International Baccalaureate Middle Years Programme (MYP) in the UK
20 February 2013
NFER conducted an investigation into the teaching and learning benefits of the IB MYP in the UK. The aim was to provide a rich qualitative picture of the programme implementation in the UK, including the impact of the MYP on non-scholastic attributes such as international mindedness and civic engagement, classroom learning environments and school culture.
The research design included a comparison of IBMYP, GCSE and IGCSE curriculum and assessment documents, online surveys of teachers, students and parents, and four detailed qualitative case studies.
Key Findings
- IBMYP, GCSE and iGCSE curriculums covered broadly similar content, but IBMYP had a greater focus on thinking skills and international mindedness.
- Teachers, students and parents were overwhelmingly positive about the programme and its benefits, although did acknowledge some challenges, especially in regard to public recognition in the UK.
- MYP in the UK:
- Promotes a teaching style and school ethos valued by teachers, parents and students;
- Develops students as independent learners, critical thinkers and active citizens, and encourages involvement in local and global communities;
- Impacts positively on school culture and classroom environments - promotes feedback and reflection, engaging and motivating for students and teachers;
- MYP students demonstrate greater awareness of global issues, greater interest in understanding other cultures and greater self efficacy and sense of civic responsibility (local and global) than other students in the UK.
Related Titles
International Baccalaureate Middle Years Programme (MYP) in the UK , International Baccalaureate Middle Years Programme (MYP) in the UK , International Baccalaureate Middle Years Programme (MYP) in the UK , Reforming Key Stage 4 Qualifications , Removing the statutory duty to deliver work related learning at Key Stage 4 , Key stage 4 policy reform and its potential impact on at-risk young people