The MYP has been designed as a coherent and comprehensive curriculum framework that provides academic challenge and develops the life skills of students from the ages of 11 to 16. These years are a critical period in the development of young people. Success in school is closely related to personal, social and emotional well-being. At a time when students are establishing their identity and building their self-esteem, the MYP can motivate students and help them to achieve success in school and in life beyond the classroom. The programme allows students to build on their personal strengths and to embrace challenges in subjects in which they might not excel. The MYP offers students opportunities to develop their potential, to explore their own learning preferences, to take appropriate risks, and to reflect on, and develop, a strong sense of personal identity.
Implementation of the MYP is considered to be a whole-school activity that prepares students for further successful study. The programme is designed to be inclusive; based on its philosophy, the IB believes that all students can benefit from the programme. The MYP Model indicates the eight subject groups of the programme. At Naseem International School we offer Language and Literature studies in English and Arabic. Grade 6 to Grade 8 students study courses in general Science while the Grade 9 and 10 students study three disciplines of Biology, Chemistry and Physics as individual subjects. For the Arts, we offer the study of Drama and Visual Art. For Design, we offer opportunities for our students to study Digital Design (DD) and Product Design (PD).
International Mindedness
An IB education creates teaching and learning communities and opportunities that help students increase their understanding of language and culture, and become more globally engaged. Education for international-mindedness relies on the development of learning environments that value the world as the
broadest context for learning. IB World Schools share educational standards and practices for philosophy, organization and curriculum that can create and sustain authentic global learning communities. In school, students learn about the world from the curriculum and from their interactions with other people. Teaching and learning in global contexts supports the IB's mission "to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect". Using global contexts in planning and teaching helps learners by providing relevance and meaning, which may lead to increased student engagement.
Multi-lingualism and intercultural understanding
Learning to communicate in a variety of ways in more than one language is fundamental to the development of intercultural understanding in the IB. The IB programmes, therefore, support complex, rich, dynamic learning across a range of language domains. All IB programmes mandate that students learn another language.
Intercultural understanding involves recognizing and reflecting on one's own perspective, as well as the perspectives of others. To increase intercultural understanding, IB programmes foster learning how to critically appreciate many beliefs, values, experiences, forms of expression and ways of knowing. The goal of
understanding the world's rich cultural heritage invites the IB community to explore human commonality, diversity, personal identity and interconnection.
From fundamental concepts to the IB learner profile
From its beginning, the MYP was guided by three principles that have had special currency for learners aged 11-16, inspired by the IB mission: holistic learning, intercultural awareness and communication. These fundamental concepts of the programme provided a strong foundation for teaching and learning in the MYP. They represent an early attempt to establish a philosophy of international education that the IB now recognizes more fully with the adoption of the IB learner profile across the IB continuum.
The PYP also requires the development of transdisciplinary skills which transcend the individual subject areas. These include thinking, communication, social, research and self-management skills. We also aim to develop appropriate attitudes, including appreciation, commitment, confidence, cooperation, creativity, curiosity, empathy, enthusiasm, independence, integrity, respect and tolerance.
Finally, students are encouraged to apply all that they have learned by taking action, not only in the School community, but also in the wider world. Effective action is voluntary and involves the students in exercising their own initiatives and taking on responsibilities.
Holistic learning, intercultural awareness and communication are implied in, or are a part of, the IB learner profile, especially in the attributes of "balanced", "open-minded" and "communicators".
Contemporary MYP educators have continued to focus on how best to meet the needs of adolescents, who are confronted with a vast and often bewildering array of choices in a complex and rapidly changing world. A focus on higher-order thinking skills gives students opportunities to explore their expanding concerns and their growing awareness of themselves and the world in ways that develop sound judgment.
NIS looks at Service and Action (SA) as a vital component of the IBMYP. Its aim is to develop internationally-minded individuals who can "recognize their shared common humanity and responsibility to take care of the planet". The ultimate aim as a school and community is to create life-long memories and experiences that lay the foundation for future learning. To achieve this, NIS makes sure that students participate in many activities and projects that help them develop and grow as lifelong learners and translate their understanding and learning into actions that benefits them and the society in which they live. Therefore, during each academic year, students engage in many environmental awareness, humanitarian, and school based projects that covers a range of ideas such as recycling and reusing, leading and managing charity and fundraising campaigns and maintaining contact with organizations which cater for the needs of those less fortunate, the elderly, orphans and animals. Students participate in orientation programs to help new students joining NIS to adjust and fit in and support younger students moving from the PYP to the MYP programme.
Having that in mind, the MYP programme has a set of specific learning outcomes in which the SA programme is grounded With appropriate guidance and support, the school makes sure that MYP students should, through their engagement with service as action
(Extracted from: MYP-From Principles into Practice,September 2014/January 2015 )
