IB MYP

I N T E R N A T I O N A L
B A C C A L A U R E A T E
The History of IB
The International Baccalaureate® (IB) was
founded in Geneva, Switzerland in 1968 as a
non-profit educational foundation. A group
of talented, forward-thinking teachers at the
International School of Geneva, with assistance
from several other international
schools, created the IB Diploma Program
(DP). Valuing the need for a program for
younger adolescents, the IB launched the
Middle Years Program (MYP) in 1994.
In 1995, Henrico County Public Schools was
authorized by the IB to initiate a MYP in
grades 6-10 and a DP in grades 11-12, with G.
H. Moody Middle School and Henrico High
School serving as sister sites and IB World
Schools.
In 2011, Fairfield and Tuckahoe Middle
Schools, along with J. R. Tucker High School
joined the HCPS family of IB World Schools
to expand IB opportunities to more students.
Carrying forward the ideals and dreams of
the IB founders, Henrico County’s IB Programs
are committed to providing high quality
education for a better world.
HCPS
IBMYP
MIDDLE SCHOOLS
Contact Information
Fairfield Middle School
Karyn Edwards, IB Coordinator
5121 Nine Mile Road, Henrico, VA 23223
804. 328.4020
George H. Moody Middle School
April Craver, IB Coordinator
7800 Woodman Road, Henrico, VA 23228
804. 261.6440
Tuckahoe Middle School
Marie Wilcox, IB Coordinator
9000 Three Chopt Road, Henrico, VA 23229
804. 673.3791
The IB Difference
IB MYP
A Guide for
Students &
Parents
IB Programs Educational Specialist
Nancy LaVier
804.261.6440

Growing Together
As Active, Compassionate, and
Lifelong Leaners
A 7-year continuum of education
that begins in middle school and
continues into high school
A rigorous program of studies that
challenges students to think globally
while exploring their own culture
and the cultures of others
Like-minded students moving forward
together toward achievements
in creative thought, critical thinking,
and service to others
An education of the whole child,
emphasizing intellectual, personal,
emotional, and social growth
An emphasis on interdisciplinary
learning that breaks down artificial
barriers, enabling students to discover
the relationships between
different knowledge areas and the
real world
Instructional focus through the
lenses of the Areas of Interaction—
Approaches to Learning, Environments,
Human Ingenuity, Health and
Social Education, and Community
and Service
Purposeful , ongoing reflection
whereby students enhance their
development as learners and valuable
members of the community
Beyond the SOLs
Teaching for relevance incorporates the state
standards as a starting point for content rather
than making them the final goal of learning.
Students go in depth with their exploration of
the subjects to think conceptually and to develop
skills used by professionals in each field
of study.
The IB curriculum empowers students with a
dynamic combination of knowledge, skills, independent
critical and creative thought, and international-mindedness
that they can use in
school and in real-world situations.
Students who have come from IBMYP middle schools
understand that learning is not just about book
knowledge, it is also applying what you learn to everyday,
real life situations.
–Melissa Daniels, IB Teacher, Henrico
Advanced Content
Students in
the IBMYP
study across a
broad range
of subjects
that draw on
concepts
from educational
cultures
across the
world. All subjects are taught at an advanced,
rigorous level in each year of the middle school
program. The progression of classes, including
three years of a world language, mathematics,
sciences, and humanities allow students to earn
between five and eight high school credits.
The Learner Profile trait that resonates the most
with me is open-minded, because I realize the importance
in this world of recognizing others as
having equal value as yourself.
–Emma G., IBMYP Eighth Grade Student
Character Development
Our MYP schools are communities of
learners where students are able to develop
and challenge their own personal values
in a safe, nurturing environment.
Administrators,
teachers, support
staff, students,
and parents
in each
school have developed
a shared
climate where our students strive to be
caring, open-minded, principled, internationally
minded people who help to create
a better and more peaceful world.
Service to Others
IBMYP community and service begins in
the classroom, with opportunities for students
to explore the types of communities
and needs that exist in the world. With
guidance and patience, they will have opportunities
to increase their awareness of
their own strengths and interests. These
elements will combine to help them pursue
meaningful and authentic service to
communities in need.
I have been VERY impressed with [IB students’] maturity,
willingness, and problem-solving capabilities
when they volunteer. They are great kids willing to
give back to their community.
-Andrew Derer, MathScience Innovation Center

