Mark Twain International SchoolTHE IB MIDDLE YEARS PROGRAMME
Mark Twain IS offers the IB Middle Years Programme, for students aged 11 to 16, providing a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers.
The International Baccalaureate Middle
Years Programme Curriculum Model
A positive attitude towards learning
Making the Transition through Adolescence
Life in the 21st century places many changing demands on students making the transition through adolescence. They are at a crucial period of personal, social, physical and intellectual development, of uncertainty and of questioning. The International Baccalaureate Middle Years Programme is designed to help them find a sense of belonging in the ever-changing and increasingly interrelated world around them and to foster a positive attitude to learning.
The IB Middle Years Programme, for students aged 11 to 16, provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers.
Mark Twain International SchoolThe Personal Project at Mark Twain IS
How long does the process take?
The MYP personal project is a student-centred and age-appropriate practical exploration in which students consolidate their learning throughout the programme. This long-term project is designed as an independent learning experience of approximately 25 hours. The personal project formally assesses students’ ATL skills for self-management, research, communication, critical and creative thinking, and collaboration.
What does the Personal Project process look like at Mark Twain IS?
Students must identify a global context for their MYP projects to establish their relevance and significance. The following global contexts direct learning towards independent inquiry.
Identities and relationships
Orientation in space and time
Personal and cultural expression
Scientific and technical innovation
Globalization and sustainability
Fairness and development
MYP projects involve students in a wide range of student-planned learning activities that extend knowledge and understanding and develop important academic and personal skills.
Students address personal project objectives through:
the process they follow
the product or outcome they create
the report or presentation they make that explains what they have done and learned
Students document their thinking, research process and development of their initial ideas by developing an outline of a challenging but manageable goal. Example goals include the development of original works of art, models, business plans, campaigns, blueprints, investigative studies, scientific experiments, performances, fieldwork, narrative essays, courses of study or learning engagements, films, computer programmes, and many other forms of work.
Students document their project work in the process journal. This learning strategy helps students record and learn from their work, and it promotes academic honesty. As a record of progress, journals can take many forms and can be recorded in a variety of media. They represent an evolving record of plans, ideas and accomplishments. The process journal provides a repository for essential reflections on learning and formative feedback on students’ work.
Extracts from the journal, which demonstrate achievement in all criteria, are submitted as appendices of the report or presentation at the conclusion of the project.
The personal project report explains the project process in a concise and succinct form. The report contains a formal bibliography and a statement of academic honesty.
Each personal project objective corresponds to one of four equally weighted assessment criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands with unique descriptors that teachers use to make judgments about students’ work.
Criterion A: Investigating
Criterion B: Planning
Criterion C: Taking action
Criterion D: Reflecting
Students reflect on how completing the project has extended their knowledge and understanding of the topic and the global context. Students reflect on their development as IB learners through the project.
Each student has a personal project supervisor who provides guidance and formative feedback. Projects are assessed by their supervisors against these published criteria, and schools conduct internal standardization to ensure consistent understanding of the criteria and student performance.
The external validation of personal project grades is mandatory for all MYP schools ending in year 5 (Grade 10). In each exam session, the IB moderates a sample of personal projects from each school, adjusting grades as necessary to ensure the application of rigorous and reliable international standards.
Personal Project EXHIBITION
In the Personal project Exhibition, students display their projects. Teachers, other students, and parents came to celebrate students’ projects. They ask questions and gave a personal opinion on every project.
Some of Mark Twain IS Personal Project Topics
• Aeromodelism, a New Hobby for Teens
• Christmas Joy- A Humanitarian Campaign
• Meditation- A Visual Guide
• A Greener Life- A Proposal
• Cybersecurity and the modern world
• Oxyline- Fashion Design
• Ro Vegan- Baking healthier desserts
• Modern day piety
• Study of a Pop Song’s Creation Process, Composition, Production and Marketing Proposal.
• Surf’s up! Express yourself through your board, be one with it!
• Significant> stressful
• Wild Animals- Presentation
• How to make the world cleaner- A guide
• Expression your emotions through art- A textbook for preschool children
• 10 Vegetarian Recipes on a Preestablished budget
• Uncover your most authentic self: A survey for the modern consumer
• Virtual Styling- A lookbook
• Mental Illness through Visual Art
• Impact of Music on your Mood- A musical journey
• Prepare your House for a pet- A guide
• Raise awareness for Hong Kong’s lack of Housing
• An Arduino- Controlled Photogate
• Unity in Diversity
• Green Roofs- Solar Panels
• Street Animals- Raise Awareness
• Stretching Techniques
• Italian Traditional Food- A Culinary Journey
• The dangers of pollution
• Cultural Differences- Egypt and Greece – A Visual History
• Step by step: An investigation of sustainable farming in a globalized society
• Do violent video games influence violence in real life
• History of the development of basketball
• Building my first Personal Computer
• The Beauty of the Microscopic World
• Post workout stretching guide
• A New Perspective on Tarot
• The Influence of Social Media on Society
• THE STRATEGIS 5.10 SPACE SETTLEMENT
• Cosmetics: Beauty Standards Nowadays
• The percussion of Chris Fehn from Slipknot
• Spec-Script of the Fall
• Raising awareness about social problems through the use of horror literature
• Am how to make a custom pair of jeans
• Medieval sword crafting
• Literary fiction: Follow your dream. Become a pilot!
• A pulchritudious story of human misery
• Progression of music and singing over the decades
• Evolution and Revolution in Cinematography in the 20th century
• Poems by Me
• Autistic World
• Clothes aren’t just items, they reflect a lifestyle
• Site plan for a refugee camp
• High school 101
• Travel Guiding
• Dog breeding business plan project
• All-Terrain Vehicle
• Learning to play the guitar
• Translating of some Quotes from Confucius
• Clothing Print Line
• Real Estate (Sword Estate)
• Fashion Design
• Travelling (to Belgrade)
• The Abigail Project
• Rap and History
• Immune System and autoimmune diseases
• Designing old clothes into new pieces
• Room Renovation
• A guide with a story behind
• Future of Aeromodelling
• Psychology through Art
• How to be healthy and reach your fitness goals
• Diets enhancing sport performance
• Fashion Design- A Visual Representation of the dress