AGIS Conference 2019

A demonstration of how double-year setting (final year of primary and first year of secondary in one class) for language lessons (in this specific case German) can both contribute to a smooth transition between programmes and deliver refined differentiation between levels of learning: primary school pupils (and teachers) are able to familiarise themselves with the MYP objectives and assessment criteria while getting to know secondary school procedures, thus removing the need for extensive explanation or familiarisation in Grade 6. New secondary students have no fear of the “big school” and its teachers, know their way around the cafeteria and are already familiar with the workflows and philosophy of the MYP. Equally, teachers in both divisions of the school work together in the development and delivery of the curriculum, thus fostering a greater “whole school” approach to teaching and learning. The increased number of students enables much finer differentiation in terms of allocating them to a language acquisition or language and literature class tailored to their phase of learning.

Outcomes:
Demonstrate a model of language-setting that covers two school year groups at the same time, across two IB programmes
* Explain how this aids the transition between PYP and MYP
* Present a case study of the system in operation