Welcome

to the MYP
Contents

ISB and the MYP.....................................................................................................page 3

The IB learner profile .............................................................................................page 4

Four fundamental concepts....................................................................................page 5

MYP curriculum .....................................................................................................page 7

Teaching and learning in the MYP ..........................................................................page 8

Subjects offered in M1-5 at ISB ..............................................................................page 10

Assessment at ISB ..................................................................................................page 11

Subject-specific objectives and subject criteria .......................................................page 13

Parent communication and progress reports ..........................................................page 14

Service as action ....................................................................................................page 16

Languages at ISB.................................................................................................... page 17

MYP assessment and certification...........................................................................page 18

Life after ISB...........................................................................................................page 19

Updated January 2019 2 Page

ISB and the MYP

The IB’s Middle Years Programme (MYP) is designed for students aged 11 to 16. At ISB the classes are named
M1 to M5 corresponding to grades 5 to 9 in the Danish system. The MYP aims to provide a curriculum
framework that allows students to develop the knowledge, attitudes and skills they need to participate
effectively in life in the twenty-first century. The concept of balance is fundamental to the programme in a
number of ways. The language of instruction at ISB is English, and other languages, including Danish, German
and Spanish are valued and offered to students as well.

The IB goal is to provide students with the values and opportunities that will enable them to develop sound
judgments, make wise choices, and respect others in the global community. The International Baccalaureate
(IB) Middle Years Programme (MYP) was originally developed by the International Schools Association
and then further developed by schools during the early 1990s. It is a purpose-built five-year program for
international-minded schools and is now being taught and implemented worldwide, with considerable
growth in Europe, Asia, and the Americas. The IB MYP is geared to meet the needs of IB World Schools,
as well as other school systems and is thus being implemented both in international schools and in state
systems.

In order to offer the MYP, schools have to go through a strict accreditation process. The process involves an
on-site assessment of the school’s philosophical, pedagogical, and academic framework, and whether or not
it lives up to a range of pre-set standards and practices set by the IB. ISB received official MYP accreditation
in May 2018.

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The IB learner profile

The aim of all IB programmes is to develop internationally-minded people who, by recognizing their
common humanity and shared guardianship of the planet, help to create a better and more peaceful
world. As IB learners we strive to be:

INQUIRERS OPEN-MINDED
We nurture our curiosity, developing skills for inquiry We critically appreciate our own cultures and
and research. We know how to learn independently personal histories, as well as the values and
and with others. We learn with enthusiasm and traditions of others. We seek and evaluate a range of
sustain our love of learning throughout life.W points of view, and we are willing to grow from the
experience.

KNOWLEDGEABLE CARING
We develop and use conceptual understanding, We show empathy, compassion and respect. We
exploring knowledge across a range of disciplines. have a commitment to service, and we act to make
We engage with issues and ideas that have local and a positive difference in the lives of others and in the
global significance. world around us.

THINKERS RISK-TAKERS
We use critical and creative thinking skills to analyse We approach uncertainty with forethought and
and take responsible action on complex problems. determination; we work independently and
We exercise initiative in making reasoned, ethical cooperatively to explore new ideas and innovative
decisions. strategies. We are resourceful and resilient in the
face of challenges and change.

COMMUNICATORS BALANCED
We express ourselves confidently and creatively We understand the importance of balancing
in more than one language and in many ways. We different aspects of our lives-intellectual, physical,
collaborate effectively, listening carefully to the and emotional-to achieve well-being for ourselves
perspectives of other individuals and groups. and others. We recognize our interdependence with
other people and with the world in which we live.

PRINCIPLED REFLECTIVE
We act with integrity and honesty, with a strong We thoughtfully consider the world and our own
sense of fairness and justice, and with respect ideas and experience. We work to understand our
for the dignity and rights of people everywhere. strengths and weaknesses in order to support our
We take responsibility for our actions and their learning and personal development.
consequences.

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Four fundamental concepts

ISB philosophy builds on the three MYP fundamental concepts as well as a fourth ISB concept of ‘play’.

Intercultural awareness

This concept is concerned with developing students’ attitudes, knowledge, and skills as they learn about
their own and others’ social and national cultures. We believe this fosters tolerance and respect and leads
to empathy and understanding.

This is also a central idea in all IB programmes. There is a wide-ranging variety of schools, however
every MYP school is concerned with developing intercultural awareness in their own way. This involves
examining its own organisational structure, the climate within the school, the relations developed with the
community outside, and the content of the curriculum taught through the subjects and interdisciplinary
activities. ISB also recognizes the fact that the school is rooted in Denmark, Danish learning traditions, and
Danish cultural values.

