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From PYP to MYP.: Supporting transitions across the IB continuum.

In our school, a K-12 IB world school in Bogota, Colombia, offering all 3 programs, this transition was problematic. Students experienced a decrease in academic achievement and many behavioural issues. For example, during the 2008 – 2009 academic year, 38% of our students failed at least one subject area in any given marking period, and a total of 17% of our students failed one or more subjects for the year. (Data taken from 2008 2009 academic results) Although very concerning, this pattern was consistent with current research in the field, which states, “Achievement declines across transition may reflect [a] lack of continuity in curriculum from elementary to middle school.” (Akos, Queen & Lineberry, 2005, p. 37) In addition to the academic decline, we also faced discipline problems and many bullying cases.