Middle Years Program

(G6-10)

Middle Years Program (G6-10)

Middle Years Program

(G6-10)

Sharpening academic and self-management abilities through eight core subjects, situated in real-world contexts and culture.

Curriculum Overview

Language and Literature (Chinese and English)

We value language as central to the development of critical thinking, which is essential for cultivating intercultural understanding and responsible membership...

Arts

Students develop through creating, performing and presenting arts in ways that engage and convey feelings, experiences and ideas. It is through this practice th...

Language Acquisition (Chinese and English)

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...

Design

Design challenges all students to: apply practical and creative thinking skills to solve design problems; explore the role of design in both historical and cont...

Individuals and Societies

Individuals and societies incorporate disciplines traditionally studied in the humanities, as well as disciplines in the social sciences. Students collect, desc...

Physical and health education

Physical and health education (PHE) empowers students to understand and appreciate the value of being physically active and to develop the motivation for making...

Sciences

The sciences framework encourages students to investigate issues through research, observation and experimentation, working independently and collaboratively. A...

Interdisciplinary Learning

One of the key features of the MYP is its emphasis on interdisciplinary teaching and learning. This trait emerges from the challenges and opportunities of educa...

Mathematics

In the IB MYP, mathematics promotes both inquiry and application, helping students to develop problem solving techniques that transcend the discipline and that...

MYP Projects

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

MYP Core

Service as Action (SA)

Service as action (SA) in the MYP is an essential component of the learning process. Not only is it an educational philosophy, but a practical outcome of learning. SA opportunities can be intentionally built in during the unit planning stage. A teacher either adds a specific learning engagement to meet curriculum objectives, provide students with ideas that they can take action themselves, or use a global context to encourage students to initialize their own inquiry into the local situation of a global issue. Kuei Shan students have ample and authentic SA involvement to meet the MYP SA expectation. See examples below:

SA Example 3: G8 Design
"As part of the interdisciplinary unit between G8 Drama and Design, students designed a prop, set, costume, or makeup for their peers. Instead of a few lead actors experiencing all the honor and privileges of their role, all students served each other through their design and created a more communal performance experience."

SA Example 2: G9 Individuals and Societies
"As part of the 'Kaleidoscope Cultural Preservation Museum Project' this task aims to preserve the uniqueness of world culture by recording the minority culture of the developing world via student-made websites. Each person contributes 7-10 separate cultural threads and 30 items of culture in total to their sites. The project is motivated by the effects of globalization in creating a shared world culture that overpowers respective national cultures. Each site uses a multimedia approach and will be [shared] to allow the school community to increase its international mindedness and awareness of the cultures of the world."

SA Example 1: G10 Biology, Chi LL & LA, PHE
"Inspired by the analysis and appreciation of Lin Li-Ching's 做工的人 (Working Class), students researched the experience of Taiwanese laborers through literature, science, and PHE perspectives. In Biology, students designed a scientifically grounded diet plan for a laborer facing a full day of physical work, applying knowledge of macromolecules, digestion, and enzyme activity. In PHE, students learned the biomechanics behind lifting, carrying, pushing, and pulling, with a focus on correct form, muscle engagement, and injury prevention."

Personal Project

All units in all MYP subjects can inspire students for their personal project (PP). The Kuei Shan personal project guide provides details on aims, objectives, prescribed concepts, assessment criteria, and timeline for students to spend approximately 25 hours on their PP. PP is an internal assessment moderated externally by the IB. Kuei Shan registers all Grade 10 students for PP and have received awesome results which are an indicator of Kuei Shan MYP students' higher academic and personal skills.

Justin L. (Physics and Engineering PP)

"The sense of accomplishment I felt after developing something as complex as an RC boat, and to see it sail across the water without any problems, gave me a profound feeling of achievement which was never before achieved by me."

"I questioned the concept of the so-called ‘impossible.’ I believe this is a kind of thinking framework — and one that can be overturned."

Mika J. (Fashion Design PP)

"Although we belong to different Christian traditions, we are united by our mutual interests — a true testament to how genuine intellectual engagement can transcend denominational boundaries."