Middle School

 

 

English course

 

At Beijing Enlighten School we, and the IB, recognize that language development occurs at a different pace for all students. Therefore at Beijing Enlighten School we offer English in range of levels. Students that are developing their English skills study Language Acquisition. Within this subject group there are a range phases to facilitate the needs of the individual students. Students who are beginning or emerging in their English learning journey will study at Phase 1. As their skill develop they will move to higher phases. Students that show strong skills in English will study English Language and Literature, which is studied at native language speaker level. This program allows two pathways for students to graduate from the school, with either English A or English B at the DP level.

 

Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognize that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.

 

 

All programmes at Beijing Enlighten School value language as central to developing critical thinking, which is essential for the cultivation of intercultural understanding, as well as for becoming internationally minded and responsible members of local, national and global communities. Language is integral to exploring and sustaining personal development and cultural identity, and provides an intellectual framework to support conceptual development. The six skill areas of English language and literature at Beijing Enlighten School—listening, speaking, reading, writing, viewing and presenting—develop as both independent and interdependent skills. They are centred within an inquiry-based learning environment. Inquiry is at the heart of MYP language learning, and aims to support students’ understanding by providing them with opportunities to independently and collaboratively investigate, take action and reflect.

 

As well as being academically rigorous, Beijing Enlighten School English language equips students with linguistic, analytical and communicative skills that can also be used to develop interdisciplinary understanding across all other subject groups. Students’ interaction with chosen texts can generate insight into moral, social, economic, political, cultural and environmental factors and so contributes to the development of opinion- forming, decision-making and ethical-reasoning skills, and further develops the attributes of an IB learner.

 

The language acquisition subject-group objectives represent some of the essential processes of language and have been organized under the same four communicative processes for each of the six phases. They are as follows.

A．Comprehending spoken and visual text

B．Comprehending written and visual text

C．Communicating in response to spoken and/or written and/or visual text

D．Using language in spoken and/or written form

 

The Language and Literature subject-group focuses on the essential skills in responding and communicating to and with language. They are as follows.

A．Analyzing

B．Organizing

C．Producing Text

D．Using Language

 

All students will be given the opportunities to be assesses on each of the criterion twice per semester.

 

Chinese course

 

The Middle Year Chinese curriculum of Beijing Enlighten School combines the concept of International Diploma curriculum with Chinese National Curriculum to form an integrated curriculum suitable for Chinese children. The curriculum attaches importance to the foundation of children's mother tongue, emphasizes the inheritance of Chinese culture, integrates the teaching strategy of Western concept exploration, and is supplemented by standardized evaluation methods. This course aims to cultivate young people who are diligent, inquisitive, knowledgeable and caring to adapt to the 21st century. They are based on their own country, look at the world, apply what they have learned and integrate knowledge with practice; Understand and respect multiculturalism and contribute to creating a better and more peaceful world.

 

Chinese Curriculum is both instrumental and humanistic. We are committed to the formation and development of students' Chinese literacy.

 

In the teaching of Chinese characters, we follow the rules that Giving one Method of Fishing other than Giving One Fish. We lead students to use the conceptual skills of language and literature in different real life situations.

 

We study works from different historical periods and cultures; Explore and analyze all aspects of their own culture, the culture of their country of residence and other cultures through literary and non literary works; In this process, develop the unique methods of criticism, creation and individual to learn and analyze literary and non literary works, and gradually migrate and develop the ability to analyze and appreciate literary works.

 

We will explore language through various media and forms; Use language as a means of thinking, creation, reflection, learning, self-expression, analysis and social interaction; Improve the skills of listening, speaking, reading, writing, viewing and presentation in different situations.

 

Developing lifelong interest in reading is also one of the important missions of our Chinese learning.

 

In the process of learning Chinese, we also pay attention to children's moral cultivation, improve children's aesthetic taste, make them gradually form a good personality and sound personality, and promote children's all-round development.

 

 

Mathematics

 

In the International Baccalaureate® (IB) Middle Years Programme (MYP), mathematics promotes both inquiry and application, helping students to develop problem solving techniques that transcend the discipline and are useful in the world beyond school.

