The IB Middle Years Programme - Education for a better world - St John's International School
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The IB Middle 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 • p
rovides students opportunities to develop the knowledge,
attitudes and skills they need in order to manage complexity and
(IB) education? take responsible action for the future
The IB continuum of international education, for students aged • e
nsures breadth and depth of understanding through study in
3 to 19, is unique because of its academic and personal rigour, eight subject groups
challenging students to excel in their studies and personal growth.
The IB aims to inspire a quest for learning throughout life that is • r equires the study of at least two languages (language of
marked by enthusiasm and empathy. instruction and additional language of choice) to support
students in understanding their own cultures and those of others
The IB aspires to help schools develop well-rounded students,
who respond to challenges with optimism and an open mind, • empowers students to participate in service within the community
are confident in their own identities, make ethical decisions, join • h
elps to prepare students for further education, the workplace
with others in celebrating our common humanity and are and a lifetime of learning.
prepared to apply what they learn in real-world, complex and
unpredictable situations.
The IB offers high-quality programmes of international education The curriculum
that share a powerful vision. An IB education:
The MYP consists of eight subject groups: language acquisition,
• f ocuses on learners – the IB’s student-centred programmes language and literature, individuals and societies, sciences,
promote healthy relationships, ethical responsibility and mathematics, arts, physical and health education, and design.
personal challenge 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
• d
evelops effective approaches to teaching and learning – IB
have the option to take courses from six of the eight subject groups,
Programmes help students to develop the attitudes and skills
which provides greater flexibility.
they need for both academic and personal success
The MYP: a unique approach, relevant for a global society
• w
orks within global contexts – IB programmes increase
understanding of languages and cultures, and explore globally The MYP aims to help students develop their personal
significant ideas and issues understanding, their emerging sense of self and responsibility in
their community.
• e
xplores significant content – IB programmes offer a curriculum
that is broad and balanced, conceptual and connected. MYP teachers organize the curriculum with appropriate attention to:
Informed by values described in the learner profile, IB learners strive • T
eaching and learning in context. Students learn best when their
to become inquirers, knowledgeable, thinkers, communicators, learning experiences have context and are connected to their lives
principled, open-minded, caring, risk-takers, balanced, and and the world that they have experienced. Using global contexts,
reflective. These attributes represent a broad range of human MYP students explore human identity, global challenges and what
capacities and responsibilities that go beyond intellectual it means to be internationally minded.
development and academic success.
• C
onceptual understanding. Concepts are big ideas that have
relevance within specific disciplines and across subject areas.
What is the IB Middle Years MYP students use concepts as a vehicle to inquire into issues
and ideas of personal, local and global significance and examine
Programme (MYP)? knowledge holistically.
The MYP is designed for students aged 11 to 16. It provides a • A
pproaches to learning (ATL). A unifying thread throughout all
framework of learning that encourages students to become MYP subject groups, approaches to learning provide the foundation
creative, critical and reflective thinkers. The MYP emphasizes for independent learning and encourage the application of their
intellectual challenge, encouraging students to make connections knowledge and skills in unfamiliar contexts. Developing and
between their studies in traditional subjects and the real world. It applying these skills help students learn how to learn.
fosters the development of skills for communication, intercultural
• S
ervice as action (community service). Action (learning by doing
understanding and global engagement—essential qualities for
and experiencing) and service have always been shared values of
young people who are becoming global leaders.
the IB community. Students take action when they apply what they
The MYP is flexible enough to accommodate most national or are learning in the classroom and beyond. IB learners strive to be
local curriculum requirements. It builds upon the knowledge, skills caring members of the community who demonstrate a commitment
and attitudes developed in the IB Primary Years Programme (PYP) to service—making a positive difference to the lives of others and
and prepares students to meet the academic challenges of the IB to the environment. Service as action is an integral part of the
Diploma Programme (DP) and the IB Career-related Programme (CP). programme, especially in the MYP community project.
The IB Middle Years Programme: • L anguage and identity – MYP students are required to learn
at least two languages. Learning to communicate in a variety
• a ddresses holistically students’ intellectual, social, emotional and
of ways is fundamental to their development of intercultural
physical well-being
understanding and crucial to their identity affirmation.MYP projects is designed to ensure that schools are well-prepared to implement
the programme(s) successfully. All IB World Schools are required to
MYP projects provide students the opportunity to demonstrate participate in an ongoing process of review and development, using
what they have learned in the MYP. In schools that include MYP the same programme standards and practices.
years 5, all students must complete the personal project. In
programmes that include MYP years 4 or 5, schools may offer
students the opportunity to do both the community project and
the personal project. In schools that include MYP year 3 or 4,
Services and support for schools
students must complete the community project. As part of its ongoing commitment to the development of a highly
skilled global learning community, the IB provides a wide range of
• The community project encourages students to explore their
high-quality professional development opportunities to help new
right and responsibility to implement service as action in the
and experienced school leaders and educators understand,
community. Students may complete the community project
support and successfully deliver IB Programmes. To further support
individually or in small groups.
professional development, IB educator certificates and IB leadership
• E ach student develops a personal project independently, certificates are offered for completing an IB recognized course of
producing a truly personal and creative piece of work that stands study offered by a network of higher education institutions.
as a summative review of their ability to conduct independent
School leaders and educators can also serve as IB workshop leaders,
work.
