Victoria Shanghai Academy

The Written Curriculum

The most distinctive aspect of the IB Middle Years Programme is the concept-based framework and inquiry-based learning within and across subjects. The MYP framework includes Approaches to Learning which assist in developing lifelong skills for learners and is delivered through the six global contexts:

  • Identities and Relationships
  • Orientation in Space and Time
  • Personal and Cultural Expression
  • Scientific and Technical Innovation
  • Globalization and Sustainability
  • Fairness and Development

The Taught Curriculum

The programme consists of eight subject groups. Students are required to study Language and Literature (Chinese and English), Individuals and Societies, Sciences, Mathematics, Arts, Physical and Health Education and Design. There is also the option of Language Acquisition in French or Spanish or an additional language support or extension class in English or Chinese.  In Year 8, students complete a Community Project and then in the final year of the programme, students also engage in a Personal Project, which allows them to demonstrate the understandings and skills they have developed throughout the programme.

The Assessed Curriculum

Assessment is criterion-related, so students around the world are measured against pre-specified criteria for each subject group. All MYP subjects are assessed using four criteria.

(www.ibo.org – The Middle Years Programme)

Community and Personal Projects

The Community Project in Year 8 and the Personal Project in Year 10 encourage students to practice and strengthen their approaches to learning skills, apply prior and subject-specific knowledge, and develop an area of personal interest. The Community Project provides an opportunity  for students to collaborate and pursue service learning, while the Personal Project is a chance for students to produce a truly personal and creative product or outcome that demonstrates a consolidation of their learning in the MYP. Both projects encourage students to:

  • participate in sustained, self-directed inquiry within a global context
  • generate creative new insights and develop deeper understandings through in-depth investigation
  • apply the skills, attitudes, and knowledge required to complete a long-term project
  • communicate effectively in a variety of situations
  • demonstrate responsible action through, or as a result of, learning
  • appreciate the process of learning and take pride in accomplishments

(www.ibo.org – MYP projects)

Portfolios

Portfolios provide one method of documenting student achievement and progress through the curriculum. Both students and teachers select materials for inclusion in an individual portfolio, which may include: samples of the student's work showing development over time.

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