 

Beijing Enlighten School mathematics curriculum is based on the IB philosophies and framework, enriched by Chinese national and international curricula, and benchmarked against international standards. Beijing Enlighten School MYP mathematics framework encompasses numeracy skills, algebra, geometry, trigonometry, statistics, and probability.

 

Students at Beijing Enlighten School learn how to represent information, to explore and model situations, and to find solutions to familiar and unfamiliar problems. These skills are useful in a wide range of subjects, including the social sciences and the arts.

 

 

Beijing Enlighten School mathematics is tailored to the needs of all learners. Our mathematics teachers seek to intrigue and motivate students at every level of ability to not only learn mathematic principles, but to integrate mathematics into the inquiry process throughout the MYP. Students experience authentic examples of how mathematics is useful and relevant to their lives and are encouraged to apply it to new situations.

 

In the MYP, the topics and skills in the framework for mathematics are organized so that students can work at two levels of challenge:

1.Standard mathematics, which aims to provide all students a solid foundation of basic mathematical principles while allowing them to develop the skills needed to meet the objectives of MYP mathematics.

2.Extended mathematics, in which the standard mathematics framework is supplemented by additional topics and skills, providing greater breadth and depth.

 

Extended mathematics provides the basis for students who wish to pursue further studies in mathematics, such as higher level (HL) mathematics, which is part of the IB Diploma Programme (DP).

 

Students are assessed on Criterion A: Knowledge and Understanding. Criterion B: Investigating Patterns. Criterion C: Communicating and Criterion D: Applying Mathematics in Real Life Contexts. Assessments will be conducted twice per semester. In the MYP, subject group objectives correspond to assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands that generally represent limited (1–2); adequate (3–4); substantial (5–6); and excellent (7–8) performance. Each band has its own unique descriptor, which teachers use to make “best-fit” judgments about students’ progress and achievement.

 

Science

 

At Beijing Enlighten School students explore essential scientific practices and critical thinking skills as a normal part of the coursework and through hands-on investigations and collaborative learning experiences. Students investigate the major disciplines of the natural sciences, including: (1) biology; (2) chemistry; (3) physics; (4) Earth science; and (5) space science. In each unit of inquiry, students spend time applying their skills and knowledge in activities such as: development and testing of hypotheses; collection, analysis, and presentation of data; discussion of scientific concepts and controversies; and reflection on the implications to using science to solve problems. While many activities may start with a teacher-generated question, they often end with the students collaboratively developing their own questions. During these open-ended inquiry investigations, students must think creatively and flexibly about the next steps for their projects, and to adapt to situations where experiments failed to work as planned, or their research generated new questions.

 

Beijing Enlighten School science curriculum is based on the Chinese National Curiculum (CNC) standards but taught according to the IB philosophies and framework. All learning is contextual and project-based, so that students never wonder about the real-world relevance or usefulness of what they are studying. Conceptual teaching fosters a deeper understanding of the subject and how science connects to other subjects. Through questioning and discussion, explicit vocabulary instruction, collaborative learning structures, revision, and online review, students deepen their understanding of scientific concepts and the complexities of natural systems.

 

During the program students write essays, present their work, engage in scientific experiments, and report their findings in formal laboratory reports, thereby refining their communication skills as they become scientifically literate citizens. By training students to apply both critical and creative thinking to solve problems, students can come up the novel solutions and ideas needed to succeed in our global community.

 

The aim of the five-year MYP science program is to prepare students for success in the Diploma Programme (DP). During the MYP, science students develop skills in the following areas: cognitive, social, research, communication, and self-management. These skills, along with strong conceptual understandings, will support teaching and learning in the DP. Research and investigation skills transfer to the DP’s core requirements, including creativity, activity, service (CAS), the extended essay, the theory of knowledge (TOK) course. Courses in science encompass experimentation and observation, data collection, reasoning and argumentation, and independent research for the purpose of understanding the major theories and concepts of the natural sciences. In this subject group, MYP students begin to explore knowledge claims by assessing validity, credibility, and impact, as well as their relationship to personal and societal responsibilities.

