IB MYP Programme Model
Teaching and learning in the MYP is based on the following core components:
- Approaches to learning (ATL)- helping student learn how to learn by explicitly developing skills for research, critical and creative thinking, communication, collaboration, and self-management
- Key and related concepts- helping students explore big ideas that matter
- Global contexts- helping students understand the relevance and importance of their studies when exploring the curriculum through the lenses of common humanity, shared guardianship of the planet, scientific and technical exploration, fairness, globalization and sustainability
- Community Project- giving students in grade 8 an opportunity to explore and address needs in their local and global communities
- Personal Project- giving students in grade 10 an opportunity to explore an in-depth topic of their choice they are passionate about
- Service as Action through Community Service- helping students develop as caring members of our community
The IB MYP Curriculum: Engaging, Energizing, and Empowering Aspiring Global Leaders
An IB MYP education prepares students to engage with complex global challenges through a dynamic educational experience framed by inquiry, action, and reflection.
The IB MYP provides a coherent and comprehensive curriculum that merges the framework of academic challenges and life skills with the Anne Arundel County Public Schools Curriculum.
The curriculum is taught through the following eight subjects:
- Language and Literature - English
- Individuals and Soceties - Social Studies
- Language Acquisition - World Language
- Physical and Health Education
- Design - Technology
(see below for more detailed descriptions of each subject area)
Language and Literature (English)
Students explore language and literature from an interdisciplinary and global perspective. As students progress through their MYP language and literature studies, they engage with and explore an increasing range and sophistication of literary and informational texts and works of literature extending across genres, cultures and historical periods. These texts provide models for students to develop the competencies to communicate appropriately and effectively in an increasing range of social, cultural and academic contexts, and for an increasing variety of audiences and purposes. The six skill areas in the MYP language and literature subject group--listening, speaking, reading, writing, viewing and presenting--develop as both independent and interdependent skills. They are centered within an inquiry‐based learning environment.
Language Acquisition (World Language)
The study of additional languages is a requirement in the IB MYP and provides students with the opportunity to develop insights into the features, processes and craft of a language and the concept of culture, encouraging them to realize that there are diverse ways of living, behaving and viewing the world. IB MYP students may choose to study Mandarin Chinese, French and/or Spanish. In grade 6, IB MYP students cover Level 1A of the chosen language; in grade 7, students cover Level 1B; and in grade 8, they study Level II of the chosen language. Thus, upon successful completion of the courses and the exam, students entering high school, have already earned 2 credits in World and Classical Languages.
Individuals and Societies (Social Studies)
IB MYP Individuals and Societies encompass courses described in the Middle School Program of Study under Social Studies. Students are encouraged to respect and understand the world around them and to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments. They also help students develop their identities as individuals and as responsible members of local and global communities through a strong focus on inquiry and investigation. Students read and analyze content of materials such as maps, charts, tables, graphs, primary source, current events and political cartoons and make real world and transdisciplinary connections. All IB MYP students complete a History Day project. IB MYP unit summative assessments take the form of authentic performance tasks and offer service learning opportunities through student inspired community action.
IB MYP students are encouraged to see mathematics as a tool and a language for solving problems in an authentic real‐life context. Students are expected to transfer theoretical mathematical knowledge into real‐world situations and apply appropriate problem‐solving strategies, draw valid conclusions and reflect upon their results. Investigating patterns allows students to experience the excitement and satisfaction of mathematical discovery and working through investigations encourages students to become risk‐takers, inquirers and critical thinkers. IB MYP students are expected to use appropriate mathematical language and different forms of representation when communicating mathematical ideas, reasoning and findings, both orally and in writing. The math curriculum is organized in MYP concept‐based inquiry units, and the summative assessments are authentic performance tasks connected to real world situations and service learning opportunities.
In the IB MYP middle schools, science students begin a three‐year study of Physical, Life, and Earth/Space science. With inquiry at the core, the IB MYP sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. As they investigate real examples of science applications, students discover the tensions and dependencies between science and morality, ethics, culture, economics, politics and the environment. Approaches to Learning skills in the IB MYP Sciences enable student to access, use and communicate scientific knowledge correctly and confidently in oral, written and visual modes. The science curriculum is organized in MYP concept‐based inquiry units, and the summative assessments are authentic performance task connected to real world situations and service learning opportunities. All IB MYP students complete a Science Fair project.
IB MYP Arts encompass courses described in the Middle School Program of Study under Art, Music, and Dance education. In IB MYP Arts, students have opportunities to function as artists as well as learners of the arts. Artists have to be curious, and by developing curiosity about themselves, others and the world, students become effective learners, inquirers, and creative problem‐solvers. All IB MYP art classes require that students maintain an arts process journal. The use of an arts process journal encourages and records reflections, experimentation, and critical and creative thinking. It is an evolving record of the artistic intentions, processes, accomplishments and journey of the student artist. IB MYP arts courses focus on transdisciplinary connections as thinking creatively fits naturally in all inquiry based subject groups. The curriculum is organized in MYP units of study and summative assessments take the form of authentic performance tasks.
Health and Physical Education (Physical Education)
IB MYP Health and Physical Education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, Health and Physical Education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning students explore a variety of concepts that help foster an awareness of physical development and health perspectives, empowering them to make informed decisions and promoting positive social interaction. Physical activity and health are of central importance to human identity and global communities. They create meaningful connections among people, nations, cultures and the natural world, and they offer a range of opportunities to build intercultural understanding and greater appreciation for our common humanity. The curriculum is organized in MYP units of study and summative assessments take the form of authentic performance tasks and offer service learning opportunities through student inspired community action.
Currently, IB MYP students complete this requirement through a combination of Technology Education courses, Family and Consumer Science (FACS) classes, and AVID classes. IB MYP standards and practices require that MYP student enroll in an MYP design course in each year of their middle school experience. Design, and the resultant development of new technologies, has given rise to profound changes in society, transforming how we access and process information, adapt our environment, communicate with others, solve problems, work and live. MYP design challenges students to apply practical and creative-thinking skills to solve design problems, encourages students to explore the role of design in historical and contemporary contexts, and raises students’ awareness of their responsibilities when making decisions and taking action. Inquiry and problem-solving are at the heart of design. MYP design requires the use of the design cycle as a tool which provides the methodology to structure the inquiry and analyze problems. In MYP design a solution can be a model, prototype, product or system independently created and developed by students. MYP design enables students to develop not only practical skills but also strategies for creative and critical thinking.