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International Baccalaureate (IB)

Two mask with words representing the International Baccalaureate Program

Middle Years Programme

MYP Student Project on display

This programme of international education designed to help students develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a changing world.

The International Baccalaureate® Middle Years Programme (IB MYP) is designed for students aged 11 to 16.

This period, encompassing early puberty and mid-adolescence, is a particularly critical phase of personal and intellectual development and requires a programme that helps students participate actively and responsibly in a changing and increasingly interrelated world. Learning how to learn and how to evaluate information critically is as important as learning facts.

Curriculum documents are published in English, French, Spanish and Chinese but schools may offer the programme in other languages.

IB Diploma Programme

International Baccalaureate

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International Baccalaureate Logo

Potential Students

Presentation and Brochure

10 Reasons Why

                        Why IB?
 

For me, IB emphasized the idea that there is so much intersectionality in life on any scale and from any perspective. The world is connected in so many ways; it would truly be a waste for us as humans to not be as in tuned with it as it is with itself. -Taylor Love, 2018 IB Diploma Candidate

IB Diploma Candidate, Taylor Love smiles at the completion of graduation ceremony

The 6 Subjects

Students wishing to take the full diploma must ensure that they take one subject from each group and that they have three subjects at HL and three at SL (unless they are taking 4 HLs and 2 SLs).  For their sixth subject, in addition to the courses offered in Group 6, they may also do a third language or a second course from Groups 3 or 4 or computer science from Group 5.
 
 GROUP 1: Language A1
        English Literature HL

 GROUP 2: Second Language
       French SL/HL
       German SL
       Japanese SL
       Mandarin SL
       Russian SL
       Spanish SL/HL
 
  GROUP 3: Individuals and Society
        Economics SL
        History SL/HL (HL: Asia or Europe) 
        Psychology SL/HL
        World Religions SL

 GROUP 4: Experimental Sciences
        Biology HL (two years)
        Chemistry SL/HL (two years)
        Physics SL/HL (two years)
        Sports Exercise and Health Science SL

GROUP 5: Mathematics
        Mathematics HL (recommended only with two years of Calc II)
        Mathematics SL
        Math Studies SL
        
GROUP 6: The Arts
        Visual Arts SL/HL (two years)
        Film SL/HL (two years)
        Music SL/HL

How to Begin

A decision to complete the IB diploma is a huge commitment and will be a great accomplishment. Students and families need to appreciate that this can limit opportunities to participate in other elective offerings such as Tulsa Tech and Concurrent Enrollment.  

  • All IB courses must be taken at BTW.  Off campus studies cannot be given IB credit.
  • Exam dates and times are fixed by the IBO and cannot be altered.  Students should note that end of the year competitions, sports events, trips and family obligations often conflict with the exam schedule.  IBO does not permit any changes to the exam schedule.
  • ALL testable work must be completed during the junior and senior years. Students may not test prior to the Junior year and may only take two SL exams in the Junior year. All HL subjects require two years of coursework.  No HL exam may be taken at the end of the Junior year.   

Full Diploma Planning Checklist

Use this checklist after you have completed the 4-year planning sheet (located under IB Forms).

  • Do you have 3 (and no more than 4) HL classes?
  • Do you have 3 (or 2) SL classes?
  • Have you met graduation requirements for US History, PE, and Fine Arts?  
  • Have you scheduled TOK in Junior and Senior years?
  • Check HL/SL sequences. Some SL subjects require two years of work (i.e. Visual Arts and Theater) and some SL subjects require only one year of work (i.e. Psychology and Music).  HL means a class sequence is taken both junior and senior years. 

