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Middle school

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Personal Project

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At MGIS, students in middle school from Grade 6-10 can opt for the IB Middle Years Programme (MYP). IB MYP is destined for students aged 11 to 16, it 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.
Underpinning the Middle Years Programme is theIB Learner Profile. Students are taught to become; inquirers, thinkers, communicators, risk-takers, and to be knowledgeable, principled, caring, open-minded, balanced and reflective. Our students develop these attributes throughout their school experience, within and outside the classroom.

The school has a vertical and horizontal planning to deliver the competency based and concept driven curriculum of each subject mandated within the IB MYP. As a result of vertical and horizontal planning teachers develop subject-based MYP units of work within the whole-school curriculum framework.The objectives of each subject group represent the knowledge, understanding, skills and attitudes that must be taught so that students can achieve the aims of the subject groups. These objectives link with the attributes of the IB learner profile and aspects of the MYP fundamental concepts.

The IB Middle Years Programme consists of eight subject groups:

language acquisition,
language and literature,
individuals and societies,
sciences,
mathematics,
arts,
physical and health education,
design.

Student study is supported by a minimum of 50 hours of instruction per subject group in each academic year. In years 4 and 5, students have the option to take courses from six of the eight subject groups, which provides greater flexibility.
The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community. MYP teachers organize the curriculum with appropriate attention to:
Teaching and learning in context
Conceptual understanding
Approaches to learning (ATL)
Service as action (community service)
Language and identity(language of instruction and additional language of choice)

The school encourages students and teachers to thoroughly understand criteria based assessments. To achieve this, training workshops are conducted for teachers. Various activities are conducted with the students to ensure that they understand and accept the evaluation criteria for each subject. The written assessment criteria are distributed to the students, and their understanding is strengthened by working on student work samples and applying the assessed criteria.

When do we assess?
Formative assessments in all classes are carried out on an on-going basis through a variety of assessment techniques in various subjects.
Summative assessment in the Primary years and the MYP can be in the form of oral or written assessments, or a generated resource or outcome in the form of digital media like podcast, film, e-book etc. after the culmination of a specific unit.
Summative Assessments in MYP
The purpose of summative assessments is to support learning and contribute to the determination of an achievement level. They are usually conducted at the end of a learning period such as MYP Year 5, a specific unit of work, a semester or a school year. Since students are continually assessed in the MYP, teachers are in a position to determine a level of achievement that is also supported by evidence from these formative assessments undertaken during a learning period.
Appropriate assessment strategies are developed by the team of MYP teachers which are inclusive and interdisciplinary assessment tasks are designed in alignment with the specific units of work. These could include, as required:
• Compositions—musical, physical, artistic
• Creations of solutions or products in response to problems
• Essays
• End0of-Unit tests
• Questionnaires
• Investigations
• Research
• Role Plays or Performances
• Presentations—verbal (oral or written), graphic—through various media

In the International Baccalaureate Middle Years Program at MGIS, teachers internally assess the work of MYP students.The internal assessment is carried out using a criterion- based approach. Subject guides published by IB are used to design and conduct the internal assessments based on the subject group objectives their corresponding assessment criteria.For assessment in MYP Years 1-4, the school uses interim objectives published by the IB. Teachers modify the published criteria as required according to the age, prior knowledge and stage of development of the students in each year. Task specific clarifications are developed along with specific information on the expected outcomes at each level of achievement. The students’ work is assessed against the descriptors and their performance rated based on a predetermined scale.

The MYP procedures of assessment and the criteria prescribed are shared with the parents. During the Parent Teacher Interaction conducted every year, parents are made aware of the philosophy and objectives of the program, as well as their implementation in the classes.
The MYP Objectives and Assessment Criteria booklet is available for reference in school to the parents from the class teachers and MYP coordinator.

An essential component of the Assessments for IB MYP year 5 progressing to the IB Diploma Program includes the IB Moderation Process.Each year, the school participates in the IB moderation process in order to validate the application of assessment criteria and verification of the students’ grades. Students are registered as candidates for validation in MYP Year 5.

The school uses the published assessment criteria and the achievement level descriptors when assessing the student work in Year 5 of the program where teachers use task-specific clarifications for assessment which are derived from the published assessment criteria.

Assessments are designed to include the minimum number of tasks recommended by the relevant subject guide. Expected outcomes are clearly defined and discussed with the students to ensure their understanding of the requirements. Prior to the task, students are given a task sheet which defines the expectations.

Tasks are designed to meet the various objectives and skills required for specific subjects. The school encourages the use of interdisciplinary assessment tasks while ensuring that they adhere to the required assessment criteria across the disciplines.

Internal Assessment: Internal Assessment is those tasks designed by the school locally, and can include various projects, portfolio and investigation reports, and essays, oral and written assignments. These assessments are internally evaluated and selected samples are sent for the final grade allocation and moderation.

