• IB Middle Years Program

     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 organization works with schools, governments and international organizations 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.

    IB Learner Profile

    At the center of an IB curriculum, are the IB Learner Profile Traits. IB encourages students to become active, compassionate lifelong learners. An IB education is holistic in nature—it is concerned with the whole person. Along with cognitive development, IB programmes and qualifications address students’ social, emotional and physical well-being. They value and offer opportunities for students to become active and caring members of local, national and global communities; they focus attention on the processes and the outcomes of internationally minded learning described in the IB learner profile.

    Inquirers: 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.

    Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

    Communicators: 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.

    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.

    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.

    Caring: We show empathy, compassion and respect. We have commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

    Risk-takers: 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.

    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 recognize our interdependence with other people and with the world in which we live.

    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.

    Persistent: We approach our work with the idea that no learning occurs without the making of mistakes, and we set goals for our own improvement over time.  We strive to always try again until we find success.

    IB Philosophy in the MYP

    This philosophy, framed in "What is an IB education?" (2013), is expressed through all aspects of the MYP. The programme has been developed with developmentally appropriate attention to:

    • conceptual understanding
    • teaching and learning in context
    • approaches to learning (ATL)
    • service as action (community service)
    • language and identity
    • learning diversity and inclusion.

    Teaching and Learning in the IB

    An IB education empowers young people for a lifetime of learning, both independently and in collaboration with others. It prepares a community of learners to engage with complex global challenges through a dynamic educational experience framed by inquiry, action and reflection.

    Global Engagement

    Global engagement represents a commitment to address humanity’s greatest challenges in the classroom and beyond. It can develop from the use of global contexts in inquiry leading to principled action. IB programmes provide for sustained inquiry into a wide range of issues and ideas of significance locally, nationally and globally. From the community project to working with classrooms in other countries across the globe, DDEMS engages students in an internationally-minded education.