For More Information About our MYP Program- contact Jennifer Viers, Coordinator - jennifer.viers@adams12.org
To learn more about who should be an IBMYP student review the Learner Profiler by clicking here
Middle Years Program
Applications for the 2007-2008 School Year will be available November 30. Applications due to Century no later than Friday, February 1, 2008. Interviews will be held on February 8, 2008.
To download IBMYP applications, you must have Adobe Reader 6.0 or later installed on your computer
The International Baccalaureate – Middle Years Program (MYP) aims to develop internationally-minded, independent learners. MYP students are at an important age of transition, of personal, social, physical and intellectual development, of uncertainty and questioning, of searching for relevance and meaning. Emerging adolescents, influenced by their years of primary schooling, are entering a phase where their social and cultural experiences in and outside school have a determining impact on their perception of themselves, their self-esteem, their sense of identity and their capacity to relate to others. The programme is devised to help students develop the knowledge, attitudes and skills they need to participate actively and responsibly in a changing and increasingly interrelated world. This implies a “living curriculum” one which calls for more than “knowing”: it involves reflective thinking, both critical and creative, about ideas and behaviors. It includes problem solving and analysis, clarification and discussion of personal beliefs and standards on which decisions are made. It also leads to critical thinking and action.
The MYP includes the Five Areas of Interaction which provide the main focus for developing the connections between the disciplines, so that students will learn to see knowledge as an interrelated, coherent whole. The Areas of Interaction are embedded in the subjects and developed naturally through them. They provide both an organization and an extension of learning within and across the subjects, through exploration of real-life issues. They can also inspire special activities and interdisciplinary projects. They form part of the framework for student inquiry and take investigative learning further than subject boundaries. The areas of interaction are a vehicle for refining conceptual development through the different perspectives they offer, creating a deeper level of understanding. They guide reflection and lead from knowledge to thoughtful action
The MYP requires schools to teach a broad and balanced choice of subjects in every year of the programme, organized into eight subject groups: Language A (the student’s best language), Language B (an additional language), Humanities, Sciences, Mathematics, Arts, Technology, and Physical Education. The Five Areas of Interaction can best be described with the types of questions students are asked to consider and answer through all eight subject areas.
Approaches to Learning
- How did I show that I can do work step by step, methodically?
- How did I show my pride in this project?
- How did I demonstrate self-discipline through this activity?
- How did I show that I care that I do a job well?
- How did I demonstrate quality language arts skills?
- Was my audience able to understand my thoughts and expressions easily – Why or why not?
- How did my work show that I worked by myself (or did my fair share), used my ingenuity (creativeness) and was responsible during this assignment?
- How can I use the methods that I used to complete this project in my everyday life?
- How did I solve problems that arose?
- What did I learn about studying and being an exceptional student through this project?
- What was easy and hard about doing this project?
- What would I do differently on a similar project?
- What were the strengths and weaknesses of my project at different stages?
- What new questions do I have after doing this work?
- Did I set and reach goals in this project – How was it shown?
Community Service
- How did my project show that I have an interest in today’s world?
- What new things about the community/world did I discover through this project?
- Did this experience make me want to learn more about this topic – How?
- How did I make a difference in my community/world through this project?
- What did I learn about myself through this project?
Health and Social Education
- What did I learn about my physical and mental self through this project?
- What emotions did this project bring out in me?
- What social/legal issues did I learn/discuss in my project?
- What did I learn about respect for myself and others through this activity?
- What peer/family/societal influences did I experience through this project?
- What did I learn about working as a group through this activity?
- What did I learn about my school and my education through this project?
Environment
- What did I learn about the interdependence of humans and other life through this project?
- What did I learn about the consequences of human manipulation of the environment through this activity?
- How did my work show that there is a link between health and changes in the environment, between pollution and population growth and how man changes his environment?
- What did I learn about individual, local, regional, national and international responsibilities in connection to the environment?
- What did I learn about environmental choices offered by technology?
Human Ingenuity
- How did my work show that I have an understanding and appreciation for the human capacity to invent, create, transform and improve the quality of life on this planet?
- In my work, how did I show the relationships between science, art, technology and human values?
- What did I learn about the human ability to change through this work?
- What do I now know of the great moments in history from this project?
- What did I learn about the differences and similarities of humans the ways in which they live?
- What do I now know about the great scientific discoveries of people after doing this assignment?
- How did I show my own ingenuity and creativeness through this project?
- What can I now explain about the impacts on the world of men and women’s creativeness?