HCPS Volume MYP 8, Issue 1 October 2012
HENRICO COUNTY
PUBLIC SCHOOLS
HCPS International Baccalaureate
Programs Office
Nancy LaVier
IB Educational Specialist
International News
2012 Henrico High School IB Seniors
Teresa Wilburn
IB Programs Assistant
Located At:
George H. Moody MS
7800 Woodman Road
Henrico, VA 23228
Phone: 804-261-6440
Fax: 904-261-6441
HCPS MYP
6-8 Grades
Site Locations:
Fairfield MS
5121 Nine Mile Road
Henrico, VA 23223
804-328-4020
Art Raymond, Principal
Karyn Edwards, IB Coordinator
George H. Moody MS
7800 Woodman Road
Henrico, VA 23228
804-261-5015
Paul Llewellyn, Principal
April Craver, IB Coordinator
Tuckahoe MS
9000 Three Chopt Road
Henrico, VA 23229
804-673-3791
Marilyn Royal, Principal
Marie Wilcox, IB Coordinator
HCPS MYP/DP
9-12 Grades
Site Locations:
The seniors of 2012 were an exceptional group, diverse in their pursuits and
their interests. Whether it was on the field hockey, football, or soccer fields, the
golf course, the basketball or tennis courts, the cheerleading competition, in
student government, Model UN, Girls and Boys State, or in the workplace, the
class members of 2012 were leaders. Of the diploma candidates 93% earned the
prestigious IB diploma, surpassing the world average of 78.1%. Their academic
endeavors did not stop there. Attending universities as diverse as the Naval
Academy, University of Chicago School of Art, U Penn, as well as Virginia
schools, the 61 members of the class of 2012 were awarded over $5.3 million in
scholarship funds, setting a new standard of excellence for our program.
Henrico HS
302 Azalea Avenue
Henrico, VA 23227
804-228-2745
Ronald Rodriguez, Principal
Priscilla Biddle, IB Coordinator
J.R. Tucker HS
2910 Parham Road
Henrico, VA 23294
804-967-2320
Dr. Robert Lowerre, Principal
Ellie Harper, IB Coordinator
“The IB Learner
Profile is the heart
of the common
framework, as a
clear and concise
statement of the
aims and values of
IB, and an
embodiment of
what IB means by
“internationalmindedness.”
What is the International Baccalaureate Program?
The International Baccalaureate® (IB) is a non-profit educational
foundation, motivated by its mission, focused on the student.
IB’s three programs for students aged 3 to 19 help develop the
intellectual, personal, emotional and social skills to live, learn
and work in a rapidly globalizing world.
(See enclosed copy of the Learner Profile.)

