The International Baccalaureate 
Primary Years Programme


Programme Overview

The Middle Years Programme spans grades 5-10, linking student experiences across Woodbury, the Middle and High School. The MYP provides a framework for integrating state and national content standards in a way that is authentic and real-world relevant, engaging students through inquiry and other learner-centered approaches. In this way, curriculum and content remain at the core of teaching and learning, yet serve the greater purpose for the development of attributes and skills fulfilling Shaker’s Mission.

Implementing the MYP has also provided an enhanced opportunity for teachers to work together more than ever before, crafting units of study that share key concepts, important questions, and learner-centered experiences across courses. When teachers collaborate in such a manner, creativity and ingenuity are invigorated, ensuring that all of our students are engaged in learning that develops their content knowledge as well as the attitudes and skills necessary for success in the 21st century.

All of these rich learning and living experiences are exemplified in students’ service, action, and final personal project. Throughout the program, students are expected to use their growing knowledge to effect positive change, culminating in a deep exploration of their passion in 10th grade (The Personal Project). At the intersection of learning and action, great things happen!

What does the PYP “look like?”

One of the most common questions about the MYP is “what does it look like?” In a classroom, MYP comes alive through student-centered approaches in which students are engaged in deep thinking, discussion, and action. Provocative inquiry questions push students to consider the big concepts of their studies and assess their progress by allowing them to construct meaningful answers in a variety of ways. Samples of student work are displayed throughout the room, showing learner growth, as well as personal-connections with and dedication to learning. The physical space allows for student collaboration and teachers to mingle, making powerful connections between all participants while generating a hive of thinking and learning that is both active and exciting.

Also through the MYP, teachers seek to be transparent in their goals and foundations for learning, posting key concepts, focal points and lesson objectives for students to see and connect. When students know what they are to learn and are active participants in learning’s construction, meaningful connections are made and lifelong learners are born.

Changes that connect Woodbury, the Middle School and High School have occurred thanks to our implementation of MYP as well. Some such changes include:

Teachers are more meaningfully building student skills such as collaboration, communication, thinking and reflection throughout the program. Faculty of all grade levels and disciplines work together to plan the purposeful growth of these skills, step-by-step, in grades 5-10.

Similarities in the ways that teachers assess students are building at all grades 5-10 as well. The MYP provides common rubrics that all teachers use to evaluate students each year of the program. In this way, students recognize and intimately know what is expected of them across the program, seeing similarities year-to-year as well as how the expectations are consistently deepened as they grow.

Another exciting change is the development of World Languages at Woodbury. Woodbury now offers all Language Acquisition (World Language) courses that are offered by the Middle and High school, meaning that once students start on a track of language in grade 6, their learning of that language continues to masterfully develop through grade 10.

To see the sort of thought and planning that goes into these units of instruction, check out the unit plan examples from grade 6 design and grade 10 science.

The MYP asks that the School District is very clear on our expectations of students, teachers and the community. Working towards this transparency, we have established four policies so that all stakeholders have a common understanding of our thoughts and expectations for our learning community. Through the framework and guidance of the MYP, the District has crafted policies based on Academic Honesty, Assessment, Special Education Needs, and Language. These policies were drafted with input from the district leadership team and faculty and will be annually updated.

Click the links to see the current policies.

Academic Honesty 


Special Education Needs 


 PYP Contacts

Cheryl Lawrie
440-774-1458 ext.

International Baccalaureate Organization Information


2016-2017 IB Updates

PYP Resources

Academic Honesty Policy
Students must agree to uphold the virtues of principle, honor, and perseverance.

MYP Assessment Policy
Assessments are intended to be meaningful, relevant and purposefully designed to reflect students’ current level of content knowledge and 21st Century Skills.

Special Needs Policy
MYP is intended to be inclusive and tailored to the individual needs of students who have special needs or who are English language learners.

Language Policy
Students are taught English language skills in all disciplines and afforded ample opportunity to become proficient in more than one language.

Sample Unit: Rube Goldberg
A sample unit for 5th-6th grade design, in which students learn scientific principles by designing, building, and testing a device inspired by Rube Goldberg.
Sample Unit: Population Biology
A unit of study from 10th grade biology, covering the factual, conceptual, and debatable aspects of population ecology.

10th Grade Parent Letter About the Personal Project
This letter outlining the Personal Project was sent in September 2014 to parents of 10th graders.

Personal Project Brochure
An overview of the Personal Project and Frequently Asked Questions.

Personal Project Guide
Student and staff guide to the IB/MYP Personal Project.

Personal Project Website
An in-depth look at the Personal Project. If prompted to log in, use Guest login.