The Middle Years Programme (MYP) is a curriculum framework from the International Baccalaureate aimed at students aged 11 to 16. The MYP focuses on developing internationally-minded and responsible learners through an interdisciplinary curriculum incorporating language, humanities, sciences, mathematics, arts, physical education and technology. Key concepts of the MYP include communication, intercultural understanding, and holistic development of learners. Assessment is criterion-related and includes self, peer and teacher evaluation.

1. Middle Years Programme
Within the Bounds of
International
Baccalaureate
A. Korotayeva, K. Kuznetsova, K. Araslanova, O. Ashikhmina,
S. Galichenko, Y. Lyskova

2. The IB Learner Profile
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3. The MYP aims to enable students to:
• build upon their spirit of discovery to develop an
understanding and enjoyment of the process of
learning, independently and in cooperation with
others
• acquire knowledge, understanding and skills, and
prepare for further learning
• recognize the extent to which knowledge is
interrelated
• learn to communicate effectively in a variety of ways
• develop a sense of personal and cultural identity and
a respect for themselves and for others
• acquire insights into local and global concerns
affecting health, the community and the environment,
and develop a sense of individual and collective
responsibility and citizenship.

4. The 3 Fundamental Concepts of MYP
Communication
Intercultural Awareness

5. The MYP Curriculum Framework
• language A (ideally, the student’s mother
tongue)
• language B (a second modern language)
• humanities
• sciences
• mathematics
• arts
• physical education
• technology.

6. The MYP

7. The MYP
• The programme provides learning in a broad
base of disciplines;
• The subject-group objectives include skills,
attitudes and knowledge;
• The programme promotes the principle of
concurrency of learning;
• The programme encourages the use of a variety
of teaching and learning methodologies;
• The programme emphasizes the development of
the whole person.

8. The Areas of Interaction
• The student focuses on:
attitudes values
skills

9. The Areas of Interaction:
Approaches to general and subject-specific learning
learning (ATL) skills;
Community and how a student engages with his or her
service immediate family, classmates and friends;
Health and social the range of human issues and how they
education affect societies, communities and
individuals;
Environments how humans interact with the world,
which asks students to examine the
interrelationship of different
environments;
Human ingenuity the way in which human minds have
influenced the world (the way we behave,
think, interact with each other).

10. The Final Year of The Programme
The Personal Project
To Demonstrate the ATL Skills

11. Commonality of the areas of interaction
Five areas of interaction serve to
bring together the varied subject
content that will be found in the
diversity of cultural and
linguistic settings around the
world.
The MYB areas of
They also give interaction include
teachers a great students’:
opportunity to
help their motivations
students engage
with
environmental, interests needs
health and
community issues

12. The Areas of Interaction:
• give meaning to what is learned;
• provide the contexts for units of work, and for the
MYP and the IB learner;
• encourage higher-order thinking skills;
• provide a framework for student inquiry;
• develop positive attitudes and a sense of personal
and social responsibility;
• can lead students from academic knowledge to
thoughtful action;
• an interdisciplinary approach to learning;
• provide a common language for constructing and
organizing the curriculum.

13. The Personal Project
• A reflection of the Ss’ skills and ability to
manage and direct their inquiry;
• An excellent opportunity for Ss to produce a
truly personal piece of work of their choice;
• The five areas of interaction as the basis of the
assessment criteria.

14. Planning for Teaching and Learning
Vertical Planning Horizontal Planning
• The selection of • Interdepartmental
content; discussions
• The agreement on
expected levels of
achievement.

15. Teaching and Learning Methodologies
• Formal teacher
instruction;
• Presentations and
inquiry-based projects
led by Ss;
• Open-ended
investigations and
problem-solving
activities;
• Games, role plays, field
trips, extra-curricular
activities.

16. MYP Assessment
Students: Teachers:
• Self-assessment • Continuous
• Feedback assessment
according to
• Outcome
specified criteria

17. Regular Internal Assessment
• Students and parents’
understanding of the objectives and
criteria;
• Preparation for final assessment;
• Development according to the
principles of the programme

18. Criterion-Related Model of Assessment
Teachers structure varied and valid
assessment tasks:
• open-ended problem-solving activities
and investigations,
• organized debates, tests and
examinations,
• hands-on experimentation,
• analysis and reflection.

19. Quantitative and Qualitative
Assessment
• Rubrics
• Performance records
Responsibility of a
• Checklists subject teacher
+
• Portfolios Self-assessment
+
Peer-assessment

20. Externally Set Exams
• MYP doesn’t provide
such assessment
• Some schools may have
national requirements that
include externally set exams
or tests

21. Conclusion
The MYP emphasizes:
• a broad and balanced education that focuses on
values as well as knowledge;
• physical, affective, social and intellectual
development;
• understanding of the interconnectedness and
applications of knowledge and skills;
• search for relevance and meaning;
• helps to acquire a deeper understanding of the
concepts.

22. Conclusion
The MYP is designed:
• to help adolescents develop a knowledge of,
and interest in, local and global issues;
• to encourage international-mindedness and
responsible citizenship;
• to make an explicit emphasis on
communication and intercultural awareness.

23. Conclusion
MYP requires :
• schools and the teachers working as teams in
reflecting on, developing, organizing and
delivering the curriculum, paying close
attention to the perspectives of the students.
• It empowers teachers and students to
shape a stimulating but rigorous learning
experience.