Page 2
You are
invited!
Henrico County
IB Community
Clean-up Day
Who:
All Henrico IB World School
students and their families
What:
Clean up at Bryan Park
When:
Saturday, October 13, 2012.
Report to the park
by 9:30 am, work from 10-12.
Where:
Shelter 3, Bryan Park.
Enter on Hermitage Road
Why:
To come together as an
IB community and to help
improve the Chesapeake Bay
Watershed
Despite a rainy and gloomy evening, the FMS ROCKS the WORLD International Fair 2012
was a huge success! Sponsored by FMS IB, this program expanded from the 2011 school year
to become a school-wide event. To kick off “A League of their Own” Club rocked the house
with an International Teen Fashion Show. Students demonstrated teen fashions from around
the world, then the teens circulated throughout the evening so all guests could enjoy their
costumes. After registering at the FMS Ellis Island Registration Center and receiving a
program and passport, the families chose from a myriad of international activities.
In the World Café sponsored by the 7 th Grade IB Spanish classes, families were tempted by the
music and food-filled room. Food selections, demonstrations, and presentations about the
cultural significance of the food from each Spanish-speaking country were enjoyed. Next door
the French Connection sponsored by 7 th Grade IB French classes, offered a soothing alternative
to the Spanish fiesta atmosphere. The families enjoyed listening to music while tasting Frenchstyle
cheeses and crepes served by students dressed in French inspired fashions.
After filling their senses with the tastes, sights, and sounds of the world language activities, the
families were inspired to try the Classical French Style Fencing sponsored by the Richmond
Fencing Club. White garbed fencers with masks and lances fought duels while excited students
and families applauded. Several daring students learned the fencing tactics then participated in
their own duel to the roar of the crowd.
An International Herb Garden sponsored by the “Do Something” club, had families making
their own herb gardens to take home. Delicious salsas created from plants grown in the FMS
Community Garden were sampled. Families were challenged to keep the herb gardens growing
then make the salsa from their own gardens! While moving between activities, the families
enjoyed artistic efforts by students in the Around the World Art Walk displayed throughout the
campus.
Country Exhibits from the 6 th Grade IB students were displayed by continent. Students
presented the information on their colorful displays for the enjoyment of the families and
guests. A plethora of tasting samples of both food and beverages created a truly international
fair atmosphere. Entering and exiting the Country Exhibits the families rocked to the smooth
sounds of the FMS Jazz Ensemble.
Students, parents, families, friends and staff learned about the diversity of the world around us
while connecting with our FMS community! Now for next year…
Don’t forget!
Wear long sleeves, pants
and closed toed shoes
for working.
Please RSVP by
Wednesday,October 10
to Margaret Leggett
967-2320 or
mjleggett@henrico.k12.va.us
Cameron and Tiffany, 6 th grade IB students
with their project.
“Ladies of Excellence” who participated in
the International Fashion Show.

HCPS MYP Page 3
People in
the Know!
“Because of the
Community, Service, and
Action Program, service
becomes natural.”
-Jack - Washington & Lee -
graduate
Tucker High Becomes Authorized IB Diploma
Program School
Henrico County Public Schools is
pleased to announce that J.R. Tucker
High School has been authorized by
the International Baccalaureate
Organization to offer the Diploma
Program.
Tucker is the 36th school in Virginia
and the 2,299th school in the world to
offer the program.
“An IB Diploma education is
acknowledged to be outstanding by
prestigious colleges and universities
worldwide. Opportunities for
university acceptance and
scholarships for IB Diploma
Candidates at Tucker will be greatly
enhanced,” said Nancy LaVier, the
IB educational specialist for HCPS.
This summer, Mr. Snow and a group of current and former
Moody students and their parents will be bringing much of
the Humanities III and IV curriculum to life by visiting
London, Paris, and Rome. Students will visit Buckingham
Palace and the Tower of London, view the works of
Renaissance masters in the Louvre, and explore the
Colosseum and Forum on what will certainly be a trip for
the ages.
“I am so very proud of the administration,
faculty, and the IB Diploma
Candidate students of the class of
2014. All exhibit the pioneering spirit
that has made and will continue to
make our nation great.”
The IB Diploma Program is designed
as an academically challenging and
balanced program of education that
prepares students for success at
university and life beyond. The
program has gained recognition and
respect from the world's leading
universities. In addition, the program
has core requirements that are
included to broaden the educational
experience and challenge students to
apply their knowledge and
understanding.
“The IB program has
given me the opportunity
to learn new and
interesting information
along with reinforcing
lessons with hands on
activities.”
- Dillon
“IB makes me feel more
unique. I feel special
because I came to
Moody. I also feel more
international. I have
friends in Saudi Arabia,
Switzerland, France, and
China and my cousin in
Hong Kong also goes to
an IB School. It is neat.”
-Rachel
“Since I was little, I knew
I was different. I used to
ask “Why and How?”
instead of “What?” When
I came to Moody, I was a
little nervous because I
wasn’t sure if I was ready
for the deep and critical
thinking that I heard was
required of IB students.
But I was surprised when
I realized how easy it was
to adapt and adjust to
the specific IB way of
learning. I loved that it
gave me space for
individuality but it also
gave me structure. IB is
interesting because you
ask questions like “How?”
and “Why?” and also get
the answers. IB is
definitely for me.”
-Reshini

