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MIDDLE YEARS PROGRAMME

The Middle Years Programme (MYP) at UWC Thailand International School is designed for students in Grades 6-10. As the title suggests, it represents the five years of the IB that run between the Primary Years Programme (PYP) and the Diploma Programme (DP), which is the final two years of the IB. The MYP is designed to challenge students in the pursuit of academic excellence in each of the eight core subjects (Language A, Language B, Mathematics, Arts, Humanities, Technology, Physical Education and Sciences), and also places a high value on what is known as Approaches to Learning (ATL). In the MYP we maintain small class sizes so that teachers are able to differentiate student learning. 

At UWC Thailand International School we believe that students learn best when their learning experiences have context and are connected to their lives and the world that they have experienced. Using global contexts, MYP students explore human identity, global challenges and what it means to be internationally minded.

Conceptual Understanding in the MYP: Concepts are big ideas that have relevance within specific disciplines and across subject areas. MYP 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 (ATL): A unifying thread throughout all MYP subject groups, Approaches to Learning provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these skills help students learn how to learn.

Service as Action (Community Service): Action and service have always been shared values of the IB community. IB schools aim to build a community of learners who strive to be caring members of the community and who demonstrate a commitment to service—making a positive difference to the lives of others and to the environment. Service as action is an integral part of the UWC Thailand International School programme, especially in the MYP community project.

Language and Identity: MYP students are required to learn at least two languages. Learning to communicate in a variety of ways is fundamental to their development of intercultural understanding and crucial to their identity affirmation.

UWCT MYP Curriculum

In each tab below is an overview of the UWC Thailand International School MYP curriculum from Grade 6 to Grade 10. Each unit is being continuously developed and improved to best meet the needs of our students; therefore, the following overviews are a reflection of current plans for these courses. Some changes to these courses may occur as a result of revision and planning done throughout the academic year.

MYP Parent FAQ’s

“The aim of art is to represent not the outward appearance of things, but their inward significance.” — Aristotle

The arts are a universal form of human expression and a unique way of knowing that engage us in effective, imaginative, and productive activities. Learning through the arts helps us to explore, shape, and communicate our sense of identity and individuality. A focus on the individual enhances our self-confidence, resilience, and adaptability. It encourages our sense of belonging and community through the recognition of identities.

During adolescence, the arts provide an opportunity for age-appropriate and holistic development of the social, emotional, intellectual, and personal intelligences of the student. In MYP Arts, students have opportunities to function as artists as well as learners of the arts. Artists have to be curious. By developing curiosity about themselves, others, and the world; students become effective learners, inquirers, and creative problem-solvers. Students develop through creating, performing, and presenting art in ways that engage and convey feelings, experiences, and ideas. It is through this practice that students acquire new skills and master skills developed in prior learning.

The aim of MYP Arts is to encourage and enable students to:

  • create and present art,
  • develop skills specific to the discipline,
  • engage in a process of creative exploration and (self-)discovery,
  • make purposeful connections between investigation and practice,
  • understand the relationship between art and its contexts,
  • respond to and reflect on art,
  • and deepen their understanding of the world.

Curriculum Overviews:

Drama Curriculum Overview Grade 6-10

Music Curriculum Overview Grade 6 – 10

Visual Arts Curriculum Overview Grade 6 -10

“Design is not just what it looks like and feels like. Design is how it works.”

Design, and the resultant development of new technologies, has given rise to profound changes in society: transforming how we access and process information, how we adapt our environment, how we communicate with others, how we are able to solve problems, and how we work and live.

Design is the link between innovation and creativity, taking thoughts and exploring the possibilities and constraints associated with products or systems; and allowing them to redefine and manage the generation of further thought through prototyping, experimentation, and adaptation. It is human-centred and focuses on the needs, wants, and limitations of the end user. Competent design is not only within the reach of a small set of uniquely skilled individuals, but can be achieved by all. The use of well-established design principles and processes increases the probability that a design will be successful. To do this, designers use a wide variety of principles which, taken together, make up what is known as the design cycle.

