International Baccalaureate Program

The mission of the MLC magnet school, a dynamic partnership of educators, students, and parents, is to provide a forum for global and international studies so that students develop a caring, inquiring, and open-minded perspective and become empowered as agents of change creating a better and more peaceful world.

MLC was authorized as an International Baccalaureate World School Middle Years Programme (IB-MYP) with seven commendations in 2012.  MLC believes that by combining its rich, award-winning global and international curriculum with the rigor of international standards, it can provide all MLC students with a world-class education.

MLC is now an IB World School offering a Middle Years Programe in grades 6-10.  The school is currently a candidate school for the IB Diploma Programme (IB-DP) for grades 11 and 12.  MLC continues to send faculty and staff to IB-recognized training so that it remains current with all IB requirements. MLC also continues the ongoing work of updating, strengthening and revising the curriculum and assessmentsas required by the International Baccalaureate Organization to ensure that our students receive an education that is world class and cutting edge.

The IB-MYP What is the IB Middle Years Programme?

(from http://www.ibo.org/myp)

The IB Middle Years Programme, for students aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers.

The Curriculum

The programme consists of eight subject groups integrated through five areas of interaction that provide a framework for learning within and across the subjects. Students are required to study their mother tongue, a second language, humanities, sciences, mathematics, arts, physical education and technology. In the final year of the programme, students also engage in a personal project, which allows them to demonstrate the understandings and skills they have developed throughout the programme. The emphasis is on the fluidity of the curricular framework and the interrelatedness of the subjects. Aspects of the areas of interaction are addressed naturally through the distinct disciplines. In particular, the framework is flexible enough to allow a school to include other subjects not determined by the IB but which may be required by state or national authorities.

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The overall philosophy of the programme is expressed through three fundamental concepts that support and strengthen all areas of the curriculum. These concepts are based on:

  • intercultural awareness
  • holistic learning
  • communication.
Assessment

Assessment is criterion-related, so students around the world are measured against pre-specified criteria for each subject group. Teachers may modify these criteria to be age-appropriate in the earlier years of the programme. Teachers set assessment tasks that are assessed internally in the school. External checks are carried out on this internal assessment to ensure worldwide consistency of standards.

Teachers organize continuous assessment over the course of the programme according to specified assessment criteria that correspond to the objectives of each subject group. Regular school assessment and reporting play a major role:

  • in the students' and parents' understanding of the objectives and assessment criteria
  • in the students' preparation for final assessment
  • in the development of the curriculum according to the principles of the programme.

Teachers are responsible for structuring varied and valid assessment tasks (including tests and examinations) that will allow students to demonstrate achievement according to the objectives for each subject group. These include:

  • open-ended, problem-solving activities
  • investigations
  • organized debates
  • hands-on experimentation
  • analysis and reflection.

In keeping with the ethos of approaches to learning, schools also make use of quantitative and qualitative assessment strategies and tools that provide opportunities for peer- and self-assessment. The recording and reporting of individual levels of achievement are organized in ways that provide students with detailed feedback on their progress as it relates to the assessment criteria for each subject group.

The aim of all IB programs 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.