Middle Years Programme

information pack

About the International Baccalaureate

In 2018, the International Baccalaureate (IB) celebrated its 50th Anniversary. Pioneering a movement

of international education in 1968, the non-profit foundation now offers four high quality and

challenging educational programmes to students aged 3-19 years old. Through a unique curriculum

with high academic standards, we champion critical thinking and flexibility for learning by crossing

disciplinary, cultural and national boundaries. The IB community is made up of over 1.7 million

students in over 5,000 schools in more than 150 countries.

An IB education is unique because of its rigorous academic and personal standards. IB programmes

challenge students to excel not only in their studies but also in their personal growth. The IB aims to

inspire a lifelong quest for learning hallmarked by enthusiasm and empathy. To that end, the IB

gathers a worldwide community of supporters who celebrate our common humanity and who share a

belief that education can help to build a better world.

International Baccalaureate programmes

The Primary Years Programme (PYP) is for students aged 3 to 12. The PYP prepares

students to become active, caring, lifelong learners who demonstrate respect for themselves

and others and have the capacity to participate in the world around them.

The Middle Years Programme (MYP) for students aged 11 to 16, provides a framework of

learning that encourages students to become creative, critical and reflective thinkers. The

MYP emphasizes intellectual challenge, encouraging students to make practical connections

between their studies and the real world.

The Diploma Programme (DP) for students aged 16 to 19, aims to develop students who

have excellent breadth and depth of knowledge – students who flourish physically,

intellectually, emotionally and ethically.

The Career-related Programme (CP) for students aged 16 to 19, is a framework of

international education that incorporates the values of the IB into a unique programme

addressing the needs of students engaged in career-related education. The programme leads

to further/higher education, apprenticeships or employment.

International Baccalaureate in the AEM region

The International Baccalaureate Africa, Europe and Middle East (AEM) region comprises 1,145

schools. Schools may teach more than one IB programme, of which1:

354 offer the Primary Years Programme

278 offer the Middle Years Programme

943 offer the Diploma Programme

74 offer the Career-related Programme

About the International Baccalaureate Middle Years Programme

The MYP encourages students aged 11 to 16 to make practical connections between their studies

and the real world, preparing them for success in further study and in life.

The MYP aims to develop active learners and internationally minded young people who can

empathise with others. The programme empowers students to inquire into a wide range of issues and

ideas of significance locally, nationally and globally. The result is young people who are creative,

critical and reflective thinkers.

The programme’s curriculum framework includes three different elements:

Approaches to learning - helping students learn how to learn by developing skills for

research, critical and creative thinking, communication, collaboration and self-management

Key and related concepts - helping students explore big ideas that matter and global

contexts, helping students understand the relevance and importance of their study

Independent learning projects - students complete a significant piece of work over an

extended period of time, encouraging them to consolidate their learning and reflect on the

outcomes of their study.

The MYP organises teaching and learning through eight subject groups, ensuring a broad and

balanced education. The programme promotes interdisciplinary learning that helps students make

important connections between academic disciplines. This integrated teaching and learning helps

students analyse complex issues and develop skills they need to participate in an increasingly

interconnected world.

1 Figures as of September 2018

Teachers organise continuous assessment over the course of the programme according to specified

assessment criteria that correspond to the objectives of each subject group. In 2016, the IB

introduced an MYP assessment model that includes mandatory external moderation of the personal

project and optional eAssessment. MYP eAssessment features coursework for performance-oriented

subjects and a range of innovative on-screen examinations for language and literature, sciences,

mathematics, history, geography, integrated humanities, and interdisciplinary learning.

Students participating in eAssessment receive IB-validated grades (from 1 – 7) as official IB MYP

course results. To be eligible for the MYP certificate, students must achieve a grade of 3 or higher in

each required eAssessment component and a total of at least 28 points (out of 49). MYP certificate

candidates must also meet their school’s requirements for community service. Bilingual certificates

are available for students who demonstrate high levels of proficiency in more than one language.

In 2015, the Australian Council for Educational Research conducted a study comparing DP outcomes

of students who had previously completed the MYP to other middle years courses of study. The

research showed that students participating in the MYP:

Build confidence in managing their own learning

Learn by doing, connecting the classroom to the larger world

Outperform non-IB students in critical academic skills

Consistently have greater success in IB Diploma Programme examinations

Thrive in positive school cultures where they are engaged and motivated to excel

Develop an understanding of global challenges and a commitment to act as responsible

citizens.

