Middle Years Programme

Osaka YMCA
International School

OYIS was authorized as a Middle Years Programme school in June 2021.

At OYIS our goal is to care for, educate, and develop independent, globally-minded students.

Beginning in grade 7 and finishing at the end of grade 10, the Middle Years Programme (MYP) is a holistic and rigorous 4-year course that encourages students to make connections between their studies and the real world.

Through our inquiry-based instruction, we aim to foster collaborative, balanced, and reflective lifelong learners who engage meaningfully in their communities.

What is Teaching and Learning through Inquiry?

The Middle Years Programme (MYP) is concept-based teaching and learning allowing students to organize their knowledge into broad categorizing concepts. Students can experience the transfer of ideas across disciplines. In a concept-driven curriculum, big ideas such as change, logic, and perspective are taught across disciplines encouraging the transfer of knowledge.

The classroom is student-centered rather than teacher-centered; the teacher is a facilitator of learning. Students are active learners engaged in constructing their own learning through posing research questions. They are challenged by problem-based learning with connections to real-world problems.

MYP Approaches to Learning (AtLs) equip students with the research, collaboration, thinking, and communication skills to be able to confidently and independently complete the challenging Diploma Programme (DP) in grades 11-12. The AtLs ensure that a student’s socio-emotional development is measured and mapped as part of curriculum development and highlights a strong emphasis on student wellbeing.

Academic Development

Having completed the IB Primary Years Programme (PYP), students at OYIS enter the IB Middle Years Programme (MYP), which prepares them for the IB Diploma Programme. The MYP is offered from Grade 7 through to Grade 10 (students aged 12 to 16).

The MYP aims to help students develop their personal understanding, their emerging sense of self, and responsibility to their community. MYP teachers organize the curriculum with appropriate attention to:

Teaching and learning in context. Using global contexts, MYP students explore human identity, global challenges, and what it means to be internationally minded.
Conceptual understanding. Students use concepts as a vehicle to inquire into issues and ideas of personal, local, and global significance and examine knowledge holistically.
Approaches to learning. Provides students with the foundation for independent learning and encourages the application of knowledge and skills in unfamiliar contexts.
Service as action. Learning by doing. Students learn to be caring members of the community —making a positive difference to the lives of others and to the environment.

Why the MYP?

Research shows that students participating in the MYP:

Build confidence in managing their own learning
Learn by doing, connecting the classroom to the larger World
Outperform non-IB students in critical academic skills
Consistently have greater success in IB Diploma Programme examinations
Thrive in positive school cultures where they are engaged and motivated to excel
Develop an understanding of global challenges and a commitment to act as responsible citizens.

Language & Literature

Language and Literature is an investigation of the power and possibilities of language in all its variety. Students examine texts to explore how language develops in specific cultural contexts and the ways in which language shapes both individual and group identity, as well as investigating how language is used in the media. The focus of the course falls equally on literary and non-literary expression, and students engage with texts as both producers and receivers.

In this course, the students are assessed by their literary and non-fiction analysis skills, their organization skills, their ability to produce texts, and their usage of language. Literary and non-fiction literary analysis skills refer to a student’s ability to deconstruct a text and then be able to identify and explain why writers use writing conventions and for what purpose. It also assesses a student’s ability to explain how the choices a writer makes influence and affect the reader. Organization refers to a student’s ability to follow the conventions of a written or oral text and to present ideas and develop them extensively. Producing text refers to a student’s ability to plan, write, and edit a text while also making conscious choices as a writer to affect the audience. Use of language refers to a student’s ability to produce oral or written language accurately in order to deliver a message. In each unit of study, students are assessed on at least one of these skill clusters.

One key ATL skill in Language and Literature is communication. Students use various communication skills to effectively exchange ideas, messages and information. Students also use language in various situations as a means to gather information. Another important skill is thinking. Students analyze ideas based on a multilateral perspective when analyzing text.

Essential skills taught in Language and Literature include analysis of both literary and non-literary texts, writing and language use in a variety of registers, and the organization of ideas in written and oral form.

Language and Literature incorporates assessments such as on-demand and revised analytic essays, formal oral presentations, and Socratic seminars. Students will write creatively (personal narratives, poetry, etc.) as well as analytically, and will read and demonstrate their understanding of a wide range of texts through formal and informal teacher evaluation.

Further information can be found on the IB’s MYP Language & Literature website.

