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InternationalBaccalaureateIB AmericasSciences

MYP Sciences Category 1 and2

Vancouver, British Columbia, CanadaJuly 2013English

Jason Malone

© International Baccalaureate Organization 2012


Teacher Training Workshop

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The IB mission statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Did I Miss Anything? 8

MYP Program Model 9

Agenda - Vancouver 13 10

How can Inquiry be used to engage our students? 15

MYP Glossary/Terms 16

MYP Programs Standards 21

What does Inquiry look like in a Science Classroom? 27

Inquiry Cycle 28

Inquiry-centered Instruction 30

How does Inquiry help us nurture multiple perspectives? 33

Learner Profile 34

Fundamental Concepts 36


Workbook contents

How can we use ATL skills to develop the learning process? 38

ATL Skills - The Next Chapter 39

Mapping ATL Skills 40

MYP Command Terms 41

How can backwards planning help us build a rigorouscurriculum? 46

How can formative assessment help us deepen our students’understanding? 47

MYP Unit Planner 48

Unit Planner w/Notes 51

Using the Unit Planner 54

Sample Assessment Task 61

Sciences Interim Objectives 62

How can writing task-specific rubrics help the assessmentprocess? 71


Task-Specific Rubrics 72

How can standardization help us build a better program? 74

Background information related to the essay on water 75

Essay Water – Teacher’s instructions 76

Essay A - Water (Arsenic contamination of water) [A,B - 5,5] 81

Essay B - Water (Phosphates in water pollution) [A,B - 4,4] 84

Wave unit lab – Teacher’s instructions 89

Lab report A - Waves [D,E,F - 4,3,6] 90

Lab report B - Waves [D,E,F - 6,3,6] 94

How should MYP grading be practiced and reported tostudents and parents? 101

MYP Reporting 102

What is the benefit of the MYP framework, skills and culturefor our students? 104


PP Overview 105


Did I Miss Anything?

Nothing. When we realized you weren’t here we sat with our hands folded on our desks in silence, for the full two hours Everything. I gave an exam worth 40 percent of the grade for this term and assigned some reading due today on which I’m about to hand out a quiz worth 50 percent Nothing. None of the content of this course has value or meaning Take as many days off as you like: any activities we undertake as a class I assure you will not matter either to you or me and are without purpose Everything. A few minutes after we began last time a shaft of light suddenly descended and an angel or other heavenly being appeared and revealed to us what each woman or man must do to attain divine wisdom in this life and the hereafter This is the last time the class will meet before we disperse to bring the good news to all people on earth. Nothing. When you are not present how could something significant occur? Everything. Contained in this classroom is a microcosm of human experience assembled for you to query and examine and ponder This is not the only place such an opportunity has been gathered but it was one place And you weren’t here By Tom Wayman

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IB MYP Program Model

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MYP Category 2 Sciences Workshop July 2013 – Vancouver, BC

Leader: Jason Malone Poudre High School, Fort Collins, CO, USA [email protected] MYP: MYP Coordinator, 9th Grade Biology DP: Theory of Knowledge

DAY 1: Tuesday, July 9 Session 1: Aim:

• The written, taught, and assessed curriculum engages students through inquiry.

Objectives: • To grasp the inquiry-based

approach that is supported in IB standards and practices.

IQ: How can Inquiry be used to engage our students? - Introductions / MYP Opening Activity - Goals and Objectives of the Workshop - Inquiring about Inquiry - MYP Language – Glossary and Terms - The Bin/Burning Questions… What are you after? Resources: • Programme standards and practices (2010)

Standard A – Philosophy #6 Standard B1 – Leadership and structure #3 Standard C3 – Teaching and learning #2, 3, 5, 9, 14, 15, 16

• MYP: From principles into practice (2008)

Break Session 2: Aim:

• Methods that promote inquiry make learning relevant, significant, challenging, and engaging.

Objectives: • To determine inquiry-based

methods using the inquiry cycle.

• To classify appropriate forms of inquiry in relation to topic.

• To develop an understanding of the roles of students and teachers in an inquiry-based classroom.

IQ: What does Inquiry look like in a Science Classroom? - Return to the MYP Sciences Wiki - The Inquiry Cycle - An Inquiry-based Classroom Resources: • The Inquiry Cycle • Inquiry-Based Learning by Paul Kim (2009) • MYP: From principles into practice (2008) • Programme standards and practices (2010)

Standard C1 – Collaborative planning #5 Standard C3 – Teaching and learning #2, 3, 5, 6, 9, 10, 13, 14, 15

Lunch

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Session 3: Aim:

• Experiential inquires accommodate multiple perspectives in a learning environment.

Objectives: • To explain how philosophical

elements relate to inquiry. • To explore the creation and

differentiation of inquiry-based learning environments through multiple perspectives.

• To identify how teaching and learning can engage students on how, what and why they are learning.

IQ: How does Inquiry help us nurture multiple perspectives? - IB Learner Profile - Working in a Fishbowl - Learner Profile - Teacher’s Role - Communication - Intercultural Awareness - Holistic Learning - Differentiation - School Structural Support Resources: • IB Learner Profile • MYP Fundamental Concepts • MYP: From principles into practice (2008) • Programme standards and practices (2010)

Standard A – Philosophy #3a, 6, 9 Standard B1 – Leadership and structure #6 Standard B2 – Resources and support #2, 4, 11 Standard C1 – Collaborative planning #4, 6

• MYP Sciences Guide (2011)

Break

Session 4: Aim: • Scaffolding approaches to

learning over the course of the program helps students effectively manage their own learning.

Objectives: • To develop an understanding

of how skills identified in ATL are built using an inquiry process

• To begin to understand how to use ATL skills to design the learning engagement process within the MYP unit planner.

IQ: How can we use ATL skills to develop the learning process? - ATL Skills Categories / Clusters Resources: • Approaches to Learning: The Next Chapter • MYP: From principles into practice (2008) • Command terms in the Middle Years Programme

(2010) • Programme standards and practices (2010)

End of Day 1

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DAY 2: Wednesday, July 10 Session 5: Aim:

• A well-designed summative assessment task or performance enables students to demonstrate their understanding in and/or across subject areas.

Objectives: • To recognize the value of an

aligned curriculum. • To apply vertical and

horizontal collaboration to create units of work.

• To explore the ongoing process of designing an effective, rigorous.

IQ: How can backwards planning help us build a rigorous curriculum? - Summative Assessment - Three-Level Dissection - Interpretive - Literal - Applied Resources: • MYP Unit Planner • MYP Sciences Interim Objectives • Programme standards and practices (2010):

Standard C2 – Written curriculum #4a, 6, 9, 10 Standard C3 – Teaching and learning #2,3,9,10,11 Standard C4 – Assessment #3


• Planning and designing appropriate learning experiences may result in deepening students’ understanding.

Objectives: • To determine the pedagogical

underpinnings behind develop the formative assessment process.

• To discuss how formative assessment builds the capacity for students to master new skills and concepts.

• To explore the motivational potential of timely feedback.

IQ: How can formative assessment help us deepen our students’ understanding? - Formative Assessment – Assessment for Learning - Observation - Emulation - Self-control - Self-regulation Resources: • MYP: From principles into practice (2008) • Programme standards and practices (2010):

Standard C2 – Written curriculum #1a,b,d,2,3,4a, Standard C3 – Teaching and learning #1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16 Standard C4 – Assessment - #1, 2, 3, 4, 5, 6, 7, 8

Break

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Session 7: Aim: • Collaboratively developing

task- specific clarifications and exemplars helps students to understand their progress and brings transparency to the assessment process

Objectives: • To identify the relationship

between what is asked of students in the task and how that will be achieved.

• To recognize the holistic nature of a valid approach to arriving at a judgement.

• To distinguish between tasks by age appropriateness.

• To discuss the modification of tasks for age appropriateness.

IQ: How can writing task-specific rubrics help the assessment process? - MYP Objectives / Strands - Markband Descriptors - Interim Objectives (Age/Grade Level Appropriate) - Task-specific Rubric Design Resources: • MYP Sciences Guide • MYP unit planner • Programme standards and practices (2010):

Standard C4 – Assessment #1a, b , c, d


• Standardizing ensures a common understanding of the relationship between achievement levels and performance.

Objectives: • To develop an understanding

of the relationship between calibration and standardization.

• To determine the standardized nature of a valid approach to arriving at a judgement.

• To reflect upon the local to global significance of a standardized.

IQ: How can standardization help us build a better program? - Assessment Examples - Standardization of Assessment Resources: • MYP: From principles into practice (2008) • Sample student work (Water Essay A/B, Waves Lab

A/B) • Programme standards and practices (2010):

Standard A – Philosophy #8 StandardC4 – Assessment #1a,b,c,d,2,3,4,5,6,7,8

End of Day 2

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DAY 3: Thursday, July 11 Session 9: Aim:

• Regularly recording and reporting on student achievement informs MYP students of their progress within an international program.

Objectives: • To determine the requirements

of the MYP with regard to grading practices.

• To create assessment procedures that communicates student achievement.

• To recognize the importance of a school-wide assessment policy.

IQ: How should MYP grading be practiced and reported to students and parents? - Grading Practices / Reporting Resources: • MYP: From principles into practice (2008) • Sample student work • Programme standards and practices (2010):

Standards B1 - #5a Standard C4 - #4, 5, 6, 7


• Collaborating and reflecting throughout the years of the program support ongoing implementation by all members of the school community.

Objectives: • To identify the critical

elements to sustain growth and commitment to the MYP .

• To recognize that curriculum design informs future action taken by students.

• To explore the effects of metacognition in terms of sustaining ongoing MYP implementation that allows students to reach their curricular goals.

IQ: What is the benefit of the MYP framework, skills and culture for our students? - The Personal Project - Odds & Ends - Q/A Resources: • MYP: From principles into practice (2008) • Programme standards and practices (2010):

Standard A – Philosophy #4, 5, 6, 7, 8, 9 Standard B2 – Resources and support #14 Standard C2 – Teaching and learning #1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15,16 Standard C4 – Assessment #9

End of Workshop

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How can Inquiry be used to engage ourstudents?

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Appendices

MYP: From principles into practice 103

Glossary of MYP terms

Achievement folder A folder provided by the IB for each of a school’s graduating students, whether or not they have registered for IB-validated grades. The school and the student include IB documents as well as school-produced records and statements in this folder.

Achievement level The level given when the student work reflects the corresponding descriptor. Achievement levels are shown in the left-hand column of the assessment criteria.

Aim An aim states, in a general way, what the teacher may expect to teach or do, what the student may expect to experience or learn and how the student may be changed by the learning experience.

Approaches to learning (ATL)

One of the areas of interaction; it is concerned with the development of thinking skills, strategies and attitudes and the ability to reflect on one’s own learning.

Area of interaction leader

Schools may designate leaders for each of the areas of interaction; they are entrusted with liaison between the teachers involved, parents, students and, if necessary, the community.

Areas of interaction The five central elements of the MYP, embedded within and across the subject groups of the programme. They are:

approaches to learning (ATL)

community and service

health and social education

environments

human ingenuity (formerly homo faber).

Assessment criteria Criteria against which a student’s performance is measured as evidenced by work produced. Subject-group guides provide assessment criteria to be used for final assessment for each subject group, and for the personal project.

Assessment rubric A grid that contains levels and descriptors.

Assessment strategy The method or approach that teachers use when gathering information about student learning, for example, observation, open-ended tasks, selected responses.

Assessment task The activity or series of activities with which students engage in order for assessment to take place.

Assessment tool The device teachers use to measure and record assessment information and data collected, for example, anecdotal records.

Community and service

One of the areas of interaction; it is concerned with developing community awareness and a sense of responsibility through community involvement.