About the Middle Years Programme eAssessment

The MYP, aimed at 11 – 16 year olds, relied, until recently, on optional examinations produced by IB

World Schools and moderated by IB examiners as its assessment model. In 2010, the IB began a

review of the MYP, examining both the curriculum framework and the assessment model. One

outcome of this review was the decision to introduce innovative external eAssessments to the

programme to ensure a common standard of valid and authentic assessments.

The external assessment provides a balanced and age-appropriate strategy that schools can use to

validate student achievement. Students demonstrate their understanding and skills through classroom

performance, on-screen final examinations and a personal project conducted over an extended period

of time. The MYP eAssessment pushes students to go beyond the rote memorisation of content; just

25 percent of the assessment is based explicitly on knowledge. Students are challenged to connect

what they have learned with what they might learn next, make predictions and take action to see what

happens, collect data, analyse results, and apply big ideas to solve real-world problems.

The IB examination preparation team employ their skills in multimedia development and produce the

interactive eAssessments, taking one to two days to develop a two-hour exam and five to 20 days to

produce the rich media and simulation content.

In 2018, over 71,896 MYP students undertook the eAssessment, representing an 8.87% increase

compared with 2017. 775 schools in 98 countries participated and students received an average

score of 32.65 points out of a possible 56. The examinations have been very well received in MYP

schools across the world. Recent official recognition by Ofqual has assured IB World Schools and

external stakeholders that the MYP eAssessment is innovative, fair, reliable and fit for purpose. The

examinations have been very well received in MYP schools across the world.

The IB plan is to introduce on-screen examinations into the DP and CP in the coming years, and

develop a tool for schools to create their own on-screen examinations to enhance teaching, learning

and preparation for eAssessments.

Team Biographies

Dr Siva Kumari, Director General

Dr Siva Kumari started her tenure as the seventh Director General of

the International Baccalaureate (IB) in January 2014 and is the first

woman to hold the post.

Siva joined the IB in April 2009 as Regional Director for Asia-Pacific,

responsible for services to schools in the Asia Pacific region of the IB.

In May 2010, she was named the first Chief Operating Officer of the

IB located in Bethesda, USA, responsible for IB regions worldwide. In

this role, she led a global team responsible for providing high quality

cost-effective educational services that included authorization and evaluation of schools; professional

development; research including programme validation and programme impact studies and university

recognition.

Prior to joining the IB, Siva was the first Associate Provost for K-12 initiatives at Rice University in

Houston, Texas, USA. Reporting directly to the President and the Provost she was tasked with

overseeing the university’s outreach efforts in the K12 area, numbering over 80, creating efficient

systems and identifying new opportunities to accomplish the university’s strategic mission. She also

served as Associate Dean and Executive Director of Programs in the School of Continuing Studies,

receiving critical acclaim for her work and winning several national and regional awards. Siva grew

the university’s teacher professional development programmes into the largest in the USA, and vastly

expanded the school’s portfolio of information technology programmes.

Siva has served on a wide range of local, national and international professional advisory boards and

committees.

She has a BSc degree from India, a master’s degree from the University of Cincinnati, Ohio, USA,

and holds a doctorate in education from the University of Houston, Texas, USA. Specialising in

instructional technology, she was awarded “outstanding doctoral student” for her pioneering work

studying pedagogical practices of higher education faculty in online education.

Andrew Macdonald, Chief Schools Officer

Andrew has an excellent mix of commercial and educational

background. He has over 20 years’ senior leadership experience in

the commercial sector, starting out as an auditor before migrating

through significant operational positions.

He spent 14 years in the education market, both in the United

States and internationally, gaining further experience in other

countries.

Andrew has helped lead mission-driven organizations in North America, Europe and Australia,

covering literacy improvement, computer-based assessment and online learning. He has significant

cross-functional experience in marketing, business development, logistics, HR, IT, academic services,

finance, and customer service.

In Andrew’s most recent role as Senior Vice President (Operations) for a literacy training organization,

he was noted as a transformational leader, moving the organization to a full-scale automated

enterprise system.