 

Students are assessed on Criterion A: Knowledge and Understanding, Criterion B: Inquiring and Designing, Criterion C: Processing and Evaluating, and Criterion D: Reflecting on the impacts of science. Each of the criteria will be formally assessed at least twice per year. In the MYP, subject group objectives correspond to assessment criteria. Each criterion has eight possible achievement levels (1 to 8), divided into four bands that generally represent: limited (1–2); adequate (3–4); substantial (5–6); and excellent (7–8) performance. Each band has its own unique descriptor, which teachers use to make “best-fit” judgments about students’ progress and achievement.

 

Design

 

Design at Beijing Enlighten School allows students to have a unique experience in both Digital Design and Product Design. In digital design students gain experience in programming, robotics, 3D designs and printing, Computer Aided Design, APP Development and many other Information Technology related topics. In Product design students develop skills in technical drawing design and woodwork. In many of our projects there is a direct link between the two disciplines where students design their product using IT systems and then create the products, they have designed in the product design room.

 

 

Beijing Enlighten School has fantastic resources available to support these subject areas. The school has a full I Mac Lab which have all the latest educational apps and software installed to support learning. The Lab is also equipped with a 3D printer and a high-quality photography printer. The school also has a large green screen room with the latest filming, lighting and sound equipment to develop students’ multimedia capabilities. This room is also equipped with Video Conferencing capabilities for students who will university interviews in the future. Also within the room is a photography station with specialized lighting equipment for students to develop their photography skills in lessons and ASA’s. Finally, the school has a fully equipped woodworking lab with top of the line machines and tools which allow students to create high quality products.

 

Design projects at Beijing Enlighten School follow the IB’s design cycle process. Students learn to research solutions to real world problems by analyzing existing products and using this research to develop a design for their own solution. Students design multiple solutions to the problems that have been set and evaluate each of these designs before choosing a final solution. Once students identify their final design, they create a detailed plan on how they will create the product including all steps that are needed.

 

Once the design and planning process has been completed students then create their products. At Beijing Enlighten School our aim is to make sure all products created in design are usable either at school or at home making the learning experience an authentic one where students can see their creations in use. The final stage of the design cycle is to evaluate how successfully they have followed their plan, how successfully their product meets the project goal and finally how they could improve their product moving forward.

 

In Design class we also focus on students becoming Digital Citizens. Students are taught the benefits and disadvantages of the internet. Students are taught how to operate safely online and taught how to distinguish reliable correct information from others. It is imperative students become digital natives in order to be competitive in any future job market.

 

In each grade of the MYP students will build upon the skills they have learned during design in order to develop the skills and understanding to enter successfully into courses within the DP options that we will have available in the future as the school opens its High School Program.

 

 

 

Individuals and Societies

 

MYP individuals and societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological and cultural factors that have an impact on individuals, societies and environments. It encourages learners, both students and teachers, to consider local and global contexts.

 

MYP individuals and societies incorporates disciplines traditionally studied under the general term “the humanities” (such as history and philosophy), as well as disciplines in the social sciences (such as economics, business management, geography, sociology and political science).

 

In this subject group, students can engage with exciting, stimulating and personally relevant topics and issues. At Beijing Enlighten School we follow content from the Chinese national curriculum in the MYP framework. Many sensitive and challenging topics require careful consideration in the context of a safe and responsible learning environment characterized by respect and open-mindedness. The study of individuals and societies helps students to appreciate critically the diversity of human culture, attitudes and beliefs. At Beijing Enlighten School Individuals and Societies is important for helping students to recognize that content and methodology can be debatable and controversial, and for practising the tolerance of uncertainty.

 

 

In the MYP Students study: The emergence of culture, belief, the unification of China, factors that influence the development of civilizations, the Silk Road in ancient China and across the world, natural environments, sustainable energy production, political power, changes in ethnic relations and consolidation and development of multi-ethnic China. The IB’s approach to individuals and societies includes a strong focus on inquiry and investigation. Students collect, describe and analyse data used in content prescribed by the Chinese national curriculum; test hypotheses; and learn how to interpret increasingly complex information, including original source material. This focus on real-world examples, research and analysis is an essential aspect of the subject group.

