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Helping Children

Learn and Grow

We aim to provide high-quality education for grade school students. Learn more.

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Learning

Grades 6-10

We teach BC curriculum mainly through coaching, challenging, and mentoring. Our Program provides students in grades 6-10 a framework of academic rigor that encourages them to embrace and understand the connections between traditional subjects and the real world.


Learning encourages students to become creative, critical, and reflective thinkers. Our curriculum helps students develop the knowledge, attitudes, and skills needed to participate actively and responsibly in a changing and increasingly interrelated world.

Our program is designed to:

  • Teach a broad base of disciplines
  • Teach not only the subject content but also how to apply the content in different contexts
  • Promote learning in multiple subjects concurrently and identifying linkages through concepts
  • Encourage the use of a variety of teaching methodologies
  • Emphasize the development of the whole student, including the affective, cognitive, creative, and physical
  • Empower students to participate in service 

Curriculum

The International Baccalaureate Middle Years Programme (MYP) is an educational programme for students between the ages of 11 to 16 (Grades 6-10) around the world as part of the International Baccalaureate (IB) continuum. Middle Year Programme is intended to prepare students for the two-year IB Diploma Programme. It is used by 1,358 schools in 108 countries.


The MYP curriculum requires mastery of eight subjects:

  • Language and Literature,
  • Language Acquisition,
  • Individuals and Societies,
  • Sciences,
  • Mathematics,
  • Physical and Health Education,
  • Design, and
  • Arts.

The engine driving the MYP through every class moves on the belief that there are different approaches to learning. All students can be taught to be independent problem-solvers with strong study skills.


MYP teachers use internationally published IB assessment criteria as a benchmark for their grading. They provide a variety of assessment tasks, such as open-ended activities, investigations, organized debates, hands-on experimentations, and reflections, allowing students to demonstrate their achievement according to the determined criteria. In addition, the MYP provides experiential learning through service, whereby students take planned action and reflect on their personal growth.


MYP teachers organize their own curriculum paying specific attention to ensuring that teaching and learning are in context, connected to the lives of the students and the world that they experience. In addition, teaching is concept-based, supporting student inquiry, and giving a starting place for deeper academic understanding as well as interdisciplinary learning.

The MYP culminates with the submission of a Personal Project in grade 10, an independent, eight-month-long assignment that showcases the skills that our students have developed throughout the five years of their MYP studies. The project is a rich opportunity for students to create an extended piece of work that challenges their own creativity and thinking about personal issues and to share their experiences throughout the process with the school community at an exhibition. Graded against a rigorous set of IB criteria, the Personal Project is not only an integral part of the MYP, but also a continuation requirement for students moving toward the IB Diploma Program. 


Three Fundamental Concepts


The IBMYP is guided by three fundamental concepts:


Intercultural Awareness - Students are given increased opportunities to learn about their own culture and the cultures of people from around the globe. By viewing issues from multiple points of view, students learn the values of tolerance and empathy.


Holistic Learning - Learning is made more meaningful for students by focusing on how new learning connects to students’ own experiences, topics in other disciplines, and situations in the real world. Instruction and assessment become more authentic as students realize how the knowledge from each class relates to their total understanding of the world.


Communications - In order to be successful in the modern world, students must be able to communicate their ideas in multiple forms. This focus helps students to develop competency in reading, writing, speaking, listening, design, and technology. All students also have the opportunity to learn another language.


Six Global Contexts


MYP Global Contexts provide common points of entry for inquiries into what it means to be internationally-minded, framing a curriculum that promotes multilingualism, intercultural understanding, and global engagement.


The six Global Contexts are:

• Identities and Relationships

• Orientation in Space and Time

• Personal and Cultural Expression

• Scientific and Technical Innovation

• Globalization and Sustainability

• Fairness and Development


Distinctive features of the MYP include:


Key and Related Concepts are big ideas, which form the basis of teaching and learning in the MYP. They ensure breadth and depth in the curriculum and promote learning within and across traditional disciplines.


Global Contexts provide shared starting points for inquiry into what it means to be internationally-minded, framing a curriculum that promotes multilingualism, intercultural understanding, and global engagement.


Approaches to Teaching and Learning, a unifying thread throughout all MYP subject groups, are skills which help students manage their own learning. They provide a foundation for success in further education and the world beyond the classroom.


Action and Service, essential components of the MYP, set out clear learning outcomes that grow from students’ participation in local and global communities.


The Personal Project, for students completing the programme in year 5/sophomore year, is a culminating experience in which students apply their approaches to learning skills to complete an extended, self-directed piece of work. This required component provides opportunities for creative and truly personal demonstrations of learning.


The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate lifelong learners who understand that other people, with their differences, can also be right.


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