IB/MYP
The aim of all IB programmes is to develop internationally minded people who, recognizing their
common humanity and shared guardianship of the planet help to create a better and more peace-
ful world.
We nurture our curiosity, developing skills for We develop and use conceptual understanding,
inquiry and research. We know how to learn exploring knowledge across a range of disci-
independently and with others. We learn with plines. We engage with issues and ideas that
enthusiasm and sustain our love of learning have local and global significance.
throughout life.
We express ourselves confident-
ly and creatively in more than We use critical and crea-
one language and in many ways. tive thinking skills to an-
We collaborate effectively, lis- alyse and take responsi-
tening carefully to the perspec- ble action on complex
tives of other individuals and problems. We exercise
groups. initiative in making rea-
soned, ethical decisions.
We act with integrity and honesty,
with a strong sense of fairness and We show empathy, compassion and
justice, and with respect for the dig- respect. We have a commitment to
nity and rights of people everywhere. service, and we act to make a positive
We take responsibility for our ac- difference in the lives of others
tions and their consequences. and in the world around us.
We critically appreciate our own cul-
tures and personal histories, as well
as the values and traditions of oth-
ers. We seek and evaluate a range of
points of view, and we are willing to
grow from the experience.
We approach uncertain-
We thoughtfully consider
ty with forethought and
the world and our own ideas
determination; we work
independently and coop- and experience. We work to
eratively to explore We understand the importance of understand our strengths
new ideas and innova- balancing different aspects of our and weaknesses in order to
tive strategies. We are lives-intellectual, physical, and emo- support our learning and
resourceful and resili- tional-to achieve well-being for our- personal development..
ent in the face of chal- selves and others. We recognize our
lenges and change. interdependence with other people
and with the world in which we live.
Global Contexts
Subject content is organized around themes or perspectives called Global Contexts. In the MYP,
learning contexts are authentic world settings, events and circumstances. Contexts for learning in
MYP are chosen from global contexts to encourage international-mindedness and global engage-
ment within the programme as well as to make worthwhile connections between the real world
and classroom learning. In a world of increasing interconnection and complexity, learning in con-
text provides students with opportunities to explore multiple dimensions of meaningful challeng-
es facing young people in the world today.
Teaching and learning in the MYP involves understanding concepts in context. Global contexts pro-
vide a common language for powerful contextual learning, identifying specific settings, events or
circumstances that provide more concrete perspectives for teaching and learning.
MYP Grades
When awarding the final (or predicted) grade every teacher follows the IB/MYP requirements: make judgments
on the various tasks, determine the single most appropriate level for each criterion (where the
judgments for a criterion differ, the teacher must decide which level best represents the stu-
dent’s final standard of achievement), then final levels for each criterion are added together to
give a final criterion levels total for the subject for each student. All MYP subject teachers use the
prescribed MYP 1-7 scale grade boundaries (MYP: From Principle into Practice, page 93).
Boundary
Grade Descriptor
guidelines
Produces work of very limited quality. Conveys many significant misunderstand-
ings or lacks understanding of most concepts and contexts. Very rarely demon-
1 1-5
strates critical or creative thinking. Very inflexible, rarely using knowledge or
skills.
Produces work of limited quality. Expresses misunderstandings or significant gaps
in understanding for many concepts and contexts. Infrequently demonstrates criti-
2 6-9 cal or creative thinking. Generally inflexible in the use of knowledge and skills, in-
frequently applying knowledge and skills.
Produces work of an acceptable quality. Communicates basic understanding of
many concepts and contexts, with occasionally significant misunderstandings or
3 10-14 gaps. Begins to demonstrate some basic critical and creative thinking. Is often in-
flexible in the use of knowledge and skills, requiring support even in familiar class-
room situations.
Produces good-quality work. Communicates basic understanding of most concepts
and contexts with few misunderstandings and minor gaps. Often demonstrates
4 15-18 basic critical and creative thinking. Uses knowledge and skills with some flexibility
in familiar classroom situations, but requires support in unfamiliar situations.
Produces generally high-quality work. Communicates secure understanding of
concepts and contexts. Demonstrates critical and creative thinking, sometimes
5 19-23
with sophistication. Uses knowledge and skills in familiar classroom and real-
world situations and, with support, some unfamiliar real-world situations.
Produces high-quality, occasionally innovative work. Communicates extensive un-
derstanding of concepts and contexts. Demonstrates critical and creative thinking,
6 24-27
frequently with sophistication. Uses knowledge and skills in familiar and unfamil-
iar classroom and real world situations, often with independence.
Produces high-quality, frequently innovative work. Communicates comprehensive,
nuanced understanding of concepts and contexts. Consistently demonstrates so-
7 28-32 phisticated critical and creative thinking. Frequently transfers knowledge and
skills with independence and expertise in a variety of complex classroom and real-
world situations.