4-Year Sequence

9th

English - English I Pre-AP
Language - 
     Language I
     Language II

Social Science - OK History/Government
Experimental Sciences - Biology I Pre-AP
Mathematics -
     
Algebra I
     Geometry
     Algebra II
Other -      
     Physical Education
     Financial Literacy
     MYP Community Service

10th

English - English II Pre-AP
Language - 
     Language II
     Language IBSL I
Social Science - AP US History*
Experimental Sciences - 
     Chemistry I Pre-AP*
Mathematics -
     
Geometry
     Algebra II
     Pre Calculus
Fine Arts or Elective - Art Credit  
Other -      
     MYP Community Service
    Personal Project

11th

English - Engilsh IBHL-I
Language - 
     Language IBSL-I
     Language IBSL-II
Social Science - 
     
Economics SL
     World SL
     Psychology SL
     World Religions SL
Experimental Sciences - 
     Biology IBHL-I
     Chemistry SL
     Physics I AP
Mathematics -
     
Math Studies SL
     Calculus SL
Fine Arts or Elective - 
     Studio Art SL
     Music SL
     Film SL  
Other -      
    TOK
    CAS

12th

English - Engilsh IBHL-II
Language - 
     Language IBSL-II
     Language HL-
Social Science - 
     
Europe HL
     Asia HL
     Psychology HL
     Any SL
Experimental Sciences - 
     Biology IBHL-II
     Chemistry HL
     Physics HL
Mathematics -
     
Math Studies SL
     Calculus SL
     Calculus BC AP
Fine Arts or Elective - 
     Portrait Art HL
     Music HL
     Film HL  
Other -      
    TOK
    CAS
     EE

IB Learner Profile

IB learners strive to be: 

Inquirers: They develop their natural curiosity.  They acquire the skills  necessary to conduct inquiry and  research and show independence in learning.  

Knowledgeable: They 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. 

Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.  They work effectively and willingly in collaboration with others. 

Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities.   

Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, and values and traditions of other individuals and communities.   

Caring: They show empathy, compassion and respect towards the needs and feelings of others.  They have a personal commitment to service. 

Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. 

Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. 

Reflective: They give thoughtful consideration to their own learning and experience.  They are able to assess and understand their strengths and limitations. 

IB Quotes

Hear from educators and other parents and students who have experienced the IB Programme.

BTW 2018 IB Diploma Candidate, Sam Long
Samantha Delong, 2018 IB Diploma Candidate

"The IB program helped me become prepared for college through challenging classes that motivated me academically.  Because of the program, I now feel ready for rigorous college courses." 

Colleges and the IB Diploma

How are diploma points awarded?

Students will earn their IB diploma when they accrue 24-45 points.  This includes a total of 12 points in HL subjects.  If a student scores a 2 in an HL, the student must then total 28 points in order to receive the diploma.  IB exams (papers) are marked on a scale of 1-7.  Students take 6 exams.  In addition, students may earn up to 3 points for combined work on the Extended Essay and in TOK. 

Some universities offer differing levels of recognition depending upon the number of diploma points earned.  For instance, the University of Tulsa will award 30 hours of credit to students that earn the IB Diploma with a score of 28 or higher.  The University of Texas will award a minimum of 24 hours credit to any student that earns a “4” or better on all exams attempted.  At the University of Oklahoma, credit may be awarded to students who earn a “4” or higher on an HL exams; such credit is awarded on a course-by-course basis as recommended by the University of Oklahoma faculty.  The University of California system grants 20 semester credits to an IB Diploma score of 30 or above. 

How do colleges award credit?

Many colleges award credit for HL exams with a score of 5 or higher.  Some colleges are beginning to award credit, or in some cases, advanced standing for SL courses as well.  Ultimately, different colleges have different policies.  The best way to get current information is to go to www.ibo.org and click on “Information for Universities” and then “Universities that recognize the diploma”.  You may search by country and university name.   

How do colleges consider IB in the admissions process?

Colleges report that they are interested in students who take the most challenging and rigorous curriculum available.  Students presenting a transcript with IB courses cannot count on getting in to the school of their dreams; but they can be assured that their application will be given serious consideration.

The latest survey of a North American IB class (2002) indicated that with respect to almost every selective college, IB students had a higher rate of acceptance than the general applicant pool.  The University of Pennsylvania, for example, accepted 22% of the general population of applicants, whereas 58% of IB Diploma candidate applicants were accepted.

