Eight Subject Areas
IB divides the MYP program into the following eight subjects:
- Arts (both visual and performing)
- Humanities (Social Studies)
- Language A (Language Arts)
- Language B (World/Foreign Languages)
- Mathematics
- Physical Education
- Science
- Technology
Students will receive a minimum of 50 hours per year in all eight subjects.
IB is actually not a curriculum, even though it is often called that. IB is a method of delivery. Unlike the high school Diploma Program, the content and curriculum is dictated by the local school district. In every case, the curricular framework allows state and district requirements to be met while maintaining the mission and philosophy of IB. Thus, just like LPS, the aims and objectives demonstrate a varied approach to teaching and learning. Allowing individual curriuclums to work through the program is how IB can be applied to middle years students world wide.
The aims and objectives of every subject area include:
Knowledge: the facts that the student should be able to recall to ensure competence in the subject
Understanding: how the student will be able to interpret, apply or predict aspects of the subject
Skills: shown through tasks that allow the student to apply what has been learned to new situations
Attitudes: the ways in which the student is changed by the learning experience
Fundamental Concepts
At the core of the IB MYP program are three fundamental concepts:
Communication
Intercultural Awareness
Holistic Learning.
These three basic principles reflect the core of the IB philosophy. They form the basis of the curriculum framework and are shared by all IB schools throughout the world.
Communication is fundamental to learning and IB encourages a variety of methods for students to share their learning. These approaches can include writing, speaking, visual or musical expression and more. The MYP places particular emphasis on language acquisition, and Newton’s requirement that students have world language opportunities is a result of this focus.
Intercultural Awareness is concerned with the development of student awareness, attitudes, and knowledge about their own culture as well as the social and national cultures in other parts of the world. It encourages students to consider multiple perspectives with the result being students who are tolerant, respectful, and understanding of cultural differences.
Holistic Learning emphasizes the link between disciplines. Interdisciplinary learning looks for connections between subject areas. As Newton grows in its implementation of IB, this emphasis will allow students to see common themes and issues throughout their learning experience. They should become more aware of the relevance of their learning as it applies to real-world issues and gain an understanding that knowledge and learning are not done in isolation, but rather are connected to their roles in society.
Inquiry and Unit/Guiding Questions
As you look at the picture above, you might ask: What is Donald doing? Is he trying to get on the train or did he fall off? What are Chip and Dale doing? Why don’t they help Donald?
If you asked yourself any questions about this picture, then you are practicing inquiry. The IB philosophy promotes inquiry as a highly effective strategy for engaging students and teachers in learning.
Actually, there are three kinds of inquiry.
- In asking questions about the picture above, you were practicing open inquiry. In this case you were provided a prompt (the picture) and were free to ask questions from all different points of view. Brainstorming is a good example of open inquiry.
- If you were asked, "How many different hues on the color wheel can you find in thispicture?" then you’re practicing closed inquiry. In this case there is an engaging question, but there is also a specific answer or process that is expected in the response. In the science classroom, science labs are an excellent example of closed inquiry. The teacher lays the foundation, guides the student in questioning, and has a specific plan or way that the student will seek to answer the question.
- If you were asked to describe the relationships among Chip, Dale, and Donald, then the groundwork has been laid for guided inquiry. In this case, there is no right or wrong answer, but there are clearly some answers that are not correct and there may be some ideas that are better than others. The teacher, as facilitator, guides the discussion, highlighting relevant points and emphasizing skills and attitudes that the students should demonstrate. Socratic Seminar is a superb example of guided inquiry.
Questions are a fundamental part of an IB program. IB units utilize a question that “frames” the unit and the thinking for instruction and learning. Guiding or unit questions are the reason we teach the topic. They can be as specific as "How do I use fractions in every day life?" or as broad as "How do I make a good decision?"
