IB MYP Programme

MYP-English

The MYP principles are deeply rooted in intercultural awareness , holistic education and communication. We at GMIS believe in the same and hence the students in grade 6-10 are exposed to and immersed into curriculum that ensures that the students do not see knowledge as compartments but view  it as a whole, where each part is significant.

the students study eight subject group and there is equal importance given to each subject group as shown in the IB MYP curriculum model. The minds of adolescents is constantly questioning and inquiring, this inherent ability of the students is explored by the areas of Interaction, which are the context through which the students are guided to view the world around theme, and they provide the students with the initiative to inquire and explore, rather than just accept knowledge.

The MYP provides a rigorous and challenging course work, where there is constant feedback regarding the progress that the students is making, the ways the student can improve and the areas where they should focus. The feedback given to the students take into account individual learning style and learning rates.

According to Alvin Toffler "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn." Thus we at GMIS try to inculcate a passion for learning in our students so that they excel in all that they do and be Life Long Learners.

THE AREAS OF INTERACTION :

The area of interaction are put simply, the context through which the curriculum content interacts with the real world.

In the programme model, the distinctive core of the five areas of interaction surrounds the learner. They are common interactive themes embedded in the subjects groups, but they are not subject disciplines in their own right. The are common to all discipline and require all teachers to teach their subject content in a way that encourages students to become increasingly aware of the connections between their learning and the real world. The areas of interaction can also be described as five broad areas of student inquiry.

The five areas of interaction are described  briefly below :

  • Approaches To Learning (ATL) Through ATL teachers provide students with the tools to enable them to take responsibility for their own learning, thereby developing an awareness of how they learn best, of thought processes and of learning strategies.
  • Community And Service This component requires students to take an active part in the communities in which they live, thereby encouraging responsible citizenship.
  • Human Ingenuity Students explore in multiple ways the processes and products of human creativity, thus learning to appreciate and develop in themselves the human capacity to influence, transform, enjoy and improve the quality of life.
  • Environments This area aims to develop students’ awareness of their interdependence with the environment so that they understand and accept their responsibilities.
  • Health And Social Education This area deals with physical, social and emotional health and intelligence—key aspects of development leading to complete and healthy lives.

INTEGRATING CONTENT WITH CONTEXT

Through the contexts provided  by these areas of interaction, students should become more aware of the relevance of their learning to real-world issues and should come  to see knowledge, concepts, skill, and attitudes as an interrelated whole. In this way, students will appreciate that the subject groups are not isolated but complement each other. Although this must not be done to detriment learning within each subject group - each of which retains its own aims objectives and methodology-teachers should make every effort to encourage students to see connections.

A part from providing a context for students inquiry in each subject group, the areas of interaction also have an integrative function: they bring diverse subjects together under common contexts. In this way, the subject groups are linked to each area of interaction, demonstrating the interdisciplinary potential of the MYP.

MYP-Eng

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