beaverton School District, Beaverton School District, www.beaverton.k12.or.us/about-us/bsd-student-family-handbook/student-code-of-conduct. Accessed 1 Jan. 2023.

“ISH Academic Integrity Policy and Procedures”, International School of Hellerup, November 2020

“ISB Academic Honesty Policy”, Beaverton School District, May 2020

“Standard B1: Academic honesty policy—Example 1”, IB Coordinator Support Material. www.ibo.org. p3

“Vasa International School of Stockholm Academic Integrity Policy”, Vasa International School, November 2021

Assessment Policy

Philosophy

The Beaverton School District (BSD) goal is “WE empower all students to achieve post-high school success.” At Tumwater, a balanced assessment model plays a key role as we support students striving to embrace intellectual rigor

Recognizing that teaching, learning and assessment are interdependent, the primary purpose of assessment and evaluation is to improve student learning. A balanced assessment model supports and encourages effective teaching and successful learning. Tumwater is aware that assessment will be used for a variety of purposes depending on the stakeholder, i.e. parents, students, teachers, the BSD School Board, high schools, and the State of Oregon.

Assessment and the Learner Profile

At Tumwater, we encourage our staff and students to embrace the Learner Profile attributes in all aspects of school.

Knowledgeable: We encourage students to explore knowledge across a range of disciplines and use assessments to show their knowledge and improve their understanding.
Communicators: We teach students to express themselves confidently and creatively and in many ways. Assessment is about the communication of understanding, which can happen in many different formats.
Risk-takers: During assessment we encourage students to act independently to explore new situations with confidence to show their understanding.
Thinkers: We encourage students to use critical and creative thinking skills to demonstrate their learning.

Assessment Principles

Beaverton School District uses a standards-based learning system which is built around several powerful ideas:

All classroom instruction and assessments are aligned to BSD Learning Targets.
Multiple opportunities are provided for students to demonstrate growth and learning in each BSD learning target and MYP objective.
Consistent scoring guides (rubrics) determine a student's level of learning and indicate what a student must do to improve.
Regular reporting of progress on each learning target occurs.
Academics and behaviors are reported separately.
The highest value is placed on teacher judgment and expertise.
Formative assessment practices provide feedback focused on student growth and support improved instruction.

Formative assessments might include: observations, mock exams, oral and written commentaries, inquiry based labs, peer evaluated group presentations, contributions to large and small group discussions, peer assessment, journal entries, reflections, homework, group work, quizzes and sketchbooks.

Summative assessments might include: portfolios, quizzes, exams and unit tests, research projects, oral exams, lab reports, developmental workbooks, essays, performances, and presentations.

In the process of developing subject group overviews for each subject, teachers aligned Beaverton School District Learning Targets with the MYP Objectives for their subject areas. This allows teachers to demonstrate not only how assessments align with the BSD Learning Targets, but also how they will be assessed using the MYP Objectives.

External Assessments

Our students also participate in external summative assessments that are not reflected in their course grades. As described in our Language Policy, students currently served by the English Language Development program (as well as students who have waived ELD services within the past four years) are required to take the English Language Proficiency Assessment. Students in grades 6 - 8 participate annually in the Oregon Statewide Assessment associated with the Common Core. The Pre-ACT 8 test is offered annually to students in 8th grade.

Assessment Practices

School-wide Practices

A variety of assessment strategies are used to provide feedback on the learning process.
Teachers offer a variety of assessment types to ensure that all students are challenged and experience a measure of success.
Teachers work to identify the most accurate demonstration of student knowledge and skill development.
Clear and measurable learning outcomes are referred to throughout instruction.
Accommodations or modifications are provided by general education teachers for students with special assessment needs, particularly those served through Individual Education Plans, IDEA 504 Plans, TAG and ELD programs.
When homework is assigned it is used to reinforce knowledge and skills learned in class and is generally used as a formative assessment.
Course scores and/or grades are reported to students and their parents/guardians at regular intervals throughout the school year through progress reports and semester grade report cards. Electronic gradebooks are available to students and parents/guardians online.