His focus on results and operational excellence is coupled with systems thinking and – most

importantly – a passion for education.

Press release

IB Middle Years Programme eAssessment wins international award

20.04.18

The International Baccalaureate (IB) Middle Years

Programme (MYP) eAssessment has been

awarded Best Use of Summative Assessment and

was highly commended for Best Transformational

Project at this year’s eAssessment Awards, which

highlights the very best practice, research and

innovation within eAssessment.

Up against stiff international competition in the

category, including the French Ministry of

Education, judges commented that the MYP

eAssessment “was impressive in how the

examinations are designed to assess students’

higher thinking skills which previously had been

harder to do using paper testing” and that it “clearly

demonstrates that it is possible to successfully

deliver online summative assessment in schools anywhere in the world”.

Dr Sue Wilkinson, IB’s Head of eAssessment, said: “We are so proud that the MYP eAssessment has

been recognised for its innovative examination techniques which make learning and assessment

more meaningful. The eAssessment is a key stage in the IB journey to developing students who are

independent and critical thinkers with the skills to create a better world”.

Beyond rote memorisation

The MYP eAssessment, which is regulated by Ofqual in the UK,

is for MYP Year 5 students and goes beyond rote

memorisation—75% focuses on inquiry, communication and

critical thinking skills.

Wilkinson said: “Students are challenged to connect what they

have learned with what they might learn next, collect data,

analyse results and apply big ideas to solving real-world

problems. As such, a single examination provides an effective

International Baccalaureate celebrates award win at the eAssessment Awards 2018

Dr Sue Wilkinson, IB's Head of eAssessment

assessment of the broad range of knowledge, skills and concepts needed to thrive and succeed in the

21st century”.

Different types of tasks are used within the on-screen examinations to test specific skills meaning that

student’s achievement against all subject objectives is thoroughly tested. For example, a short essay

assesses writing capabilities, creating an infographic to assess communication skills.

Commenting on the relevance of the eAssessment for MYP students, Angela Brassington, an MYP

coordinator at Munich International School said: “Students prefer the on-screen examinations

because this reflects how they learn on a daily basis. The on-screen examinations are media rich and

dynamic, so questions can be designed that require much more creative responses or responses that

require students to manipulate data and present new understandings, in a way that is not possible on

paper”.

Press release

IB Middle Years Programme students worldwide celebrate their eAssessment results in the

IB’s 50th

anniversary year

01.08.18

In the year that the International Baccalaureate (IB) celebrates 50 years of delivering

education for a better world, 11,193 Middle Years Programme (MYP) students from across

Africa, Europe and Middle East are receiving their eAssessment results from the May 2018

examination session today.

This represents a 13.07% increase compared with last year. 227 schools in 63 countries

participated across the region, and students received an average score of 31.24 points (of

56 possible maximum).

Earlier this year, the MYP eAssessment was awarded Best Use of Summative Assessment

at the eAssessment Awards and was recognized for its innovative examination techniques

that make learning and assessment more

meaningful. The MYP eAssessment was

introduced in 2016 for MYP Year 5 students (aged

16). The on-screen assessment goes beyond rote

memorisation; 75% focuses on inquiry,

communication and critical thinking skills.

Chief Assessment Officer, Paula Wilcock, said, “It

is wonderful to see an increased number of students taking part in MYP on-screen

assessments. I wish all those students receiving their results our congratulations on this

achievement. We remain committed to delivering media rich, interactive assessments that

assess real-world skills such as communication and critical thinking. As we evolve and

innovate our assessment practices to give students the best possible experience, I continue

to be inspired and motivated by the many professionals who support us in those

endeavours.”

Following its founding in 1968, the first IB exams took place in 1971 with a total of 29

students taking part. Since then, the IB has gone on to continually develop innovative

assessment that is recognised globally. To learn more about the history of the IB and the

achievements of our alumni, visit our 50th anniversary website.

Press release

Ofqual accepts IB Middle Years Programme eAssessment

03.05.16

All subjects in the International Baccalaureate (IB) Middle Years Programme (MYP) eAssessment

have been accepted by Ofqual, in recognition of the MYP’s distinct educational value and growing

credibility among UK schools. In order to be recognised by Ofqual,

the IB was required to demonstrate that the MYP eAssessment

meets the regulator’s high standards of quality and delivery.

