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Our IB Advantage

Middle Years Programme

Since 2004, GNS had been officially authorized to offer the IB Middle Years Programme (MYP). The MYP teaches our students to think critically and ask fundamental questions. The learning environment challenges them to strive for their personal best and develop a zest for learning.
Our MYP graduates leave the program as confident, capable learners who relish the process of discovery, thrive in interdisciplinary studies, and show commitment to improving our global classroom.

At GNS, the MYP is both an approach to learning as well as a rigorous academic programme that is designed to enhance the BC provincial curriculum. Developed specifically for Grades 6 to 10, the MYP does more than teach facts, figures, and formulas; it shows students how their interests and inquiries shape the process of their learning and how what they learn explains the world around them, the world they are eager to understand and eager to enjoy.

The MYP centres on the philosophy that students learn their best when their natural curiosity guides them. It follows that students in an IB classroom are prompted to ask challenging questions that will direct their research and learning, ultimately teaching them the concepts prescribed by the provincial curriculum in addition to showing them the value of being a stakeholder in their own education.

This inquiry-based approach fits in well at the Middle School level, particularly as students are coming into an age where they become more aware of society and how everything fits together, including their current roles and the roles they will carve out for themselves over the course of their lives.

The MYP Programme Model to the right outlines the Programme as a whole. The student is at the centre of the programme, followed by the features that help students develop understanding (Learner Profile, Approaches to Teaching, Approaches to Learning, Global Contexts, Concepts). The second ring describes some important outcomes of the programme (Action, Service, Community Project, Personal Project). The third ring describes the MYP’s broad and balanced curriculum.

List of 4 items.

  • Teaching and Learning in Context

    The MYP requires that teachers at Glenlyon Norfolk School build context around student learning experiences so that students understand why their learning is relevant and meaningful. Using global contexts, MYP students develop an understanding of their common humanity and shared guardianship of the planet through explorations of:

    • Identities and relationships (Who am I? Who are we?)
    • Personal and cultural identity (What is the nature and purpose of creative expression?)
    • Orientations in space and time (What is the meaning of “when” and “where”?)
    • Scientific and technical innovation (How do we understand the worlds in which we live?)
    • Fairness and development (What are the consequences of our common humanity?)
    • Globalization and sustainability (How is everything connected?)
  • Conceptual Learning

    Throughout Grades 6 to 10, our units of study require the students to explore sixteen key interdisciplinary concepts along with related concepts for each subject area. These timeless, universal, big ideas bring focus and depth to student learning.

    FormGlobal interactionsIdentityLogic
    PerspectiveRelationshipsTime, place and spaceSystems
  • Approaches to Learning

    Glenlyon Norfolk School supports the development of lifelong learners. The IB Program requires teachers to make the learning of skills a priority by focusing on specific skills that students need to develop in order to “learn how to learn.” The aim of teaching these Approaches to Learning (ATL) skills is to produce self-regulated individuals who have been explicitly taught the skills of effective thinking and learning. These skills help our students become successful learners both independently and when working with others.

    There are five skill categories that are explicitly taught throughout the eight subject areas at GNS.

    ATL Skill Category
    MYP ATL Clusters
    Information Literacy
    Media Literacy
    Critical Thinking
    Creative Thinking
  • Inquiry as Action

    Central to the philosophy of the MYP and the development of learner profile attributes is the principle that purposeful structured inquiry is a powerful vehicle for learning. It promotes meaning and understanding and challenges students to engage with significant ideas. In the MYP, students investigate significant issues by formulating their own questions, designing their own inquiries, assessing the various means available to support their inquiries, and proceeding with research, experimentation, observation and analysis that will help them to find their own responses to the issues. The starting point is students’ current understanding; the goal is the active construction of meaning by building connections between that understanding and new information and experience derived from the inquiry into new content.
    • IB Middle Years Programme
    • MYP Program Model

Glenlyon Norfolk School

Junior School (JK to Grade 5)

Middle (Grade 6 to 8) and Senior (Grade 9 to 12) Schools

We wish to acknowledge and respect the Straits Salish Peoples on whose traditional territory we gather. Specifically, we recognize the Lekwungen Peoples known today as the Songhees Nation and the Esquimalt Nation, whose historical relationships with the land where we live, work, play and learn continue to this day.