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 Practice
IB quality assurance and through blogs and other social media networks. Other IB
services include: access to curriculum materials and related
Any school, or group of schools, wishing to offer one or more IB publications, marketing support, networking opportunities, and
programme must first be authorized to do so by the IB organization. assistance with university and government recognition.
The requirements are the same for all schools, and the procedureAssessment in the MYP: rigorous criteria,
applied consistently worldwide The IB Mission
MYP assessment standards are consistent around the world. In The International Baccalaureate aims to develop inquiring,
order to maintain the rigour for which the IB is renowned, the MYP knowledgeable and caring young people who help to create
assessment model is criterion-related. Teachers structure varied a better and more peaceful world through intercultural
and valid assessment tasks so that students can demonstrate understanding and respect.
achievement according to objectives defined by the IB. Tasks are
To this end, the organization works with schools, governments
assessed against established criteria, not against the work of other
and international organizations to develop challenging
students.
programmes of international education and rigorous assessment.
A good curriculum develops a range of student skills. The MYP
These programmes encourage students across the world to become
encourages teachers to assess this acquired skill set, including
active, compassionate and lifelong learners who understand that
how to succeed in written examinations. Typical MYP assessment
other people, with their differences, can also be right.
tasks include open-ended, problem-solving activities and
investigations, organized debates, tests and examinations, hands-on
experimentation, analysis and reflection. MYP assessment is carried
out by teachers, according to the criteria defined by the IB.
MYP assessment from 2016
Along with the introduction of mandatory moderation of the personal “The MYP’s thoughtful, multi-faceted curriculum
project, 2016 sees a change in the optional external assessment
for the MYP. The new optional MYP eAssessment provides external framework aligns with our school’s core values:
evaluation for students in MYP year 5 (15–16 years old) that leads to the international mindedness, academic integrity and service.
internationally recognized IB MYP certificate and IB MYP course results. In the wider community, the MYP helps to sustain inquiry
MYP eAssessment represents a balanced, appropriately-challenging into our common humanity and shared guardianship of
model that comprises examinations and coursework. the planet.”
Two-hour examinations in four subject groups (language and
Dr. Aloha Lavina, MYP Principal, Concordian International School,
literature, sciences, mathematics, individuals and societies) and in
interdisciplinary learning are individually marked by IB examiners. Bangkok, Thailand
Portfolios of student work for four subject groups (language
acquisition, physical and health education, arts, and design) are
moderated by IB examiners to international standards.
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 in
the MYP.
Learn more about the process of becoming an IB World School at www.ibo.org/become or email ibid@ibo.org.
• Become an IB student Support our mission and join the or contact your IB Global Office:
• Teach at an IB World School IB community at IB Africa, Europe, Middle East ibaem@ibo.org
• Become an IB World School www.ibo.org IB Asia-Pacific ibap@ibo.org
• Volunteer or work for the IB IB Americas iba@ibo.org
© International Baccalaureate Organization 2015
The words ‘INTERNATIONAL BACCALAUREATE®’, “‘BACCALAURÉAT INTERNATIONAL®’, ‘BACHILLERATO
INTERNACIONAL®’ and ‘IB®’ are registered trademarks of the International Baccalaureate Organization and may not
be used as (or as part of ) a product or publication name, company name or registered domain name without the
express written permission of the International Baccalaureate Organization.
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional® 1505-Brochure-MYP-ENInternational Baccalaureate
Middle Years Programme Subject Brief
Mathematics
From 2014
The IB Middle Years Programme (MYP) is designed for students aged 11 to 16. It provides a framework of learning
that emphasizes intellectual challenge and encourages connections between studies in traditional subjects and
the real world. The MYP focuses on “learning how to learn” through the systematic development of ap-
proaches to learning (ATL) skills for communication, collaboration, organization, self-management,
reflection, research, informational literacy, media literacy, creative and critical thinking, and
transfer of learning. It also fosters intercultural understanding and global engagement
—essential qualities for young people today.
Interdisciplinary teaching and learning builds a connected curriculum that addresses
the developmental needs of students and prepares them for further academic study
and life in an increasingly interconnected world. The MYP uses concepts and contexts
as starting points for meaningful integration and transfer of knowledge across eight
subject groups.
For students seeking a formal qualification at the end of the programme’s Year 5, the
IB offers eAssessments that lead to the IB MYP certificate or course results for individual
subject areas. To earn the MYP certificate, students must complete 2 hour on-screen exam-
inations in each of the following: language and literature, individuals and society, sciences,
mathematics and interdisciplinary learning; submit an ePortfolio in language acquisition and
one of the following: design, arts or physical and health education; complete a moderated personal
project; and complete school-based expectations for service as action (community service).
I. Course description and aims II. Curriculum overview III. Assessment criteria IV. MYP eAssessment
I. Course description and aims • develop confidence, perseverance and independence in
mathematical thinking and problem-solving
The framework for MYP mathematics outlines four branches of • develop powers of generalization and abstraction
mathematical study. • apply and transfer skills to a wide range of real-life situations,
1. Number other areas of knowledge and future developments
2. Algebra • appreciate how developments in technology and mathematics
3. Geometry and trigonometry have influenced each other; the moral, social and ethical
4. Statistics and probability implications arising from the work of mathematicians and the
applications of mathematics; the international dimension in
The study of mathematics is a fundamental part of a balanced educa- mathematics; and the contribution of mathematics to other areas
tion. It promotes a powerful universal language, analytical reasoning of knowledge
and problem-solving skills that contribute to the development of logi- • develop the knowledge, skills and attitudes necessary to pursue
cal, abstract and critical thinking. The MYP mathematics and extended further studies in mathematics
mathematics courses promote both inquiry and application, helping • develop the ability to reflect critically upon their own work and
students to develop problem-solving techniques that transcend the the work of others.
discipline and are useful in the world outside school.