Paula Wilcock, IB Chief Assessment Officer, said: “We are delighted

that the MYP has been recognised as a high quality programme by

Ofqual. This recognition adds important credentials and validates All subjects in the International

Baccalaureate Middle Years Programme eAssessment have

been accepted by Ofqual

The MYP eAssessment provides an interactive, media-rich assessment experience

for students

public confidence and trust in the programme. Furthermore, it highlights that we are publicly

demonstrating that the IB is meeting globally-recognised standards with the development and delivery

of curriculums and assessments.”

The MYP is available for students aged 11 – 16 years and comprises eight subject groups, which

span several disciplines to deliver both breadth and depth of learning. The new eAssessment is

undertaken by 16 year olds upon completion of the MYP programme and designed to assess

students beyond the rote memorisation of content. Just 25 percent of the assessment is based

explicitly on knowledge and understanding; the rest focuses on inquiry, communication and critical

thinking skills.

Adrian Kearney, Regional Director Africa, Europe and Middle East at

IB, concluded: “Ofqual’s recognition of the MYP eAssessment

represents a significant achievement for the programme and for the IB

community, demonstrating that it meets the stringent requirements set

by Ofqual through its regulations; achieving this goal was a key

objective for the MYP. This international benchmark assures schools,

students, parents, universities and government bodies across the

world that the MYP and its eAssessment subjects are innovative, fair,

reliable, accessible, and fit for purpose.”

Press release

International Baccalaureate’s Middle Years Programme secures renewal of Kultusminister

Konferenz recognition

08.12.15

Kultusminister Konferenz, the educational governing body in Germany, has for the second time

recognised the value of the International Baccalaureate’s (IB) Middle Years Programme (MYP) in

Germany, officially renewing recognition of the programme for another five years (until 2020).

The official recognition is based on a review of the new

MYP programme curriculum and eAssessment model,

which will be rolled out next year. Adrian Kearney, IB

Regional Director Africa, Europe and Middle East, said:

“The renewal of Kultusminister Konferenz recognition for

the MYP confirms the programme’s influence within

Germany’s national education system, Mittelstufe, and

serves to strengthen the position of the MYP in Germany

and around the world.” For the 10 IB World Schools (IB authorised schools around the world),

The International Baccalaureate has launched a new eAssessment for 16 year olds upon

completion of its Middle Years Programme.

Adrian Kearney, Regional Director Africa, Europe and

Middle East at IB

candidate IB schools in Germany already teaching the MYP or interested schools thinking of offering

the programme, this recognition serves to acknowledge the excellent education provision already in

place. An additional benefit of the government recognition is felt by German students who have

studied the programme at one of the 10 listed schools because the MYP certificate will continue to be

recognised as an equivalent to a qualified Mittlere Reife, for those who achieve 40 or more points. 2

On re-joining the German education system, these students’ MYP work will be automatically accepted

by schools across the country, enabling them to seamlessly continue their studies.

Kearney explained: “This year has seen exciting changes to the MYP, with the introduction of an

externally marked eAssessment in the final year of the programme. The new innovative onscreen

examinations and ePortfolios offer a reliable digital assessment of a student’s achievement,

something they truly deserve.”

Andreas Swoboda, Head of School, International School of Hamburg, which offers MYP, said: “The

MYP is a curriculum with added value. The holistic nature of its teaching means it allows both

teachers and students alike to think beyond the subject. As MYP concepts are learned in context,

students are far more engaged with their learning because it becomes relevant to them. The

programme empowers students to inquire in to a wide range of issues and ideas of significance

locally, nationally and globally.”

Press release

Over 100 schools sign up to new IB middle years electronic assessment

30 October 2015

The International Baccalaureate (IB) has launched a new eAssessment model for 16 year olds upon

completion of the Middle Years Programme (MYP). Over 100 schools have now signed up to the new

electronic assessment, providing feedback including “we have to move forward with the times and

MYP eAssessment does that”, and describing the assessment package as a “well-designed, user-

friendly examination package”.

