MIDDLE YEARS PROGRAM (MYP)

The MYP is a challenging framework that encourages students to make practical connections between their studies and the real world. MYP ranges from years 6 – 10. MYP prepares students for success in further study and in life.

The MYP aims to develop active learners and internationally minded young people who can empathise with others and pursue lives of purpose and meaning.


The programme empowers students to inquire into a wide range of issues and ideas of significance locally, nationally and globally. The result is young people who are creative, critical and reflective thinkers.

The MYP curriculum framework comprises eight subject groups, providing a broad and balanced education for early adolescents. The eight subject groups are:

Language acquisition (Bahasa Indonesia)

Language and literature.

Individuals and societies

Sciences

Mathematics

Arts. (Music and Visual Arts)

Physical and health education

Design

The MYP requires at least 50 hours of teaching time for each subject group, in each year of the programme. In the final two years of the programme, carefully-defined subject group flexibility allows students to meet local requirements and personal learning goals. Each year, students in the MYP also engage in at least one collaboratively planned interdisciplinary unit that involves at least two subject groups.

Please note that MYP is a framework, while the content of teaching can be derived from any curriculum applied in a country. So, MYP is very suitable with Indonesian National Curriculum as well as the students preparation for the national examination.

Global Contexts

Using global contexts, MYP students develop an understanding of their common humanity and shared guardianship of the planet through developmentally appropriate explorations. The six MYP Global Contexts are described as follows:


Identities and relationships

Who we are: an inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.

Orientation in space and time

Where we are in place and time: an inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from local and global perspectives.

Personal and cultural expression

How we express ourselves: an inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Scientific and technical innovation

How the world works: an inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Globalization and sustainability

How we organize ourselves: an inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Fairness and development

Sharing the planet: an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Approaches to learning (ATL)?

  • ATL are deliberate strategies, skills and attitudes that permeate the teaching and learning environment.

  • ATL supports the IB belief that a large influence on a student’s education is not only what you learn but also how you learn.

  • ATL are intrinsically linked with the IB learner profile attributes to enhance student learning and assist student preparation for life after high school.

Approaches to Learning (5 elements)

  1. Thinking skills

    • critical thinking

    • creativity and innovation

    • transfer

  2. Communication skills

  3. Social skills

  4. Self-management skills

    • organisation

    • affective

    • reflection

  5. Research skills

    • information literacy

    • media literacy


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MYP Personal Project

The Personal Project is a culminating MYP project that students complete during their 10th grade year under the supervision of a SBB Personal projects coordinator.

Personal Project Aims

    1. For students to participate in a sustained, self-directed inquiry within a global context

    2. For students to generate creative new insights and develop deeper understandings of personal own interests

    3. For students to demonstrate the skills, attitude, and knowledge required to complete a project over a long period of time

    4. For students to communicate effectively in a variety of situations by sharing new understandings with peers, teachers, and families

    5. For students to demonstrate responsible action by journaling and regularly reflecting about how learning impacts attitudes and behaviors

    6. For students to appreciate the process of learning and take pride in personal accomplishments

  • Personal Project Showcase

    Students present their Personal Projects at a school-wide Showcase. The Showcase is generally held during term 3.
    What do students submit as their Personal Project?
    A student’s personal project consists of three components:

Personal project component

How it is assessed

❶ Product/Outcome

Evidence in the Report

❷ Process Journal

A selection of extracts in appendices of the Report

❸ Report

The content of the Report assessed by Criterion A-D



  • ❶The Product/Outcome
    The Product/Outcome might be an original work of art, a model, a business plan, a campaign, a blueprint, an essay, a course of study, a debate, a film, a video, or some other work.
    ❷The Process Journal
    Students are responsible for maintaining a process journal to document the choices made and to evaluate why choices were made. The process journal records the progress throughout the project. The journal entries can be written, visual, audio, or a combination including both paper and electronic formats.

What it is?

What it is not?

Used throughout the project to document its development

Used on a daily basis (unless this is useful for the student)

An evolving record of intents, processes, accomplishments

Written up after the process has been completed

A place to record initial thoughts and developments, brainstorming, possible lines of inquiry and further questions raised

Additional work on top of the project; it is a part of and supports the project

A place for recording interactions with sources: teachers, supervisors, outside contributors

A diary with detailed writing about what was done

A place to record selected, annotated and/or edited research and/or to maintain a bibliography

A static document with only one format

A place for storing useful information: quotations, pictures, ideas, photographs

Used on a daily basis (unless this is useful for the student)

A means for exploring ideas and solutions

A place for evaluating work completed

A place for reflecting on learning

A record of reflections and formative feedback received



❸The Report
The report is a spoken or written account of something observed, heard, done or investigated. The report demonstrates student engagement with the personal project and summarize the experiences and skills recorded in the process journal.

Personal Project Assessment

The Personal Project report (and not the product) is assessed by the student's Supervisor along with a group of SBB teachers using IB Rubrics Criterion A-D. The maximum score achieved is 24 points.

Criterion A: Investigating, 8 points
Students should:

    1. Define a clear goal and context for the project, based on personal interests

    2. Identify prior learning skills and subject specific knowledge relevant to the project

    3. Demonstrate research skills



Criterion B: Planning, 8 points
Students should:

    1. Develop criteria for the product/outcome

    2. Plan and record the development process of the project

    3. Demonstrate self-management skills



Criterion C: Taking Action, 8 points
Students should:

    1. Create a product/outcome in response to the goal, context, and criteria

    2. Demonstrate thinking skills

    3. Demonstrate communication and social skills



Criterion D: Reflecting, 8 points
Students should:

    1. Evaluate the quality of the product/outcome against their criteria

    2. Reflect on how completing the project has extended their knowledge and understanding of the topic and of the global context

    3. Reflect on your own development as an IB learner

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Approaches to learning (ATL)

Approaches to learning (ATL)

  • ATL are deliberate strategies, skills and attitudes that permeate the teaching and learning environment.

  • ATL supports the IB belief that a large influence on a student’s education is not only what you learn but also how you learn.

  • ATL are intrinsically linked with the IB learner profile attributes to enhance student learning and assist student preparation for life after high school.

  • Approaches to Learning (5 elements)

  1. Thinking skills

    • critical thinking

    • creativity and innovation

    • transfer

  2. Communication skills

  3. Social skills

  4. Self-management skills

    • organisation

    • affective

    • reflection

  5. Research skills

    • information literacy

    • media literacy


© Copyright - Sekolah Buin Batu