IB MYP Middle School at AGIS
Middle school represents a "window of opportunity" during which adolescents undergo rapid change: self-identity takes shape, independence grows, and an interest in the real world and future careers emerges. The International Baccalaureate (IB) Middle Years Programme (MYP) is designed specifically for this age group; structured as a five-year cycle, it is organized around eight subject groups. The middle school program (Grades 5–9) at Astana Garden International School (AGIS) integrates IB MYP standards and the requirements of the Republic of Kazakhstan’s state standards, complementing them with the school’s own unique components.
Astana Garden International School is an IB World School (IB World School), authorized in all three International Baccalaureate® (IB) programs — the Primary Years Programme (IB PYP), the Middle Years Programme (IB MYP), and the Career-related Programme (IB CP).
For grades 5–8, the curriculum, based on the state standard of the Republic of Kazakhstan, also includes the following components:
Additionally in the 9th grade:
For grades 5–8, the curriculum, based on the state standard of the Republic of Kazakhstan, also includes the following components:
- Instruction in English,
- Advanced English,
- STEAM laboratory classes,
- Digital Literacy, AI Literacy.
- Project‑based Learning (PBL)
- College Counseling + Career Guidance
- Academic Writing in the 8th grade
- PVR (Extracurricular Development Program)
- Office Hours
- Electives (2nd foreign language, robotics, etc.)
Additionally in the 9th grade:
- Pre-SAT / SAT preparation
- IELTS preparation
- Cancelor support
- AP-subjects
- Critical thinking
Status and framework of the program in AGIS
The IB MYP is based on the principle of learning “in context”: through global contexts, teenagers explore topics related to their lives and the world around them, which helps to develop an internationally oriented mindset.
One of the strong elements of the IB MYP is the long‑term projects (Personal Project /Community Project, depending on the year of study), where the student conducts independent research in a global context, developing data handling skills, planning skills, communication skills, and the ability to act responsibly.
One of the strong elements of the IB MYP is the long‑term projects (Personal Project /Community Project, depending on the year of study), where the student conducts independent research in a global context, developing data handling skills, planning skills, communication skills, and the ability to act responsibly.
What is IB MYP: learning in context and
a “connected” learning experience
a “connected” learning experience
Key features of PBL:
Examples:
In other words, PBL is a learning format based on working through projects.
Project-Based Learning within Transdisciplinary Learning:
For example:
Theme: Sustainable Cities
Students:
- there is a specific project or task
- the work continues over several months
- students research, create, and present
- the outcome is a project, product, or research study
- teamwork and independent learning are actively encouraged
Examples:
- develop an environmental project to reduce waste at school
- create a startup idea and pitch it to investors
- conduct research and prepare a scientific poster
In other words, PBL is a learning format based on working through projects.
Project-Based Learning within Transdisciplinary Learning:
- Transdisciplinary Learning — an approach to organizing learning content
- Project-Based Learning (PBL) — a method for implementing this approach
For example:
Theme: Sustainable Cities
Students:
- explore the issue through different subjects
- conduct research
- develop a project — a model of a sustainable city
- Transdisciplinarity — integration of different subjects
- PBL — a project-based format for learning
Transdisciplinary learning through project-based formats
(Project-Based Learning PBL) at AGIS secondary school.
(Project-Based Learning PBL) at AGIS secondary school.
In its modern definition, Project-Based Learning is a method in which students learn by working over an extended period on a meaningful project, solving a problem, creating a product, or responding to a complex question.
Transdisciplinary learning is a key component of the IB MYP—an approach in which multiple subjects are integrated around one overarching theme or problem.
The main idea is not to divide knowledge strictly by subject, but to explore a phenomenon holistically.
The main idea is not to divide knowledge strictly by subject, but to explore a phenomenon holistically.
For example, the theme:
“Water”
Students explore it through:
“Water”
Students explore it through:
- Science — the properties of water and ecosystems
- Geography — the world’s water resources
- Mathematics — measurements and statistics
- Languages — essays and presentations
- Art — visual projects
STEAM approach: laboratories, research, and scientific thinking.
In middle school, the STEAM approach is actively applied through laboratory-based learning.
STEAM is an interdisciplinary approach that integrates Science, Technology, Engineering, Arts, and Mathematics as entry points for inquiry, research, and critical thinking.
STEAM learning formats include:
This approach naturally strengthens both Project-Based Learning (PBL) and the MYP learning framework.
STEAM is an interdisciplinary approach that integrates Science, Technology, Engineering, Arts, and Mathematics as entry points for inquiry, research, and critical thinking.
STEAM learning formats include:
- laboratory practice
- student research
- data collection and analysis
- prototyping
- modeling
- presentation of results
This approach naturally strengthens both Project-Based Learning (PBL) and the MYP learning framework.
https://www.unesco.org/en/articles/ai-competency-framework-students
Academic Writing in Grade 8 develops skills that students will need in upper secondary school and, especially,
in higher education:
These skills later provide direct support for AP courses, research assignments, and university preparation.
Academic Writing in Grade 8 develops skills that students will need in upper secondary school and, especially,
in higher education:
- structuring an argument
- working with sources
- proper citation
- academic integrity
- clarity in written communication
These skills later provide direct support for AP courses, research assignments, and university preparation.
AI Literacy and Academic Writing: skills that support
learning without relying on shortcuts.
learning without relying on shortcuts.
AI literacy in middle school goes beyond simply using AI tools. It also includes critically evaluating AI-generated outputs, understanding ethical considerations, and recognizing the limitations of these systems. This is why international frameworks, such as UNESCO*, emphasize the importance of preparing students to become responsible users and co-creators of AI, with dedicated competency areas ranging from ethics to understanding AI techniques and system design.
