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  • MYP

    THE IB LEARNER PROFILE

    YIS School is a Candidate School* for the Middle Years Programme (MYP). This school is pursuing authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that YIS School believes is important for our students.

    *Only schools authorized by the IB Organization can offer any of its four academic programmes: The Primary Years Programme (PYP), The Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit http://www.ibo.org

    The IB Middle Years Programme at YIS School is designed for students aged 11 to 16, which provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world and become critical and reflective thinkers.

    The MYP consists of eight subject groups, which allows for a comprehensive and balanced curriculum. Students learn through global contexts, which allows them to connect their own lives and experiences to the real world.

    The MYP is a conceptual based program and these ‘big ideas’ allow students be engaged and inquire within the different subject areas. Throughout the programme, students develop their social, thinking, research, communication and self-management skills (called Approaches to Learning or ATL’s) in which they are essentially learning how to learn.

    In addition, there is a Community and Service component, called Action as Service, where students extend their learning outside the classroom and can have a positive impact on the lives of others as well as the environment by taking part in service projects. At the heart of the programme is the IB Learner Profile, which consists of 10 attributes that we strive for all of our students to possess.

    A Communicator – I understand and express ideas and information confidently and creatively in more than one language and in a variety of ways. I work effectively and willingly in collaboration with others.

     A Thinker – I exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

     A Risk-Taker – I approach unfamiliar situations and uncertainty with courage and forethought and have the independence of spirit to explore new roles, ideas and strategies.

    Knowledgeable – I explore concepts, ideas and issues that have local and global significance. In doing so, I acquire in-depth knowledge and develop understanding across a broad and balanced range of subject areas.

     An Inquirer – I develop my natural curiosity. I acquire the skills necessary to conduct inquiry and research and show independence in learning. I actively enjoy learning

    Open-minded – I understand and appreciate my culture and will be open to the perspectives, values and traditions of other individuals and communities.

    Reflective – I give thoughtful consideration to my learning and experiences. I assess and understand my strengths and limitations in order to support my learning and personal development.

    myp

    IB MYP OVERVIEW

    The International Baccalaureate® (IB) Middle Years Programme (MYP) is for students aged 11-16.

    The MYP is a challenging framework that encourages students to make practical connections between their studies and the real world.

    The MYP is a five-year programme, which can be implemented in a partnership between schools, or in several abbreviated (two, three, or four years) formats. Students who complete the MYP are well-prepared to undertake the IB Diploma Programme (DP) or Career-related Programme (CP).

    Any student aged 11 to 16 can study the International Baccalaureate® (IB) Middle Years Programme (MYP).

    There are MYP students all over the world – the programme is taught in almost 100 countries.

    Every school teaching that age range can apply to implement the programme and become an IB World School.

    Developing students in the MYP

    The MYP aims to develop students who are:

    • Active learners
    • Internationally minded
    • Able to empathize with others
    • Have the intellect and skills to pursue lives of purpose and meaning.

    As part of the IB continuum, the MYP is designed to help students develop the characteristics of the IB learner profile.

    It offers students opportunities to:

    • develop their potential
    • explore their own learning preferences
    • take appropriate risks
    • reflect on, and develop, a strong sense of personal identity.

    At a time when students are establishing their identity and building their self-esteem, the MYP can motivate students and help them to achieve success in school and in life beyond the classroom.

    Action and service have always been shared values of the IB community.

    Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment.

    Service as action is an integral part of the programme, especially in the MYP community project.

    After finishing the MYP, students are well-prepared for further education, including national and international courses of study for 16-19 year olds.

    The MYP aligns most closely with the IB Diploma Programme (DP) and IB Career-related Proframme (CP), ensuring a smooth transition for students who continue their education within the IB continuum.

    MYP students acquire the knowledge, skills and attitudes that they need in order to be successful in the final years of secondary school and beyond. The MYP’s focus on approaches to learning provides ideal preparation for the kind of rigorous study that opens doors to higher education.

    Going from MYP to DP or CP

    The MYP prepares students for the DP and CP by reflecting the depth, breadth and balance that is characteristic of all IB programmes.

    As they move through educational systems and schools structures, students benefit from the consistent educational aims, clear pathways for progression through academic disciplines, and shared approaches to teaching of the MYP, DP and CP.

    In a developmentally crucial period, this alignment helps students flourish personally and academically.

    In the final two years of the MYP—as they anticipate the DP or CP – students and their families work with their IB World School to make important decisions about subject choices, qualifications and career options.  

    In MYP Year 5, students can participate in MYP eAssessment, an optional component of the programme which features examinations and externally-evaluated course work like that often required at the end of secondary school. 

    The Middle Years Programme (MYP) focuses on STEM as an important perspective from which to consider integrated teaching and learning in concepts and skills related to science, technology, engineering and mathematics.

    How does STEM learning take place in the MYP?

    The MYP is designed to facilitate interdisciplinary learning and teaching. The structure of the programme offers a variety of opportunities for students to make connections between and among traditional academic disciplines, including STEM subjects.

    STEM-based learning can be structured through MYP personal and community projects as well as through both formal and informal interdisciplinary learning experiences in many MYP subject groups.

    STEM resources for MYP schools

    To help facilitate a better educational experience for teachers and students, the International Baccalaureate® (IB) provides a number of STEM related resources for educators in the Middle Years Programme (MYP).

