After being children,
before becoming adults
Starting E.S.O. is not just a change of class. It is the next step. The children leave infancy behind but are not as yet adults. They are youngsters with their own personality and sensivities, to whom we have to give everything in order to fully develop their potential. The language syllabus is maintained at 50% of classes in English.
What is the IB Middle Years Programme (MYP)?
The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders.
The MYP is flexible enough to accommodate most national or local curriculum requirements. It builds upon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and prepares students to meet the academic challenges of the IB Diploma Programme (DP) and the IB Career-related Certificate (IBCC).
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 and a lifetime of learning.
The MYP consists of eight subject groups: language acquisition, language and literature, individuals and societies, sciences, mathematics, arts, physical and health education, and design. Student study is supported by a minimum of 50 hours of instruction per subject group in each academic year. In years 4 and 5, students have the option to take courses from six of the eight subject groups, which provides greater flexibility.
The MYP: a unique approach, relevant for a global society.
The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community.
MYP teachers organize the curriculum with appropriate attention to:
- – Teaching and learning in context.
- – Conceptual understanding.
- – Approaches to learning (ATL).
- – Service as action (community service).
- – Language and identity
MYP projects provide students the opportunity to demonstrate what they have learned in the MYP. In schools that include MYP years 5, all students must complete the personal project. In programmes that include MYP years 4 or 5, schools may offer students the opportunity to do both the community project and the personal project. In schools that include MYP year 3 or 4, students must complete the community project.
- – The community project encourages students to explore their right and responsibility to implement service as action in the community. Students may complete the community project individually or in small groups.
- – Each student develops a personal project independently, producing a truly personal and creative piece of work that stands as a summative review of their ability to conduct independent work.
At this stage we prepare and present our students to the "Main Suite" (FCE, CAE, CPE) University of Cambridge examinations.
To ensure that their learning is proficient in all areas of the language, as required by Cambridge, we organize study groups based on the needs and abilities of each student, distributing them according to their level of knowledge and regardless of their age. In this way students can move forward at a personalized rhythm.
Thanks to this methodology, we can present the majority of our students to the FCE exam in 1st / 2nd of ESO and to the CAE or CPE exam in 4th of ESO obtaining successful results every shool year.
Work on self-esteem is fundamental during this stage. Work which, through the all-round experience that manual and intellectual education gives, allows the boys and girls to work independently and in a balanced manner. Together with their classmates, valuing effort, relating concepts as well as developing and strengthening their identities.
The aim is to complete this stage with a strong sense of identity, knowing what their strengths are and how they can contribute to their personal and the collective well-being. Potentially being convinced in their own self-esteem and self-knowledge.
Furthermore, during the four years of secondary education, the students begin to be in command of their own journey, which means providing them with a general overview and learning to be self-reliant regardless of the path they may follow, while always developing fully on a social and personal level.
Welcome to the real world.
DIAGNOSTIC TESTS FOR 3RD YEAR OF ESO COMPARED FOR 3 YEARS FROM 2011
EVALUATION TESTS FOR 4TH YEAR OF ESO AND 3TH-YEAR COMPARATIVE STUDY FROM 2012
EVALUATION TESTS FOR 4TH YEAR OF ESO UNTIL 2013-2014
ACADEMIC TRIPS BY GRADUATE STUDENTS OF PRINCESS MARGARET SCHOOL