Holistic education

The MYP requires an approach to teaching and learning that emphasizes and also extends and connects
traditional school subjects. At ISB students engage with a range of cross-disciplinary units and projects that
value the holistic education of the whole student, including units centred on LEGO educational principles
and other local municipal projects.

Holistic education is furthermore reflected through the learner profile attributes and the "Service as
action", which encourages students to become life-long learners within an international context and helps
direct students towards becoming responsible members of local, national, and international communities.

Communication

The MYP stresses the central importance of communication, verbal and non-verbal, as a vehicle to realise
the aims of the programme. A good command of expression in all of its forms is fundamental to learning.

The IB places particular emphasis on language acquisition, which does more than promote cognitive
growth: it is crucial for maintaining cultural identity, personal development, and intercultural
understanding. Students are required to develop at least two languages within the MYP. At ISB those are
English (the language of instruction) and Danish. Depending on individual circumstances, students also
study a third or fourth language (currently German or Spanish).

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Play

At ISB a fourth fundamental concept is ‘play’.

By placing PLAY at the heart of education, ISB stimulates every child’s natural desire to LEARN.

At ISB we believe play is a core approach to learning…and to life. Playful people of all ages are actively
engaged and driven by an internal desire to understand and reshape the world. They test the limits of
their abilities without fear of failure, knowing that mistakes are the key to progress and, ultimately, success.
They share ideas and make new rules. They laugh.

At ISB we believe that play is central to learning no matter how old you are. The dynamics of play may
change form with age, but it remains central to learning as we all strive to become lifelong learners. At ISB
we approach play studiously and consider it a practice that nurtures academic vigour and fosters a positive
outlook on life.

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MYP curriculum
The IB Middle Years Programme consists of eight subject groups as expressed in the MYP curriculum
model:

The MYP curriculum at ISB is structured with appropriate attention to:

Teaching and learning in context. Students learn best when their learning experiences have an authentic
context and are connected to their lives and the world that they have experienced. Using global contexts,
MYP students explore human identity, global challenges and what it means to be internationally-minded.

Conceptual understanding. Concepts are big ideas that have relevance within specific disciplines and
across subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal,
local and global significance and examine knowledge holistically.

Approaches to learning (ATL). A unifying thread throughout all MYP subject groups, approaches to
learning provides the foundation for independent learning and encourage the application of their
knowledge and skills in unfamiliar contexts. Developing and applying these skills help students learn how
to learn.

Service as action (community service). Action (learning by doing and experiencing) and service have
always been shared values of the IB community. Students take action when they apply what they are
learning in the classroom and beyond. See additional comments later in this publication.

Language and identity – MYP students are required to learn at least two languages (language of
instruction and additional language of choice). Learning to communicate in a variety of ways is
fundamental to their development of intercultural understanding and crucial to their identity affirmation.
(ibo.org/myp/curriculum)

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Teaching and learning in the MYP

Teaching and learning in the IB grows from an understanding of education that celebrates the many ways
people work together to construct meaning and make sense of the world. Represented as the interplay
between asking (inquiry), doing (action) and thinking (reflection), this constructivist approach leads
towards open classrooms where different views and perspectives are valued.

Inquiry Action

Reflection

1.Inquiry

Sustained inquiry frames the written, taught and assessed curriculum in IB programmes. IB programmes
feature structured inquiry, drawing from established bodies of knowledge and complex problems. In
this approach, prior knowledge and experience establish the basis for new learning, and students’ own
curiosity, together with careful curriculum design, provide the most effective stimulus for learning that is
engaging, relevant, challenging,w and significant.

2.Action

Principled action, as both a strategy and an outcome, represents the IB’s commitment to teaching and
learning through practical, real-world experience. IB learners act at home, as well as in classrooms, schools,
communities and the broader world. Action involves learning by doing, enhancing learning about self and
others. IB World Schools value action that encompasses a concern for integrity and honesty, as well as a
strong sense of fairness that respects the dignity of individuals and groups.

3.Reflection

Critical reflection is the process by which curiosity and experience can lead to deeper understanding.
Learners must become critically aware of the way they use evidence, methods and conclusions. Reflection
also involves being conscious of potential bias and inaccuracy in their own work and in the work of others.
(‘from Principles into Practice’, IBO, 2014)

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We believe this is consistent with classes and projects that are designed and conducted using LEGO’s 4C
Learning Framework. Regardless of the stages of learning and the subject matter, the 4Cs form the backbone
of every learning experience with LEGO educators.

