The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community
What is the Middle Years Programme?
The MYP is designed for students aged 11 to 16. It provides a framework 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 for young people who are becoming global leaders.
The Middle Years Programme 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.
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About the Middle Years Programme
The MYP is flexible enough to accommodate most national or local curriculum requirements
Addresses students’ intellectual, social, emotional and physical well-being.
Provides opportunities to develop the knowledge, attitudes and skills students need in order to manage complexity
Ensures breadth and depth of understanding through study in eight different 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 within the community through the service learning programme requirements.
Prepares students for further education, the workplace and a lifetime of learning.
Helps provide meaning for student learning and make students aware of the world around them.
MYP Subject Briefs
The MYP consists of eight subject groups: language acquisition, language and literature, individuals and societies, sciences, mathematics, arts, physical and health education, and design
Individuals & Societies
Language & Literature
Physical & Health Education
Meet The IB MYP Coordinator
IB Coordinators come from a variety of cultures and professional experiences to create a balanced and experienced leadership team
Mathematics Progress Chart
The Mathematics Progress Chart shows guideline scores for students to proceed to Mathematics of appropriate levels in the Diploma Programme.
MYP Assessment Criteria
|Criteria out of maximum 8|
|Arts||Knowing and understanding||Developing skills||Thinking creatively||Responding|
|Design||Inquiring and analysing||Developing ideas||Creating the solution||Evaluating|
|Individuals and Societies||Knowing and understanding||Investigating||Communicating||Thinking critically|
|Language and Literature||Analysing||Organising||Producing text||Using language|
|Language Acquisition||Comprehension spoken and visual text||Comprehending written and visual text||Communicating||Using language|
|Mathematics||Knowing and understanding||Investigating patterns||Communicating||Applying mathematics in real-world contexts|
|Physical and Health Education||Knowing and understanding||Planning for performance||Applying and performing||Reflecting and improving performance|
|Sciences||Knowing and understanding||Inquiring and designing||Processing and evaluating||Reflecting on the impacts of science|
General IB grade descriptors
|1||1-5||Produces work of very limited quality. Conveys many significant misunderstandigs or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.|
|2||6-9||Produces work of limited quality. Expresses misunderstandings or significant gaps in undestanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.|
|3||10-14||Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.|
|4||15-18||Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar classroom situations.|
|5||19-23||Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations, and, with support, some unfamiliar real-world situations.|
|6||24-27||Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.|
|7||28-32||Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.|