The IB Middle Years Programme (MYP) is a comprehensive programme of academic challenge and life skills appropriate for 11-16 year-olds (Grade 6 - Grade 10). At a time when adolescents are confronted with a vast and often bewildering array of choices, the MYP equips students with values and provides opportunities to develop sound judgment, while preparing them for the changing demands of life in the 21st century. The MYP is designed to foster middle school students' independence and responsibility and to encourage creativity, cooperation, and compassion.
The programme provides a thorough study of 8 subject groups
- * Language A (English, Thai and other languages on request)
- * Humanities
- * Mathematics
- * Physical Education
- * Language B (Spanish/Mandarin/Thai)
- * Sciences
- * The Arts
- * Information Technology
Students follow a prescribed curriculum emphasizing analytical and critical thinking, working both independently and collaboratively and taking a disciplined approach to studying. They develop an ability to apply what they know and support their ideas through speaking and writing, in all subject areas.
Please click on the link for an overview of what is being taught in each subject by grade 
The MYP emphasizes the interconnectedness of knowledge and uses five cross disciplinary themes called Areas of Interaction to connect the eight subject groups:
- * Approaches to Learning
- * Human Ingenuity
- * Health and Social Education
- * Environments
- * Community Service
The areas of interaction encourage students to see cohesion in several fields of study, view subjects from different perspectives, make connections between subjects, link what they learn to the real world, and reflect and act on their learning. The areas of interaction provide a context to what the students are learning and they make learning relevant by linking it to real issues. Assignments and activities are geared to cultivate a hands-on approach to learning with the aim of balancing intellectual challenge with joy of learning.
Like the other IB programmes, the MYP, in its aim to encourage holistic learning, emphasizes understanding concepts, mastering skills and developing attitudes as well as learning knowledge. These are all tools designed to help students be successful in our global society, as well as providing a sound foundation for learning in the DP programme.
What this looks like
In each subject 4 to 6 topics are discussed each year. The topics are defined by a unit question which leads to student inquiry. The topic has a specific area of interaction focus and has a significant concept, or “big idea” which students are expected to retain. Through this topic the student gains knowledge, learns about concepts and develops skills.
In Grade 8 Language B Mandarin, students look at the big idea of “Interactions”. The concept is: “Self-awareness and effective interpersonal skills help to establish and contribute to healthy interactions.” The MYP unit question is “How do I interact with others?” and the Area of Interaction is Health and Social Education. Students look at relationships through the lens of Health and Social Education and investigate what skills are needed to develop interpersonal relationships (awareness). They reflect on their personalities and skills to become more effective interpersonal communicators (reflection) and respect and appreciate others’ ideas, insights, solutions and contributions (attitudes and action). During this unit the students do certain tasks, such as role play and writing and they are assessed on oral communication, writing and reading comprehension. The knowledge students learn is new vocabulary and grammar structures. Students make personal connections, such as to art class where they may be doing self-portraits: another way to becoming more self-aware.
More about Connections
The MYP allows students to see subjects from different perspectives through the Areas of Interaction. Connections between the units of different subjects are established so that the student’s learning becomes more meaningful.
In Language A English class Grade 7 students studied a book about refugees in Sudan. One of the main themes of the book was the difficulty in obtaining clean water. Another novel they looked at was about displaced people along the border of Cambodia. At the same time in their humanities class, the students looked at the concept of refugees and displaced people from a geographical and historical point of view. Where and why are there refugees? In science the students investigated water quality around the world. The residential trip tied in to this topic when the students visited at a Thai village without clean water and took action to improve the situation.
Design Cycle Challenge Week
The Design Cycle Challenge Week is an exciting week at school where students use the MYP design, to investigate, plan, create and evaluate a product in a friendly competition between groups of students across grades levels. Students get to make new friends across grade levels and demonstrate their understanding of the IB learner profile by being open-minded thinkers and caring principled students. The week is highly interdisciplinary with the involvement of elements of many different subjects such as math, IT, science, design, English, humanities & the arts.
One year the theme of the Design Cycle Challenge Week was "Recycled Regatta". The background story was that KISland, a newly independent country, was in need of a coast guard. The country’s Ministry of Transportation and the Ministry of Environment & Engineering were calling on experts to build an effective coast guard while solving environmental issues. Students from different grade levels formed groups. They conducted research about coast guards, their activities and needs, and then designed rafts using recycled water bottles. Next they tested their designs in the pool, after which they improved their design and modified their rafts. The final products were put head-to-head in a race. In the meantime the students prepared to present their product to the ministers of KISland through multimedia and other presentations. The winner of the week was the group with the fastest raft, the best environmentally friendly design and the best presentation. Areas of interaction during the week were:
Human ingenuity (how and why do we create?): why are there different types of boats in the world? Who came up with the designs and why?
