MIDDLE YEARS PROGRAMME (MYP)

Middle Years programme (MYP)

In Grades 9 and 10 all students are enrolled in the Middle Years Programme (MYP). Students in Grade 10 may choose to take up to one AP course in 10th grade. Students in Grade 10 may also opt to take the MYP Certificate or Courses Certificate to enhance their HS diploma.

The MYP curriculum consists of eight subject groups and the two elements: service and personal project. In Grade 9 and 10, students have the option to take courses from six of eight subject groups within certain limits, to provide greater flexibility in meeting local requirements and individual student learning needs.

In countries such as India, Pakistan and the UK, completion of the MYP unlocks access to further study, as it is considered comparable to other qualifications taken around the age of 16. A comparative analysis of assessment in the MYP and the GCSE shows that assessment in both programs is similar in cognitive demand and that MYP eAssessment is a reliable indicator of student success.

Ms Rhonda Wiens

MYP Coordinator / Academic Dean

rhonda.wiens@sais.edu.sg

To know more about the MYP (Middle Years Programme) courses, kindly reach out to Ms Wiens or visit the sote below:

SAIS MYP Website

Personal Project Orientation Workshop (Class of 2026)

SAIS Personal Project

The Personal Project is a summative assignment designed as a formal expression of what the student has learned during their years in the MYP. The project should reflect a topic of interest to the individual student. All students in MYP Year 5 (Grade 10) must complete a personal project as an IB expectation. The personal project is assessed using the three objectives evaluating students on their planning, applying skills, and reflecting on their learning and product goal.

The personal project is a significant body of work produced over an extended period. It is a product of the student’s own initiative and should reflect his/her experience of the MYP. The personal project holds a very important place in the programme. It provides an excellent opportunity for students to produce a truly creative piece of work of their choice and to demonstrate the approaches to learning skills they have developed in the MYP.

Service as Action Guide- G10

SAIS Service as action

“When the academic and service connection is deliberate and includes student initiative, authenticated needs, reciprocal collaborations with community partners, and meaningful reflection, we call this service learning.” - Cathryn Berger Kaye

Service Learning uses the five stages of investigation, preparation, action, reflection and demonstration as a teaching and learning strategy. Meaningful community service is integrated with instruction and reflection to enrich the learning experience, teach civic responsibility, and strengthen communities.

Action is wider than service as it can include community engagement, community awareness, community service, and service learning. It can include advocacy and the decision to not act. Action is a strategy and an outcome, learning by doing, enhancing learning about self, making responsible choices and deciding to act or not act.

Service as Action encourages emotional and social growth and develops cooperation, problem-solving skills, conflict resolution, and critical and creative thinking. In MYP Service as Action, students find a need they can respond to using their own personal interests and skills.

MYP 10 Reasons.pdf

MYP Handbook (2021-2022).pdf

Language & Literature

G9 MYP Language & Literature (English, Chinese, Spanish) - 1.0 ENG or ML credit

Throughout the year, students will study literature and informational texts. They will produce a variety of responses, including spoken, written, dramatic, and other types. Students will read a diverse range of texts, including short stories, novels, nonfiction, and historical speeches. Close reading assignments and seminar-style discussions will encourage students to analyze and appreciate elements of texts. Students will improve their essay-writing skills, enhance their vocabulary, and reinforce grammar mechanics through formal and informal writing assignments. To that extent, assessments center on essays, speeches, and a media project that demonstrates students’ ability to think critically and communicate persuasively. They will be able to apply their analysis to create understandings of the real world relevance of the ideas contained within the texts. Students who complete the course will be able to demonstrate a proficiency in engaging with texts and producing thoughtful responses.

G10 MYP Language & Literature (English, Chinese, Spanish) - 1.0 ENG or ML credit

In Language and Literature in English, Grade 10 students move to a higher level of sophistication through an extensive survey in fiction and non-fiction from around the world. As a mirror of culture, literature reflects how universal human qualities are revealed within cultural boundaries. Writing assignments and seminar-style discussions prompt students to explore the elements that make each text powerful and unique. We will examine the universal qualities that link our cultures together and whether an understanding of this will help us bridge cultural gaps in the future. Students hone analytic writing skills, with emphasis on the argument essay and analytical essays. Assessments target skills necessary for IB Language A, and therefore are designed to help students enhance critical writing and oral commentary skills using one or more literary texts.

Language Acquisition

G9 MYP Language Acquisition English (Phases 3-5) - 1.0 ENG or ML credit

Students in English Language Acquisition Phase 3/4/5 are capable communicators who understand and respond to a variety of spoken and written texts. They understand specific information, main ideas and details presented in oral, visual and written language, and demonstrate their comprehension in a range of oral and written forms. They engage in conversation and write structured text to express their ideas, opinions and experiences in a range of familiar and some unfamiliar situations. Students are able to understand interpersonal and cultural contexts in specific units to develop the way they speak and write in different ways for different purposes and audiences.