MYP individuals and societies also helps to prepare students for overall success in the DP. In the MYP students develop cognitive and procedural skills as well as strong conceptual understandings that support teaching and learning in the DP. Research and investigation skills transfer to the DP’s core requirements, including creativity, activity, service (CAS) and the extended essay. The MYP offers many opportunities for students to explore ways of knowing that become a focus of reflection in the DP theory of knowledge (TOK) course. Courses in individuals and societies encompass experimentation and observation, reasoning and argumentation, the use of primary sources, and data that can be used to propose knowledge claims about human existence and behaviour. In this subject group, MYP students begin to explore these knowledge claims by assessing validity, reliability, credibility, certainty and individual, as well as cultural perspectives.

 

Students are assessed on Criterion A: Knowledge and Understanding. Criterion B: Investigating. Criterion C: Communicating and Criterion D: Thinking Critically. Assessments will be conducted twice per semester. In the MYP, subject group objectives correspond to assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands that generally represent limited (1–2); adequate (3–4); substantial (5–6); and excellent (7–8) performance. Each band has its own unique descriptor, which teachers use to make “best-fit” judgments about students’ progress and achievement.

 

 

 

Visual Arts

 

In the MYP Visual Arts, learners build an understanding of themselves as an artist and their knowledge of the arts in the cultural and historical context. Art, in its many forms, is a means of self-expression and can be a powerful tool to communicate. The projects will encourage learners to conduct research and inquire into significant events throughout art history and how it has affected modern art practices and contemporary artists in a local and global context.

 

The MYP Visual Arts aims to develop learners’ technical proficiency, helping students gain confidence in utilizing various tools and methods for creating their art. They will experiment creating in traditional forms such as painting, drawing, sculpting, and modelling, to more contemporary forms such as digital art - made through various design programs. Some of the projects they will work on are character development for a comic book, self-portraits, and patterns. Supporting the IB learner profile, the course encourages students to be open-minded and to be risk-takers in investigating and experimenting on different tools and techniques.

 

Beijing Enlighten School stresses the importance of prioritizing the students’ needs. In this program, learners will be free to pursue an interest and to be divergent in their creative process. The emphasis is not on the end result but, rather, the ways learners choose to approach their project and their thought processes. One of the important exercises students will take part of is analyzing or critiquing art pieces. They will self-reflect and provide feedback to their peers - building their ability to empathize, respect and acquire different perspectives. Learners will develop the ability to assess a work of art through its aesthetic value, techniques, and cultural significance. To facilitate this, they will work on a process journal, which is a record of their progress and their thoughts. Towards the end of each unit, students will organize a presentation to showcase their projects.

 

 

The MYP Visual Arts prepares the learners for the challenges in the DP. In the middle school program, students will have developed an understanding of their personal identity as an artist and have acquired sufficient technical proficiency. The DP will further challenge the learners’ own creative process, imagination and expand their cultural boundaries. Their experience in research and analysis will help their exploration in the visual arts across various local, regional, national, international, and intercultural contexts. Most importantly, learners will be able to respect and appreciate the diversity of the makers and the viewers around the world.

 

Students are assessed on Criterion A: Knowledge and Understanding. Criterion B: Developing Skills . Criterion C: Thinking Creatively D: Responding. Assessments will be conducted twice per semester. In the MYP, subject group objectives correspond to assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands that generally represent limited (1–2); adequate (3–4); substantial (5–6); and excellent (7–8) performance. Each band has its own unique descriptor, which teachers use to make “best-fit” judgments about students’ progress and achievement.

 

 

 

 

Physical and Health Education

 

MYP physical and health education at Beijing Enlighten School aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy life choices. To this end, physical and health education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well-being. Students engaged in physical and health education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, empowering them to make informed decisions and promoting positive social interaction.

 

Beijing Enlighten School Physical and health education focuses on both learning about and learning through physical activity. Both dimensions help students to develop approaches to learning skills across the curriculum. Physical and health education contributes a unique perspective to the development of the attributes of the IB learner profile, promoting the health of individuals and communities.

 

Through physical and health education, students can learn to appreciate and respect the ideas of others, developing effective collaboration and communication skills. This subject area also offers many opportunities to build positive interpersonal relationships that can help students to develop a sense of social responsibility. At their best, physical and health education courses develop the enjoyment, engagement and confidence in physical activity that students need in order to achieve and maintain a balanced, healthy life.

