IB Middle Years Programme

IB MYP MYP Fundamental Concepts IB Learner Profile

The IB Middle Years Programme (lB MYP)

Developing internationally minded, independent learners...

Students in the middle years are at an important age of transition, of personal, social, physical and intellectual development, of uncertainty and questioning, of searching for relevance and meaning. They are entering a phase where their social and cultural experiences in and outside school have a determining impact on their perception of themselves, their self-esteem, their sense of identity and their capacity to relate to others. The IBO Middle Years Programme is devised to help students develop the knowledge, attitudes and skills they need to participate actively and responsibly in a changing and increasingly interrelated world. The programme involves more than “knowing” it involves reflective thinking, both critical and creative, about ideas and behaviours. It includes problem solving and analysis, clarification and discussion of personal beliefs
and standards on which decisions are made. It also leads to critical thinking and action.

The MYP is designed to teach students to become independent learners who can recognize relationships between school subjects and the world outside, who can adapt to new situations and solve authentic problems alone or in groups.

The programme aims to enable students to:

• build upon their spirit of discovery to develop an understanding and enjoyment of the process of learning, independently and in cooperation with others
• acquire knowledge and understanding and prepare for further learning
• recognize the extent to which knowledge is interrelated
• learn to communicate effectively in a variety of ways, develop a sense of personal and cultural identity and a respect for themselves and for others
• acquire insights into local and global concerns affecting health, the community and the environment, and develop a sense of individual and collective responsibility and citizenship.

MYP FUNDAMENTAL CONCEPTS Three fundamental concepts — listed below — underpin the development of the programme

1. Holistic learning in the context of the MYP

The Middle Years Programme views learning as a process in which the student develops an understanding by consciously learning how to learn and linking new knowledge to existing knowledge. The focus of holistic learning is the discovery of relationships between areas of knowledge, between the individual, communities and the world. The programme emphasizes the study of traditional subject groups: languages, humanities, sciences, mathematics, arts, technology, and physical education.
In the MYP learning is organized so that students will become increasingly aware of the connections between subjects, and between subject content and the real world. The fundamental concept of holistic learning has led to the curriculum model of the MYR providing five central elements called the “areas of interaction”, to which all disciplines contribute subject knowledge, conceptual understanding and skills.
As students realise that most real-world issues require insights gained from a variety of disciplines, they are encouraged to draw on the many different approaches to acquiring knowledge. Helping students discover how knowledge is interrelated not only helps their intrinsic motivation but encourages deeper, lasting understanding, and facilitates transfer of learning

2. Intercultural awareness

This concept is concerned with developing students’ attitudes, knowledge and skills as they learn about their own and others’ cultures. By encouraging students to consider multiple perspectives, intercultural awareness not only fosters tolerance and respect, but also aims to develop empathy and understanding, the acceptance of others’ rights in being different.
As they learn to construct meaning by exploring other ways of being and different points of view, students become more informed about, and sensitive to, the experiences of others, locally, nationally and internationally. Intercultural awareness also means considering the attitudes created as a result of learning and encouraging involvement in action and service. It is central to the programme, a critical element in developing internationally-minded students.

3. Communication

The MYP emphasizes the central importance of communication, verbal and non-verbal, as a vehicle to realise the aims of the programme. A good command of expression in all of its forms is fundamental to learning. In most MYP subject groups, development of communication is a key objective and an explicit part of the assessment, as it supports understanding and allows student reflection and expression in different forms.
Language acquisition does more than promote cognitive growth: it is crucial for exploring and sustaining cultural identity, personal development and intercultural understanding. Students are required to develop at least two languages within the MYP, normally their best language and another language.
This fundamental concept also touches the development of the students’ understanding and appreciation of different modes of thinking and expression, including the arts and the use of information and communication technology.

IB LEARNER PROFILE

IB learners strive to be:

Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable: They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.

Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced: They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.