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Curriculum Overview



MYPThe International Baccalaureate (IB) Middle Years Program (MYP) is designed to meet the educational requirements of students in grades 6-10. The program encourages students to become creative, critical and reflective thinkers. These are important years for students, where they are developing their personal, social and intellectual skills. The model of the MYP places the student at the center, encouraging them to exemplify the attributes of the learner profile. The MYP places great emphasis on teaching the subject content through an understanding of broader concepts in a real world context – the global contexts. Approaches to Learning (ATL) are skills which are taught to students so they learn how to learn and how to critically evaluate information. The MYP places the importance of teaching these ATL skills, equal to teaching the content of the subject disciplines themselves. The MYP encourages teachers to provide opportunities for students to build meaning using students’ prior knowledge through structured inquiry.

What is the IB Middle Years Program?

The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement – essential qualities for young people who are becoming global leaders.

The MYP builds upon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and prepares students to meet the academic challenges of the IB Diploma Programme (DP) and the IB Career-related Certificate (IBCC).

The IB Middle Years Program

  • Addresses holistically students’ intellectual, social, emotional and physical well-being
  • Provides students opportunities to develop the knowledge, attitudes and skills they need in order to manage complexity and take responsible action for the future
  • Ensures breadth and depth of understanding through study in eight subject groups
  • Requires the study of at least two languages (language of instruction and additional language of choice) to support students in understanding their own cultures and those of others
  • Empowers students to participate in service within the community
  • Helps to prepare students for further education, the workplace

Middle Years Program Curriculum Framework

The IB Middle Years Programme consists of eight subject groups:

  • Language acquisition;
  • Language and literature;
  • Individuals and societies;
  • Sciences;
  • Mathematics;
  • Arts;
  • Physical and health education; and
  • Design.

The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community. MYP teachers organize the curriculum with appropriate attention to:

  • Teaching and learning in context. Students learn best when their learning experiences have context and are connected to their lives and the world that they have experienced. Using global contexts, MYP students explore human identity, global challenges and what it means to be internationally-minded.
  • Conceptual understanding. 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.
  • Approaches to learning (ATL). A unifying thread throughout all MYP subject groups, approaches to learning provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these skills help students learn how to learn.
  • Service as action (community service) Action (learning by doing and experiencing) 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.
  • Language and identity – MYP students are required to learn at least two languages (language of instruction and additional language of choice). Learning to communicate in a variety of ways is fundamental to their development of intercultural understanding and crucial to their identity affirmation.

Global Contexts

In the MYP, learning contexts should be (or should model) authentic world settings, events and circumstances. Contexts for learning in the MYP are chosen from global contexts to encourage internationalmindedness and global engagement within the programme.  Students at the MYP age range learn best when their learning experiences have context and are connected to their lives and to the world that they have experienced. When learning becomes meaningful and relevant, students are more likely to be engaged. Teachers can impact on student learning by providing engaging and inspiring global contexts that contribute towards development of the attributes of the IB learner profile.  This contextual learning helps teachers and students answer the important question “Why are we learning this?”

The MYP identifies six global contexts for teaching and learning that are developed from, and extend, the PYP’s transdisciplinary themes:

  • Identities and Relationships
  • Orientation in Space and Time
  • Personal and Cultural Expression
  • Scientific and Technical Innovation
  • Globalization and Sustainability
  • Fairness and Development

Approaches to Learning

Through approaches to learning (ATL) in IB programmes, students develop skills that have relevance across the curriculum that help them “learn how to learn”. ATL skills can be learned and taught, improved with practice and developed incrementally. They provide a solid foundation for learning independently and with others. ATL skills help students prepare for, and demonstrate learning through, meaningful assessment. They provide a common language that students and teachers can use to reflect on, and articulate on, the process of learning.

IB programmes identify five ATL skill categories, expanded into developmentally appropriate skill clusters.

ATL Skill Categories
MYP ATL Skill Clusters
CommunicationI. Communication
SocialII. Collaboration
Self-ManagementIII. Organization
IV. Affective
V. Reflection 
ResearchVI. Information Literacy
VII. Media Literacy 
ThinkingVIII. Critical Thinking
IX. Creative Thinking
X. Transfer 

MYP Projects

MYP projects provide students the opportunity to demonstrate what they have learned in the MYP.

In grade 10, all students must complete the personal project. Each student develops a personal project independently, producing a truly personal and creative piece of work that stands as a summative review of their ability to conduct independent work.

The above information comes from http://www.ibo.org/myp/


 Early Childhood

Early Childhood 2 to Kindergarten: children aged between 2 and 6

162 students from 39 nationalities speaking 43 languages

61% of EC faculty holds an advanced degree (MA or PhD)

52 members of faculty and staff look after the Early Childhood

Maximum class sizes of 12 (EC2), 15 (EC3), 18 (EC4) & 20 (KG) children

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Primary School

Grade 1 to Grade 5: children aged between 6 and 11

255 students from 40 nationalities

51% of PYP faculty holds an advanced degree

59 members of faculty and staff look after the Primary School

Maximum class size of 20 children

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Secondary School

Grade 6 to Grade 12: Students aged between 12 and 19

402 students from 45 nationalities

63% of MYP & DP faculty holds an advanced degree

73 members of faculty and staff look after the Secondary School

Maximum class size of 20 students

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