Introduction

The International Baccalaureate Middle Years Programme (IB MYP) is a curriculum framework created by the International Baccalaureate (IB) for 11-16 year-old students.

It recognises the unique developmental characteristics of early adolescence, which is marked by significant physical, intellectual, emotional and moral growth and change. In recognition of this, the MYP seeks to facilitate learning experiences that are authentic, relevant, engaging and build a healthy sense of oneself.

The framework provides the flexibility for teachers to develop teaching programmes that are responsive to needs of students who are making sense of a rapidly changing world and to make authentic connections between this leaning with local, regional and international contexts.

The IB MYP is guided by its fundamental concepts of:

Communication: developing one’s capacity to effectively and creatively communicate in the school’s language of instruction (English A) as well acquire an additional language or maintain bi- or multilingualism.

Intercultural awareness: empathy for others is nurtured through learning experiences that encourage considering issues from a variety of perspectives, as well as treasuring one’s own cultural background.  The qualities of international-mindedness are also nurtured through the qualities of the IB learner profile.

Holistic learning: developing each individual’s intellectual, emotional, social, creative/intuitive, aesthetic and spiritual potentials. It also refers to making authentic connections between the disciplines to come to new and creative understandings.

The IB MYP emphasises the process of learning how to learn while upholding the academic integrity of each discipline. It recognises that students lead lives which need to effectively balance the emotional, physical and academic lives of students.

Curriculum framework

The IB MYP has eight subject groups on the outside of the octagonal curriculum model (figure 1). All students are expected to study from each of these and each of these subject groups is of equal value.  This helps ensure that all students receive a broad and balanced education to draw upon before making decisions about subject specialisation in Years 12 and 13.

Areas of Interaction (AOI)

At the centre of the IB MYP framework are the Areas of Interaction (AOI). These are the contexts for inquiry, which teachers and students use to make connections between learning and the world outside the classroom, and connections between the disciplines.

The AOIs are:

Approaches to learning (ATL): focused on the nurturing of intellectual discipline, attitudes, strategies and skills that support critical and independent learning skills. The notion ‘learning how to learn’ lies at the heart of Approaches to Learning.

Environments: considers how humankind interacts with the natural, built/urban and online environments, building a balanced understanding of the (sometime competing) interests that operate in these environments and (base on a balanced understanding) accepting our responsibilities in looking after these.

Health and social education: considers the impact of our choices on our, and others, physical, social and emotional well-being. It should develop a sense of responsibility for these choices on their own well-being and social environment.

Community & service: encourages students to understand the issues facing their communities and to reflect their place in their communities. This understanding should motivate students to use their talents, skills and understanding to improve their and others communities.

Human ingenuity: explores how new ideas and products are created, considers the consequences of this innovation on society and the human mind. Students learn to appreciate the human capacity to innovate and to take responsibility for transformative potential of creativity.

Assessment & Feedback

Assessment of learning is carried out using a variety of strategies. Throughout the course of a unit of work, students can expect to complete:

• Traditional pen & paper tests
• Give presentations (in groups or individually)
• Submit essays (written in class or at home)
• Complete research projects
• Participate in dramatic, speech and musical performances
• Contribute to online forums
• Create visual displays
• Participate in artistic exhibitions
• Record podcasts
• Create short films

For end-of-unit assessments students can expect to be provided with detailed written notice. Teachers will make this available through DING!, our online learning environment. To learn more about how MYP subject grades are calculated down load the information sheet here.

Students and their parents can expect timely feedback on end-of-unit assessments. This feedback will include how well the student has performed against the IB’s assessment criteria as well as (where appropriate) written feedback providing specific guidance on the next steps the student should consider to further improve. Parents can also expect written feedback in the form of an interim and end-of-semester report each semester.

We also provide two 3-way conference opportunities each year for parents and their children to meet face-to-face with teachers after each interim-report. Parents of Year 7-9 students are also invited to participate in the student-led conferences, which will be held mid-way through the second semester.

Service

All MYP students are expected to meet the College’s Community and Service requirements. It is also an IB expectation that students meet these expectations in order to be eligible for the IB MYP Certificate. For more details on this programme follow the link here.

Personal Project

The Personal Project is a year-long, independent research project undertaken by all final-year MYP students. The student’s personal interests drive the choice of project and they are expected to record their learning in a process journal, as well as write a detailed report on their learning journey. Students are guided through the Personal Project by a school-assigned supervisor, a teacher at the school who shares an interest in the project’s goals.

Students who’ve completed the Personal Project learn much about themselves as learners and this understanding helps build a sound foundation for study in Year 12 and 13.

Completion of the Personal Project is a MYP Certificate requirement.

For specific questions about the MYP Personal Project please contact:

Joe Jasina (Personal Project Coordinator): This e-mail address is being protected from spambots. You need JavaScript enabled to view it

MYP Certificate requirements

The MYP Certificate is awarded to final-year MYP students who have met the following minimum requirements:

• Achieved at least a grade of ‘2’ (maximum of ‘7’) in every IB MYP subject
• Achieved at least a grade of ‘3’ (maximum of ‘7’) in the IB MYP Personal Project
• Achieved a minimum aggregate of 36 marks (8 subjects and the Personal Project scores added together) of a maximum possible 63
• Met the school’s Service requirements

The IB through the external moderation processes validates a student’s final IB MYP grades. These grades become available in September, the year after students have completed the MYP.

For specific questions about the MYP please contact:
Adrian Gan (MYP Coordinator): This e-mail address is being protected from spambots. You need JavaScript enabled to view it

Further information for parents and guardians

For further information about the IB and its programmes, visit: www.ibo.org

References

A basis for practice: Middle Years Programme, IBO (2002) Geneva

www.ibo.org – the IBO website

www.ibo.org/myp/ - Middle Years Programme at a glance

www.ibo.org/programmes/profile/ - IB learner profile