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Middle Years Programme (MYP)

Welcome to the exciting world of the IB MYP and DP in the Secondary School of Changchun American International School!
It is an honor and a privilege to be working with a diverse, highly qualified and experienced team of teachers committed to meet the needs of our growing student population.
Our task is to foster learning in a warm, caring environment so that every student will be able to grow and develop physically, intellectually, emotionally and socially. We rely on all of our stakeholders for encouragement and support so that we are able to fulfill our mission and vision.
Right in the center of our teaching and learning is the IB Learner Profile attributes. We believe that through the development of these qualities, we are building a solid foundation for our students to face bigger challenges in life and to make positive contributions in this world.

Ann Gaillard Secondary School Principal
CAIS adheres to the philosophy, mission, and guidelines of the IBO in implementing the Middle Years Programme (MYP). It is designed for students aged 11 to 16, as the MYP builds upon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and prepares students to meet the academic challenges of the IB Diploma Programme (DP).

IB identifies the following stregths of the MYP:
  • ● addresses holistically students' intellectual, social, emotional and physical well-being.
  • ● provides students opportunities to develop the knowledge, attitudes and skills they need in order to manage complexity and take responsible action for the future.
  • ● ensures breadth and depth of understanding through study in eight subject groups.
  • ● requires the study of at least two languages to support students in understanding their own cultures and those of others empowers students to participate in service with the community.
  • ● helps to prepare students for further education, the workplace and a lifetime of learning.

  • SUBJECTS OFFERED AT CAIS

     

     

    SUBJECT GROUPS

    MYP 1

    MYP 2

    MYP 3

    MYP 4

    MYP 5

     

    LANGUAGE & LITERATURE

    English

    Chinese

    German

     

    5 periods

    English

    Chinese

    German

     

    5 periods

    English

    Chinese

    German

     

    5 periods

    English

    Chinese

    German

     

    5 periods

    English

    Chinese

    German

     

    5 periods

     

    LANGUAGE ACQUISITION

    English

    Chinese

     

     

    5 periods

    English

    Chinese

     

     

    5 periods

    English

    Chinese

    German

    Spanish

    French

    5 periods

    English

    Chinese

    German

    Spanish

    French

    5 periods

    English

    Chinese

    German

    Spanish

    French

    5 periods

     

    INDIVIDUALS & SOCIETIES

     

    Integrated

     

    5 periods

     

    Integrated

     

    5 periods

     

    Integrated

     

    5 periods

     

    Integrated

     

    5 periods

     

    Integrated

     

    5 periods

     

    SCIENCES

     

    Integrated

    5 periods

     

     

    Integrated

    5 periods

     

     

    Integrated

    5 periods

     

     

    Integrated

    5 periods

     

     

    Integrated

    5 periods

     

     

     

    MATHEMATICS

    Maths

     

    5 periods

    Maths

     

    5 periods

    Maths

     

    5 periods

    Extended Maths

    Standard Maths

    5 periods

    Extended Maths

    Standard Maths

    5 periods

     

     

     

    THE ARTS

    semester course

    Music

     Visual Arts

    5 periods

     

    Drama

    5 periods

    semester course

    Music

    Visual Arts

    5 periods

     

    Drama

    5 periods

    semester course

    Music

     Visual Arts

    5 periods

     

    Drama

    5 periods

     

     

    Media or Music or  Visual Arts

    4 periods

     

     

    Media, Music or

    Visual Arts

    4 periods

     

    DESIGN

    semester course

     

    Design

    5 periods

    semester course

     

    Design

    5 periods

     

    semester course

     

    Design

    5 periods

     

     

     

    Design

    4 periods

     

     

    Design

    4 periods

     

    PHYSICAL HEALTH EDUCATION

    PHE

    4 periods

    PHE

    4 periods

     

    PHE

    4 periods

     

    PHE

    4 periods

     

    PHE

    4 periods

     

    COMMUNITY PROJECT

    CP

    1 period

     

    CP

    1 period

     

    CP

    1 period

     

    CP

    1 period

     

    CP

    1 period

     

    APPROACHES TO LEARNING SKILLS/

    PERSONAL PROJECT

    ATL

    1 period

     

    ATL

    1 period

     

    ATL

    1 period

     

    ATL

    1 period

     

    PP

    1 period

     

                      

    A detailed desciption of the curriculum can be found on the Subject Group Overview, Unit Planners and Course Outline. We encourage parents and other school community members to attend our Curriculum in Action Days, Parent Information Sessions and IB for Parents Weekend Workshop to learn more about our curriculum, and the inquiry-based nature of the program.