II. Curriculum overview
Mathematics in the MYP is tailored to the needs of students, seeking
to intrigue and motivate them to want to learn its principles. Students For MYP mathematics, schools can develop courses at two level of
should see authentic examples of how mathematics is useful and challenge: standard and extended.
relevant to their lives and be encouraged to apply it to new situations.
Standard mathematics aims to provide a sound knowledge of basic
The aims of MYP mathematics courses are to encourage and enable mathematical principles. Extended mathematics supplements the
students to: standard curriculum with additional topics and skills, providing greater
• enjoy mathematics, develop curiosity and begin to appreciate its breadth and depth of study.
elegance and power
• develop an understanding of the principles and nature of The MYP promotes sustained inquiry in mathematics by developing
mathematics conceptual understanding within global contexts.
• communicate clearly and confidently in a variety of contexts
• develop logical, critical and creative thinking
© International Baccalaureate Organization 2015
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®Key concepts such as form, logic and relationships broadly frame the IV. MYP eAssessment
MYP curriculum.
Students seeking IB MYP course results or the IB MYP Certificate must
Related concepts promote deeper learning grounded in specific demonstrate their achievement of the subject group’s objectives by
disciplines. Examples of related concepts in MYP mathematics include completing an end-of-course on-screen examination. On-screen exam-
equivalence, measurement, quantity and justification. inations are formal external examinations, and are available in mathe-
matics and extended mathematics.
Students explore key and related concepts through MYP global
contexts. On-screen examinations address all four branches of mathematical
• Identities and relationships study and may include any topics or skills in the MYP mathematics
• Orientation in space and time framework.
• Personal and cultural expression
• Scientific and technical innovation Examination blueprints define the structure of tasks that simulate, rep-
• Globalization and sustainability licate and sample formative internal assessments. In MYP mathematics
• Fairness and development courses, on-screen examinations comprise three tasks.
The MYP curriculum framework offers schools flexibility to determine
engaging, relevant, challenging and significant content that meets local Task Assessment criteria Marks
and national curriculum requirements. This inquiry-based curriculum Knowing Assesses knowledge and understanding of 40
explores factual, conceptual and debatable questions in the study of and under- mathematics and communication of the
mathematics. standing approaches/method used (criteria A and C).
Investigating Assesses investigative skills in mathematics 40
The MYP requires at least 50 hours of teaching time for each subject
patterns and the interpretation of findings using
area in each year of the programme. For students participating in MYP
appropriate communication techniques
eAssessment, the IB recommends 70 hours of guided learning each
(criteria B and C).
year in MYP years 4 and 5.
Applying Assesses ability to apply mathematics in a 40
mathematics real-life, likely global, context. Students may
III. Assessment criteria in real-life be required to produce pieces of extended
contexts writing to evaluate and justify the validity of
Each mathematics objective corresponds to one of four equally weight- mathematics models (criteria C and D).
ed assessment criteria. Each criterion has eight possible achievement
levels (1–8), divided into four bands with unique descriptors that teach- MYP mathematics on-screen examinations are aligned with under-
ers use to make judgments about students’ work. standing and skills that prepare students for high levels of achievement
in IB Diploma Programme courses in mathematics.
Criterion A: Knowing and understanding
Students select and apply mathematics to solve problems in both familiar
and unfamiliar situations in a variety of contexts, demonstrating knowledge Sample question
and understanding of the framework’s branches (number, algebra, geome-
try and trigonometry, statistics and probability). From a video recording, a researcher notes how many cars pass
through a junction in Mexico City over a period of minutes, creating a
Criterion B: Investigating patterns data table that is also visualized as a graph.
Students work through investigations to become risk-takers, inquirers and
critical thinkers. The data can be modelled using the equation
y= -0.05x2+ x+6
Criterion C: Communicating where y represents the number of cars and x represents the time period
Students use appropriate mathematical language and different forms of in minutes.
representation when communicating mathematical ideas, reasoning and • Use the equation to calculate the number of cars passing
findings, both orally and in writing. through the junction during [an indicated period].
• Comment on the validity of the answer(s) to your calculations.
Criterion D: Applying mathematics in real-life contexts • Use the equation solved for x to find the time when there are
Students transfer theoretical mathematical knowledge into real-world no cars passing the junction [extended mathematics assessment
situations and apply appropriate problem-solving strategies, draw valid only].
conclusions and reflect upon their results.
About the IB: For over 45 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better, more
peaceful world.
For further information on the IB Middle Years Programme, and a complete list of MYP subject briefs, visit: www.ibo.org/myp/.
Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.International Baccalaureate
Middle Years Programme Subject Brief
Sciences
From 2014
The IB Middle Years Programme (MYP) is designed for students aged 11 to 16. It provides a framework of learning
that emphasizes intellectual challenge and encourages connections between studies in traditional subjects and
the real world. The MYP focuses on “learning how to learn” through the systematic development of ap-
proaches to learning (ATL) skills for communication, collaboration, organization, self-management,
reflection, research, informational literacy, media literacy, creative and critical thinking, and
transfer of learning. It also fosters intercultural understanding and global engagement
—essential qualities for young people today.
