Integrated Programs / Integrated Programs MYP_成都美视学校-Chengdu Meishi International School

Middle Years Programme(MYP) language and literature course develop skills in six areas: listening, speaking, reading, writing, viewing, and presenting, both independently and with others. These six skills are central to the inquiry-based learning environment. Inquiry is at the heart of MYP language learning, and aims to support students’understanding by providing them with opportunities to independently and collaboratively investigate, take action and reflect on their learning.

The rigor of language and literature also develop students’ language skills, critical thinking skills and communication skills. These skills are essential for the understanding of interdisciplinary in other subject groups. As MYP students interact with a range of texts, they generate insight into moral, social, economic, political, cultural and environmental domains. They continually grow in their abilities to form opinions, make decisions, and reason ethically—all key attributes of an IB learner.

The course is driven by investigation. Its teaching method and learning experience are all built on students’ existing knowledge.

Students who continue to DP program will have the basic knowledge of one language, which enables them to select from a wide range of DP courses. A solid foundation in MYP’s language and literature will afford students the ability to excel in the language and literature study at the DP level as well as other important subject areas in DP.

The ability to communicate in more than one language is essential to an international education that promotes intercultural understanding which is central to the IB’ s mission. The study of an additional language 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.

Acquiring an additional language also provides the learner the chance at exploring and reflecting on the cultural perspectives of our own and of other communities:

• Acquiring an additional language is central to developing critical thinking and international-mindedness. It is crucial to cultivate responsible members in local and global community;

• It is also necessary to provides an intellectual framework to support personal development, cultural identity and conceptual understanding;

• It greatly contributes to the holistic development of students and to the strengthening of lifelong learning skills;

• It equips with students with the necessary multi-literacy skills and attitudes to communicate successfully in various global contexts.

The aim of MYP language acquisition is to encourage and enable students to respect and understand other language and culture. It makes students master different language skills and lay a foundation of further study. The MYP divided language into different stages so that we can teach students in accordance of their language aptitude.

The MYP individuals and societies subject group incorporates disciplines traditionally studied under humanities and social sciences. This subject group encourages learners to respect and understand the world around them, and equips them with the necessary skills to inquire into historical, geographical, political, social, economic, and cultural factors that affect individuals, societies and environments. It encourages students and teachers to consider local and global background.

For MYP individuals and societies, schools develop courses in integrated humanities, history, economics, geography, philosophy, sociology/anthropology, business management, psychology, and world religions. In the subject group, students can study and discuss exciting, inspiring topic and issue about themselves. Many sensitive and challenging theme require careful considering of how to form a safe and responsible study environment that is respectful and open-minded. The study of individuals and societies helps students to appreciate critically the diversity of human culture, attitudes and beliefs. Courses in this subject group are important for helping students to recognize that both content and methodology can be debatable and controversial, and for practicing the tolerance of uncertainty.

The IB’s approach to this subject area includes a strong focus on inquiry and investigation. Students collect, describe and analyze data; test hypotheses; and learn how to interpret increasingly complex information, including original source material. This focus on real-world examples, research and analysis are essential aspects of the subject group.

Learning individual and society courses help students develop their self-identity, as an individual, or a responsible member in local and global community. The subjects in this group are full of potential to make students be attracted by human stories. The stories are constantly evolving in this changing world and closely contact with each other. The study of the individual and society encourage students to become compassionate, internationally minded and empathetic to differences.

The MYP sciences curriculum explores the connections between science and everyday life. As they investigate real examples of science applications, students discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and environment. Scientific inquiry fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations.

Students 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. Learning science is not only learning technique terms. The MYP regards all the teachers as language teachers. Therefore, the MYP should foster students’ ability to obtain and apply science knowledge correctly and confidently in oral, written and visual ways.

The science course in the MYP encourages inquiry, curiosity and innovation. Learners should understand all the resources in rapidly changing society of science and technology and know how to make use of them. It aims at further developing students’ study and practice in the PYP and other elementary education program which is student-centered.