Practices Specific to the MYP

MYP Rubrics for each content area are published in the Student Planner, providing easy reference for students. Teachers may design task specific rubrics based on these.
Report card grades reflect teachers’ professional judgments of student achievement based on the MYP assessment criteria as well as district and state learning targets and standards.

Assessment and Inclusion

Students with individualized learning needs as outlined in their IEPs or 504s are allowed inclusive access arrangements and reasonable adjustments (e.g. additional time, use of assistive technology, breaks, etc.) for all assessments in one or more subjects as appropriate to their needs. Students with academic goals take the math and/or reading iReady diagnostic test.

Assessment and Language

Like all subject areas at Tumwater, assessment in language is carried out in accordance with the school’s assessment policy guidelines. These guidelines follow the principles of the IB Middle Years Programmes. Students are provided with constructive and specific feedback from teachers and peers. Students who are learning English will be provided the appropriate support based on their language level.

Assessment and Academic Integrity

At Tumwater, students are expected to produce work and tests based upon their own ideas and exhibit honesty in using sources. Both teachers and students have important roles to play in ensuring all work in school is done with integrity. These roles, the principles behind them, and the consequences for academic dishonesty are outlined in our Academic Integrity policy.

Policy Revision

The Assessment Policy will be reviewed by the Curricular Leadership Team and Curricular Departments every two years or upon updated district policy. Appropriate amendments will be made. The updated document will be distributed to staff and posted on the school website.

The following people reviewed the Assessment Policy:

Jill O’Neill, Principal

Kim Haskins, Assistant Principal

Kristin Hayward, MYP Coordinator, Language and Literature Teacher

Iris Overgoor, MYP Implementation Committee, PHE Teacher

Maria del Carmen Stepien, MYP Implementation Committee, Spanish Teacher

Christina Taylor, MYP Implementation Committee, Science Teacher

Leah Wegner, MYP Implementation Committee, Math Teacher

Mikaela Gladstone, MYP Implementation Committee, Drama Teacher

Resources:

Beaverton School District Board Policy IK (Academic Achievement–Grading and Reporting), 2018

Beaverton School District Board Policy IL and IL-AR (Assessment Program), 2018

Guidelines for Developing a School Assessment Policy, IBO, 2010

Programme standards and practices, 2019

“ISB Assessment Policy”, Beaverton School District, 2020

Language Policy

Philosophy

Language is essential to learning, as it is the medium of inquiry and communication, as well as the means by which students can experience a variety of perspectives on the world. Therefore, throughout the Tumwater Middle School curricular program we foster the development of literacy in the language of instruction, world (acquired) languages, and the mother tongue. At Tumwater Middle School and in the Beaverton School District, all teachers are teachers of language, with a responsibility to include literacy as an important component of their course of study.

We strive to create a learning environment that demonstrates respect for the cultural, ethnic, and linguistic diversity of our students while preparing students for success in their future academic and career development. To this end, our school and faculty aims to:

Prepare all students to be proficient in English
Support all students in developing proficiency in at least one language other than English
Foster an environment where all languages and cultures are valued
Utilize instructional materials that include multicultural perspectives
Provide access to materials in languages other than English
Incorporate translated works in our Language and Literature program

Profile

Students attending theTumwater Middle School speak 38 different mother tongue languages. While the largest number of students and families speak English, there are also students who speak Spanish, Hindi, Chinese, Korean, Arabic, Japanese, and Vietnamese, among others. Because of the array of languages, our students include:

Mother tongue English students with some exposure to the language offered at Tumwater Middle School through previous educational experiences, including various immersion models
Bilingual students proficient in both English and their mother tongue
Bilingual students not yet proficient in English
Bilingual students whose parents do not speak English
Bilingual students not proficient in the academic language of their mother tongue

Language and the Learner Profile

At Tumwater, we encourage our staff and students to embrace the Learner Profile attributes in all aspects of school.

Principled: At Tumwater, we act with fairness and respect for our students and consider their needs in our decisions.
Caring: We show empathy, compassion, and respect for the needs of our students. We try to remove any barriers that stand in the way of student success.
Reflective: We regularly reflect on how we can best support our students in an welcoming, inclusive, and intercultural environment.
Open-minded: We strive to learn about the cultures of others and their personal histories and understand that their perspectives help us understand our world better.

