What is MYP?

The International Baccalaureate® (IB) Middle Years Program (MYP) places a strong emphasis on intellectual stimulation. It encourages students aged 11 to 16 to establish practical connections between their academic pursuits and real-world applications, equipping them for success in future studies and in life beyond the classroom. The MYP aims to cultivate proactive learners and globally aware young individuals capable of understanding and empathizing with others, while also seeking purposeful and meaningful lives. Through the program, students are empowered to investigate a broad spectrum of significant issues and ideas at local, national, and global levels. Consequently, they emerge as innovative, discerning, and introspective thinkers.

IB learner profile

Al-Bassam International Schools utilizes the International Baccalaureate (IB) curriculum at all levels. The aim of all IB programmes is to develop internationally-minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

The International Baccalaureate® (IB) learner profile describes a broad range of human capacities and responsibilities that go beyond academic success.

They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them.

Each of the IB’s programmes is committed to the development of students according to the IB learner profile.




Inquirers – Students develop their natural curiosity. They acquire the skills necessary to conduct inquiry, research and show independence in learning. They actively enjoy learning.

Knowledgeable – Students explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers – Students exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators – Students understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled – Students act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded – Students understand and appreciate their own cultures, personal histories and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring – Students show empathy, compassion and respect towards the needs and feelings of others. They have personal commitment to service and act to make a positive difference to the lives of others and to the environment.

Risk-takers – Students approach unfamiliar situations and uncertainty with courage and forethought. They have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced – Students understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective – Students give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development


Learner profile Icon


Approaches to learning

Subject-specific skills and approaches to learning

When learning about and through the subjects, students acquire skills that best help them to learn those subjects. For example, in language, the students become literate, and in mathematics they become numerate. The acquisition of literacy and numeracy skills, in their broadest sense, is essential, as these skills provide students with the tools to inquire.

Beyond the skills of literacy and numeracy, there is a range of interrelated approaches to learning that are transferable across contexts. These skills support purposeful inquiry and set the foundations for lifelong learning. The development of these skills is frequently identified in education literature as crucial in supporting students to effectively learn and succeed inside and outside of school

The IB’s ATL aim to support student agency and the development of cognitive and metacognitive skills and dispositions so that students view learning as something that they “do for themselves in a proactive way, rather than as a covert event that happens to them in reaction to teaching” (Zimmerman 2000: 65). Together, these ATL help students think, research, communicate, socialize and manage themselves effectively.

Embedded within the ATL are digital literacy skills that can be an invaluable resource for information gathering or processing, as well as for critical and creative thinking, communication and collaboration.

By combining ATL and the attributes of the learner profile, PYP students become self-regulated learners. Self-regulated learners are agents of their own learning. They know how to:

set learning goals

ask open-ended questions

generate motivation and perseverance

reflect on achievement

try out different learning processes

self-assess as they learn

adjust their learning processes where necessary

(Zimmerman and Schunk 2001; de Bruin et al. 2012; Wolters 2011).

MYP Subjects & Curriculum 

English Language and Literature 

Middle Years Program (MYP) language and literature courses develop skills in six areas:

The six skill areas are:

  • Listening.
  • Speaking.
  • Reading.
  • Writing.
  • Viewing.
  • Presenting.

Inquiry is at the heart of MYP language learning, and aims to support students’ understanding by providing them with opportunities to independently and collaboratively investigate, take action and reflect on their learning. 

-Arabic Curriculum and Identity subjects are following the Saudi Ministry of Education Curriculums and Standards.


MYP Arts

MYP years 1 to 3, arts course structures include a minimum of one visual arts discipline and one performing arts discipline followed by a choice of disciplines in years 4 and 5 of the program.

The arts disciplines offered in the MYP are:

  • Theatre
  • Visual arts

Schools can organize the study of arts in the MYP as:

  • discrete disciplines, focusing on each discipline separately
  • integrated courses, in which a combination of either performing arts disciplines or visual arts disciplines are studied. Schools are not permitted to combine performing and visual arts as one integrated course
  • modular courses. Students undertake a consecutive rotation of disciplines for a set period of time each, though not necessarily a full school year. These modules each focus on a single arts discipline – such as visual art or drama.

MYP Design

Design courses can be offered as:

  • a distinct digital and/or product design course
  • a series of distinct digital and/or product design courses
  • a single course which combines digital and product design.