Interdisciplinary teaching and learning builds a connected curriculum that addresses
the developmental needs of students and prepares them for further academic study
and life in an increasingly interconnected world. The MYP uses concepts and contexts
as starting points for meaningful integration and transfer of knowledge across eight
subject groups.
For students seeking a formal qualification at the end of the programme’s Year 5, the
IB offers eAssessments that lead to the IB MYP certificate or course results for individual
subject areas. To earn the MYP certificate, students must complete 2 hour on-screen exam-
inations in each of the following: language and literature, individuals and society, sciences,
mathematics and interdisciplinary learning; submit an ePortfolio in language acquisition and
one of the following: design, arts or physical and health education; complete a moderated personal
project; and complete school-based expectations for service as action (community service).
I. Course description and aims II. Curriculum overview III. Assessment criteria IV. MYP eAssessment
I. Course description and aims II. Curriculum overview
With inquiry at the core, the MYP sciences framework aims to guide Although schools may vary the structure of the curriculum through-
students to independently and collaboratively investigate issues out the five years of the programme, they generally develop discrete,
through research, observation and experimentation. The MYP sciences modular or integrated science courses. Discrete sciences courses
curriculum explores the connections between science and everyday typically encompass biology, chemistry and physics, but may include
life. As they investigate real examples of science applications, students other science disciplines, such as environmental sciences, life sciences
discover the tensions and dependencies between science and morality, or physical sciences. Modular sciences courses include two or more
ethics, culture, economics, politics, and the environment. discrete sciences taught in rotation.
Scientific inquiry fosters critical and creative thinking about research The MYP promotes inquiry in sciences by developing conceptual
and design, as well as the identification of assumptions and alternative understanding within global contexts.
explanations. Students learn to appreciate and respect the ideas of oth-
ers, gain good ethical-reasoning skills and further develop their sense of Key concepts such as change, relationships and systems broadly frame
responsibility as members of local and global communities. the MYP curriculum.
The MYP sciences group aims to encourage and enable students to: Related concepts promote deeper learning grounded in specific disci-
• understand and appreciate science and its implications plines. Examples of related concepts in MYP sciences include energy,
• consider science as a human endeavour with benefits and movement, transformation and models. Additional concepts may also be
limitations identified and developed to meet local circumstances and curriculum
• cultivate analytical, inquiring and flexible minds that pose requirements.
questions, solve problems, construct explanations and judge
arguments Students explore key and related concepts through MYP global
• develop skills to design and perform investigations, evaluate contexts.
evidence and reach conclusions • Identities and relationships
• build an awareness of the need to effectively collaborate and • Orientation in space and time
communicate • Personal and cultural expression
• apply language skills and knowledge in a variety of real-life contexts • Scientific and technical innovation
• develop sensitivity towards the living and non-living • Globalization and sustainability
environments • Fairness and development
• reflect on learning experiences and make informed choices.
© International Baccalaureate Organization 2015
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®These same global contexts are discussed across the curriculum, sup- • states and properties of matter
porting transfer and interdisciplinary learning. • metabolism
• organisms
The MYP curriculum framework offers schools flexibility to determine • waves.
engaging, relevant, challenging and significant content that meets local
and national curriculum requirements. This inquiry-based curriculum Examination blueprints define the structure of tasks that simulate,
explores factual, conceptual and debatable questions in the study of replicate and sample formative internal assessments. In MYP science
sciences. courses, on-screen examinations comprise three tasks.
The MYP requires at least 50 hours of teaching time for each subject Task Assessment criteria Marks
area in each year of the programme. For students participating in MYP
eAssessment, the IB recommends 70 hours of guided learning each Knowing and Assesses knowledge and understanding 30
year in MYP years 4 and 5. understanding of science (criterion A).
Investigation Assesses the skills involved in inquiring, 60
III. Assessment criteria designing, processing and evaluating. May
involve a single investigation or a number
of discrete scenarios. Students must formu-
Each sciences objective corresponds to one of four equally weighted
late hypotheses, plan investigations and
assessment criteria. Each criterion has eight possible achievement lev-
collect, present, interpret and evaluate data
els (1–8), divided into four bands with unique descriptors that teachers
(criteria B and C).
use to make judgments about students’ work.
Applying Requires students to reflect on the impact 30
Criterion A: Knowing and understanding science of science, and explain how science ad-
Students develop scientific knowledge (facts, ideas, concepts, processes, dresses real-life issues (criterion D).
laws, principles, models and theories) and apply it to solve problems and
express scientifically supported judgments. MYP sciences on-screen examinations are aligned with understanding
and skills that prepare students for high levels of achievement in IB
Criterion B: Inquiring and designing Diploma Programme courses in sciences.
Students develop intellectual and practical skills through designing, analys-
ing and performing scientific investigations.
Sample questions (from biology eAssessment)
Criterion C: Processing and evaluating
Students collect, process and interpret qualitative and/or quantitative data, • Outline one advantage and one disadvantage of using a model
and explain conclusions that have been appropriately reached. to understand interaction between organisms.
