The IBMiddle Years
Programme
Education for a better world

The Middle Years Programme: preparing students to be
successful in school and to be active, lifelong learners
What is an International Baccalaureate(IB) education?

• provides students opportunities to develop the knowledge,
attitudes and skills they need in order to manage complexity andtake responsible action for the future

The IB continuum of international education, for students aged
3 to 19, is unique because of its academic and personal rigour,challenging students to excel in their studies and personal growth.
The IB aims to inspire a quest for learning throughout life that ismarked by enthusiasm and empathy.

• ensures breadth and depth of understanding through study ineight subject groups

The IB aspires to help schools develop well-rounded students,
who respond to challenges with optimism and an open mind,
are confident in their own identities, make ethical decisions, joinwith others in celebrating our common humanity and areprepared to apply what they learn in real-world, complex andunpredictable situations.
The IB offers high-quality programmes of international educationthat share a powerful vision. An IB education:• focuses on learners – the IB’s student-centred programmes
promote healthy relationships, ethical responsibility andpersonal challenge• develops effective approaches to teaching and learning – IB
Programmes help students to develop the attitudes and skills
they need for both academic and personal success• works within global contexts – IB programmes increase
understanding of languages and cultures, and explore globallysignificant ideas and issues• explores significant content – IB programmes offer a curriculumthat is broad and balanced, conceptual and connected.
Informed by values described in the learner profile, IB learners strive
to become inquirers, knowledgeable, thinkers, communicators,principled, open-minded, caring, risk-takers, balanced, andreflective. These attributes represent a broad range of humancapacities and responsibilities that go beyond intellectual
development and academic success.

What is the IB Middle Years
Programme (MYP)?
The MYP is designed for students aged 11 to 16. It provides aframework of learning that encourages students to become
creative, critical and reflective thinkers. The MYP emphasizes
intellectual challenge, encouraging students to make connections
between their studies in traditional subjects and the real world. It
fosters the development of skills for communication, intercultural
understanding and global engagement—essential qualities foryoung people who are becoming global leaders.
The MYP is flexible enough to accommodate most national or
local curriculum requirements. It builds upon the knowledge, skills
and attitudes developed in the IB Primary Years Programme (PYP)
and prepares students to meet the academic challenges of the IBDiploma Programme (DP) and the IB Career-related Programme (CP).
The IB Middle Years Programme:• addresses holistically students’ intellectual, social, emotional andphysical well-being• requires the study of at least two languages (language ofinstruction and additional language of choice) to support
students in understanding their own cultures and those of others• empowers students to participate in service within the community• helps to prepare students for further education, the workplace
and a lifetime of learning.

The curriculum
The MYP consists of eight subject groups: language acquisition,language and literature, individuals and societies, sciences,mathematics, arts, physical and health education, and design.
Student study is supported by a minimum of 50 hours of instruction
per subject group in each academic year. In years 4 and 5, students
have the option to take courses from six of the eight subject groups,
which provides greater flexibility.
The MYP: a unique approach, relevant for a global society
The MYP aims to help students develop their personalunderstanding, their emerging sense of self and responsibility intheir community.
MYP teachers organize the curriculum with appropriate attention to:• Teaching and learning in context. Students learn best when theirlearning experiences have context and are connected to their lives
and the world that they have experienced. Using global contexts,
MYP students explore human identity, global challenges and what
it means to be internationally minded.
• Conceptual understanding. Concepts are big ideas that haverelevance within specific disciplines and across subject areas.
MYP students use concepts as a vehicle to inquire into issues
and ideas of personal, local and global significance and examine
knowledge holistically.
• Approaches to learning (ATL). A unifying thread throughout all
MYP subject groups, approaches to learning provide the foundation
for independent learning and encourage the application of theirknowledge and skills in unfamiliar contexts. Developing andapplying these skills help students learn how to learn.
• Service as action (community service). Action (learning by doingand experiencing) and service have always been shared values of
the IB community. Students take action when they apply what they
are learning in the classroom and beyond. IB learners strive to becaring members of the community who demonstrate a commitment
to service—making a positive difference to the lives of others andto the environment. Service as action is an integral part of theprogramme, especially in the MYP community project.
• Language and identity – MYP students are required to learn
at least two languages. Learning to communicate in a varietyof ways is fundamental to their development of intercultural
understanding and crucial to their identity affirmation.

