What is the IB Middle Years Programme?
The MYP at KIG is designed for students aged 12 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 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 IB Diploma Programme (DP) and the IB Career-related Programme (CP).
The IB Middle Years Programme:
- addresses holistically students’ intellectual, social, emotional and physical well-being,
- provides students opportunities to develop the knowledge, attitudes and skills they need in order to manage complexity and take responsible action for the future,
- ensures breadth and depth of understanding through study in eight subject groups,
- requires the study of at least two languages (language of instruction which is English and additional language of choice) to support students in understanding their own cultures and those of others. Also Swedish is taught as either a language of acquisition (Swedish B) or language literature (Swedish A),
- empowers students to participate in service within the community
- helps to prepare students for further education, the workplace and a lifetime of learning.
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 instructionper 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 personal understanding, their emerging sense of self and responsibility in their community. MYP teachers organize the curriculum with appropriate attention to:
Teaching and learning in context.
Students learn best when their learning 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.
Concepts are big ideas that have relevance 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 their knowledge and skills in unfamiliar contexts. Developing and applying these skills help students learn how to learn.
Service as action (community service).
Action (learning by doing and 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 be caring members of the community who demonstrate a commitment to service - making a positive difference to the lives of others and to the environment. Service as action is an integral part of the programme, especially in the MYP community project.
Language and identity
MYP students are required to learn at least two languages. Learning to communicate in a variety of ways is fundamental to their development of intercultural understanding and crucial to their identity affirmation.
The MYP personal project
The MYP personal project is a studentcentred and age-appropriate practical exploration in which students consolidate their learning throughout the programme. This long-term project is designed as an independent learning experience of approximately 25 hours. The personal project formally assesses students’ ATL skills for self-management, research, communication, critical and creative thinking, and collaboration.
The personal project encourages students to practise and strengthen their ATL skills, to connect classroom learning engagements with personal experience, and to develop their own interests for lifelong learning.