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MYP: IBxWAB

Resources for the MYP at WAB.

Learning at WAB is a transformative process which is intentional and iterativechallenging and joyful, 

and serves an authentic purpose. (WAB Definition of Learning)

WAB Mission & Core Values

The elements of WAB's Mission are Core Values are explained on WAB's website here: wab.edu/discover/mission.  

Our Philosophy:

  • WAB educates the whole child
  • WAB champions its teachers
  • WAB involves the parents

Our Definition of Learning:

Learning at WAB is a transformative process which is intentional and iterative, challenging and joyful, and serves an authentic purpose.

WAB Core Values

These are the values we believe in and that are alive in everything we do.

FLOW21 Targets

1. WAB’s culture is learning-focused
WAB is a community of deliberate learners. We understand how people learn. Learn more.

2. WAB develops self-directed learners
We teach students how to learn for themselves. At WAB, learners take responsibility to set goals, access resources and choose strategies for learning. Learn more.

3. Concept-based curriculum
Learning that starts with ‘big ideas’ rather than subject specific-content. Learn more.

4. Inquiry-driven learning
Learning is facilitated by curiosity it starts by posing questions, problems or scenarios—rather than simply presenting established facts. Learn more.

5. Academic and intellectual thinking
Learners have access to the facts, concepts and academic skills needed to fully engage with ideas (academic thinking). Learning at WAB provokes creative, critical thinking about real-world issues, ethics, empathy, and making a difference (intellectual thinking). Learn more.

6. All learners are prepared for volatility, uncertainty, complexity, ambiguity (VUCA)
Today’s world is digitized, automated, globalized, and fully-connected. To be successful in this rapidly changing world, we must be capable of reflection, adaptation, and reinvention. Learn more.

7. Vertically phased, essential competencies
WAB’s essential curriculum identifies the skills, knowledge and understandings we expect our students to learn – these are the “competencies”. “Vertically phased” means there is a sequential development of competencies. Learn more.

8. Competency-based progression
Students progress to the next phase of learning when they are ready. Learn more.

9. Transdisciplinary, interdisciplinary, and multidisciplinary learning
Making connections across and within disciplines strengthens learning. Learn more.

10. Co-constructed & personally relevant curriculum
Learners work with mentors and experts to construct their own learning pathways through, and beyond, WAB’s essential curriculum. Learning that springs from personal interest and passion
increases engagement and motivation. Learn more.

11. Real-world, connected, practical learning
Learning engages individuals in collaborative experiences with authentic audiences beyond the classroom. Learn more.

12. Individualized schedules / timetables
Learning drives the schedule, rather than the schedule driving the learning. A learner’s time is necessarily flexible and customizable to accommodate the diversity of learning needs and experiences at WAB. Learn more.

13. Individualized instruction and teaching
The needs and understandings of individual learners determine approaches to teaching and instruction for that learner. Learn more.

14. Vertically and horizontally flexible & variable learner groups
Student groups are formed and re-formed around learning needs, interests, opportunities and passions, rather than age. Learn more.

15. Flexible, diverse & variable spaces
Spaces are purposefully designed or selected for learning. Spaces can be both physical, virtual or a blend of the two. Learn more.

16. Continuous personalized feedback and reporting
Timely, targeted, and focused feedback is used to inform the learner’s next steps. Reporting is a continuous process of making information available, rather than the production of a static report card. Learn more.

17. Collaborative teacher planning
Teachers always work in teams, to develop curriculum, design learning experiences, and moderate assessments. Learn more.

18. Collegial coaching and mentoring
Coaching and mentoring are relationships that help us better understand our own practices and drive our continual professional learning. Learn more.

19. Team teaching
Student learning experiences are best when multiple people play a part in the teaching. Students work with a range of teachers to make full use of faculty expertise and experience. Learn more.

20. Adaptive support network for all learners
The development of the whole child means every learner receives personalized and ongoing support for academic, social and emotional wellbeing. Learn more.

21. All community members will become ethical and passionate stewards of our community and planet. Learn more.

IB Mission & Learner Profile

The IB Mission Statement, from ibo.org/about-the-ib/mission

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 programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

The 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.  (ibo.org/benefits/learner-profile/)

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgable

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Thinkers

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-Minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-Takers (Courageous)

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced 

We understand the importance of balancing dierent aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.


 


LibGuides Pathfinders created by Stephen Taylor (@sjtylr) for the Community of the Western Academy of Beijing. Icons from user 'Freepik' on FlatIcon.com unless otherwise credited.