    • STEM investigations aligned with MYP sciences, mathematics and design assessment criteria: helps teachers develop projects that will work across the mathematics, sciences and design subjects.
    • MYP STEM Interdisciplinary Unit- Nanotechnology (Sciences, Mathematics, Design).
    • Mapping of STEM content and MYP concepts: examples of how teachers can link mathematics and science content to related concepts and possible units that could come of this.
    • Computational thinking: an explanation of how the MYP framework includes opportunities for developing and applying computational thinking.
    • Case studies of STEM projects in MYP schools.

    Action and service have always been shared values of the IB community.

    Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment.

    Service as action is an integral part of the programme, especially in the MYP community project.

    As part of the MYP curriculum, schools address differentiation within the written, taught and assessed curriculum.

    This is demonstrated in the unit planner and in the teaching environment, both of which are reviewed during programme authorization and evaluation.

    The MYP allows schools to continue to meet state, provincial or national legal requirements for students with access needs. Schools must develop an inclusion/special educational needs (SEN) policy that explains assessment access arrangements, classroom accommodations and curriculum modification that meet individual student learning needs.

    The MYP curriculum framework comprises eight subject groups, providing a broad and balanced education for early adolescents.

    The MYP requires at least 50 hours of teaching time for each subject group, in each year of the programme. In the final two years of the programme, carefully-defined subject group flexibility allows students to meet local requirements and personal learning goals.

     

    The International Baccalaureate® (IB) Middle Years Programme (MYP) comprises eight subject groups:

    The MYP requires at least 50 hours of teaching time for each subject group in each year of the programme. In years 4 and 5, students have the option to take courses from six of the eight subject groups within certain limits, to provide greater flexibility in meeting local requirements and individual student learning needs.

    Each year, students in the MYP also engage in at least one collaboratively planned interdisciplinary unit that involves at least two subject groups.

    MYP students also complete a long-term project, where they decide what they want to learn about, identify what they already know, discovering what they will need to know to complete the project and create a proposal or criteria for completing it.

    A unifying thread throughout all MYP subject groups, approaches to learning (ATL) provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these social, thinking, research, communication and self management skills helps students learn how to learn. 

    Concepts are big ideas that have relevance within specific disciplines and across subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically. The MYP prescribes sixteen key interdisciplinary concepts along with related concepts for each discipline. 

    Students learn best when their learning experiences have context and are connected to their lives and their experience of the world that they have experienced.

    Using global contexts, MYP students develop an understanding of their common humanity and shared guardianship of the planet through developmentally appropriate explorations of:

    • identities and relationships
    • personal and cultural expression
    • orientations in space and time
    • scientific and technical innovation
    • fairness and development
    • globalization and sustainability.

    Through the Middle Years Programme (MYP) projects, students experience the responsibility of completing a significant piece of work over an extended period of time.

    MYP projects encourage students to reflect on their learning and the outcomes of their work – key skills that prepare them for success in further study, the workplace and the community.

    Students who complete the MYP in Year 3 or Year 4 complete the community project. All students who complete the MYP in Year 5 complete the personal project.

    The community project provides an important opportunity for students ages 13-14 to collaborate and pursue service learning. Schools register all MYP Year 5 students for external moderation of the personal project, promoting a global standard of quality.

    MYP projects are student-centred and age-appropriate, and they enable students to engage in practical explorations through a cycle of inquiry, action and reflection.

    What are the aims of the MYP projects?

    The aims of the MYP projects are to encourage and enable students to:

    • participate in a sustained, self-directed inquiry within a global context
    • generate creative new insights and develop deeper understandings through in-depth investigation
    • demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time
    • communicate effectively in a variety of situations
    • demonstrate responsible action through, or as a result of, learning
    • appreciate the process of learning and take pride in their accomplishments.

    What will students learn through the MYP projects?

    MYP projects involve students in a wide range of activities to extend their knowledge and understanding and to develop their skills and attitudes.

    These student-planned learning activities include:

    • deciding what they want to learn about, identifying what they already know, and discovering what they will need to know to complete the project
    • creating proposals or criteria for their project, planning their time and materials, and recording developments of the project
    • making decisions, developing understandings and solving problems, communicating with their supervisor and others, and creating a product or developing an outcome evaluating the product/outcome and reflecting on their project and their learning.

    As students become involved in the self-initiated and self-directed learning process, they will find it easier to construct in-depth knowledge on their topic, and develop an understanding of themselves as learners.

    The IB uses both internal and optional external assessment (eAssessment) in the MYP.

    School-based assessment

    MYP assessment focuses on tasks created and marked by classroom teachers who are well-equipped to make judgments about student achievement. These tasks are rigorous and embrace a variety of assessment strategies.

    MYP teachers assess the prescribed subject-group objectives using the assessment criteria for each subject group in each year of the programme.

    External assessment

    In the final year of the programme, each MYP student must develop a personal project independently, which is externally validated by the IB. Producing a truly personal and creative piece of work over an extended period stands as a summative review of their ability to conduct independent work.

    At the same time, schools can register for optional external assessment (eAssessment) in all other elements of the programme. It offers students the chance to earn a formal, internationally recognised certificate if they meet the success criteria.

    Once a school registers for eAssessment in the MYP, students can participate in any of these two types of examinations:

    The graphic below outlines how the two types of assessment – on-screen examinations and ePortfolios – are divided across the MYP’s various subject groups. 

    The mandatory personal project and the optional ePortfolio course works are subject to external moderation of teacher’s internal marking. On-screen examinations are externally marked by trained IB examiners.