Service as Action
Service as Action is an element of MYP programme, which helps IB learners to engage in local and global com-
munity, make connections between the things learnt in class and needs and problems in their surroundings. Based
on the knowledge acquired at school and personal interests of the students, after becoming aware about the needs
of the community students will take an action and participate in meaningful SA activities and projects, which will
benefit the students and the society as well.
MYP learning outcomes for service MYP students should, through their engagement with Service as Action, meet
the following outcomes:
Become more aware of their own strengths and areas for growth-Students will consider their skills and
think about how to develop them
Undertake challenges that develop new skills-Unfamiliar activities or familiar activities undertaken at high-
er level will be challenging for students
Discuss, evaluate and plan student-initiated activities- To engage in planning and show the initiative will be
seen the best through C&S projects
Persevere in action-This means to the commitment, attend activities regularly, show the attempt to solve the
problem
Work collaboratively with others-Students will collaborate with the students in group activities and pro-
jects, with the SA coordinator, with the target groups in their projects
Develop international-mindedness through global engagement, multilingualism and intercultural understand-
ing-This outcome could be met through international projects, or at least through engaging in global issues
Consider the ethical implications of their actions-Students have to consider who will benefit from the activity/
project and whose interests will be harmed.
Service as Action requirements at MYP European School
Learning
Grade S&A activity Reflections
outcomes
Grade 6 Minimum 2 2 2
Grade7 Minimum 3 3 3
Grade 8 Minimum 4 4 4
Grade 9 Minimum 5 5 5
Grade 10 Minimum 7 7 7
Fulfillment of the school expectations for participation in Service as Action is a requirement of SA Certification
process. Students need to show the evidence of their involvement in activities through their reflections on Man-
ageBac, which will be monitored
by SA coordinator, and SA advi-
sors who will determine whether
the students have met the SA
requirements.
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Personal Project
The Personal Project (PP) is an extended, independent piece of project work completed by each
student in grade 10 which is the last year of MYP programme. Every student has a supervisor (MYP
staff member) who is guiding the MYP graduate in the project development according to PP Guide
requirements.
PP topics may be creative or research-based and, ideally, they should reflect a student’s personal
interest. The stages of the process are documented in the process journal. While there is some
recognition of the project through the criteria, a student’s record of, research about and reflection
on the process is a significant part of the final result. Through the use of a process journal, the su-
pervisor will provide support and guidance through the PP process.
The PP Exhibition is held towards the end of the personal project according to the timeline. Each
student is allocated a space with a display or develops PPT for online PP Exhibition. Most students
also bring their own laptop to assist in their presentations. By request, students can also receive data
projectors, speakers, extra space, and whatever school resources they might need. Students display
photos, journals, videos, their actual projects and their PP reports. Each student prepares a presenta-
tion as well. The PP Exhibition (physical or virtual) is school-wide, and any member of the school
community is welcome to attend it, attendance of grade 9 students is highly recommended.
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Interdisciplinary Teaching and Learning
Interdisciplinary teaching and learning is grounded in individual subject groups and disciplines, but
extends disciplinary understanding in ways that are:
integrative—bringing together concepts, methods, or modes of communication from two or
more subject groups, disciplines, or established areas of expertise to develop new perspectives
purposeful—connecting disciplines to solve real-world problems, create products or address
complex issues in ways that would have been unlikely through a single approach.
Interdisciplinary teaching and learning builds a connected curriculum that addresses the develop-
mental needs of students in the MYP. It prepares students for further academic (inter)disciplinary
study and for life in an increasingly interconnected world.
The MYP uses concepts and contexts as starting points for meaningful integration and transfer of
knowledge across subject groups and disciplines.
We are engaging students in at least one collaboratively planned interdisciplinary unit for each year
of the programme.
European school MYP teachers offer many opportunities for interdisciplinary teaching and learn-
ing. Interdisciplinary learning can take place through both large- and small-scale learning engage-
ments. Authentic interdisciplinary learning often requires critical reflection and detailed collabora-
tive planning. However, teachers and students can also make interdisciplinary connections through
spontaneous learning experiences and conversations.
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MYP Assessment Criteria
MYP Criteria & sub- Criterion A Criterion B Criterion C Criterion D
ject groups Maximum 8 Maximum 8 Maximum 8 Maximum 8
Language & Literature Analyzing Organizing Producing text Using language
Language Acquisition/
Listening Reading Speaking Writing
from 2020
Knowing and under-
Individuals and Societies Investigating Communicating Thinking critically
standing
Knowing and under- Processing and Reflecting on the impact
Sciences Enquiring and designing
standing of science
36
evaluating
Knowing and under- Applying mathematics in
Mathematics/from 2020 Investigating patterns Communicating
standing real-life context
Arts/from 2022 Investigating Developing Creating/Performing Evaluating
Physical and Health Edu- Knowing and under- Applying for perfor- Reflecting and improving
Planning for performance
cation standing mance performance
Design Enquiring and analyzing Developing ideas Creating the solution Evaluating
MYP Projects/from 2021 Planning Applying skills Reflecting ——
Interdisciplinary/from
Evaluating Synthesizing Reflecting —--
2021
