Best Practices - International Baccalaureate
Middle Years Program (MYP) Middle School
The MYP is designed for students aged 11 to 16. It provides a framework of learning which 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 to the real world. It fosters the development of skills for communication, intercultural understanding and global engagement, qualities that are essential for life in the 21st century.
For additional information about IB at Bexley Middle School please contact the MYP Coordinator: Nate Maier (Nate.Maier@BexleySchools.org)
Newly revised MYP framework
2014 is the first year of the newly revised Middle Years Program (MYP). In 2012, Bexley Middle School was selected as one of the 100 plus pilot schools in over 45 countries to participate in the review process. Click above to read a short, two-page summary of the changes to the program.
Spotlight on Service
- As an IB school, BMS strives to be a contributing member to both local and global communities. “The MYP aims to help students develop their personal understanding, their emerging sense of self and their developmentally appropriate responsibility in their community. IB learners strive to be caring members of the community who demonstrate a personal commitment to service, and act to make a positive difference in the lives of others.” (From Principles into Practice) Service takes on many forms at BMS, from a school-wide effort for Charity Newsies to an entire grade-level raising awareness for South Sudan. Several forms of service are highlighted below that showcase this diversity along with the collective and individual efforts of students and staff.
- Bexley Middle School schedules dedicated community and service days when all students participate. These are scheduled throughout the school year and organized by grade level. Seventh grade student activities take place on-campus and culminate with a South Sudan fundraising and celebration day in the spring. Eighth grade activities are organized off-campus, at various sites in the Central Ohio community. Each eighth grade homeroom teacher connects with a community organization, and this teacher and students visit the same site twice during the year. Students and staff work with Habitat for Humanity, Westerville Area Resource Ministry (WARM), Holy Family Soup Kitchen, Local Matters, LifeCare Alliance, Three Creeks Metropark, and Roll bike shop among others. At the conclusion of each community and service day, students are asked to reflect on the experience. A group of students who volunteered at Roll bike shop shared that the learning on these days matters because “working together with others to accomplish a task is something that will be used many times in your life. Our service group will keep collecting bikes for the next community and service day so we can fix more bikes for people. We did a very special thing for people in need of bikes.” A student who visited Local Matters shared that he learned about urban deserts and harvested fruits and vegetables from the community garden. “I felt like I did something good, and it was kind of fun.”
- Service can also become part of the MYP unit planning process in individual subject areas and grow from authentic connections with the curriculum. Spanish teacher Lindsay Shankle and French teacher Alison Nakasako created a sports unit that has evolved into service project. Middle school students learned of the One World Futbol Project during their unit on sports in other cultures. The One World Futbol project donates ultra-durable soccer balls to children in communities around the world. BMS students were inspired to plan, organize, and implement this service project by raising awareness through videos, meeting with community groups, and reaching out to individuals in positions to act.
Procedures in Place