The MYP is designed for students aged 11 to 16. It provides aframework of learning that encourages students to becomecreative, critical and reflective thinkers. The MYP emphasizesintellectual challenge, encouraging students to make connectionsbetween their studies in traditional subjects and the real world.Itfosters the development of skills for communication, interculturalunderstanding and global engagement—essential qualities foryoung people who are becoming global leaders.
The MYP is flexible enough to accommodate most national orlocal curriculum requirements. It builds upon the knowledge, skillsand attitudes developed in the IB Primary Years Programme (PYP)and prepares students to meet the academic challenges of the IBDiploma Programme (DP) and the IB Career-related Programme (CP).
The IB Middle Years Programme:
- addresses holistically students’ intellectual, social, emotional andphysical well-being• provides students opportunities to develop the knowledge,attitudes and skills they need in order to manage complexity andtake responsible action for the future
- ensures breadth and depth of understanding through study ineight subject groups
- requires the study of at least two languages (language ofinstruction and additional language of choice) to support students in understanding their own cultures and those of others
- empowers students to participate in service within the community
- helps to prepare students for further education, the workplaceand a lifetime of learning.
The MYP consists of eight subject groups: language acquisition,language and literature, individuals and societies, sciences,mathematics, arts, physical and health education, and design.Student study is supported by a minimum of 50 hours of instructionper subject group in each academic year. In years 4 and 5, studentshave the option to take courses from six of the eight subject groups,which provides greater flexibility.
The MYP aims to help students develop their personalunderstanding, their emerging sense of self and responsibility in their community.
MYP teachers organize the curriculum with appropriate attention to:
- Teaching and learning in context. Students learn best when theirlearning experiences have context and are connected
- to their livesand the world that they have experienced. Using global contexts,MYP students explore human identity, global challenges and whatit means to be internationally minded.
- Conceptual understanding. Concepts are big ideas that haverelevance within specific disciplines and across subject areas.MYP students use concepts as a vehicle to inquire into issuesand ideas of personal, local and global significance and examine knowledge holistically.
- Approaches to learning (ATL). A unifying thread throughout allMYP subject groups, approaches to learning provide the foundationfor independent learning and encourage the application of theirknowledge and skills in unfamiliar contexts. Developing andapplying these skills help students learn how to learn.
- Service as action (community service). Action (learning by doingand experiencing) and service have always been shared values ofthe IB community. Students take action when they apply what theyare learning in the classroom and beyond. IB learners strive to becaring members of the community who demonstrate a commitmentto service—making a positive difference to the lives of others andto the environment. Service as action is an integral part of theprogramme, especially in the MYP community project.
- Language and identity – MYP students are required to learnat least two languages. Learning to communicate in a variety of ways is fundamental to their development of intercultural understanding and crucial to their identity affirmation.
MYP projects provide students the opportunity to demonstrate what they have learned in the MYP. In schools that include MYPyears 5, all students must complete the personal project. In programmes that include MYP years 4 or 5, schools may offer students the opportunity to do both the community project and the personal project. In schools that include MYP year 3 or 4,students must complete the community project.
- The community project encourages students to explore their right and responsibility to implement service as action in the community. Students may complete the community project individually or in small groups.
- Each student develops a personal project independently, producing a truly personal and creative piece of work that stands as a summative review of their ability to conduct independent work
MYP assessment standards are consistent around the world. Inorder to maintain the rigour for which the IB is renowned, the MYPassessment model is criterion-related. Teachers structure variedand valid assessment tasks so that students can demonstrateachievement according to objectives defined by the IB. Tasks areassessed against established criteria, not against the work of otherstudents.
A good curriculum develops a range of student skills. The MYPencourages teachers to assess this acquired skill set, includinghow to succeed in written examinations. Typical MYP assessmenttasks include open-ended, problem-solving activities andinvestigations, organized debates, tests and examinations, hands-onexperimentation, analysis and reflection. MYP assessment is carriedout by teachers, according to the criteria defined by the IB.
Service as Action (SAA) is one of the curriculum parts of IB MYP programme in Tunku Kurshiah College (TKC) and it is compulsory for all students to complete it. SAA starts in the classroom and extend beyond where students play their vital roles to serve their action in community. SAA encourages students to become more responsible civilians as they can deepen their knowledge gained in the classrooms and widen it in order to understand the world surround them.
SAA is aimed to let our students apply all the 10 IB Learner Profiles that they gain in school and apply them by serving the community. SAA gives the opportunity for our students to initiate/organise programmes to help our communities in any ways. From the experience, our students have to opportunity to learn and serve the community beyond their classroom and outside their school hours.
Lower Form (Year 1 until 3: age 13 to 15)
Either an individual or a group work (not more than 6 students per group), they are required to conduct a programme within the school compound where they are required to present it at the school assembly. These are the suggestions for the SAA activities:
• subject tutoring
• organising campaigns (subject related promotions, co-
curriculum promotions, anti-bullying, school recycling
• create a school vegetable/herbs garden
• make a compost for vegetable/herbs garden
• teach a sport to another classmates/batch
• create a school mural
• conduct a fitness training programme
Upper Form (Year 4 and 5: age 16 and 17)
Either an individual or a group work (not more than 6 students per
group), they are required to conduct a programme outside the
school compound where the selected reports will be uploaded in the
school website and school magazine. These are the suggestions for
the SAA activities:
• beach cleaning programme
• organise a school event (friendship day, sibling’s day, etc)
• collaboration with adopted schools on subject tutoring, creating
a reading corner, etc.
• conduct a food bank project with grocery mart nearby.
• Fundraise for any movements / organisations
• Animal rescue at neighbourhood / animal shelter
• Helping neighbours (cleaning the neighbourhood, etc)
Service-Learning Cycle by Stephen Taylor (December 2014)
Service : the particular skills that someone has and can
offer to others
Action : the process of doing something, especially in
order to deal with a problem or difficult situation
(Definitions were taken from https://dictionary.cambridge.org/ )
Since SAA is a part of IB MYP curriculum, it is more than requires our students to serve the community. To produce our students to be holistically competent, SAA is aimed to let our students apply all the 10 IB Learner Profiles that they gain in school and apply them by serving the community. SAA gives the opportunity for our students to initiate/organise programmes to help our communities in any ways. From the experience, our students have to opportunity to learn and serve the community beyond their classroom and outside their school hours.
SAA According to Stephen Taylor (2014), through knowledge and skills they can develop conceptual understandings, which the global contexts help them to progress into meaningful, pragmatic inquiry (critical, reflective, consequence-oriented thought), resulting in action (including service), leading to international mindedness (a state of mind) and global engagement (behaviours).
Teaching and learning IB MYP schools involves collaboration not just between students and students or students and teachers, it involves the community as well. What they learn in the classroom will make students inquiry on how their learning can benefit the community. That relates to the one of the objectives of SAA, where the students will apply their knowledge obtained in the class and apply them in the community surrounded them. IB learning allow our students to take action by serving their community which definitely benefit both parties. Reflection comes after the programme where our students will reflect how their contribution towards the society benefit them and those who they help as a whole. This dynamic learning is importantly essential where SAA allows our students to learn and serve beyond their classroom experience.
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization works with schools, governments and international organizations to develop challengingprogrammes of international education and rigorous assessment.These programmes encourage students across the world to becomeactive, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
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.
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.
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.
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
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.
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.
We understand the importance of balancing different aspects of our lives—intellectual, physical, 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.
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.
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.