MYP Programme Model

MYP Model

An IB education represents a balanced approach, offering students access to a broad range of content that spans academic subjects - Broad and Balanced choices for the holistic development of the learner

First Ring

Second Ring

Third Ring

The first ring around the student at the center describes the features of the programme that help students develop disciplinary (and interdisciplinary) understanding.

Approaches to learning (ATL) - demonstrating a commitment to approaches to learning as a key component of the MYP for developing skills for learning.
Approaches to teaching - emphasising MYP pedagogy, including collaborative learning through inquiry.
Concepts - highlighting a concept-driven curriculum.
Global contexts - showing how learning best takes place in context.

The second ring describes some important outcomes of the programme.

Inquiry-based learning may result in student-initiated action, which may involve service within the community.
The MYP at Stonehill culminates with the personal project in year 5. Very similar to the culminating project of the PYP -The PYP exhibition.

The third ring describes the MYP’s broad and balanced curriculum.

The MYP organises teaching and learning through eight subject groups:

Language and literature
Individuals and societies
Mathematics
Design
Arts
Sciences
Physical and health education
Language acquisition

In many cases, discrete or integrated disciplines may be taught and assessed within a subject group: for example, history or geography within the individuals and societies subject group; biology, chemistry or physics within the sciences subject group.

The distinction between subject groups blurs to indicate the interdisciplinary nature of the MYP. The subject groups are connected through global contexts and key concepts.

The Middle Years Programme:

addresses holistically students’ intellectual, social, emotional and physical well-being
provides students opportunities to develop the knowledge, attitudes and skills they need in order to manage complexity, and take responsible action for the future
ensures breadth and depth of understanding through study in eight subject groups
requires the study of at least two languages to support students in understanding their own cultures and those of others
empowers students to participate in service with the community
helps to prepare students for further education, the workplace and a lifetime of learning.

Interdisciplinary Learning.pdf

The aim of all IB programmes is to develop internationally minded people who recognise their common humanity and shared guardianship of the planet.

Multilingualism

Learning to communicate in a variety of ways in more than one language is fundamental to the development of intercultural understanding in the IB. IB programmes, therefore, support complex, rich, dynamic learning across a range of language domains. All IB programmes mandate that students learn another language.

Intercultural understanding

Intercultural understanding involves recognizing and reflecting on one’s own perspective, as well as the perspectives of others. To increase intercultural understanding, IB programmes foster learning how to appreciate critically many beliefs, values, experiences, forms of expression and ways of knowing. The goal of understanding the world’s rich cultural heritage invites the IB community to explore human commonality, diversity, personal identity and interconnection.

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