IB-Middle Years Programme
The Middle Years Programme for students aged 12 to 16 provides a framework of academic challenge and life skills that encourages students to embrace and understand the connections between traditional school subjects and the real world, and to become critical and reflective thinkers. The curriculum and the co-curricular programme enrich the student experience both inside and outside the classroom. Service learning activities are embedded in the curricular and pastoral programmes and are guided by the MYP’s Approaches To Learning (ATL) skills.
At UWCM students from MYP 1-5 follow a broad based academic curriculum aimed at giving them the knowledge, skills and understanding to allow them to progress to the 2-year IB-Diploma Programme. The Middle Years Programme ensures breadth and depth of knowledge and understanding through the study of eight subject areas. All MYP students follow a schedule that includes:
Group 1: Language and Literature
Group 2: Language Acquisition
Group 3: Individuals and Society
Group 4: Mathematics
Group 5: Sciences
Group 6: Arts
Group 7: Physical and Health Education
Group 8: Design
In addition, all MYP students study Dutch and all MYP5 students complete the Personal Project, an independent exploration into an area of interest which serves as a way to consolidate the MYP experience.
Teachers organise continuous assessment over the course of the programme taking account of specified criteria that correspond to the objectives of each subject group based on the guidelines of the International Baccalaureate. The Middle Years Programme offers a criterion-related model of assessment. This means that the student’s achievements are determined by performance against set standards and not by each student’s position in the overall rank order of the class.
The teachers structure varied assessment tasks that allow students to demonstrate achievement according to the required objectives within each subject groups: These tasks may include:
- Open-ended, problem-solving activities
- Organized debates
- Hands-on experimentation
- Analysis and reflection
- Traditional tests, quizzes and essays
In keeping with the ethos of approaches to learning, we 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 organised in ways that provide students with detailed feedback on their progress as it relates to the assessment criteria for each subject group.