Criterion D: Reflecting on the impacts of science • The designers of a water filter claim that particles up to 0.2 µm
Students evaluate the implications of scientific developments and their (micrometres) in size will be removed. From your measurements
applications to a specific problem or issue. Varied scientific language is in parts (a) and (b) deduce whether the filter will remove both
applied to demonstrate understanding. Students should become aware of viruses and bacteria.
the importance of documenting the work of others when communicating
in science. Evaluate two methods for preparing drinking water. In an
extended piece of writing:
• explain what makes these methods effective
IV. MYP eAssessment • explain the strengths and limitations of each method
Students seeking IB MYP course results or the IB MYP certificate must Use scientific knowledge and understanding to support
demonstrate their achievement of the subject group’s objectives by your answer.
completing an end-of-course on-screen examination. On-screen exam-
inations are formal external examinations, and are available in biology,
chemistry, physics and integrated sciences.
Topics explored in MYP sciences on-screen examinations include:
• atomic structure and bonding
• cells
• cycles
• electromagnetism
• evolution
• interactions between organisms
• forces
About the IB: For over 45 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better, more
peaceful world.
For further information on the IB Middle Years Programme, and a complete list of MYP subject briefs, visit: www.ibo.org/myp/.
Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.International Baccalaureate
Middle Years Programme Subject Brief
Language and literature
From 2014
The IB Middle Years Programme (MYP) is designed for students aged 11 to 16. It provides a framework of learning
that emphasizes intellectual challenge and encourages connections between studies in traditional subjects and
the real world. The MYP focuses on “learning how to learn” through the systematic development of ap-
proaches to learning (ATL) skills for communication, collaboration, organization, self-management,
reflection, research, informational literacy, media literacy, creative and critical thinking, and
transfer of learning. It also fosters intercultural understanding and global engagement
—essential qualities for young people today.
Interdisciplinary teaching and learning builds a connected curriculum that addresses
the developmental needs of students and prepares them for further academic study
and life in an increasingly interconnected world. The MYP uses concepts and contexts
as starting points for meaningful integration and transfer of knowledge across eight
subject groups.
For students seeking a formal qualification at the end of the programme’s Year 5, the
IB offers eAssessments that lead to the IB MYP certificate or course results for individual
subject areas. To earn the MYP certificate, students must complete 2 hour on-screen exam-
inations in each of the following: language and literature, individuals and society, sciences,
mathematics and interdisciplinary learning; submit an ePortfolio in language acquisition and
one of the following: design, arts or physical and health education; complete a moderated personal
project; and complete school-based expectations for service as action (community service).
I. Course description and aims II. Curriculum overview III. Assessment criteria IV. MYP eAssessment
I. Course description and aims • engage with text from different historical periods and a variety
of cultures
Language is fundamental to learning, thinking and communicating, as • explore and analyse aspects of personal, host and other cultures
well as providing an intellectual framework to support conceptual de- through literary and non-literary texts
velopment. It plays a central role in developing critical thinking, culti- • explore language through a variety of media and modes
vating international-mindedness, exploring and sustaining personal de- • develop a lifelong interest in reading
velopment and cultural identity, and responsibly participating in local, • apply linguistic and literary concepts and skills in a variety of
national and global communities. authentic contexts.
MYP language and literature courses equip students with linguistic, an- II. Curriculum overview
alytical and communicative skills that help to develop interdisciplinary
understanding. Students develop skills in six domains—listening, speak- The MYP promotes sustained inquiry in language and literature by
ing, reading, writing, viewing and presenting—both independently and developing conceptual understanding in global contexts.
with others.
Key concepts such as communication, connections, creativity and
MYP language and literature courses include a balanced study of genres perspective broadly frame the MYP curriculum.
and literary texts, including a world literature component. Students’ in-
teractions with texts generate moral, social, economic, political, cultural Related concepts promote deeper learning grounded in specific
and environmental insights. Through their studies, students learn how to disciplines. Examples of related concepts in MYP language and
form opinions, make decisions, and engage in ethical reasoning. literature include genre, purpose, context and style.
The aims of MYP language and literature are to encourage and enable Students explore key and related concepts through MYP
students to: global contexts.
• use language as a vehicle for thought, creativity, reflection, • Identities and relationships
learning, self-expression, analysis and social interaction • Orientation in space and time
• develop the skills involved in listening, speaking, reading, writing, • Personal and cultural expression
viewing and presenting in a variety of contexts • Scientific and technical innovation
• develop critical, creative and personal approaches to studying • Globalization and sustainability
and analysing literary and non-literary texts • Fairness and development
© International Baccalaureate Organization 2015
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®The MYP curriculum framework offers schools flexibility to determine • systems, power and protest, justice, peace and conflict, freedom
engaging, relevant, challenging and significant content that meets local and independence
and national curriculum requirements. This inquiry-based curriculum • health and well-being, environment, lifestyle
explores factual, conceptual and debatable questions in the study of • social roles, norms and expectations, gender, inclusion, minorities,
language and literature. class
• utopias, dystopias, survival
The MYP requires at least 50 hours of teaching time for each subject • religion, faith, values, ritual, spirituality, taboos
area in each year of the programme. For students participating in MYP • allegiance, betrayal, revenge, atonement, forgiveness.
eAssessment, the IB recommends 70 hours of guided learning each
year in MYP years 4 and 5. Examination blueprints define the structure of tasks that simulate, rep-
licate and sample formative internal assessments. In MYP language and
literature courses, on-screen examinations comprise two tasks.