G9 MYP Language Acquisition Chinese (Phases 1-4) - 1.0 ML credit

Students in MYP Chinese Phases of Acquisition begin to learn the language and develop proficiency as they interpret specific information, main ideas and some detail presented in complex oral, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. They engage in conversation and write structured text to share informative and organized ideas on topics of personal interest and global significance, in a range of interpersonal and cultural contexts. They can communicate substantial information containing relevant and developed ideas and justified opinions on events, experiences and some concepts explored in class. Depending on their phase they identify aspects of format and style, and speak and write with a clear sense of audience and purpose.

G9 MYP Language Acquisition Spanish (Phases 1-4) - 1.0 ML credit

Students in MYP Spanish Phases of Acquisition begin to learn the language and develop proficiency as they respond to a variety of spoken and written texts. They understand specific information, main ideas and details presented in oral, visual and written language, and demonstrate their comprehension in a range of oral and written forms. They engage in conversation and write structured text to express their ideas, opinions and experiences in a range of familiar and some unfamiliar situations. Depending on their phase, students are able to understand interpersonal and cultural contexts in specific units to develop the way they speak and write in different ways for different purposes and audiences.

G10 MYP Language Acquisition English (Phase 5) - 1.0 ENG or ML credit

Students in English Language Acquisition Phase 5 are capable communicators who understand and respond to a variety of spoken and written texts. They understand specific information, main ideas and details presented in oral, visual and written language, and demonstrate their comprehension in a range of oral and written forms. They engage in conversation and write structured text to express their ideas, opinions and experiences in a range of familiar and some unfamiliar situations. Students are able to understand interpersonal and cultural contexts in specific units to develop the way they speak and write in different ways for different purposes and audiences.

G10 MYP Language Acquisition Chinese (Phases 1-4) - 1.0 ML credit

Students in MYP Chinese Phases of Acquisition begin to learn the language and develop proficiency as they interpret specific information, main ideas and some detail presented in complex oral, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. They engage in conversation and write structured text to share informative and organized ideas on topics of personal interest and global significance, in a range of interpersonal and cultural contexts. They can communicate substantial information containing relevant and developed ideas and justified opinions on events, experiences and some concepts explored in class. Depending on their phase they identify aspects of format and style, and speak and write with a clear sense of audience and purpose.

G10 MYP Language Acquisition Spanish (Phases 1-4) - 1.0 ML credit

Students in MYP Spanish Phases of Acquisition begin to learn the language and develop proficiency as they respond to a variety of spoken and written texts. They understand specific information, main ideas and details presented in oral, visual and written language, and demonstrate their comprehension in a range of oral and written forms. They engage in conversation and write structured text to express their ideas, opinions and experiences in a range of familiar and some unfamiliar situations. Depending on their phase, students are able to understand interpersonal and cultural contexts in specific units to develop the way they speak and write in different ways for different purposes and audiences.

Individuals and Societies

G9 MYP Individuals and Societies - 1.0 SS credit

The study of individuals and societies helps students to critically appreciate the diversity of human culture, attitudes and beliefs. Courses in this subject group are important for helping students to recognize that both content and methodology can be debatable and controversial, and for practicing the tolerance of uncertainty. The IB’s approach to this subject area includes a strong focus on inquiry and investigation. Students collect, describe and analyze data; test hypotheses; and learn how to interpret increasingly complex information, including original source material. This focus on real-world examples, research and analysis is an essential aspect of the subject group.

G10 MYP Individuals and Societies - 1.0 SS credit

The study of individuals and societies helps students to critically appreciate the diversity of human culture, attitudes and beliefs. Courses in this subject group are important for helping students to recognize that both content and methodology can be debatable and controversial, and for practicing the tolerance of uncertainty. The IB’s approach to this subject area includes a strong focus on inquiry and investigation. Students collect, describe and analyze data; test hypotheses; and learn how to interpret increasingly complex information, including original source material. This focus on real-world examples, research and analysis is an essential aspect of the subject group.

Sciences

G9 MYP Integrated Sciences - 1.0 SCI credit

Grade 9 Science is the fourth course in a five-year integrated Science program which includes the study of Chemistry, Physics and Biology. The course includes formative and summative opportunities problem-solving in the lab. Students will need to have a solid understanding of the materials covered in order to creatively solve experimental design problems and collect data that proves its success or failure. There is an emphasis on clearly and effectively communicating ideas and supporting these ideas with reliable evidence throughout all criteria.

