IB Middle Years Programme (IBMYP)

This is a commonly asked question. There are various bridging curricula for the IBDP. In Hong Kong, most schools use either the IB MYP, IGCSE or the Pre-IB course as the bridging program, while in Singapore most schools use IGCSE (O-level) as the bridging course. Pre-IB means that schools start IBDP a year early to prepare students for the rigour of the IBDP. Students can explore which subject that they’d like to study in the Pre-IB year, allowing them to make a more informed decision on the subject selection.

A good bridging program for the IBDP 1) equips students with a solid academic background, 2) provides chances for students to select the subjects they wish to pursue at the IBDP, and 3) prepares them for the rigor of the IBDP external exams. Among all courses, GCSE / IGCSE seems more preferable than the other two curricula.

GCSE / IGCSE?

GCSE and IGCSE students usually do six to twelve subjects (there’s actually no subject limit), depending on the school’s requirements and their personal preferences. As most GCSE and IGCSE subjects are academic-heavy, like English Literature, Maths, Physics, Chemistry, Biology, Economics, Geography, History etc., students should have built strong academic foundations in anticipation for their IBDP years.

Given that students would be able to do a wider range of subjects during the GCSE or IGCSE years, they could get a taste of what each subject is like before deciding on which IBDP course to do. This would allow them to make a more informed decision. Moreover, students would have to sit the external GCSE or IGCSE exams, usually in year 11. Although this means students would have to experience the stress of the external exams earlier, on the bright side, students would be more equipped with the necessary psychology to take on an external exam, and this in turn helps to prepare them to write the IBDP external exam papers.

IBMYP

Compared with the GCSE or IGCSE, IB MYP is a 5-year program ranging from year 7 to 11 that is offered by the IBO. Some schools do an abbreviated format of the MYP e.g. doing 2, 3 or 4 years instead of 5. You can see the last two years of the MYP as GCSE-equivalent. MYP students are required to do eight subject groups, including Language Acquisition, Language and Literature, Individuals and Societies, Sciences, Mathematics, Arts, Physical and Health Education and Design. You can check out more about the program structure of the MYP here:https://www.ibo.org/programmes/middle-years-programme/curriculum/

IB MYP is more task and project-focused. Therefore, students are encouraged to do their own exploration in projects. For bright students, this is a perfect opportunity for them to explore their research, analytic and presentation skills. The process allows them to assimilate various theories or concepts. However, for students that require more guidance, they might possibly get lost in this process. The requirements of teachers to identify students’ weaknesses, as well as to be able to coach and debrief are extremely important. However, this could be a challenging task to the teachers given that all projects / researches that students deliver are all different.

From the perspective of examination, as the MYP curriculum is more task-based, you would expect less academic-heavy tests or exams. In a way, this helps students to relieve the stress of exams. However, it could sometimes be challenging to trace the student’s progress and make necessary remedy when needed.

IBO introduced the first e-Assessment in 2016 for the IB MYP students. This is equivalent to an external exam, with a full score of 56. The e-Assessment is not made compulsory for MYP schools. The e-Assessment would demand students to do some parts as on-screen exams, while other parts as ePortfolio. (https://www.ibo.org/programmes/middle-years-programme/assessment-and-exams/)

Overall, the IGCSE or GCSE curriculum does seem to be more academically rigorous and able to create an IBDP-like exam environment for the students. I believe that for students that are very bright, they would benefit from both curricula regardless. For students that require more coaching, IGCSE or GCSE seem to be a better bridging program to the IBDP than IB MYP.

Teaching MYP is both a challenging and rewarding experience for any educator. The syllabus demands quite a lot from both students and teachers. Teaching MYP english for example, means more than just teaching grammar and spelling. It goes beyond reading comprehension and writing stories. MYP aims to develop a well rounded student ready to take on the IB demands which means it really will push students beyond their comfort zones to really learn to appreciate the power of language.

I first met Ruby when she was in year 8. She had transferred from a local school to an international school and was studying MYP for the first time. In fact she’d only begun to learn english a few years before. The struggles for her were more than average.

The major challenge was how her studies were always mixed. The MYP curriculum demands students think beyond each subject’s boundaries. In one term, she was required to describe medieval battle strategies and evaluate their effectiveness. In another she gathered data from her classmates using her own created questionnaire then proposed a business to fill a niche. As her tutor, the challenge was having to push my own boundaries, learning art jargon and business terminologies.

As she grew older and moved up grades, the challenges became more varied. There was the predictable need to write fictional narratives and analyse poetry but the twist was mixing biological knowledge into the story and factoring geography when analysing the poetry. As a teacher that meant scrambling to make sure my knowledge was solid, my suggestions were useful.

