IB-MYP Curriculum

The Middle School of Rungta International School, Raipur is an authorized school for the International Baccalaureate (IB) Middle Years Programme (MYP) and thereby making us the first IB World School in Chattisgarh state, one of the very few schools in India with all the three programmes-PYP/MYP/DP.

The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders.

Key features of the IB Middle Years Programme:

  • Addresses holistically students' intellectual, social, emotional and physical well-being.
  • Provides students opportunities to develop the knowledge, attitudes and skills they need in order to manage complexity and take responsible action for the future.
  • Ensures breadth and depth of understanding through study in eight subject groups.
  • Requires the study of at least two languages (language of instruction and additional language of choice) to support students in understanding their own cultures and those of others.
  • Empowers students to participate in service within the community helps to prepare students for further education, the workplace and a lifetime of learning.
IB MYP Curricululm

Recognition of the IB MYP – grade 10 equivalence

The International Baccalaureate Middle Years Programme has been given equivalence with grade 10 of an Indian Board Assessment by the Association of Indian Universities. Students having completed the MYP can apply for higher studies in any school or college in India.

In January 2013, the Association of Indian Universities signed an agreement with the International Baccalaureate to equate the completion of the Middle Years Programme with grade 10 of an Indian board assessment. This agreement now allows students who complete the MYP to apply for admission for higher studies to any school in India.

Distinctive features of the MYP

At the core of all IB Programmes is the learner profile, 10 attributes fostered in students that promote their development as responsible members of their local, national and global communities. IB learners strive to be inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced and reflective.

In the MYP, students study 8 subject groups. IB Organisation requires a minimum of 50 teaching hours per year per subject group offered. The IB Organization recommends 70 teaching hours per subject over each of the final two years of the programme for candidates opting to register for MYP on-screen examination.

Key and related concepts
are big ideas, which form the basis of teaching and learning in the MYP. They ensure breadth and depth in the curriculum and promote learning within and across traditional disciplines.

Global contexts
provide shared starting points for inquiry into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding and global engagement. 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
  • Globalization and sustainability.

Approaches to teaching and learning,
a unifying thread throughout all MYP subject groups, are skills which help students manage their own learning. They provide a foundation for success in further education and the world beyond the classroom.

Action and service
, essential components of the MYP, set out clear learning outcomes that grow from students' participation in local and global communities. MYP projects are informed by respected models of service learning and provide stepping stones toward the Diploma Programme's core requirements for Creativity, Action and Service (CAS).

The personal project
, for students completing the programme in year 5, is a culminating experience in which students apply their approaches to learning skills to complete an extended, self-directed piece of work. This required component provides opportunities for creative and truly personal demonstrations of learning.


Our goal is to enable students to:

  • Develop critical thinking to solve real-life problems
  • Develop knowledge of local and global issues
  • Effectively communicate ideas
  • Building students' confidence in their academic and personal development

These objectives are integrated throughout the curriculum. Different approaches of teaching and learning are employed to meet the objectives.

Subject groups offered are

  • Language and literature
  • Language acquisition (Hindi/French)
  • Individuals and societies
  • Mathematics
  • Sciences
  • Arts
  • Physical and Health Education
  • Design

Inquiry based learning
Instead of just presenting the facts, at RIS we use questions, problems, and scenarios to help students learn through their own agency and investigation.

"What makes children want to learn? According to research, it's the joy of exploration -- a hidden force that drives learning, critical thinking, and reasoning. We call this ability curiosity, and we recognize it in children when we see them exploring their environment, devouring books and information, asking questions, investigating concepts, manipulating data, searching for meaning, connecting with people and nature, and seeking new learning experiences."

At RIS, MYP focus is on development of formal thinking and logical reasoning skills to enable students to achieve deeper learning.

Teachers use various inquiry models like Big 5, Stripling's Model, Bruner's model of inquiry to name a few. Instead of helping students by giving them the answers, teachers encourage them to think independently by supplementing modeling with questions, prompts, and cues. Inquiry based learning is integrated in written, taught and assessed curriculum

Project Based Learning

Project-based learning is a dynamic classroom approach in which students actively explore real-world problems and challenges and acquire a deeper knowledge.
When the project approach takes hold in the classroom, students gain opportunities to engage in real-world problem solving too.
In project-based learning, students show what they learn as they journey through the unit, interact with its lessons, collaborate with each other, and assess themselves and each other.
Project based learning provides the scope for deeper learning and results in engaged and self-directed learners. At RIS one of the assessment component is project based assessment.

Technology Integration
At RIS Effective technology integration is used to support curricular goals. It supports key components of learning: active engagement, participation in groups and frequent interaction and feedback.
Integrating technology with classroom practice is a great way to strengthen engagement by linking students to a global audience, turning them into creators of digital media, and helping them practice collaboration and communication skills that will prepare them for the future.

Differentiated Instruction
At RIS strategies for differentiated instruction are planned after knowing students' strengths. Varied approach is employed, so that all students, regardless of where they are starting from, can learn content effectively, according to their needs. As part of the MYP curriculum, school address differentiation within the written, taught and assessed curriculum.