From Grades 5 to 7, students begin their journey toward career orientation: they explore their interests, develop skills, try different roles, and learn how to set goals.
In Grade 8, career guidance becomes more in-depth through the College Counseling course, helping students choose their future academic pathway before entering high school. This is also when preparation for admission to top universities begins.
The College Counseling course includes career guidance, analysis of students’ interests, skills, and personal qualities, development of a possible career direction, as well as opportunities to gain initial academic and professional experience.
Throughout the year, students are also introduced to the concept of an admissions strategy and begin developing an individual university preparation track. Based on this work, a personalized three-year preparation plan is created in Grade 9. It includes the thoughtful selection of academic subjects, planning timelines for international exams, participation in projects, and extracurricular activities.
By Grade 9, the student’s academic profile is further strengthened with AP subjects selected in line with the chosen strategy. The curriculum also includes Pre-SAT/SAT preparation, IELTS Prep, and individual work with a college counselor who supports the student throughout the admissions process.
This consistent and systematic approach helps students make informed university choices and successfully navigate the entire admissions process.
In Grade 8, career guidance becomes more in-depth through the College Counseling course, helping students choose their future academic pathway before entering high school. This is also when preparation for admission to top universities begins.
The College Counseling course includes career guidance, analysis of students’ interests, skills, and personal qualities, development of a possible career direction, as well as opportunities to gain initial academic and professional experience.
Throughout the year, students are also introduced to the concept of an admissions strategy and begin developing an individual university preparation track. Based on this work, a personalized three-year preparation plan is created in Grade 9. It includes the thoughtful selection of academic subjects, planning timelines for international exams, participation in projects, and extracurricular activities.
By Grade 9, the student’s academic profile is further strengthened with AP subjects selected in line with the chosen strategy. The curriculum also includes Pre-SAT/SAT preparation, IELTS Prep, and individual work with a college counselor who supports the student throughout the admissions process.
This consistent and systematic approach helps students make informed university choices and successfully navigate the entire admissions process.
Grades 8–9 as a key decision point.
Career guidance and the beginning of university preparation.
Career guidance and the beginning of university preparation.
Advanced Placement (AP) is an international program developed by the College Board that allows students to study subjects at a university-level standard and demonstrate their academic achievement through internationally recognized exams.
- Students can begin taking AP courses from Grade 9. Strong AP exam scores, particularly 4 or 5, can significantly strengthen a student’s university application profile and demonstrate readiness for advanced academic study.
AP courses as a way to strengthen the academic pathway.
In the IB system, ATL skills (Approaches to Learning) are a core component of the educational process and are integrated across all IB programmes: PYP, MYP and CP.
ATL skills represent the ability to learn effectively and consists of five groups of skills:
cognitive (thinking) skills
research skills
communication skills
social skills
self-management skills
ATL skills are embedded into the academic programme at every stage of student development.
ATL skills represent the ability to learn effectively and consists of five groups of skills:
cognitive (thinking) skills
research skills
communication skills
social skills
self-management skills
ATL skills are embedded into the academic programme at every stage of student development.
ATL SKILLS (APPROACHES TO LEARNING)
Primary school (PYP)
In the IB PYP, in grades 1–4, ATL skills are developed daily through lessons, projects and extracurricular activities. Our students learn through inquiry and experience. ATL skills help them to ask questions, explore, collaborate, plan and reflect on their progress.
Students set goals to develop ATL skills and become increasingly independent learners. Most importantly, they understand how they learn and can apply these skills in any life situation. By the end of Grade 4, students demonstrate their ATL skills through the PYP Exhibition.
Students set goals to develop ATL skills and become increasingly independent learners. Most importantly, they understand how they learn and can apply these skills in any life situation. By the end of Grade 4, students demonstrate their ATL skills through the PYP Exhibition.
Middle School (MYP)
Research skills are developed through the ability to formulate effective research questions, work with sources, and maintain academic integrity.
Thinking in the IB MYP involves the ability to critically evaluate information, form independent judgments, synthesize ideas and find solutions.
Communication and social skills are expressed through academic writing, presentations and collaborative research projects.
Thinking in the IB MYP involves the ability to critically evaluate information, form independent judgments, synthesize ideas and find solutions.
Communication and social skills are expressed through academic writing, presentations and collaborative research projects.
Within the MYP, ATL skills become explicit and measurable, fostering students’ academic independence — a key prerequisite for success in high school.
In the IB MYP from 5th to 9th grades, ATL skills become structured. Their development is intentionally planned by teachers within each subject area.
ATL skills are integrated into assignments and assessment criteria.
ATL skills are integrated into assignments and assessment criteria.
High school (CP)
CP students work with real-world cases, analyze risks and develop solutions — ranging from business scenarios to product promotion strategies. In this process, they actively apply communication skills through writing letters, conducting interviews, preparing reports and presentations, while social skills are developed through collaborative projects and interaction with external organizations.
Self-management also becomes one of the key elements: students develop the ability to adapt, psychological resilience, as well as the ability to advocate for their interests and professional position.
Research skills are especially significantwithin the framework of the Reflective Project, in which students analyze anethical dilemma in their chosen field anddevelop their own well-reasoned andsubstantiated position.
Self-management also becomes one of the key elements: students develop the ability to adapt, psychological resilience, as well as the ability to advocate for their interests and professional position.
Research skills are especially significantwithin the framework of the Reflective Project, in which students analyze anethical dilemma in their chosen field anddevelop their own well-reasoned andsubstantiated position.
In IB CP from 10th to 11th grades, ATL skills are integrated with the CP Core component called “Personal and Professional Skills (PPS)”.
Through this component, ATL skills foster students’ readiness for the professional world and future careers.
Through this component, ATL skills foster students’ readiness for the professional world and future careers.
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