Approaches to learning: students practiced skills in collaboration, information seeking and sharing and literacy.
Environments: what resources do I have or need? Did the student consider recycled materials as a resource? What other resources could be used?
Each step of the process helps students learn and practice skills, while they develop knowledge and work together in an engaging project.
A student’s progress and level of achievement is measured through assessment. As in the PYP, assessment in the MYP is done internally by the teachers, the students (self assessments) and their peers. Assessment provides students with feedback on their learning process which encourages their learning. It helps promote reflection and a positive attitude to learning while leading to deeper understanding of subject content.
Assessment in the IB is criterion-based and students are made aware of the criteria they are being assessed on, so that they know what they need to do to be successful. Criteria are set for each subject based on the learning objectives for that subject. Assessment is done throughout the year. It is both summative, generally an evaluation of a large project at the end of a unit and formative, smaller assessments throughout the unit. Tasks assessed include quizzes, projects, performances, journals, essays, presentations, portfolios, exams, research or group tasks. A report is issued four times per year.
Students’ work together with teacher assessments of that particular piece of work is regularly sent to the IB so that the level and quality of assessment is benchmarked against the expectations of the IB.
The skills that students are expected to develop as part of the “Approaches to Learning AOI” in the MYP are:
- * Organizational skills and attitudes to work
- * Collaborative skills
- * Communication
- * Information Literacy
- * Reflection
- * Problem solving and thinking skills
- * Subject specific and interdisciplinary conceptual understanding.
The Personal Project
In Grade 10, students design and develop a Personal Project, an independent study in an area of particular interest that links several academic subjects and areas of interaction. The Personal Project is a significant piece of work that requires students to apply the skills and knowledge developed during the MYP. It may be a research essay, artistic production, original experiment, invention, or some other means of expression and is the capstone project of the MYP.
Visual and Performing Arts are seen as a means of self expression and are a core component of our curriculum at all levels. Students are encouraged to express themselves through Music, Visual Art, and the Performing Arts.
Students learn to develop and express their ideas through both the practical and theoretical aspects of art and design. They study the role of visual arts historically, cross-culturally and socially, thereby linking the programme to other subjects. They develop an understanding of contemporary art, including their own creations, and explore various mediums and materials. This approach encourages students to express themselves, make critical judgments, and value the expression of others. The process of creation is of primary concern thus ensuring that every student, whether a Rembrandt in the making or a future investment banker, uses creativity to solve problems and learns from experience and reflection. KIS offers Visual Arts as a DP subject choice, allowing students with interest and aptitude to pursue this subject at a deeper level.
Drama, Music and Performance
Drama is one of the most creative ways to share ideas, convey knowledge, and express oneself. Students take part in a variety of performances each year getting hands on experience with the technical aspects of drama as well as developing their imaginative skills.
Secondary school students integrate the practical, theoretical and academic aspects of music into all 'Areas of Interaction'. A critical understanding of stylistic and technical music, composition skills, improvisation and instrumental performance are the expected outcomes.
Problem solving, interpersonal skills, public speaking, improvisation and cultural awareness are all part of the skill set developed in the performing arts. These soft-intelligences will give students a great advantage in the adult working world and are applicable to all aspects of life. We also offer film as an online subject choice in the Diploma Programme, giving talented and interested students the opportunity to pursue this subject in greater depth for preparation for related courses at university.
The Physical Education (PE) programme at KIS embodies the mission, philosophy and objectives of the School and fosters the development of character, life skills, sportsmanship and teamwork. PE is an important part of the weekly programme for students up to and including Grade 10.
The goal of PE at KIS is to contribute to the development of the students' physical, intellectual, emotional and social maturity and to cultivate healthy, well-balanced lifestyles. This is achieved through a wide range of activities using several strands of PE including body control and spatial awareness, adventure challenge, athletics, movement to music, games, gymnastics, swimming, outdoor sports, and health-related activities. Specialist teachers use a wide range of facilities which include indoor gymnasiums, covered sports areas, tennis courts, a 25 meter swimming pool and the soccer field.
Grade 10 students participate in the “Fit for Life” programme, which takes them off-campus to experience a wide range of sports, such as rock climbing, wake boarding, archery and golf.
Other PE and sporting activities at KIS help to build links with parents, the local community and beyond. KIS Sports Day and the student-teacher sport tournaments are events that bring the entire KIS community together for outdoor fun. Interscholastic events organized by TISAC (Thailand International Schools Activities Conference) provide Primary and Secondary School students with opportunities for competition with other TISAC schools. The TISAC programme emphasizes teaching students the values of teamwork, good sportsmanship and building school spirit through the process of friendly competition.