MYP Middle Years Programme
Programme for students aged 11–16. Preparation for the Diploma Programme through interdisciplinary learning and the Personal Project.
IB World School
International Baccalaureate
International Talent Academy is an IB World School authorised for the Middle Years Programme (MYP).
IB World Schools share a common philosophy—a commitment to improve the teaching and learning of a diverse and inclusive community of students through challenging, high-quality programmes of international education that share a powerful vision.
MYP
About the IB MYP Programme
The Middle Years Programme (MYP) is a curriculum framework developed by the International Baccalaureate (IB) for students aged 11–16. The programme aims to help students make connections between what they learn in the classroom and the real world.
The MYP is an inclusive programme that benefits students of all interests and abilities.
© International Baccalaureate Organization 2018
8 groups
MYP teaching is based on 8 subject groups
Language and literature
Individuals and societies
Sciences
Mathematics
Arts
Physical and health education
Design
IB Learner Profile
Qualities that the IB programme develops in every student
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Balanced
We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
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Reflective
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
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Inquirers
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
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Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
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Thinkers
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
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Caring
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
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Open-minded
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
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Risk-takers
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
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Communicators
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
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Principled
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
IB MYP
Middle Years Programme
of the International Baccalaureate (IB):
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Addresses the intellectual, social, emotional and physical well-being of students
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Provides students with opportunities to develop the knowledge, attitudes and skills they need to solve complex problems and take responsible action in the future
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Ensures breadth and depth of understanding through study of eight subject groups
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Requires the study of at least two languages to support students in understanding their own culture and that of others
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Gives students the opportunity to participate in community service
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Helps to prepare students for further education, the workplace and lifelong learning
Curriculum and programme
The MYP consists of eight subject groups: language acquisition, language and literature, individuals and societies, sciences, mathematics, arts, physical and health education, and design. A minimum of 50 teaching hours per subject group is required in each academic year. In years 4 and 5, students have the option to take courses from six of the eight subject groups, which allows greater flexibility.
MYP: a unique approach that meets the needs of a global society
The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community. MYP teachers plan the curriculum and programme with attention to the following:
Teaching and learning in context
Students learn best when their learning is set in context and connected to their lives and the world they know. Using global contexts, MYP students explore human identity, global challenges and international-mindedness.
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 to 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 knowledge and skills in unfamiliar contexts. Developing and applying these skills helps students learn how to learn.
ATL — Approaches to learning
5 categories
10 clusters
100+ skill indicators
ATL skills
Thinking skills
Self-management
Communication
Social skills
Research skills
Critical thinking
Creative thinking
Transfer
Organization
Affective skills
Reflection
Communication
Collaboration
Information literacy
Media literacy
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 have learned in the classroom and beyond. IB learners strive to be caring members of the community who are committed to service and acting to make a positive difference to the lives of others and 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. The ability to communicate in a variety of ways is fundamental to intercultural understanding and is crucial for positive identity formation.
MYP projects
MYP projects
MYP projects give students the opportunity to demonstrate what they have learned in the MYP. In schools that teach year 5 of the MYP, all students must complete the personal project. In programmes that include year 4 or 5 of the MYP, schools may give students the opportunity to complete both the community and the personal project. In schools that teach year 3 or 4 of the MYP, all students must complete the community project.
Community project
The community project encourages students to explore their right and responsibility to implement service as action in the community. Students may complete the community project individually or in small groups.
Personal project
The personal project is completed by each student independently; it must be an authentic personal and creative work that is used for the summative assessment of the student's ability to work independently.
Assessment principles in the MYP
Rigorous criteria applied consistently around the world.
MYP assessment standards are the same worldwide. To maintain the high standards for which IB programmes are known, the MYP uses a criterion-related assessment model. Teachers prepare a variety of assessment tasks so that students can demonstrate their academic achievement against the objectives defined by the International Baccalaureate (IB). Task performance is assessed against established criteria rather than by comparison with the work of other students. A quality curriculum enables students to develop a range of skills. The MYP encourages teachers to assess the full range of skills acquired, including the ability to succeed in written examinations. Typical MYP assessment tasks include open-ended problems, investigations and problem-solving tasks, debates, tests and examinations, practical work, analysis and critique. MYP assessment is carried out by teachers in accordance with criteria set by the IB.
MYP assessment system from 2016
Along with the introduction of mandatory moderation of the personal project, 2016 saw changes to the optional external assessment system for the MYP. The new optional eAssessment system gives students in the final year of the MYP (ages 15–16) the opportunity to undergo external assessment and receive an internationally recognised IB MYP certificate.
MYP eAssessment is a balanced, challenging model consisting of on-screen examinations and coursework. Two-hour on-screen examinations in four subject groups (language and literature, sciences, mathematics, individuals and societies) and interdisciplinary learning, as well as a portfolio of coursework in language acquisition, are assessed by external IB examiners. Students also submit an ePortfolio containing coursework in activity-based subjects (physical and health education, arts and design), which is moderated against international standards.
These innovative assessment approaches focus on assessing conceptual understanding and the ability to apply knowledge in complex, unfamiliar situations. They provide rigorous and reliable assessment of student achievement in the MYP.