I.B. Information
To access information about the International Baccalaureate Middle Years Program (IBMYP), link to
IB MISSION STATEMENT: The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
The IB program is founded on these three concepts:
1. Intercultural Awareness - This concept is concerned with developing students' attitudes, knowledge and skills as they learn about their own and others' cultures. For adolescents, this means considering the many facets of the concept of culture, and experiencing and reflecting on its manifestations in various contexts.
2. Holistic Learning - The focus of holistic learning is the discovery of relationships between areas of knowledge, between the individual, communities and the world. Helping students discover how knowledge is interrelated not only helps their intrinsic motivation but encourages deeper, lasting understanding, and facilitates transfer of learning.
3. Communication - A good command of expression in all of its forms is fundamental to learning. It is crucial for exploring and sustaining cultural identity, personal development and intercultural understanding.
We use the following 5 Areas of Interaction to drive our instruction.
1. Approaches to Learning - How do I learn best? How do I know? How do I effectively communicate my understanding?
· How you integrate acquired knowledge and personal experience
· Your knowledge and awareness of study skills
· Your sense of individual and collective responsibility
· How you structure coherent thought
· Your critical judgment of various ways of thinking
· Your capacity to problem solve and make decisions
2. Community and Service - How do we live in relation to each other? How can I help others? How can I contribute to the community?
  • Your awareness of what a community is, in all its complex forms
  • Your awareness of your position in the community
  • The helpful activities you do inside and outside of the school
3. Environments - Where do I live? What are my responsibilities?

  • Your awareness of the interdependence of humans and nature
  • Accepting responsibility for maintaining an environment fit for the future
  • Understanding global environmental issues
  • Your ability to make decisions on environmental situations

4. Human Ingenuity - Why and how do we create? What are the consequences?

  • Man’s creative genius
  • The processes and products of human creation
  • Appreciating the human capacity to impact life through creation, innovation, development, and transformation
  • Exploring relationships between science, aesthetic, technology, and ethics
5. Health and Social Education - How do I think and act? How am I changing? How can I look after myself and others?
  • Preparing yourself for a physically and mentally healthy life
  • Skills and knowledge to make informed choices
  • Taking responsibility for your own well-being and for your physical and social environment

Remember EACHH for the 5 Areas of Interaction
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All IB learners strive to be...
  • Inquirers - They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love will be sustained throughout their lives.
  • Knowledgeable - They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
  • Thinkers - They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
  • Communicators - They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They word effectively and willingly in collaboration with others.
  • Principled - They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
  • Open-Minded - They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from experience.
  • Caring - They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and the environment.
  • Risk-Takers - They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
  • Balanced - They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
  • Reflective - They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
The IB program incorporates technology and the design process into student learning. These six steps can be followed in the designing of projects or solving complex problems.

1. Investigation - identification of the problem, development of the design brief and formulation of the design specifications
2. Designing - Generating designs and selecting one with justification
3. Planning - Planning to create with logical steps and effective use of time and resources
4. Creation - the process of making the product or solution
5. Evaluation - self-assessing the product/solution and process
6. Attitudes - personal engagement (motivation, independence and positive attitude) and attitudes toward safety, cooperation and respect for others