The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

Informed by these values, an IB education:

  • Centres on learners (IB learner profile)
  • Develops effective approaches to teaching and learning (Inquiry, Action, Reflection)
  • Works within global contexts (Global Engagement, Multilingualism and intercultural understanding)
  • Explores significant content (Broad and Balanced, Conceptual and Connected)

 

Working together, these four characteristics define an IB education. All models in the IB depict these characteristics.

 

 

MYP_ENGWhat is MYP?

In MYP students will work towards acquiring the learner qualities outlined in the IB Learner Profile. (The full text of the IB Learner profile is found at www.ibo.org).

MYP Program model

The MYP is a challenging and interesting course of study. Students are to take responsibility for their learning, to work and cooperate closely with others and to explore new ways of understanding and enquiring into the world around them. The MYP aims to do more than allow students to progress in the different subjects. 

The MYP aims for students as a learner to make connections: between subjects, between people, between how they act and how their actions affect others and between the school and the wider community. The ultimate aim of the MYP is to help students prepare for life.

Centres on learners

At the centre of all IB program models is the learner profile. This profile brings to life the aspirations of the IB curriculum and it underpins and promotes the development of the student centred education. Each unit of inquiry has one or more focus learner profiles that are connected to the unit of inquiry.

                           

Develops effective approaches to teaching and learning

 

Screen Shot 2016-01-27 at 14.23.52Teaching and learning in the IB celebrates the many ways people work together to construct meaning and make sense of the world. Through the interplay of asking, doing and thinking, this constructivist approach leads towards open, democratic classrooms. An IB education empowers young people for a lifetime of learning, independently and in collaboration with others. It prepares a community of learners to engage with global challenges through inquiry, action and reflection. 

This is how teachers plan and teach students to construct understanding. It is one of the features of the MYP program that allows students to develop disciplinary and interdisciplinary understanding.

Works within global contexts

These are the broad contextual areas where teachers link learning to real life. These broad areas are used for every subject and they provide a lense through with specific subject content can be learnt. Within each of the 6 contextual areas there is an exploration to develop. It is expected that students can see how what they are learning is relevant to the real world.

Explores significant content

This is shown in the third ring of the program model and demonstrates the broad and balanced curriculum structure. This is shown by

  • The equal distribution of the 8 key subject groups. Language and Literature, Language Acquisition, Individuals and Societies (Humanities), Sciences, Mathematics, Arts, Physical & Health Education and Design
  • Subject groups presented without distinct lines between them to represent the interdisciplinary nature of the program. The subject groups are planned and connected through the global contexts and the key concepts
  • Integrated disciplines are taught and assessed within a subject group. In our school History/Geography are taught in Individuals and Society;and Biology / Chemistry / Physics / Geology are taught in Sciences; Information Technology and Food Technology are taught in Design
IB Subject MYP 7 MYP 8 MYP 9 MYP 10
Maths 4 hours 3 hours 3 hours 3 hours
Extended Maths       2 hours*
Sciences 4 hours 3 hours 3 hours 3 hours
Language & Literature – English 3 hours 3 hours 3 hours 3 hours
Language & Literature – Norwegian 3 hours 3 hours 3 hours 3 hours
Language Acquisition – Spanish/French   3 hours 3 hours 3 hours
Design 2 hours 2  hours 2  hours 2 hours
Arts 2 hours 2 hours 2 hours 2 hours
Physical and Health Education 2.5 hours 2.5 hours 2.5 hours 2.5 hours
Individuals and Societies 4 hours 3 hours 3 hours 3 hours
Class time 1 hr 1hr 1hr 1hr
Electives 1 hr 1hr 0.5 hr 0.5 hr
Careers Counselling / Personal Project     0.5 hr 0.5 hr
Total Hours 26.5 hours 26.5 hours 26.5 hours 26.5 hours

(*Students are given the option of withdrawing from Design classes in MYP 10 and taking an IB Extended Maths course)