The Middle Years Programme, for students in Years 6 - 10 (aged 11-15), provides a framework of academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, becoming critical and reflective thinkers within an inquiry approach to teaching. 

The Written Curriculum

The most distinctive aspect of the IB Middle Years Programme is the concept-based framework and inquiry-based learning within and across subjects. The MYP framework includes Approaches to Learning which assist in developing lifelong skills for learners and is delivered through the six global contexts: Identities and Relationships Orientation in Space and Time Personal and Cultural Expression Scientific and Technical Innovation Globalization and Sustainability Fairness and Development

The Taught Curriculum

The International Baccalaureate Middle Year Programme curriculum is a highly flexible curriculum framework which allows it to be compatible with the requirements of the local curriculum in different countries and regions. At VPA, the teaching implementation of the middle school project is mainly based on high-quality integrated curriculum. We firmly integrate the content and skill system provided by the national curriculum standards into the MYP curriculum framework, and strictly match the assessment objectives of IB with the requirements of the national curriculum. Under this curriculum, the core quality of the subject is emphasized, the in-depth understanding of concepts is cultivated, and the solid knowledge and skills are taken into account. On this basis, we also use VSA's mature curriculum outline and other international curriculum elements for reference, in order to develop a more suitable curriculum, teaching methods and evaluation system for our students.

The Assessed Curriculum

The Middle Year Programme subjects are assessed on four criteria. It requires the assessment of a set of subject groups by applying the assessment criteria of each subject group. Subject teachers should make use of the assessment standards set by the subject, first set assessment rules according to the assessment tasks, then combine with the professional judgment of teachers, and according to the set rules to determine the final achievement level of students. At VPA, the assessment standards are based on strict benchmark setting, we integrate the goals and content of different sections of the national curriculum and the ability goals and content requirements of the local guideline to develop the summative assessment of different units of the subject.

Community and Personal Projects
The Community Project in Year 8 and the Personal Project in Year 10 encourage students to practice and strengthen their approaches to learning skills, apply prior and subject-specific knowledge, and develop an area of personal interest. The Community Project provides an opportunity  for students to collaborate and pursue service learning, while the Personal Project is a chance for students to produce a truly personal and creative product or outcome that demonstrates a consolidation of their learning in the MYP. Both projects encourage students to:

• participate in sustained, self-directed inquiry within a global context

• generate creative new insights and develop deeper understandings through in-depth investigation

• apply the skills, attitudes, and knowledge required to complete a long-term project

• communicate effectively in a variety of situations

• demonstrate responsible action through, or as a result of, learning

• appreciate the process of learning and take pride in accomplishments

Portfolios

Portfolios provide one method of documenting student achievement and progress through the curriculum. Both students and teachers select materials for inclusion in an individual portfolio, which may include: samples of the student's work showing development over time.