The aims of MYP Design are to encourage and enable students to:

  • enjoy the design process, develop an appreciation of its elegance and power;
  • develop knowledge, understanding, and skills from different disciplines to design and create solutions to problems using the design cycle;
  • use and apply technology effectively as a means to access, process and communicate information;
  • model and create solutions, and to solve problems;
  • develop an appreciation of the impact of design innovations for life, global society, and environments;
  • appreciate past, present, and emerging design within cultural, political, social, historical and environmental contexts;
  • develop respect for others’ viewpoints and appreciate alternative solutions to problems; and
  • act with integrity and honesty while taking responsibility for their own actions developing effective working practices.

Curriculum Overviews:

Design Curriculum Overview Grade 6-10

MYP Individuals and Societies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological, and cultural factors that have an impact on individuals, societies, and environments. It encourages learners, both students and teachers, to consider local and global contexts. MYP Individuals and Societies incorporates disciplines traditionally studied under the general term “humanities” (such as history and philosophy), as well as disciplines in the social sciences (such as economics, business management, geography, sociology, and political science).

In this subject group, students can engage with exciting and personally relevant topics and issues. Many sensitive and personally challenging topics require careful consideration in the context of a safe and responsible learning environment characterised by respect and open-mindedness. The study of Individuals and Societies helps students to appreciate, critically, the diversity of human culture, attitudes, and beliefs.

Courses in this subject group are important for helping students to recognise that content and methodology can be debatable and controversial, and for practising the tolerance of uncertainty.

The aims of MYP Individuals and Societies are to encourage and enable students to:

  • appreciate human and environmental commonalities and diversity;
  • understand the interactions and interdependence of individuals, societies, and the environment;
  • understand how both environmental and human systems operate and evolve;
  • identify and develop concern for the well-being of human communities and the natural environment;
  • act as responsible citizens of local and global communities; and
  • develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies, and the environments in which they live.

Curriculum Overview:

Individuals and Societies Curriculum Overview Grade 6-10

“Learning to speak another’s language means taking one’s place in the human community. It means reaching out to others across cultural and linguistic boundaries. Language is far more than a system to be explained. It is our most important link to the world around us. Language is culture in motion. It is people interacting with people.”

— Savignon (1983)

The ability to communicate in a variety of modes in more than one language is essential to the concept of an international education that promotes multilingualism and intercultural understanding, both of which are central to the IB’s mission. The study of additional languages in the MYP provides students with the opportunity to develop insights into the features, processes, and craft of language; and the concept of culture, and to realise that there are diverse ways of living, behaving and viewing the world.

The aims of the teaching and learning of MYP language acquisition are to:

  • gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage;
  • develop a respect for—and understanding of—diverse linguistic and cultural heritages;
  • develop the student’s communication skills necessary for further language learning and for study, work, and leisure, in a range of authentic contexts and for a variety of audiences and purposes;
  • enable the student to develop multi-literacy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication;
  • enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop critical and creative techniques for comprehension and construction of meaning;
  • enable the student to recognise and use language as a vehicle of thought, reflection, self-expression and learning in other subjects, and as a tool for enhancing literacy;
  • enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components;
  • offer insight into the cultural characteristics of the communities where the language is spoken;
  • encourage an awareness and understanding of the perspectives of people from their own and other cultures, leading to involvement and action in their own and other communities;
  • and to foster curiosity, inquiry and a lifelong interest in—and enjoyment of—language learning.

Curriculum Overviews:

Intensive English Curriculum Overview Grade 6-9

English Language Acquisition Curriculum Overview G10

French Language Acquisition Curriculum Overview Grade 6-10

Mandarin Language Acquisition Curriculum Overview Grade 6-10

Thai Language Acquisition Curriculum Overview Grade 6-10

“Language is what makes us human. It is a recourse against the meaningless noise and silence of nature and history”.

— Octavio Paz

Language is fundamental to learning, thinking, and communicating; therefore it permeates the whole curriculum. Indeed, all teachers are language teachers, continually expanding the boundaries of what students are thinking about. Mastery of one or more language enables each student to achieve their full linguistic potential.

“Literature is the art of discovering something extraordinary about ordinary people, and saying with ordinary words something extraordinary.” — Boris Pasternak

Students need to develop an appreciation of the nature of language and literature, of the many influences on language and literature, and of its power and beauty. They will be encouraged to recognise that proficiency in language is a powerful tool for communication in all societies. Furthermore, language and literature incorporates creative processes and encourages the development of imagination and creativity through self-expression.