How is IB Diploma different from AP (Advanced Placement)?

While both IB and AP offer a rigorous curriculum for highly motivated students, the IB Diploma program represents a comprehensive international standard of excellence while the AP represents the US national standard.  AP exams have no external evaluation feedback loop, and students choose to take individual classes.  Currently there is not a comprehensive AP program.  IB exams are scored 1-7; IB scores are based in part on graded class work (internal assessments) performed during the year.  AP exams are scored 1-5.  Overall, IB is a holistic program, and although students receive college credit/advanced standing, the goals of the program are larger.

Full Diploma or Individual Courses

Eligibility:  All students enrolled at BTW are eligible for the IB Diploma program. 

Option A: Full Diploma Program

  • Participate in and complete internal/external assessments for six IB courses.
  • 3 (or not more than 4) Higher Level courses
  • 3 (or 2) Standard Level courses
  • Complete Theory of Knowledge (TOK)
  • Submit an Extended Essay, an in-depth study of a limited topic chosen by the student and supervised by a mentor.  The essay represents approximately 40 hours of work and should be no more than 4000 words.
  • Submit a completed Creativity, Action, Service (CAS) portfolio, completed over 2 years. 
  • Diploma students must test in all courses except the Theory of Knowledge


Option B: Individual Subjects
All juniors and seniors are encouraged to take IB Diploma courses.  In order to receive a weighted grade in the course, all students enrolled in an IB course will be required to complete the internal and external assessments for that course and will be required to sit for the exam in May.  Students who receive passing scores may receive college credit or placement from their respective universities.

TOK / EE/ CAS

Successful Diploma Programme students meet three requirements in addition to the six subjects:


1. The interdisciplinary theory of knowledge (TOK) course is designed to develop a coherent approach to learning that transcends and unifies the academic areas and encourages appreciation of other cultural perspectives.
 
2. The extended essay of some 4,000 words offers the opportunity to investigate a topic of special interest and acquaints students with the independent research and writing skills expected at university. 

3. Participation in the creativity, action, service (CAS) requirement encourages students to be involved in creative pursuits, physical activities and service projects in the local, national and international contexts.

Theory of Knowledge

Focus:  
The focus in the IB Theory of Knowledge course is to examine what we know in the various fields of knowledge and how we know it. 

Rationale:  
The subjects that we study in our high school careers are, perhaps of necessity, compartmentalized – History, Sciences, Mathematics, Foreign Language, Literature, etc.  It is rare that students can view these disciplines under any larger perspective.  This is essentially the aim of the Theory of Knowledge course - to view the knowledge disciplines from the perspective of knowledge itself, noting the similarities and differences in the formations of knowledge, and noting the strengths and limitations in the various approaches to knowledge.
 
What Theory of Knowledge is Not:  
TOK is not simply a philosophy course that studies the nature, methods, limitations, and validity of knowledge.  It is not solely a course in logic or “critical thinking,” though it touches on logic as an element of logic formation and justification.  It is not a course that promotes relativism over absolutism, for it approaches both of these positions with a critical eye to their strengths and weaknesses.  Nor is it a course that sets out to change someone’s mind about moral, aesthetic, or religious issues. 
 
AIMS of the Theory of Knowledge course:
to consider what it means to know something
to consider the relationship between knowledge and the world 
to consider the strengths and limitations of different ways of knowing 

OBJECTIVES of the Theory of Knowledge course:
to relate subjects to each other and to personal knowledge and experience
to understand and appreciate the importance of inquiry as a basis for knowledge
to recognize the biases inherent in each discipline
to apply recognized criteria to evaluate issues and questions from varying viewpoints
to appreciate the relationship of knowledge to culture 
topics of the Theory of Knowledge course include:
comparing four ways of thinking: analytical, empirical, moral, aesthetic
understanding the roles of language and logical argument in knowledge
examining different knowledge systems: mathematics, natural sciences, human sciences, history
examining value judgment, bias, and culture across disciplines 

Extended Essay

General Information
 
The extended essay provides diploma candidates with an opportunity to engage in independent research.  “Emphasis is placed on the process of engaging in personal research, on the communication of original ideas and information in a logical and coherent manner, and on the overall presentation of the essay in compliance with the guidelines.” 
 