Questioning engages both teacher and learner and spirals through all aspects of the unit. You should be able to ask your student about the guiding or unit questions in each of his/her classes. A sample of guiding questions can be found using the "MYP in Action" tab. Maybe some of these questions will become good discussion topics at your dinner table!
The Learner Profile
The IB Learner Profile is at the heart of the Middle Years Programme. It is IB's mission statemement in action. IB learners stive to be...
InquirersThey develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
KnowledgeableThey explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
CommunicatorsThey understand and express ideas and information confidently and creativelyin more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
PrincipledThey act with integrity and honesty, with a strong sense of fairness, justice and
respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-mindedThey understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
Caring They show empathy, compassion and respect towards the needs and feelings of
others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
Risk-takersThey approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
BalancedThey understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
ReflectiveThey give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
Taken from http://www.ibo.org/programmes/documents/learner_profile_en.pdf
Areas of Interaction (AoI)
There are five Areas of Interaction (AoI) that give the MYP program its distinctive core. The AoI help teachers and students to focus their learning so that the subject content becomes “real” to the student. Through emphasis on at least one of these areas, teachers are able to provide the framework for students to understand the fundamental concepts. They help to integrate, but do not change the LPS curriculum. The AoI is not the content of the class, but is a lens that helps teachers and students approach the LPS curriculum in a meaningful way. The five AoIs are:
Approaches to Learning
Community & Service
Human Ingenuity
Environments
Health & Social Education
Approaches to Learning 
Creating an IB unit is a craft. Teachers start with their aims and objectives. They look at the curriculum, evaluate what needs to be taught, and seek out essential knowledge and concepts. This process often results in engaging guiding questions that really reflect the value of the content that is covered in the classroom. As the teacher considers which instructional strategies will be employed in the classroom, the next phase of the IB unit enters in – the Area of Interaction (AoI). Since teachers love to teach, often the most natural fit is Approaches to Learning (ATL).
ATL really focuses on the learning process.
How do I learn best?
How do I know?
How do I communicate my understanding?
The teacher and student have the opportunity to truly engage in understanding and reflecting on the learning process. ATL goes beyond study skills. It also includes:
Organizational skills
Study practices
Attitudes towards work
Collaborative skills
Communication
Information literacy
Reflection
Problem solving and thinking skills
Subject-specific and interdisciplinary conceptual understanding
In a given unit, a teacher may choose one or two of these specific topics to focus on. He/she will take the time to connect specific classroom instruction in a way that the learner gains understanding and can apply these strategies to improve academic success. Because of the deliberate focus on the teaching/learning process, teachers often take time to engage in varied methods on instructional delivery, thus honing their craft and capitalizing on the best practices in education. The lens for instruction with this AOI is really the process of learning.
For more information about Approaches to Learning, please contact Dan Cohen, ATL chair: DCohen@lps.k12.co.us
Community and Service
By developing a climate of inquiry, where questions drive the learning, students will engage in a higher, more complex level of thinking. As a result, the IB student of the 21st century will care about the world around him/her and will act in recognition of the needs of others and/or the environment. This action, as a result of concern that develops from the school experience, epitomizes the goal of the community and service AoI. When the classroom teacher chooses this “lens”, he/she uses the content of the curriculum to help students gain a deeper understanding of these questions:
How do we live in relation to each other?
How can I contribute to the community?
How can I help others?
Starting in the fall of 2008, Newton will begin to implement a tiered, school-wide community service plan. All Newton students will be expected to give of their time and resources in order to help others in the community.
6th grade - awareness: Students will do visual reflections on the nature and importance of community involvement.
- 7th grade - action: Students will complete one community service experience per semester.
- 8th grade - leadership: Student will complete two community service experiences per semester and do a "plan of action" for a service project they would like to see completed. Hopefully students will be invested in the project enough to follow through with it!
Students will document their volunteer efforts and also reflect on the value and impact of the activity. This information will be kept in a log that will remain with the student throughout their years at Newton. We will continue to provide some service learning opportunities here at Newton and also seek to recognize actions and organizations outside of the school community as well.