Types of Assessments required in IB MYP Subjects in Grade 10 (MYP Year 5)
Subject Assessment
Language A • One essay of 500–1,000 words.
• One piece of creative writing of a maximum of 1,000 words
• One response to literature
Language B One writing assignment, produced under supervision in class
• Two reading comprehension exercises completed under supervision in class
• An audio cassette or CD recording of an oral activity that must be 3–5 minutes in length
Sciences • A scientific investigation designed and carried out independently by the student.
• An end-of-unit or end-of-term test or examination.

• A piece of writing by the student of approximately 700–1,200 words in length.
Humanities • A piece of extended writing approximately 700–1,200 words in length.
• An end-of-unit or end-of-term test, including paragraph writing.
• An example of class or home assignment.
Mathematics • A classroom test/examination
• One instance of mathematical investigation, done under test conditions
Arts • Criterion A—evidence of work in which the student places his or her own work in the broader context of the art form studied
• Criterion B—evidence of work that has reached a point of realization and process work that has contributed to this work, assessed as a whole
• Criterion C—student reflection and personal evaluations that relate to his or her artistic processes and development at different stages of his or her work
• Criterion D—comments by the teacher, and student if desired, relating to personal engagement, based on this unit of work.
• A second judgment for each criterion must be provided. This can be from a second unit of work as above, or from discrete tasks. These might be tasks that were not part of a unit of work but were required for the student’s artistic development and were assessed using the assessment criteria.
• The developmental workbook will contain evidence to support the above and teachers should help students to select the appropriate sections according to the work that is submitted
Physical Education • Video evidence of the student’s compositional and performance abilities
Technology • Two completed units of work, each of which:
• includes all the stages of the design cycle
• is organized in a design folder made up of five sections—one for each assessment criterion A–E (investigate, design, plan, create, evaluate)
• includes the product itself, or a visual representation (photographs or videos) if the product cannot be sent
• includes information about the student’s attitudes in technology throughout the unit of work (criterion F).
*Personal Project • The personal project, which includes the report and the outcome/product or photographs of outcome/product.
• Extracts from the process journal to support the level awarded for criterion A.
*Community And Service In MYP Year 5, evidence of Community & Service component in terms of hourly log sheets, testimonials by student and C&S Co-coordinator, as well as the students own reflection of the service activity must be collected and sent for evaluation.

At MGIS, the Personal Project is the culmination of the MYP program and is the core of the IB MYP in Year 5. It is an integral part of the MYP for all students.

It involves planning, research and a high degree of personal reflection. The personal project is a significant piece of work produced over an extended period, and is a direct application of skills acquired over the course of the program through ATLs. The process of completing the personal project is student led, with supervision by a guide, generally a teacher and the Program Coordinator. The student is required to demonstrate the appropriate commitment, as well as the ability and initiative to work independently. At the annual exhibition, the students exhibit their Personal Projects to the entire school and parent community. It strengthens the MGIS and IB philosophy of skill and process driven learning with a very specific outcome.
The assessment of the personal project is a form of summative assessment of students’ ability to conduct independent work using the areas of interaction as contexts for their inquiries. The assessment criteria include explicit reference to the areas of interaction.
The Personal Project should be a reflection of the student’s interest such as investigating something that has always interested him or a future career path. They will be using the research path or design cycle to develop their project and their writing skills to develop the personal statement. Both must be of original thought and be all about the student! The purpose of this project is twofold. First, it gives the student an opportunity to practice and demonstrate their understanding of how to research. Second, it gives them a chance to investigate something that interests them but may not fit into the school’s curriculum.

The Personal Project is a 4 Part Project:
Part 1: The Project/Product:
Part 2: The Written Personal Statement
Part 3: Process Journal
Part 4: Presentation

Each student will pick a supervisor who is a teacher at MGIS.

The Personal Projects will be assessed using the following criterion:
Criterion Topic Maximum Level
A Planning & Development 4
B Collection of Information/Resources 4
C Choice & Application of Techniques 4
D Analysis of Information 4
E Organization of Written Work 4
F Analysis of Process & Outcome 4
G Personal Engagement 4
H Presentation 4

The sum of the points for each criterion (A – G) will determine the final grade. The final grade on the Personal Project will be based on a scale from 1 to 7 using the IB recommended grade boundaries.

IB Middle Years Programme Coordinator – Ms. Minoo Joshi (minoo.j@mgis.in)
Please contact Burhanuddin Chataiwala for all admission inquiries, fees and fee structure and for Hiring Opportunities.
Administration & Admission – Ms. Sakina Chataiwala (sakina.c@mgis.in) and Burhanuddin Chataiwala (burhanuddin.c@mgis.in)

Recognition

MGIS students can opt from different boards to tailor their learning experience according to their needs.