Middle Years Program
Yusr International School (YIS) is a candidate school for the International Baccalaureate (IB) Middle Years Programme (MYP). YIS is pursuing authorization as an IB World School. These are schools that share a common philosophy—a commitment to high quality, challenging, international education that YIS believes is important for our students.
*Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme, or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit
The MYP is a challenging framework that encourages students to make practical connections between their studies and the real world.
The MYP is a three-year programme in YIS starting Grade 6 and ending Grade 8 in YIS. Students who complete the MYP will be well-prepared to start a new phase that is the IB Diploma Programme (DP).
The MYP curriculum framework comprises eight subject groups, providing a broad and balanced education for early adolescents. The MYP requires at least 50 hours of teaching time for each subject group, in each year of the programme.
The MYP programme culminates with all students completing the Personal Project, a sustained, self-directed inquiry into an area of personal passion. Students demonstrate the skills, attitudes and knowledge attained throughout the programme over an extended period.
In the final year of the programme, all MYP students are required to participate in the Personal Project. This project determines students’ advancement into the Diploma Programme.
Principles of MYP Assessment
Assessment is integral to all teaching and learning. MYP assessment requires teachers to assess the prescribed subject-group objectives using the assessment criteria for each subject group in each year of the programme. In order to provide students with opportunities to achieve at the highest level, MYP teachers develop rigorous tasks that embrace a variety of assessment strategies.
In the MYP, teachers make decisions about student achievement using their professional judgment, guided by mandated criteria that are public, known in advance and precise, ensuring that assessment is transparent.
Across a variety of assessment tasks (authentic performances of understanding), teachers use descriptors to identify students’ achievement levels against established assessment criteria.
This “criterion-related” approach represents a philosophy of assessment that is neither “norm-referenced” (where students must be compared to each other and to an expected distribution of achievement) nor “criterion-referenced” (where students must master all strands of specific criteria at lower achievement levels before they can be considered to have achieved the next level).