The York School curriculum reflects our commitment to experiential learning. Our approach to learning in the Middle School is guided under the International Baccalaureate Middle Years Programme (MYP) which is also experiential and contextualized to the real world.
The Middle Years Programme (MYP)
The aim of the International Baccalaureate (IB) Middle Years Programme (MYP) is to provide a well-rounded education where students learn to the best of their ability and are well-prepared for the next stage of their education.
Three fundamental concepts underpin the Middle Years Programme:
Holistic/Global Education: The MYP seeks to increase the student’s awareness and understanding of both the separate identities of the various subject areas and their inter-relatedness. From this foundation, it aims to increase a student’s perception of the problems of the real world and to find solutions to them.
Communication Language: Learning is emphasized as a tool for the acquisition of all knowledge. Effective written and oral expression enables the student to fit into society by communicating with others and to develop his/her individuality.
Intercultural Awareness: The MYP encourages an international perspective by awakening in young people an interest in the diverse cultures and attitudes of people; celebrating their own unique heritage; by making them aware of the fundamental, positive values of the common heritage of human beings and by encouraging intercultural awareness.
Middle School Curriculum
The Middle School academic programme is comprised of nine core subjects: English, Humanities (Integrated), Science, Mathematics, French, Physical Education, Instrumental Music, Visual Arts and Technology.
Assessment and Evaluation
In the Middle School, learning is focused first on learning skills such as responsibility, organization, collaboration, independent work and initiative. These learning skills are monitored and reported.
Formative assessment (assessment tasks for learning and as learning) such as quizzes and exit cards, allow students to attempt new skills and demonstrate recent learning without their performance affecting their overall grade.
The assessment tasks are designed to allow students to demonstrate all of the categories of achievement: knowledge and understanding, thinking and inquiry, communication and application/making connections. These four categories are weighted differently in each subject and are based on descriptors set out in both the MYP and Ontario Ministry Guidelines.
Tasks for summative assessment (assessment of learning) such as essays, projects, tests, and exams demonstrate students’ learning and contribute to their overall course grade.