For more information about Community and Service, please see the Community Service section under the "For Students" tab or contact Juli Snaer, CS chair: JSnaer@lps.k12.co.us
Health & Social Education (HSE) 
The wellness triangle has long been a part of the Littleton Public Schools health curriculum. This model for healthy living states that there must be a balance between physical, social-emotional and mental health.
IB uses three questions to stimulate thinking about health and social issues.
How do I think and act?
- How am I changing?
- How can I look after myself and others?
It is not surprising that the IB AoI of Health and Social Education emphasizes these same attributes leading to a complete and healthy lifestyle. The goal is for students to become better informed about health issues and to develop a sense of responsibility for their own well-being and for their physical and social environment. As a result of their examination of this AoI in all subject areas, students will be able to make choices using critical thinking based on a foundation of knowledge, skills, attitudes, and values.
Topics typically addressed through HSE can be grouped into four categories:
Looking after Ourselves
Understanding Ourselves
Ourselves and Others
Ourselves in a Wider Society
For more information about Health and Social Education, please contact Lisa Jenkins, HSE chair: LJenkins@lps.k12.co.us
Environments 
How do we live?
What resources do we need?
What are my responsibilities?
These critical questions frame the thinking of the Environment Area of Interaction (AoI). IB believes that all subject areas must understand and reflect strong principles about the role of mankind as a caretaker of the earth. In reality, this AoI asks students and teachers to understand the impact of human activity on the living and non-living world around us. When approaching a unit through this lens, students come to understand that we have responsibilities to take care of our world for both ourselves and future generations.
There are four levels of understanding: awareness, responsibility, action, reflection.
Students become aware of their impact on the environment. They come to understand which environments they are a part of and how the environment affects them. As students become responsible for the environment, they recognize their roles as producers and consumers and they critically examine environmental issues and their causes. Hopefully, this results in active promotion for healthy environments. In the end, the goal is that students will be able to reflect on environmental issues from a personal perspective. Thus, in thinking about the environment, the fundamental IB path for learning is critical: Question, Learn, Think, Care, Act.
For more information about Environments, please contact Diane Gaston, E chair: DGaston@lps.k12.co.us
Human Ingenuity
The locomotive is an excellent example of mankind’s creative process. Man has always sought to make life easier by reducing the amount of effort needed to accomplish a task. This resourcefulness led to the invention or discovery of the wheel, electricity, computers, democracy, art, games and the steam engine.
What conditions led to the creation of these devices and more? Why does man create? The steam engine led to the locomotive which led to the rail road which eased transportation which contributed to the expansion of the American west which crossed Native American lands which enabled the decimation of the buffalo herds..... And so we ask, What are the consequences of ourcreativity? These questions frame the Area of Interaction: Human Ingenuity.
Human Ingenuity is more than just making an art project or a power point. This AoI encourages students and teachers to explore the creative process, looking into the causes, methodology, and consequences of man’s ingenuity. It allows students to discover their own resourcefulness and reflect on the ingenuity of their own culture and other cultures. It is one of the attributes that make human beings unique and is a central aspect of every subject that we teach.
HI will guide teachers and students into these areas of study, thought, and discussion:
· Identify reason we create, develop, or change products
· Examine contributions, developments and changes through time
· Predict potential future developments and changes
· Be involved as innovators, creators, and developers
· Celebrate human endeavor and achievement
· Evaluate the impacts of creation on individuals, society, and the world
· Explore
o Systems (laws, methods of government, transport, education & healthcare)
o Communication (statistics, language, mathematical formulae, codes, music, art)
o Technology(building, machinery, tools)
o Thoughts(principles, concepts, ideas, opinion, attitudes)
o Art (painting, sculpture, theatre, music, needlework)
o Culture (fashion, rituals, food, music, art)