“There is also the reputation that
the IB Programme is very rigorous
and challenging.”
Q:
The IB learner profile clearly defines what
characteristics an ideal learner should possess.
And sets a framework from which the three stages of
the IB curriculum are designed. What characteristics
of this learner profile will the Keystone graduates
possess?
A:
Q:
The IBDP is a rigorous and challenging
programme that demands a lot from its
students. In some cases, the content and rigor is
similar to what is presented in an undergraduate
university class. How can students transition
from the IB MYP to the IBDP? What measures will
Keystone implement to ensure that this transition
is successful?
A:
The learner profile is a framework of 10 attributes.
It is supposed to be the outcomes if the IB mission
statement is effectively acted out within schools. It fits with
different values and attributes that might be found in different
contexts. And that is quite often the case that schools will have
particular values of their own. I remember visiting this one
school that had seven pillars, which they identified as specific
aspects of character that where very important to them. They
had their own learner profile, but that is fine because the IB
learner profile is a framework from which different attributes,
characteristics or values can be added or combined; it is not
exclusive.
Several years ago the IB started to look at data that
came from DP exam results to see if there was any
connection between how well a student performs on the DP
and whether or not they completed the MYP programme.
They found that, every year since they started collecting
data, students who entered the DP programme from the
MYP perform better overall. And while there is no causal
effect proven yet, there is a continual indication that the
MYP is doing a good job, and possibly better job than other
programs, in preparing students to be more successful in
the DP.
For Keystone, we will want to look at attributes in a certain
way and within our context of China. The really important
thing that we want to ask ourselves is: How do we want
ourselves, both students and teachers in community, to grow
and develop throughout our time and experience here? And
then looking at ways to make that happen. The idea is that
one takes ownership within the school. The IB learner profile
attributes are not just a list; they mean more than that. What
do they really mean? How do we get all of us on the road to
practicing and developing these? These are questions that we
have asked.
At Keystone, we will implement the MYP really well because
this should give students fabulous preparation for the DP.
In many ways, the MYP echoes elements in the DP; the MYP
focuses on developing student’s critical thinking skills in
every single subject, and requires students to complete a
research-based, 4,000-word essay, and community service.
Interdisciplinary learning, which helps students to look for
and see connections between subjects, is also taught in the
MYP. As administrators, we ensure to address every detail
of the MYP thoroughly, and plan carefully and recruit good
teachers who have not only worked with the programme,
but delivered it in an effective way.
We have five virtues for Keystone Academy. Our virtues include:
Compassion (人 Ren), which relates to the attribute of caring;
Justice (义 Yi), which relates to the attribute of principled
behavior; Respect (礼 Li), which relates the attributes of
caring, and open-mindedness; Wisdom (智 Zhi), which relates
to the attributes of knowledgeable, inquirers, thinkers, and
reflective; and Honesty (信 Xin), which relates to the attributes
of principled behavior. So Keystone’s virtues align very well.
I think what we have done is a really good example of taking
ownership of the learners’ profile. We have said, “Yeah, this
is how it looks in our context. This is how it relates to our
particular context and the really important values here.”
www.keystoneacademy.cn
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