Language of Instruction

English is the language of instruction at Tumwater Middle School and it is also the host country's language. To support language development, our school provides a comprehensive and rigorous curriculum aligned with the Oregon Department of Education's Content Standards and Beaverton School District Learning Targets for Language Arts, Literacy, and World Language.

Language and Literature

All students at Tumwater will take a language and literature course. These courses follow the district learning targets for reading, writing, speaking, and research. Students will engage in choice reading of novels, as well as class reading of mentor texts such as short stories, poetry, and non-fiction texts. Writer’s workshop model is used to develop writing skills. Students will engage in argumentative, analytical, expository, and narrative writing. Students will also be taught research skills and how to evaluate resources.

Language Acquisition

Some Tumwater students enter our school with varying degrees of fluency in another language, acquired either as their mother tongue or through educational experiences. Mother tongue languages of all students are identified at the time of registration in our school district. All students whose primary language is not English are evaluated for English proficiency. Students in need of additional services receive the appropriate level of English instruction through the English Language Development courses (see below). Students take Spanish as their language acquisition course and will work through phase iii. Students who have begun to develop fluency in Spanish as a second language through educational experiences will be assessed by the Spanish Language Acquisition teachers and placed in a course appropriate for their proficiency level.

Access to the MYP for Language Learners

At Tumwater, English Language Learners (ELLs) at the beginner level receive English Language Development (ELD) instruction daily to meet State and District requirements. Students not at the beginning English Language Development level receive language support in their language and literature courses through a co-teaching model.

Mother Tongue Support

Tumwater recognizes the importance of developing and maintaining mother tongue languages. Our school has access to materials in a variety of world languages through our district multilingual department. Several of our staff members are bilingual and provide support for students. Our school also has a bilingual facilitator that offers support for families in which English is not proficiently spoken.

Language and Assessment

Teachers regularly use formative and summative assessments to evaluate student acquisition of language skills. Students are assessed using rubrics aligned with MYP and BSD subject-specific criteria and Oregon State scoring guides. Students and parents are informed of student progress frequently throughout the year.

Students participate annually in required State assessments. The Pre-ACT 8 is offered free annually to students in Grades 8. Students currently served by the English Language Development program are required to annually take the English Language Proficiency Assessment (ELPA).

Language and Inclusion

Students who are learning English as their second language will receive support in their language arts classrooms through a co-teaching model as well as through materials that allow them to demonstrate their knowledge in English as well as in their mother tongue. Students who are served in language development who also have an individualized learning need as outlined in their IEPs or 504s will receive the support outlined in their individualized educational plans.

Language and Academic Integrity

When learning a language, students are expected to be principled learners in furthering their language development, whether in their native language or in learning a new language. Students are expected to use tools in an academically honest manner that is in line with the school Academic Integrity Policy.

Professional Development

Our district offers a wide variety of professional development opportunities which are posted on the District website, along with resources that provide teachers with current research and best practices in literacy and language learning. Tuition reimbursement is available for teachers who wish to enroll in university coursework.

Language Policy Review Process:

As part of the five year program review for the Middle Years Programme, the Language Policy will be reviewed by the Curriculum Leadership Team and interested faculty regularly. Appropriate amendments will be made. The updated document will be distributed to staff and posted on the school website.

The following people reviewed the 2021 Language Policy:

Jill O’Neill, Principal

Kristin Hayward, MYP Coordinator, Language and Literature Teacher

David Gilde, English Language Development Teacher

Maria Del Carmen Stepien, Language Acquisition Teacher

Resources:

Guidelines for Developing a School Language Policy, IBO, 2008

Programme standards and practices 2019

Handley School IB PYP Language Policy 2009

Hills International College Language Policy Primary 2010

Vista Verde Middle School / North Canyon High School MYP Language Policy 2009-10

International School of Beaverton Language Policy 2020

May 2023

Inclusion Policy

Tumwater Middle School and the Beaverton School District, is committed to individual success. We recognize that our students come to our school with a variety of linguistic and academic experiences. These differences only help enrich the learning for all students at Tumwater; allowing each member of the community to learn from one another. At Tumwater, we work to build environments that help children better understand and appreciate the diversity of the world in which they live. We embrace the individual differences of our students and strive to help each student achieve success by listening, providing support and creating solutions that meet their diverse needs.