Carolyn Adams, Chief Assessment Officer at International Baccalaureate said: “The eAssessment is

a reliable, globally consistent and highly innovative assessment model that provides quality

assurance. Each exam is authored and marked by trained MYP examiners and the exams use best

in-class security procedures. The IB uses cutting edge technology, but it is the concept-based nature

of the tests themselves which is the most innovative aspect of the eAssessment and that students find

engaging and that parents and schools will find immensely informative.”

2 For students who achieve 40 or more points in the MYP, the programme will be considered an equivalent to a

qualified Mittlere Reife with access to the German Oberstufe. If students achieve between 32 and 39 points the programme will still be recognised as a Mittlere Reife however without access to the Oberstufe. 32 points or less will not receive recognition.

MYP eAssessment examines each student’s work in two different ways: a moderated ePortfolio of the

student’s coursework for four subject groups – language acquisition, physical and health education

arts, and design, and personal project; and on-screen examinations. The examinations are in

mathematics, language and literature, sciences, individuals and societies, and interdisciplinary

learning whereby students demonstrate interdisciplinary understanding of at least two subject groups,

bringing together concepts and methods to explain a phenomenon, solve a problem, create a product,

or raise a new question.

The Chief Examiner in the Interdisciplinary component said: “I was delighted at how well the students

engaged with the eAssessments. The best candidates were able to link their classroom learning with

the real world experiences provided in the eAssessments and their responses were innovative and

perceptive.”

Carolyn Adams continued: “The eAssessment measures students’ ability to think critically and

creatively in novel and real world situations. It is a completely unique approach to examinations and

we will be using our 45 years of experience as an examining body to ensure the success of the

model. Schools access the eAssessment exams as downloadable packages which can then be

uploaded onto individual computers, with no need for internet access during the examination itself.

“Students taking MYP enjoy a rich experience during their final years of study which is reflected in the

eAssessment framework – only 25 percent of the assessment is based explicitly on knowledge and

understanding, the rest focuses on analysis and conceptual learning which is the basis of the MYP.”

The MYP is for students aged 11-16 years. Its curriculum framework comprises eight subject groups,

which span several disciplines to deliver both breadth and depth of learning. Students also participate

in action and service. There is also a personal project for which students choose their own topic. The

project is designed to encourage students to think about their learning and gain valuable skills that

prepare them for success in further study and beyond.

Adrian Kearney, Regional Director AEM, International Baccalaureate concluded: “Many students who

study MYP go on to study the Diploma Programme (DP) offered by IB, so the introduction of an

assessment at the end of the MYP programme helps to prepare them for the examination process

they will undertake whilst studying for the DP. It also allows teachers and parents to assess the

academic progress each student has made over the five years and, most importantly, allows each

student to celebrate their success in completing the programme.”

School Case Studies

Amman Baccalaureate School, Jordan

The Amman Baccalaureate School was founded in 1982. It was the first IB school in the region and

the 195th IB school in the world. Initially it offered the Diploma Programme (DP) only. It was the first

school in the Middle East to be authorized to implement the MYP in 2002. The school now has 1,200

students and a long waiting list. The school caters for students from Kindergarten to Grade 12 and

90% of students will remain at the school for their entire school career. The MYP is offered for

students aged 11 to 16 (Grade 6 – 10), which is the largest proportion of the school’s students,

around 460.

The school decided to adopt the MYP right from its inception. The school previously offered IGCSE

for its Grade 9 and 10 students but the school felt that the level of rote learning involved didn’t prepare

them with the life skills needed for future life. Since its MYP authorization in 2002, the school has had

three evaluation visits, the most recent in May 2015 when the school received an outstanding report

stating all commendations and not a single recommendation for improvement. Since the introduction

of the MYP the teachers have seen a real difference in their students, who embrace the learner profile

and become well rounded students.

As a result of opting for MYP voluntary moderation the school’s students take their studies more

seriously and are extremely motivated. The students taking MYP are now better prepared to

undertake the DP as they are ‘speaking the same language’.

Dwight School London, London

Opening in 1985, Dwight School London has its roots firmly embedded in North London. Since the

late 90s the school has gained authorization and a reputation as one of the UK’s leading IB World

Schools and is now one of just a few international schools in the UK able to offer three of four IB

programmes: the Primary Years Programme (PYP), the MYP and the DP.