Page 4

Page 5

Page 6
Open
Comment
The main tenor of the
open comments:
challenging, preparing,
inspiring, motivating
“The assignments required
help for future experience.”
“It provides a challenge to
prepare you for college.”
“I believe it makes an
individual a student who is
globally aware as well as
just educated.”
“The methodology of
learning the IB inspires will
be with me forever.”
“It is a great preparatory
program, and the level of
education and rigor
offered by the program far
surpasses that of standard
high school classes.”
“It prepares you very well
for college and it gives a
person a sense of
responsibility, and growth.
The knowledge I gained
from being in the IB
program has increased
dramatically.”
Evergreen Cemetery- FMS IB Clean Up
Evergreen Cemetery is a privately owned
African-American cemetery located just a
few miles from Fairfield Middle
School. Established in 1891, it is one of a
group of four adjoining cemeteries
covering 60 acres with 5,000 plots. In its
prime, Evergreen Cemetery was known as
the black Hollywood Cemetery with such
Richmond notables as Maggie Walker,
bank founder and president, and John
Mitchell, owner and publisher of the
Richmond Planet newspaper. Since
Maggie Walker’s death in 1934 the
cemetery became so overgrown that it
was difficult to see the gravestones or
know the location of the cemetery. In
1998 the project to clean up and restore
Evergreen Cemetery began.
In May the first Evergreen Cemetery-
FMS IB Clean Up was initiated. IB
students and families met at the cemetery
on a fortunately cool and sunny Saturday
COSTA RICA FIELD TRIP
Ms. Mitchell and Mrs. Balderas are planning to take students
on a field trip during spring break (March 30, 2013-April 5,
2013) to beautiful Costa Rica. Many adventures await you
on this trip to one of the most spectacular areas in Central
America. Are you interested in experiencing the zip-line
over the jungle? How about whitewater rafting? An added
feature includes a visit to a local school, where we will
increase our intercultural awareness as we interact with
students there. These are a few of the adventures that you
will experience. Best of all you will be spending a week with
awesome science and Spanish teachers. Sign-up now;
SPACE IS LIMITED!!!
morning. For four hours the families
toiled in the cemetery by pulling
weeds, chopping vines, removing trees
and stumps, raking leaves, and digging
out gravestones. The students discovered
that the gravestones were placed on metal
tripods, which required a lot of digging to
uncover! The students and families had
an eventful day clearing three sections of
vegetation and debris, uncovering and
reassembling fourteen gravestones, and
recycling materials. The IB families left
satisfied with their efforts, but there is
still much work to be completed. In
2012-13 the FMS IB students plan to
have an Evergreen Cemetery Clean Up
every nine weeks.
Would you like to help with the
Evergreen Cemetery Restoration
Project? Check out the information on
the following website:
http://fmsib.org/fmsibmyp/?page_id=572
“I think that it’s
important to take the
most difficult curriculum
possible. Colleges really
look at that. Central’s IB
program definitely offers
a challenge, but it’s
definitely manageable. If
you don’t already have
time management skills,
you will develop them in
this program … It really
motivates you to strive
for your best.”
International Graduate Insight Group,
© IGI Services.
trees and stumps, raking leaves, and
Before
After