Criterion levels total The sum of the final levels awarded for each individual criterion in any given subject.

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Appendices

MYP: From principles into practice104

Criterion-related assessment

An assessment process based on determining levels of achievement against previously agreed criteria. MYP assessment is criterion-related.

Descriptors Achievement level descriptors describe the dif ferences in student accomplishment for each assessment criterion and correspond to the achievement level that should be awarded.

Environments One of the areas of interaction; it is concerned with the interdependence of human beings and their environments, and with sustainable development.

External moderation See moderation.

Final assessment The summative assessment of student work at the end of the fifth year of the MYP.

Formative assessment Ongoing assessment aimed at providing information to guide teaching and improve student performance.

Fundamental concepts

The basic educational principles of the MYP. They are:

holistic learning

intercultural awareness

communication.

Grade The number assigned to standards of student achievement. A grade is reached by applying the grade boundaries table to the student’s criterion levels total. A grade can only be arrived at when all subject-specific criteria have been used for assessment.

Final grades for student work in the MYP range from 1 (lowest) to 7 (highest).

Schools may also use this scale for assessment other than final assessment.

Grade boundary The lowest and highest criterion levels totals corresponding to a particular grade. These are determined for each subject group and published in the MYP coordinator’s handbook.

Health and social education

One of the areas of interaction; it is concerned with human issues and relationships, mental and physical health, and the interactions between the student and society.

Holistic learning One of the fundamental concepts of the MYP; it stresses the interrelatedness of various disciplines and issues, and the education of the whole person.

Horizontal planning Planning horizontally involves a team of teachers of the same grade level working together to plan for learning.

Human ingenuity (homo faber)

One of the areas of interaction; it is concerned with the evolution, processes and products of human creativity, and their impact on society and on the mind.

IBIS (formerly IBNET) A service that allows MYP coordinators to complete administrative procedures and obtain news and information from the IB via a password-protected web server.

Integrated subjects School-specific subjects that integrate elements of several disciplines within or across MYP subject groups.

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Appendices


Internal assessment The assessment of a student’s work that is carried out by a student’s teacher(s).

Internal standardization

The process by which all teachers of one subject or subject group in a school ensure a common understanding and application of criteria and descriptors.

Issue of results The issue of MYP records of achievement and certificates by the IB, following the moderation of the schools’ internal assessment. The documents are sent directly to schools following their submission of internal assessment results (this applies only to schools that request IB-validated grades).

Judgment The consideration of a student’s work against an individual assessment criterion.

Markscheme This is an indication of how a teacher has assigned levels to a particular task. In some cases, the markscheme may be the MYP criteria as published. In other cases, the teacher may need to provide an answer key, indicate question levels on a reading comprehension, or provide criteria that have been clarified to be task specific, depending on the task and the purpose.

Middle Years Programme (MYP)

The IB’s programme designed for students between the ages of 11 and 16 years.

Moderation The procedure by which sample assessed work from teachers is reviewed and adjusted externally to ensure assessment has been carried out according to MYP criteria and standards (this applies only to schools that request IB-validated grades).

Moderation factor A mathematical adjustment applied to a criterion levels total to ensure a common assessment standard.

Moderation registration

All schools requesting IB-validated final grades for their students are required to register subjects for moderation using the IBIS online moderation registration form.

Monitoring of assessment

A service that provides support and guidance to schools with regard to internal assessment procedures. It is offered to all schools, and required as part of the programme evaluation procedure for schools not submitting to moderation.

Mother tongue The language(s) learned first; the language(s) identified with as a “native” speaker; the language known best; the language used most.

MYP certificate The official IB document stating that the student has fulfilled a number of requirements, as stated in the MYP coordinator’s handbook.

MYP coordinator The pedagogical leader of the MYP in the school who oversees the effective development of the programme. The MYP coordinator ensures effective communication about the programme within the school, and between the school and the IB.

Objective One of a set of statements for a subject or the personal project, describing the skills, knowledge and understanding that will be assessed in the course/project. The assessment criteria correspond to the objectives. Student achievement of the objectives is rated by the assessment criteria.

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Appendices


Online curriculum centre (OCC)

A web-based service to schools at http://occ.ibo.org that aims to support the Primary Years Programme, Middle Years Programme and Diploma Programme. Teachers can take part in online discussions, access selected IB publications, exchange ideas and resources, read news and information from the IB, and participate in special events.

Peer-conferencing Student discussions with fellow students to gain insight into the task, topic, concepts and skills at hand, and to provide feedback and suggestions on draft work.

Performances of understanding

A particular kind of learning experience—one that encourages flexible thinking with knowledge in novel situations. They become “understanding performances” when students are asked to use information deliberately to advance a new understanding. Performances of understanding allow students both to build and demonstrate their understanding in and across subjects. They are based on the theory that understanding is not something we have—like a set of facts we possess—but rather is something we can do.

Personal project A project that is the culmination of the students’ experience in the MYP and shows their experience of the areas of interaction. It is completed in the final year of the programme.

Personal project supervisor

The member of staff within a school who is responsible for working directly with the student on the completion of the personal project.

Programme evaluation

A mandatory process for all IB World Schools offering the MYP, whereby the IB assists schools in their own self-evaluation procedures as well as ensuring the quality of programmes.

Record of achievement

The official IB document issued to all students registered for IB-validated grades. It lists final grades in each subject and the personal project and, where relevant, the satisfactory completion of community and service.

Samples of work Samples of students’ work are submitted by schools for moderation or monitoring of assessment, on the instructions of the IB. These are then reviewed by IB-appointed moderators.

Special educational needs (SEN)

Special educational needs students, as defined by the IB, may:

display difficulties or live with conditions that are a barrier to learning and therefore need particular teaching strategies for classroom management and effective education

display a higher than average aptitude in one or more subjects that requires adaptation of the curriculum to cater for their accelerated learning needs.

Student learning expectations

MYP schools provide student learning expectations for each area of interaction. Student learning expectations for the areas of interaction are guidelines on what students are expected to learn through the areas of interaction at different stages of the programme. The MYP uses the term “expectations” to differentiate them from subject-based objectives. Whereas success in achieving the objectives is measured through applying assessment criteria, student learning expectations are not assessed, although they may be monitored. These learning expectations are differentiated from assessment objectives because they are not rated on a scale.

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Appendices


Student registration All schools requesting IB-validated final grades are required to register each student with the IB using the IBIS student registration form.

Subject group The programme model for the MYP includes eight subject groups. They are:

language A

language B

humanities

sciences

mathematics

arts

physical education

technology.

Subject-group guide A guide, published by the IB for each of the subject groups, stating the mandated objectives and assessment details.

Summative assessment

The culminating assessment for a unit, term or course of study, designed to provide information on the student’s achievement level against specific objectives.

Task-specific clarification

Task-specific clarifications are ways in which a teacher can make it clear to students the specific things needed in an assessment. One way of doing a task-specific clarification might be to write a task-specific rubric. Another way might be to give an oral description, or to write a separate worksheet of explanation.

Task-specific rubric An assessment grid adapted by the teacher, which better identifies how the general achievement level descriptors can be addressed by the students for a given task. Task-specific rubrics are useful in every year of the MYP. A task-specific rubric is one way of providing a task-specific clarification for year 5 students.

Teacher-conferencing Student discussions with the teacher to gain insight into the task, topic, concepts and skills at hand, and to provide feedback and suggestions on draft work.

Teacher support material

Teacher support material published by the IB includes examples of assessed student work for the subject groups and the personal project. This material may appear as paper documents or online publications. It is intended to give practical help to aid understanding and implementation of the theory in the subject guides.

Teaching hour The length of teaching periods varies from school to school. For practical reasons, the IB refers to one teaching hour as the equivalent of 60 minutes.

Unit of work A series of lessons, focused through an area of interaction, significant concepts and a unit question, designed to enable students to achieve some of the objectives of an MYP subject group.

Vertical planning The goal of vertical planning is to sequence learning (in terms of subject objectives and learning expectations for the areas of interaction) to ensure continuity and progression from year 1 to year 5.

Weighting A measure of the relative emphasis of each assessment criterion (and therefore the emphasis of each objective).

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13Programme standards and practices

Programme standards and practices with requirements for the Middle Years Programme

Section A: PhilosophyStandard AThe school’s educational beliefs and values reflect IB philosophy.1. The school’s published statements of mission and philosophy align with those of the IB.

2. The governing body, administrative and pedagogical leadership and staff demonstrate understanding of IB philosophy.

3. The school community demonstrates an understanding of, and commitment to, the programme(s).

Requirements for the Middle Years Programmea. The school shows evidence of developing the fundamental concepts of the Middle Years

Programme.

b. Teachers and students demonstrate an understanding and awareness of the areas of inter-action.

c. The school ensures that all staff, students and parents understand the central importance of the personal project for students in year 5 of the programme.

4. The school develops and promotes international-mindedness and all attributes of the IB learner profile across the school community.

5. The school promotes responsible action within and beyond the school community.

6. The school promotes open communication based on understanding and respect.

7. The school places importance on language learning, including mother tongue, host country language and other languages.

8. The school participates in the IB world community.

9. The school supports access for students to the IB programme(s) and philosophy.

Requirements for the Middle Years Programmea. The school strongly encourages participation for all students.

Section B: OrganizationStandard B1: Leadership and structureThe school’s leadership and administrative structures ensure the implementation of the IB programme(s).1. The school has developed systems to keep the governing body informed about the ongoing imple-

mentation and development of the programme(s).

2. The school has developed a governance and leadership structure that supports the implementation of the programme(s).

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Requirements for the Middle Years Programme

Programme standards and practices14

3. The head of school/school principal and programme coordinator demonstrate pedagogical leadership aligned with the philosophy of the programme(s).

4. The school has appointed a programme coordinator with a job description, release time, support and resources to carry out the responsibilities of the position.

Requirements for the Middle Years Programmea. The Middle Years Programme coordinator is part of the school pedagogical leadership team.

5. The school develops and implements policies and procedures that support the programme(s).

Requirements for the Middle Years Programmea. The school has developed and implements a language policy that is consistent with IB

expectations.

b. The school has developed and implements a special educational needs policy that is consistent with IB expectations and with the school’s admissions policy.

c. The school has developed and implements an assessment policy that is consistent with IB expectations.

d. The school has developed and implements an academic honesty policy that is consistent with IB expectations.

e. The school’s organizational structures support the implementation of all subject groups, of the areas of interaction and of the personal project.

6. The school has systems in place for the continuity and ongoing development of the programme(s).

7. The school carries out programme evaluation involving all stakeholders.

Standard B2: Resources and supportThe school’s resources and support structures ensure the implementation of the IB programme(s).1. The governing body allocates funding for the implementation and ongoing development of the pro-

gramme(s).

2. The school provides qualified staff to implement the programme(s).

3. The school ensures that teachers and administrators receive IB-recognized professional development.

Requirements for the Middle Years Programmea. The school complies with the IB professional development requirement for the Middle Years

Programme at authorization and at evaluation.

4. The school provides dedicated time for teachers’ collaborative planning and reflection.

5. The physical and virtual learning environments, facilities, resources and specialized equipment sup-port the implementation of the programme(s).

6. The library/multimedia/resources play a central role in the implementation of the programme(s).

7. The school ensures access to information on global issues and diverse perspectives.

8. The school provides support for its students with learning and/or special educational needs and support for their teachers.

9. The school has systems in place to guide and counsel students through the programme(s).

10. The student schedule or timetable allows for the requirements of the programme(s) to be met.

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Programme standards and practices 15

Requirements for the Middle Years Programmea. The schedule or timetable provides a minimum requirement of 50 teaching hours per subject

group per year.

b. The schedule or timetable provides a broad and balanced choice of subjects, including at least one subject from each of the eight subject groups, and promotes concurrency of learning.