In the Beaverton School District, additional services are provided for the following students:

Students who meet federal and state eligibility requirements as having a disability in at least one of 11 handicapping condition categories
Students who need specially designed instruction
Students with a 504 plan
Students with a Talented and Gifted (TAG) designation

Inclusion and the Learner Profile

At Tumwater, we encourage our staff and students to embrace the Learner Profile attributes in all aspects of school.

Principled: At Tumwater, we act with fairness and respect for our students and consider their needs in our decisions.
Caring: We show empathy, compassion, and respect for the needs of our students. We try to remove any barriers that stand in the way of student success.
Balanced: We strive to meet the intellectual, physical, and emotional needs of our students.
Reflective: We regularly reflect on how we can best support our students in an welcoming, inclusive, and intercultural environment.

Roles and Responsibilities of the School

Appropriate differentiation strategies will be implemented for all learners, including students served in programs such as Special Education, 504, TAG, and ELD.
Special education case managers provide all teachers with the IEP, which are also available through the student management software, Synergy.
Counselors will provide all teachers with 504 accommodations, which are also available through the student management software, Synergy.
IEP and 504 case managers provide consultation with teachers regarding accommodations and/or the student’s disability area.
TAG, IEP, and 504 designations are identified in Synergy.

Roles and Responsibilities of the Teacher

Classroom teachers, in cooperation with the special education case manager will coordinate the needs of the students on 504s and IEPs.
Classroom teachers provide differentiation accommodations and/or modifications required for student success as outlined in the student’s IEP or 504 Plan or based on the students TAG designation.
Classroom teachers maintain discretion and confidentiality in providing these services.
One general education teacher needs to participate in any IEP related meeting or 504 meeting.

Roles and Responsibilities of the Families and Students

Families provide the school with any documentation relevant to the student’s IEP or 504 plan.
Families engage in open communication with the school with regards to any information that directly pertains to their student’s educational needs.
Students and families will be proactive and timely in all requests and communications.

Inclusion and Academic Integrity

Students and teachers should act with academic integrity at all times. Students are provided with support in developing the skills necessary to be principled in their academics. Accommodations and modifications to assignments and assessments take into consideration the needs of the students.

Inclusion and Language

Students receiving services for special educational needs may receive academic support services in the form of a class that may replace an elective class.

Inclusion and Assessment

Students with identified learning challenges are allowed accommodations and modifications on assessments as indicated by their 504 or IEP. This may take the form of additional time, reduced or modified tasks, use of assistive technology, breaks, etc.

Policy Revision

The Inclusion Policy will be reviewed by the Curriculum Leadership Team and Curricular Departments every two years. Appropriate amendments will be made. The updated document will be distributed to staff and posted on the school website.

The following people reviewed the Assessment Policy:

Jill O’Neill, Principal

Kim Haskins, Assistant Principal

Kristin Hayward, MYP Coordinator, Language and Literature Teacher

Iris Overgoor, MYP Implementation Committee, PHE Teacher

Brian Phelps, MYP Implementation Committee, Science Teacher

Maria del Carmen Stepien, MYP Implementation Committee, Spanish Teacher

Christina Taylor, MYP Implementation Committee, Science Teacher

Leah Wegner, MYP Implementation Committee, Math Teacher

Resources:

Beaverton School District Board Policy IK (Academic Achievement–Grading and Reporting), 2018

Beaverton School District Board Policy IL and IL-AR (Assessment Program), 2018

Guidelines for Developing a School Assessment Policy, IBO, 2010

“ISH Continuum Inclusion Policy and Procedures”, International School of Hellerup, November 2020

Programme standards and practices, IBO, 2019

"Special Education." Beaverton School District, Beaverton School District, www.beaverton.k12.or.us/departments/teaching-learning/special-education. Accessed 1 Jan. 2023.