III. Assessment criteria
Each language and literature objective corresponds to one of four Task Assessment criteria Marks
equally weighted assessment criteria. Each criterion has eight possible Analysis Assesses students’ ability to analyse, com- 50
achievement levels (1–8), divided into four bands with unique descrip- pare and contrast two text extracts giving
tors that teachers use to make judgments about students’ work. opinions and justifications, organize their
work in a coherent and logical manner,
Criterion A: Analysing and produce language demonstrating a
Students demonstrate an understanding of the creator’s choices, the rela- high degree of linguistic and grammatical
tionship between the various components of a text and between texts, and accuracy (criteria A, B and D).
make inferences about audience responses and creators’ purposes. Students
Creative Assesses students’ ability to organize their 70
use the text to support their own responses and reflect on different perspec-
writing work in a coherent and logical manner (cri-
tives and interpretations.
terion B), produce text that demonstrates
engagement with the creative process
Criterion B: Organizing
and an awareness of impact on audience,
Students understand and organize their ideas and opinions using a range
and produce language demonstrating a
of appropriate conventions for different forms and purposes of communica-
high degree of linguistic and grammatical
tion. Students recognize the importance of maintaining academic honesty,
accuracy (criteria C and D).
respecting intellectual property rights and referencing all sources accurately.
Criterion C: Producing text MYP language and literature on-screen examinations are aligned
Students produce written and spoken text, focusing on the creative process with understanding and skills that prepare students for high levels of
itself and on the understanding of the connection between the creator and achievement in IB Diploma Programme courses in studies in
his or her audience. Students make choices aimed at producing texts that language and literature.
affect both the creator and the audience.
Sample question (creative writing)
Criterion D: Using language
Students develop, organize and express themselves and communicate Students are presented with a visual image and write a response of
thoughts, ideas and information. They use accurate and varied language 400–600 words using one of the following three prompts.
that is appropriate to the context and intention.
• Write down an internal monologue expressing the thoughts
IV. MYP eAssessment and feelings of a narrator involved in this scene.
• Narrate the events that follow on from the moment shown in
Students seeking IB MYP course results or the IB MYP Certificate must the image.
demonstrate their achievement of the subject group’s objectives by • Imagine you are the person in this image. Describe what you
completing an end-of-course on-screen examination. can see.
Ideas and issues explored in MYP language and literature include:
• identity, heritage, culture, diversity
• communities, globalization, migration, displacement
• social history, civilizations, journeys
• media and mass communication
• childhood, adolescence, youth, rebellion, innocence and
experience, human sexuality
• families, friendships, relationships
About the IB: For over 45 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better, more
peaceful world.
For further information on the IB Middle Years Programme, and a complete list of MYP subject briefs, visit: www.ibo.org/myp/.
Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.International Baccalaureate
Middle Years Programme Subject Brief
Language acquisition
From 2014
The IB Middle Years Programme (MYP) is designed for students aged 11 to 16. It provides a framework of learning
that emphasizes intellectual challenge and encourages connections between studies in traditional subjects and
the real world. The MYP focuses on “learning how to learn” through the systematic development of ap-
proaches to learning (ATL) skills for communication, collaboration, organization, self-management,
reflection, research, informational literacy, media literacy, creative and critical thinking, and
transfer of learning. It also fosters intercultural understanding and global engagement
—essential qualities for young people today.
Interdisciplinary teaching and learning builds a connected curriculum that addresses
the developmental needs of students and prepares them for further academic study
and life in an increasingly interconnected world. The MYP uses concepts and contexts
as starting points for meaningful integration and transfer of knowledge across eight
subject groups.
For students seeking a formal qualification at the end of the programme’s Year 5, the
IB offers eAssessments that lead to the IB MYP certificate or course results for individual
subject areas. To earn the MYP certificate, students must complete 2 hour on-screen exam-
inations in each of the following: language and literature, individuals and society, sciences,
mathematics and interdisciplinary learning; submit an ePortfolio in language acquisition and
one of the following: design, arts or physical and health education; complete a moderated personal
project; and complete school-based expectations for service as action (community service).
I. Course description and aims II. Curriculum overview III. Assessment criteria IV. MYP eAssessment
I. Course description and aims • develop multiliteracy skills through the use of a range of learning
tools
The ability to communicate in more than one language is essential to • develop an appreciation of a variety of literary and non-literary
the concept of an international education that promotes intercultural texts and to develop critical and creative techniques for
understanding, and is central to the IB’s mission. The study of additional comprehension and construction of meaning
languages in the MYP provides students with the opportunity to devel- • recognize and use language as a vehicle of thought, reflection,
op insights into the features, processes and craft of language and the self-expression and learning in other subjects
concept of culture, and to realize that there are diverse ways of living, • understand the nature of language and the process of language
behaving and viewing the world. learning
• gain insight into the cultural characteristics of the communities
Acquiring an additional language and exploring and reflecting on the where the language is spoken
cultural perspectives of our own and other communities: • gain an awareness and understanding of the perspectives of
• is central to developing critical thinking and people from own and other cultures
international-mindedness • develop curiosity, inquiry and a lifelong interest in, and enjoyment
• provides an intellectual framework to support personal of, language learning.
development, cultural identity and conceptual understanding
• greatly contributes to the holistic development of students and to II. Curriculum overview
the strengthening of lifelong learning skills
• equips students with the necessary multiliteracy skills and The MYP promotes inquiry in language acquisition by developing
attitudes to communicate successfully in various global contexts. conceptual understanding within global contexts.
