Middle Years Programme (6-10)

 

PERSONAL INQUIRY

The MYP fosters a culture of curiosity and independent thinking, encouraging students to engage in personal inquiry across the curriculum. By exploring their own interests and questions, students develop a strong sense of ownership over their learning journey, leading to increased motivation and a deeper connection to the subjects they study. Students learn how to learn, while learning key concepts and skills. 

CAPSTONE PROJECTS

As a culminating experience, the MYP requires students to undertake a capstone project known as the Personal Project, providing them with the opportunity to integrate and apply their knowledge and skills to solve real-world problems or explore complex issues. These projects not only showcase their academic growth but also promote creativity, and innovative problem-solving. Importantly, students reflect on their learning throughout a year-long process and further develop their skills. 

EVIDENCE OF LEARNING

Throughout the programme, students' progress is thoughtfully assessed and documented, providing tangible evidence of their learning journey. A variety of assessment methods, such as examinations, projects, and presentations, allow students to demonstrate their understanding and development in diverse ways, catering to different learning styles and preferences. Teachers assess students both formatively (practice work, homework, etc.) and summatively (tests, papers, quizzes, labs, performances, etc.) to evaluate their growth in terms of each subject's objectives. Each subject has four criteria with multiple objectives. Students are assessed regularly on these criteria to monitor their growth. 

ACTION AND LEADERSHIP

The MYP places great importance on nurturing compassionate and responsible global citizens. Students are encouraged to take action on issues that matter to them, demonstrating their commitment to creating positive change in their communities and beyond. By engaging in service-learning and leadership opportunities, students cultivate empathy, integrity, and a sense of social responsibility.

LJA IMPACT

Every school year, LJA secondary students participate in Impact Term (I-Term), an annual five- to twelve-day course dedicated to experiential learning and community engagement. It is an opportunity for students to engage in a diverse assortment of fully immersive experiences outside of or as an extension of the academic curriculum. In the MYP, offerings range from on-island courses to travel to neighbor islands or international destinations. 

All LJA secondary students participate in an Impact Academy, committed student cohorts led by faculty, staff and community partners that work together to design projects that address needs and complete meaningful work for the community. View Impact Academies.

STUDENT SUPPORT

At LJA, we believe that supporting students means embracing diversity to understand how each individual thinks, feels, and learns. The Student Support Team is an interdisciplinary team that uses a systematic process to address learning and/or behavior of students.

We believe that:

• All students have unique learning styles and learning rates and have the potential to be successful.
• Success can look different for each student.
• Teachers, parents, and students are partners.
• Students are supported by a multidisciplinary team.
• The best learning takes place in a supportive environment.
• Student self-advocacy, confidence, self-awareness, and independence are necessary skills for academic and future success in a global society.
• All students can contribute to the community of learners.

Students learn best when:

• They are exposed to differentiated and personalized instruction.
• Education is relevant, supportive, and inclusive.
• They have a continuum of support.
• Teachers use evidence-based approaches to guide decisions.
• Support is data-driven and responsive to student needs.
• Communication is open and honest between all partners.
• Groupings are flexible and reevaluated frequently for their effectiveness.

They learn together with their peers (push-in model) as frequently as possible. However, we acknowledge a student's individual needs are sometimes best met in small groups and/or in a separate location (pull-out model).