11. The school utilizes the resources and expertise of the community to enhance learning within the programme(s).

12. The school allocates resources to implement the Primary Years Programme exhibition, the Middle Years Programme personal project and the Diploma Programme extended essay for all students, depending on the programme(s) offered.

Section C: CurriculumStandard C1: Collaborative planningCollaborative planning and reflection supports the implementation of the IB programme(s).1. Collaborative planning and reflection addresses the requirements of the programme(s).

Requirements for the Middle Years Programmea. The school has an approach to curriculum planning that involves all Middle Years Programme

teachers.

b. The school follows the Middle Years Programme planning process.

c. Collaborative planning and reflection facilitates interdisciplinary learning to strengthen cross-curricular skills and the deepening of disciplinary understanding.

2. Collaborative planning and reflection takes place regularly and systematically.

3. Collaborative planning and reflection addresses vertical and horizontal articulation.

4. Collaborative planning and reflection ensures that all teachers have an overview of students’ learning experiences.

5. Collaborative planning and reflection is based on agreed expectations for student learning.

6. Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.

7. Collaborative planning and reflection is informed by assessment of student work and learning.

8. Collaborative planning and reflection recognizes that all teachers are responsible for language development of students.

9. Collaborative planning and reflection addresses the IB learner profile attributes.

Note: “Collaborative planning and reflection” is used as a single concept as the two processes are interdependent.

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Standard C2: Written curriculumThe school’s written curriculum reflects IB philosophy.1. The written curriculum is comprehensive and aligns with the requirements of the programme(s).

Requirements for the Middle Years Programmea. The curriculum fulfills the aims and objectives of each subject group and, where applicable,

the personal project.

b. The school uses the prescribed Middle Years Programme objectives to develop and document interim subject-specific objectives.

c. The written curriculum includes the following: a subject-specific vertical planning document; vertical planning for the student learning expectations of each area of interaction; horizontal planning for approaches to learning.

d. The units of work are documented on unit planners and follow the Middle Years Programme unit planning process.

e. The curriculum develops the student learning expectations for the areas of interaction within and across subjects to foster disciplinary and interdisciplinary relationships.

f. The curriculum defines expectations for involvement in service in each year of the programme.

g. There is a system for the regular review of individual units of work, vertical and horizontal subject documentation and documentation of the areas of interaction.

2. The written curriculum is available to the school community.

3. The written curriculum builds on students’ previous learning experiences.

4. The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time.

Requirements for the Middle Years Programmea. The school documents the curriculum in terms of subject content, including conceptual

understanding and skills that will allow students to reach the prescribed objectives.

5. The written curriculum allows for meaningful student action in response to students’ own needs and the needs of others.

6. The written curriculum incorporates relevant experiences for students.

7. The written curriculum promotes students’ awareness of individual, local, national and world issues.

8. The written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives.

9. The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s).

10. The written curriculum integrates the policies developed by the school to support the programme(s).

11. The written curriculum fosters development of the IB learner profile attributes.

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Programme standards and practices 17

Standard C3: Teaching and learningTeaching and learning reflects IB philosophy.1. Teaching and learning aligns with the requirements of the programme(s).

Requirements for the Middle Years Programmea. Teaching and learning at the school addresses the students’ learning expectations for each

area of interaction.

b. Teaching and learning at the school uses the areas of interaction as contexts.

c. Teaching and learning allows students to meet the Middle Years Programme objectives in each subject group.

d. Teaching and learning creates opportunities for involvement in service in every year of the programme and ensures its qualitative monitoring.

2. Teaching and learning engages students as inquirers and thinkers.

3. Teaching and learning builds on what students know and can do.

4. Teaching and learning promotes the understanding and practice of academic honesty.

5. Teaching and learning supports students to become actively responsible for their own learning.

6. Teaching and learning addresses human commonality, diversity and multiple perspectives.

7. Teaching and learning addresses the diversity of student language needs, including those for students learning in a language(s) other than mother tongue.

8. Teaching and learning demonstrates that all teachers are responsible for language development of students.

9. Teaching and learning uses a range and variety of strategies.

10. Teaching and learning differentiates instruction to meet students’ learning needs and styles.

11. Teaching and learning incorporates a range of resources, including information technologies.

12. Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students’ own needs and the needs of others.

13. Teaching and learning engages students in reflecting on how, what and why they are learning.

14. Teaching and learning fosters a stimulating learning environment based on understanding and respect.

15. Teaching and learning encourages students to demonstrate their learning in a variety of ways.

16. Teaching and learning develops the IB learner profile attributes.

Note: “Teaching and learning” is used as a single concept as the two processes are interdependent.

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Requirements for the Middle Years ProgrammeRequirements for the Middle Years Programme


Standard C4: AssessmentAssessment at the school reflects IB assessment philosophy.1. Assessment at the school aligns with the requirements of the programme(s).

Requirements for the Middle Years Programmea. The school uses the prescribed assessment criteria for each subject group in year 5 of the

programme.

b. The school implements a coherent framework of assessment criteria aligned with the school’s interim objectives.

c. Teachers standardize their understanding and application of criteria before deciding on achievement levels.

d. The school provides students with task-specific clarifications for assessment.

2. The school communicates its assessment philosophy, policy and procedures to the school community.

3. The school uses a range of strategies and tools to assess student learning.

4. The school provides students with feedback to inform and improve their learning.

5. The school has systems for recording student progress aligned with the assessment philosophy of the programme(s).

6. The school has systems for reporting student progress aligned with the assessment philosophy of the programme(s).

7. The school analyses assessment data to inform teaching and learning.

8. The school provides opportunities for students to participate in, and reflect on, the assessment of their work.

9. The school has systems in place to ensure that all students can demonstrate consolidation of their learning through the completion of the Primary Years Programme exhibition, the Middle Years Programme personal project and the Diploma Programme extended essay, depending on the programme(s) offered.

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What does Inquiry look like in a ScienceClassroom?

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The Inquiry Cycle (From MYP: From Principles into Practice)

As outlined in the programme model, the curriculum framework recognizes and values students’ efforts to construct meaning when exploring the world around them. To support this, the MYP requires teachers to provide learning experiences that draw on students’ prior knowledge and provide the time and opportunity for reflection and consolidation. This constructivist approach respects students’ ongoing development of ideas and their understanding of the wider world. It implies a pedagogy that includes student inquiry into significant content in real-world contexts. This pedagogy leads to the most substantial and enduring learning.

The construction of meaning and the development of conceptual understanding are supported in the MYP by the acquisition of knowledge and the development of skills and attitudes that have a context. This is the way in which students learn best—they should be invited to investigate significant issues by formulating their own questions, designing their own inquiries, assessing the various means available to support their inquiries, and proceeding with research, experimentation, observation and analysis that will help them find their own responses to the issues. The starting point is students’ current understanding, and the goal is the active construction of meaning by building connections between that understanding and new information and experience, derived from the inquiry into new content.

Observing and Reflecting Taking Action

Questioning and Planning

Thinking and Conceptual

Understanding

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Forms of inquiry

Inquiry can take many forms, yet the most successful form is when students’ questions and inquiries are genuine and take them from existing knowledge to new levels of understanding. An explicit expectation of the MYP is that successful inquiry will lead to meaningful reflection and to responsible action initiated by the students as a result of the learning process. This action may extend the students’ learning, or it may have a wider social impact. Both inquiry and action can look very different from age 11 to 16.

When engaging with an MYP unit of work students can use the inquiry cycle to:

• make connections between previous learning and current learning • experiment and play with various possibilities • make predictions and take action to see what happens • collect data and report findings • clarify existing ideas and reappraise perceptions of events • deepen their understanding through the application of a concept • make and test theories • research and seek information • take and defend a position • solve problems in a variety of ways.

Sustained inquiry frames the written, taught and assessed curriculum in IB programmes. IB programmes feature structured inquiry both into established bodies of knowledge and into complex problems. In this approach, prior knowledge and experience establish the basis for new learning, and students’ own curiosity provides the most effective provocation for learning that is engaging, relevant, challenging and significant.

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Inquire into the PossIBilities

Learner‐Centered Inquiry Based Instruction ‐ Paul Kim 2009

Model Attributes My examples Inquiry • A learner‐centered, active learning approach focusing on

questioning, critical thinking, and problem solving • Follows the principle that involving learners will help them better

understand the lessons Resource‐based learning

• Learners actively engage in multiple resources (print and non‐print)

• Learners responsible for selecting resources (e.g. Internet, books, human) that appeal to their personal learning preferences, interests and abilities

• Learners become active learners as they use a wide range of materials to investigate subject material prescribed within their classroom curriculum

Cognitive Apprenticeship

• Learners work in teams on projects or problems with close scaffolding of the teacher

• Guided participation helps the learner achieve tasks that independently would be too hard or complicated.

• The task or goal is to form a process of thinking—or something that is intangible into something tangible

• Teachers usually model or scaffold the skills or tasks in the beginning. Once learners begin to understand, the modeling and scaffolding is reduced. This allows learners to accomplish the task on their own and only ask for help when needed

Problem‐based learning

• Focuses on the process of problem solving, critical thinking in situated contexts, and acquiring knowledge. It is inquiry‐based when learners are active in creating the problem

• Emphasis is placed on using communication, cooperation, and resources to formulate ideas and develop reasoning skills

• Knowledge is constructed within each individual or community based on the learner's or community's prior knowledge, values,

1

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beliefs, and perspectives.• Learning occurs through social interactions whereby an outside

source can help individuals extend their learning • Activities are organized around achieving a shared goal (project)

Project‐Based Learning

• Focuses on developing a product or creation • Engages learners by starting with concrete and solving hands‐on,

real‐world problems • Learners are usually provided with specifications for a desired end

product (e.g a specific project, such as building a rocket or designing a web site)

• The learning process is more oriented to following correct procedures.

• Teachers are more likely provide expert guidance, feedback and suggestions (e.g. modeling, scaffolding) to help learners achieve the final product. This is provided according to learner needs and within the context of the project

• Activities are organized around achieving a shared goal (project) Collaborative Learning

• Learners placed in groups or pairs for the purpose of achieving a common academic goal

• Learners are responsible for one another's learning as well as their own. Thus, the success of one learner helps other learners to be successful

• Does not require face‐to‐face interaction as collaborative learning can take place across the Internet

Cooperative Learning

• It is a specific kind of collaborative learning, where learners work together in small groups on a structured activity. They are individually accountable for their work and are responsible for helping teammates learn

• Cooperative groups work face‐to‐face and learn to work as a team

Constructivism • Founded on the premise that reflecting on personal experiences allows learners to construct their own understanding of the world

• Teachers focus on making connections between facts and fostering new understanding in learners

• Teachers rely heavily on open‐ended questions and promoting extensive dialogue among learners

• Learners encouraged to analyze, interpret, and predict information

Notes on various approaches to teaching and learning

Constructivist based learning

2

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3

Resource‐based learning

Problem‐based learning

Project‐based learning

Collaborative learning

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How does Inquiry help us nurture multipleperspectives?

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MYP principles


The IB learner profile

IB learner profile

The aim of all IB programmes is to develop internationally minded people who, recognizing our common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be:

InquirersThey develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

KnowledgeableThey explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

ThinkersThey exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

CommunicatorsThey understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

PrincipledThey act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded

They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

CaringThey show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takersThey approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

BalancedThey understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

ReflectiveThey give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

The learner profile directs schools to focus on the development of the whole person. Developing an international perspective is a critical element of, and is central to, the programme; it must begin with encouraging each student to consider the point of view of someone else in the same class. By sharing experiences in the classroom setting and beyond, students can develop their awareness of, and sensitivity to, the experiences of others beyond the local or national community.

