Embedded Files
Middle Years Programme - Service as Action
Service as Action is an integral part of the MYP programme and develops caring members of community, whilst preparing students for the further opportunities of CAS in the Diploma Programme. Teachers can often find it difficult to get through service components within the curriculum itself, however the indigenous communities framework can be delivered to suit the needs of your school structure. The IB have identified the need for students to have set time to complete this component of the MYP but recognises that the barriers for this are often related to planning time.
The framework is able to be tailored to the need of the school, whether there is allocated time for self study, allotted teaching time, or expectations to integrate service within the MYP subject curriculum, we are able to assist with resources.
Diploma Programme
Theory of Knowledge
Theory of knowledge can be used as a form of advocacy and research through education. In the approach to engage students with understanding how and why we know, as part of its framework includes option themes. Content in the WeMAD Indigenous communities curriculum can be used as a starting point or case study for discussion within four of the five optional themes: Knowledge and Religion, Knowledge and Indigenous Societies, knowledge and technology and Knowledge and Language. The latter two themes are explored through through the lens of orality and literacy and the use of oral knowledge as a technology for community memory or Time-binding. the former two themes look at the importance of indigenous knowledge vs scientific knowledge and animism as a way of knowing.
Creativity, Activity, Service
The Indigenous Communities Curriculum has been developed to encompass two major forms of delivery: Teacher/Student led lessons and self-taught lessons. This gives schools and students an opportunity to navigate through the curriculum in a way that best suits their delivery. The curriculum aligns with the service element of the CAS programme and can be used for CAS projects. The taught lessons give students the opportunity to explore the culture and traditions of indigenous communities together in a PBL and inquiry based process; coming up with project ideas together. The self taught curriculum allows individuals the opportunity to work through the course at their own pace and includes checkpoint reflections. These reflections allow students to consider the five stages of service learning: Investigation, Preparation, Action, Reflection and Demonstration.
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