What is an IB Education? The IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
The Ebbsfleet Academy is a candidate school for the MYP. The school is pursuing authorization as an IB World School. IB World Schools share a common philosophy- a commitment to high-quality, challenging, international education- that we believe is important for our students.
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 http://www.ibo.org.
The IB Learner Profile
The MYP focuses on developing 10 qualities (the IB Learner Profile) in our students which are evident throughout academy life.
These attributes are: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective.
Balanced
We understand the importance of balancing different aspects of our lives-intellectual, physical and emotional-to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.
Caring
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Communicator
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Inquirer
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Open-minded
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Principled
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Reflective
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
Risk Taker
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Thinker
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
MYP Core Curriculum Disciplines
The International Baccalaureate® (IB) Middle Years Programme (MYP) comprises eight subject groups. Click on the links below to view the IB MYP Subject Guides.
Interdisciplinary Learning
Students also study a unit of interdisciplinary learning each academic year to support the main subject disciplines and build a connected curriculum that addresses the developmental needs of students.
Service-as-action and the Community Project
Another key aspect of our three-year MYP curriculum is service-as-action, which culminates in our MYP community project in Year 9.
Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment.
The community project encourages students to reflect on their learning and the outcomes of their work – key skills that prepare them for success in further study, the workplace and the community.
For further information, please visit the MYP Projects page on the IB website.
Assessment within the MYP
For each subject group there will be an achievement level breakdown for each of the 4 criteria (A,B,C,D).
Language and Literature
- Criteria A – Analysing
- Criteria B – Organising
- Criteria C – Producing Text
- Criteria D – Using Language
Language Acquisition*
- Criteria A – Communicating spoken and visual text
- Criteria B – Comprehending spoken and visual text
- Criteria C – Communication
- Criteria D – Using language in spoken and or written form
Individuals and Societies
- Criteria A – Knowing and understanding
- Criteria B – Investigating
- Criteria C – Communicating
- Criteria D – Thinking critically
Arts
- Criteria A – Knowing and understanding
- Criteria B – Developing skills
- Criteria C – Thinking creatively
- Criteria D – Responding
Design
- Criteria A – Inquiring and analysing
- Criteria B – Developing Ideas
- Criteria C – Creating the solution
- Criteria D – Evaluating
Mathematics
- Criteria A – Knowing and understanding
- Criteria B – Investigating patterns
- Criteria C – Communicating
- Criteria D – Applying mathematics in real-life contexts
Sciences
- Criteria A – Knowing and understanding
- Criteria B – Inquiring and designing
- Criteria C – Processing and evaluating
- Criteria D – Reflecting on the impacts of science
Physical and Health Education
- Criteria A – Knowing and understanding
- Criteria B – Planning for performance
- Criteria C – Applying and performing
- Criteria D – Reflecting and improving performance
Interdisciplinary
- Criteria A – Evaluating
- Criteria B – Synthesising
- Criteria C – Reflecting
Community Project (Year 9 only)
- Criteria A – Investigating
- Criteria B – Planning
- Criteria C – Taking Action
- Criteria D – Reflecting
Achievement levels across the four criteria are added together creating a total number out of 32.
Sum of assessed critieria
MYP Grade
Description
28-32
7
Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.
24-27
6
Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.
19-23
5
Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.
15-18
4
Produces good quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
10-14
3
Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.
6-9
2
Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
1-5
1
Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and skills. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.
This is converted into an MYP Grade from 1-7 with 7 being the highest.
During the course of the academic year students will be awarded an MYP Interim Grade. At the end of the year an MYP Final Grade will be awarded based on the summative assessments that have taken place during the course of the year.