The MIDDLE Years School gives students a supportive, yet challenging learning environment, helping them acquire lifelong skills. The curriculum is designed to ensure that all students receive a broad, balanced and clearly articulated learning environment, building upon the foundations laid in Primary School. Students are prepared for the internationally recognised International Baccalaureate Middle Years Programme curriculum Curriculum for Confidence is an integral part of and covers aspects of wellbeing through a contextualised programme which is devised to meet the needs of young adolescents. Students are given opportunities to develop transferable and leadership skills through MUN s, Community projects and the Students council. . The Digital Citizenship Module is a compulsory part of the curriculum for confidence programme and is appropriately mapped across the year groups.The MYP curriculum framework comprises eight subject groups
Projects give students the opportunity to demonstrate what they have learnt in the Middle Years Program. These projects are essentially the learning processes in the Program and students are assigned project advisors.
Students must complete the community project in MYP 3. Students are encouraged to implement service as action in the community. Students may complete the community project individually or in groups.
Each student develops a personal project independently in MYP 5, producing a truly personal and creative piece of work that stands as a summative review of their ability to conduct independent work. The personal project is entirely based on the student’s personal interest. It allows students to expand their prior knowledge and provides them a platform to practice and strengthen their approaches to learning (ATL) skills
CAS – Community in Action and Service
Service as Action in the MYP is an essential component of the learning process, both as part of the programme’s educational philosophy and as a practical outcome of students’ learning. The MYP aims to help students develop their personal understanding, their emerging sense of self, and their appropriate role and responsibility in their community. As students become more aware and acquire a better understanding of the context and of their responsibilities, they stand empowered to make choices about how to take thoughtful and positive action. Service as Action in the MYP aims at the quality and objective of the service which is more important than the act itself or the number of hours devoted to it. Students, in the final years of the program should have responsible roles in planning, organizing and implementing service activities to reflect their learning curve. These service opportunities are aligned with the MYP 7 learning outcomes for service.
Teaching and Learning is supported by Approaches to Learning (ATL) which are deliberate strategies, skills, and attitudes that permeate the teaching and learning environment of MYP. These Skills are a solid foundation to learn independently and in collaboration with others. They also prove to be a common language that students and teachers use to reflect on the process of learning. These skills are relevant across the curriculum and help learners “learn how to learn”. ATL skills are learned and taught, improved with practice and developed incrementally.
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