The aims of MYP language acquisition are to encourage and enable Key concepts such as communication, connections, creativity and
students to: culture broadly frame the MYP curriculum.
• gain proficiency in an additional language while supporting
maintenance of their mother tongue and cultural heritage Related concepts promote deeper learning grounded in specific
• develop a respect for, and understanding of, diverse linguistic and disciplines. Examples of related concepts in MYP language acquisition
cultural heritages include word choice, conventions and idiom.
• develop the communication skills necessary for further language
learning, and for study, work and leisure in a range of contexts
© International Baccalaureate Organization 2015
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®Students explore key and related concepts through MYP global IV. MYP eAssessment
contexts.
• Identities and relationships Students seeking IB-validated language acquisition course results or the
• Orientation in space and time IB MYP Certificate must demonstrate their achievement of the subject
• Personal and cultural expression group’s objectives by submitting an ePortfolio comprising receptive,
• Scientific and technical innovation productive and interactive summative assessment tasks.
• Globalization and sustainability
• Fairness and development MYP ePortfolios are marked by students’ classroom teachers against
published criteria for MYP year 5. In each exam session, the IB mod-
The MYP curriculum framework offers schools flexibility to determine erates a sample of ePortfolios from each school, adjusting grades as
engaging, relevant, challenging and significant content that meets local necessary to ensure the application of rigorous and reliable internation-
and national curriculum requirements. This inquiry-based curriculum al standards.
explores factual, conceptual and debatable questions in the study of
language acquisition. MYP language acquisition ePortfolios consist of:
• an aural comprehension task comprising spoken and visual text
MYP language acquisition is a compulsory component in every year of • a written comprehension task comprising written and visual text
the MYP, except for bilingual students who pursue courses of study in • an interactive oral task
multiple languages in the MYP language and literature subject group. • a writing task.
The MYP requires at least 50 hours of teaching time for each subject MYP language acquisition courses are formally assessed at one of three
area in each year of the programme. For students participating in MYP proficiency levels: emergent, capable or proficient.
eAssessment, the IB recommends 70 hours of guided learning each
year in MYP years 4 and 5. MYP language acquisition ePortfolio tasks are aligned with understand-
ing and skills that prepare students for high levels of achievement in
III. Assessment criteria IB Diploma Programme courses in language acquisition and studies
in language and literature.
Each language acquisition objective corresponds to one of four equally
weighted assessment criteria. Each criterion has eight possible achieve- The IB MYP certificate requires a satisfactory level of achievement in
ment levels (1–8), divided into four bands with unique descriptors that language acquisition.
teachers use to make judgments about students’ work.
Criterion A: Comprehending spoken and visual text
Students interpret and construct meaning from spoken and visual texts to
understand how images presented with oral text interplay to convey ideas,
values and attitudes.
Criterion B: Comprehending written and visual text
Students construct meaning and interpret written and visual text to under-
stand how images presented with written text interplay to convey ideas,
values and attitudes.
Criterion C: Communicating in response to spoken and/or
written and/or visual text
Students develop their communication skills by interacting on a range of
topics of personal, local and global interest and significance, and respond-
ing to spoken, written and visual text in the target language.
Criterion D: Using language in spoken and/or written form
Students recognize and use language suitable to the audience and purpose
(for example, home, classroom, formal and informal, social, academic con-
texts). Students apply their understanding of linguistic and literary concepts
to develop a variety of structures, strategies and techniques.
About the IB: For over 45 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better, more
peaceful world.
For further information on the IB Middle Years Programme, and a complete list of MYP subject briefs, visit: www.ibo.org/myp/.
Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.International Baccalaureate
Middle Years Programme Subject Brief
Individuals and societies
From 2014
The IB Middle Years Programme (MYP) is designed for students aged 11 to 16. It provides a framework of learning
that emphasizes intellectual challenge and encourages connections between studies in traditional subjects and
the real world. The MYP focuses on “learning how to learn” through the systematic development of ap-
proaches to learning (ATL) skills for communication, collaboration, organization, self-management,
reflection, research, informational literacy, media literacy, creative and critical thinking, and
transfer of learning. It also fosters intercultural understanding and global engagement
—essential qualities for young people today.
Interdisciplinary teaching and learning builds a connected curriculum that addresses
the developmental needs of students and prepares them for further academic study
and life in an increasingly interconnected world. The MYP uses concepts and contexts
as starting points for meaningful integration and transfer of knowledge across eight
subject groups.
For students seeking a formal qualification at the end of the programme’s Year 5, the
IB offers eAssessments that lead to the IB MYP certificate or course results for individual
subject areas. To earn the MYP certificate, students must complete 2 hour on-screen exam-
inations in each of the following: language and literature, individuals and society, sciences,
mathematics and interdisciplinary learning; submit an ePortfolio in language acquisition and
one of the following: design, arts or physical and health education; complete a moderated personal
project; and complete school-based expectations for service as action (community service).
I. Course description and aims II. Curriculum overview III. Assessment criteria IV. MYP eAssessment
I. Course description and aims • act as responsible citizens of local and global communities
• develop inquiry skills that lead towards conceptual
The MYP individuals and societies subject group incorporates disciplines understandings of the relationships between individuals, societies
traditionally studied under humanities and social sciences. This subject and the environments in which they live.
group encourages learners to respect and understand the world around
them, and equips them with the necessary skills to inquire into historical, II. Curriculum overview
geographical, political, social, economic, and cultural factors that affect
individuals, societies and environments. For MYP individuals and societies, schools develop courses in integrat-
ed humanities, history, economics, geography, philosophy, sociology/
The study of individuals and societies helps students to appreciate criti- anthropology, business management, psychology, and world religions.
cally the diversity of human culture, attitudes and beliefs. Courses in this
subject group are important for helping students to recognize that both The MYP promotes inquiry in these subjects by developing concep-
content and methodology can be debatable and controversial, and for tual understanding within global contexts.
practising the tolerance of uncertainty.