G10 MYP Integrated Sciences - 1.0 SCI credit

Grade 10 Science is the fifth course in a five-year integrated Science program which includes the study of Chemistry, Physics and Biology. The course includes formative and summative opportunities problem-solving in the lab. Students will need to have a solid understanding of the materials covered in order to creatively solve experimental design problems and collect data that proves its success or failure. There is an emphasis on clearly and effectively communicating ideas and supporting these ideas with reliable evidence throughout all criteria.

Mathematics

G9 MYP Integrated Mathematics (Standard, Extended) - 1.0 MATH credit

Grade 9 is the fourth course in a five year integrated math program which incorporates the study of number, algebra, geometry and trigonometry, probability and statistics and discrete math. The course includes a review of numbers and focuses on Algebra, Trigonometry and Polynomials.

G9 MYP Integrated Mathematics (Standard, Extended) - 1.0 MATH credit

Grade 10 is the fifth course in a five year integrated math program which incorporates the study of number, algebra, geometry and trigonometry, probability and statistics and discrete math. The course includes a review of numbers and focuses on Algebra, Trigonometry and Polynomials.

Visual and Performing Arts

G9 MYP Drama, Music, Visual Arts - 1.0 ARTS credit

As preparation for the Diploma Arts Courses, the grade 9 course focuses on building sound skills and techniques with a focus on the power of art to communicate. Documenting processes and engaging with the Middle Years Program (MYP)s global contexts enriches the student’s experiences and supports the MYPs objectives. Students will have the opportunity to hone their technical skills through the use of a wide variety of media. In quarter three, all students will participate in the International Baccalaureate’s (IB) MYP ePortfolio and can choose if they wish to receive official certification from the IB. The grade 10 course encourages students to contextualize their understanding of art in the world.

G10 MYP Drama, Music, Visual Arts - 1.0 ARTS credit

As preparation for the Diploma Arts Courses, the grade 10 course focuses on building sound skills and techniques with a focus on the power of art to communicate. Documenting processes and engaging with the Middle Years Program (MYP)s global contexts enriches the student’s experiences and supports the MYPs objectives. Students will have the opportunity to hone their technical skills through the use of a wide variety of media. In quarter three, all students will participate in the International Baccalaureate’s (IB) MYP ePortfolio and can choose if they wish to receive official certification from the IB. The grade 10 course encourages students to contextualize their understanding of art in the world.

Design

G9 MYP Design - 1.0 ELE or ARTS credit

MYP Design requires the use of the design cycle as a tool which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, and the testing and evaluation of the solution. Students develop knowledge, understanding and skills to design models and create solutions to problems using technology effectively as a means to access, process and communicate information. In Grade 9, Design students will explore design challenges related to a range of issues including robotics and automation, textiles and wearable technology and promoting change through games. Students will have the opportunity to develop skills such as their 2D and 3D drawing techniques including CAD, programing, sewing and use of 3D printers and laser cutters in order to create their solutions.

G10 MYP Design - 1.0 ELE or ARTS credit

The Grade 10 course is the culmination of MYP Design in which students develop an appreciation of the elegance and power of the design process. Students develop knowledge, understanding and skills to design models and create solutions to problems using technology effectively as a means to access, process and communicate information. Students have the opportunity to sit for the MYP Design Certificate by completing the IBO eAssessment from January to March. Prior to that, students undertake a project that relates to the development of sustainable communities which focuses on design innovations for life, global society and environments. The final Maker Faire unit provides an opportunity for students to showcase their design skills by incorporating a mixture of modeling, 3D printing, sewing, programming & electronics and laser cutting by creating a product of their own choosing.

Physical and Health Education (PHE)

G9 MYP Physical and Health Education (PHE) - 1.0 PHE credit

During Grade 9, students complete Year 4 of the program. There is a greater focus on coaching and peer-assessment through tasks such as softball analysis, designing a swim-based training program, and leading others through a self-designed soccer-activity as part of their Service Unit focused on the Sustainable Development Goals. Students gain exposure to a range of team and individual pursuits, and adventure challenge activities such as Orienteering and Rock Climbing. The Muscular and Skeletal Systems are both taught as part of a Sports Science unit, providing the opportunity for students to apply their knowledge and understanding to explain how we are able to move and be physically active.

G10 MYP Physical and Health Education (PHE) - 1.0 PHE credit

Students complete Year 5 of the program with the option to gain the MYP eAssessment certificate. There is an emphasis placed on fun and enjoyment whilst concentrating on both individual and team based activities. Students have the opportunity to explore a game or activity unique to a country of choice, allowing students to present games that are part of their culture and develop their international mindedness. Collaboration and self-management are strengthened through opportunities to plan and present a fitness to music routine and develop a coach-client relationship in basketball. Students consider participation and enjoyment as they endeavor to develop a striking and fielding game. To prepare students interested in exploring Sports, Exercise and Health Science, the effects of exercise on the human body are explored, specifically the Cardiovascular, Respiratory and Energy Systems.