Homepage Curriculum Introduction to Each Programme Middle Years-Secondary School
The MYP Introduction
The Middle Years Programme (MYP) is designed for students aged 11-16, aiming to provide a structured way of learning and encourage students to become creative, critical and reflective thinkers. It emphasizes intelligence, challenges, and encourages students to build connections between traditional subject content and the real world. It supports students to develop communication skills, multicultural understanding and global involvement. In addition to many other qualities, these are the basic qualities that students need to have to become active and leading members of the international community.
The MYP builds on the work of Primary Years Programme (PYP) and provides the best preparation for the IB Diploma Programme (DP) for Grades 11-12. The DP is regarded as the best preparation for continuing university study across a range of popular destinations worldwide.
CISK is a Candidate School* for the MYP. This school is pursuing authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that CISK believes is important for our students.
In CISK, Grades 6-10 follow the IB MYP to take care of students' unique needs for growth and learning in this special development period. The MYP has eight subject groups. The courses of these eight subject groups include English, Chinese, integrated individuals and societies, mathematics, interdisciplinary science, physical and health education, music, band, string orchestra, visual arts, digital design, and product design.
The MYP promotes interdisciplinary learning and helps students build important connections. It helps students analyze complex problems and cultivate the thinking habits they need to participate in an increasingly interconnected world.
Criteria based evaluation system
The MYP assessment requires teachers to use the assessment criteria of each subject group to assess the specified objectives of the subjetc group. In order to provide students with the opportunity to achieve at the highest level in CISK, teachers set strict tasks, including various evaluation strategies. With the development of learning units, teachers will also carry out formative assessment to assess students' learning and adjust teaching when necessary to best meet students' needs.
The personal project provides an opportunity for students in Grade 10 to explore independently and age appropriate fields of interest. Encourage students to demonstrate and strengthen their ATL skills through the process of inquiry, action and reflection.
CISK implements hierarchical teaching and flexibly adjusts the curriculum according to students' language learning level. For non-native English students, their English learning ability in language acquisition can be divided into three stages: emergent, capable and proficient. For non-native Chinese students, they do Mandarin as Second Language (MSL) separately in their Chinese learning.
As a diversified learning community, CISK has students and faculty from all over the world. In many courses, we use stories, songs and dances to show our motherland's culture and share our rich background. We promote international-mindedness and multicultural understanding in a community that has students and teachers from all around the world and through colorful activities like UN day, language festivals, etc.
*Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org