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Middle Year Programme (MYP)



Dear MYP parents:

Cambridge High School started implementing the IB middle years programme (MYP) in September 2016. It has been announced an authorized MYP world school by the International Baccalaureate Organization in December. 13th. 2018.

The following represents general information about the programme in CHS:

  1. Cambridge High School offers the MYP over the following years
  • Year 0= grade 5
  • Year 1= grade 6
  • Year 2= grade 7
  • Year 3= grade 8

   Please note that the word year is used to indicate grade (Year = Grade):

  1. The MYP system at CHS consists of 8 subject groups (disciplines):
  • Sciences
  • Mathematics
  • Arts (Visual Arts and Music)
  • Individuals and Societies
  • Languages – Arabic language and literature
  • Languages – English language and literature
  • Physical and health education
  • Digital Design

The programme provides learning in a broad base of disciplines (Subject-groups) to ensure that students acquire the knowledge and skills necessary to prepare them for the future.

  1. The Middle years’ programme is a concept-based programme, this allows students to be exposed to authentic learning environments (linking their learning experience to the real world).   

Students at CHS are aware that the MYP is based on conceptual understanding. This helps them develop principles, generalizations and theories that they take with them in the lifelong adventures of learning.

    In each subject group students are exposed to the following concepts:

  • Key concepts: which represent the big ideas within subjects. Each subject group has four key concepts.
  • Related concepts: which provide in-depth knowledge about each subject group. 
  1. The programme encourages the use of a variety of teaching and learning methodologies to foster a climate in which students discover how they learn best in different situations.

Students develop skills that have relevance across the curriculum which help them “learn how to learn”. Approaches to Learning (ATL) skills can be learned, taught and improved with practice.

They help students prepare for, and demonstrate learning through, meaningful assessment and enjoy a lifetime of learning.

There are five ATL skill categories:

  • Communication
  • Social skills
  • Self-management
  • Research
  • Thinking 
  1. Assessment in the MYP:

    There are two types of assessments in the MYP, which include:

  1. Formative assessments: are assessments that take place during instruction (end of class, unit…etc.) in order for teachers to gauge where learning gaps are still evident and to make adjustments to instruction. Formative assessments are not recorded within MYP official grades.
  2. Summative assessments: allow students to transfer their knowledge and skills, formally measured by achievement levels within a criterion. (Differs from one subject group to another and from one level to another). Summative assessments are criterion based. There are related assessment criteria for each summative task. Each subject group has four prescribed criteria based on age-appropriate objectives. The objectives are the same from year to another but differ in their complexity. These criteria are applied when making a summative judgment about student’s achievement.

Each criterion maximum achievement level is out of 8. A student can gain any achievement level from 0 – 8 based on his/her performance in the task.

The total grade in an MYP subject is 32. Each criterion is out of 8 and there are four criteria in each subject (8 x 4 = 32).

  1. Learning in the MYP uses global contexts in order to allow students to always ask the WHY? This encourages students to look at the subject matter through multiple/ different perspectives (points of view) building on the idea that there is more than a way to understand one another and to link knowledge to the world we live in.
  2. The MYP is an inclusive programme whose target is to provide learning for all students, including those with different learning styles, learning difficulties and special educational needs.
  3. Teachers and students incorporate technology in order to establish a wide range of sources of information that enhance teaching and learning. At CHS students are free to use the school library anytime and teachers usually take students to the MYP research lab to allow them to use a different range of sources.
  4. An essential part of the MYP is service as action. The programme believes in the importance of students learning to serve themselves, their families and the surrounding community. Each year, MYP students should perform one service as action activity and at the end of year-3 (grade 8) students are expected to perform a community project where they have a goal to achieve (MYP From principles into practice).
  5. The programme emphasizes the development of the whole person- effective, creative and physical – and its effective implementation depends on the school’s concern for the whole educational experience, including what students learn outside the classroom.
  6. The programme focuses on teachers and students engaging in reflection which leads to more meaningful results. This usually takes the form of questions, drawing, oral or written. At CHS each student has a reflection logbook divided into 8 binders (for the eight subject groups) and stays in school as this is considered confidential between students and their teachers. 
  7. Academic honesty is at the core of the MYP just like all other IB programmes. Teachers and students are required to ensure the authenticity of the work done.
  8. The classroom environment in the school was modified and developed in a way that would fit the programme interaction requirements and allow teachers to enhance students learning. (Example: the round tables in classrooms).