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MYP principles


Developing the learner profile within a community of learnersIn the context of the MYP specifically and IB World Schools in general, each school is considered to be a community of learners. The knowledge base that informs effective practice, particularly in the areas of brain research and cognition, is continually growing. Consequently, teachers need to be lifelong learners. A school’s commitment to effective ongoing professional development will be the hallmark of a school energetic enough and courageous enough to embrace change for the betterment of student learning. Schools must also meet the challenge of informing parents and explaining the programme and its elements. In turn, the wider community will come to understand and experience the programme as students themselves exemplify aspects of the learner profile outside school. While recognizing that a school’s primary responsibility is for student learning, the IB encourages schools to see themselves as communities where everyone is a learner, where teachers must continually review the needs and capabilities of each student, the content with which they are engaged, as well as their own practice and ongoing professional development.

From its very first engagement with the MYP a school will need to ensure that its mission statement is aligned with that of the IB. Subsequently, it will also need to ensure that its mission, together with the IB learner profile, adds vitality to the life of the school community and has a particular impact on teaching and learning.

Administrators and teachers should regularly review the learner profile as it affects all students throughout the programme. When seeking evidence of international-mindedness in their school, teachers need to look at:

what students are learning

how students are demonstrating their learning

how to nurture students within the school community.

Teachers need to consider whether students are making connections between life in school, life at home and life in the real world. By helping students make these connections and see that learning is connected to life, a strong foundation for future learning is established. In striving to make it happen and in looking for indicators of success, teachers and administrators need to look everywhere since all aspects of the school, from its mission and ethos through to policies and their ensuing practices, will reflect either the presence or the absence of sensitivity to the special nature of the programme.

More details and guidelines for developing the learner profile can be found in the IB learner profile booklet.

Values and ethical educationThe MYP is designed to provide students with opportunities that will enable them to develop and challenge their own personal values; this is seen as a critical step in the lives of adolescents, which can help them acquire sound judgment. The subject groups are defined by aims and objectives that are derived, in whole or in part, from the learner profile. One objective of many subject groups is the promotion of subject-specific attitudes. Some attitudes contribute directly to the individual attributes of the learner profile, whereas some attitudes have a more pervasive influence on the development of many of the attributes of the profile.

It is difficult to claim that a focus on the development of attitudes is necessarily a precursor to the development of the attributes of the learner profile. It is more likely that students’ awareness of the attitudes valued within the community, and an explicit demonstration of those attitudes on their part, will take place alongside their development in the context of the learner profile. It is also likely that in engaging with the curriculum content in real-world contexts, opportunities will arise for students to develop and question their own set of personal values.

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MYP principles


MYP fundamental conceptsAdolescents are confronted with a vast and often bewildering array of choices. The MYP is designed to provide students with the values and opportunities that will enable them to develop sound judgment. From its beginning, the MYP has been guided by three fundamental concepts that are rooted in the IB mission statement. These three fundamental concepts are:

holistic learning—representing the notion that all knowledge is interrelated and that the curriculum should cater to the development of the whole person, the attributes of which are described by the IB learner profile

intercultural awareness—representing the notion that school communities should encourage and promote international-mindedness by engaging with and exploring other cultures, a key feature of international education as reflected in the attributes of the IB learner profile

communication—representing the notion that schools should encourage open and effective communication, important skills that contribute to international understanding as exemplified by the attributes of the IB learner profile.

The IB learner profile and the MYP fundamental concepts provide schools with guidance on their school policies and practices as they implement and develop the programme.

Holistic learningThe MYP emphasizes the disciplined study of subjects which the programme has arranged in eight groups, but requires an approach to teaching and learning that embraces and extends these subjects. The MYP provides a framework for developing links between the subject groups and between the subjects and real-world issues so that students will learn to see knowledge as an interrelated whole. This is one aspect of holistic learning.

Through the contexts for learning provided by the MYP’s areas of interaction (see the section “The areas of interaction” in this guide), students can come to realize that most real-world problems require insights gained from a variety of disciplines. Students develop skills of inquiry and come to understand the similarities and differences between different approaches to human knowledge. The framework allows students to apply disciplinary knowledge to different contexts. The areas of interaction serve to emphasize the relationships between the subject groups and provide a global view of situations and issues.

Whereas traditional curriculum frameworks have usually described the curriculum in terms of a body of knowledge only, the MYP views the curriculum as meeting the needs of the whole person. This other aspect of holistic learning is exemplified in the provision of objectives not just for knowledge alone. The MYP places great emphasis on:

the understanding of concepts

the mastery of skills

the development of attitudes that can lead to considered and appropriate action.

Through acknowledging and attempting to meet the diverse needs of the student—physical, social, intellectual, aesthetic and cultural—schools ensure that learning in the MYP is significant, provocative, relevant, engaging and challenging.

Intercultural awarenessA principle central to the MYP is that students should develop international-mindedness. They should be encouraged to consider issues from multiple perspectives. IB World Schools are varied: some have many nationalities within the student population and the teaching staff, others represent a more homogeneous community. Whatever the school, opportunities will exist to develop students’ attitudes, knowledge, concepts and skills as they learn about their own and others’ social, national and ethnic cultures. In this way, intercultural awareness can build understanding and respect.

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MYP principles


Developing intercultural awareness concerns the whole school community. This will involve examining the school’s organizational structure, the climate within the school, the relationships developed with the community outside, the subject-specific content and the contexts within which teaching takes place. Schools constantly need to evaluate and improve upon policies and procedures in order to facilitate the involvement of students, teachers, administrators and parents in practical activities leading to intercultural awareness. Schools are expected to engage in critical self-reflection and to adapt school culture where necessary: staff must be encouraged to share the vision of intercultural awareness and to exemplify appropriate behaviour.

CommunicationThe MYP stresses the fundamental importance of communication, verbal and non-verbal, in realizing the aims of the programme. A good command of expression in all its forms is fundamental to learning. In most MYP subject groups, communication is both an objective and an assessment criterion, as it supports understanding and allows student reflection and expression.

The IB learner profile describes a “communicator” as someone who can understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. Students are required to learn at least two languages in the MYP and are encouraged to learn more in many circumstances. Mother tongue maintenance and development is considered essential, and must be supported through school language policy documents. Further details on the importance of this can be found in the IB publication Learning in a language other than mother tongue in IB programmes.

Language is integral to exploring and sustaining personal development, cultural identity and intercultural understanding. As well as being the major medium of social communication, it is tightly linked to cognitive growth as it is the means by which meaning and knowledge is negotiated and constructed. All MYP teachers are therefore seen as language teachers.

Chapter summaryThe IB mission statement expresses the IB’s overall purpose as an organization, promoting and developing programmes of international education. This mission, with which all IB World Schools must align their own mission statements, has over time given rise to the MYP fundamental concepts and the IB learner profile.

The IB learner profile is a statement of the IB beliefs and values. The learner profile describes the kind of student who exemplifies the spirit of the MYP, the kind of student who is engaged in establishing a personal set of values, and who will be developing international-mindedness. The IB believes that all members of the learning community should be striving towards these attributes.

The MYP fundamental concepts describe the learning environment in which the student is operating and provide schools with guidance on developing their school culture. These fundamental concepts of holistic learning, intercultural awareness and communication underscore the IB’s commitment to:

providing a broad and balanced educational experience

educating the whole child

understanding and respecting all cultures and valuing multiple forms of expression.

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How can we use ATL skills to develop thelearning process?

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MYP Approaches to Learning: The Next Chapter

IB ATL skill categories MYP skill clusters Indicators

Communication I. Communication

Social II. Collaboration

Self Management

III. Organization

IV. Affective

V. Reflection

Research VI. Information Literacy

VII. Media Literacy

Thinking

VIII. Critical Thinking

IX. Creativity and Innovation

X. Transfer

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MYP ATL Skills – Mapping a Skill

Skill Organizer:

Skills Cluster:

Organizer:

Individual Skill:

Progression of Skills Stages of Skill Acquisition Teaching Strategies

Introduced:

Practiced:

Consolidated:

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Command terms in the Middle Years Programme4

Command terms in the Diploma ProgrammeThe phrase command term is used in the DP to refer to the words, generally verbs, specifically associated with the learning outcomes and assessment objectives of the programme. However, the use of the command terms is not exclusive to IB programmes. The thinking skills and cognitive processes represented by the command terms are an integral part of the daily communication that takes place between students and teachers during teaching and learning. Teachers use command terms when giving instructions, when questioning students, when posing problems and when eliciting responses from a class. Students are expected to understand and be able to respond effectively to the command terms present in teaching instructions, questions and problems presented to them.

Evidence of the use of command terms can be found in the objectives of the subject guides as well as in many examination questions in the DP. For example, students in the DP could be required to “describe the phenomenon of natural radioactive decay” or to “discuss the effectiveness of two strategies to reduce violence”, or they could be asked to “evaluate the importance of Gandhi’s leadership and methods in the struggle for Indian independence”. To describe, to discuss and to evaluate are some examples from an extensive list of terms that the IB refers to as command terms.

Students and teachers are expected to be confident using the command terms as part of teaching, learning and assessment. In an attempt to provide a working definition for the command terms, these could be defined as those instructional terms that indicate the level of thinking and type of performance and/or behaviour that is required of students.

Command terms in the Middle Years ProgrammeMYP subject guides make no explicit mention of the phrase “command term”. However, the command terms are embedded in the objectives and assessment criteria of each subject area in the MYP. For example, in MYP sciences students are expected to “apply scientific knowledge and understanding to solve problems”; in MYP language A students “compare and contrast works, and connect themes across and within genres”; and in MYP arts students “reflect critically on their own artistic development and processes at different stages of their work”.

The command terms and ATLMYP approaches to learning (ATL) gives students the opportunity to develop a range of learning skills and strategies that will allow them to become more effective and reflective learners.

ATL skills areas include: organization, collaboration, communication, information literacy, reflection, thinking and transfer skills. Alongside the development of cognitive (thinking) skills, ATL promotes the development of attitudes and dispositions important for lifelong learning. It is through ATL that students are given the opportunity to reflect upon their own learning (metacognition), become aware of how they learn best, and consequently develop effective lifelong learning habits. Students are more likely to develop deeper conceptual understanding when they are aware of their own learning and can identify the type of thinking to draw upon in different contexts.

As teachers integrate ATL within subject content, they explicitly provide appropriate opportunities for the development of a range of learning skills and strategies, including those related to the use and application of the command terms. It is important that teachers make teaching and learning of command terms explicit to students when planning student learning expectations for ATL, as well as for other areas of interaction.

The outcome of using command terms is that students understand and know what to do when asked to “describe” as opposed to “discuss”, or to “infer” as opposed to “explain”. An understanding and mastery of the command terms is an ATL skill that can be applied in new situations across the MYP subject groups as well as in further courses, such as those of the DP.

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Command terms in the Middle Years Programme 5

Command terms across the continuum of IB programmesIn addition to supporting MYP teachers and coordinators, this document is helpful to DP teachers in understanding the skill development suggested by the command terms in the MYP. Likewise, the list of command terms illustrates students’ skill development from the Primary Years Programme (PYP) to the MYP and then the DP.

Through their learning, over the course of the PYP, students acquire and apply a set of transdisciplinary skills: social skills, communication skills, thinking skills, research skills and self-management skills. These skills are valuable not only in the units of inquiry but also for any teaching and learning within the classroom and in life outside the school.

The thinking skills developed during the PYP can be demonstrated in many aspects of the MYP and DP, not least in the use of command terms. Command terms make thinking skills explicit by using them for questions in tests or essays; in formative and summative assessment; to help transfer interdisciplinary understandings; as part of an array of inclusive strategies; or as support for learners with differing language profiles.

