• IB Middle Years Program


    Our Mission

    The three parts of our mission align with the goals of the IB to to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.   At DDEMS, we aim to ignite a love of learning in all of our students, empower them as change agents to design solutions for challenges of global significance, and build upon the strengths of their diversity to come together as a robust and dynamic cultural tapestry of individuals in a familial atmosphere.

    The IB Learner Profile

    The traits of the IB Learner Profile are at the very core of the work we do with students at DDEMS. Learning about, discussing, practicing, and reflecting on these 11 characteristics of all lifelong learners provide a robust framework for  teachers and students to communicate about their continued growth and development over time.  

    IB Philosophy in the MYP

    The Middle Years Programme of the IB was developed with 6 important components:

    Conceptual Understanding

    Service as Action

    MYP Key concepts are big ideas that represent enduring understandings and serve as an integrating theme to encourage the transfer of ideas within and across the disciplines “as students search for patterns and connections in the creation of new knowledge.” Concepts are abstract, promote interdisciplinary approach and are not restricted to one particular subject area.  In all DDEMS classes, units of instruction are each framed around one key concept.

    Guided or classroom learning that leads to action addressing an authentic community need is most meaningful when allowing for student initiative that incorporates their interests, skills and talents. Our schoolwide plan for service includes a gradual release of support toward the goal of developing students as independent and empowered change agents within their community.  By reflecting on their service experience, students gain a greater awareness of the community and world they live in, and their role and responsibility in improving the lives of themselves and others.

    Teaching and Learning In Context

    Approaches to Learning (ATL)

    MYP Global Contexts are lenses to look at abstract learning with a connected view. global and provide common points of entry for inquiries into what it means to be internationally minded, framing investigations that promote multilingualism, intercultural understanding and global engagement. These contexts build on challenges and problems of global significance in order to facilitate a concrete link between curriculum and the real world.

    The focus of Approaches to Learning in the MYP is to assist students in to develop the self-knowledge and skills they need to become successful learners both independently and with others.  Elements of the five ATL clusters are represented in each MYP unit across all classes. The goal for each student is to discover the best ways they learn and to develop the confidence to try new things, reflect on their learning, and to recognize and appreciate the diversity of learning needs that exist within the community.

    Language and Identity

    Learning Diversity and Inclusion

    Our students represent a tapestry of cultures from all around the globe.  More than half have prior experience with at least one other language besides English, and all DDEMS students will study an additional language (Spanish, French, or Mandarin Chinese) throughout their time with us.  We believe in the concept of additive bilingualism - supporting ALL students to learn a second (or third) language (L2) while retaining and deepening skill in the L1 (mother tongue). We are beginning to explore the concept of translanguaging by planning for the use of both L1 and L2 across classes to encourage the continued and dynamic development of a multilingual student body of global citizens.

    At DDEMS, we firmly believe that ALL students will thrive if we can provide them with an environment to explore, grow, make mistakes, learn from them, experience success, and celebrate those achievements.  All students access the full MYP curriculum with appropriate supports as needed. Teachers collaborate frequently to develop differentiation opportunities and to design supports for groups and individuals. Student support is layered, personal and ever-changing as our teachers work together through the Student Intervention Team (SIT) framework to refine and align supports that will allow each student to reach the fullest potential.

    Teaching and Learning in the IB

    An IB education empowers young people for a lifetime of learning, both independently and in collaboration with others. It prepares a community of learners to engage with complex global challenges through a dynamic educational experience framed by inquiry, action and reflection.  At DDEMS we engage our students in projects and challenges using an inquiry lens which means that students learn to exercise their research, design, and presentation skills as they discover, analyze and create in all of their classes. A variety of field learning experiences enhance and round out the classroom work to provide a broad range of settings in which students can explore their passions and discover and hone their talents.

    Global Engagement

    Global engagement represents a commitment to address humanity’s greatest challenges in the classroom and beyond. It can develop from the use of global contexts in inquiry leading to principled action. IB programmes provide for sustained inquiry into a wide range of issues and ideas of significance locally, nationally and globally. From the capstone MYP Community Project to working with classrooms in other countries across the globe, DDEMS engages students in an internationally-minded education.