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International Baccalaureate Middle Years Programme (MYP)

HomeInternational Baccalaureate Middle Years Programme (MYP)

Students following the IBMYP will undertake the eAssessments at the end of Grade 10, which lead to the awarding of the Middle Years Certificate. The maximum total score for the IBMYP certificate is 56, with a grade from 1-7 assigned to each required eAssessment. Students must achieve a total of at least 28 points with the highest grade from each subject group contributing to this final grade.

In addition, underpinning the IBMYP are two long-term projects: the Community Project (which students complete at the end of Grade 8 and is internally assessed) and the Personal Project (which students complete at the end of Grade 10 and will be externally assessed). These projects offer outstanding opportunities for students to develop their independence, initiative and talents whilst developing the attributes of the Learner Profile and giving essential opportunities to demonstrate their ATL skills. The aims of the Projects are to – participate in a sustained, self-directed inquiry within a global context; generate creative new insights and develop deeper understandings through in-depth investigation; demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time; communicate effectively in a variety of situations; demonstrate responsible action through, or as a result of learning; and appreciate the process of learning and take pride in their accomplishments.

A strong element of the IBMYP is that it promotes in-depth exploration of academic subjects through conceptual understanding and the subsequent application of knowledge in real world situations. Students also have the opportunity to enrich their knowledge through engagement in at least one interdisciplinary unit per year involving two or more subject groups. There is also a strong emphasis on academic honesty and effective referencing, better preparing ourstudents for the rigour of higher education. We believe that combining the NLCS subject-specialist approach with the interdisciplinary philosophy of the IBMYP leads to a truly rigorous and exciting curriculum offering our students in Dubai the best possible preparation for the IB Diploma and life beyond.

A core aim of NLCS schools is to teach service to others, and this is an aim we share with the IB, Service as Action (SA) forming an integral part of the programme. Action (learning by doing and experiencing) is a key component in constructivist models of education, including the kind of teaching and learning common to all IB programmes. Service, as a subset of action, has always been a shared value of the IB community. IB learners strive to be caring members of the community who demonstrate a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Service also requires that students are able to build authentic connections between what they learn in the classroom and what they encounter in the community. When connected to classroom learning, the experience of service offers opportunities to apply concepts, both skills and knowledge, as students explore the community in its complexity, gain personal insight, develop existing and new skills, and grow in confidence and responsibility.

With appropriate guidance and support, IBMYP students should, through their engagement with Service as Action, meet the IBMYP Learning Outcomes:

  •  Become more aware of their own strengths and areas for growth
  •  Undertake challenges that develop new skills
  •  Discuss, evaluate and plan student-initiated activities
  •  Persevere in action
  •  Work collaboratively with others
  •  Develop international-mindedness through global engagement, multilingualism and intercultural understanding
  •  Consider the ethical implications of their actions.

(Adapted from International Baccalaureate’s Middle Years Programme MYP: From principles into practice, For use from September 2014/January 2015).
Students will be encouraged to identify genuine needs within their school community, the community of Dubai, the UAE and the world, taking appropriate action in order to address those needs. To step outside of one’s own concerns and perspective and commit to helping others is a key element to developing resilience, leadership and international mindedness.

Academic Honesty in the MYP Trifold Leaflet
Academic Honesty IB Poster

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