The command terms in schoolsTeaching and learning are predominantly linguistics phenomena; that is we accomplish most of our learning through the vehicle of language … Therefore, language is a tool that teachers can use to enhance cognitive development. If we develop a successful programme for teaching thinking, we must also develop a language of cognition.

(Costa, Marzano 2001: 379)

Below is a series of practical suggestions for schools in using command terms in teaching and learning.

Use precise terminologyTeaching and learning rely on the use of language. Therefore, it is important that teachers use precise terminology when explaining to students what is expected of them as part of an oral or written instruction. This point was stressed by Costa and Marzano (2001) who suggested that instead of asking students to “Think what will happen if” teachers should say “Predict what will happen if”, or instead of saying “Look at these data” teachers should say “Compare these data”. Other examples could include “Classify” instead of “Put into groups” or “Analyse” instead of “Let’s work out this problem”. Consistent and regular use of command terms across subject areas will help students to develop habits of mind, which will encourage the development of metacognitive awareness.

Make teaching and learning of command terms explicitSchools should provide opportunities for the explicit explanation of command terms within the context of the subject groups. The teaching and learning of command terms should be embedded in the curriculum through ATL student learning expectations developed by schools.

By sharing command terms with students, teachers are able to give opportunities to practise relevant skills; to check understanding of the terms used to direct tasks; and to discuss what is expected or required, and the steps involved in completing tasks successfully. Each command term refers to specific thinking skills, practices and processes that constitute a subject or discipline, along with its content. In order to understand a discipline, which is a particular way of knowing, it is necessary to be fluent in the relevant command terms. The use of command terms overlaps between subject areas and should not be divided as being more or less applicable from one to another.

Ensure consistent use of command termsThe MYP command terms list presented in this document has been aligned with the command terms list used in the DP. Common or generic definitions have been provided for each command term. In some cases subject-specific clarifications have been included when a definition allows for subject-specific interpretation

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(for example, “integrate”). It is important that both students and teachers share a common understanding of the command terms so that they can use them confidently and competently in teaching and learning. Teachers should use the command terms and their definitions in a consistent manner across the MYP and the DP.

Having a consistent definition of a command term enables those students with diverse learning needs to understand the meanings and their application across disciplines. This clarity of terminology allows these students to develop depth to their responses over time, which may reflect their true potential. Consistent application of command terms reduces stress and confusion about their meaning. Teachers can then focus on the specific skills of their discipline, which need to be taught in relation to the command terms of their subject area in order for students to successfully complete assessment tasks.

Schools are encouraged to make the command terms list available to both students and teachers to ensure that a common language and understanding of the command terms is developed within and across subject groups and programmes.

Support curriculum development and unit planningThe list of command term definitions aims to support teachers with the development of curriculum documents, including the formulation of student learning expectations for the areas of interaction, as well as the planning of individual units of work through the unit planning process. The use of command terms is instrumental during the process of developing interim objectives and interim assessment criteria.

Enable continuity in the development of thinking skillsWhile the definitions for the command terms remain the same, the expectation for the level of sophistication of students’ understanding, responses and performances is expected to progress with students’ maturity and development, and should correspond to the different stages of the MYP–DP educational continuum.

Opportunities to develop the thinking skills represented by the command terms should be sought out within and across the subject groups of the MYP. Collaborative planning should aim to support the transfer of thinking skills across different contexts and into new situations. Moreover, through vertical planning a developmental continuum of thinking skills could be planned to support students in their transition across programmes and to prepare them for success with their understanding of command terms in the DP. Figure 8 in Making the PYP happen: A curriculum framework for international primary education (December 2009) outlines the set of transdisciplinary skills that PYP students may acquire and apply. The thinking skills suggested include analysis, evaluation, metacognition and comprehension. These areas can be built upon and developed through the MYP.

Glossary of command terms in the MYPThe command terms listed are used to define the thinking skills that MYP students are expected to demonstrate. The definitions may vary when used in other contexts.

Command terms MYP definitions

Analyse Break down in order to bring out the essential elements or structure. To identify parts and relationships, and to interpret information to reach conclusions.

Annotate Add brief notes to a diagram or graph.

Apply Use knowledge and understanding in response to a given situation or real circumstances.

Appraise Evaluate, judge or consider text or a piece of work.

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Command terms in the Middle Years Programme 7


Argue Challenge or debate an issue or idea with the purpose of persuading or committing someone else to a particular stance or action.

Calculate Obtain a numerical answer showing the relevant stages in the working.

Classify Arrange or order by class or category.

Comment Give a judgment based on a given statement or result of a calculation.

Compare Give an account of the similarities between two (or more) items or situations, referring to both (all) of them throughout.

Compare and contrast

Give an account of the similarities and differences between two (or more) items or situations, referring to both (all) of them throughout.

Construct Develop information in a diagrammatic or logical form.

Contrast Give an account of the differences between two (or more) items or situations, referring to both (all) of them throughout.

Deduce Reach a conclusion from the information given.

Define Give the precise meaning of a word, phrase, concept or physical quantity.

Demonstrate Prove or make clear by reasoning or evidence, illustrating with examples or practical application.

Derive Manipulate a mathematical relationship to give a new equation or relationship.

Describe Give a detailed account or picture of a situation, event, pattern or process.

Design Produce a plan, simulation or model.

Determine Obtain the only possible answer.

Discuss Offer a considered and balanced review that includes a range of arguments, factors or hypotheses. Opinions or conclusions should be presented clearly and supported by appropriate evidence.

Distinguish Make clear the differences between two or more concepts or items.

Document Credit sources of information used by referencing (or citing) following one recognized referencing system. References should be included in the text and also at the end of the piece of work in a reference list or bibliography.

Estimate Find an approximate value for an unknown quantity.

Evaluate Assess the implications and limitations; make judgments about the ideas, works, solutions or methods in relation to selected criteria.

Examine Consider an argument or concept in a way that uncovers the assumptions and interrelationships of the issue.

Exemplify Represent with an example.

Explain Give a detailed account including reasons or causes.

Explore Undertake a systematic process of discovery.

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Formulate Express precisely and systematically the relevant concept(s) or argument(s).

Identify Provide an answer from a number of possibilities. Recognize and state briefly a distinguishing fact or feature.

Infer Deduce; reason from premises to a conclusion. Listen or read beyond what has been literally expressed.

Interpret Use knowledge and understanding to recognize trends and draw conclusions from given information.

Investigate Observe, study, or make a detailed and systematic examination, in order to establish facts and reach new conclusions.

Justify Give valid reasons or evidence to support an answer or conclusion.

Label Add title, labels or brief explanation(s) to a diagram or graph.

List Give a sequence of brief answers with no explanation.

Measure Find the value for a quantity.

Outline Give a brief account.

Predict Give an expected result of an upcoming action or event.

Present Offer for display, observation, examination or consideration.

Prove Use a sequence of logical steps to obtain the required result in a formal way.

Recall Remember or recognize from prior learning experiences.

Reflect Think about deeply; consider.

Recognize Identify through patterns or features.

Show Give the steps in a calculation or derivation.

Sketch Represent by means of a diagram or graph (labelled as appropriate). The sketch should give a general idea of the required shape or relationship, and should include relevant features.

Solve Obtain the answer(s) using appropriate methods.

State Give a specific name, value or other brief answer without explanation or calculation.

Suggest Propose a solution, hypothesis or other possible answer.

Summarize Abstract a general theme or major point(s).

Synthesize Combine different ideas in order to create new understanding.

Use Apply knowledge or rules to put theory into practice.

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How can backwards planning help us builda rigorous curriculum?

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How can formative assessment help usdeepen our students’ understanding?

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MYP unit planner

Unit title

Teacher(s)

Subject and grade level

Time frame and duration

Stage 1: Integrate significant concept, area of interaction and unit question

Area of interaction focus

Which area of interaction will be our focus? Why have we chosen this?

Significant concept(s)

What are the big ideas? What do we want our students to retain for years into the future?

MYP unit question

Assessment

What task(s) will allow students the opportunity to respond to the unit question?

What will constitute acceptable evidence of understanding? How will students show what they have understood?

Which specific MYP objectives will be addressed during this unit?

Which MYP assessment criteria will be used?

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Stage 2: Backward planning: from the assessment to the learning activities through inquiry

Content

What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit

question?

What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the

significant concept(s) for stage 1?

Approaches to learning

How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

Learning experiences

How will students know what is expected of them? Will they see examples, rubrics, templates?

How will students acquire the knowledge and practise the skills required? How will they practise applying these?

Do the students have enough prior knowledge? How will we know?

Teaching strategies

How will we use formative assessment to give students feedback during the unit?

What different teaching methodologies will we employ?

How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs?

Resources

What resources are available to us?

How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit?

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Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP: From principles into practice.

Students and teachers

What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?

What inquiries arose during the learning? What, if any, extension activities arose?

How did we reflect—both on the unit and on our own learning?

Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated

action?

Possible connections

How successful was the collaboration with other teachers within my subject group and from other subject groups?

What interdisciplinary understandings were or could be forged through collaboration with other subjects?

Assessment

Were students able to demonstrate their learning?

How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors?

Are we prepared for the next stage?

Data collection

How did we decide on the data to collect? Was it useful?

Figure 12

MYP unit planner

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MYP unit planner

Unit title

Teacher(s)

Subject and grade level

Time frame and duration

Stage 1: Integrate significant concept, area of interaction and unit question


Which area of interaction will be our focus? Why have we chosen this?

Significant concept(s)

What are the big ideas? What do we want our students to retain for years into the future?

P2P pgs. 20-33, 73 MYP Subject guides and MYP teacher

support materials

P2P pg. 73 MYP Subject guide, school curriculum

MYP unit question

P2P pgs 73-74

Assessment

What task(s) will allow students the opportunity to respond to the unit question?

What will constitute acceptable evidence of understanding? How will students show what they have understood?

P2P pgs. 40-59 and 75 MYP Subject guides, MYP teacher support materials

Which specific MYP objectives will be addressed during this unit?

P2P 34-39 MYP subject guides and MYP teacher support materials, interim objectives

Which MYP assessment criteria will be used?

Subject guides, MYP teacher support materials, interim objectives

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Stage 2: Backward planning: from the assessment to the learning activities through inquiry

Content

What knowledge and/or skills (from the course overview) are going to be used to enable the student to respond to the unit

question?

What (if any) state, provincial, district, or local standards/skills are to be addressed? How can they be unpacked to develop the

significant concept(s) for stage 1?

School or district curriculum guides or map, course descriptions P2P pgs 35-38, 75

Approaches to learning

How will this unit contribute to the overall development of subject-specific and general approaches to learning skills?

P2P pgs 77, 22-25 MYP Subject guides, MYP Teacher support materials

Learning experiences

How will students know what is expected of them? Will they see examples, rubrics, templates?

How will students acquire the knowledge and practise the skills required? How will they practise applying these?

Do the students have enough prior knowledge? How will we know?

Teaching strategies

How will we use formative assessment to give students feedback during the unit?

What different teaching methodologies will we employ?

How are we differentiating teaching and learning for all? How have we made provision for those learning in a language other than their mother tongue? How have we considered those with special educational needs?

P2P pgs. 76, 61-62 and 63-63 MYP subject guides, MYP teacher support materials

P2P 76, 61-62 and 63-64 MYP Subject guides, MYP teacher support materials Special ed. Colleagues, ELL teachers, counselors

Resources

What resources are available to us?

How will our classroom environment, local environment and/or the community be used to facilitate students’ experiences during the unit?

Media specialist or librarian P2P pg. 77

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Ongoing reflections and evaluation

In keeping an ongoing record, consider the following questions. There are further stimulus questions at the end of the “Planning for teaching and learning” section of MYP: From principles into practice.

Students and teachers

What did we find compelling? Were our disciplinary knowledge/skills challenged in any way?