The reward was witnessing the growth of a young girl into a confident and extremely knowledgeable academic. One who had little problem understanding research papers, who could confidently write in academic language but also creatively to express her ideas. I especially appreciated how the MYP didn’t put too much emphasis on grammar and spelling which meant that while Ruby continued to make errors in tenses or syntax, she knew that mattered less than whether she was expressing her understanding correctly or organising her ideas to their best strengths. These are the skills that are important in IB which the MYP wishes to prepare students for and by reducing the focus on the nitty gritty and instead on the bigger and broader skills, it allows students to accomplish much more, to really find their strengths and utilise them to their full potential.

I continued to teach Ruby through her MYP journey into IB and could see how those difficult projects that she needed to accomplish in her middle years ultimately did prepare her for the rigours of her IB studies. She had gained not just the academic skills that are so essential but also other soft skills that are so often overlooked. A mindset of curiosity as well as perseverance. Good study skills that would help save valuable time and a resilience to withstand the pressures and stress.

Ruby ultimately achieved top grades but more importantly the experience prepared her for the challenges of the post academic world. As for me, she taught me valuable lessons in flexibility and adaptability.

The MYP and IGCSE are secondary education programs that have some significant differences. IGCSE or the International General Certificate of Secondary Education is the international equivalent of GCSE, which is a long-running and academically-focused British educational curriculum for 14-16 year olds. The MYP or Middle Year Program is an educational framework that does not have a set curriculum, and was created relatively recently with the purpose of preparing younger students for the rigorous IB program. The MYP is aimed at 11-16 year olds.

IGCSE curriculum vs. MYP framework

The most significant difference between MYP and IGCSE is that IGCSE has defined, subject specific curriculums and MYP does not. IGCSE takes a traditional approach with set topics and content that are specified in a syllabus set by an examination board and then taught in class, leading up to exams at the end of two years. IGCSE is arguably superior in training students for exam technique, coursework, time management, and individual subject skills. However, subjects are mostly taught in isolation from each other and are exam focused, which can lead students to feel that the education style they receive is too mechanical or formulaic.

In contrast, MYP does not have defined curriculums. It instead allows each school to customize the syllabus, and encourages students to learn subjects in conjunction. For example, MYP students may simultaneously study a unit on infectious diseases in biology, do a group project on The Black Plague in history, and look at the literature from malaria-stricken countries in English. In this way, students can gain a more holistic education with an awareness of the connections between different subjects and how they link to real-world global issues.

IGCSE is externally assessed, MYP is internally assessed

IGCSE offers standardized, externally assessed exams while MYP relies on internal assessments set by a school. Students are probably familiar with IGCSE’s teacher-led format, where they must learn and memorise the content and methods delivered in class. The IGCSE curriculum and assessment rubrics are clearly defined with little leeway for interpretation or student-led learning. This can be either constricting or beneficial, with some children finding it fruitful because there are clear requirements to achieve while others might feel overly pressured or restricted in the scope of their learning.

In contrast, MYP’s assessment rubrics are more vague. Content and assessments are largely dependent on a teacher’s interpretation. MYP also focuses strongly on inquiry-based learning. Students have greater control of their own education through personal projects and investigations in which they decide their own research questions. MYP students should cultivate the ability to ask in-depth, thoughtful questions on their topics, because a student’s quality of education is somewhat dependent on their skills as an inquirer. For these reasons, the quality of education in MYP often varies between schools, whereas IGCSE is more consistent. As an older program, IGCSE is also more widely recognised and respected, though MYP is gaining recognition for its links to IB.

MYP’s special features

MYP also features a Personal Project as part of its requirements. Students must decide on a learning outcome or goal and create a certain product, like a website, musical instrument, or short animation, to name a few, to achieve that outcome. This project aims to allow students to showcase skills they have learned and developed in the program, while pursuing an area of personal interest outside of subject classes. They will also have to give a presentation on the final product and document their process of creation the whole way through. There is no IGCSE equivalent.

All students are encouraged to engage in extracurricular activities throughout secondary school, no matter which program they are studying. They can enrich students’ lives and are also great to put on a personal statement for university applications. Extracurricular activities encompassing Creativity, Action, and community Service (CAS) are a requirement in MYP. This is to prepare students for fulfilling similar CAS hours in IB, and encourage young learners to think of themselves as community members and global citizens. IGCSE puts less emphasis on extracurricular activities, but students who are hoping to go into IB or university should get into the habit of participating anyway.

Whether IGCSE or MYP, CANA Elite provides the resources required for students to meet their potential and succeed. If you would like to seek more advice regarding the best option for your child, or would like to book a class with our plethora of expertly trained MYP and IGCSE tutors, feel free to contact us here.