You can find further information on design in the subject group guide, available to all IB teachers through the International Baccalaureate® (IB)  Programme Resource Centre (PRC).

Find out more about the MYP curriculum and about becoming authorized to implement the MYP.

Learn more about design in an MYP workshop for teachers

Design subject brief

Subject briefs are short documents providing an outline of the course. Click on the brief below to find out more information about this subject.


MYP Mathematics

 MYP mathematics can be tailored to the needs of students, seeking to intrigue and motivate them to want to learn its principles. Students see authentic examples of how mathematics is useful and relevant to their lives and be encouraged to apply it to new situations.

In the MYP, the topics and skills in the framework for mathematics are organized so that students can work at two levels of challenge:

  • Standard mathematics, which aims to give all students a sound knowledge of basic mathematical principles while allowing them to develop the skills needed to meet the objectives of MYP mathematics
  • Extended mathematics, in which the standard mathematics framework supplemented by additional topics and skills, providing greater breadth and depth.

Extended mathematics provides the foundation for students who wish to pursue further studies in mathematics, such as mathematics higher level (HL), which is part of the IB Diploma Programme (DP).


MYP Individuals & Societies

To provide a broad and balanced curriculum, schools should develop individuals and societies courses that involve a range of relevant disciplines.

Schools can organize the study of individuals and societies in the MYP as:

discrete courses, focused on individual disciplines, in which students receive a grade for each discipline (for example: world, local or national history; geography; economics; global politics or international relations; civics; philosophy; business management; sociology; psychology; anthropology)

integrated courses, focusing on inquiry from a number of perspectives, bringing together knowledge and conceptual understandings from multiple disciplines within the subject group, in which students receive one grade for individuals and societies (for example: social studies or humanities).

MYP Language Acquisition 

The ability to communicate in a variety of modes, in more than one language, is essential to the concept of an international education. The language acquisition course provides a linguistic and academic challenge for students in order to facilitate the best possible educational experience.

Students are given the opportunity to develop their language skills to their full potential, as well as the possibility of progressing through various phases over the course of the MYP.

Our school is providing French for the language acquisition .

MYP Sciences 

As they investigate real examples of science application, students will discover the tensions and dependencies between science and morality, ethics, culture,

economics, politics, and the environment.

What is the significance of sciences in the MYP?

Scientific inquiry fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations.

Through MYP sciences, students will learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as members of local and global communities.

MYP sciences courses usually include biology, chemistry and physics, but schools may develop and offer other sciences courses that meet the subject group’s aims and objectives.   

Additional courses could include:

  • environmental sciences
  • life sciences
  • physical sciences
  • sport sciences
  • health sciences
  • earth sciences. 

Physical and Health Education

Physical and health education focuses on both learning about and learning through physical activity.

Both dimensions help students to develop approaches to learning (ATL) skills across the curriculum.

MYP physical and health education courses must engage students in physical education activities for at least half of the total teaching time allocated to the subject group.


MYP projects

Through the Middle Years Program (MYP) projects, students experience the responsibility of completing a significant piece of work over an extended period of time. 

MYP projects encourage students to reflect on their learning and the outcomes of their work – key skills that prepare them for success in further study, the workplace and the community.
Students who complete the MYP in Year 3 or Year 4 complete the community project. All students who complete the MYP in Year 5 complete the personal project.

The community project provides an important opportunity for students ages 13-14 to collaborate and pursue service learning. Schools register all MYP Year 5 students for external moderation of the personal project, promoting a global standard of quality.

MYP projects are student-centered and age-appropriate, and they enable students to engage in practical explorations through a cycle of inquiry, action and reflection.

BIS Community Project

Welcome to Al-Bassam International School, where we believe in empowering our students to become compassionate and engaged global citizens. As part of our commitment to holistic education, we are proud to offer the MYP (Middle Years Program) Community Project to MYP 3 students. This project not only encourages our students to make a positive impact in their communities but also highlights the invaluable role of mentors in guiding and supporting their journey.

At Al-Bassam International School, our dedicated mentors play a vital role in the MYP Community Project. These mentors provide guidance, expertise, and encouragement to students as they embark on their community projects. They help students identify relevant issues, set goals, develop action plans, and reflect on their experiences. Through regular meetings and ongoing support, our mentors ensure that students receive the necessary guidance to navigate challenges, develop leadership skills, and make meaningful contributions to society.
To further facilitate the success of our students' projects, we provide them with comprehensive Community Project Handbooks.
These handbooks serve as valuable resources, offering step-by-step guidance, examples, and tips to help students effectively plan, execute, and evaluate their projects. The handbooks not only provide a framework for the students but also encourage them to think critically, problem-solve, and collaborate with others.