What inquiries arose during the learning? What, if any, extension activities arose?

How did we reflect—both on the unit and on our own learning?

Which attributes of the learner profile were encouraged through this unit? What opportunities were there for student-initiated

action?

Possible connections

How successful was the collaboration with other teachers within my subject group and from other subject groups?

What interdisciplinary understandings were or could be forged through collaboration with other subjects?

Assessment

Were students able to demonstrate their learning?

How did the assessment tasks allow students to demonstrate the learning objectives identified for this unit? How did I make sure students were invited to achieve at all levels of the criteria descriptors?

Are we prepared for the next stage?

Data collection

How did we decide on the data to collect? Was it useful?

P2P pgs. 77-78

Figure 12

MYP unit planner

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Planning for teaching and learning


Using the MYP unit plannerSchools must follow this planning process, while use of the MYP unit planner template provided here is recommended. If the format is adapted by schools it must still adhere to the processes described. MYP units of work may be planned by individual teachers, groups of subject teachers, or by a team of grade-level teachers, either wholly or in part. It is essential that schools decide where the responsibility for developing units lies. Also, schools must ensure that units are planned in the context of whole-school curriculum planning.

There are two stages of planning when developing a unit of work, plus an overarching stage of reflection. The stages are present to give an emphasis to stage 1 over stage 2. Stage 1 ensures that units are in line with MYP philosophy and requirements, and stage 2 provides supporting detail to stage 1. The stages are developed by placing elements of “backwards planning” in an MYP context. Units should be planned with reference to vertical and horizontal planning documents for subjects and areas of interaction.

It is recognized that teachers will move between and among the various elements within each stage. Teachers may even move backwards and forwards among the stages as they identify issues, difficulties or opportunities as the unit unfolds. This movement is necessary to the development of units of work that link together all the elements of the programme. Curriculum design is recursive, not linear.

Within the unit planner and later in this chapter there are questions to guide teachers in their planning and to stimulate reflection. Teachers may wish to add their own stimulus questions in addition to these. Please note that some questions are purposefully in the singular or plural—this is to indicate that while some questions will always be answered from the teacher’s perspective, some questions will need to be answered from the perspective of the teacher, student, and/or the school as a whole.

Stage 1This stage can be summed up as the integration of key elements of units of work:

the significant concept(s) for the unit

the area of interaction focus

the MYP unit question

the summative assessment.


MYP unit question

Significant concepts

Assessment

Figure 13Integration of the significant concept(s), area of interaction focus, MYP unit question and summative assessment

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Significant concept(s)When considering the subject-specific content (dealt with in stage 2) to be taught over the time period of a unit, teachers will need to identify that which is most significant. Teachers need to identify the underlying concepts in the content to be taught, and should tease out the most significant of these concepts. These are the big ideas of the unit that the students need to retain for the long-term future. It is recommended that teachers draft a statement setting down the goal of the unit in terms of these concepts. This statement can be listed as the significant concept.

An example of such a statement from biology is, “Students will develop an understanding of how animals and plants are adapted to their habitats.” This statement was derived from an analysis of the subject content in which students were expected to know a range of animals and plants, where they lived and their particular features. By further analysis, the teacher realized that the underlying concept that applied was “adaptation” and, to some extent, “form and function”.

The following are some questions that may arise from this statement.

Has this concept been taught to my students in the past?

Will this concept be taught again this year?

If so, is it preferable to combine it into one unit? –

Will this concept be taught again in the future, and why?

Are any other subject teachers teaching the same or a similar, related concept in one of their units?

If so, can we collaborate to design an interdisciplinary unit? –

Teachers will, as the planning progresses, identify subject-specific knowledge, skills and attitudes that will be learned during the teaching of the unit, and noted under “Content” in stage 2. Some of the skills learned will be subject-specific and others will be general learning skills that come under the heading of approaches to learning (ATL). The purpose of learning the identified knowledge, skills and attitudes will be to support and enhance students’ understanding of the concepts.

Area of interactionThe areas of interaction provide the contexts for learning the identified concepts, knowledge, skills and attitudes. Every MYP unit of work will have an ATL component; a shared and agreed set of skills that all teachers will develop in their students during the entire programme.

The context that frames an MYP unit of work is generally derived from one of the other four areas of interaction, although ATL might be the specific context on some occasions. Some subject content will be very clearly aligned with one or more areas; other subject content may not, initially, show any connection. Teachers and students should be aware that all content can be set in a variety of contexts; the choice of contexts will be left to teachers to refine as they come to use the planner more frequently.

It is possible that some subject teachers may approach the creation of an MYP unit of work from the areas of interaction first. It is recognized that some subjects may lend themselves more readily to this approach and that it presupposes a degree of familiarity with the areas themselves. If the context is chosen first, the most appropriate content may be chosen with which to explore that context fully. Additionally, there may be an opportunity to collaborate on planning an interdisciplinary unit if other subject teachers are planning units and inquiring with the same chosen area of interaction, or related concepts or issues, with the same class of students.

In any event, once the MYP unit question is drafted, further questions will be elicited. The areas of interaction key questions (see example questions in the “Areas of interaction” section) can be used to develop further the MYP unit question(s) and also provide rich scope for the development of subsidiary questions as the unit unfolds.

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MYP unit question: integration of concept(s) with contextThe MYP unit will be guided and driven by an MYP unit question that integrates the significant concept(s) of the subject matter with the context provided by one of the areas of interaction. It is recommended that teachers design the MYP unit question from only one area of interaction initially. At a later stage it is possible to change the context to focus the concepts through another area (which would also change the unit question); this strategy could be used to provide extended work when differentiating instruction for gifted and talented students, or to meet a changing need when repeating a unit in later years, for example.

Figure 14 shows the sequence of thinking when designing an MYP unit question. Whether the content or context is decided first, the end result is an MYP unit question that has two components, with the context either implicitly or explicitly stated. If the context seems implied in the question, the teacher must make the area of interaction explicit to students.

Subject contentContext provided by an area of

interaction

Significant concept(s) (and concept statement)

MYP unit question

Figure 14The sequence of thinking involved in designing MYP unit questions

In developing an MYP unit question, the following are proposed as useful criteria. Each question should be:

open-ended—which means the unit should also be open-ended and provide for student inquiry

relevant and engaging—linked to students’ prior knowledge and experience as well as current circumstances; of interest to the students, and involving them actively in their own learning

challenging and provocative—extending the prior knowledge and experience of students to increase their competencies and understanding

significant—contributing to an understanding of cross-curricular concepts, through the areas of interaction.

The following are examples of unit questions.

How are we affected by noise pollution?

How accurate is “accurate”?

Is sitting comfortably “healthy”?

What is “cool”?

How do different people celebrate?

How has art been influenced by the environment of the artist?

What does being “on time” mean?

How does the environment affect our learning?

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Integrating assessmentIn the first stage of unit planning, good assessment and curriculum construction practice requires that teachers design assessment tasks that are directly linked to the MYP unit question(s). The assessment tasks should provide varied opportunities for the students to show their knowledge, understanding, skills and attitudes. With the assessment tasks in mind, the appropriate assessment criteria can then be selected and aligned with the objectives that the unit will be addressing.

When planning for assessment, teachers should think like assessors rather than activity designers, clearly setting out what will distinguish students’ engagement with the MYP unit question and learning objectives. Students should be involved whenever possible in the planning of an assessment task.

In planning for assessment, teachers should ask themselves the following questions.

What is the function of this assessment?

Which MYP objectives are being assessed?

What evidence of learning will there be?

How can the evidence be collected?

Will the assessment task demonstrate understanding?

Will the assessment be reliable enough to allow sound conclusions to be drawn?

How will the assessment data be recorded and analysed?

How and when will feedback be given?

Stage 2Teachers should move on to stage 2 after addressing stage 1. The purpose of stage 2 is to gather together the available background information on students’ prior learning, possible learning experiences and the availability and applicability of various teaching strategies, tools and resources.

Stage 2 is not a linear process, as the information gathered about one part may affect the planning in another part. For example, a review of available resources might mean a teacher needs to reconsider the assessment tasks outlined in stage 1. Similarly, a review of students’ prior learning may mean that more time needs to be allocated for the teaching of skills and knowledge that were presumed.

Stage 2 involves the supporting details and can be summed up as:

information on prior learning

content

teaching strategies

learning experiences

approaches to learning.

ContentThere is space in this section of the planner to list the subject-specific content that was used to generate the significant concept(s). This content may be that which is mandated by state or national systems, it may have come from school-based requirements, or state standards. In such systems this step is the point at which standards may be “unpacked” in order to develop the big ideas or significant concepts for stage 1.

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Learning experiences and teaching strategiesTeachers will need to consider how they will monitor and support learning as students engage with the unit. The learning experiences and teaching strategies devised by teachers will depend to an extent on the resources available, the content to be taught and on the subjects themselves.

Teachers should ensure that the range of learning experiences and teaching strategies:

are embedded in the curriculum

build upon prior learning

are placed in context and based on real, essential issues (as provided by the area of interaction chosen)

are age-appropriate, thought-provoking and engaging

are based on the differing needs of all students, including those who are learning in a language other than their mother tongue, and students with special educational needs

are open-ended and involve teaching problem-solving skills

provide for learning through disciplined inquiry and research

involve communication of ideas and personal reflection

give students the opportunity to practise and apply their new understandings and skills.

Ongoing formative assessment, carried out during the course of the unit, will provide both teacher and student with insights into the development of understanding, knowledge, skills and attitudes. It is also a means of exploring the learning styles and individual student differences so that instruction can be differentiated.

Teachers should consider providing students with example materials that have been collected from previous engagements with the unit. These materials could reflect a range of achievement levels and be supported with assessment tables (rubrics) to show how the level has been measured.

Teachers need to develop ways of ascertaining students’ prior learning so that they can plan further the most appropriate activities in the unit.

The following are questions that teachers might ask themselves.

Are we assuming or presuming any prior knowledge or skills; will we need to teach these first?

What student misconceptions might we encounter?

What plans do we have if we find that the knowledge or skill level is above or below the standard required?

It is important that teachers should reflect individually and collectively on the various teaching strategies that suit a variety of learning styles. Schools should allow their teachers to discuss and decide on the range of strategies and models of development that they will use.

The following are questions that teachers might ask themselves.

How will we differentiate the teaching and learning experiences for varied abilities and students with special learning needs?

What classroom management issues do we need to consider?

Will we have opportunities for integrating information and communication technologies into the classroom?

What strategies will we use for learners who are working in a language other than their mother tongue?

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Approaches to learningThere is space in this section to record the specific approaches to learning (ATL) skills that students will develop through engagement with this unit of work. Teachers will cross-check with their vertical and horizontal planning documents to ensure that the approaches to learning agreed upon are relevant and meaningful in this unit. Teachers will also need to confirm which ATL skills have been (or are concurrently being) developed in other units so that they can build upon these.

ResourcesTeachers will need to brainstorm ideas for resources that could be used in the unit. The following are questions that teachers might ask themselves.

What resources do we have?

What resources do we have access to and might use?

What resources would we use if we had access to them—what could we order for next year’s unit?

In coming up with these resources, are we considering:

the use of teaching aids and manipulatives, and/or –

the inclusion of experts and other primary sources, and/or –

how we will use the media centre? –

Concluding stage 2In summing up stage 2, teachers should review their planner and reflect on it. They may be guided by the question, “How best will I teach this unit?” A related question could be, “How will my students learn best?”

Once the information has been gathered, and following a reflection on the compatibility of stage 1 and stage 2, the teacher can move on to planning individual lessons. Please note that space for this is not included on the planner, though schools may create their own space on it if they wish. Conversely, individual lesson plans may be filed as separate documents. The MYP does not mandate the level of planning below the MYP unit planner.