HCPS MYP Page 7
IB Courses Currently Offered
The International Baccalaureate Middle Years Program, grades 6-10, at Fairfield M.S., George H. Moody M.S., Tuckahoe
M.S., Henrico H.S. and J.R. Tucker H.S. offers an advanced curriculum for motivated students who have demonstrated an
ability to achieve academically. Students are challenged to think globally and become self-directed learners. The program
is organized around five Areas of Interaction: Approaches to Learning, Community and Service, Health and Social
Education, Environments, and Human Ingenuity.
Grade 6,
Level One
Grade 7,
Level Two
Grade 8,
Level Three
Grade 9,
Level Four
Grade 10,
Level Five
IBMYP English
IBMYP Mathematics
IBMYP Sciences
IBMYP Humanities
IBMYP French,
Spanish, or Chinese
IBMYP Health and
Physical Education
**Elective
IBMYP Arts &
Technology
IBMYP English
IBMYP Mathematics
IBMYP Sciences
IBMYP Humanities
IBMYP French,
Spanish, or
Chinese
IBMYP Health and
Physical Education
** Electives
IBMYP Arts &
Technology
IBMYP English
IBMYP Mathematics
IBMYP Sciences
IBMYP Humanities
IBMYP French,
Spanish, or Chinese
IBMYP Health &
Physical Education
**Elective
IBMYP Arts &
Technology
IBMYP English
IBMYP Geometry or
Algebra II
IBMYP Biology
IBMYP World History
& Geography II
IBMYP French (II or III)
or Spanish (II or III)
IBMYP Health &
Physical Education
IBMYP Technology
(one semester)
**Electives
IBMYP English
IBMYP Algebra II or
Extended Mathematics
IBMYP Chemistry
IBMYP US/VA
Comparative
Governments
IBMYP French (III or IV)
or Spanish (III or IV)
IBMYP Health &
Physical Education
IBMYP Art Elective (one
semester)
**Elective – (one
semester)
Notes: Chinese will be added to upper grades incrementally.
*Entry level in mathematics is based on ability and preparation at the elementary level. In the IBMYP, students
must complete Algebra I successfully before entering the ninth grade.
**Electives may include beginning band, intermediate band, advanced band, strings, chorus, art, creative writing
workshop, journalism, drama, independent living , word processing /personal typing, or technology/synergistics.
IBMYP Arts choices include IBMYP Visual Arts , IBMYP Music, IBMYP Music (band, strings or chorus), and
IBMYP Dramatic Arts.
Grade 10 elective choices should match Grade 9 elective choices for continuity of international assessments.
IBMYP Technology (one semester) is based on site location.
Grade 11,
Diploma Level One
IB English 11 (HL)
IB Mathematical Studies
or IB Mathematics (SL)
IB Biology (SL) or
IB Chemistry (SL or HL)
IB History of the Americas (HL)
IB Psychology (SL or HL)
IB French IV or Spanish IV
or IB French V (SL)
or Spanish V (SL)
IB Theory of Knowledge
IB Theatre Arts (SL or HL)
IB Visual Arts (HL)
* HL= Higher Level SL=Standard Level
Grade 12,
Diploma Level Two
IB English 12 (HL)
IB Mathematical Studies or
IB Mathematics (SL)
IB Biology (SL) or
IB Chemistry (SL or HL)
IB World Topics (HL)
IB French V (SL) or
Spanish V (SL) or
IB French VI (SL or HL) or
Spanish VI (SL or HL)
IB Theater Arts (SL or HL)
IB Visual Arts (HL)
IB Psychology (SL or HL)
AP electives are also available in Calculus,
Physics, Statistics, Environmental Science, World
History and Art History.

Page 8
IB COORDINATORS
2012-2013
Karyn Edwards
Fairfield Middle School
April Craver
George H. Moody Middle School
Marie Wilcox
Tuckahoe Middle School
Priscilla Biddle
Henrico High School
Ellie Harper
J.R. Tucker High School
Tuckahoe Middle School Students Do Community
and Service In Paris
A group of TMS
students traveled
to Paris and
Madrid over
spring break
2012. This trip
had an IB C&S
component and
emphasis on
internationalism,
so many IB
students
participated;
however, it was
available for all
TMS students.
Our C&S project was planned by Zy’Va, an organization that gives educational support
to local children and youth in the suburb of Nanterre about 10 km northeast of Paris,
France.
Our first stop was to visit an English class in the local school. The teacher separated his
13 and 14 year old students into groups. One of our students was assigned to a
group. They then all started dialogue in English generated by the French students asking
questions and our students answering—all in English I might add. By the end of the
hour, all felt relaxed with each other and the excitement in the room was electrifying.
A Love of Learning
Teaching in the IB Programs
requires an international
perspective, a belief that children’s
needs drive instruction, and the
passion to put IB principles into
practice. Teachers who join
HCPS IB World Schools take their
love of learning and talent for
teaching to the next level by
participating in IB training
workshops around the country.
They perfect their craft with the
help of authorized IB workshop
leaders. During the 2011-2012
Carlos Seward (MMS) and Nicholas Olson (FMS)
train in Atlanta, GA
school year, 35 teachers from our five IB World Schools trained with colleagues from
across the globe to challenge our students to think critically and to apply what they have
learned in different contexts and across disciplines.

