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Middle Years Programme (MYP)

The Middle Year's Programme (MYP) is an inquiry- and concept-based programme. It provides a framework of learning which encourages students to become creative, critical and reflective learners. ISLK works according to the IB MYP curriculum when teaching the age groups of 11 to 15.

Two girls sitting in front of their laptop doing homework.

The MYP emphasizes intellectual challenge, encouraging the student to make connections between their studies in traditional subjects and to the real world. It fosters the development of skills for communication, intercultural understanding, and global engagement, qualities that are essential for life in the 21st century.

Curriculum

The MYP Framework

The MYP programme consists of eight subject groups integrated through global contexts that provide a
framework for learning within and across the subjects. Students are required to study two languages: Swedish and French/Spanish, (also some an additional mother tongue). Other subject include individuals and societies, sciences, mathematics, arts, physical education and design. In the final year of the programme, students also engage in a personal project, which allows them to demonstrate the understandings and skills they have developed throughout the programme.

An illustration of the curriculum in a wheel with different sections for the academic areas.
The curriculum is illustrated by a circle with eight academic areas or subject groups.

The eight academic areas

  • Language acquisition (Swedish and French/Spanish)
  • Language and literature
  • Individuals and societies
  • Mathematics
  • Design
  • Arts
  • Sciences
  • Physical health education

Teaching and learning in the MYP involve understanding concepts in context. Global contexts provide a common language for meaningful learning, identifying specific settings, events or circumstances that provide more perspectives for teaching and learning. When selecting a global context for learning, we are answering the following questions:

  • Why are we engaged in this inquiry?
  • Why are these concepts important?
  • Why is it important for me to understand?
  • Why do people care about this topic?

MYP global contexts provide common points of entry for inquiries into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding, and global engagement.

Identities and Relationships

Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

Orientation in space and time

Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives.

Personal and cultural expression

Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Scientific and technical innovation

Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.

Globalization and sustainability

Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world interconnectedness; the impact of decision-making on humankind and the environment.

Fairness and development

Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution.

Assessment

Teachers organize continuous assessment over the course of the programme according to specified assessment criteria that correspond to the objectives of each subject group.

Regular school assessment and reporting play a major role:

  • In the students and parents understanding of the objectives and assessment criteria.
  • In the student's preparation for the final assessment.
  • In the development of the curriculum according to the principles of the programme.

Teachers are responsible for structuring varied and valid assessment tasks (including tests and examinations) that will allow students to demonstrate achievement according to the objectives for each subject group. These include:

  • open-ended, problem-solving activities
  • investigations
  • organized debates
  • hands-on experimentation
  • analysis and reflection

In keeping with the ethos of approaches to learning, schools also make use of quantitative and qualitative assessment strategies and tools that provide opportunities for peer- and self-assessment.
The recording and reporting of individual levels of achievement are organized in ways that provide students with detailed feedback on their progress as it relates to the assessment criteria for each subject group.

Final assessment

The final assessment takes place at the end of the programme in order to determine the levels individual students have achieved in relation to the stated objectives for each subject group and for the personal project.
Teachers administer appropriate sets of assessment tasks and rigorously apply the prescribed assessment criteria defined for each subject group. The type of assessment tools available to teachers include all forms of:

  • oral work
  • written work
  • practical work

Teachers select appropriate tasks and assessment tools according to:

  • The resources available within the school.
  • The subjects to which they are being applied.
  • The particular objectives that are being measured.

Grades from 1 (lowest) to 7 (highest) are awarded to final-year students, for each subject, and for the personal project, according to predefined grade boundaries based on the levels students have achieved.

There are no formal examinations set or marked by the IB. Instead, the IB validates the grades of final-year students in schools that request this service and issues certificates to those students who reach a required standard.

Describing levels of achievement. They vary in detail for each subject group.

Describing levels of achievement.

Grade

Descriptor

Grade 1

(Very weak)

Minimal achievement in terms of the objectives.

Grade 2 (Weak)

Very limited achievement against all objectives. The student has difficulty in understanding the required knowledge and skill, and is unable to apply them fully in normal situations, even with support.

Grade 3

(Below average)

Limited achievement against most of the objectives, or clear difficulties in some areas. The student demonstrates a limited understanding of the required knowledge and skills and is only able to apply them fully in normal situations with support.

Grade 4 (Satisfactory)

A good general understanding of the required knowledge and skills, and the ability to apply them in normal situations. There is occasional evidence of the skills of analysis, synthesis and evaluation.

Grade 5 (Good)

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in a variety of situations. The student generally shows evidence of analysis, synthesis and evaluation where appropriate and occasionally demonstrates originality and insight.

Grade 6 (Very Good)

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them in awide variety of situations. Consistent evidence of analysis, synthesis and evaluation where appropriate. The student generally demonstrates originality and insight.

Grade 7 (Excellent)

A consistent and thorough understanding of the required knowledge and skills, and the ability to apply them almost faultlessly in a wide variety of situations. Consistent evidence of analysis, synthesis and evaluations where appropriate. The student consistently demonstrates originality and insight and always produces work of high quality.


Learner profile

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

As IB Learners we strive to be

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Risk-takers Courageous

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced

We understand the importance of balancing different aspects of our lives –intellectual, physical, (spiritual) and emotional – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

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