1. Middle Years Programme
The unique benefits of the MYP

2. Contents IB mission statement What are the IB programmes?
Learner profile
Fundamental concepts
Middle Years Programme definition
Programme model
Areas of interaction
Assessment
Overview

3. Organization: What is the IB mission and legal status?
The IB is a not-for-profit foundation, motivated by its educational mission, focused on the student.
Mission
Core values
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
Motivated by a mission We aim to create a better world through education
Partnerships We achieve our goals by working together
Quality We value our reputation for high standards
Participation We actively involve our stakeholders
International mindedness We embrace diversity
Legal status
The IB is a non-profit making Swiss Foundation registered in The activities of the organization are determined by an Act of Foundation approved by the Swiss authorities.
Further resources:
The Annual Review including accounts is available on 3

4. Programmes : What is the learner profile
Programmes : What is the learner profile? It’s the IB mission statement translated into a set of learning outcomes for the 21st century.
IB learners strive to be:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
The attributes of the learner profile express the values inherent to the IB continuum of international education: these are values that should infuse all elements of the three programmes and, therefore, the culture and ethos of all IB World Schools.
IB programmes promote the education of the whole person, emphasizing intellectual, personal, emotional and social growth through all domains of knowledge. 4

5. Programmes: What is the MYP programme?
Middle Years
Ages
Curriculum &
Assessment
Professional development
School authorization
& programme evaluation

6. Philosophy: What are the fundamental concepts of the MYP?
Holistic learning
Intercultural awareness
Communication
The MYP fundamental concepts are dimensions of the IB mission statement, developed in the learner profile, that need to be highlighted and especially developed in the MYP. These 3 fundamental concepts provide guidance for schools in developing their school culture.

7. Definition: How is the Middle Years Programme defined?
The MYP is:
for students aged 11 to 16
a framework of academic challenge
8 subject groups, plus personal project in the final year
taught in any language
The MYP encourages students to:
understand the connections between subjects through interdisciplinary learning
understand the connections between subjects and the real world
become critical and reflective thinkers
Taught in any language, though officially supported in 4: English French Spanish Chinese

8. Philosophy: Programme model
Students are required to study their mother tongue, a second language, humanities, sciences, mathematics, arts, physical education and technology. In the fifth year of the programme, students also engage in a personal project, which allows them to demonstrate the understandings and skills they have developed throughout the programme.
Local requirements can be integrated into this framework

9. What are the areas of interaction?
Approaches to learning
Community and service
Health and social education
Environments
Human ingenuity (Homo faber)

10. Areas of interaction: Approaches to learning
Through approaches to learning, teachers
provide students with tools to:
Take responsibility for their own learning
Develop awareness of how they learn best
Develop problem solving and decision making skills
Develop awareness of thought processes and learning strategies
Develop critical, coherent and independent thought

11. Areas of interaction: Community & service
This area of interaction extends learning
beyond the classroom and requires
students to:
Develop community awareness and concern
Develop a sense of responsibility
Take an active part in the communities in which they live, thereby encouraging responsible citizenship
Develop skills and attitudes that will enable effective contributions to society

12. Areas of interaction: Health & social education
Deals with a variety of human issues
including physical, social and emotional
health and intelligence. Students will:
be aware of the relationship between the individual and society
take responsibility for their own well-being and for that of others
take responsibility for their social environment
be able to make informed choices for themselves with consideration for the wider society

13. Areas of interaction: Environments
Aims to develop awareness of humanity’s
interdependence with a range of
environments so that students:
Understand issues within natural, built and virtual environments
Take responsibility for maintaining and improving environments that are fit for the future
Take action on issues explored through this area of interaction
Can we do a tri-photo with each environment represented?

14. Areas of interaction: Human ingenuity (Homo faber)
Students explore the ways that human
minds have influenced our lives. Students
will:
become aware of the nature of ingenuity
reflect on the impact of innovations and creations, ideologies and ways of thinking,
appreciate the consequences of actions
Please insert new photo

15. Assessment: How do we assess student learning in the MYP?
Involves a range of task types
Assessment of knowledge, concepts, skills and attitudes
Criterion referenced
Internally assessed (by teachers)
Externally moderated for global standardization

16. Overview International Baccalaureate Middle Years Programme
A programme for year olds
Student-centered programme
Range of academic disciplines
Academically rigorous
Areas of interaction connect disciplines to the real world
Can be taught in any language
Flexible enough to be used with local requirements
Designed and reviewed by experienced, practicing educators