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= = We need to come to some common understandings of the interpretation of section D 1.2. I'm hoping that through this wiki we can come up with some criteria for "strongly encouraged" and possibly develop some case studies to give some greater clarity as to what "strongly encouraged" looks like at the school level.
 * Section D 1.2 **

The MYP’s educational aim is to provide young people with an education for life and to teach them to relate the content of the classroom to the realities of the world outside. While the objectives of the programme ensure an academic challenge, the IB does not consider the MYP to be a selective programme for a limited number of students. Indeed, the IB believes that all young people can benefit in different ways from the MYP’s holistic, integrative approach to teaching, learning and thinking, including those with special educational needs.
 * D1.2Student participation **

To be considered an IB World School, a school is strongly encouraged to offer all aspects of the MYP to all students in the years in which it is being offered. In limited situations or circumstances, there may be some students in the school who do not follow the programme, or who only study aspects of it. It is to be emphasized that, should the school register them for external validation of grades, those students would receive a record of achievement but would not be eligible for the MYP certificate. Schools must note that the intention of this clause is to allow for the requirements of some national systems with respect to some students who cannot consequently complete the requirements of the MYP. It is also intended to allow schools to identify possible groups of students who, for exceptional reasons, are unable to satisfy the requirements of the MYP. It is not intended to allow a large number of students to opt out of parts of the programme. Once in the programme, students are normally expected to remain in it.

Schools are responsible for adapting the way in which they deliver the programme to the varied needs of their students. Enrollment decisions are under the jurisdiction of each individual school. Where schools register students for certification by the IB, the MYP certificate is awarded to students who fulfill a number of conditions (see [|section F2.3] ). ( [|http://xmltwo.ibo.org/publications/MYP/m_g_mypxx_coh_0807/html/MYP2008/production-app6.ibo.org/publication/97/part/5/chapter/1.html )]

we have a few situations where we have a "School within a school" (see case study information below) || all students in a school participate in the programme  ||   ||   ||   ||   ||   || our partner schools are all attached to another in what we call clusters - Year 1,2 in a primary school year 3,4 and 5 in an associated high school we have a few schools with no high school so they offer Years 1,2,3 in isolation || all school should follow the guidelines set out in the coordinators manual  ||   ||   ||   ||   ||   || ESL students with very low English might be outside of some aspects of the programme until their English was such that they could access the curriculum ||   ||   ||   ||   ||   ||   || students who joined the school in the last part of the 5th year of the programme might not fully participate ||   ||   ||   ||   ||   ||   ||
 * T erm |||| IB Asia Pacific |||| IBAEM |||| IBA || Consensus ||
 * || What Exists || What should exist. || What exists || What should exist || What exists || What should exist ||  ||
 * strongly encouraged || in the past we told them they couldn't offer the programme unless it was whole school
 * all aspects || assessment, unit planner, AOI's, holistic learning etc. all the MYP Programme Standards, 100 per cent personal project participation  || all programme standards and practices met across the school ||   ||   ||  ||   ||   ||
 * in the years in which it is delivered || as it stands right now we have school who offer a truncated programme in the lower years (Yr.2,3,4,5 ) but nothing less than that
 * limited situations || we have a few schools in China and Japan who offer the MYP to an "international section" in the past we have asked the school to demonstrate that the international section has a separate administrative structure an in most cases a separate legal entity in both these cases there are local educational authorities who do not allow nationals to opt out of the national curriculum's  ||   ||   ||   ||   ||   ||   ||
 * circumstances || the only circumstances we accepted where if the local educational authorities didn't allow students to opt out of their national curriculum's hence the "International Sections"  || where local authorities have restrictions on what can be offered at a school ||   ||   ||   ||   ||   ||
 * some students in the school who do not follow the programme || special needs students in special programmes might not be included
 * some students "...who only study aspects of it." || special needs students in the school might opt out of Language B or complete a modified version of the personal project
 * It is not intended to allow a large number of students to opt out of parts of the programme. || what constitutes large?  || 80 per cent of the students in the school must meet the model ||   ||   ||   ||   || h ||
 * It is not intended to allow a large number of students to opt out of parts of the programme. || what constitutes large?  || 80 per cent of the students in the school must meet the model ||   ||   ||   ||   || h ||

Case studies IBAP - Case studies It delivers the Japanese National Curriculum in English through the MYP to one class of students who are registered in its "Bilingual Programme" The school has a large Japanese national section some classes were delivered together - PE and Math. || || 20 students per year group || The programme was delivered in English so the majority of Japanese students could not access the curriculum. Japanese students were working towards the Japanese National University Entrance Exams MYP Students were working towards the IB Diploma. || The school has been through two evaluations. Both times they have had matters to be addressed asking them to move the programme into the Japanese section or segregate the programme entirely. ||
 * School || Country || Programme Description || Enrolment || Number of MYP Students || Reason it isn't whole school || Recommendations given to the school ||
 * Beijing No. 55 || China || This school is a Chinese National School (Public) which has an "International Section". Students in the International Section are MYP Students the others follow the Chinese National Curriculum ||  || 25 per grade level. Years 2,3,4 and 5 currently being implemented. || Government doesn't allow Chinese nationals to opt out of the national system. || Over time MYP practices should propagate into the Chinese programme. ||
 * Katoh Gakeun || Japan || This school is implementing Years 2 - 5 of the programme.

IBA - Case studies

 * School || Country || Programme Description || Enrolment || Number of MYP Students || Reason it isn't whole school || Recommendations given to the school ||

IBAEM - Case studies

 * School || Country || Programme Description || Enrolment || Number of MYP Students || Reason it isn't whole school || Recommendations given to the school ||