(Education.lego.com)

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Subjects offered in M1-5 at ISB

Language and literature:

M1-5: English language & literature, Danish language & literature

Language acquisition:
M1-5: German, Spanish, Danish

Individuals and societies:

M1-5: Integrated humanities

Sciences:
M1-5: Integrated science

Mathematics
M1-5: Mathematics

Arts
M1-3: Music/drama, visual art on trimester basis
M4-5: One selective arts subject of the above

Physical and health education

M1-5: PHE

Design
M1-3: Design technology/ tech and robots (First Lego League)
M4-5: Design technology

Projects
Though not always timetabled, M6-10 will every year be completing one or more projects leading towards
the M5 personal project. These projects include, but are not limited to, FLL (First LEGO League), project
theme weeks, projects initiated by Billund School District such as BBE (Billund Builds Energy), projects
fostered by field trips, etc.

ATL (Approaches to learning)

In all grades included in the advisory programme.

Go to curriculum guides

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Assessment at ISB

In assessing MYP students, ISB uses the set of criteria common to IB schools worldwide. Each subject
is graded according to four criteria on a scale of 1-8 (see example for language and literature below). A
complete list of the criteria used for each subject can be found on page 12.

During the semester, students will be given tasks and assignments, which are assessed according to one
or more of these criteria (more complex tasks will involve more criteria). At reporting time (twice a year),
teachers will select a cumulative grade for each criteria based on previous work.

The grades for each of these criteria are then added up (for a maximum possible of 32) and converted to a
final IB subject grade of 1-7 using the following scale.

A generic, qualitative description of each grade can be found on page 11.

Grade 1 2 3 4 5 6 7
Boundaries 0-5 6-9 10-14 5-18 19-23 24-27 28-32

M1

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Grade Boundary Descriptor
guidelines
1 1-5 Produces work of very limited quality. Conveys many significant misunderstand-
ings or lacks understanding of most concepts and contexts. Very rarely demon-
strates critical or creative thinking. Very inflexible, rarely using knowledge or
skills.

2 6-9 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.

3 10-14 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.

4 15-18 Produces good-quality work. Communicates basic understanding of most con-

cepts and contexts with few misunderstandings and minor gaps. Often demon-
strates basic critical and creative thinking. Uses knowledge and skills with some
flexibility in familiar classroom situations, but requires support in unfamiliar situa-
tions.

5 19-23 Produces generally high-quality work. Communicates secure understanding of

concepts and contexts. Demonstrates critical and creative thinking, sometimes
with sophistication. Uses knowledge and skills in familiar classroom and re-
al-world situations and, with support, some unfamiliar real-world situations.

6 24-27 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.

7 28-32 Produces high-quality, frequently innovative work. Communicates compre-

hensive, 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.

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Subject-specific objectives and subject criteria

Below is an overview of the objectives for each subject in the MYP. The letters correspond to the given
criteria as they also are found on ManageBac.

A B C D

Language and Analysing Organizing Producing text Using language

literature

Language aquisition Comprehending Investigating Communicating Using language

spoken and visual
text
Individuals and Knowing and Investigating Communicating Thinking critically
societies understanding patterns

Sciences Knowing and Inquiring and Processing and Reflecting on the

understanding designing evaluating impacts of science

Mathematics Knowing and Investigating Communicating Applying

understanding patterns mathematics in
real-world contexts
Arts Knowing and Developing skills Thinking creatively Responding
understanding

Physical and health Knowing and Planning for Applying and Reflecting and
education understanding performances performing improving
performance
Design Inquiring and Developing ideas Creating the solu- Evaluating
analysing tion

MYP Projects Investigating Planning Taking action Reflecting

Interdisciplinary Disciplinary Synthesizing and Communicating Reflecting

grounding applying

(“From Principles into Practice”, IBO 2014)

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Parent communication and progress reports

ManageBac
ManageBac is ISB’s chosen online platform for curriculum planning, assessment, and reporting as well as
communication between ISB, parents and students.

Reporting
Parents receive summative student reports twice a year, in January and in June. Parent teacher
conferences are held in January and student led conferences (SLCs) are held in June. The aim of school
reporting is to keep parents informed about students’ academic performance, everyday well-being and
social school life. The student-led conference is an opportunity for students to present their progress and
goals to parents personally, and to share some of the reflection and thinking behaviours, playful learning
moments, and exciting work that they have been involved in during the year.

Reports include feedback on academic progress, Approaches to Learning skills, Service as Action
engagement, as well as comments on social and emotional indicators.

Tracking student performance

During the school year, parents can continuously follow the planned school experiences on ManageBac as
well as see the weekly calendar, assignments due, and the student’s grades for the different assignments.

The calendar, including upcoming assignments, can be found in the ‘Calendar’ tab on the left, which also
will show the student’s attendance and enable parents to send messages to the homeroom teacher.

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ManageBac also allows parents to track student performance and feedback given on various assignments.
By clicking the progress tab and choosing the relevant subjects (here, an example from individuals and
societies), the students’ progress is shown once uploaded by the teacher.