The aims of MYP language and literature are to encourage and enable students to:

  • use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction;
  • develop the skills involved in listening, speaking, reading, writing, viewing, and presenting in a variety of contexts;
  • develop critical, creative, and personal approaches to studying and analysing literary and non-literary texts;
  • engage with text from different historical periods and a variety of cultures;
  • explore and analyse aspects of personal, host, and other cultures through literary and non-literary texts;
  • explore language through a variety of media and modes;
  • develop a lifelong interest in reading; and 
  • apply linguistic and literary concepts and skills in a variety of authentic contexts.

Curriculum Overviews:

English Language and Literature Curriculum Overview Grade 6-10

Thai Language and Literature Curriculum Overview Grade 6-10

“Neglect of mathematics works injury to all knowledge, since he who is ignorant of it cannot know the other sciences or the things of the world.” — Roger Bacon (1214–1294)

The study of mathematics is a fundamental part of a balanced education. It promotes a powerful universal language, analytical reasoning, and problem-solving skills that contribute to the development of logical, abstract, and critical thinking. Mathematics can help make sense of the world and allows phenomena to be described in precise terms. It also promotes careful analysis and the search for patterns and relationships: skills necessary for success both inside and outside the classroom. Mathematics, then, should be accessible and studied by all students.

Studying mathematics; however, should be more than simply learning formulae or rules. Students should not have the impression that all of the answers to mathematics can be found in a book but, rather, that they can be active participants in the search for concepts and relationships. In that light, mathematics becomes a subject that is alive with the thrill of exploration and the rewards of discovery. At the same time, that new knowledge may then be applied to other situations, opening up even more doors for students. MYP mathematics promotes both inquiry and application, helping students to develop problem-solving techniques that transcend the discipline and that are useful in the world outside school.

The aims of MYP mathematics are to encourage and enable students to:

  • enjoy mathematics, develop curiosity and begin to appreciate its elegance and power;
  • develop an understanding of the principles and nature of mathematics;
  • communicate clearly and confidently in a variety of contexts;
  • develop logical, critical, and creative thinking;
  • develop confidence, perseverance, and independence in mathematical thinking and problem-solving;
  • develop powers of generalisation and abstraction;
  • apply and transfer skills to a wide range of real-life situations, other areas of knowledge, and future developments;
  • appreciate how developments in technology and mathematics have influenced each other;
  • appreciate the moral, social, and ethical implications arising from the work of mathematicians and the applications of mathematics;
  • appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives;
  • appreciate the contribution of mathematics to other areas of knowledge;
  • develop the knowledge, skills, and attitudes necessary to pursue further studies in mathematics; and
  • develop the ability to reflect critically upon their own work and the work of others.

Curriculum Overviews:

Mathematics Curriculum Overview Grade 6-10

“Physical fitness is not only one of the most important keys to a healthy body, it is the basis of dynamic and creative intellectual activity.” — John F Kennedy

MYP Physical and Health Education aims to empower students to understand and appreciate the value of being physically active and develop the motivation for making healthy choices. To this end, Physical and Health Education courses foster the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. Through opportunities for active learning, courses in this subject group embody and promote the holistic nature of well-being. Students engaged in Physical and Health Education will explore a variety of concepts that help foster an awareness of physical development and health perspectives, empowering them to make informed decisions and promoting positive social interaction.

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. Physical and Health Education contributes a unique perspective to the development of the attributes of the IB learner profile, promoting the health of individuals and communities.

The aims of MYP Physical and Health Education are to encourage and enable students to:

  • use inquiry to explore Physical and Health Education concepts,
  • participate effectively in a variety of contexts,
  • understand the value of physical activity,
  • achieve and maintain a healthy lifestyle,
  • collaborate and communicate effectively,
  • build positive relationships and demonstrate social responsibility, and
  • reflect on their learning experiences.

Curriculum Overviews:

Physical and Health Education Curriculum Overview Grade 6-10

“The scientific mind does not so much provide the right answers as asks the right questions.” – Claude Lévi-Strauss

With inquiry at the core, the MYP sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. The MYP sciences curriculum must explore the connections between science and everyday life. As they investigate real examples of science applications, students will discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment.