IBMYP: A WORLD of Difference
The Middle Years Program (MYP) for students aged 11 to 16 started in 1994 and is now
offered by 884 IB World Schools.
The Diploma Program for students aged 16 to 19 started in 1968 with first examinations in
1970 and is now offered by 2,248 IB World Schools.
The IB is unique.
We offer a continuum of education, consisting of three individual programs. We span the
years from kindergarten to a pre-university diploma. While we are traditionally known
for the Diploma Program, IB World Schools increasingly offer all three programs.
We are proud of our reputation for high quality education sustained for over 35 years.
Our curriculum represents the best from many different countries rather than the exported
national system of any one. Our challenging Diploma Program assessment is recognized
by the world's leading universities. We maintain our high standards by actively training
and supporting teachers, and by authorizing and evaluating IB World Schools.
We encourage international-mindedness in IB students. To do this, we believe that
students must first develop an understanding of their own cultural and national identity.
All IB students learn a second language and the skills to live and work with others
internationally—essential for life in the 21st century.
We encourage a positive attitude to learning by encouraging students to ask challenging
questions, to reflect critically, to develop research skills, and to learn how to learn. We
encourage community service because we believe that there is more to learning than
academic studies alone.
We ensure that our programs are accessible to students in a wide variety of schools—
national, international, public and private—in 140 countries. These IB World Schools
form a worldwide community in which there is no such thing as a “typical” school (more
than 50% of IB students are in state-funded schools). IB World Schools cooperate in
curriculum development, student assessment and the governance of the IB, making this a
unique international collaboration.
Parents of IB Students
Parents of current and future IB students are involved in an important decision-making
process regarding the education of their child and may be keen to understand the IB
programs as well as the challenges and advantages they may bring.
IB World Schools aim to provide parents with enough detailed information to answer any
concerns, and we encourage parents to contact the IB coordinator of their child's school
in order to discuss any doubts or queries they may have.
You can visit www.ibo.org to note the authorization and accomplishments of our IB
World Schools.
You can find full contact details of all IB World Schools by using the "Find an IB World
School" option on the left-hand side of every page.
Henrico County Public Schools
International Baccalaureate Informational Flyer

What is so special about IB programs?
IB programs are recognized around the world and ensure an increased adaptability and
mobility for IB students.
The curriculum and pedagogy of IB programs focus on international perspectives of
learning and teaching, while insisting that students fully explore their home culture and
language.
IB World Schools must undergo an exhaustive authorization process in order to offer one
or more of the programs, which includes a study of the school’s resources and
commitment to the IB mission and philosophy.
IB teachers participate in a wide variety of professional development opportunities to
constantly update their knowledge and share their expertise with colleagues around the
world.
Many students graduating from the Diploma Program find that it enhances their
opportunities at tertiary institutions. The IB works closely with universities around the
world to gain recognition for IB programs.
The core components of IB programs encourage students to participate in creative and
service-oriented activities, while at the same time emphasizing the importance of
reflection on a personal and academic level.
The IB produces publications for schools to inform and support them as they offer IB
courses. It is now beginning to produce material for use directly with students and to
work closely with selected publishers and providers to offer material for students
Middle Years Program Assessment
Continuous assessment
Teachers organize continuous assessment over the course of the program 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 program.
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 the following:
o open-ended, problem-solving activities
o investigations
o organized debates
o hands-on experimentation
o 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.
Additional information can be viewed on the IBO website
www.ibo.org
Henrico County Public Schools
International Baccalaureate Informational Flyer