MYP projects
MYP projects provide students the opportunity to demonstrate
what they have learned in the MYP. In schools that include MYPyears 5, all students must complete the personal project. Inprogrammes that include MYP years 4 or 5, schools may offer
students the opportunity to do both the community project andthe personal project. In schools that include MYP year 3 or 4,students must complete the community project.
•  The community project encourages students to explore theirright and responsibility to implement service as action in thecommunity. Students may complete the community project
individually or in small groups.
• Each student develops a personal project independently,producing a truly personal and creative piece of work that stands
as a summative review of their ability to conduct independentwork.

IB quality assurance
Any school, or group of schools, wishing to offer one or more IB
programme must first be authorized to do so by the IB organization.
The requirements are the same for all schools, and the procedure

is designed to ensure that schools are well-prepared to implement
the programme(s) successfully. All IB World Schools are required toparticipate in an ongoing process of review and development, using
the same programme standards and practices.

Services and support for schools
As part of its ongoing commitment to the development of a highly
skilled global learning community, the IB provides a wide range ofhigh-quality professional development opportunities to help newand experienced school leaders and educators understand,support and successfully deliver IB Programmes. To further support
professional development, IB educator certificates and IB leadershipcertificates are offered for completing an IB recognized course of
study offered by a network of higher education institutions.
School leaders and educators can also serve as IB workshop leaders,school visitors, consultants, examiners, moderators or curriculum
developers. Other ways to participate in the IB community include
sharing good practices in the online IB Journal of Teaching Practiceand through blogs and other social media networks. Other IB
services include: access to curriculum materials and related
publications, marketing support, networking opportunities, andassistance with university and government recognition.

Assessment in the MYP: rigorous criteria,
applied consistently worldwide
MYP assessment standards are consistent around the world. Inorder to maintain the rigour for which the IB is renowned, the MYP
assessment model is criterion-related. Teachers structure variedand valid assessment tasks so that students can demonstrateachievement according to objectives defined by the IB. Tasks areassessed against established criteria, not against the work of otherstudents.
A good curriculum develops a range of student skills. The MYP
encourages teachers to assess this acquired skill set, including
how to succeed in written examinations. Typical MYP assessment
tasks include open-ended, problem-solving activities andinvestigations, organized debates, tests and examinations, hands-onexperimentation, analysis and reflection. MYP assessment is carriedout by teachers, according to the criteria defined by the IB.

The IB Mission
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.

MYP assessment from 2016
Along with the introduction of mandatory moderation of the personal
project, 2016 sees a change in the optional external assessment
for the MYP. The new optional MYP eAssessment provides external
evaluation for students in MYP year 5 (15–16 years old) that leads to theinternationally recognized IB MYP certificate and IB MYP course results.
MYP eAssessment represents a balanced, appropriately-challenging
model that comprises examinations and coursework.
Two-hour examinations in four subject groups (language andliterature, sciences, mathematics, individuals and societies) and ininterdisciplinary learning are individually marked by IB examiners.
Portfolios of student work for four subject groups (language
acquisition, physical and health education, arts, and design) aremoderated by IB examiners to international standards.

“The MYP’s thoughtful, multi-faceted curriculum
framework aligns with our school’s core values:
international mindedness, academic integrity and service.
In the wider community, the MYP helps to sustain inquiry
into our common humanity and shared guardianship ofthe planet.”
Dr. Aloha Lavina, MYP Principal, Concordian International School,Bangkok, Thailand

These innovative assessments focus on conceptual understanding
and the ability to apply knowledge in complex, unfamiliar situations.
They offer robust and reliable assessment of student achievement inthe MYP.

Learn more about the process of becoming an IB World School at www.ibo.org/become or email ibid@ibo.org.

••••

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