Middle Years Programme (Grades 6-10)


What Is Special about the Middle Years Programme (MYP) at ISP?

We believe our students...

  • Deserve the best possible preparation for the Diploma Programme in Grades 11 and 12.
  • Have different learning styles, which should be taken into consideration during assessment.
  • Should explore their passions by completing a Personal Project in Grade 10.
  • Are communicators, in both their mother tongue and in multiple foreign languages.
  • Need to explore Paris as a classroom.
  • Learn through service to others.
  • Benefit immensely from the Personal and Social Education Programme. 

The International School of Paris has been accredited to deliver the IB MYP since 2003, and thanks to this accreditation students are able to build upon the skills and learning developed in the IB Primary Years Programme. ISP specifically aims to connect classroom content to the wider world and to offer a student-centric learning environment. 


How Has ISP Created Relevant and Student-Centred Classrooms?

ISP has...

  • emphasized interdisciplinary learning so that students build understanding across subjects.
  • given students opportunities to show their strengths and rewarded students for achievements.
  • helped students build awareness of their own learning processes.
  • empowered students to make positive choices in a complex and rapidly changing world.
  • encouraged the improvement of communication skills by giving students the time to study up to three languages.  


What Are the Results of a MYP Education at ISP?

ISP students...

  • Connect knowledge across subject areas.
  • Are aware of real-world issues.
  • Form their own international outlook.
  • Make informed, positive decisions.
  • Understand how they learn.
  • Have skills that will enable them to become lifelong learners.
  • Can communicate across cultures.


Where to Learn More about the MYP?

Explore the links and videos below to learn more about the MYP as an educational philosophy and its implementation at ISP. 


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