Middle Years Programme (MYP)

Middle School

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

MYP Curriculum Framework

Read more about the IB MYP Curriculum

Community Project - Year 3 / 8th grade

The Community Project is completed in student's 8th grade year; Year 3 of the MYP. 8th grade teachers, Ms. Jenna Cohen and Mr. Chris Lang, will facilitate the MYP Community Project at CDS.

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. 

Parent Letter: Community Project 2017

Personal Project - Year 5 / 10th grade

“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.

More Information

MYP Academic Honesty Policy

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.


Academic Honesty Philosophy

CDS provides a safe environment that encourages students to be creative, imaginative, and learn from a variety of teaching styles while building the skills to appropriately acknowledge sources and references. The character education program helps students to learn the value and ethics behind accurately citing and referencing, and the importance of academic honesty. It is a responsibility for all stakeholders in the students’ education to understand the importance and definition of academic honesty and the consequent actions if there is malpractice.

The ultimate goal of the academic honesty policy at CDS is to teach students to research, analyze, understand and create original material with documentation to support their ideas.

In the MYP, approaches to learning skills are particularly relevant to academic honesty given the clear links to students’ developing competencies in self-management, research and communication. In some MYP subject groups (as well as MYP projects), students are introduced to the importance of the process journal as a tool that promotes academic honesty. Both the personal project and the community project require students and supervisors to note their meeting dates and the main points discussed, and to declare the academic honesty of their work. MYP teachers are responsible for guiding and supporting students in the development of academic honesty in ways that prepare them for further study. As students gain experience in the MYP, they can develop the understanding and behaviours necessary to avoid pitfalls in formal high-stakes assessments as well as externally assessed coursework and culminating projects.

(Academic honesty in the IB educational context, 2014)

Academic Honesty Policy Definitions
CDS defines academic honesty as producing original work which includes giving credit to sources, and transparency in the process used to understand and transfer knowledge to produce original work.  

The IB defines academic misconduct as behaviour that results in, or may result in, the student or any other student gaining an unfair advantage in one or more assessment component.

Academic misconduct includes:

  • plagiarism—the representation, intentionally or unwittingly, of the ideas, words or work of another person without proper, clear and explicit acknowledgment
  • collusion—supporting academic misconduct by another student, as in allowing one’s work to be copied or submitted for assessment by another
  • duplication of work—the presentation of the same work for different assessment components
  • any other behaviour that gives an unfair advantage to a student or that affects the results of another student (falsifying data, misconduct during an examination, creating spurious reflections).

For most MYP assessments, students are expected to work independently but with appropriate support from teachers and other adults, although there are many occasions when collaboration with other students is an important part of the learning process. (MYP Principles Into Practice, 2014)

Roles and Responsibilities in Supporting Academic Honesty


  • The entire CDS community is committed to the central importance of character education, of which academic honesty is an essential component.
  • The school policy on academic honesty is provided in the handbook.
  • Students are taught inquiry and research skills along with proper citation methods.
  • Turnitin.com is utilized as a check on student work.
  • Individual teachers review the academic honesty policy with their students at the beginning of their classes along with their expectations.
  • School personnel report and record academic dishonesty (teacher, administration).


  • To know and understand the academic honesty policy and the expectations and consequences that are associated with it throughout their tenure at CDS.
  • Ensure that all the work they submit for assessment is authentic, with the work or ideas of others correctly acknowledged.
  • Students should ask their teacher for clarification of the expectations if they are unclear.
  • Students sign an academic honesty declaration for course-work submitted.
  • Report malpractice by other students to cultivate a culture of academic honesty


  • Parents should review the school’s website to become familiar with the academic honesty expectations of CDS.
  • Encourage their child to support a culture of academic honesty and the character education program.

Consequences of Academic Dishonesty

If there is an academic infringement or academic dishonesty identified by the teacher, the student will be addressed by the teacher to determine the severity and appropriate consequences. Teachers will consult with administration.  Should a violation of academic honesty occur or become a recurring infraction, the resulting consequences are reflected in the school handbook.

Academic infringements

Definition of an academic infringement:

There can be instances where work submitted by a candidate (student) for assessment contravenes the standard academic practice of clearly acknowledging all ideas and words of other persons without the candidate having made a deliberate attempt to gain an unfair advantage, for example where a candidate has not used some means of indicating a quotation, but has cited the source of the text in the bibliography or in a footnote.  

MYP Assessment Policy

Purpose for assessment:

  • Supports and encourages effective teaching and learning.
  • Reflects intercultural dimensions of the programmes.
  • Determines the learners’ levels of understanding, using both formative and summative assessment.
  • Must meet the needs of students at particular ages and stages of development.

Principles of assessment:

  • Is key to planning, teaching, and learning.
  • 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.

