IB Middle Years Programme (G6-10)

In Grades 6 to 10 we seek to provide a holistic and challenging learning experience for students.

The Middle Years Programme (MYP) provides a foundation for students to develop both academically and personally, filled with a variety of opportunities for all students to achieve success.

The MYP is an inclusive programme that embraces the unique learning styles and needs of the adolescent. It is a programme which prepares students for successful and mature approaches to learning. The MYP also serves as a basis for further studies in the IB Diploma Programme.

IB Middle Years Programme
IB Middle Years Programme

Subjects studied

In the MYP subjects are studied in eight curriculum areas so that a broad and balanced educational program is achieved.

Subject Area Subjects Offered
Language & Literature (native /near native speaker) English, Chinese, German, Japanese and Korean
Language Acquisition
(non-native speaker)
Grades 6-8: English, Chinese, Spanish and French
Grades 9-10: English, Chinese, Spanish
Mathematics* Mathematics
Sciences Sciences
Humanities Humanities
Physical Education Physical and Health Education
Arts Drama, Music and Visual Arts**
Design Grades 6-8: Product Design, Digital Design
Grades 9-10: Computer Design, Food Design, Materials Design or Graphic Design **

* Mathematics Extended classes are provided in Grades 9 and 10
** In Grades 9 and 10, students select one Arts subject and one Design subject over a two-year duration

The most important features of the MYP are the components of the program that lie at the centre. This begins with the IB Learner Profile, which contains 10 values / attributes that we seek to develop in all students.

There are three key components of the MYP curriculum:

  • The curriculum is best described as concept-based, whereby the teachers make use of big ideas in order to study the content of a particular subject.
  • Global Contexts are used by teachers to show students the relevance of their learning and to help develop international-mindedness.
  • Approaches to Teaching and Learning, which provide a basis for the skills that students should be developing complemented by teaching that facilitates student inquiry and is developmentally appropriate.

English support

We ensure that an appropriate level of English support is given to all students depending on their prior learning experience, current understanding and mother tongue. However, as student progress upwards through this section of the school the level of support decreases, as students are expected to meet specific English language competencies by the time they reach the end of Grade 7. We offer a range of mother tongue and second languages either through specific subject lessons or lunchtime or after school clubs.

World Languages

Each student must study a second language in the MYP. To allow students to study both English and their native language, we also offer a third language option in Grade 6 to 9*.  We are planning to extend this third language option into higher grades in the future.

*A third language option is only available to students who are currently studying English at Phase 4 or higher.


The instructional school day runs from 8:20 am to 3:30 pm on weekdays. A 20 minute break occurs mid-morning from 10:30 am to 10:50 am. Lunch for junior students (Grades 6-8) begins at 11:55 am and concludes at 1:00 pm, while senior students (G9-10) have lunch from 1:00 pm to 2:05 pm. Students have a 20 minute Homeroom period at the beginning of the afternoon. All instructional periods are 65 minutes.


The school’s philosophy is that homework should have a purpose. It may be to:

  • reinforce work that is already carried out in the class,
  • prepare students for forthcoming class work,
  • act as a bridge between work that has been done and work that is about to be tackled,
  • practice or revise skills already developed,
  • develop creativity in students where there has been no previous opportunity,
  • occasionally to finish off incomplete class work.

A homework timetable is published for each grade level. Students are also encouraged to keep a clear record of homework to be completed through the use of an online Homework Diary. Parents are encouraged to communicate with the teachers via the students’ homework diaries or through email.

Assessment & Reporting

Teachers organise continuous assessment throughout the year. Teachers assess student learning in a range of ways and the students themselves are expected to be reflective and to think about their own learning.

Evidence of student learning is collected and feedback is given to students regularly and to parents through interim and end of semester reports, and Parent Teacher Conferences. Parents and students share the learning journey through Student Portfolios at Student Led Conferences towards the end of the year.

The MYP offers a criterion-referenced model of assessment. This means that students' results are determined by performance against set standards, not by each student's position in the overall rank order. Students are graded using four criteria for each subject.

eAssessment - the way to your certificate

The IB knows that students are increasingly digitally aware and engaged with technology, which is why the Middle Years Programme (MYP) is pioneering an innovative assessment model for students in the final year of the MYP that goes beyond traditional examinations. MYP eAssessment represents a balanced, appropriately challenging model that comprises examinations and coursework. Students demonstrate their understanding and skills through classroom performance, onscreen final examinations and a personal project conducted over an extended period of time.

Two-hour onscreen eExaminations in the following subjects:

  • English A and Korean A, German A or Chinese A
  • Sciences
  • Mathematics Standard & Extended
  • Humanities
  • Interdisciplinary learning

Students also submit an ePortfolio for courses in language acquisition. They are:

  • English
  • Chinese
  • Spanish

Students also submit an ePortfolio of coursework for these performance-oriented subjects:

  • Physical and Health Education
  • Arts (music, drama or visual arts)
  • Design (food, material, computer or graphic design)

In addition, students must complete the Personal Project, which provides students the opportunity to demonstrate what they have learned in the MYP. Each student develops a personal project independently, producing a truly personal and creative piece of work that stands as a summative review of their ability to conduct independent work.

Furthermore, students must meet Service as Action requirements as set by the IB and SSIS. Action and service, essential components of the MYP, set out clear learning outcomes that grow from students’ participation in local and global communities. 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.

At SSIS, students have the option to complete the MYP with Assessment and gain a MYP certificate.