Ongoing reflections and evaluationReflection on the planner and the unit should be an ongoing process; teachers should reflect on how effective their planning was. The following questions may be used as a starting point for evaluating the quality of the planning and the quality of the unit documented on the planner.

General reflectionsWhen will we reflect on the unit? How will we make time?

With whom will we share our reflections? Will we reflect actively with another person?

How will reflections assist with the development of this unit over time?

How will our reflections improve our teaching?

How will our reflections assist student learning?

How will our reflections and evaluation of the unit contribute to the subject and grade-level curriculum development processes?

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Purpose of the unitWas the MYP unit question clearly stated?

Were appropriate connections made in the MYP unit question between the main concepts and an area of interaction?

Were the opportunities for inquiry appropriate for the development level and interests of the students?

Was there a direct link between the concepts to be understood and the learning activities?

Significant concepts in contextDid the unit of work provide opportunities for:

exploring significant knowledge –

understanding the main concepts and related concepts –

acquiring and applying relevant skills –

developing responsible attitudes and taking action –

engaging in ongoing and meaningful reflection? –

Were the lines of inquiry and learning experiences drawn from a variety of cultural perspectives?

What were the attributes of the IB learner profile that emerged from this unit?

Which learning activities really did allow students to engage with the unit question? Which learning activities used are now redundant?

What inquiries arose from the learning?

AssessmentDid the summative assessment link to the MYP unit question?

Did the assessment strategies and tools allow for differences in the way students learn?

Were the criteria for success in this unit of work clearly identified for both students and teachers?

Did the assessment allow the teacher to give feedback to students and parents?

Learning experiencesDid the learning experiences stem from a variety of appropriate teaching strategies and learning needs?

Did the availability and range of resources support inquiry for all students?

Were students actively engaged, provoked and challenged?

Was there space for student inquiry?

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S ciences Authentic Assessment Task

Persuade and explain to a local community the importance of and how to preserve the local ecosystem. You are a reporter that researches ecosystems around the globe. You have noticed how human and natural forces have negatively impacted the ecosystems that sustain animal and plant life. Persuade the local community about the importance of the ecosystem's biodiversity and stability. You have traveled the globe to observe how ecosystems around the world are changing due to human interactions and natural forces. Persuade your audience to take action and work to save the impacted ecosystem. You need to persuade them to take action by informing them of the living and nonliving elements that live within the ecosystem you have chosen. Explain how the elements rely on each other to sustain homeostasis. Explain how the ecosystem is changing due to human interaction or natural forces. Describe a solution to saving the ecosystem and explain to the community how they can get involved in the solution. Create a poster, wiki page, PowerPoint, podcast or video report using moviemaker to share the information you have learned. Your product needs to include the following: 1) Illustration and description of the ecosystem that includes all living and nonliving elements. 2) Explanation how living and nonliving things interact and depend one on another. You may choose to illustrate this, but you must include captions to explain the cycles of interaction and dependency. 3) Illustration and explanation of the energy cycle in the ecosystem. 4) Detailed description and explanation of how the ecosystem has been affected by human interaction or natural forces. 5p

) Detailed description and explanation of how further devastation can be revented and the ecosystem can be protected in the future.

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Sciences teacher support materialExample interim objectives

For use with the Sciences guide (February 2010)

Middle Years Programme


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Sciences teacher support material: Example interim objectives2

Objectives for years 1, 3 and 5 of the Middle Years ProgrammeYear 5 objectivesThe sciences objectives for year 5 of the Middle Years Programme (MYP) can be found in the Sciences guide (February 2010). This set of prescribed objectives forms the basis for the assessment criteria, published in the guide, which must be used for final assessment of students’ work during year 5.

Example interim objectivesExample interim objectives for years 1 and 3 of the MYP appear in the tables that follow. They have been developed in order to:

promote articulation between the MYP and the Primary Years Programme (PYP)

support individual schools in developing a coherent curriculum across the five years of the programme (or however many years a school is authorized to offer)

emphasize the need to introduce students to the required knowledge, understanding, skills and attitudes from the first year of the programme

provide examples of possible learning activities and assessment tasks that will allow students to work towards meeting the final objectives for year 5

support schools that are authorized to offer the first three years of the MYP in designing appropriate assessment tasks for the end of the third year.

Unlike the objectives for year 5, the interim objectives for years 1 and 3 are not prescribed, although the IB recommends that all schools use them. Schools may choose to adopt the objectives contained in this document or develop their own.

If choosing to develop their own interim objectives, schools must start with the prescribed objectives for year 5 and modify each one by taking into account the age, prior knowledge and stage of development of students in an earlier year of the programme. Each year 5 objective will then correspond directly to a modified objective in a preceding year of the programme. No objectives should be omitted from an earlier year as it is vital to ensure a coherent progression of learning across all five years of the programme.

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Sciences teacher support material: Example interim objectives 3

Tables of objectivesWhere the objectives in the tables that follow are the same for different years of the programme, there is a natural assumption that the student will gain more knowledge, understanding and skills, and become more mature as the course progresses. The units of work are therefore likely to become more complex and the underlying concepts to become more sophisticated as the student progresses from one year to the next.

A One worldThis objective refers to enabling students to gain a better understanding of the role of science in society. Students should be aware that science is a global endeavour and that its development and applications can have consequences for our lives.

One world should provide students with the opportunity to critically assess the implications of scientific developments and their applications to local and/or global issues.

Year 1 Year 3 Year 5

Objectives

At the end of the first year, students should be able to:

At the end of the third year, students should be able to:

At the end of the course, students should be able to:

give examples and make comments on the ways in which science is applied and used to address specific problems or issues

describe the ways in which science is applied and used to address specific problems or issues

explain the ways in which science is applied and used to address specific problems or issues

make comments on the effectiveness of science and its application in solving problems or issues

describe the effectiveness of science and its application in solving problems or issues

discuss the effectiveness of science and its application in solving problems or issues

make comments on how science and its application interact with life, society and the world.

describe how science and its application interact with some of the following factors: moral, ethical, social, economic, political, cultural and environmental.

discuss and evaluate the moral, ethical, social, economic, political, cultural and environmental implications of the use of science and its application in solving specific problems or issues.

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B Communication in scienceThis objective refers to enabling students to become competent and confident when communicating information in science. Students should be able to use scientific language correctly and a variety of communication modes and formats as appropriate. Students should be aware of the importance of acknowledging and appropriately referencing the work of others when communicating in science.


Objectives




use scientific language correctly, consistent with the level of complexity of the units of work covered

use scientific language correctly, consistent with the level of complexity of the units of work covered

use scientific language correctly

with guidance, use appropriate communication modes, such as verbal (oral, written), visual (graphic, symbolic) and communication formats (laboratory reports, essays, presentations), consistent with the level of complexity of the units of work covered

use appropriate communication modes, such as verbal (oral, written), visual (graphic, symbolic) and communication formats (laboratory reports, essays, presentations), consistent with the level of complexity of the units of work covered, to effectively communicate theories, ideas and findings in science

use appropriate communication modes, such as verbal (oral, written), visual (graphic, symbolic) and communication formats (laboratory reports, essays, presentations) to effectively communicate theories, ideas and findings in science

with guidance, acknowledge the work of others and the sources of information used by documenting them using a recognized referencing system.

acknowledge the work of others and the sources of information used by documenting them using a recognized referencing system.

acknowledge the work of others and the sources of information used by appropriately documenting them using a recognized referencing system.

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C Knowledge and understanding of scienceThis objective refers to enabling students to understand scientific knowledge (facts, ideas, concepts, processes, laws, principles, models and theories) and to apply it to construct scientific explanations, solve problems and formulate scientifically supported arguments.


Objectives




with guidance, recall scientific knowledge and use scientific understanding to construct scientific explanations, consistent with the level of complexity of the units of work covered

recall scientific knowledge and use scientific understanding to construct scientific explanations, consistent with the level of complexity of the units of work covered

recall scientific knowledge and use scientific understanding to construct scientific explanations

apply scientific knowledge and understanding to solve problems in familiar and, with guidance, in unfamiliar situations, consistent with the level of complexity of the units of work covered

apply scientific knowledge and understanding to solve problems in familiar and unfamiliar situations, consistent with the level of complexity of the units of work covered

apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations

analyse scientific information by identifying components, relationships and patterns and, with guidance, make comments on the validity and quality of the information.

analyse and evaluate information critically and make comments on the validity and quality of the information supported by scientific understanding.

analyse and evaluate information critically to make judgments supported by scientific understanding.

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D Scientific inquiryWhile the scientific method may take on a wide variety of approaches, it is the emphasis on experimental work that characterizes MYP scientific inquiry.

This objective refers to enabling students to develop intellectual and practical skills to design and carry out scientific investigations independently and to evaluate the experimental design (method).


Objectives




with guidance, articulate the problem or research question to be tested by a scientific investigation, consistent with the level of complexity of the units of work covered

state a focused problem or research question to be tested by a scientific investigation, consistent with the level of complexity of the units of work covered

state a focused problem or research question to be tested by a scientific investigation

ask questions of the type: “What will happen if?”, “Why does this happen when?” and make predictions (“If I do this, then this will happen … ”), consistent with the level of complexity of the units of work covered

formulate a testable hypothesis and explain it using scientific reasoning (“If I do this, then this will happen because … ”), consistent with the level of complexity of the units of work covered

formulate a testable hypothesis and explain it using scientific reasoning

carry out investigations, consistent with the level of complexity of the units of work covered, and, with guidance, identify the variables that can be measured (dependent variables), the variables that can be manipulated (independent variables) and those that must remain constant (control variables); identify the materials and/or equipment needed; describe a simple method

design and carry out scientific investigations that include variables and controls, materials and/or equipment needed, a method to be followed and the way in which the data is to be collected, consistent with the level of complexity of the units of work covered

design and carry out scientific investigations that include variables and controls, material and/or equipment needed, a method to be followed and the way in which the data is to be collected and processed

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with guidance, make comments on the method and the quality of the data collected; ask questions of the type: “Is the method effective/workable/feasible?”, “Is the data accurate/reliable?”

make comments on the method, and the accuracy and precision of the data

evaluate the validity and reliability of the method

with guidance, make comments on how the outcome of the investigation helps to answer the research question; ask questions of the type: “Is my hypothesis/research question supported by the data?”, “Does the outcome of the investigation support the research question?”

make comments on the how the hypothesis is supported or not by the data/outcome of the investigation

judge the validity of a hypothesis based on the outcome of the investigation

with guidance, suggest improvements to the method, consistent with the level of complexity of the units of work covered.

when relevant, suggest improvements to the method, consistent with the level of complexity of the units of work covered.

when relevant, suggest improvements to the method or further inquiry.

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E Processing dataThis objective refers to enabling students to collect, process and interpret sufficient qualitative and/or quantitative data to draw appropriate conclusions. Students are expected to develop analytical thinking skills to interpret data and judge the reliability of the data.


Objectives




with guidance, collect and record data using units of measurement as and when appropriate

collect and record data using units of measurement as and when appropriate

collect and record data using units of measurement as and when appropriate

with guidance, organize, transform and present data using simple numerical forms (including mathematical calculations) and visual forms (tables, graphs and charts)

organize transform and present data using numerical (including mathematical calculations) and visual forms (tables, graphs and charts)

organize, transform and present data using numerical and visual forms

with guidance, analyse data/information to identify trends, patterns and relationships, and use the data to convey understanding/interpretation

analyse data/information to identify trends, patterns and relationships, and use the data to convey understanding/interpretation

analyse and interpret data

with guidance, draw conclusions based on the analysis and interpretation of the data; ask questions of the type: “What might have caused….?”, “How can we explain what happened using what we know about science…?”.

draw conclusions consistent with the analysis and interpretation of the data that are supported by scientific reasoning.

draw conclusions consistent with the data and supported by scientific reasoning.

