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The International School at Mesa del Sol is an authorized IB World School for its Primary Years Programme and IB Middle Years Programme.

For additional information about IB World Schools, please visit ibo.org

MYP Curriculum

The curriculum The MYP consists of eight subject groups: language acquisition, language and literature, individuals and societies, sciences, mathematics, arts, physical and health education, and design. Student study is supported by a minimum of 50 hours of instruction per subject group in each academic year. In years 4 and 5, students have the option to take courses from six of the eight subject groups, which provides greater flexibility.

The MYP: a unique approach, relevant for a global society

The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community.

MYP teachers organize the curriculum with appropriate attention to:

• Teaching and learning in context. Students learn best when their learning experiences have context and are connected to their lives and the world that they have experienced. Using global contexts, MYP students explore human identity, global challenges and what it means to be internationally minded.

• Conceptual understanding. Concepts are big ideas that have relevance within specific disciplines and across subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically.

Approaches to learning (ATL). A unifying thread throughout all MYP subject groups, approaches to learning provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these skills help students learn how to learn.

• Service as action (community service). Action (learning by doing and experiencing) and service have always been shared values of the IB community. Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service — making a positive difference to the lives of others and to the environment. Service as action is an integral part of the programme, especially in the MYP community project.

• Language and identity – MYP students are required to learn at least two languages. Learning to communicate in a variety of ways is fundamental to their development of intercultural understanding and crucial to their identity affirmation.

*For more information about the IB programme please visit www.IBO.org

TIS MYP Subject Overviews

The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community.

MYP Formative & Summative Assessments

Statement of Philosophy:

Assessment is essential to all teaching and learning. It entails the gathering and analysis of data around student performance. Analysis of data guides instruction and identifies what students know, understand, and can do. Assessment is ongoing, varied in type and purpose, and must be communicated to the learner and the learner’s parents/guardians in a timely manner.

Assessment guides planning and instruction, is frequent, ongoing, varied, and continuous. Effective assessment is integral to all teaching and learning. It is central to the MYP’s goal of thoughtfully and effectively guiding students through the five essential elements of learning:

  •  The understanding of concepts

  •  The acquisition of knowledge

  •  The mastery of skills

  •  The development of attitudes

  •  The decision to take responsible action

    Both students and teachers will be actively engaged in assessing student progress as part of the development. Teachers will also be concerned with evaluating the efficacy of the MYP program in their respective subject groups.

    Focus on the MYP approaches to learning:

  •  Communication

  •  Social

  •  Self-management

  •  Research

  •  Thinking skills.

    Focus on Agency in assessment:

  •  Students having a voice.

  •  Students having a choice.

  •  Students having ownership.