The assessment details include achievements measured against individual criteria as stated by the IB MYP,
as well as a written justification of the levels awarded by the teacher.

If you would like a short tour, please watch the short screen tutorial about how to use MangeBac as a
parent. It only takes a few minutes of your time:

https://www.dropbox.com/s/t9kns4eso413ifq/MB%20tutorial%201.mp4?dl=0
The file is a little large in size so you may want to download it before viewing it.

ManageBac reflects a dynamic school life and changes will occur over the course of the year, so please
check it regularly. At the start of the year information is mainly about events; homework and assignments
will be added continuously throughout the year.

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Service as action

Service as action (SA) is an integrated part of what it means to be an MYP student at ISB. Students
continuously document their progress on ManageBac where providing evidence and reflection on their SA
activities is a natural part of their school life. Meaningful SA projects help bring the learner profile alive in
students and as an integrated part of experiencing ISB’s mission statement. Projects may be of either an
individual or a collaborative nature.

Meaningful service requires understanding of an underlying issue such as poverty, literacy or pollution,
and authenticating the need for this service. Students are required to engage with and reflect on service
projects throughout their entire MYP experience, both through classroom opportunities or throughout of
school experiences.

Ideas for Service as action could include:

Participate in LEGO Charity events
Municipal designed ‘city cleaning’ projects
Write a short story about a topic
Organize fundraisers
Draw a cartoon
Write a blog
Further their knowledge by reading a book and developing a summary (print or digital)
Watch a documentary and develop a summary (print or digital)
Teach someone else
Create posters to raise awareness
Make a video and show it to others
Create a website
Write a letter to someone in a position of influence
Speak during a class or whole school assembly
Volunteer time to help and support members of the local community (sport, culture, church, etc)

For more info about SA, click here.

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Languages at ISB

We appreciate that many of our students come from multi-lingual families which is why we have designed
three different pathways to ensure that each child is given opportunities to access the unique, creative
and playful IB curriculum that we offer here at ISB. These are the pathways on offer:

• Route A is for students who have a high level of proficiency in English language and who are
new to speaking Danish. Students will take the English language and literature course, Danish
acquisition and either Spanish or German as their additional language acquisition subject.

• Route B is for students who speak English and Danish well. They will take the English language
and literatere course, Danish language and literature course and either Spanish or German
acquisition.

• Route C is for students who speak Danish or another language fluently but who might struggle
with the English language. This group will receive individual or group EAL (English as an
additional language) support. Depending on individual circumstances, some will have English
EAL and Danish, but only receive Spanish or German instructions once their English is strong
enough to access the whole curriculum independently.

To get more information about the role of Danish at ISB, download and read our Language Policy. (The
document opens in another tab).

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MYP eAssessment and certification

Students at ISB will be offered to sit for the MYP exams (eAssessments) in order to obtain official
certification from the IB. Students receive IB MYP course results for each component completed.
Furthermore, students can be eligible for the MYP certificate if following requirements are met:

• Students must complete at least 5 eAssessments (mathematics, language and literature, sciences,
individuals and societies as well as the interdisciplinary eAssessment)
• Students must complete 2 ePortfolios of coursework (language acquisition, PHE, art or design)
• Students must complete the Personal Project with a grade of 3 or higher
• Students must meet the school’s expectations for Service as action
• Students must achieve a total of at least 28 points, with a grade of ‘3’ or higher in each
eAssessment component, to be eligible to receive the IB MYP certificate.

Thus, the maximum total score for the IB MYP certificate is 56, with a grade from 1-7 assigned to each
required eAssessment.

For students who complete more than one eAssessment for each required or selected subject group, the
highest available grade for that requirement contributes to the certificate total. This will be the case for
most students at ISB who will complete eAssessment components for all the subjects offered at ISB.

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Life after ISB

When students leave ISB there are a number of options possible within Denmark.

• Pre-IB course
• IB Diploma course
• Danish gymnasium STX courses and HF
• Vocational courses, such as but not limited to technical college, commerce, agriculture, hospitality,
veterinarian college, etc.

Our collaboration partners are Kolding gymnasium, Rødkilde gymnasium in Vejle and Grindsted Campus.

ISB is working with Billund municipality’s career service (UU) through whom a career counsellor will
be available for M4 and M5 students in order to consult and plan their future options. This includes
orienteering meetings for parents, personal consultancy with students as well as opportunities to visit and
experience different educational institutions. You can see more on UUs webpage (in Danish): http://www.
uubillund.dk/.

Please see the ‘Life after ISB’ publication that contains a detailed description of the possibilities and
educational directions after M5 at ISB.

Go to Life after ISB

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