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The Middle Years Programme (MYP)

The IB Middle Years Programme (MYP) is for students in Grades 6 through 10. In this part of the IB, students stretch their minds by exploring more complex ideas and by making connections between their studies and the world.

The Middle Years Programme continues the student-centered, inquiry-based approach of the Primary Years Programme. It adds an emphasis on student growth in problem-solving, reflection, investigation, and organized debate. The MYP prepares them to meet the challenges of the IB Diploma Programme, which begins in Grade 11.

The MYP encourages communication skills, understanding of cultural differences, and awareness of global connections – essential areas of growth for students in the process of becoming responsible world citizens.

Exploring and Connecting to the World

The MYP curriculum covers eight subject groups:

  • Language acquisition
  • Language and literature
  • Individuals and societies
  • Sciences
  • Mathematics
  • Arts
  • Physical and health education
  • Design

Students receive a minimum of 50 hours of instruction per subject group
in each academic year.


MYP Long-Term Project

During Grade 10, our middle year students conduct in-depth research projects on subjects of their choice. These are yearlong projects that finish with a presentation to peers, families, and instructors. All at a ceremony meant to celebrate their accomplishments.

Throughout the Middle Years Programme students complete smaller projects meant to guide the process involved with a long-term research project. The Grade 10 project can be an extension or expansion of the earlier projects, but students are free to choose another subject if they wish.

Meaningful Assessment

Meaningful assessment is important for student progress in the MYP. But “assessment” does not always mean testing. Much of our student assessment doubles as teaching, so students do not feel over-evaluated.

Teachers assess students continually using methods specific to each subject. Students demonstrate skills and knowledge in actual learning situations, rather than being tested on rote memorization.

Students’ assessments are based on how they do compared to established standards. Students are not evaluated against the performance of other students.