• INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAMME (IB MYP)

    Overview

    The International Baccalaureate Middle Years Programme (IB MYP) is a framework for teaching and learning. The IB MYP begins in 6th grade (Year 1) and concludes in 10th grade (Year 5). The curriculum for our students is the GCPS Academic Knowledge and Skills (AKS), but the IB MYP is a cornerstone piece for our instructional program as it extends the learning and perspective of our students.

    Eight subject areas are included in the IB MYP curriculum – Language and Literature (Language Arts), Language Acquisition, Mathematics, Sciences, Individuals and Societies, Design, Health and Physical Education, and Fine Arts. The IB MYP framework places an emphasis on each subject area and the interrelatedness of the subject areas.

    The Fundamental Concepts of IB MYP

    Intercultural Awareness

    Intercultural awareness helps to develop students’ attitudes, knowledge, and skills as they learn about their own and others’ social and national cultures.

    Communication

    Communication is fundamental to learning as it supports inquiry and understanding. It allows for student inquiry and reflection. The mastery of one’s heritage language (mother-tongue) and the study of other languages enables students to express ideas clearly and gain greater appreciation of other cultures.

    Holistic Learning

    The IB MYP accentuates the interrelatedness of school subjects and so advances the holistic view of learning. This means helping students recognize relationships between school subjects and learn to combine relevant knowledge, experience and critical thinking to solve authentic problems.

  • The IB Learner Profile

    IB learners strive to be:

  • Inquirers

    They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

    Knowledgeable

    They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

    Thinkers

    They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

    Communicators

    They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

    Principled

    They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

     

  • Open-minded

    They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

    Caring

    They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

    Risk-takers

    They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

    Balanced

    They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

    Reflective

    They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.