“Vasa International School of Stockholm Academic Integrity Policy”, Vasa International School, November 2021

The IB Learner Profile

As IB Learners, we strive to be:
Inquirers	We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable	We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinker	We use critical and creative thinking skills to analyze and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicator	We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled	We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded	We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring	We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Risk-takers	We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced	We understand the importance of balancing different aspects of our lives-intellectual, physical, and emotional-to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective	We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Middle Years Programme Course

Language and Literature

The Aims and Objectives of MYP Language and Literature are intended to sharpen students’ language and literature skills on a progressive basis each year. The various language skills—listening, speaking, reading, writing, viewing, and presenting—are all addressed by these objectives. In addition, students learn to apply the skills of Approaches to Learning, preparing them to demonstrate the qualities expressed in the IB Learner Profile.

The aims of MYP Language and Literature each year are to encourage and enable students to:

use language as a vehicle for thought, creativity, reflection, learning, self-expression, and social interaction
develop the skills involved in listening, speaking, reading, writing, viewing, and presenting in a variety of contexts
develop critical, creative, and personal approaches to studying and analyzing literary and non-literary works
engage in literature from a variety of cultures and representing different historical periods
explore and analyze aspects of personal, host, and other cultures through literary and non-literary works
engage with information and communication technology in order to explore language
develop a lifelong interest in reading widely
apply Language and Literature skills and knowledge in a variety of real-life contexts.

The aims listed above have been adapted from the IBO guide for language and literature.

Language Acquisition

The Aims and Objectives of MYP Language Acquisition are intended to help students develop the skills to communicate in a second, or third language. Students are given these skills to their fullest potential with the hope that they will continue their language studies once they have left Tumwater Middle School. Students will learn to read, write, and speak in the target language. Tumwater offers Spanish as a second language option.

The aims of the teaching and learning of MYP language acquisition are to:

gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage
develop a respect for, and understanding of, diverse linguistic and cultural heritages and develop some understanding of the cultural characteristics of where the language is spoken
develop the student’s communication skills necessary for further language learning, and for study,work and leisure in a range of authentic contexts and for a variety of audiences and purposes
enable the student to develop multiliteracy skills through the use of a range of learning tools and to develop an appreciation of a variety of literary and non-literary texts
enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and learning in other subjects, and as a tool for enhancing literacy
enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components
encourage an awareness and understanding of the perspectives of people from their own and other cultures, leading to involvement and action in their own and other communities
foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.

The aims listed above have been adapted from the IBO guide for language acquisition.

Individuals and Societies

The aim of Individuals and Societies is to encourage students to gain and develop knowledge, conceptual understanding, research skills, analytical and interpretive skills, and communication skills, contributing to the development of the student as a whole. Individuals and Societies aims to encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. This is achieved through the study of individuals, societies, and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological, and cultural.

The aims of MYP individuals and societies are to encourage and enable students to:

appreciate human and environmental commonalities and diversity
understand the interactions and interdependence of individuals, societies and the environment
understand how both environmental and human systems operate and evolve
identify and develop concern for the well-being of human communities and the natural environment
act as responsible citizens of local and global communities
develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies and the environments in which they live.

The aims listed above can be found in the IBO guide for individuals and societies.

Sciences

Middle Year Program Science aspires to develop scientifically informed, caring and responsible individuals who can think critically and make informed choices about themselves, the environment and society.

The aims of MYP sciences are to encourage and enable students to:

understand and appreciate science and its implications
consider science as a human endeavor with benefits and limitations
cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations and judge arguments
develop skills to design and perform investigations, evaluate evidence and reach conclusions
build an awareness of the need to effectively collaborate and communicate
apply language skills and knowledge in a variety of real-life contexts
develop sensitivity towards the living and non-living environments
reflect on learning experiences and make informed choices.

The aims listed above can be found in the IBO guide for sciences.

