Comparing the Primary and Middle Years Programme. Two potential Strengths and Weaknesses

Abstract

The following essay will discuss the strength and weaknesses of comparing the PYP and MYP programmes and how they impact them motivationally in a positive or negative way in the classroom within an international school setting. Having inquiry-based learning, especially the Primary (PYP) and Middle Years (MYP) programmes can be beneficial for educators, students and parents. Having a better understanding of what instructional approaches will benefit educators and students more is imperative in order to allow progression in achieving the targets and goals set to be achieved.

Getting students to think critically promote collaboration and cooperative learning, where students are able to work within a group setting, promoting high-level order thinking, whilst being able to share ideas, opinions and perspectives with their peers.

Keywords:International Baccalaureate Programme, MiddleYears Programme Primary Years Programme.

Introduction

This research essay paper will discuss two potential strengths and weaknesses of both the PYP and MYP Programme in terms of academic achievements with students in a diverse background setting. Most students will require intrinsic motivation to achieve the goals they set out for themselves, this is not normally the case within an international school setting as many factors will contribute to the outcomes of this and to

Strengths of the PYP Programme

Having taught music across all three schools, thinking of the educational system that the International Baccalaureate Organisation required, which is built on the premises and ideology of an inquiry-based learner, who is responsible and accountable for their actions, thinking ahead, the PYP programme allows students to read through a lens and make connections within a global context where they become "risk takers" as outlined by IBO (n.d., para. 1). Students work collaboratively together with the one common goal of achieving the results set out for them in achieving attainable targets set. Students excel academically because they have been exposed to "International Mindedness", one of the ideologies of the IB curriculum (IBO, n.d.; Medwell et al., 2017).

Strengths of the MYP Programme

The middle-year programme allows students to work collaboratively together, by effectively communicating their thoughts communication Johnson et al. (cited in Medwell et al., 2017) and is a continuation of the PYP programme in terms of inquiry-based learning where students are essentially encouraged to be part of the 21st-century skills to become competent as natural inquirers. They also have an exhibition which forms part of their project, which may be something they have written through using their communication skills, they have created through means of composition in music, or something they have written or published in terms of research concluded and completed.

Two weaknesses of the PYP Programme

In terms of collaboration of the weaknesses of the PYP Programme in terms of assessments, it allows every child to achieve their goals as every child is assessed differently. They use the bloom taxonomy for example in my school they have to implement IPC assessment strands into the IMYC programme which involves levels of assessment:

-Beginning:Where a student is on the beginning spectrum in terms of assessment practices
-Developing:Where a student is on the developing spectrum in terms of assessment practices
-Mastering:Where a student is on the mastering spectrum in terms of assessment practice
-Proficient:Where a student is on the proficient spectrum in terms of assessment practice

These indicators can be used in report templates when setting up assessment criteria and liaising with parents to be involved with regard to what grading systems are used, and how these are implemented. Students are encouraged to work collaboratively together by being “risk takers'', “knowledgeable”, and “principled according to the IBO (n.d.) learner profiles. Exploring these instructional approaches, students as outlined by IBO (2018), students can gain beneficial educationally even though collaboration, cooperative and project-based learning should enhance learning opportunities for students globally.

Two weaknesses of the MYP Programme

Not every child can conclude their projects and include their sources of information, which is very important in terms of academic honesty. When students are busy working on their research they have to reference correctly using the appropriate academic terms in acknowledging the various sources of information used. Medwell et al. (2017) confirm that: “Preparation for the MYP is not an explicitly stated purpose of the exhibition, and none of the seven case-study schools did teachers actively employ learning outcomes or feedback from the exhibition to inform and support students' transition to the MYP” (p. 78). Students might find it extremely challenging to acknowledge their sources of information, and use the correct referencing techniques to paraphrase content they have read, and articles explored. Allowing students to develop these skills further and having a better understanding of constructing sentences can really help them overcome these issues of encouraging academic honesty.

Critical thinking and the way it is promoted between PYP and MYP

One added benefit of the inquiry-based learning programme is the potential students achieve through exploring things that are completely new to them in terms of inquiry-based learning. Students have the opportunities to expand their understanding and knowledge of critical thinking which is completely promoted in both the PYP and MYP programmes within the ideology of the IB curriculum as outlined by IBO (2018). An emphasis is placed on critical thinking as forms part essentially of the various Approaches to Teaching and Learning (ATL) skills, which iterate the following:

-Self-management skills: where students have to be able to meet deadlines and work cooperatively with their peers
-Research Skills: where students are allowed to research things which is essential to them and expand their knowledge and understanding of a particular topic or subject matter or discipline
-Thinking Skills: where students are allowed to think out of the box and research material based on assumptions and conclusions they have made, which reiterate the whole ideology of the IB curriculum, and
-Communicational Skills: where students are allowed to communicate through reading, writing, expressing how they feel about a particular topic and given opportunities to express their understanding through means of utilizing their communication skills (IBO, 2018).

Conclusion

Using the PYP and MYP programmes within International Schools has many benefits, as it promotes "International Mindedness" as outlined by IBO (n.d.). It is essential to consider what curriculum is offered, whether British or American and what educational programmes are in place to stimulate, motivate and encourage students to be highly engaged in the lessons. An article presented by Whade et al. (2016) confirmed that:

Critical thinking has been a key and overarching feature of the MYP since the program began, but the recent restructuring of the MYP brought a new emphasis to thinking and learning skills with the introduction of the Approaches to Learning (ATL) skills framework (IB, 2014a). The ATL framework includes five broad skills organizers—Thinking Skills, Social Skills, Communication Skills, Self-management Skills, and Research Skills. Central to the ATL framework is "learning how to learn" and helping students develop an awareness of how they learn best, and of thought processes and learning strategies (p. 1).

Students are given several opportunities to expand their knowledge and understanding of a particular topic by using both PYP and MYP within the curriculum for IB as outlined by IBO (2018).

Getting students to think critically promote collaboration and cooperative learning, where students are able to work within a group setting, promoting high-level order thinking, whilst being able to share ideas, opinions and perspectives with their peers.

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