     

     

     

     

     

     

    MYP Community Service Requirement at CAIS

     

    Year

    Level 1

    Level 2

    Level 3

    MYP1

    3

    1

    NA

    MYP2

    3

    1

    NA

    MYP3

    2

    1

    Community Project

    MYP4

    1

    2

    1

    MYP5

    1

    2

    1

        

    Level

    Descriptor

    Example of activity

    1

    Participate in service activity as a member

    Simple tasks

    Short periods

    Volunteering at the school event

    Christmas Bazaar, UN Day

    Fundraising concert

    Community service trip

    School organized community trip

    Campaign

    2

    Assisting in a long-term project where the student can develop commitment, collaboration and new skills

    Club assistants

    Reading buddies, Play buddies, etc

    PYP volunteer

    Nursing home, Sister School, preparation activity for Habitat for Humanity, etc

    Student Council

    3

    Student-initiated service activity where the student can develop leadership and self-management skills.

    Offering clubs

    Sports team managers

    Organizing a major project

    Community Project

     

    All MYP students are expected to record their service activity on Managebac and follow the procedures listed on MB. Submission of evidence of every activity is mandatory requirement. The student has a month to complete the requirements in order to be eligible for credit.

    Students are encouraged to update their service experience as much as possible to be able to develop their reflective skills. Their records of the Service as Action will be reflected on the final report card.

    Students who demonstrate significant outstanding quality service activity record and excellent reflective skills on their service learning will be awarded a certificate at the end of the year.

     

     

    II. COURSE DESCRIPTION AND OBJECTIVES FROM THE IB MYP SUBJECT GUIDES

     

    MYP Language and Literature

    Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication. The subject incorporates creative processes and encourages the development of imagination and creativity through self-expression.

    Listening, speaking, reading, writing, viewing and presenting skills develop as both independent and interdependent skills.

    MYP language and literature equips students with linguistic, analytical and communicative skills that can also be used to develop interdisciplinary understanding across all other subject groups. Students’ interaction with chosen texts can generate insight into moral, social, economic, political, cultural and environmental factors and so contributes to the development of opinion-forming, decision-making and ethical-reasoning skills, and further develops the attributes of an IB learner.

     

     

     MYP Language Acquisition

    The study of additional languages in the MYP provides students with the opportunity to develop insights into the features, processes and craft of language and the concept of culture, and to realize that there are diverse ways of living, behaving and viewing the world.

    The acquisition of the language of a community and the possibilities to reflect upon and explore cultural perspectives of our own and other communities:

    • is valued as central to developing critical thinking, and is considered essential for the cultivation of intercultural awareness and the development of internationally minded and responsible members of local, national and global communities
    • is integral to exploring and sustaining personal development and cultural identity, and provides an intellectual framework to support conceptual development
    • greatly contributes to the holistic development of students and to the strengthening of lifelong learning skills
    • equips students with the necessary multiliteracy skills and attitudes, enabling them to communicate successfully in various global contexts and build intercultural understanding.

     

    MYP Individuals and Societies (I&S)

    MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments.

    Students can engage with exciting, stimulating and personally relevant topics and issues. Many sensitive and personally challenging topics require careful consideration in the context of a safe and responsible learning environment characterized by respect and open-mindedness. The study of individuals and societies helps students to appreciate critically the diversity of human culture, attitudes and beliefs. It also helps students to recognize that content and methodology can be debatable and controversial, and for practicing the tolerance of uncertainty.

     

     

    MYP Sciences

    With inquiry at the core, the MYP sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. Students explore the connections between science and everyday life. As they investigate real examples of science applications, students will discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment.

    Scientific inquiry also fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Students should learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as members of local and global communities.

     

    MYP Mathematics

    The study of mathematics is a fundamental part of a balanced education. It promotes a powerful universal language, analytical reasoning and problem-solving skills that contribute to the development of logical, abstract and critical thinking. Mathematics can help make sense of the world and allows phenomena to be described in precise terms. It also promotes careful analysis and the search for patterns and relationships, skills necessary for success both inside and outside the classroom.

     

    MYP Arts

    In MYP arts students have opportunities to function as artists, as well as learners of the arts. By developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem-solvers. They develop through creating, performing and presenting arts in ways that engage and convey feelings, experiences and ideas. It is through this practice that students acquire new skills and master those skills developed in prior learning.

     

    MYP Physical and Health Education (PHE)

    MYP physical and health education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices.

    PHE fosters the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, PHE embodies and promotes the holistic nature of well-being. Students explore a variety of concepts that help foster an awareness of physical development and health perspectives, empowering them to make informed decisions and promoting positive social interaction.

     

    MYP Design

    MYP design challenges students to apply practical and creative thinking skills to solve design problems. Students are encouraged to explore the role of design in both historical and contemporary contexts; and become aware of their responsibilities when making design decisions and taking action.

