Middle Years Programme (MYP)

KING ABDULAZIZ SCHOOL
MAKING A DIFFERENCE
IN EDUCATION FOR A BETTER FUTURE

The IB Middle Years Programme at King Abdulaziz 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.

What are the benefits of the MYP?

  • Students are challenged in all areas of the curriculum.
  • Students are involved in a world-recognized programme.
  • It promotes a well-balanced education.
  • It promotes international and intercultural awareness.
  • It provides a strong foundation for success in the Diploma Programme.

The International Baccalaureate Middle Years Programme is guided by three fundamental concepts rooted in the IB mission statement. These concepts are:

Holistic Learning

While maintaining excellent standards of teaching and learning in and across a wide and balanced range of traditional subjects at King Abdulaziz School, the MYP also has an extra emphasis on the interrelatedness of the subjects. This encourages the students to consider issues and problems from a variety of points of view. The students learn to combine relevant knowledge, experience and critical thinking to solve real problems.

Intercultural Awareness

The MYP develops students’ attitudes, knowledge and skills as they learn about their own and others’ cultures. MYP teaching and learning encourages tolerance, respect and empathy. This is an essential part of education to create a better and more peaceful world in the future.

Communication

Good command of one’s own language enables clear expression of ideas, attitudes and feelings. The learning of other languages extends the student’s ability to communicate and it teaches appreciation of different cultures and ways of thinking. Good communication is also about listening to others and understanding variations and nuances. The MYP also encourages students to explore various modes of expression.

Further benefits of the MYP are:

  • The curriculum is academically rigorous and challenging
  • It fosters in students a positive attitude to learning through its focus on problem-solving, creativity, ingenuity and active community involvement
  • Through the Areas of Interaction, students can experience more clearly the connections between academic subjects and real-world issues
  • It encourages critical thinking in the student as well as personal and academic reflection
  • It develops strong research and investigative skills in the student
  • Students are taught how to learn independently and effectively
  • There is a strong focus on assessment for learning

Overall, the MYP is especially designed to help adolescents adjust to life in the 21st century. It is a difficult time for these young people as they learn to cope with a constantly-changing and increasingly-interconnected world. The MYP provides them with the knowledge and skills they need as they grow, helping the students to find a sense of belonging. The MYP emphasizes, through the Learner Profile, the physical, intellectual, social, emotional and ethical development of the whole person.

Global Contexts:

 

Six broad themes provide the basis for international mindedness and global engagement. They are called Global Contexts which answer the following questions:

  • Why are we engaged in this inquiry?
  • Why are these concepts important?
  • Why is it important for me to understand?
  • Why do people care about these topics?

Assessment in the International Baccalaureate Middle Years Programme

Internal Assessment

Assessment in the MYP is best described as internal, as opposed to external, because the assessment tasks, strategies and tools are designed, developed and applied by teachers working with students in their schools.

The IB believes that teachers are best placed to assess the work of their MYP students; the assessment model supports the professional judgment of the teacher in deciding the levels of achievements of individual students.

Criterion-related Assessment

Assessment in the MYP is “criterion-related”. This means that students are assessed against carefully- designed standards pre-determined by the IBO. These criteria directly relate to the objectives of each subject and they reflect the knowledge, skills and attitudes needed in each subject.

The Purposes of Assessment in the IB MYP

At King Abdulaziz School, assessment is integral to all teaching and learning and supports the principles of the MYP.

Teaching and Learning in the IB

Teaching and learning in the IB celebrates the many ways people work together to construct meaning and make sense of the world. Through the interplay of asking, doing and thinking, this constructivist approach leads towards open, democratic classrooms. An IB education empowers young people for a lifetime of learning independently and in collaboration with others. It prepares a community of learners to engage with global challenges through inquiry, action and reflection.

Community & Service (C&S)

In Grades 6-10, all MYP students at King Abdulaziz School are encouraged to participate in community and service-based activities. It is up to the student to select and reflect upon what constitutes a C&S activity. By Grades 9-10, students should be able to show personal initiative through their C&S choices and activities. Each student is required to complete three C&S reflections and completion of these activities is recorded in semester reports. The portfolios may also contain photographs, journal entries, poems, etc.

The C&S Coordinator publishes and promotes various C&S activities, exchanges and trips throughout the year. These are advertised in student assemblies. newsletter and within the wider community. Students must keep a journal or portfolio of evidence of their activities.

In Grades 9-10, students have a C&S interview in mid-May to check on their progress and verify their commitment to the programme.

The MYP programme culminates in a Personal Project in Grade 10.

You can read more about the MYP Curriculum on the IB website at http://www.ibo.org/myp/index.cfm

or address questions to the Middle Years Programme Coordinator at: [email protected]

Learn more about the IB MYP Programme by clicking on the links below:

 

The IB Middle Years Programme                   MYP-10 Reasons                     MYP-guide-for-parents