「言語と文学」は、多様な言語の力と可能性を研究するものです。生徒は、特定の文化的文脈において、言語がどのように発達するかや、言語が個人及びグループのアイデンティティーを形成する方法や、言語がどのようにメディアで用いられているかを探究する為にテクストを考察します。コースは、万遍なく文学と非文学の表現形式に当てはまり、生徒は作り手、受け手としてテクストに取り組みます。

　「言語と文学」では、全ての生徒の成果物は、MYPによって規定され、教師と生徒によって修正されたルーブリックを用いて評価されます。このコースでは、生徒は、文学及びノンフィクションの「分析スキル」「構成スキル」「テクストを創作する力」「言語の使用」によって評価されます。文学及びノンフィクションの文学分析スキルは、テクストを解読する力や、作者がどのような目的で、表記規則を用いるかを特定し、説明することができる力によるものです。作者の選択が、読み手にどのように影響を及ぼし、影響を与えるかを説明する力も評価されます。構成とは、書面または口頭のテクストの慣例に従い、アイデアを提示し、それらを広範囲に発展させる力によるものです。テクストの創作とは、読み手に影響を与える書き手として、意識的に選択しながら、テクストを考案、作成、編集する力によるものです。言語の使用とは、メッセージを届けるために、適切に口頭または書き言葉を生み出す力によるものです。各学習の単元では、生徒はこれらのスキルの少なくとも1つにおいて評価されます。

　「言語と文学」における重要なATLスキルの１つは、コミュニケーションです。生徒は、効果的にアイデア、メッセージ、情報を伝達するために、様々なコミュニケーションスキルを用います。生徒はまた、情報を収集する手段として、様々な状況で言語を用います。別の重要なATLスキルは、思考スキルです。生徒は、テクストを分析する際、多角的な視点に基づいてアイデアを分析します。

　「言語と文学」で教えられる不可欠なスキルには、文学と非文学の両方のテクストの分析、様々な言語使用域における言語の使用、及び書面と口頭によるアイデアの整理が含まれます。

　「言語と文学」には、オンデマンドおよび改訂された分析エッセイ、正式な口頭発表、ソクラテスセミナーなどの評価が組み込まれています。生徒は分析的且つ創造的に、個人的な物語や詩などを書き、公式及び非公式の教師の評価を通じて、幅広いテクストを読み、理解を示します。

　詳細については、IBのMYP「言語と文学」のウェブサイトをご覧ください。

Music & Visual Arts

Music
In the MYP music program students explore various disciplines and aspects of music and the arts in general. Students learn how to compose, analyze, perform, record, and present music in a variety of ways.

Three main focal points of the program are:

creative process
communication
delivery

These three points are integrated to address the use of relevant ATL skills that identify Concepts and Global Contexts and give students opportunities to make connections with global issues through studying a variety of local cultures.

The main aims of the program are:

to give students ample opportunities to experience a real-life situation as professional musicians
to meet the main MYP Performing Arts Program’s goals
to prepare students to continue studying music in the future

Students’ assessment is based on four criteria: Knowing and Understanding, Developing Skills, Thinking Creatively, and Responding. Students will meet these criteria through concept-based experiences and real-life disciplinary projects such as performances before the live audience, recording, composition, and research presentations. Students would need to demonstrate the relevant disciplinary skills, knowledge, and critical thinking as well as the ability to reflect on their own and others’ works.

Further information can be the IB’s MYP Arts Website.

Visual arts:
The Visual Arts program at OYIS invites learners to develop their artistic skills, engage in creative inquiries, and most importantly, discover and express themselves as artists. Students in Grades 9 and 10 can elect to study visual arts for the entire year, while students in Grades 7 and 8 will split their year between Visual Arts and Music. We use artistic mediums such as mural painting, sculpture, photography, printmaking, and weaving to connect with our inquiries. Students also have direct input into the art mediums we explore.

Art has a strong concept-based approach. This will allow students to connect and apply artistic knowledge, and identify and develop the art specific skills they need in order to create and share their art. Emphasis is placed on building communication, research, and thinking skills during this course when students view and present artwork, collect information about art and artists in different genres, and analyze or reflect on the choices, ideas, and processes of themselves and other artists.

In visual arts, student assessment is carried out in alignment with four criteria: knowing and understanding, developing skills, thinking creatively, and responding to art. Over the year, students have opportunities to share what they know through the artistic responses that they produce, and the process journals- where research, analysis, reflections, and idea development are all noted. Our aim is for students to curate and host at least one major exhibition of their art in the school year. Of course, opportunities to share and discuss their completed artwork will happen regularly during the year.

Mathematics

Mathematics involves the exploration of topics through inquiry. It allows students to connect mathematics to the world around them and gain an appreciation for the beauty of mathematics. Students will explore topics such as numeracy, algebra, statistics and probability, geometry, and trigonometry.

Students will be assessed on four criteria: knowing and understanding, investigation of patterns, communication, and the application of mathematics in real-life contexts. Students will be assessed summatively through project-based learning, exams, presentations, and other problem-solving scenarios. Students will be prepared for these summative tasks through formative activities and assessments such as quizzes, homework problem sets, small projects, and classroom activities.