What are the requirements?
The essay must be 4000 words and be written in a specified IB subject area. Candidates select a topic within this subject area and must then craft a narrowly focused research question.  The paper presents an extended argument, supported by research that reaches a conclusion.  All essays must follow the IB Guidelines for formal presentation and must be written to meet the IB subject area and general criteria. The Extended Essay may not be duplicated by the student for other assessments submitted to IB, i.e., TOK paper, History internal assessment, etc.     
 
When does the writing occur?
The writing and planning of the EE should take place gradually over the course of two years.  The process will be worthwhile and gratifying if deadlines are followed. 
 
What resources are available?
In addition to the in-school advisor, many students work with a mentor off-campus.  Guidelines and scoring rubrics are available online through the BTW website; examples of past EEs are available in the library.  Because all essays require some amount of research, all IB Diploma students have access to McFarlin Library at the University of Tulsa.  A field trip to the university will take place in the fall where students will learn how to properly research a topic and how to access all university resources.      
 
How much work will the essay really be?
Students are encouraged to follow the IB guideline of 40 hours and to plan out blocks of time over the two-year period.  The essay is an important part of the diploma; failure to submit an essay or elementary performance on both the EE and the TOK assessment is a failing condition for the diploma. Nonetheless, students must seek balance.  The IB diploma program carries a heavy load in addition to other common non-IB commitments.  Students should not focus solely or excessively on the EE to the detriment of all other areas. 

How is the EE evaluated?  
All Extended Essays are mailed/uploaded to IB examiners and are evaluated on both general and subject-specific criteria.  A grade of A-E is assigned to the essay.

Creative Activity and Service

Creativity, activity, service (CAS) is at the heart of the Diploma Program.  It is one of the three essential elements in every student’s Diploma Program experience.  It involves students in a range of activities alongside their academic studies throughout the Diploma Program.  Each candidate must meet the CAS requirement in addition to the other mandatory components for the award of the diploma.

Creativity:  arts, and other experiences that involve creative thinking.  Creative activities should have a definite goal or outcome. They should be planned and evaluated like all CAS activities. Appropriate CAS activities are not merely “more of the same”—more practice, more concerts with the school band, and so on.  This can present something of a challenge where, for example, a student is a dedicated instrumental musician.  Perhaps the instrumental musician can learn a particularly difficult piece, or a different style of playing, in order to perform for an audience. The context might be a fund‑raising activity, or the student might give a talk to younger children about the instrument, with musical illustrations
 
Activity: physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the Diploma Program.  Similar considerations apply here. Setting goals, and planning and reflecting on their achievement, is vital. “Extending” the student may go further, for example, to asking them to pass on some of their skills and knowledge to others. If a student’s chosen sport is entirely individual, perhaps they should try a team game, in order to experience the different pleasures and rewards on offer.  Some excellent “action” activities are not sporting or competitive but involve physical challenge by demanding endurance (such as long‑distance trekking) or the conquest of personal fears (for example, rock climbing).  Alternatively, a student’s “action” may be physical exertion as part of a service activity.  It is important to note that in CAS, action relates specifically to physical activity.
 
Service:  an unpaid and voluntary exchange that has a learning benefit for the student.  The rights, dignity and autonomy of all those involved are respected.  It is essential that service activities have learning benefits for the student. Otherwise, they are not experiential learning (hence not CAS) and have no particular claim on students’ time. This rules out mundane, repetitive activities, as well as “service” without real responsibility.

International Baccalaureate Mission Statement:

"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 programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right."