At Al-Bassam International School, we ensure that our students receive the support they need to develop essential skills, foster empathy, and create a positive impact in their communities. We invite you to explore samples of the incredible projects undertaken by our students and witness the transformational impact they have made.

Samples of Community Projects at Al-Bassam International School

BIS Service as Action

Al-Bassam International School is proud of its collaborations with many local Saudi organizations in the academic year 2023/ 2024.  We appreciate the community’s support and look forward to more future collaborations as we raise our students to become caring, contributing community members.

At Al-Bassam International School, we strive to cultivate a nurturing environment that goes beyond academic excellence. Our dedicated team of educators is committed to imparting essential life skills to our students, including empathy, inclusion, and the significance of giving back to the community. We believe that these qualities are fundamental to fostering well-rounded individuals who are not only academically proficient but also compassionate and socially responsible.

Our teachers encourage students to embrace diversity, respect one another's differences, and develop a genuine understanding of others' perspectives. Through collaborative projects and open discussions, students learn to embrace empathy as a core trait, enabling them to develop strong interpersonal relationships and become caring members of society.

Furthermore, our school recognizes the importance of giving back to the community and instilling a sense of social responsibility in our students. We believe that by actively engaging in community service, our students develop a deep appreciation for the world around them, understanding the power of their actions in effecting positive change. To reinforce this commitment, Al-Bassam International School has established meaningful collaborations with various local organizations to provide our students with opportunities to contribute their time, skills, and resources to worthy causes.

Through these partnerships, our students actively participate in community outreach initiatives, such as volunteering at local charities and organizing fundraising events. These experiences empower them to develop a strong sense of civic duty, reinforcing the values of empathy, inclusion, and community engagement that are at the heart of our educational philosophy.

We are proud of our collaborative efforts with organizations and the dedication of our teachers to instill these essential values in our students, equipping them with the tools they need to create a more compassionate and inclusive society.

E-Waste Warriors

We collaborated with Ertiqa Organization to help students start and run a campaign at school to collect old electronic devices, sort and deliver them to Ertiqa, where the devices will be recycled and donated to people in need. 

This project aims to promote students’ interest in volunteering and service to their communities, encourage students to take action and adopt leading roles in their communities, raise students’ awareness of their communities’ needs, promote sustainable practices in handling technological devices, and raise awareness about the right to education and access to digital information literacy for all.

Digits in the Dark

 This service as action project aims to empower MYP 1 students to develop engaging games that promote Braille literacy for numbers among their visually impaired peers.

MYP 4 Students worked on a complementary service project in which they planned and delivered an inclusive entertainment program in which they were in charge of guiding visually impaired students, decorating the hall, giving out souvenirs and delivering a fun entertaining program.

BIS Personal Project

At Al-Bassam International School, we foster creativity, independence, and personal growth through the MYP (Middle Years Program) Personal Project. This project marks a significant milestone in our MYP 5 students' educational journey as it encourages them to explore their passions, develop essential skills, and showcase their unique talents.

Our dedicated mentors play a crucial role in guiding our students throughout their Personal Project journey. These mentors provide invaluable support, helping students choose a project topic, set goals, and create a timeline for completion. They offer expert advice, encourage critical thinking, and provide feedback to ensure that each student's project is a true reflection of their interests and abilities. Through regular meetings and ongoing collaboration, our mentors inspire and empower students to take ownership of their learning, fostering a sense of confidence and accomplishment.

To facilitate the success of our students' Personal Projects, we provide them with comprehensive Personal Project Handbooks and guiding materials. These resources serve as valuable references, offering a detailed outline of the project requirements, helpful tips, and examples of exemplary projects. The handbooks and guiding materials provide students with a clear understanding of the expectations, enabling them to plan, research, and execute their projects effectively. Additionally, they also prepare students for the exciting culminating event - the Personal Project Exhibition.

We are immensely proud of our students' achievements through their Personal Projects. With the guidance of mentors, the support of essential resources, and the opportunity to exhibit their work, our students develop vital skills, foster their interests, and gain a deeper understanding of themselves and the world around them. The impressive projects undertaken by our students are clear evidence to witness the remarkable personal growth and creativity demonstrated through the students’ transformative experience.

MYP Exhibition

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