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F Attitudes in scienceThis objective refers to encouraging students to develop safe, responsible and collaborative working practices in practical science.


Objectives

During the course, students should:



work safely and use material and equipment competently



work responsibly with regard to the living and non-living environment



work effectively as individuals and as part of a group by collaborating with others.



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How can writing task-specific rubrics helpthe assessment process?

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Modifying and Making Rubrics Task-Specific

Create an age-appropriate, task-specific clarification to evaluate the summative assessment task provided in the workbook using the following process:

1. Identify the most appropriate objective strands, if relevant, for the assessment task using the interim objective strands for age- appropriateness. Remember to only use those objective strands that measure the skills/concepts inherent in the summative assessment task.

2. On a blank piece of chart paper create a rubric with empty descriptor boxes. Make sure the achievement levels go from 1-2 up to 7-8 (higher or lower depending on the subject guide at hand). It is not appropriate to start with the highest achievement levels first. Sometimes the achievement levels only go to 5-6 (so lower) and sometimes the achievement levels go to 9-10 (so higher)..

3. Cut and paste the (interim) objective strand(s) into the highest descriptor box just as they are written.

4. Use the bolded words in the Year 5 descriptors for guidance in clarifying your own descriptors by placing the correct bolded words in each descriptor moving from highest (7-8) to lowest (1-2). Do not delete “with guidance from the teacher” at any level if it is present in the objective strand. Rather modify by adding bolded words such as “with little guidance” or “with much guidance” etc. In some cases the Year 5 bolded words command much more depth than is required by the Year 3 or Year 1 objective strands, so be careful and adjust as necessary.

5. Finally, examine the words in the strand(s) that refers to the task. Participants replace such words with summative task at hand. When there are words such as a “wide range” it is appropriate to say “at least 4” or give a range such as 4-7. If there is a specific word count range then insert this in the task-specific clarification. If there is a selection of things to choose from in the published descriptors that are separated by commas, then it is appropriate to delete those that are not being measured by the task. If the wording states “and/or”, then, once again, it is appropriate to keep both or delete one. However, if it says “and” then the task must provided for such.

Note: Make sure that, as you work your way to the top, you have not required everything at the 1-2 achievement level that they have required at the 7-8 level. Again, it is critical to use the Year 5 achievement level descriptors for GUIDANCE as well as the published interim criteria.

(Steps 3-4 are the modification process)

(Step 5 is the task-specific process)

*IB encourages you to not make a checklist of any nature on the rubric sheet itself either with another column next to the descriptor or in the descriptor. This type of list looks for specifics to be checked off and creates an atmosphere of compliance, rather than the more holistic approach where we look for progress towards mastery of the objective strand and where the student is in terms of demonstrating their knowledge of the concept statement.

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How can standardization help us build abetter program?

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Background information related to the essay on water:

All students of MYP Year 5 were given this task.

The students were tasked with inquiring into one solution that science has created for any problem related to water.

During the introduction lesson by teachers and the librarian:

• Students were presented with possible chemical, biological and physics related issues to model the breadth of option

• Research techniques were highlighted

• Referencing requirements were reviewed.

Students then had the next three 60-minute lessons to work on the essay, with a due date two weeks from the introduction of the essay.

When their work was underway, students were shown examples to model what level 5-6 criterion A looks like, emphasizing the explanation and discussion command terms. Similar work was done to model level 5-6 of criterion B, emphasizing the needs for visuals where appropriate, explaining scientific terms and correct referencing.

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How should MYP grading be practicedand reported to students and parents?

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Reporting Student Achievement in the MYP During the five years of the program, all schools offering the MYP are required to communicate student achievement in each of the subjects to parents at regular intervals. Usually, this will be during and at the end of each school year, although it may vary considerably depending on local regulations and the school’s organization of studies for each year of the MYP.

Whenever student achievement is reported to parents, the performance level in each of the criteria should be communicated. This requirement provides students and their parents with information about the student’s engagement with the objectives of each subject group and should be supported with advice for improvement, where applicable.

Determining a grade during the program In addition to communicating levels of achievement in each of the criteria, schools may decide to award and communicate student progress on the IB 1-7 scale. Some schools may need to award grades in order to meet national or other requirements.

If a school does award and communicate grades: • the school must continue to communicate student achievement levels in each of the criteria • subject grades must be based on the levels achieved in all of the criteria in that particular subject.

When determining a grade, schools must adopt the processes as described below with the grade boundaries. These processes must be open, transparent and understood by all parties. To support the development and use of open and transparent grading systems, the IB recommends that:

• teachers increase the reliability of the grading process by standardizing their understanding and application of the criteria before deciding on achievement levels

• grades should be calculated by using the grade boundary table, to allow for conversions from the criteria into grades

• The IB 1–7 grading scale is used in conjunction with general grade descriptors that provide written descriptions of each grade.

Inappropriate grading practices The following grading practices are inappropriate and are counter to MYP principles:

• Determining grades using a proportion of scores for class work, homework and tests • Determining grades by averaging the summative performance achievement level over the year • Using single pieces of work to determine grades • Devising modified criteria or rubrics on a 1–7 scale to grade student performance on each

assessment task

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Reporting format There is no specific report format mandated for the MYP. Schools are at liberty to communicate assessment data to parents in a variety of ways, but they must do so formally, using a clear process, and at frequent intervals. The following ways of reporting to parents have been used by schools offering the MYP and have proved effective. However, in practice, a school’s reporting system may make use of all three ways, and possibly others, and will depend on the needs of the school.

Report cards—in which all teachers contribute assessment data from their subject, and which may or may not include grades.

Parent conferences—in which teachers communicate assessment data to parents openly and transparently, possibly supported by examples of each student’s work.

Student-led conferences—in which students share assessment data about their learning with their parents, possibly supported with a portfolio of achievement.

In addition to providing data on student achievement as measured by the criteria, schools may consider reporting on other elements of the MYP .

Determining a final internal grade All schools offering the MYP must use the published subject-specific criteria and achievement level descriptors to determine final internal grades.

To arrive at a criterion levels total for each student, teachers will need to total the final levels of achievement in each of the criteria.

Schools should use the grade boundary table found below to determine final grades in each year of the MYP. The table provides a means of converting criterion levels total into a grade based on a scale of 1–7.

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What is the benefit of the MYP framework,skills and culture for our students?

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Personal project guide2

Personal project in the MYP

Introduction to MYP personal project

The personal project is a significant student-directed inquiry produced over an extended period, completed during year 5 of the MYP. It holds an important place in the MYP and reflects the student’s experience of the programme. It provides an excellent opportunity for students to produce a truly personal and creative work of their choice and to demonstrate the skills they have developed through approaches to learning. It offers students many opportunities for differentiation of learning and expression according to their individual needs. The personal nature of the project is important; the project should be based around a topic that motivates and interests the student. The process of completing the personal project contributes to the development of students in different ways. It is a student-centred, age-appropriate project that helps students construct their own conceptual understandings. It is a commitment to developing independent, lifelong learners as reflected in the IB learner profile.

Along with the eight subject groups, the five areas of interaction form the core of the programme. Addressed through the subject groups, the areas of interaction provide contexts for learning and contribute to the holistic learning of the student. They are central to the experience of the personal project: whatever form the personal project takes, it must allow the student to investigate and focus on a topic and/or issue through an area of interaction. The outcome or product of a personal project will vary depending on the nature of the goal of the project and the focus area of interaction.

The personal project includes a process journal, an outcome or product and a report, as detailed in the “Completing the personal project” section of this guide.

The characteristics of the personal project can make it an attractive, rewarding experience for all. Students may discover a sense of autonomy and confidence in their own learning and it can be very rewarding for supervisors to work with individual students and see their development.

The personal project in the IB continuumThe IB learner profile describes the attributes that students have been developing as they progress through the IB programmes and become autonomous, lifelong learners. Students completing the Primary Years Programme (PYP) will have experienced a broad and engaging curriculum, which, through transdisciplinary themes, encourages them to make connections with their learning inside and outside the classroom. “Students are required to engage in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems” (PYP Exhibition guidelines 2008, “Introduction”). Students will have taken part in the exhibition and its process, which is a culminating project for the PYP, involving collaboration and inquiry.

The MYP has a disciplinary focus where learning is made relevant and meaningful to students through the areas of interaction. Students develop their disciplinary knowledge, while becoming aware of the connections between subjects and the world outside the classroom. The personal project is an opportunity for students to develop their known strengths and discover new ones. It allows them to explore the extent to which they are developing the attributes of the IB learner profile and becoming lifelong learners, as described in the IB mission statement. They have the possibility of drawing upon their disciplinary knowledge as well as the skills developed in approaches to learning. The personal project stands on its own as the culminating project for the MYP and is a prime opportunity for students to engage in self-directed inquiry.

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Introduction to MYP personal project

3Personal project guide

As students move into the Diploma Programme (DP), the personal project provides preparation for this IB programme. Students have the opportunity to put into practice approaches to learning skills, which contribute to the students’ engagement with all aspects of the DP and life beyond the IB programmes. The DP core is comprised of the extended essay, theory of knowledge and creativity, action, service (CAS). The personal project supports the DP core in varied ways. The personal project is not necessarily a research essay; however, research is an expectation of the project, as well as the use of sources and information collected. An emphasis of the personal project is experiential learning, which is developed further in CAS at the DP level. Students will have experienced the responsibility of a project completed over a period of time, as well as the need to reflect on their learning and the outcomes of the project.

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4 Personal project guide

Personal project in the MYP

Aims and objectives

AimsThe aims of the personal project state in a general way what the student may expect to experience or learn. In addition, they suggest how the student may be changed by the learning experience.

The aims of the MYP personal project are to allow students to:

• engage in personal inquiry on issues that are relevant to themselves, through an area of interaction as a context for learning

• demonstrate the skills, attitudes and knowledge required to complete a project over an extended period of time

• reflect on their learning and knowledge (on their own and with others)

• move towards thoughtful and positive action

• develop confidence as lifelong learners.

ObjectivesThe objectives of the personal project state the specific targets that are set for learning. They define what the student will accomplish as a result of completing the personal project.

These objectives relate directly to the assessment criteria found in the “Personal project assessment criteria” section.

Objective A Use the process journalStudents should:

• demonstrate organizational skills through time and self-management

• communicate and collaborate with the supervisor

• demonstrate information literacy, thinking and reflection.

Objective B Define the goalStudents should:

• identify and explain a topic based on personal interest

• justify one focus area of interaction as a context for the project

• outline a clear, achievable, challenging goal

• create specifications that will be used to evaluate the project’s outcome/product.

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Aims and objectives

Personal project guide 5

Objective C Select sourcesStudents should:

• select varied, relevant sources to achieve the goal

• evaluate sources.

Objective D Apply informationStudents should:

• transfer and apply information to make decisions, create solutions and develop understandings in connection with the project’s goal.

Objective E Achieve the goalStudents should:

• evaluate the outcome/product against their own specifications for success.

Students award a level that relates to the descriptors in criterion E in collaboration with their supervisor.

Objective F Reflect on learningStudents should:

• reflect on how completing the project has extended their knowledge and understanding of the topic and the focus area of interaction

• reflect on how they have developed as a learner by completing the project.

Objective G Report the projectStudents should:

• organize the project report according to the required structure

• communicate clearly, coherently and concisely, within required limits

• acknowledge sources according to recognized conventions.

Note: For objective G, students may be given choices in the mode of reporting their project. This is explained further in the section “Reporting the personal project” of this guide.

The way students show evidence of achievement in the objectives is detailed in the assessment criteria.

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Documents

International Baccalaureate - Johna R. Myers - Home International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more