BTW IB diploma candidates sing the school song during graduation

The IB Diploma Program:

The IB Diploma Program is a demanding pre-university course of studies, leading to examinations, designed for highly motivated secondary school students. Conceived as a comprehensive two-year curriculum that allows its graduates to fulfill requirements of various national educational systems, the diploma model is based on the pattern of no single country but incorporates the best elements of several. Its reputation for rigorous assessment gives IB diploma holders access to the world’s leading universities and solid preparation for high achievement once enrolled.

Diploma candidates are required to select one subject from each of the six subject groups. At least three subjects are taken at the higher level (240 teaching hours) and 3 at the standard level (150 teaching hours). Students must also enroll in Theory of Knowledge (TOK) for two years, complete a 4000 word Extended Essay, and fulfill the Creativity, Activity, and Service (CAS) requirement.

Policy and Procedures

IB Middle Years Programme

MYP program profile

The curriculum contains eight subject groups together with a core made up of five areas of interaction.

This is illustrated by means of an octagon with the five areas of interaction at its center.

Students study subjects from each of the eight subject groups through the five areas of interaction: approaches to learning, community and service, human ingenuity, environment, and health and social education.

IB MYP

MYP Parent Guidelines

 

Requirements

Areas of Interaction (AOI)

Overview


The five areas of interaction are:

  1. Approaches to learning (ATL): Through ATL teachers provide students with the tools to enable them to take responsibility for their own learning, thereby developing an awareness of how they learn best, of thought processes and of learning strategies.
  2. Community and service: This component requires students to take an active part in the communities in which they live, thereby encouraging responsible citizenship.
  3. Human ingenuity: Students explore in multiple ways the processes and products of human creativity, thus learning to appreciate and develop in themselves the human capacity to influence, transform, enjoy and improve the quality of life.
  4. Environments: This area aims to develop students’ awareness of their interdependence with the environment so that they understand and accept their responsibilities.
  5. Health and social education: This area deals with physical, social and emotional health and intelligence—key aspects of development leading to complete and healthy lives.

These provide the main focus for developing the connections between the disciplines, so that students will learn to see knowledge as an interrelated, coherent whole.


More particularly, the five areas of interaction:

  • are embedded in the subjects and developed naturally through them
  • provide both an organization and an extension of learning within and across the subjects, through the exploration of real-life issues
  • inspire special activities and interdisciplinary projects
  • form part of the framework for student inquiry and take investigative learning further than subject boundaries
  • are a vehicle for refining conceptual understanding through different perspectives
  • guide reflection and lead from knowledge to thoughtful action.

Arts

At BTW, students may select from numerous electives in music, visual arts, and theater arts.  

Orchestra MYP Syllabus
Jazz Band MYP Syllabus
Electronic Music MYP Syllabus
Guitar MYP Syllabus
Advanced Band MYP Syllabus
Music History MYP Syllabus

Freshmen Choir MYP Syllabus
Select Choir MYP Syllabus
Honor Girls' Choir MYP Syllabus

Visual Arts MYP Syllabus

Acting I and II MYP Syllabus

From the earliest times, artistic expression has been common to all cultures as human beings make statements through a variety of non-verbal forms and create objects that are aesthetically pleasing. Beyond barriers of language, the discovery of the cultural values of civilizations through their artistic production is one of the best ways to promote international understanding.
Students are brought into contact with the art forms and aesthetic values of other cultures as well as their own, and are helped to develop perceptions between ideas and art. They are also encouraged to identify particular creative abilities and to master techniques appropriate to that form of expression.

In addition, the course:

  • organizes learning around the creative cycle—a dynamic, ongoing process of sensing, planning, creating and evaluating art, and one in which all the senses are involved
  • encourages creative energy, communication, interaction and reflection
  • aims to help the student become a developing artist—one who is able to assess the level of skill and target the areas that need development
  • seeks to acquaint young people with the creations of men and women whose works have proved to be of enduring worth.

Assessment

Teachers organize continuous assessment over the course of the programme according to specified assessment criteria that correspond to the objectives of each subject group. Regular school assessment and reporting play a major role:

  • in the students' and parents' understanding of the objectives and assessment criteria
  • in the students' preparation for final assessment
  • in the development of the curriculum according to the principles of the programme.

