MYP | Middle Years Programme
Grades 6 - 10
MYP Coordinator: Sabrina McCartney
At CDS the Middle Years Programme spans the three years of Middle School and the first two years of high school. The MYP provides a framework to help students develop the knowledge, understanding, attitudes and skills necessary to participate actively and responsibly in a changing world. As with the Primary Years Progamme and Diploma Programme, the IB Learner profile defines the type of lifelong learner the MYP strives to develop.
MYP Curriculum Framework
The MYP curriculum at CDS emphasizes a broad and balanced education in each of eight subject areas: Language and Literature (English), Humanities, Sciences, Mathematics, Language Acquisition (Spanish or French), Physical Education, Technology, and the Arts.
The IB Middle Years Programme
- 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 (language of instruction and additional language of choice) to support students in understanding their own cultures and those of others
- empowers students to participate in service within the community
- helps to prepare students for further education, the workplace
Community Project - Year 3 / Grade 8
The Community Project is completed in student's 8th grade year; Year 3 of the MYP.
The Community Project focuses on community and service, encouraging students to explore their right and responsibility to implement service as action in the community. The Community Project 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 Community Project may be completed individually or by groups of a maximum of three students. Students will develop their projects during their Language and Literature and Design Tech classes.
The Community Project does not replace the service as action requirement; however, students choosing to participate in direct service for their project may receive service as action hours.
Personal Project - Year 5 / Grade 10
"The personal project is a significant student-directed inquiry produced over an extended period, completed during year 5 of the MYP. It holds an important place in the MYP and reflects the student’s experience of the programme. It provides an excellent opportunity for students to produce a truly personal and creative work of their choice and to demonstrate the skills they have developed through approaches to learning. It offers students many opportunities for differentiation of learning and expression according to their individual needs. The personal nature of the project is important; the project should be based around a topic that motivates and interests the student. The process of completing the personal project contributes to the development of students in different ways. It is a student-centered, age-appropriate project that helps students construct their own conceptual understandings. It is a commitment to developing independent, lifelong learners as reflected in the IB learner profile.”
(MYP Personal Project Guide)
The aims of the MYP personal project are to allow students to:
- engage in personal inquiry on issues that are relevant to themselves, through an area of interaction as a context for learning
- demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time
- reflect on their learning and knowledge (on their own and with others)
- move towards thoughtful and positive action
- develop confidence as lifelong learners.
A culminating activity of the MYP, the personal project is a significant piece of work that is the product of the student’s own initiative and creativity. The project consists of three main parts: a process journal, a final product and a personal statement.
This project holds a very important place in the programme, providing an excellent opportunity for students to produce a truly creative piece of work of their choice and to demonstrate the skills they have developed in Approaches to Learning.
At CDS, all sophomores are involved in the personal project process and teachers are actively involved in supporting our students. Through the learning process, each student works with an assigned mentor. To provide students with adequate time and resources for success, planning for the personal project begins before the end of their freshman year.
With the completion of their final products, students turn their attention to personal statements, the reports that outline their process. During second semester, students will display and present their projects to the school community at the MYP Personal Project Exhibition.
- MYP Academic Honesty Policy
- MYP Assessment Policy
- MYP Special Educational Needs (SEN) Policy
- CDS Language Policy Continuum
MYP Academic Honesty Policy
The academic policy is in alignment with the mission of Carrollwood Day School, The mission of Carrollwood Day School is to create entrepreneurial thinkers for a global society. We provide strong character-based education emphasizing problem-solving skills and philanthropic understanding. Our students are prepared to be world leaders using the International Baccalaureate Programmes, cutting-edge technology, creative arts, and competitive athletics. Most importantly, CDS fosters the development of the entire student not only in academics, but also ethically, emotionally, and through social experience. Our goal is to help students discover and develop their own talents and interests and use these to better the world and themselves.
MYP Assessment Policy
Purpose for assessment:
- Assessment supports and encourages effective teaching and learning.
- Assessment reflects intercultural dimensions of the programmes.
- Assessment determines the learners’ levels of understanding, using both formative and summative assessment.
- Assessment must meet the needs of students at particular ages and stages of development.
Principles of assessment:
- Assessment is key to planning, teaching, and learning.
- Assessment practices are clear to all members of the community [teachers, parents, and students].
- There is a balance between formative and summative assessment.
- There are opportunities for both peer and self-assessment.
- There are opportunities for students to reflect on their own learning.
- Before starting new learning, teachers assess students’ current knowledge and experience.
- Teachers provide students with feedback for future learning.
- Reporting to parents is meaningful.
- Teachers will use a variety of assessment strategies and tools to provide feedback on the learning process.
- Teachers will report assessment with report cards, parent-teacher conferences, student–led conferences, and anecdotal records.
In the MYP:
- Teachers will organize relevant assessment and reporting procedures according to the objectives of the programme.
- Teachers will make professional judgments based on the prescribed MYP assessment criteria as defined in the subject guides.
- Teachers will incorporate multiple forms of assessments that are adapted to the learning objectives for each subject.
- Rubrics, exemplars, anecdotal records, checklists, continuums, and portfolios accommodate will be used to record students’ responses and performances as a means of authentic assessment.
- Authentic assessment will be used in conjunction with other forms of assessment such as standardized tests in order to assess student performance and basic skill levels.
- Assessment will be monitored.
- A progress report with student achievement on MYP criteria will be reported at the end of the school year.
MYP Special Educational Needs (SEN) Policy
Each day we challenge and inspire students to foster learning and to shape a better world. The purpose of the Special Educational Needs Policy is to ensure that Carrollwood Day School students with identified learning needs are supported in ways that allow for the actualization of both the Carrollwood Day School and IBO mission statements. Carrollwood Day School is committed to providing an environment in which each child is loved, understood, and appreciated at his/her present level of development, and has an opportunity to develop in a meaningful fashion to succeed in an ever-changing world.
CDS Language Policy Continuum
As language is the key to all learning, all teachers at CDS are language teachers.
Language learning at CDS refers not only to the learning of a specific language, but it includes any and all activities which bring about learning. Through language, our students acquire the ability to think and to learn, to develop social skills and values, and to acquire knowledge.
- Language skills are the key to inquiry.
- Developing language means using a variety of sources, comprehending the material read, and making conclusions based on discoveries.
- Students must develop strong written and oral communication skills.
- Our primary language of instruction is English.