Ranked among Top 5 International Schools in Bengaluru & Karnataka

*Education World Survey Rankings 2017

IB Middle Years Program

The International Baccalaureate Middle Years Programme (IB MYP) is a challenging programme for adolescent learners aged between 11-16 years in the IB Continuum of Programmes.

This programme places specific emphasis on the holistic development of students and their individual abilities and levels of understanding. Their learning is further broadened with values and sound judgments challenging their emotional, physical, psychological and social well-being.

The IB MYP comprises eight subject groups:

  1. Language and literature
  2. Mathematics
  3. Sciences
  4. Individuals and societies
  5. Language acquisition
  6. Arts
  7. Physical and health Education
  8. Design

The IB MYP curriculum bridges 8 subjects with an emphasis on communication skills personalizing their sense of responsibility to the community around them. The programme model concentrates on student-led learning in every possible classroom setup. Oakridge focuses our students’ efforts in communication, study skills; strong writing skills, research and a great deal of practical thinking skills, leading to good levels of analytical skill. Students constantly reinforce the programme support base, which are concepts, global contexts, and attitudes to learning (ATLs), preparing them for the rigours of post-secondary education.

The Association of Indian Universities (AIU) has officially accepted the IB MYP in India. The MYP Year 5 (Grade 10) certificate is now accepted as qualifying criteria to apply for higher education or Junior College. Similarly post school educational institutions in India are directed by the AIU to accept the IB Diploma (Grade 12) as qualifying admission criteria on par with Class 12 CBSE and ICSE.

Oakridge believes in exposing students to a variety of skills needed to keep them engaged in self-learning. In line with this we consistently engage students’ synergies guided by the IB learner profile elements. Broadly the subjects provide students with learning objectives to ensure a base of knowledge in each area of study. In this way Oakridge affirms the dynamic pattern of the three stages – inquiry, action, and reflection as essential relationships found in every unit of study. The rationale here is to inculcate the habits of going that extra mile in researching the topics, develop critical thinking and above all attain mastery on the subjects The MYP instructional model follows an inquiry-based approach. Students are encouraged to reflect on their learning, formulate their own inquiries for further study and consider appropriate action based on what they have learned.

Tech Integration in MYP

Children today are ‘digital natives’ and it is important for us to engage them through means and media that they are comfortable with. Keeping in sync with the ever evolving learning needs of our students, new initiatives have been implemented to make learning more meaningful and fun for them.

DOEAR Programme The Design of Electronics Arts and Robotics (DOEAR) programme is offered to students to develop and apply practical and creative thinking skills. This programme features trending technologies, electronics, digital fabrication, robotics and much more which bridge academics and practical application of concepts learned.

Tablets – This initiative is all about leveraging technology in the teaching and learning process. Apart from the obvious benefit of ease of access to information, tablets are pre-loaded with grade-specific learning content, including e-books, relevant Apps, supporting videos, powerpoint presentations from class as well as assessments.

Flipped Classroom – The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Video lessons are viewed by students at home, before the class session, while in-class time is devoted to consolidating understanding, problem-solving, exercises and simulations, projects, and discussions.

Inter-disciplinary learning (IDL)

MYP classrooms at Oakridge foster IDL through interdisciplinary project units, which is a cross-curricular learning unit form two or more of the subjects. Students learning is facilitated to reveal connections between these fields of knowledge and they get to use the acquired knowledge from one area to build understanding in other disciplines.

Oakridge promotes the concept of lifelong learning, fostering creativity through life skills, teamwork and collaboration. Students’ active participation contributes to the holistic study of complex issues and ideas. Integrated learning of this kind equips young minds with the right set of skills to become partners in the world of their generation.

Being caring is a required component of the IB MYP and at the same time supporting the Oakridge aim of being a school committed to developing internationally-minded people who recognize their common humanity and shared guardianship of the planet, Service as Action extend beyond the classroom. This allows students to participate in the community where they live, paying special importance to develop their sense of social responsibility and, improving those skills that will enable them to make effective contributions to society. For student development to occur, Service as Action learning should involve:

  1. Real, purposeful activities
  2. Reflection on the outcomes and personal learning
  3. Commitment

Approaches to Learning (ATL)

IB MYP approaches to learning skills are unique – focus is on thinking, communication, social, self-management and research, which makes it a holistic approach to learning. In essence, ATL has great influence on student’s education i.e., “not only what the students learn but how they learn”

Sporting Opportunities

Physical and Health Education at Oakridge provide an opportunity for every student to take part in competitive and non-competitive recreational sports activities within the framework of the coursework.

Sport and physical activities are a valued and accepted part of our school’s curriculum, contributing to the development of the whole child. It provides a vehicle for social, physical, emotional and value learning and is an important expression of our culture.

The assessment at Oakridge is fair and transparent. An assessment given to a student contains a task sheet and assessment criteria. The teacher grades the assignment and students receive feedback based on the assessment criteria. This process is repeated throughout the semester so that all criteria in every subject is covered at least twice in the year. At the end of the semester, each teacher analyzes the student’s grades and uses their professional judgment to award a level of achievement for each individual criterion. The criterion levels in each subject are then added together to give a criterion levels total for that subject. This total is then converted to an OLA (overall level of achievement) out of 7 using the grade boundary tables from the IB. The End of Semester reports includes individual criteria and an OLA for each subject, as well as development in five Approaches to Learning (ATL) Skill Areas.

Personal Project

The Personal Project is a major activity for students to complete in Year Five (10th Grade) of the MYP program at Oakridge International School.

The personal project provides an excellent opportunity for students to produce a truly personal and often creative product/outcome to demonstrate the consolidation of their learning in the MYP.

The project offers many opportunities for differentiation of learning and expression according to students’ individual needs. Each student develops a personal project independently.

Community Project

The Community Project is an important activity for students to complete in Year Three (8th Grade) of the MYP program at Oakridge International School.

The community project focuses on community and service, giving students an opportunity to develop an awareness of needs in their immediate communities and address those needs through service learning.

As a consolidation of learning, the community project engages in a sustained, in-depth inquiry leading to service as action in the community.

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