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

The aims of MYP sciences are to encourage and enable students to:

  • understand and appreciate science and its implications;
  • consider science as a human endeavour with benefits and limitations;
  • cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations, and judge arguments;
  • develop skills to design and perform investigations, evaluate evidence and reach conclusions;
  • build an awareness of the need to effectively collaborate and communicate;
  • apply language skills and knowledge in a variety of real-life contexts;
  • develop sensitivity towards the living and non-living environments; and
  • reflect on learning experiences and make informed choices.

Curriculum overviews:

Science Curriculum Overview Grade 6-10

Thai Language and Culture is designed to be the intercultural guide to Thai culture, society, language, and etiquette. This course prepares the students to understand Thai people through Thai language and events.

A key aim of the Thai Language and Culture for the students to be able to respond and interact appropriately in Thai community. Participation in this class is a requirement from the Ministry of Education in Thailand.

 

Curriculum Overviews:

Thai Language and Culture Curriculum Overview Grade 6-10

Experiential learning activities (service programmes and outdoor education) are at the heart of the UWC Thailand International School educational model. UWC Thailand’s commitment to community and service is embedded in its learning philosophy and embraced by its mission, where UWCT aims to challenge and inspire students to act for the good of all and for the sustainable development of the planet.

At UWC Thailand International School participation in this course actively promotes engagement and leadership that brings myriad benefits to our students as well as the communities the projects serve. Now more than ever, we need our students to know, understand, and inspire each other to make a difference.

The experiential learning programme that is offered during the MYP Years at UWC Thailand International School allows us to use knowledge gained during classroom discussions to actively seek practical solutions to problems encountered. For many students, this component of their UWCT experience will be among their most enjoyable and meaningful.

The experiential learning programme builds upon the value “service as action” initiated in the Primary School and continues as an essential component of the learning process, both as part of the UWCT educational philosophy, and as a practical outcome of students’ learning. Students are encouraged to make connections between the things they learn as part of MYP and in their surroundings, as well as think about what they can give the community and what benefits the community can bring to them.

This unique course at UWC Thailand International School offers students the opportunity to participate in a variety of different service, teamwork, leadership, Duke of Edinburgh, and adventurous outdoor activities. Through participation in the experiential learning programme, each individual will be challenged to develop a spirit of discovery, self reliance, develop a range of personal skills, become more aware, concerned and responsible in their service to the local and global community.

 

Curriculum Overviews:

UWCT Experiential Learning Curriculum Overview Grade 6-10

‘Social Emotional Learning and Mindfulness’ (SEL & M) is one of the 5 core pillars of the United World College Thailand Educational Model.

The SELM curriculum in the Secondary School is driven by 3 overarching goals for our students.

Goal 1: To build mindful self-awareness in order to make more intentional choices that support lifelong wellbeing and a sense of purpose.

A.  Identify, inquire into and learn to work with thoughts, emotions and patterns of behaviour.

B.  Recognise personal strengths/challenges, and identify internal and external supports.

C.  Show the ability to set own goals, and demonstrate self-compassion and resilience in working

      towards them.

 

Goal 2: To develop social awareness and interpersonal skills to establish and sustain healthy relationships.

A.  Recognise others’ emotions and develop empathy.

B.  Show curiosity in exploring diverse perspectives in order to develop greater understanding and

      respect.

C.  Use their understanding of themselves and others to interact thoughtfully and with kindness.

D.  Show the ability to effectively resolve interpersonal conflicts with compassion and courage.

 

Goal 3: To make choices with integrity for our own lives, our communities, and our environments, that foster peace and sustainability.

A.  Consider ethical, socio-cultural and sustainability factors in making decisions.

B.  Ability to make decisions that serve to responsibly approach the circumstances individuals and

     communities face.

C.  Actively contribute to the wellbeing of one’s immediate and broader communities and environments.

UWCT Students firstly explore these goals, then are supported to develop skills associated with these goals, as they practice, apply and reflect on their experiences and what they have learnt. SELM education is incorporated into all learning experiences as a way to continually live our Motto of ‘Good Heart, Balanced Mind and Healthy Body’ in pursuit of our UWC Thailand Mission.

Below are the UWCT Social and Emotional Learning and Mindfulness Goals which are scaffold by grade level to broaden the depth and inquiry as students appropriately explore each goal:

Grade 6 UWCT SEL&M Goals

Grade 7 UWCT SEL&M Goals

Grade 8 UWCT SEL&M Goals

Grade 9 UWCT SEL&M Goals

Grade 10 UWCT SEL&M Goals