Middle Years Programme 0 — General Information

IB Middle Years Programme 0 — General Information

The Middle Years Programme is an IB programme for students aged 11-16, which means the second stage of primary school and the first two years of secondary school. It provides education for students who have diverse interests with and a wide range of learning preferences.

MYP provides an educational framework that encourages pupils to have creative, critical and reflective thinking skills.

MYP gives emphasis to intellectual challenges that encourage pupils to make connections between their study of traditional subjects and the real world.

MYP promotes the development of skills in communication, intercultural understanding, and global engagement.

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IB Middle Years Programme:

• is comprehensively focused on students‘ intellectual, social and emotional abilities and their physical well-being,
• provides opportunities for students to develop the knowledge, attitudes and skills they need to cope with complex situations and act responsibly in the future,
• provides breadth and depth of understanding through study in eight subject groups,
• requires the study of at least two languages (the language of instruction and another language of choice) to support pupils in understanding their own and other peoples‘ cultures,
• enables students to participate in service within the community,
• helps prepare students for further education, work and a lifelong positive relationship with learning.

This educational model is used in more than 100 countries around the world.

MYP wants to develop pupils who are:

• active in their learning
• think in international contexts
• are able to show empathy
• have the intellect and skills that enable them to live a purposeful and meaningful life

Offers pupils opportunities to:

• develop their potential
• identify the most appropriate forms of learning
• develop the skills to overcome obstacles and cope with challenges
• to develop their own personality

The MYP helps pupils to acquire subject-specific knowledge, but it also teaches them interdisciplinary learning, i.e. to be able to link knowledge from different areas into a coherent whole based on contexts.

Throughout their studies, pupils are also engaged in Service as Action, which are in-school and out-of-school community service activities (volunteering and other socially beneficial activities), which have always been shared values of the IB community. Pupils take action when they apply what they learn in and out of the classroom. IB students strive to be caring members of the community who demonstrate a commitment to service that positively impacts the lives of others and the environment. Service as an activity is an integral part of the program, especially in the MYP Community Project.

MYP assessment:
rigorous criteria consistently applied worldwide

MYP assessment standards are uniform worldwide. In order to maintain the rigor for which IB education is renowned, the MYP assessment model is criteria-based. Teachers create a variety of tasks so that students can demonstrate achievement according to the objectives defined by the IB.

Assignments are assessed on the basis of set criteria, not on the work of other pupils.

A well-developed curriculum develops a variety of pupils‘ skills. The MYP encourages teachers to assess this set of acquired skills, including the extent to which they are prepared to succeed in written examinations. Typical MYP assessment includes open-ended problem-solving and exploration activities, organised debates, tests and examinations, practical experimentation, analysis and reflection.

MYP assessment is carried out by teachers according to criteria set by the IB.

All schools are responsible for developing appropriate assessments for their pupils according to the published MYP targets and criteria.

IB World Schools offering MYP are involved in either moderating or monitoring the assessment. IB reviews and provides feedback on each school’s internally developed assessments, highlighting areas where the school is performing well as well as areas for improvement.

External moderation verifies final report card grades and can lead to the award of MYP certificates.

For moderation, schools submit samples of pupils‘ assessed work in each MYP subject (along with a personal project) from the final year of the programme to independent external moderators appointed by the IB.

Through this process, the IB ensures that schools and teachers use the international MYP standards when assessing their students.

Assessment monitoring provides support and guidance to schools on internal assessment procedures and practices. Schools benefit from the expertise of trained moderators and experienced MYP subject specialists. Assessment Monitoring helps schools to apply MYP assessment principles to their own local practices. (Assessment Monitoring is not linked to the verification of pupil grades.)

MYP aims to develop active learners and internationally minded young people who can empathise with others and strive for a purposeful and meaningful life.

The programme enables pupils to explore a wide range of issues and ideas that have relevance locally, nationally and globally. This education results in young people who are creative, critical and reflective thinkers.

MYP is flexible enough to adapt to most national or local curricula. It builds on the knowledge and skills that pupils have acquired at the previous level of education.

At an age when young people are forming their own personalities and building self-esteem and a healthy self-concept, MYP can motivate them and help them to succeed both at school and in life beyond school.

We teach in English language

Except all these activities, in MYP 3, they are working on a Community Project.

The Community Project encourages students to explore their right and responsibility to pursue service as an activity in the community. Students may complete the Community Project individually or in small groups.

Throughout their studies, students also engage in Service as Action projects, which are in-school and after-school community service activities (volunteering and other community service activities).

Pupils can enrol in various clubs offered by the school and also participate in Olympiads and competitions in the Slovak school system.

Graduation

In the sixth (MYP 5) year of the programme, the study ends with the completion of a Final Project (Personal Project), which is externally assessed. Upon successful completion (minimum grade 3) and after fulfilling the requirements, students can then continue their studies in the two-year IB Diploma programme.

Basic principles of education

Holistic education — seeks to engage all aspects of the pupil’s life, including mind, body and spirit. It is about the holistic development of the pupil’s personality, leading them to a love of learning, a respect for life, and giving emphasis to relationships and basic human values within the learning environment.

Learning by doing principle — learning by doing, experiential learning

Interdisciplinary learning — one topic explained from different perspectives, interdisciplinary learning