Welcome to the Hernandez IB Middle Years Programme
All of our 6th-8th grade students are part of the International Baccalaureate (IB) Middle Years Programme (MYP), a 3 year international program for students aged 11-15. We are very proud of our IB MYP, and we encourage our students to go on to IB high schools to complete the DP in 11th-12th grade, especially at our IB feeder school, Stony Point High School. Studies have shown that students who are enrolled in IB have a better chance of going to and staying in college.
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 lifelong learners who understand that other people, with their differences, can also be right. Click here for IB Mission Statement.
IB Policies and Curriculum
Hernandez Middle School IB Policies:
For further information about the IB and its programmes, visit the following links:
The MYP curriculum framework comprises eight subject groups, providing a broad and balanced education for early adolescents. For more information click here.
All of our students will participate in community, service and action over the course of their 6th, 7th, and 8th grade years.
What is the Community Project?
It is a year long student-lead project during the 8th grade year. Students are given opportunities to develop service as an action to address a need in the community or beyond. This service may be direct, indirect, advocacy, or research based.
In the community project, students develop a proposal for action to serve the need in the community. This proposal for action can take many forms.
Students may create a written proposal, flow charts, thought mapping, diagrams, or any variety of forms to record their proposal for action. These should be recorded in their process journals and addressed in their oral presentations.
The MYP community project (for students in year 3) aims to encourage and enable sustained inquiry within a global context that generates new insights and deeper understanding.
In these culminating experiences, students develop confidence as principled, lifelong learners. They grow in their ability to consider their own learning, communicate effectively and take pride in their accomplishments.
As students evolve through the service learning process, they may engage in one or more types of action through the Community Project:
- Direct service: Interaction that involves people, the environment or animals. Examples include one-on-one tutoring, developing a garden alongside refugees, or teaching dogs behaviors to prepare them for adoption.
- Indirect service: Although students do not see the recipients during indirect service, they have verified that their actions will benefit the community or environment. Examples include redesigning an organization’s website, writing original picture books to teach a language, or raising fish to restore a stream.
- Advocacy: Students speak on behalf of a cause or concern to promote action on an issue of public interest. Examples include initiating an awareness campaign on hunger in the community, performing a play on replacing bullying with respect, or creating a video on sustainable water solutions.
- Research: Students collect information through varied sources, analyze data and report on a topic of importance to influence policy or practice. Examples include conducting environmental surveys to influence your school, contributing to a study of animal migration patterns, or compiling the most effective means to reduce litter in public spaces.
- Community Project Plan
- Global Contexts
Projects will be assessed using the following criteria:
|Criterion A||Investigating||Maximum 8|
|Criterion B||Planning||Maximum 8|
|Criterion C||Taking Action||Maximum 8|
|Criterion D||Reflecting||Maximum 8|
In the MYP, objectives correspond to assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands that generally represent limited (1–2); adequate (3–4); substantial (5–6); and excellent (7–8) performance. Each band has its own unique descriptor that teachers use to make “best-fit” judgments about students’ progress and achievement.
The Community Project Exhibition will take place during second semester 2018 during the school day. The eighth graders will present their community project in an oral presentation along with their exhibition following the completion of their projects!
Students will display their project visually using multimedia or on a tri-board. This is a great opportunity to help students prepare for high school that is a semester away.
Any questions, please contact the IB Coordinator at email@example.com.
Process Journal Guidance
Students are required to keep a process journal for their community project. The process journal should have all rough ideas, rough drawings, etc. (even if those ideas change over the duration of the project). It is a practical workbook. Record progress in the journal, and use notes/drawings to reflect ideas, achievements, obstacles, etc.
Here are some possible headings to help provide a structure to the journal:
Work completed this week – this section should detail all aspects of work completed on the community project in the week. Students need to make sure times working on the project are recorded. A total of 15 hours will need to be documented by the end of the project.
Resources consulted – record bibliographical details in this section. Also record details of any conversations that took place with sources relating to the project.
Challenges / difficulties faced – Students should detail obstacles and indicate how they intend to deal with them.
Evaluation of progress – Refer to initial goals and reflect whether or not those initial goals are being met. Refer to the rubric in the student packet. Identify any areas that need improvement at this stage.
A typical journal entry might look like this:
September 23, 2013 (9:00-9:45 am) I discussed my essay plans again with my supervisor, as I am thinking I would like to adapt them to include more examples. Problem is, if I do that, it will become too long. After discussions and thinking it over, I have decided to cut one of my subtopics in order to leave space for more examples. Over the next week, I need to decide which sub topic to cut, and start researching for more examples. I will start with the library, and then search the internet. Next holidays, I plan to visit the museum and public library to get ideas and check for more resources.
Write the journal entries in a Process Journal book.
Video to help you understand what your process journal should look like.
Learner Profile Award Ceremony
Every six weeks Hernandez Middle School hosts a Learner Profile award ceremony to honor students in their demonstration of one of the ten learner profile traits. The learner profile traits are caring, inquirer, knowledgeable, open-minded, principled, balanced, thinker, reflective, risk-taker and communicator.
The student of the month is selected for demonstrating a Learner Profile attribute at Hernandez Middle School from a nominating teacher. Teachers include a brief description of the student’s actions that support this nomination. A formal invitation is mailed to the parents along with a phone call to formally invite them to participate in the award ceremony. Award certificate, letter and learner profile dog tags are then presented to the student during the Learner Profile Student of the Six Weeks Ceremony.
Approaches to Learning
Approaches to Learning (ATL) skills help students prepare for, and demonstrate learning through, meaningful assessment. They provide a common language that students and teachers can use to reflect on and articulate on the process of learning. ATL skills are most powerful when teachers plan and students engage with them in connection with significant and relevant content knowledge to develop transferable understanding.