IB Middle Years Programme

The International Baccalaureate Middle Years Programme (MYP) is designed for students aged 11 to 16 (Grades 6-10). It provides a framework of curriculum and academic challenge that encourages students to embrace and understand the connections between traditional subjects and the real world, and become critical and reflective thinkers.

The driving force behind all IB programmes is a deeply held philosophy about the nature of international education. This philosophy is reflected firstly in the IB mission statement, which expresses the IB’s overall purpose as an organization, promoting and developing programmes of international education. Secondly, the IB has made a statement of its beliefs and values as defined by the outcomes of student learning in IB World Schools. This is characterized through a learner profile that encompasses the aims of the curriculum. Students are provided with opportunities to develop the following values of the IB Learner Profile.

Middle Years Programme Coordinator 

Matthew Clouter 

Office hours: 07:00am - 16:00pm from Monday to Friday
Hun Neang Boulevard
Tel:(+855) (0) 23 213103
Fax: (+855) (0) 23 213104
Email: matthewclouter@ispp.edu.kh 

Click Here to View the IB MYP Regulations


Assessment in the MYP is best described as internal, as opposed to external, because the assessment tasks, strategies and tools are designed, developed and applied by teachers working with students in their schools. The IB believes that teachers are best placed to assess the work of their MYP students; the assessment model supports the professional judgment of the teacher in deciding the levels of achievements of individual students.

The MYP offers a criterion-related model of assessment, so students around the world are measured against pre-specified criteria for each subject group. Teachers modify these criteria to be age-appropriate in the earlier years of the programme.

MYP Units

In the MYP, all teaching and learning is planned through MYP units of work. Each of these units should:

  • stand alone as a significant, engaging, relevant and challenging learning experience
  • contribute to a coherent, school-wide commitment to inquiry that is framed by contexts of local and global significance
  • be driven by a statement of inquiry that is conceptually based
  • involve students in a range of learning experiences planned in response to the MYP unit question
  • build on the prior knowledge of the students
  • be constructed and conducted in such a way as to promote positive attitudes
  • require students to reflect on their learning and encourage them to engage in responsible action

MYP units of work can be subject-based or interdisciplinary in nature. Developing interdisciplinary units of work can draw together elements of different subject areas to support a deeper exploration of subject content. These units will be planned by teams of teachers working in collaboration, guided by a common planning document.

The MYP Curriculum Framework

The MYP programme consists of eight subject groups (see diagram) integrated through global contexts that provide a framework for learning within and across the subjects.


Students are required to study two languages, usually their mother tongue a second language, humanities, sciences, mathematics, arts, physical education and design. In the final year of the programme, students also engage in a personal project, which allows them to demonstrate the understandings and skills they have developed throughout the programme.

The programme model of the MYP places the learner at its centre. This underscores the IB’s belief in educating the whole person, and placing importance on student inquiry. MYP students are making the transition from early puberty to mid-adolescence, which is a crucial period of personal, social and intellectual development, of uncertainty and questioning. The MYP is designed to guide students in their search for a sense of place in their natural and social environments.