Welcome to the Middle Years Programme (MYP)
Welcome to our Secondary School! We are proud to watch the amount of energy and excitement that our students bring to school. As a small school with on average 18 students in each grade level it is easy to know almost everyone on campus, which leads to a supportive and friendly atmosphere here at BIS. One of the things that makes it such a special place is the collaborative spirit between the school and the community.
The International Baccalaureate Middle Years Programme (MYP)
is a curriculum for students aged 11 to 16
At BIS, we teach the IB curriculum throughout all grade levels. The Middle Years Programme (MYP) is taught from Grade 6 to Grade 10. The MYP is an international programme that has no bias towards any particular national system. It 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. 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 strongsense of personal identity. (Source: MYP: From Principles in Practice September 2015)
Students follow courses of the following subject groups:
It is an academically rigorous study of both English language and literature, which aims to equip students with linguistic, analytical and communicative skills. The main objectives are to
- develop a lifelong interest in reading
- use language as a vehicle for thought, creativity , reflection, self-expression and social interaction
- to develop critical, creative and personal approaches to studying and analyzing literary and non-literary works.
[/lvca_panel][lvca_panel panel_title=”Language Acquisition (Indonesian or French)”]
It is the study of either Indonesian or French. The main objectives are to encourage and enable students to
- communicate information, opinions and to demonstrate comprehension of these, both orally and in writing
- draw conclusions using appropriate structures and vocabulary
- demonstrate comprehensible pronunciation and intonation
- request and provide information in formal and informal exchanges related to cultural and international issues.
MYP mathematics provides a framework of concepts and skills organized into the following five branches of mathematics:
- Geometry and trigonometry
- Statistics and probability
- Discrete mathematics
The main objectives of mathematics are to
- develop an understanding of the principles and nature of mathematics
- develop confidence, perseverance, and independence in mathematical thinking and problem-solving
- develop powers of generalization and abstraction
- appreciate how developments in technology and mathematics have influenced each other
In Grade 9 and 10 we offer two levels: the standard mathematics and extended mathematics.
[/lvca_panel][lvca_panel panel_title=”Sciences (Biology, Chemistry, Physics)”]
Biology, Chemistry, Physics
With inquiry at the core, the MYP sciences curriculum explores the connections between science and everyday life. The students work independently and collaboratively to investigate issues through research, observation and experimentation. Scientific inquiry also fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Students learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as members of local and global communities.
The subject group Individuals & Societies aims to encourage students to respect and understand the world around them, and to provide a skills base to facilitate further study. This is achieved through the study of individuals, societies and environments in a wide context: historical, contemporary, geographical, political, social, economic, religious, technological and cultural.
[/lvca_panel][lvca_panel panel_title=”The Arts (Drama, Music, Visual Arts)”]
The MYP Arts value the process of creating artwork as much as the finished product. Learning through the arts helps students to explore, shape and communicate their sense of identity and understanding of the world, while providing opportunities to develop self-confidence, resilience and adaptability. The main objectives are to
- demonstrate knowledge and understanding of the art form studied, including concepts, processes and the use of subject-specific terminology
- demonstrate the acquisition and development of the skills and techniques of the art form
- demonstrate a range and depth of creative-thinking behaviours
- demonstrate the exploration of ideas to shape artistic intention through to a point of realization
- create an artistic response which intends to reflect or impact on the world around them
[/lvca_panel][lvca_panel panel_title=”Physical and Health Education”]
Physical activity is based around the core activities of fitness, football codes, volleyball, gymnastics, basketball/netball, swimming, t-ball and athletics.
Health topics include Growth and Development, Personal Health Choices, Interpersonal Relationships and Safety.
[/lvca_panel][lvca_panel panel_title=”Design”]The study of Design is to encourage and enable students to
- explain and justify the need for a solution to a problem for a specified client/target audience
- identify and prioritize the primary and secondary research needed to develop a solution to the problem
- develop a design specification which clearly states the success criteria for the design of a solution
- critically evaluate the success of the solution against the design specification
- explain the impact of the solution on the client/target audience
The subject content is organized around Global Contexts. They are designed to encourage the students to make worthwhile connections between the real world and classroom learning. These Global Contexts are
- Identities & Relationships
- Orientation in space and time
- Personal & cultural expression
- Scientific and technical innovation
- Globalization and sustainability
- Fairness and development
In the MYP students develop skills that help them to “learn how to learn” the so-called Approaches to Learning skills. IB students strive to be caring members of the community and are therefore encouraged to participate in Service as Action projects. Grade 10 students complete their personal project.
The ATL skills provide a solid foundation for learning independently and with others. They help students prepare for and demonstrate learning through meaningful assessment. They provide a common language that students and teachers can use to reflect on, and articulate on the process of learning. There are five ATL skill categories, expanded into developmentally appropriate skill clusters.
|ATL skill categories||Skill Clusters|
|4. Research||Information literacy|
|5. Thinking||Critical thinking|
In Grades 6-10 students are encouraged to participate in Service as Action (SaA) projects. It is up to the student to show personal initiative through their SaA choices and activities. Each student is required to complete one SaA project per semester and reflections of these activities are recorded in semester reports. In Grades 6 – 8 SaA guidance is strong, whereas by Grades 9-10 students take more SaA responsibility.
Service as Action is a good preparation for the students aiming to continue the IB Diploma after MYP, as it is closely related with the Creativity, Activity and Service component, which is one of the core elements of the IB Diploma.
At BIS, students initiate SaA projects that come directly from the MYP curriculum. BIS students have recently made soap to raise money for charity, performed theatre to educate the school community, taught local indonesian students how to electronically compose music and how to make 3D sculptures, created a brochure on globalization in Bali for tourists and created an awareness campaign advocating for children’s rights.
The Personal Project is completed by Grade 10 students at BIS. Students keep a process journal documenting their problem-solving strategies and the learning process, so that when they examine what the experience of making their Personal Project has been, they can fully discuss it in the essay that accompanies the project itself. The Personal Project encourages students to use a combination of skills developed through the 5-year program.
There are three parts to the Personal Project:
- The process journal
- The project itself
- The report discussing the Approaches To Learning skills process
The Personal Project is an excellent opportunity for students to produce truly creative pieces of work of their own choice even if it has not been represented by one of the subject areas. Here are some examples:
- an original work of art (visual, dramatic, performance)
- A written piece (literary, social, psychological)
- A piece of literary fiction (creative writing)
- An original science experiment
- An invention or specially designed object or system
- The presentation of a developed business or management plan for an enterprise, business, special event or project
- An extended piece of writing. The project may address a debatable topic.
At the end of the Personal Project process, the students, parents and supervisors celebrate the hard work that has accompanied their learning by a Personal Project Exhibition.