Academics: All students must participate in eight required subjects

  • Language & Literature’s aim is to encourage students to use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interactions, as well as develop the skills involved in listening, speaking, reading, writing viewing and presenting in a variety of contexts. Texts will represent a variety of historical periods and cultures.
  • Language Acquisition – students may select French, Spanish or Chinese. IB promotes multilingualism and intercultural understanding by developing opportunities for students to develop the craft of language and the concept of culture.
  • Individuals & Societies, similar to social studies, aims to help students become responsible citizens of local and global communities by developing inquiry skills that will better their understanding of the relationships between individuals, societies, and the environments in which they live.
  • Science aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. Students reflect on the ethical, social, economic, political, cultural and environmental implications of using science to solve problems.
  • Mathematics encourages students to develop an understanding of the principles of mathematics by developing logical, critical, and creative thinking in a wide range of real-life situations. Students develop powers of generalizations and abstraction through the universality of mathematics and its multicultural and historical perspectives. Students take either Common Core or STEM math (accelerated).
  • Health and Physical Education develops skills to develop and achieve a healthy and balanced lifestyle physically, mentally, and socially.
  • Design – students may select Family and Consumer Science (FACS), Project Runway or Technology Education. Students develop knowledge, understanding, and skills from different disciplines to design and create solutions to problems using the Design Cycle.
  • The Arts – this is satisfied by participating in any one of the following: Dance, Band, Orchestra, Percussion, Music Goes Global, Visual Art or Chorus (based on our schedule, students may actually participate in 2 if they choose to do so).
  • In addition, students may select from a number of other electives, such as Team Sports, Reading Intervention, Math Intervention, and AVID.

Global Contexts

IB MYP teachers develop holistic learning and international mindedness in students by actively engaging students in each subject in the six Global Contexts. These areas serve as “lenses” through which students explore ideas, investigate connections across and between subject areas, and apply their knowledge to real world problems.

Identities and relationships

Who we are: an inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.

Orientation in space and time

Where we are in place and time: an inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from local and global perspectives.

Personal and cultural expression

How we express ourselves: an inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Scientific and technical innovation

How the world works: an inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Globalization and sustainability

How we organize ourselves: an inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Fairness and development

Sharing the planet: an inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Approaches to Learning Skills

At Old Mill Middle North, an IB World School we help students develop skills to become successful, lifelong learners. Students learn skills related to:

Self-Management: Organization and Affective

  • Goal setting and organization of learning materials
  • Practice strategies for focus, positive thinking, developing mental quiet, and ‘bouncing back after adversity and failure

Social & Collaboration

  • Working effectively with others for the success of all
  • Manage and resolve conflict
  • Advocate for your own rights and needs

Communication

  • Communicate with a variety of media and audiences
  • Communicate effectively in more than one language

Research Skills: Information & Media Literacy

  • Access, analyze, and evaluate information to be informed and inform others
  • Seek a range of perspectives from multiple and varied voices
  • Demonstrate an awareness of bias and interpretations of events and ideas

Reflection

  • Awareness of strengths and areas of improvement
  • Reflecting throughout the learning process to develop new skills and strategies
  • Consider ethical, cultural, and environmental implications

Thinking (Critical and Creative)

  • Create novel solutions to complex problems
  • Consider ideas from multiple perspectives
  • Draw reasonable conclusions/ generalizations and test them
  • Identify obstacles and challenges

Transfer

  • Use effective skills and knowledge across subjects and disciplines
  • Apply skills and knowledge in unfamiliar situations
  • Inquire in different contexts to gain different perspectives
  • Combine knowledge, understanding and skills to create products or solutions

Community Project

In the final year of MYP middle school (8th grade) students will prepare a community project. Based on personal interests, students will address a need within a community. Beginning in the fall, students will research and design an action plan and present the results in the spring. It is an opportunity to make a change in the world and show their approaches to learning skills developed over the middle school years.

Personal Project

In the final year of the MYP (10th grade) students prepare a personal project rather than academic project. It will be an independent piece of work of the student’s choosing intended to demonstrate the student’s achievements and involvement with the Approach to Learning Skills. Students are required to choose a Global Context in which to base their inquiry. Students begin their Personal Project in 9th grade and present it in 10th grade.