    MYP design requires the use of the design cycle as a tool, which provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, the creation of solutions, and the testing and evaluation of the solution. In MYP design, a solution can be defined as a model, prototype, product or system that students have developed and created independently. This enables students to develop not only practical skills but also strategies for creative and critical thinking. The MYP expects all students to become actively involved in, and to focus on, the whole design process rather than on the final product/solution.

     

    MYP PROJECTS

    MYP projects are student-centred and age-appropriate, and they enable students to engage in practical explorations through a cycle of inquiry, action and reflection. MYP projects help students to develop the attributes of the IB learner profile; provide students with an essential opportunity to demonstrate ATL skills developed through the MYP; and foster the development of independent, lifelong learners.

     

    The COMMUNITY PROJECT focuses on community and service, encouraging students to explore their right and responsibility to implement service as action in the community. It gives students an opportunity to develop awareness of needs in various communities and address those needs through service learning. As a consolidation of learning, the community project engages in a sustained, in-depth inquiry leading to service as action in the community.

     

    The PERSONAL PROJECT encourages students to practise and strengthen their approaches to learning (ATL) skills, to consolidate prior and subject-specific learning, and to develop an area of personal interest. It provides an excellent opportunity for students to produce a truly personal and often creative product/outcome and to demonstrate a consolidation of their learning in the MYP. The project offers many opportunities for differentiation of learning and expression according to students’ individual needs. The personal nature of the project is important; the project should revolve around a challenge that motivates and interests the individual student. Each student develops a personal project independently.

     

     

    MYP Assessment Criteria

     

    In the MYP, assessment is closely aligned with the written and taught curriculum:

     

     

    A

    B

    C

    D

    Language and literature

    Analysing

    Organizing

    Producing text

    Using language

    Language Acquisition

    Comprehending spoken and visual text

    Comprehending written and visual text

    Communicating

    Using language

    Individuals and Societies

    Knowing and understanding

    Investigating

    Communicating

    Thinking critically

    Sciences

    Knowing and understanding

    Inquiring and designing

    Processing and evaluating

    Reflecting on the impacts of science

    Mathematics

    Knowing and understanding

    Investigating patterns

    Communicating

    Applying mathematics in real-world contexts

    Arts

    Knowing and understanding

    Developing skills

    Thinking creatively

    Responding

    Physical and health education

    Knowing and understanding

    Planning for performance

    Applying and performing

    Reflecting and improving performance

    Design

    Inquiring and analysing

    Developing ideas

    Creating the solution

    Evaluating

    MYP projects

    Investigating

    Planning

    Taking action

    Reflecting

     

    Interdisciplinary

    Disciplinary grounding

    Synthesizing and applying

    Communicating

    Reflecting

     

     

     

    To arrive at a criterion levels total for each student, teachers add together the student’s final achievement levels in all criteria of the subject group.

     

    Grade

    Boundary

    Guidelines

    Descriptor

    1

    1-5

    Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking.

    Very inflexible, rarely using knowledge or skills.

    2

    6 - 9

    Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts.

    Infrequently demonstrates critical or creative thinking. Generally

    inflexible in the use of knowledge and skills, infrequently applying

    knowledge and skills.

    3

    10 - 14

    Produces work of an acceptable quality. Communicates basic

    understanding of many concepts and contexts, with occasionally

    significant misunderstandings or gaps. Begins to demonstrate some

    basic critical and creative thinking. Is often inflexible in the use of

    knowledge and skills, requiring support even in familiar classroom situations.

    4

    15 -18

    Produces good-quality work. Communicates basic understanding

    of most concepts and contexts with few misunderstandings and

    minor gaps. Often demonstrates basic critical and creative thinking.

    Uses knowledge and skills with some flexibility in familiar classroom

    situations, but requires support in unfamiliar situations.

    5

    19 - 23

    Produces generally high-quality work. Communicates secure

    understanding of concepts and contexts. Demonstrates critical and

    creative thinking, sometimes with sophistication. Uses knowledge

    and skills in familiar classroom and real-world situations and, with

    support, some unfamiliar real-world situations.

    6

    24 - 27

    Produces high-quality, occasionally innovative work. Communicates

    extensive understanding of concepts and contexts. Demonstrates

    critical and creative thinking, frequently with sophistication. Uses

    knowledge and skills in familiar and unfamiliar classroom and real world

    situations, often with independence.

    7

    28 - 32

    Produces high-quality, frequently innovative work. Communicates

    comprehensive, nuanced understanding of concepts and

    contexts. Consistently demonstrates sophisticated critical and

    creative thinking. Frequently transfers knowledge and skills with

    independence and expertise in a variety of complex classroom and

    real-world situations.

     

     

    Additional information about the IB Middle Years Programme can be obtained through the IBO website (www.ibo.org), the MYP From Principles Into Practice and subject guides documents.

    click to see MYP Curriculum