Mathematics

All math courses incorporate the MYP aims and objectives. The courses help students develop mathematical knowledge and understanding, as well as reasoning and generalization, communication and justification, and applying mathematics in a real-world context. The emphasis in all courses will be on student inquiry of mathematical ideas: investigating, questioning, discussing, justifying, proving, and reflecting.

The aims of MYP mathematics are to encourage and enable students to:

enjoy mathematics, develop curiosity and begin to appreciate its elegance and power
develop an understanding of the principles and nature of mathematics
communicate clearly and confidently in a variety of contexts
develop logical, critical and creative thinking
develop confidence, perseverance, and independence in mathematical thinking and problem-solving
develop powers of generalization and abstraction
apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future developments
appreciate how developments in technology and mathematics have influenced each other as well as the social and ethical implications arising from the work of mathematicians and the applications of mathematics
appreciate the contribution of mathematics to other areas of knowledge
develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics
develop the ability to reflect critically upon their own work and the work of others.

The aims listed above can be found in the IBO guide for mathematics.

Arts

MYP arts helps to prepare students for overall success through the use of concepts and contexts, through developing creativity, subject-specific skills and ATL skills. The knowledge, skills and attitudes that students develop in arts courses provide a meaningful foundation for further study and help to prepare students for careers in any people-oriented field of employment.

The aims of MYP arts are to encourage and enable students to:

enjoy lifelong engagement with the arts
explore the arts across time, cultures and contexts
understand the relationship between art and its contexts
develop the skills necessary to create and to perform art
express ideas creatively
reflect on their own development as young artists.

The aims listed above can be found in the IBO guide for arts.

Physical and Health Education

Students will discuss the value of physical activity for a higher quality of life and life-long fitness. Health classes are integrated into the Physical Education curriculum. A variety of teaching techniques and assessments will be used to teach the health topics of alcohol & drug prevention, control of disease, healthy eating, mental, social, emotional, environmental and sexual health, unintentional injury, and violence prevention.

The aims of MYP physical and health education are to encourage and enable students to:

• use inquiry to explore physical and health education concepts

• participate effectively in a variety of contexts

• understand the value of physical activity

• achieve and maintain a healthy lifestyle

• collaborate and communicate effectively

• build positive relationships and demonstrate social responsibility

• reflect on their learning experiences.

The aims listed above can be found in the IBO guide for physical and health education.

Design

The design cycle model represents the MYP design methodology of how designers develop products. The process is divided into four stages: inquiring and analysing; developing ideas; creating the solution; evaluating. This incremental process allows the designer to go from identifying a design opportunity to the testing and evaluation of a solution. This process leads to the creation of solutions that solve a problem. *

As part of the design cycle, students will focus on developing proficiency in the Beaverton School District technology targets. In addition, students will develop skills around the respect of digital property.

The aims of MYP design are to encourage and enable students to:

enjoy the design process, develop an appreciation of its elegance and power
develop knowledge, understanding and skills from different disciplines to design and create solutions to problems using the design cycle
use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems
develop an appreciation of the impact of design innovations for life, global society and environments
appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts
develop respect for others’ viewpoints and appreciate alternative solutions to problems
act with integrity and honesty, and take responsibility for their own actions developing effective working practices.

The aims listed above can be found in the IBO guide for design.

Service as Action (Grades 6-8)

Community Project (Grade 8)

What is the MYP Community Project?

The community project focuses on community and service and gives students an opportunity to develop awareness of needs in various communities and address those needs through service learning. As a consolidation of learning, the community project engages in a sustained, in-depth inquiry leading to service as action in the community. The community project is completed in groups of a maximum of three students.

The Community Project is a major activity for students to complete in year three (8th grade) of the MYP at Tumwater. The community project should take approximately 15 hours with approximately 5 of those hours being completed in the advisory class. Students will have various required checkpoints through their advisory class to help keep them on track.

The aims of the community project are for students:

to participate in a sustained, self-directed inquiry within a global context
to generate creative new insights and develop deeper understandings through in-depth investigation
to demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time
to communicate effectively in a variety of situations
to demonstrate responsible action through, or as a result of, learning
to appreciate the process of learning and take pride in their accomplishments.