Assessment practices:

  • 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.
  • Each summative assessment will include the application of two Approaches to Learning skills.
  • Each criterion strand will be assessed at least twice a year.
  • Rubrics, exemplars, anecdotal records, checklists, continuum's, and portfolios 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 (MAP, PSAT, PreAct) in order to assess student performance and basic skill levels.

Click here to download the CDS IB Assessment Policy

MYP Special Educational Needs (SEN) Policy

I.      Purpose 

A.  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.

II.     Definitions

A.  Accommodations – changes to instruction or assessment that allows an individual student to learn the curriculum and demonstrate that knowledge.

B.  Accommodation Plan – plan tailored to meet the individual needs of a learner through specific changes to instruction or assessment

C.  Differentiated Instruction – instruction in an inclusive setting that is tailored to the individual needs of a learner.

D.  Modification - significant changes to curriculum or content to  ensure an individual is able to find success through a specific course, but requires notification on the transcript. (MYP Years 1-3)

III.    Principles

A.  Carrollwood Day School is committed to providing the IB Middle Years Program to our students. Our regular education classrooms welcome diversity of learning styles. This Special Educational Needs Policy is designed to ensure that the special education needs of individual learners are met within this context.

B.  Students are screened at admission and are required to complete a learning assessment. The school seeks to admit those students who show the potential to grow significantly while at Carrollwood Day School. Students must be academically on or above grade level. Students who require specialized instruction or are unable to function adequately in the classroom are not considered for admission. Carrollwood Day School no longer participates in the McKay Scholarship Program.

C.  Carrollwood Day School is committed and dedicated to the task of providing the best education possible for every student enrolled regardless of family circumstances, for as long as the student can benefit from attendance and the student’s conduct is compatible with the welfare of the entire student body. CDS admits qualified students of any race, color, and national or ethnic origin and is non-discriminatory in all policies and school-administered programs.

D.  Students with special educational needs who are on or above grade level are accommodated to provide equal access to the curriculum. As deemed appropriate, the MYP Counselor supports the classroom teachers to ensure that differentiated instruction is provided in the regular education classroom for special needs students. We understand that differentiated instruction is good practice and do not confine differentiation exclusively to identified students.

E.   We believe that every student is the responsibility of every teacher. This demands that our teachers take ownership of the students with special learning needs in their classrooms and differentiate their instruction to meet those needs.

IV.   Review Committee

A.  The Special Educational Needs (SEN) committee, with the support of the IB Coordinator, Counselor and MYP Principals, will continue to review, support, refine, and build our SEN Policy once a year to ensure that we are meeting the needs of all of our students. We will provide a report to the entire staff and parents yearly.

V.    Legal

A.  Carrollwood Day School is a private, not-for-profit organization. As such, it is exempt from statutory regulations regarding students with disabilities.

B.  Being a private school, we do not need to accept or follow IEP or 504 plans since we are not federally funded.  We take those plans, along with  formal testing and diagnosis and create an Accommodation Plan that considers the recommendations from an outside professional.   

VI.   Practice

A.  Teachers make observations and accommodations within the single-subject classroom setting. Teachers maintain communication with parents and alert them to specific concerns.

B.  Collaborative problem solving

1.  At Carrollwood Day School, the Collaborative Problem Solving Team is comprised of grade level teachers, counselors and administrators.   They meet collaboratively to address the functioning needs (academic, cognitive and behavioral) of students.

2.  The Collaborative Problem Solving Team meets weekly on a consistent basis to discuss observations and concerns.

a)  Parent involvement is considered an integral part of the problem solving process. Parents are involved as appropriate.

b)  Based on the Counselor and Principal’s decision, referrals may be made for counseling or testing services. Carrollwood Day School does not offer formal testing or diagnostic services.  Once testing or counseling begins, the Collaborative Problem Solving Team then follows the same protocol with having the parents fill out a release of information and move forward with the Accommodation Plan process.

c)  The option for the family to attend their designated public school for testing and services is available.  In these instances, the public school procedures are followed in order to determine appropriate interventions which lead to specific recommendations or an evaluative process.

C.  Accommodation Plan process

1.  Accommodation Plans are created for students with identified disabilities based on recommendations from formal evaluations.

2.  The Counselor works with parents to obtain a release of information so the Principal and Counselor have access to doctors, therapists, and other information that will help us support the student’s needs.

3.  In some instances a specific need may be beyond CDS resources.  In these cases, recommendations will be made for outside resources or alternative school options when we cannot meet the needs.

D.  The Principal and Counselor meet collaboratively to further explore unresolved concerns.

VII.   Professional Development

A.  All certified teachers are required to meet the state standard requirement of one semester hour of college credit in teaching students with disabilities every renewal period.

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.

Click here to download the CDS Language Policy Continuum.

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