The aim of all IB programmes 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.
IB learners strive to be:
Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective
They develop their natural curiosity. They acquire the skills necessary
to conduct inquiry and research and show independence in learning.
They actively enjoy learning and this love of learning will be sustained
throughout their lives.
They explore concepts, ideas and issues that have local and global
significance. In so doing, they acquire in-depth knowledge and
develop understanding across a broad and balanced range of
disciplines.
They exercise initiative in applying thinking skills critically and
creatively to recognize and approach complex problems, and make
reasoned, ethical decisions.
They understand and express ideas and information confidently and
creatively in more than one language and in a variety of modes of
communication. They work effectively and willingly in collaboration
with others.
They act with integrity and honesty, with a strong sense of fairness,
justice and respect for the dignity of the individual, groups and
communities. They take responsibility for their own actions and the
consequences that accompany them.
They understand and appreciate their own cultures and personal
histories, and are open to the perspectives, values and traditions of
other individuals and communities. They are accustomed to seeking
and evaluating a range of points of view, and are willing to grow from
the experience.
They show empathy, compassion and respect towards the needs and
feelings of others. They have a personal commitment to service, and
act to make a positive difference to the lives of others and to the
environment.
They approach unfamiliar situations and uncertainty with courage and
forethought, and have the independence of spirit to explore new roles,
ideas and strategies. They are brave and articulate in defending their
beliefs.
They understand the importance of intellectual, physical and
emotional balance to achieve personal well-being for themselves and
others.
They give thoughtful consideration to their own learning and
experience. They are able to assess and understand their strengths
and limitations in order to support their learning and personal
development.

Areas of Interaction
There are five Areas of Interaction in the MYP. These areas serve as lenses to see the world and the people in it from different perspectives.
They are taught in creative ways throughout the program including interdisciplinary units, projects, and special events. The five areas are:
Approaches to Learning, Community & Service, Health & Social Education, Environments, and Human Ingenuity.
Approaches to Learning
Through ATL teachers provide students with the tools to enable them to take responsibility for their own learning, thereby developing an
awareness of how they learn best, of thought processes and of learning strategies.
Community & Service
This component requires students to take an active part in the communities in which they live, thereby encouraging responsible citizenship. The
emphasis is on building relationships in the community, a sense of responsibility, and the skills needed to make an effective contribution to
society.
Health & Social Education
This area deals with physical, social and emotional health, and intelligence. These are key aspects of development leading to complete and
healthy lives. It makes students aware of potential hazards and gives them tools to make informed choices.
Environments
This area aims to develop students' awareness of their interdependence with the environment so that they understand and accept their
responsibilities. Each day students are confronted with global environmental issues- political and economic- which require balanced
understanding. Students also face environmental situations at home and at school which require decision-making.
Human Ingenuity
Students explore in multiple ways the processes and products of human creativity, thus learning to appreciate and develop in themselves the
human capacity to influence, transform, enjoy and improve the quality of life.

Community and Service for the MYP
The IBO is deeply grounded in the reflective process. Representatives from our
county MYP schools reviewed and adopted changes to our community and service
requirements to more closely align to the aims and learning outcomes for
community and service for International Baccalaureate Schools.
Emphasis will be placed on reflection of the following learning outcomes in the
hopes of pursuing more authentic and meaningful service.
In all levels:
1. Increased awareness of a student’s own strengths and areas for growth
2. Undertaking new challenges
3. Working collaboratively with others
4. Shown perseverance and commitment in activities
5. Undertaking new skills
6. Planned and initiated activities
7. Engage with issues of global importance
There is no expectation that all of the learning outcomes will be met by the
completion of level 3 (8 th grade). There is an expectation that all of the learner
outcomes will be met by the end of level 5 (10 th grade).
Rising 6 th graders are not expected to begin community and service until after the
beginning of the school year following the introduction of the Areas of Interaction.
Rising 7 th and 8 th grade students may complete 10 of their hours in the summer, but
are encouraged to involve themselves in a continuing project or two throughout the
year, rather than collecting random hours.
The expectation of hours for each grade level is 20.