Middle Years Program
The Middle Years Programme (MYP) is comprised of eight subjects: Language and Literature, Mathematics, Sciences, Individuals and Societies, Language Acquisition, Design, Physical and Health Education, and Arts.
Each MYP subject has a vertical planner that shows how units will progress throughout the program. Please note that we are consistently reflecting on our units and incorporating new ideas, so the information is subject to change
What is a Key Concept?
The MYP identifies 16 key concepts to be explored across the curriculum. These key concepts represent understandings that reach beyond the eight MYP subject groups from which they are drawn. Teachers use key concepts from their own subject group(s)—as well as key concepts from other subject groups—to plan disciplinary and interdisciplinary units of inquiry. Each MYP Unit has one key concept that drives the unit’s development.
Aesthetics deals with the characteristics, creation, meaning and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.
Communication is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common “language” (which may be written, spoken or non-verbal).
Connections are links, bonds and relationships among people, objects, organisms or ideas.
Culture encompasses a range of learned and shared beliefs, values, interests, attitudes, products, ways of knowing and patterns of behaviour created by human communities. The concept of culture is dynamic and organic.
Form is the shape and underlying structure of an entity or piece of work, including its organization, essential nature and external appearance.
Identity is the state or fact of being the same. It refers to the particular features that define individuals, groups, things, eras, places, symbols and styles. Identity can be observed, or it can be constructed, asserted and shaped by external and internal influences.
Perspective is the position from which we observe situations, objects, facts, ideas and opinions. Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple representations and interpretations.
Time, Place, and Space
The intrinsically linked concept of time, space and place refers to the absolute or relative position of people, objects and ideas. Time, place and space focuses on how we construct and use our understanding of location (“where” and “when”).
Change is a conversion, transformation or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.
Communities are groups that exist in proximity defined by space, time or relationship. Communities include, for example, groups of people sharing particular characteristics, beliefs or values as well as groups of interdependent organisms living together in a specific habitat.
Creativity is the process of generating novel ideas and considering existing ideas from new perspectives. Creativity includes the ability to recognize the value of ideas when developing innovative responses to problems; it may be evident in process as well as outcomes, products or solutions.
Development is the act or process of growth, progress or evolution, sometimes through iterative improvements.
Global interactions, as a concept, focuses on the connections among individuals and communities, as well as their relationships with built and natural environments, from the perspective of the world as a whole.
Logic is a method of reasoning and a system of principles used to build arguments and reach conclusions.
Relationships are the connections and associations between properties, objects, people and ideas— including the human community’s connections with the world in which we live. Any change in relationship brings consequences—some of which may occur on a small scale, while others may be far-reaching, affecting large networks and systems such as human societies and the planetary ecosystem.
Systems are sets of interacting or interdependent components. Systems provide structure and order in human, natural and built environments. Systems can be static or dynamic, simple or complex.
What are Global Concepts?
Teaching and learning in the MYP involves understanding concepts in context. Global concepts provide a common language for powerful contextual learning, identifying specific settings, events or circumstances that provide more concrete perspectives for teaching and learning.
Why are we engaged in this inquiry?
Why are these concepts important?
Why is it important for me to understand?
Why do people care about this topic?
Identities & Relationships (Who we are)
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Personal & Cultural Expression (How we express ourselves)
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Globalization & Sustainability (How we organize ourselves)
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Orientation in Time & Place (Where we are in place & time)
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Scientific and Technical Innovation (How the world works)
An inquiry into the natural world and its laws, the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Fairness & Development (Sharing the planet)
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.
MYP Personal Project Description
Grades 9-10 (MYP Years 4-5)
FCPS asks scholars to complete two culminating projects in years 3 and 5 of the International Baccalaureate Middle Years Program. Scholars will gain strength for this task during the continuum and these long-term projects demonstrate a consolidation of learning in both knowledge and skills. The projects focus on expanding student learning through choice in service action or personal interest and will not be administered through a subject group class/course. Scholars are assigned project supervisors by year 3 and 5 and expected to spend 15 hours for the community project and 25 hours for the personal project in meeting with a supervisor, independent work and reporting on the project. In the process students will identify an achievable goal, apply a global context, research and cite sources, develop an action plan, consider ATL skills, document using a process journal, complete an academic honesty form, and formulate a report and final product. The projects will be measured on four assessment criteria:
Objective A: Investigating
Objective B: Planning
Objective C: Taking action
Objective D: Reflecting
Personal Project Grades 9-10 (MYP Years 4-5)
The personal project includes three components: focuses on a topic leading to an outcome, a process journal and a report. The goal is to extend MYP learning through individual choices in a wide variety of ways including recording and reflecting on their learning by;
Expanding on or pursuing an area of interest outside the eight subjects of MYP such as teaching yourself photography.
Communicating a new understanding to an audience of choice by perhaps writing an article on technology and the environment and submitting it to the local newspaper.
Demonstrating how in response to a new understanding they have made decisions to change their behavior like writing a persuasive essay on why early interventions and education in middle and high school prevent college dating violence, or creating a healthy eating habits meal plan.
The students must create a final product of original work such as art, a model, a plan, a campaign, an essay, a film, etc. There must also be a culminating report; written, electronic, oral or visual, of a specified length following the above sections. The purpose is to inform an account of something observed, heard, done or investigated in order to summarize the experiences and skills that the student documented in their process journal along the way. FCPS must register all students in MYP year 5 for external moderation of the personal project and this component is required to open all doors of future options.
- Become a life-long learner. Learn how to learn using communication, research, self-management, collaboration and critical thinking skills.
- Learn by doing and experience. Through the MYP community project you learn to service the community and connect what you learn in the classroom to "real life".
- The MYP encourages critical thinking. It teaches you to analyze and evaluate issues, generate novel ideas and consider new perspectives.
- Explore global challenges. The MYP helps you increase your understanding of the world by exploring globally significant ideas and issues.
- Learn for understanding. Not just to memorize facts or topics and prepare for exams.
- Train yourself to:
- organize and plan your work
- meet deadlines
- bounce back
- think positively
- Subjects are not taught in isolation. You are encouraged to make connections between subjects.
- It empowers you to develop your talents. Feel empowered to prove what you know and earn the MYP certificate or MYP course results.
- It prepares you for future education. Prepare yourself for the IB Diploma Programme or IB Career-related Certificate delivered by IB World Schools globally.
- It encourages international-mindedness. The MYP helps you critically appreciate your own culture and personal history, as well as the values and traditions of others.