International Baccalaureate

The Middle Years Program 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 empathize with others and pursue lives of purpose and meaning. 

The program 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. 

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 a great success in IB Diploma Program examinations and Career Program expectations
• 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

Student learning is demonstrated through: 

• Assessment Practices
  • MYP assessment tasks are rigorous and embrace a variety of assessment strategies, MYP teachers assess objectives using the assessment criteria for each subject group in each year of the programme. The IB takes great care in ensuring assessment of candidates is meaningful and fair.
• Approaches to Learning & Teaching
  • ATLs provide foundation for independent learning and encourage application of their knowledge and skills in unfamiliar contexts. Developing and applying these social thinking, research, communication, and self management skills helps students learn how to learn. 
• Instructional Practices
  • The MYP offers flexible instructional practices that promote fundamental concepts of intercultural understanding, communication, and holistic learning. As part of the MYP instructional practices, schools address differentiation within the written, taught, and assessed curriculum which is demonstrated in the unit planner and in the teaching environment to meet individual student learning needs. 
• Personal Project
  • The personal project formally assesses students' approaches to learning (ATL) skills for self-management, research, communication, critical and creative thinking, and collaboration. 

9th Grade (MYP 4)

• AP Human Geography
• English 9
• Algebra 1 or Geometry or Algebra 2
• General Physics (All Freshman) or Physics & Biology
• Elective: World Language (French or Spanish)
• Elective: 9th Grade PE & Health
• Elective: Visual Arts or Performing Arts or AVID Elective
• Elective: Agriculture or Business or Construction or STEM or AVID Elective

10th Grade (MYP 5)

• US History or US History & Government or AP US History
• English 10 or AP Seminar
• Geometry or Algebra 2 or AP Statistics or AP Precalculus
• Biology (All Sophomores) or Biology & Chemistry or AP Biology
• Elective: World Language (French or Spanish)
• Elective: PE
• Elective: Visual Arts or Performing Arts or AVID Elective
• Elective: Agriculture or Business or Construction or STEM or AVID Elective 

The Diploma Program applies to juniors and seniors participating in the full program which consists of 6 IB courses with at least 3 courses at the Higher Level (HL) and the other 3 at the Standard level (SL), Theory of Knowledge (TOK), Extended Essay (EE) and Creativity, Activity, and Service (CAS). College credit is given for IB courses at most universities.

Standard Level (SL)

Requires at least 150 hours of teaching time (1 year) and meets grade level learning. 

Higher Level (HL) 

Requires at least 240 hours of teaching time (2 years) and extends beyond grade level learning. 

IB Assessments

In general, HL exams are more rigorous than SL exams. The content is the same in most cases; however, the expectation of a student's ability to apply knowledge is on a higher level. IB requires students to take three exams at the HL level and three at the SL level to be considered for an IB diploma. 

An average of 3-4 assessments (internal or external) are used for an overall score for a course. A "passing" score on an assessment is a 4 out of 7. DP students need to accumulate 24 points in their 6 courses to receive the diploma. 

Students who succeed in the program have and/or develop:

• A desire to be challenged in an intellectually rich and rigorous curriculum
• Effect time management skills
• A growth mindset
• A willingness to actively participate in a learning community

Theory of Knowledge

TOK is a requirement for students completing the Diploma Program. The course is a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge. TOK is composed almost entirely of questions. Through discussions of questions, students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives. 

Extended Essay

Similar to the personal project in MYP 5 (10th grade year), the extended essay is an independent, self-directed piece of research, finishing with a 4,000 word paper. 

Creativity, Activity, and Service

CAS is an ongoing experience outside of school that enables students to enhance their personal and interpersonal development by learning through experience. Includes a 30 hour CAS project organized and executed by the student. 

Approaches to Learning & Teaching

ATLs provide foundation for independent learning and encourage application of their knowledge and skills in unfamiliar contexts. Developing applying these social, thinking, research, communication, and self management skills helps students learn how to learn. 

Choose one course from each subject group in the following combination:

• 3 Higher Level (HL) courses and 3 Standard Level (SL) courses or 
• 4 HL courses and 2 SL courses
• HL courses cover materials in more detail and depth than SL courses
• Instead of an Arts course, you can take two individual and Societies courses or two Science courses
• Courses with * are completed in 2 years

Group 1: Language A

• * HL Literature
• * SL Language and Literature (English)
• * SL Language and Literature (Spanish)
  • Will not fulfill D6 English credits; can count for group 2

Group 2: Language B

• * SL French
• SL & *HL Spanish

Group 3: Individuals & Societies

• SL Anthropology
• SL Economics
• SL World History
• HL History of Americas (Taken after World History)

Group 4: Science

• SL Biology
• SL Chemistry
• SL Computer Science (will not fulfill D6 science credit)
• SL Environmental Science
• SL Sports, Exercise & Health Science

Group 5: Mathematics

• SL Applications & Interpretations
• SL & *HL Analysis & Approaches

Group 6: Arts

• SL & *HL Dance
• SL & *HL Film
• SL & *HL Music
• SL & *HL Theatre
• SL & *HL Visual Arts

Core

These are the three elements of the Diploma Programme that all students have in common. Successfully complete all three elements to earn your diploma. 

• Creativity, Activity, Service (CAS)
• Extended Essay (EE)
• Theory of Knowledge (TOK)

 

The Career Program is a framework of international education that incorporates the vision and educational principles of the IB into a unique programme specifically developed for students who wish to engage in career-related learning. The program is available to juniors and seniors that are looking for a comprehensive education framework that combines highly regarded and internationally recognized courses from the IB Diploma Program (DP) with a unique CP core and an approved career-related study.  

• Choose one pathway and fulfill all the course requirements of the pathway. 
• Take at least 2 IB classes and the accompanying exams. Classes can be Higher Level (HL: Requires at least 240 hours of teaching time/2 years, and extends beyond grade level learning) or Standard level (SL: Requires at least 150 hours of teaching time/1 year, and meets grade level learning). 
• Use the Personal and Professional Skills class (PPS) to work on the three other core elements of Language and Cultural Studies (LCS), Reflective Project (RP) and Community Engagement (CE). 
  • LCS: 50 hours of language over 2 years CP, semester meetings with a language mentor, and create a language portfolio
  • RP: Promotes high-level research, writing, and communication skills, intellectual discovery, critical thinking and creativity through one of two formats (written essay with a max of 3,000 words or a written essay of 1,500 - 2000 words accompanied by a creative product to compliment the essay. 
  • Community Engagement: Helps students gain a deeper understanding of themselves, their community and society through meaningful reflection with a minimum of 50 hours of documented community service. 

Personal & Professional Skills

PPS is a requirement for students completing the Career Program. During the class, students learn to develop the skills needed to take their knowledge gained in their IB courses and fuse them with the soft skills needed to take their knowledge gained in their IB courses and fuse them with the soft skills needed to be successful in today's working environment. Students can expect to develop in personal development, intercultural understanding, effective communication, thinking processes, and applied ethics. 

Language and Cultural Studies

Provides students the opportunity to learn a new word language of their choice within the context of their career pathway. Learning a language increases student awareness and appreciation of diverse cultures and perspectives, as well as provides valuable skills to carry into the future careers. 

Reflective Project

An in-depth body of work produced over the three semesters of the Personal and Professional Skills (PPS) course. Students will research an ethical dilemma tied to their career pathway and analyze the dilemma through different stakeholder perspectives. 

Community Engagement

Allows students to apply knowledge and skills towards meeting an authentic community need as they practice taking initiative, solving problems and working with others. They get to enjoy experiences of both learning and service where they get to develop a sense of caring about and a responsibility for others.