Middle Years Programme

MBBC is proud to be an authorised International Baccalaureate (IB) World School which offers both the Primary Years Programme (PYP) and the Middle Years Programme (MYP). The IB programmes encourage both personal and academic achievement, with the aim of developing internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

Middle Years Programme

Middle Years Programme

The Middle Years Programme emphasises intellectual challenge. It encourages students in Years 7 to 10 to make practical connections between their studies and the real world, preparing them for success in further study and in life. The MYP aims to develop active learners and internationally minded young people who can empathise with others and pursue lives of purpose and meaning. The programme empowers students to inquire into a wide range of issues and ideas of significance locally, nationally and globally. The result is young people who are creative, critical and reflective thinkers.

IB mission statement

IB mission statement

The International Baccalaureate® aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

© International Baccalaureate Organization

International mindedness

Through the provision of a stimulating and supportive learning environment built on Christian principles and beliefs, we encourage our young men to be:

Inquirers
Knowledgeable
Thinkers
Communicators
Principled
Open-minded
Caring
Risk-takers
Balanced
Reflective ​

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.

Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.

Balanced

We understand the importance of balancing different aspects of our lives - intellectual, physical, and emotional - to achieve well-being for ourselves and others. We recognise our interdependence with other people and with the world in which we live.

Reflective ​

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Teaching and learning

Teaching and learning

The MYP at MBBC aims to develop students who are active learners, internationally minded, able to empathise with others and who have the intellect and skills to pursue lives of purpose and meaning. Our vertical House System and Five to Thrive Pastoral Care Programme also support these aims. Australian Curriculum content is delivered through the framework of the MYP. The MYP comprises eight subject groups:

  • Language acquisition: Spanish and Japanese
  • Language and literature: English
  • Individuals and societies: History and Geography
  • Sciences
  • Mathematics
  • Arts: Visual Arts (Art) and Performing Arts (Drama, Music)
  • Physical and Health Education
  • Design

MYP concepts

Teaching and learning in the MYP is underpinned by the following concepts:

Teaching and learning in context
Conceptual understanding
Approaches to learning (ATL)
Service as action
Language and identity
Inclusion and learning diversity in MYP

Teaching and learning in context

Students learn best when their learning experiences have context and are connected to their lives and their experience of the world. Using global contexts, MYP students develop an understanding of their common humanity and shared guardianship of the planet through developmentally appropriate explorations of: identities and relationships; personal and cultural identity; orientations in space and time; scientific and technical innovation; fairness and development; globalisation and sustainability.

Conceptual understanding

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. The MYP prescribes sixteen key interdisciplinary concepts along with related concepts for each discipline: Aesthetics; Change; Communication; Communities; Connections; Creativity; Culture; Development; Form; Global Interactions; Identity; Logic; Perspective; Relationships; Time, Place and Space; and Systems.

Approaches to learning (ATL)

Approaches to Learning (ATL) provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these social, thinking, research, communication and self-management skills helps students learn how to learn.

Service as action

Action in the MYP builds upon the action initiated in the PYP and continues as an essential component of the learning process. Through their engagement with service as action. MBBC students: become more aware of their own strengths and areas for growth; undertake challenges that develop new skills; discuss, evaluate and plan student-initiated activities; persevere in action; work collaboratively with others; develop international-mindedness through global engagement, multilingualism and intercultural understanding; consider the ethical implications of their actions.

Language and identity

Language is central to learning. During adolescence, the role of language in identity affirmation is of particular significance as a pedagogical principle. Identity is dynamic and shifts as relationships alter over time. Furthermore, the physical and emotional changes that take place during adolescence have enormous influence on the personal, social and cultural identities of MYP students. Specifically, this concerns the role of language in promoting group cohesion and inclusion, in negotiating relationships and membership of groups, in contributing to academic success and in developing the ability to reflect critically on all aspects of identity.

Inclusion and learning diversity in MYP

As part of the MYP curriculum, MBBC address differentiation within the written, taught and assessed curriculum. The MYP allows schools to continue to meet Queensland and Australian legal requirements for students with access needs.

The MYP personal project

The MYP personal project

In Year 10 the boys complete a Personal Project culminating in a presentation of their projects to students, family and friends. The aims of the MYP Personal Project are to encourage and enable our Year 10 students to:

  • Participate in a sustained, self-directed inquiry within a global context
  • Generate creative new insights and develop deeper understandings through in-depth investigation
  • Demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time
  • Communicate effectively in a variety of situations including to their peers, parents, teachers and community at the Personal Project Exhibition
  • Demonstrate responsible action through, or as a result of, learning
  • Appreciate the process of learning and take pride in their accomplishments

The mountain bike track MYP project

The mountain bike track MYP project

Several years ago a group of boys designed the MBBC Mountain Bike Track as their MYP Project under the inquiry theme “Sharing the planet”. 

In order to create this track the boys looked at fitness goals, mathematical equations which formulated the construction of the curves, percentages in the inclines, the degree of bends in the track and safety as well as minimising the environmental impact to the area. All areas of learning were incorporated across the one theme, growing young minds through a fun and practical real life situation with real significance and relevance to the learner. 

Mountain Biking continues to be a sustainable co-curricular activity for both boys and girls at the Colleges.