IB Middle Years Programme (MYP)
It has always been my philosophy that anyone can learn if they are given the time and space to explore and make meaning from their exploration. I am thrilled to be working in a program that promotes the students as learners and advocates for their needs and interests as they apply to how they learn instead of what they learn. By teaching skills first and content second, we are encouraging young minds to be inquiring and investigative individuals, regardless of the subject.
I love to see students gaining confidence not only to ask the big questions, but also plan the steps needed to effectively and accurately answer them. The MYP is a great platform for nurturing the development of our future global leaders.
– Jonathan Amengor, MYP Coordinator
Principal Features of the MYP
Rather than taking the form of a series of curriculum statements assessed through formal examinations, the MYP is organized around concepts that are important in various academic subjects and can also act as links between them. These provide the basis for subject-based learning and also for curriculum integration. Concepts are connected to global contexts that promote the international-mindedness at the heart of the International Baccalaureate in order to form statements of inquiry from which the content and skills of the curriculum will flow. Students will experience a sequence of units in each course – each of which is organized in this way.
Examples:
Curriculum
The intention is that students will enroll in courses in order to fulfill and exceed the requirements of the program. The full range of availability looks similar to the table below. In addition to a course in language and literature, and in language acquisition, and in mathematics, students should follow four courses in total
from individuals and societies and sciences. Further requirements involve at least one course in design or the arts, with extended mathematics available for those interested in Mathematics HL at DP level.
The MYP can provide us with opportunities to refine our language provision, introduce design into the curriculum, and expand the possibilities for exploration in the arts. At the same time, we will retain existing courses beyond the official MYP, such as thinking skills and ICT, in order to promote skill-building.
The concept-based curriculum permits interdisciplinary units to be taught that connect separate subjects. In the final year, each MYP student is required to undertake a personal project which further cements curriculum integration and develops research skills. A community project can complete the provision, retaining the link with CAS.
Assessment
Within each course, formative assessment generates ongoing feedback for students. Summative tasks provide important assessment data at the end of each unit. While we intend to retain formal examinations within the MYP years, they should form a smaller proportion of the overall range of assessments in the program.
The spacing of assessments around units can help to provide a more even experience for students and avoid overload and piled-up revision towards the ends of semesters. The structure of the MYP means that there will be new and more comprehensive types of data that can be reported to parents.