Students will encounter vast opportunities to enhance their mathematical fluency through the use of mathematical vocabulary. Students will learn to read, write, and speak mathematics as we believe it is just as important as any language in order to be successful in the subject. Students will work on their communication skills through individual and group tasks. They will verbalize their thinking on complex problems and justify the process they took to solve the problem in their written solutions.

Students will also engage in critical thinking consistently throughout the program as they will be challenged to actively find solutions to real life problems, both logically and creatively. Students investigate the purpose and process of mathematics in order to build a solid foundation throughout the program. This allows students to gain a deep appreciation for the beauty and relevance of mathematics.

Extended Mathematics:
Math extended allows for the exploration of advanced topics. There is an expectation that students placed in the course have a strong foundation in mathematics, regardless of their decision for math coursework in the future. Placement into math extended is dependent upon a number of different factors, including performance on standardized assessments such as the MAP assessment-final course marks, and teacher recommendations. The course will cover the same core topics as the standard mathematics course but in greater breadth and depth. More specifically, students will explore additional topics within each unit, such as rational functions, inverse trigonometric functions, and the binomial theorem. Strong self-management and thinking skills are necessary for success in the course. With any shared summative assessments between math standard and math extended, students in math extended are expected to show a greater depth of understanding. At OYIS, math extended is offered to Grade 10 students.

Further information can be found on the IB’s MYP Mathematics website

Language Acquisition

English and Japanese language acquisition classes are for students studying these languages in addition to their first or best language. Students are placed in classes according to their experience and performance in that language. They will develop communication skills by focusing on the structure and craftsmanship of an additional language through a cultural lens. Students are provided opportunities to learn about a variety of viewpoints, lifestyles, and the manner in which different cultures interact with one another.

英語および日本語の「言語の習得」は、生徒の母語・第一言語に加えて学習する教科です。生徒は、その言語の使用経験と実績に応じてクラス分けされます。文化的な視点を通して外国語の構造や運用に焦点を当てることによって、コミュニケーション能力を養います。生徒は、異文化間の相互作用における様々なものの見方やライフスタイル、異文化間の相互作用の方法にについて学ぶ機会が提供されています。

Students are assessed in the four language domains of listening, reading, speaking, and writing. For each objective, students focus on five components: purpose, context, language control, accuracy, and fluency. As the students are at different stages of their language development, they will be assessed using criteria appropriate for their language level.

生徒は、聞く・読む・話す・書くの四つの技能において評価されます。それぞれの技能においては、目的、文脈、言語操作、正確さと流暢さの五項目を重視します。生徒はそれぞれ言語習得において異なる段階にあるため、各自の言語レベルに応じた評価規準を用いて評価されます。

Key ATL skills in language acquisition include communication, collaboration, and affective skills. Students will develop intercultural understanding to interpret communication by reading a variety of informational texts and to raise awareness of differences in opinions, attitudes, and cultural references presented in the written text. Students will also practice interacting in rehearsed or/and unrehearsed exchanges, using verbal and non-verbal language so that they will be able to express themselves explicitly to different audiences and gain confidence in their social skills. By gaining confidence in expressing themselves, students will also develop techniques to communicate effectively in different subject areas.

「言語習得」過程では主に３つのATL（学習の方法）スキルに焦点を当てています。それは、コミュニケーションスキル、協働スキル、情動スキルです。これらのスキルを、多種多様な文献やテキストの読解、また、日常生活の様々な場面を想定した会話練習などを通じて習得していきます。自分の考えをしっかり相手に伝えることができるコミュニケーションの力は、他教科においても効力を発揮します。

Students are given opportunities to show their progress in English or Japanese language acquisition through a variety of authentic assessments. For example, students may read two descriptive texts which they will compare and contrast. They will be provided with opportunities to practice focus and concentration preparing for listening assessments through podcasts, movies, or television shows. To assess their speaking skills, students may use different types of media presenting book trailers or TedTalks on an environmental issue to various audiences. To demonstrate their written communication with others, students may create an original fusion recipe as a procedural text by using existing works and ideas in new ways.

生徒には多角的で確実な評価方法を通じて、学習成果を示す機会があります。例えば、記述的な文章を比較して分析をする、ポッド・キャストや映画、テレビ番組などを用いて聴解力を強化する、本の概要をビデオを作ってプレゼンテーションする、環境問題などについてTedTalksのスタイルでスピーチするなどの機会があります。その他に、料理のレシピを作成してライティング力を評価するなど様々な方法を取り入れています。

Further information can be found on the IB’s MYP language acquisition website

Osaka YMCA
International School

Osaka YMCA
International School