How the MYP Facilitates Genuine Learning

On April 30, 2020,

The Middle Years Programme is one that allows students to enhance and build on their personal strengths, and also to embrace challenges in subjects and areas of knowledge in which they might not excel or shine at first. The Middle Years Programme at Mount Litera School International provides students with a wide array of opportunities to realise their potential, to explore their own learning preferences in terms of likes and dislikes, to take calculated & appropriate risks, and to reflect on, and develop a strong sense of personal identity.

The programme at MLSI has transformed on a consistent basis since its inception and will continue to do so in response to the needs and demands of students and schools. Along with this, the requests of a rapidly changing world and our changing understandings of human development are also critical factors to keep in mind when imparting knowledge.

Another eye-opening element of the Middle Years Programme is the personal project which students are made to undertake in year 5 of the programme. This personal project stimulates students to strengthen and hone their ATL (Approaches To Learning) skills, incorporate prior and subject-specific learnings, and also helps individuals cultivate an area of personal interest. Personal projects are primarily based around a challenge that motivates and intrigues the respective students.

All MYP students at MLSI opt to appear for the e-assessment tests by IB to formally quantify their learning.

Through Approaches To Learning (ATL) in the MYP, students hone skills that hold some value or the other across the duration of the curriculum that help them “learn how to learn”. ‘Approaches to learning skills’ can be learned and taught,  and consequently improved upon with practice and incremental development. These types of skills form a solid foundation for studying independently and with others. They render a common language that students and teachers can employ to reflect on, and articulate on, the process of learning.

In the MYP, ATL incorporates both generic and discipline-specific skills. Numerous ATL skills are applicable to all MYP subject groups; these general “tools for learning” can be curated to meet the distinct needs of students and schools. In order to develop ATL skills that embrace effective and proficient learning, students require structures, clear expectations, developmental benchmarks (or targets) and multiple chances to practice. 

While ATL skills are not formally evaluated in the MYP, they add to students’ achievement across all the subject groups across the course. Teachers provide students with regular, and personalised feedback on the development of ATL skills through regular interaction and engagement. Over the course of the Middle Years Programme, students should exhibit clear and sophisticated perceptions of how they learn best and how they can subsequently evaluate the effectiveness of their education.

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