Learning mathematics should not only learn formula or rule. Students should not think all the answers can be found in textbooks. They should positively inquire all concepts and relation. From this point of view, mathematics is a vigorous subject and full of excitement of exploration and reward from discovery. Meanwhile, new knowledge can be applied in other areas and open new door for students.

The MYP mathematics and extended mathematics courses promote both inquiry and application, helping students to develop problem-solving techniques that transcend the discipline and are useful in the world outside of the school.

Mathematics in the MYP is tailored to the needs of students, seeking to intrigue and motivate them to want to learn its principles. Students should see authentic examples of how mathematics is useful and relevant to their lives and be encouraged to apply it to new situations.

Mathematics lays a foundation of learning science, engineering and technology. Further, it obviously has influence in art, and it is also important in economics, social studies and language structure fields. Mathematic encourages MYP students to use information and communication technology to introduce information, explore and simulate all conditions, and find solutions. They are useful for wide range of fields.

In MYP arts, students function as artists as well as learners of the arts. Artists have to be curious. By developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem-solvers. Students create, perform and present arts in ways that engage and convey feelings, experiences and ideas. Through this practice, students acquire new skills and master those developed in prior learning.

Development in the arts is a dynamic process, and not necessarily linear. Students move freely through a creative process towards a deeper understanding of the arts. The process of creating artwork, as well as the product, demonstrates what students have experienced, learned and attempted to convey.

MYP arts has four objectives of equal importance and value. Although the objectives can be addressed separately to scaffold learning, collectively they enrich teaching and learning of the arts. Creative thinking fits the MYP art class naturally, but it can easily become the focus of other subject group.

The goal is essential in modern education and it emphasizes on developing student-centered lifelong learning. It predicts flexible employment in modern environment, higher innovation and changes in workplace. Creative thinking is not only a goal in art subject, but also a learning skill in the MYP. It encourages students to develop metacognition and become self-motivated learner.

Arts in the MYP stimulate young imaginations, challenge perceptions, and develop creative and analytical skills. The course encourages students to understand the context and cultural histories of artworks, supporting the development of an inquiring and empathetic world view. Art challenge and enrich personal identity and build awareness of the aesthetic in a real-world context.

MYP challenges students to apply practical and creative-thinking skills to solve design problems; encourages students to explore the role of design in historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and actions.

Inquiry and problem-solving are at the heart of design. MYP design requires the use of the design cycle as a tool, which provides: the methodology to structure the inquiry and analyze 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 a model, prototype, product or system independently created and developed by students.

MYP design enables students to develop not only practical skills but also strategies for creative and critical thinking.

The MYP requires all students to actively join and care for the whole design process, not only focusing on final product or solution.

MYP physical and health education aims to empower students to understand and appreciate the value of being physically active while developing the motivation for making healthy and informed life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes contributing to a balanced and healthy lifestyle.

Students engaged in physical and health education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, as well as positive social interaction. Physical and health pays attention to learning knowledge about P.E. activities and studying through P.E activities.

To cultivate qualities of IB learners, physical education provides a unique view to promote individual and group’s health. Students can learn to appreciate and respect for others and develop effective cooperation and communication skills. It also provides opportunities to build positive relationship, which helps students be responsible members of the society. The best function of this course is to cultivate happiness, involvement and confidence so that students will have a balanced and healthy life.

The physical and health education is of great importance to the global village. They build meaningful relationship in people, nation, culture, and nature, then give opportunity to understand different cultures, and gain appreciation for universal human traits.

Principal's remarks of Integrated Programs:

Athena Liu

Integrated Programs MYP Programme

The Profile of the MYP:

MYP subject briefs

The Key Words of MYP:

Integrated Programs Team

Athena Liu

Miles Zhang

Jennifer Jiang

Li Cheng

Lorry Luo

Rita Zhang

Monica Liu