Teachers are responsible for structuring varied and valid assessment tasks (including tests and examinations) that will allow students to demonstrate achievement according to the objectives for each subject group. These include:

  • open-ended, problem-solving activities
  • investigations
  • organized debates
  • hands-on experimentation
  • analysis and reflection

In keeping with the ethos of approaches to learning, schools also make use of quantitative and qualitative assessment strategies and tools that provide opportunities for peer- and self-assessment.

The recording and reporting of individual levels of achievement are organized in ways that provide students with detailed feedback on their progress as it relates to the assessment criteria for each subject group.

Community Service

Humanities

At BTW, Humanities consists of Oklahoma History/Government in the 9th grade and World History or AP U.S. History in the 10th grade.  

Oklahoma History/Government MYP Syllabus
World History MYP Syllabus
U.S. History MYP Syllabus

Within the aims and objectives of this subject group, there are concepts that students must address and skills that must be developed over the five years of the programme. These include:

  • the concepts of time, place and space, change, systems and global awareness
  • technical, analytical, problem-solving and investigative skills.

The primary aim of the humanities course is to develop the understanding and application of concepts and skills rather than prescribe and assess content.

IB Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB Learner Profile badge


IB learners strive to be:


Inquirers:  They 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.

Knowledgeable:  They 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.

Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled:  They 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-minded:  They 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-takers: They 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.

Balanced:  They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective: They 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.

Languages A and B

9th

English - English I Pre-AP
Language - 
     Language I
     Language II

Social Science - OK History/Government
Experimental Sciences - Biology I Pre-AP
Mathematics -
     
Algebra I
     Geometry
     Algebra II
Other -      
     Physical Education
     Financial Literacy
     MYP Community Service

Language A

Language A

At BTW, Language A -  English I MYP is a 9th grade requirement and English II MYP or preAP English are required in the 10th grade. 

English I MYP Syllabus
English II MYP Syllabus

Language is the basic tool of communication in the sense of enabling a student to understand and be understood, and to establish their own identity. Language is also the avenue by which one gains access to literature and thereby to the cultural treasury of civilization.

Language A courses therefore include the study of:

  • the instrumental function of a language where listening, viewing, speaking, reading and writing skills are emphasized
  • literature, which encompasses a variety of periods and genres.

Language B

Language B

At BTW, Language B is offered in Spanish, French, German, Russian, Mandarin, Japanese, and Latin.  

French I MYP Syllabus
French II MYP Syllabus
French III MYP Syllabus

German I MYP Syllabus
German II MYP Syllabus

Japanese I MYP Syllabus
Japanese II MYP Syllabus

Latin I MYP Syllabus
Latin II MYP Syllabus

Chinese I MYP Syllabus
Chinese II MYP Syllabus

Russian I MYP Syllabus
Russian II MYP Syllabus

Spanish I MYP Syllabus
Spanish II MYP Syllabus
Spanish III MYP Syllabus

The primary aim of language B is to encourage students to gain competence in a modern language other than their mother tongue, with the long-term goal of balanced bilingualism.

In addition, the study of language B aims to:

  • encourage in the student a respect for and understanding of other languages and cultures
  • provide a skills base to facilitate further language learning.

Proficiency in a second language gives students:
access to a broader range of input, experiences and perspectives

  • the enjoyment of being able to communicate in a language other than their mother tongue.
  • It is also acknowledged that learning another language greatly contributes to the holistic development of students and is believed to raise achievement in other subject areas.

Mathematics

At BTW, 9th and 10th grade students are enrolled in the appropriate level of math based upon the following sequence: Algebra I, Geometry, and Algebra II.  