Key concepts such as change, global interactions, time, place and space,
The IB’s approach to this subject area includes a strong focus on inquiry and systems broadly frame the MYP curriculum.
and investigation. Students collect, describe and analyse data; test hy-
potheses; and learn how to interpret increasingly complex information, Related concepts promote deeper learning grounded in specific disci-
including original source material. This focus on real-world examples, re- plines. Examples of related concepts in MYP individual and societies
search and analysis is an essential aspect of the subject group. include causality, globalization, culture and sustainability.
The aims of MYP individuals and societies are to encourage and enable Students explore key and related concepts through MYP
students to: global contexts.
• appreciate human and environmental commonalities and diversity • Identities and relationships
• understand the interactions and interdependence of individuals, • Orientation in space and time
societies and the environment • Personal and cultural expression
• understand how both environmental and human systems • Scientific and technical innovation
operate and evolve • Globalization and sustainability
• identify and develop concern for the well-being of human • Fairness and development
communities and the natural environment
The MYP curriculum framework offers schools flexibility to determine
© International Baccalaureate Organization 2015
International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®engaging, relevant, challenging and significant content that meets local cate and sample formative internal assessments. In MYP individuals and
and national curriculum requirements. This inquiry-based curriculum societies courses, on-screen examinations comprise three tasks.
explores factual, conceptual and debatable questions in the study of
individuals and societies. Task Assessment criteria Marks
The MYP requires at least 50 hours of teaching time for each subject Engagement Assesses students’ ability to use sources to: 30
area in each year of the programme. For students participating in MYP with sources identify key ideas/points; find contradictory
eAssessment, the IB recommends 70 hours of guided learning each evidence; find a counterclaim; and identify
year in MYP years 4 and 5. the origin, purpose, value and limitations
to compare and contrast or evaluate values
and limitations of sources. (Criteria A and D)
III. Assessment criteria Investigation Assesses students’ ability to use a variety of 30
sources to respond to structured questions.
Each individuals and societies objective corresponds to one of four
(Criteria B and C)
equally weighted assessment criteria. Each criterion has eight possible
achievement levels (1–8), divided into four bands with unique descrip- Extended Assesses students’ ability to engage in the 60
tors that teachers use to make judgments about students’ work. response activity of producing a piece of extended
writing or communicating creatively.
Criterion A: Knowing and understanding (Criteria A, B, C and D)
Students develop factual and conceptual knowledge about individuals and
societies. MYP individuals and societies on-screen examinations are aligned
with understanding and skills that prepare students for high levels of
Criterion B: Investigating achievement in IB Diploma Programme courses in individuals and
Students develop systematic research skills and processes associated with societies.
disciplines in the humanities and social sciences. Students develop suc-
cessful strategies for investigating independently and in collaboration with
others. Sample question (from history eAssessment)
Criterion C: Communicating The following questions relate to a range of written and rich media stim-
Students develop skills to organize, document and communicate their ulus material:
learning using a variety of media and presentation formats.
i. paragraph from a scholarly study of war and human conflict
Criterion D: Thinking critically ii. excerpt from a speech by a political leader in World War II (1943)
Students use critical-thinking skills to develop and apply their understand- iii. graphical analysis of the causes of civil war in Liberia published by
ing of individuals and societies and the process of investigation. an international NGO (1989–2003)
iv. photograph of a cemetery from World War I
v. internet encyclopedia entry on the US Civil War (1861–1865)
IV. MYP eAssessment
Students seeking IB MYP course results or the IB MYP certificate must • Using these sources, identify two causes and three
demonstrate their achievement of the subject group’s objectives by consequences of conflict.
completing an end-of-course on-screen examination. On-screen exam- • Outline the purpose, values and limitations for sources (i) and (ii).
inations are formal external examinations, and are available in history, • “Individual people are the main cause of wars and conflicts.”
geography and integrated humanities. To what extent do you agree with this claim? Answer with
reference to sources (i)–(v), as well as with reference to the
Topics explored in MYP individuals and societies on-screen examina- conflicts you have studied in MYP history.
tions include:
• demographics and human movements
• settlement and urban morphology
• superpowers, empires, and supra-national alliances and
organizations
• significant individuals
• warfare and peacekeeping
• rights and social protest
• trade, aid and exchange
• economic agents and their interests and role in the
economy: consumers, producers, governments, banks
• measurements and trends
• ecological relationships
• industrialization and technological developments.
Examination blueprints define the structure of tasks that simulate, repli-
About the IB: For over 45 years, the IB has built a reputation for high-quality, challenging programmes of education that develop internationally
minded young people who are well prepared for the challenges of life in the 21st century and are able to contribute to creating a better, more
peaceful world.
For further information on the IB Middle Years Programme, and a complete list of MYP subject briefs, visit: www.ibo.org/myp/.
Complete subject guides can be accessed through the IB online curriculum centre (OCC) or purchased through the IB store: http://store.ibo.org.You can also read