 

 

In this subject group, students are engaging with the key concepts as a framework, which contains the Change, Communication, Development, Relationship to informing units of work and helping to organize teaching and learning. At BES we also follow the content of Chinese national curriculum and the standards of national student fitness test in the IB MYP framework.

 

In the study of physical and health education, students have many opportunities to meet the MYP physical and health education objectives at the highest level, they are offered a balanced curriculum that includes significant content, including:

Physical and health-related knowledge (components of fitness, training methods, training principles, nutrition, lifestyle, biomechanics, exercise physiology, issues in sport).

Aesthetic movement (gymnastics, aerobics, jump rope, yoga).

Team sports (football, basketball, handball, volleyball, hockey, invasion game).

Individual and net sports (athletics, swimming, squash, badminton, Ping Pang, pickleball, tennis)

International sports (baseball, rugby, American football, tag belt game).

Alternative recreational sports (ultimate Frisbee, ice skating, roller skating).

Adventure activities (orienteering, hiking, cross-country running, campus camping).

 

MYP physical and health education also helps to prepare students for overall success in the DP, and connects directly with their participation in creativity, activity, service (CAS). In CAS, students continue to develop skills in reflection that they use to undertake new challenges and plan activities—including competitive sports, personal athletic program and endurance events, and physically active service-learning projects.

 

In this subject group, students many have important opportunities to practice ATL skills, especially social skills and self-management skills. Working collaboratively and personal planning are essential aspects of physical and health education.

 

In the MYP, PHE subject group objectives correspond to assessment criteria. BES students are assessed on Criterion A: Knowing and understanding. Criterion B: Planning for performance. Criterion C: Applying and performing. Criterion D: Reflecting and improving performance. Subject group must assess all strands of all four assessment criteria at least twice in each year of the MYP. Each criterion has eight possible achievement levels (1-8), divided into four bands that generally represent limited (1-2); adequate (3-4); substantial (5-6); and excellent (7-8) performance. Each band has its own unique descriptor that teacher uses to make “best fit” judgments about students’ progress and achievement.

 

 

 

 

Community Project – Grades 6 to 8 (MYP Years 1 to 3)

 

Beijing Enlighten School asks students to complete two culminating assessments in Years 3 and 5 of the International Baccalaureate® Middle Years Program (MYP). Students develop the necessary skills and knowledge during the MYP, and then demonstrate their learning in the Community Project (Year 3) and the Personal Project (Year 5). These projects focus on expanding experiential learning through choice in both service action and personal interest and are not administered through any subject group or course. Students are assigned project supervisors and are expected to spend at least 15 hours working on the Community Project.

 

While working on the project, students meet with their supervisor, perform independent work, and then report on the project experience. During the process students learn how to plan and complete a long-term project using the inquiry cycle: identify an achievable goal, apply a global context, conduct background research, cite sources, develop an action plan, apply ATL skills, document their experiences using a process journal, complete an academic honesty form, and formulate a report or final product.

 

The projects are measured on four assessment criteria:

Objective A: Investigating

Objective B: Planning

Objective C: Taking action

Objective D: Reflecting 

 

Both the CP and the PP are required for the MYP. For further explanation of the project requirements, please see International Baccalaureate Organization’s website (ibo.org).

 

The Community Project includes three components: service action, a process journal, and a presentation. Types of action include:

 

1.Direct service: service that involves directly helping people, the environment, or animals (e.g., tutoring, working in a community garden, volunteering at an animal shelter).

2.Indirect service: service where the student does not directly interact with the recipients, but their actions benefit the community or environment (e.g., producing educational material, improving a website, organizing a supply drive for a community shelter).

3.3.Advocacy: service where students promote action on an issue of public importance (e.g., making a resource to prevent bullying, starting an awareness campaign to prevent teen suicide).

4.Research: service where students collect and analyze information to report on a topic to change a policy or practice (e.g., conducting environmental surveys to protect an aspect of their community, analyzing the most effective recycling practices with the community resources).

 

While working on the Community Project, students first identify how to address a need within the community. They have the option to work alone or in small groups (up to three students) to plan and execute their service-learning project. The culmination of the project is an oral presentation of the entire project process to the school community. For individual projects, students give a professional presentation of about 6 to 10 minutes in length. For groups of up to three students, each student presents for about 3 to 5 minutes, with the total presentation lasting about 10 to 14 minutes in total.

