Westland Middle School
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Middle Years Programme
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Click here to learn more about the International Baccalaureate Organization Click here learn about how the MYP works in the Bethesda Chevy Chase Cluster Click here to view a PowerPoint presentation about the IB and MYP Teachers: Click here to access the on-line curriculum center Parents: Click here to read frequently asked questions and answers |
International Baccalaureate OrganizationMission StatementThe International Baccalaureate Organization 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 IBO works with schools, governments and international organizations to develop challenging programs of international education and rigorous assessment. These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. Introduction The Middle Years Programme (MYP) is one of three programs offered by the International Baccalaureate Organization. It is a five year program designed for students in grades 6-10. The overall goal of the MYP is to develop students who will be life long learners, critical thinkers and responsible global citizens. |
The Middle Years Programme is devised to help students develop the knowledge, attitudes and skills they need to participate actively and responsibly in a changing and increasingly interrelated world. This means a curriculum which calls for more than “knowing.” It involves reflective thinking, both critical and creative, problem solving, analysis and discussion of personal thoughts.
The MYP is designed to teach students to become independent learners who can recognize relationships between school subjects and the world outside, who can adapt to new situations and combine relevant knowledge, practical and social intelligence to solve problems alone or in groups.
The programme is defined by three fundamental concepts:
Holistic Learning – in which the student develops an understanding by consciously learning how to learn and linking new knowledge to existing knowledge.
Intercultural Awareness – in which the student develops a sense of personal and cultural identity and a respect for themselves and others.
Communication – in which the student develops a good command of expression in a variety of forms, including a second language.
The MYP provides a balanced and flexible curriculum framework
The Curriculum
The curriculum is taught through the following eight subjects.
Language A |
Humanities |
Language B |
Arts |
Science |
Mathematics |
Technology |
Physical Education |
Students in the MYP follow the MCPS curriculum with an emphasis on the Areas of Interaction. The five Areas of Interaction develop connections between the eight subject groups so that students will see knowledge as an interrelated, coherent whole.
Approaches to Learning (ATL) – provides students with the tools to enable them to take responsibility for their learning. Central to this is “learning how to learn” and developing in individuals an awareness of how they learn best.
Community and Service (C&S) – starts in the classroom and extends beyond it, requiring students to participate in the communities in which they live. Giving importance to the sense of community throughout the programme encourages responsible citizenship as it seeks to deepen students’ knowledge and understanding of the world around them. Students should be encouraged to make connections between their intellectual and social development and the benefits that they can contribute to the community by asking themselves, “How can I make a difference?” Students participate in school wide community service projects and are encouraged to do community service independently. Students should log their community service hours. Further questions about community service should be directed to the coordinator.
Homo Faber (HF) – allows students to explore the processes and products of human creativity. It considers their impact on society and on the mind. Students learn to appreciate and develop in themselves the human capacity to influence, transform, enjoy and improve the quality of life. It is at the core of the student-centered learning, where the students themselves are placed in the position of homo Faber, solving problems, showing creativity and resourcefulness in a variety of context throughout the curriculum and school life.
Environment (E) – aims to develop the students’ awareness of their interdependence with the environment so that they understand and accept their responsibilities. It deals with the importance of the local and global environment, the concepts of sustainable development in a context of increasing environmental threats.
Health and Social Education (H&S) – deals with physical, social and emotional health and intelligence, key aspects of development leading to complete and healthy lives. Students will become better informed about health issues.
The personal project engages the student in independent inquiry and reflection
In grade 10 students complete the personal project, which is, the product of the students’ own initiative and creativity. The personal project must reflect a personal understanding of the areas of interaction and the application of skills acquired through approaches to learning. The personal project involves planning, research and a high degree of personal reflection.
