The IB Middle Years Programme (MYP), for students aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and to become critical and reflective thinkers. In the final year of the program, students also engage in a personal project, through which they will demonstrate the understandings and skills they have developed throughout the program.
HOW IS THE MIDDLE YEARS PROGRAMME UNIQUE?
We encourage international-mindedness in IB MYP students, starting with a foundation in their own language and culture.
We encourage a positive attitude to learning by challenging students to solve problems, show creativity and resourcefulness, and participate actively in their communities.
We reflect real life by providing a framework that allows students to see the connections among the subjects themselves, and between the subjects and real issues.
We support the development of communication skills to encourage inquiry, understanding, language acquisition, and to allow student reflection and expression.
Through the learner profile, we emphasize the development of the whole student—physically, intellectually, emotionally and ethically.
Teaching and learning in the MYP is conceptual. It is focused through powerful organizing ideas—KEY CONCEPTS—that have importance within and across subject areas. These key concepts are big ideas that reach beyond national and cultural boundaries. Using these concepts as a point of entry for inquiry, students will engage with complex ideas and develop deep understandings that transfer to new contexts. The sixteen KEY CONCEPTS of the MYP are found in the chart below.
Time, Place, and Space
Global contexts in the MYP connect learning in all subject groups to powerful themes of global significance. They serve as common points of entry for inquiry and promote international mindedness. For each unit, teachers will identify one global context that establishes a focus for meaningful teaching and learning.
Fridley Middle School and Fridley High School are authorized IB World Schools that offer the IB Middle Years Programme.
The Middle Years Programme requires schools to teach a broad and balanced choice of subjects each year of the program, including at least one course from each of the eight subject groups. The IB publishes guides to each of the subject groups which include a prescribed framework of objectives usually framed as knowledge, conceptual understanding, skills, and attitudes. Within this framework, Fridley teachers construct their own curriculum that aligns with Minnesota state standards. To view specific curriculum maps, please contact the MYP coordinator.
The total teaching time for each subject group may vary, but in order to ensure significant learning in each subject group, a minimum time allocation of fifty teaching hours is required each year of the program, with most subjects receiving a considerably longer time allocation. Since the curriculum model is based on balance, the program promotes the principle of concurrency of learning, where students study all subjects simultaneously.
The eight subject groups in the MYP are: Language and Literature, Language Acquisition, Individuals and Societies, Sciences, Mathematics, Physical and Health Education, The Arts, and Design.
Curriculum in the MYP is characterized by the interplay of Inquiry, Action, and Reflection, providing opportunities for students to make meaning and sense of the world.
Approaches to learning skills provide a foundation for learning across all subject groups. These skills can be explicitly taught, learned, and improved with practice independently and with others. Development of these skills helps students “learn how to learn”. The ATL framework below provides a common language that students and teachers can use as they engage in the process of learning.
Assessment in the MYP is criterion related—based on assessment criteria that are directly related to the objectives of each subject group. Through this assessment approach, students around the world are measured against pre-specified criteria for each subject group. Teachers may modify these criteria to be age-appropriate in the earlier years of the programme.
The assessment criteria give both teacher and student reliable and valid information about the actual learning that takes place.
The programme encourages a balance between formative and summative assessment, using a range of activities within units to allow students to practice and demonstrate a full range of skills.
Students have multiple opportunities to demonstrate understanding.
Teachers assigned to the same subject group course will collaborate on common assessments.
Teachers design assessment tasks that are assessed internally in the school. However, external checks by IB examiners are carried out on this internal assessment to ensure worldwide consistency of standards.
The personal project is the culminating project of the IB Middle Years Programme. This is a significant student-directed inquiry completed in the final year of the program and reflects the student’s experience of the program. The personal project is an opportunity for the student to produce a truly personal and creative work of their choice—their passion—and to demonstrate the skills they have developed through approaches to learning. This experience will prepare them for working independently and developing a project over an extended period of time.
The global contexts are also central to the experience of the personal project. Whatever form the personal project takes, it must allow the student to investigate and focus on a topic and/or issue through one of the global contexts. The outcome or product of a personal project will vary depending on the goal of the project and the focus global context.
The personal project includes a process journal, an outcome or product, and a report. This project builds on the Exhibition which is the culminating project in the IB Primary Years Programme.
The role of service and action in the MYP addresses the place and role of the student in communities—from the immediate family and school environment to the broader world. The IB mission statement stresses that understanding one’s role in communities extends beyond knowledge—students should develop a personal value system that guides their own lives as thoughtful and ACTIVE members of local and global communities.
Action involves learning by doing and develops empathy and respect that can lead to deeper understanding of others. Engaging students in principled action and contact with other social and cultural environments can enrich them emotionally, socially, morally and culturally.
In the MYP, the component of service and action is considered more important than the number of hours devoted to it. The idea of service and action is developed as an integral part of the program—present in the curriculum as well as in whole-school activities. Learning about one’s role in the community starts with learning in the classroom based on the written curriculum, and leads to raising awareness that may lead to principled ACTION.
The learning expectations for community and service are organized in terms of:
Become more aware of their own strengths and areas for growth
Discuss, evaluate and plan student-initiated activities
Undertake challenges that develop new skills
Persevere in action
Work collaboratively with others
Consider the ethical implications of their actions
Develop international-mindedness through global engagement, multilingualism and intercultural understanding.
Secondary students in hybrid model to transition to full-time distance learning Nov. 5
Fridley Public Schools' middle school, high school and ALC students in the hybrid learning model will transition to full-time distance learning on November 5. Elementary school students will remain in the hybrid and distance learning models they are currently in. Click here for more information.