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La Citadelle – an IB World School

MYP Report 2014

The International Baccalaureate Programme at La Citadelle aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. The IB-MYP programme at La Citadelle encour­ages students to become active, compassionate and lifelong learners who understand that other people, 

with their differences, can also be right.

Students learn best when their learning experiences have context and are connected to their lives and their experience of the world that they have experienced. Using global contexts, IB-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

At La Citadelle, IB-MYP Students

  • Are motivated and demonstrate intellectual energy and curiosity;
  • Accept challenges and demonstrate personal initiative;
  • Are able to learn independently, while demonstrating academic potential, above-average standing and a range of interests;
  • Display an excellent command of spoken and written language with a commitment to second language learning;
  • Are actively involved and demonstrate a willingness to take a leadership role;
  • Have a global perspective and demonstrate an appreciation of and sensitivity to other cultures and perspectives

 

By the end of their study in Level II, IB-MYP student are required to complete a significant piece of work produced independently. This Personal Project must provide evidence of the student’s understanding of the IB-MYP Global Contexts through a written reflection piece. Successful completion of all course work and the Personal Project are part of the requirements to obtain the IB-MYP Diploma.

All evaluations in all subjects are criterion-referenced so that student performance is measured against well-defined levels of achievement consistent from one evalua­tion to another. Grades reflect attainment of knowledge and skills relative to a set of standards equally applied.