Overview curriculum assessmentmyp.htmlmyp_assesment.htmlshapeimage_2_link_0shapeimage_2_link_1shapeimage_2_link_2
Middle Years Program
(Offering the Middle Years Program as an IB Candidate School*)Contact_Us.htmlshapeimage_3_link_0
 
 

The curriculum is illustrated by an octagon with eight academic areas or subject groups surrounding the five areas of interaction. The personal project appears at the centre.

Students study subjects from each of the eight subject groups through the five areas of interaction: approaches to learning, community and service, homo faber,environment, and health and social education.

Academic disciplines: the subject groups, the emphasis is on a conceptual framework with objectives that are oriented towards skills and the learning process. The areas of interaction are addressed within these disciplines.

 


  1. BulletLanguage A :
    English

  2. BulletLanguage B :
    Hindi, French

  3. BulletHumanities :
    History and Geography,
    Economics and Civics,
    Psychology and Sociology

  4. BulletSciences :
    Biology, Chemistry, Physics
    with exposure to Sports Sciences, Environment Sciences & Health Sciences


  1. BulletMathematics :
    Number, Algebra,
    Geometry and Trigonometry,
    Probability and Statistics
    Discrete Mathematics

  2. BulletArts :
    Visual & Performing Arts

  3. BulletPhysical Education :
    Health and Fitness, Individual and Team Sports, Physical, Intellectual, Emotional and Social Development

  4. BulletTechnology :
    Computer and Design Technology

3 Fundamental Concepts of IB MYP

Holistic Learning
The focus of holistic learning is the discovery of relationships between areas of knowledge, between the individual, communities and the world. The programme emphasizes the study of traditional subject groups: languages, humanities, sciences, mathematics, arts, technology, physical education.

The fundamental concept of holistic learning has led to the curriculum model of the MYP, providing five central elements called the "areas of interaction", to which all disciplines contribute subject knowledge, conceptual understanding and skills. As students realize that most real-world issues require insights gained from a variety of disciplines, they are encouraged to draw on the many different approaches to acquiring knowledge. Helping students discover how knowledge is interrelated not only helps their intrinsic motivation but encourages deeper, lasting understanding, and facilitates transfer of learning.

Intercultural Awareness
This concept is concerned with developing students' attitudes, knowledge and skills as they learn about their own and others' cultures. By encouraging students to consider multiple perspectives, intercultural awareness not only fosters tolerance and respect, but also aims to develop empathy and understanding, the acceptance of others' rights in being different. As they learn to construct meaning by exploring other ways of being and different points of view, students become more informed about, and sensitive to, the experiences of others, locally, nationally and internationally. Intercultural awareness also means considering the attitudes created as a result of learning and encouraging involvement in action and service. It is central to the programme, a critical element in developing internationally-minded students.

Communication
A good command of expression in all of its forms is fundamental to learning. In most MYP subject groups, development of communication is a key objective and an explicit part of the assessment, as it supports understanding and allows student reflection and expression in different forms. The IBO places particular emphasis on language acquisition, which does more than promote cognitive growth: it is crucial for exploring and sustaining cultural identity, personal development and intercultural understanding. Students are required to develop at least two languages within the MYP, normally their best language and another language.