The school has offered the MYP for 12 years, at first running it in tandem with GCSEs but bravely

made the decision to move away from offering the national curriculum because of the school’s belief

in MYP and the need for a new curriculum in the area that suited the needs of its pupils. Dwight

School has found that because the MYP concepts are taught in context and are globally relevant, its

students are far more engaged with their learning and they find their passion for a subject, allowing for

real progression.

Dwight School has a commitment to delivering its ethos through every student experience – whether it

be academic learning, programmes or personal activities. The school strives for academic excellence

and helps to build confident, compassionate young people who influence the future. The school’s

mission is underpinned by three educational pillars: personalised learning, community and global

vision.

Teacher Testimonials

Nadia Abdulluh, MYP Coordinator and IB English Teacher, International Amman Academy,

Jordan

“We decided to offer the Middle Years Programme (MYP) to our students because we felt it would

allow our students to develop key learning skills such as critical thinking, and we wanted to move

away from the very traditional way of teaching and learning. The Jordanian culture is at the heart of

our school and we want our students to learn about the culture, but in a different way to what you

might expect.

One of the key elements that has made me such an advocate of the programme is that it allows

students to be themselves. As a teacher I feel like every student is so different and the MYP caters for

that. In the classroom there is not just one right answer, for example I can have 20 children in the

class, give them an inquiry question and they are able to collaborate and communicate differently but

in the end they have all learned the same concept. This is what makes the MYP special because

there is no child left behind.

The part of the programme our students enjoy the most is service as action and the projects. These

two elements of the programme allow the student to have control over what they are learning. The

students come up with the most creative ideas and again it is about individuality and the MYP really

promotes that. As a student, they are able to develop their own skills, they are independent learners

who think critically; this links in really well with the community project that the school offers.

The school recently took part in the MYP eAssessment pilot, which was a huge success. As we are

already a ‘bring your own device’ school, it is safe to say that our students are fans of technology, so

really enjoyed the technical side of the assessment. Even though it was a new assessment format for

our students they received fantastic results; achieving Level 6 in English and Maths. We will definitely

be offering it to our students from March 2016.

As a teacher, my favourite part of the programme is the idea of teaching concepts in the classroom

because the students are able to connect what they are learning to different subjects. It’s a more

interesting style of teaching and our students really enjoy it.”

Bassma Nimri, Vice Principal at Amman Baccalaureate School, Jordan

“We decided to adopt the Middle Years Programme (MYP) right from its inception. We had previously

offered IGCSE for our Grade 9 and 10 students but the level of rote learning involved didn’t prepare

them with the life skills needed for future life. We already offered the Diploma Programme and are

true believers in the IB philosophy so adopting the MYP seemed like the natural step. Since our MYP

authorization in 2002 we have had three evaluation visits, the most recent in May 2015 when the

school received an outstanding report stating all commendations and not a single recommendation for

improvement.

We have extremely committed teachers and excellent students, which makes a real difference to our

approach to teaching and learning. Our teachers work hard and take the IB very seriously having

invested in understanding the philosophy of the organisation early on. Since the introduction of MYP

the teachers have seen a real difference in their students, who embrace the learner profile and turn

into well rounded students.

As a result of opting for MYP voluntary moderation our students take their studies more seriously and

are extremely motivated. The students taking MYP are now better prepared to undertake the DP as

they are ‘speaking the same language’. For example, one of the most interesting aspects of the MYP

is the personal project, for which students draw on their own interests. It is a long project and

requires research, planning, critical thinking, source crediting, which is good preparation for the DP

extended essay.

As a Product Design teacher I have seen that one of our most successful projects is our MYP Year 5

students’ work with a centre for children with disabilities. The students are required to identify a

‘need’ (un-guided by their teachers) in the centre and to apply the MYP design cycle to develop a

solution to that need. Working with real people to solve real-life challenges in this way is one of the

most rewarding aspects of the programme. The students are highly engaged and motivated by these

types of tasks and learn important life skills such as communication, time management, organisation,

co-operation and team work in the process, which were missing from the IGCSE offering.

IB has developed a lot of harmony between its Programmes so that they are now a true continuum

and we are proud to offer the whole IB philosophy to our students.”