IB Middle Years Program
The Middle Years Programme (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 is flexible enough to accommodate most national or local curriculum requirements. It 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 Programme:
- 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 and a lifetime of learning.
MYP Service and Action encourages students to plan their service activities and to engage in meaningful and authentic service as action that contributes to their community, defined as their school, neighborhood, city, country or the world. Grade 6 to 8 students plan a class-initiated service as action that originates from, and integrates with, their curricular studies, and evolves from a school-related initiative to a community-based project, changing from a teacher-led to a student-led initiative. In Grade 9, students work in small groups to identify and plan for service as action initiatives that arise from their learning in class. In Grade 10, students either work independently or in small groups to initiate service as action plans that result from their studies.
MYP Global Contexts focus rich learning experiences across the curriculum around six global contexts of international significance that are studied through a local lens, providing relevance to students’ own experiences of the issues.
The six MYP Global Contexts are:
- Identities and Relationships: Who am I? Who are we?
- Orientation in Space and Time: What is the meaning of ‘where’ and ‘when’?
- Personal and Cultural Expression: What is the nature of creative expression?
- Scientific and Technical Innovation: How do we understand the world in which we live?
- Globalization and Sustainability: How is everything connected?
- Fairness and Development: What are the consequences of our common humanity?
MYP Personal Project (PP) is the culminating project of the MYP, requiring students to select an inquiry of personal interest that they would like to further explore and investigate to produce a product, activity or event which will allow each to demonstrate cumulative concepts, skills and approaches to learning, developed throughout the MYP. Students are required to address four learning criteria as they identify their inquiry’s learning objectives, develop a project plan, implement all steps and stages of the process while overcoming obstacles, and reflect on their learning through each step or stage, recording their reflections in a process journal that is later used to prepare the Personal Project Report that demonstrates their new learning.
The MYP Personal Project aims to encourage and enable students to:
- participate in a sustained, self-directed inquiry to explore further one of the Global Contexts
- gain creative insights and develop deeper understanding through an in-depth investigation
- demonstrate skills, knowledge and attitudes to complete a project over several months
- reflect upon the experience at every stage and record these reflections in a process journal
- effectively communicate the challenge, learning objectives, planning process, and results
- demonstrate action through the finished product, activity or event, as a result of learning
- appreciate the process of making mistakes and problem-solving to overcome obstacles
- take pride in their accomplishment – their very own Personal Project!