IB Middle Years Programme (MYP)

The following broad descriptions apply across subject groups, and MYP subject-group guides suggest further subject-specific understandings. These concepts are not only “key” in the sense of being important; they also provide a key—a way into a body of knowledge through structured and sustained inquiry. They place no limits on breadth of knowledge or on depth of understanding, and therefore provide access to every student, regardless of individual aptitudes and abilities.

• Aesthetics deals with the characteristics, creation, meaning and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.

• Change is a conversion, transformation or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.

• Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common “language” (which may be written, spoken or non-verbal).

• Communities are groups that exist in proximity defined by space, time or relationship. Communities include, for example, groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat.

• Connections are links, bonds and relationships among people, objects, organisms or ideas.

• Creativity is the process of generating novel ideas and considering existing ideas from new perspectives. Creativity includes the ability to recognize the value of ideas when developing innovative responses to problems; it may be evident in process as well as outcomes, products or solutions.

• Culture encompasses a range of learned and shared beliefs, values, interests, attitudes, products, ways of knowing and patterns of behaviour created by human communities. The concept of culture is dynamic and organic.

• Development is the act or process of growth, progress or evolution, sometimes through iterative improvements.

• Form is the shape and underlying structure of an entity or piece of work, including its organization, essential nature and external appearance.

• Global interactions, as a concept, focuses on the connections among individuals and communities, as well as their relationships with built and natural environments, from the perspective of the world as a whole.

• Identity is the state or fact of being the same. It refers to the particular features that define individuals, groups, things, eras, places, symbols and styles. Identity can be observed, or it can be constructed, asserted and shaped by external and internal influences.

• Logic is a method of reasoning and a system of principles used to build arguments and reach conclusions.

• Perspective is the position from which we observe situations, objects, facts, ideas and opinions. Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple representations and interpretations.

• Relationships are the connections and associations between properties, objects, people and ideas—including the human community’s connections with the world in which we live. Any change in relationship brings consequences—some of which may occur on a small scale, while others may be far-reaching, affecting large networks and systems such as human societies and the planetary ecosystem.

• Systems are sets of interacting or interdependent components. Systems provide structure and order in human, natural and built environments. Systems can be static or dynamic, simple or complex.

The intrinsically linked concept of time, place and space refers to the absolute or relative position of people, objects and ideas. Time, place and space focuses on how we construct and use our understanding of location (“where” and “when”).

The IB Middle Years Programme (MYP) is designed for students aged 11 to 16. It provides a framework of learning that emphasizes intellectual challenge and encourages connections between studies in traditional subjects and the real world. The MYP focuses on “learning how to learn” through the systematic development of approaches to learning (ATL) skills for communication, collaboration, organization, self-management, reflection, research, informational literacy, media literacy, creative and critical thinking, and transfer of learning. It also fosters intercultural understanding and global engagement —essential qualities for young people today.

With the introduction of the MYP in 1994 and the Primary Years Programme (PYP) in 1997, the IB identified a continuum of international education for students aged 3 to 19. A decade later, the adoption of the IB learner profile across the continuum described internationally minded learners of all ages. The learner profile continues to provide important common ground for these challenging, standalone programmes, each developed as a developmentally appropriate expression of the IB’s educational approach.

An IB education:

• centers on learners

• develops effective approaches to teaching and learning

• works within global contexts

• explores significant content

Working together, these four characteristics define an IB education that allows students to flourish in their studies, promoting open communication based on understanding and respect, the IB encourages students to become active, compassionate, lifelong learners. An IB education is holistic in nature—it is concerned with the whole person. Along with cognitive development, IB programmes address students’ social, emotional and physical well-being. They value and offer opportunities for students to become active and caring members of local, national and global communities; they focus attention on the values and outcomes of internationally minded learning described in the IB learner profile.

Students must identify a global context for their MYP projects to establish their relevance and significance. The following global contexts direct learning towards independent inquiry.

Global Contexts:

Identities and relationships - Who am I? Who are we?

• Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

Orientation in space and time - What is the meaning of ‘where’ and ‘when’?

• Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives.

Personal and cultural expression - What is the nature and purpose of creative expression?

• Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Scientific and technical innovation - How do we understand the worlds in which we live?

• Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

Globalization and sustainability - How is everything connected?

• Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; reflect on the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment.

Fairness and development - What are the consequences of our common humanity?

• Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.

What are the approaches to learning (ATL)?

• ATL are deliberate strategies, skills and attitudes that permeate the IB teaching and learning environment.

• ATL supports the IB belief that a large influence on a student’s education is not only what you learn but also how you learn.

• Teaching students how to learn has always been a part of IB teaching, but now the IB is providing more explicit support for teaching these skills, aligning the Diploma Programme (DP) with the Primary Years Programme (PYP), the Middle Years Programme (MYP) and the IB Career-related Programme (CP).

• Focus on ATL will improve the quality of teaching and learning across the programmes and may result in more engaged teachers and students.

Thinking Skills

• Generating new ideas and thoughts

• Developing contrary arguments

• Being able to strategically adapt to a new situation

• Creating reasonable arguments using logic and facts

• Asking important questions

Self-Management Skills

• Setting up reasonable goals and working to achieve them

• Structuring information in an effective manner

• Building relationships with others

• Working on focus and commitment

• Understanding personal strengths and weaknesses

Research Skills

• Finding reliable data

• Locate, organize, analyze, evaluate, synthesize and efficiently use

• information from a variety of sources and media

• Using a variety of perspectives

• Understand and implement intellectual property rights and

• the value of academic honesty

• Use and interpret a range of content-specific terminology

Social Skills

• Consider, respect and analyze different opinions, points of view,

• ideas and preferences

• Help others and encourage contribution

• Negotiate goals and limitations with peers and teachers

• Resolve conflicts

• Take responsibility for own actions

Communication Skills

• Give and receive appropriate feedback

• Summarize and transform information

• Make effective notes, in class and for studying

• Use a variety of speaking techniques to make meaning clear for different audiences and purposes

• Organize information logically

• Learner Profile