 

Personal Project – Grades 9 to 10 (MYP Years 4 to 5)

 

Beijing Enlighten School asks students to complete two culminating assessments in Years 3 and 5 of the International Baccalaureate® (IB) Middle Years Program (MYP). Students develop the necessary skills and knowledge during the MYP, and then demonstrate their learning in the Community Project (Year 3) and the Personal Project (Year 5). These projects focus on expanding experiential learning through choice in both service action and personal interest and are not administered through any subject group or course. Students are assigned project supervisors and are expected to spend 25 hours working on the Personal Project.

 

While working on the project, students meet with their supervisor, perform independent work, and then report on the project outcome. During the process students learn how to plan and complete a long-term project using the inquiry cycle: identify an achievable goal, apply a global context, conduct background research, cite sources, develop an action plan, apply ATL skills, document their experiences using a process journal, complete an academic honesty form, and formulate a report/final product.

 

The projects are measured on four assessment criteria:

 

Objective A: Investigating

Objective B: Planning

Objective C: Taking action

Objective D: Reflecting 

 

Both the CP and the PP are required for the MYP. For further explanation of the project requirements, please see International Baccalaureate Organization’s website (ibo.org).

 

The Personal Project includes three components: focus on a topic leading to an outcome, a process journal, and a report. The goal is to extend MYP learning through individual choices in a wide variety of ways that include recording and reflecting on their learning by: Expanding on or pursuing an area of interest outside the eight subjects of MYP (e.g., teaching yourself photography), Communicating a new understanding to an audience of choice (e.g., writing an article on technology and the environment and submitting it to the local newspaper), Demonstrating how they have made decisions to change their behavior in response to a new understanding (e.g., writing a persuasive essay on why early interventions and education in middle and high school prevent college dating violence, or creating a healthy eating habits meal plan).

 

The students create a final product of original work (e.g., a work of art, a model, a plan, a campaign, an essay, a film). There is also a culminating report, which can be presented in various ways – written, electronic, oral, or visual. The purpose of the report is to summarize the experiences and skills that the student documented in their process journal. As required by the IB, BES registers all students in MYP Year 5 for external moderation of the Personal Project.

 

Service as Action

 

Service as Action is a structured learning experience that combines community service with explicit learning objectives of investigating, planning, taking action, reflecting, and demonstrating. It is uniquely aligned with our vision, mission, and core values, along with curriculum being taught in the classroom.

 

As part of the IB requirement, all students in the MYP are expected to be actively involved in Service as Action.

 

 

The "Service" program at Beijing Enlighten School aims to foster, develop, and motivate the students to become aware of the needs of the local and global community. Through service students can take what they are learning in the classroom and put it into action and make a positive difference to the lives of others and the environment. Students engage in authentic activities that create a lasting impact on a community.

 

Our service-learning goals include:

Involving everyone in service learning

Bringing about authentic social change through community collaboration and development

Enhancing and improving the lives of others – and through this process discovering more about oneself

Developing sustainable, collaborative partnerships with the local community

Providing authentic leadership opportunities

Integrating service-learning into the curriculum through the units taught in the different subjects

Developing resources and support systems to enable effective, sustainable, and meaningful service-learning

 

There are seven learning outcomes prescribed by the IB. Students need to choose one or more of the following learning outcomes and focus on the chosen outcome(s) while working on the activity. After completing their service-learning activities, students reflect on their experience. Every student adds these reflections to our online learning management system, which is monitored by the program coordinator. During their time in the MYP, students must demonstrate all seven learning outcomes.

1.Awareness: Become more aware of your strengths and areas for growth

2.New skills: Undertake challenges that develop new skills

3.Initiative: Discuss, plan, and evaluate student-initiated activities

4.Commitment: Persevere in action

5.Collaboration: Work collaboratively with others

6.Global value: Develop international mindedness through global engagement, multilingualism, and intercultural understanding

7.Ethics: Consider the ethical implications of your actions.

 

To receive the IB MYP Certificate, students must participation in Service as Action.