Algebra I MYP Syllabus
Geometry MYP Syllabus
Algebra II MYP Syllabus

Mathematics in the Middle Years Programme aims to provide students with an appreciation of the usefulness, power and beauty of the subject.
One aspect of this is the awareness that mathematics is a universal language with diverse applications. The Middle Years Programme promotes an understanding of how cultural, societal and historical influences from a variety of cultures have shaped mathematical thought.
Schools are required to develop schemes of work according to a framework that includes five branches of mathematics:

  • number
  • algebra
  • geometry and trigonometry
  • statistics and probability
  • discrete mathematics

Aims and objectives include:

  • understanding mathematical reasoning and processes
  • the ability to apply mathematics and to evaluate the significance of results
  • the ability to develop strategies for problems in which solutions are not obvious
  • the acquisition of mathematical intuition

MYP Personal Project

Personal Project

MYP student skateboard project on display at Booker T Washington High School

In the final year of the programme, each student completes a personal project, a significant piece of work that is the product of the student's own initiative and creativity.
 
At BTW, the Personal Project allows students the opportunity to demonstrate all that they have gained and acomplished in MYP at BTW.  The project is designed by the student and is assessed by the advisory teacher using the IB specific criteria.  Every sophomore is required to complete the MYP Personal Project.

MYP student weaving project on display

Each project must reflect a personal understanding of the areas of interaction. Students apply the skills acquired through one of these areas as well as approaches to learning.

Students are expected to choose their project, which can take many forms, and take the process through to completion under the supervision of a teacher in the school. This involves:

  • planning
  • research
  • a high degree of personal reflection.

The following documents are for students, parents, and mentors to use to guide MYP students through the Personal Project process:

MYP Personal Project MLA guide

Physical Education

At BTW, all students must complete one credit unit of Physical Education.  They may select from a full year of P.E. or a full year of AFJROTC.

PE MYP Syllabus
AFJROTC MYP Syllabus

The aim of physical education in the Middle Years Programme is to facilitate:
 

  • physical
  • intellectual
  • emotional, and
  • social development

The aim of this course is to cultivate a healthy and active lifestyle for students. It therefore advocates activities that are not only enjoyable but also contribute to healthy living. Students are helped to develop the motor skills necessary to enable them to participate successfully in a variety of physical activities, and to learn about the nature of physical fitness.

This subject area also serves to promote intercultural awareness, since physical education is a reflection of elements of history, culture and values. It also enables students to establish links between different areas of experience and provides opportunities for different forms of self-reflection, communication and team work.

Science

At BTW, Science consists of Biology in the 9th grade and Chemistry I or Pre-AP Chemistry in the 10th grade.

Biology I MYP Syllabus
Chemistry I MYP Syllabus

The study of science aims to provide students with both a body of knowledge and an understanding of the scientific approach to problem solving. The ability to formulate hypotheses, design and carry out experiments to test them, and evaluate results constitutes the framework within which specific content is presented.
Among other skills, students are expected to:

  • use basic laboratory equipment safely and efficiently
  • make sensible estimates and take accurate measurements
  • make scientifically supported arguments.

Students are also encouraged to relate the content of the classroom and laboratory to the realities of life as they develop critical-thinking and problem-solving skills.

Science courses promote an awareness of the increasingly international context of scientific activity—its impact and limitations—as well as the constant evolution of scientific knowledge and understanding. Students are encouraged to consider science as a constantly evolving cooperative venture between individuals and among members of the international community, influenced by social, economic, technological, political, ethical and cultural surroundings.

Technology

At BTW, students will fulfill the MYP Technology requirement within the required Financial Literacy course.

Financial Literacy MYP Syllabus

The Technology course is essentially concerned with solving problems in an effort to stimulate students’ ingenuity and to encourage them to combine intellectual talents and practical skills.
 
Schools are granted flexibility in the choice of technology subjects, but each course provides a balance between three key areas:

  • systems
  • information
  • materials

In particular, students are encouraged to display ingenuity and creativity in devising practical solutions to given tasks.

Students use the design cycle to:

  • investigate
  • design
  • plan
  • create
  • evaluate.

This subject area is valuable for reinforcing and integrating skills learned in other disciplines, especially in the presentation and handling of data and the processes involved in the design and manufacture of a product. At the same time, it fosters awareness of the social and ethical implications of technological development.