Middle Years Programme (MYP)
The IB programme is one of the most popular in the world:
- Internationally recognized study programme – over 5,800 schools in over 162 countries
- Comprehensive development
- Focuses on learners
- Unique approaches, relevant for a global society
- Teaching and learning in context
- Increased enrollment opportunities in the highest ranking universities around the world
🇱🇻 Pamatizglītība / Vispārējā izglītība
Latvian national curriculum programme number:
110 19 131 Grades 5 – 6
230 19 131 Grades 7 – 9
Subject Groups and Curriculum
Language and Literature
English Language and Literature:
MYP Years: 1-5
IS Premjers Grades: 5-9
Russian Language and Literature:
MYP Years: 1-5
IS Premjers Grades: 5-9
Language acquisition
Latvian Language
MYP Years: 1-5
IS Premjers Grades: 5-9
Spanish / German Language
MYP Years: 1-5
IS Premjers Grades: 5-9
Mathematics
Standard Mathematics
MYP Years: 1-3
IS Premjers Grades: 5-7
Extended Mathematics
MYP Years: 4-5
IS Premjers Grades: 8-9
Individuals and societies
Sociology
MYP Years: 1-2
IS Premjers Grades: 5-6
Integrated Humanities
MYP Years: 3-5
IS Premjers Grades: 7-9
Sciences
Interdisciplinary Sciences
MYP Years: 1-2
IS Premjers Grades: 5-6
Biology
MYP Years: 3-5
IS Premjers Grades: 7-9
Chemistry
MYP Years: 4-5
IS Premjers Grades: 8-9
Physics
MYP Years: 4-5
IS Premjers Grades: 8-9
Arts
Visual Arts
MYP Years: 1-5
IS Premjers Grades: 5-9
Music
MYP Years: 1-5
IS Premjers Grades: 5-9
Design
Digital Design
MYP Years: 1-5
IS Premjers Grades: 5-9
Product Design
MYP Years: 1-5
IS Premjers Grades: 5-9
Physical and Health Education
Physical and Health Education
MYP Years: 1-5
IS Premjers Grades: 5-9
Assessment
Each subject group is assessed on the four criteria.
Each criterion has eight possible levels of achievement: (0-8).
Language and Literature
A: Analyzing
B: Organizing
C: Producing text
D: Using language
Language acquisition
A: Listening
B: Reading
C: Speaking
D: Writing
Mathematics
A: Knowing and understanding
B: Investigating patterns
C: Communicating
D: Applying mathematics in real-world contexts
Individuals and societies
A: Knowing and understanding
B: Investigating
C: Communicating
D: Thinking critically
Sciences
A: Knowing and understanding
B: Inquiring and designing
C: Processing and evaluating
D: Reflecting on the impacts of science
Arts
A: Investigating
B: Developing
C: Creating /
Performing
D: Evaluating
Design
A: Inquiring and analyzing
B: Developing ideas
C: Creating the solution
D: Evaluating
Physical and Health Education
A: Knowing and understanding
B: Planning for performance
C: Applying and performing
D: Reflecting and improving performance
Personal Project
A: Planning
B: Applying Skills
C: Reflecting
Interdisciplinary
A: Evaluating
B: Synthesizing
C: Reflecting
Grades
The final grade is determined by adding together the achievement levels (0-8)
for all four criteria. The achievement level totals are converted into a grade on
a scale of 1-7 with grade descriptors.
Boundary guidelines:
1–5:
Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.
6–9:
Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
10–14:
Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.
15–18:
Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
19–23:
Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.
24–27:
Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real- world situations, often with independence.
28–32:
Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.