Acceso a Padres

Educational Programs - Middle School   /   Home

Educational Programs

IB programme models highlight important shared features of an IB education.

• Developing the attributes of the learner profile

• Approaches to teaching and approaches to learning

• Age-appropriate culminating experiences

• An organized and aligned structure of subject groups or disciplines

• Development of international-mindedness as a primary aim and context for learning

Programas Educativos Primaria

In the programme model for the MYP, the first ring around the student at the centre describes the features of the programme that help students develop disciplinary (and interdisciplinary) understanding.

• Approaches to learning (ATL)—demonstrating a commitment to approaches to learning as a key component of the MYP for developing skills for learning.

• Approaches to teaching—emphasizing MYP pedagogy, including collaborative learning through inquiry.

• Concepts—highlighting a concept-driven curriculum.

• Global contexts—showing how learning best takes place in context.

The second ring describes some important outcomes of the programme.

• Inquiry-based learning may result in student-initiated action, which may involve service within the community.

• The MYP culminates in the personal project (for students in MYP year 5) or the community project (for students in MYP years 3 or 4).

The third ring describes the MYP’s broad and balanced curriculum.

• The MYP organizes teaching and learning through eight subject groups: language and literature, language acquisition, individuals and societies, sciences, mathematics, arts, physical and health education, and design.

• In many cases, discrete or integrated disciplines may be taught and assessed within a subject group: for example, history or geography within the individuals and societies subject group; biology, chemistry or physics within the sciences subject group.

• The distinction between subject groups blurs to indicate the interdisciplinary nature of the MYP. The subject groups are connected through global contexts and key concepts.


The Middle Years Program (MYP) is a course of study designed to meet the educational requirements of students aged between 11 and 16 years.

The Middle Years Program of the International Baccalaureate (IB) has been devised to guide students in their search for a sense of belonging in the world around them, in a world in constant evolution and every day more inter-related – and foster in them a positive attitude toward learning.

It is characterized by the discipline, the intellectual challenges and the development of skills in a framework of creativity and flexibility.

An important issue is the student´s responsible participation in the society through community service.
It uses an innovative methodology such as the use of interdisciplinary and sequential projects which conclude in a personal Project in the last year of the program.

The program includes eight subject groups, integrated in five areas of interaction which constitute the framework for the disciplinary and interdisciplinary learning. The students study their native language, a second language, humanities, sciences, math, arts, physical education and technology.

The evaluation is based on criteria; this means that the student´s performance, independently of the school where they study, is valued according to the same criteria of evaluation established for each group of subjects. However, in the first years of the program the teachers can modify these criteria to adapt them to the age of the students.

Fundamental Concepts

The program´s general philosophy is stated in three fundamental concepts which support and reinforce each area of the curriculum. These concepts are:

Holistic learning

It emphasizes the links between the disciplines, providing a global view of situations and issues. Students shall become more aware of the relevance of their learning, and come to see knowledge as an interrelated whole, and the complementarities of various fields of study.

Intercultural awareness

This concept is concerned with developing students attitudes, knowledge and skills as they learn about their own and others social and national cultures. By encouraging students to consider multiple perspectives, intercultural awareness not only fosters tolerance and respect, but may also lead to empathy.


The MYP emphasizes verbal and non-verbal communication to reach the program objectives.

The MYP places particular emphasis on language acquisition and allows students to explore multiple forms of expression. Communication is fundamental to learning, as it supports inquiry and understanding, and allows student reflection and expression.

This concept also fosters the development of understanding and appreciation of different ways of thinking and expression on behalf of the students, including arts and the use of technology of information and communication.

Areas of interaction

The five Areas of Interaction constitute the central element of MYP to develop connections between the different disciplines, in such a way that the students will learn to perceive knowledge as an integrated and cohesive whole. The areas of interaction are integrated by subjects, thereby fulfilling their integrative function. These areas allow the students to organize and extend their learning within and between the subjects, through the exploration of real life situations.

Learning to learn

This is the fundamental interaction area used by MYP as an axis and provides tools for the building of their own learning, as well as the development of attitudes of responsibility and respect.

Human ingenuity

Allows the students to explore, in different ways, the processes and the Works of human creativity, analyzing their impact on society and the human mind. The students learn to appreciate the human capacity to influence, transform, improve and enjoy the quality of life.

Comunity and service

EThis area starts in the classroom but we expect it to go outside its limits when we require the students to participate actively in their community.

The students discover the social reality that belongs to them, to others and to the community. In this way, this interaction area maximizes the affective, creative, ethical and cognitive development of the adolescent.


Seeks to create awareness among the students of their interdependence with the environment, so that they may understand and accept their responsibilities. This interaction area deals with the importance of the environment at a local and world level, the concepts of sustainable development, and the related political and the socio-economic problems.

Health and social education

It deals with the physical, social and emotional health and the understanding the students have of these issues, since they are essential elements of their development in order to have a healthy and complete life.