International Baccalaureate Middle Years Programme

What is the MYP curriculum?

IB Middle Years Programme (MYP) is a 3 year programme which encourages students to make connections, be critical and independent, while also developing a love of learning. Students who complete MYP are well-prepared to undertake the challenges of the GCSE and the IB Diploma or Career-related programmes.

As an IB World School we are well placed to offer the MYP from years 7 – 9. Impington Village College is a candidate school* for the MYP. This school is pursuing authorization as an IB World School. IB World Schools share a common philosophy- a commitment to high-quality, challenging, international education- that we believe is important for our students. * Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes visit ibo.org . We have been running our outstanding IB Diploma Programme (DP) at Impington International College (IIC) for 30 years and are highly experienced IB educators.

The MYP offers a pedagogical approach to education rooted in the IB mission statement and the IB Learner Profile. It emphasises international-mindedness, interdisciplinary learning and service to others. The curriculum offers opportunities for students to become independent and active learners by:

contextualising learning within global contexts.
encouraging reflection and awareness of metacognition through Approaches to Learning (ATL).
promoting opportunities for service through its community project and service learning elements.

Research shows that students participating in the MYP:

build confidence in managing their own learning
learn by doing, connecting the classroom to the larger world outperform non-IB students in critical academic skills
consistently have greater success in IB Diploma Programme examinations
thrive in positive school cultures where they are engaged and motivated to excel
develop an understanding of global challenges and a commitment to act as responsible citizens.

At IVC we have modelled our own mission and vision statements around those of the IBO, so there are strong links between them. We fully endorse the IB mission statement below and believe it runs strongly throughout our College.

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 challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

MYP takes a holistic approach to education, seeking to educate children for life. The development of the Learner Profile attributes, below, are at the heart of our academic, co-curricular and pastoral curricula. Whether we are talking to students about how they interact with others, learn in the classroom and beyond, or how they treat themselves, we seek to both encourage and to model the Learner Profile attributes:

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

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

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

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

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

Open-minded. They critically appreciate their own cultures and personal histories, as well as the values and traditions of others. They seek and evaluate a range of points of view, and they are willing to grow from the experience.

Caring. They show empathy, compassion and respect. They have a commitment to service, and they act to make a positive difference in the lives of others and in the world around us.

Risk-takers. They approach uncertainty with forethought and determination; they work independently and cooperatively to explore new ideas and innovative strategies. They are resourceful and resilient in the face of challenges and change.

Balanced. They understand the importance of balancing different aspects of their lives — intellectual, physical and emotional—to achieve well-being for themselves and others. They recognise their interdependence with other people and with the world in which they live.

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

MYP assessment comprises a broad range of performance tasks which measure what students can ‘do’. At IVC teachers use assessment data to inform teaching and students are encouraged to view assessment opportunities to reflect on learning. The nature of assessment is varied, creative and challenging, promoting critical thinking, affective development and metacognition. The MYP assessment cycle involves setting individual goals, developing and implementing assessment strategies, analysing outcomes, and creating action plans.

Students are assessed regularly and make progress using our IMP structure. Their progress is reported on three times per year.

Please see the parent handbook for more detailed information on assessment, data and reporting.