The Middle Years Programme at LCS
Life in the 21st century places many changing demands on students making the transition through adolescence. They are at a crucial period of personal, social, physical and intel- lectual development, of uncertainty and of questioning. The IB Middle Years Programme (MYP) is designed to help them find a sense of belonging in the ever-changing and increas- ingly interrelated world around them and to foster a positive attitude to learning.
Click here for MYP Programme Guide.
The programme consists of eight subject groups integrated through six global contexts that pro- vide a framework for learning within and across the subjects. Students are required to study:
• the language of instruction
• a second language
• physical and health education
In Grade 10, the final year of the programme, students also engage in a personal project, which allows them to demonstrate the un- derstandings and skills they have developed throughout the programme.
Taken as a whole, the curriculum provides a balanced education that will equip LCS students for effective participation in the modern world.
Assessment is criterion-related, so students around the world are measured against pre-specified criteria for each subject group. Teachers set assessment tasks that are assessed internally in the school. External checks (either moderation or monitoring of assessment by IB examiners) are carried out on this internal assessment to ensure worldwide consistency of standards.
For more information, download the MYP Assessment Handbook.
Teachers organize continuous assessment over the course of the programme according to specified assessment criteria that correspondto 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.
Teachers structure varied and valid assessment tasks (including tests and examinations) that allow students to demonstrate achievement ac- cording to the objectives for each subject group. These include, but are not limited to:
• open-ended, problem-solving activities
• organized debates
• hands-on experimentation
• analysis and reflection.
The IB MYP, for students aged 11 to 16, em- phasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects to the real world and to become critical and reflective thinkers. The MYP also fosters the development of skills for communication, intercultural understanding and global awareness, qualities that are essential for life in the 21st century:
• global-mindedness, starting with a foundation in students’ own language and culture
• a positive attitude to learning, demonstrating high levels of engagement, creativity, resource- fulness and active participation in their com- munities
• an ability to make connections between sub- jects and real world issues
• highly developed communication skills to en- courage inquiry, understanding, language acquisition, and to allow student reflection and expression
• a heightened awareness of their develop- ment– physically, intellectually, emotionally and ethically.
Global Contexts: Developing skills and attitudes relevant in today's global society
The MYP has six global con- texts which provide it with its unique core. Teaching subject areas through these contexts allows teaching and learning to focus on attitudes, values and skills.
The global contexts provide shared starting points for inquiry into what it means to be internationally-minded, framing a curriculum that promotes multilingualism, in- tercultural understanding and global engagement. These contexts build on the themes of global significance that structure the teaching and learning in the IB Primary Years Programme.
1. Identities and realationships
2. Orientation in spce and time
3. Personal and cultural expression
4. Scientific and technical innovation
5. Globalization and sustainability
6. Fairness and development
Over the course of their MYP journey, students should encounter these six global contexts in every subject group. Working collaboratively accross the curriculum these contexts will provide academic rigour, motivation for learning and opportnities for personal development.
Approaches to Learning (ATL) represents learning skills that the students will develop and apply during the programme and beyond.