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What is the Middle Years Program (MYP)?

The IB MYP represents a broad and balanced framework for teaching, learning and assessment that puts the learner (our scholars) at the centre of the programme. MYP is designed for ALL scholars so that they will be exposed to the IB philosophy and skills, regardless of whether they decide to enter the rigorous IBDP program. The Learner is surrounded by the Approaches to Teaching and Learning ;  skills and attributes developed across our curriculum that encourages our learners to become independent and knowledgeable critical inquirers. Units of Inquiry are developed through the Key and Related Concepts : overarching and subject ­specific understandings that develop a strong disciplinary foundation and encourages the transferring of knowledge, skills and ideas across the subjects.

The Global Contexts act as a lens for inquiry in the MYP. Through these contexts, we can develop international mindedness and global engagement in our students, and they can act as an inspiration for service and projects. These Global Contexts demonstrate a connection between the Middle Years Programme and Odyssey’s Core Values.   Scholars learn across eight subject areas concurrently, developing strong disciplinary knowledge through their subjects. They apply and strengthen this through occasional interdisciplinary units, in which scholars learn and are assessed across different subject groups.

MYP asks that all instruction be relevant, real-world, inquiry-based and goal-oriented. Teachers at Odyssey design unit plans that incorporate inquiry questions, conceptual learning, and real world application. The MYP philosophy encourages scholars to reflect on their growth as a learner throughout the program.

Scholars are encouraged to:

  • Ask challenging questions

  • Learn how to learn and then reflect on their own learning

  • Develop a strong sense of their own identity and their culture

  • Develop the ability to communicate with and understand people from other cultures.

OIAIS MYP Brochure
MYP Presentation

Research suggests, that IB students are more likely than their peers to complete their undergraduate degrees and pursue graduate work; and that they are more likely to be engaged in various aspects of university life.

The benefits of MYP

  • Provides an education that prepares students to be competitive on a global stage, building the skills valued by parents and employers.
  • Develops students who are self-directed, self-regulated, independent and autonomous learners.
  • Stimulates critical and creative thinking through inquiry-based, student-centred education.
  • Emphasizes approaches to learning (ATL), a unifying thread throughout all MYP subject groups that helps students learn how to learn, not just what to learn.
  • Develops students as responsible members of their local, national and global communities who strive to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective.
  • Results in students who are global learners, aware of connections between disciplines and to the larger world.

Research-Demonstrated Impact:

Research studies provide evidence that MYP students tend to distinguish themselves from their non-IB peers. Consider the following recent findings (available on www.ibo.org/research):

  • MYP students perform as well as, or better than, their peers at non-IB World Schools on international assessments, including assessments in math literacy, reading, narrative writing and expository writing.
  • Enrolment in the MYP appears to have a positive impact on global-mindedness.
  • MYP students are more likely to engage in student service learning projects in school and to participate in volunteer activities outside of school.
  • The MYP is also considered a strong predictor of performance in the IB Diploma Programme (DP).

Course Description

The International Baccalaureate® (IB) Middle Years Programme (MYP) comprises eight subject groups: language acquisition, language and literature, individuals and societies, sciences, mathematics, arts, physical and health education, and design. The MYP requires at least 50 hours of teaching time for each subject group in each year of the programme. The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community.

Language and Literature
Language Acquisition (Mandarin/Spanish)
Individuals and Societies
Sciences
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Mathematics
Visual and Performing Arts
Health and Physical Education

There are IB World Schools in nearly 150 countries throughout the world, and students send exam results to higher education institutions in nearly 90 countries annually.

Resources

Parent Guide:

Answers to the frequently asked questions about the Middle Years Programme may be found in the Parents Pack PDF form. If you have additional questions, please feel free to contact Kari Hurley at khurley@topamail.com.

Facts about MYP

Scholar Resources:

The MYP prepares scholars for the demanding requirements of the IB Diploma Programme (DP) and emphasizes intellectual challenges. Below are resources to help scholars on their journey.

Personal Project Guide
Personal Project Report Guide
2016 at Vatican

Assessment

How is my child assessed (graded) in an IB MYP class?

Assessment in the MYP is criterion-related, reflecting contemporary educational theory regarding assessment. Each subject in the MYP has its own assessment criteria that are age, level, task specific, and based on core learning aims and objectives for that subject. In recent years, educational assessment has moved away from comparing a student’s achievement against other students because this normative model for assessment provided students with continuously negative perceptions about learning. In contrast, the use of criterion-related assessment:

  • Compares student achievement with pre-determined criteria that, over time, provides greater consistency in maintaining and raising standards.
  • This method of student assessment helps learners plan their next steps for learning and set goals for improvement.

What should grades tell us about students? 

  • What things they know and can do.
  • How well they can apply what they know.
  • Whether they are ready to move on.
  • Whether they’ve reached a standard.
  • What level their work is at.
  • Whether they can solve real-world problems.
  • What their strengths are and the things they need to work on.
  • Whether they have improved during the marking period.

What differences will my child see in the classroom?

There will be an increasing degree of:

  • The viewing of planning, teaching and assessing as integrated processes.
  • Using a range and balance of assessment strategies.
  • Involving students in self and peer assessment.
  • Seeking student responses in order to evaluate their current understanding.
  • Giving students regular and ongoing feedback throughout units of work.
  • Enabling students to see assessment as a means of describing learning and improving learning.
  • Assessing the levels of students’ current knowledge before new learning.
  • Embarking on new learning before assessing the levels of students’ current    knowledge and experience.

Critera:

Knowledge and skills are assessed through the following criteria specifically designed for each subject. Each criterion is assessed twice throughout the school year.  These form the basis of student reporting. Teachers will communicate to parents and students descriptors for the level of achievement for each criterion. These criteria are translated to the 1-8 overall achievement levels.

IB Achievement Levels Chart

MYP Policies

Policy information to come.