Unit title MYP Year 1-5 Unit duration

MYP unit planner (hrs)

(The ‘tilted’ version: A PD tool for Units will be designed to encompass
planning efficiently and teaching approximately 20 hours of teaching time.
effectively) (eAssessment development report (April 2014), 8)

INQUIRY: Establishing the

Teacher(s) Subject group and purpose of the unit
discipline

Key concept Related concept(s) Global context

Key concepts, contributed from each subject group, Students should have meaningful inquiry into all of
provide interdisciplinary breadth to the programme. the... related concepts for each relevant subject
Key concepts are broad, organizing, powerful ideas group at least once over the course of the MYP. (58)
that have relevance within and across subjects and IB programmes aim to develop international
disciplines, providing connections that can transfer mindedness in a global context. (11)
across time and culture. (15) IB programmes aim to develop international
mindedness in a global context. (11)
Key concepts engage students in higher-order
thinking, helping them to connect facts and topics Using global contexts in planning and teaching
with more complex conceptual understanding. (15) helps learners by providing relevance and meaning,
which may lead to increased student engagement.
Teachers identify one key concept that drives the (12)
unit’s development. (56) Using global contexts in planning and teaching
helps learners by providing relevance and meaning,
These concepts are not only “key” in the sense of which may lead to increased student engagement.
being important; they also provide a key—a way into (12)
a body of knowledge through structured and
sustained inquiry. They place no limits on breadth of All learning is contextual. A learning context is a
knowledge or on depth of understanding, and specific setting, event or set of circumstances,
therefore provide access to every student, regardless designed or chosen, to stimulate learning. The
of individual aptitudes and abilities. (56) context, therefore, should have a relationship to the
Related concepts promote depth of learning and learner, the learner’s interests and identity, or the
add coherence to the understanding of academic learner’s future.... contexts are specific, varied and
subjects and disciplines. They are grounded in highly situational. (17)
specific subjects and disciplines, and they are useful All learning is contextual. A learning context is a
for exploring key concepts in greater detail. Inquiry specific setting, event or set of circumstances,
into related concepts helps students to develop more designed or chosen, to stimulate learning. The
complex and sophisticated conceptual context, therefore, should have a relationship to the
understanding. (15) learner, the learner’s interests and identity, or the
learner’s future.... contexts are specific, varied and
Related concepts and their definitions are found in highly situational. (17)
each MYP subject-group guide (appendix). (57) All learning is contextual. A learning context is a
specific setting, event or set of circumstances,
For each unit, teachers identify one or more related designed or chosen, to stimulate learning. The
concept(s) that extend(s) learning, lead(s) to deeper context, therefore, should have a relationship to the
understanding, or offer(s) another perspective from learner, the learner’s interests and identity, or the
which to understand the identified key concept(s). learner’s future.... contexts are specific, varied and
(58) highly situational. (17)
All learning is contextual. A learning context is a
specific setting, event or set of circumstances, The existence of multiple contexts for teaching and
designed or chosen, to stimulate learning. The learning underscores the fact that all concepts are
context, therefore, should have a relationship to the open to interpretation. (17)
learner, the learner’s interests and identity, or the The existence of multiple contexts for teaching and
learner’s future.... contexts are specific, varied and learning underscores the fact that all concepts are
highly situational. (17) open to interpretation. (17)
All learning is contextual. A learning context is a
specific setting, event or set of circumstances, When concepts are set in context, they are less
designed or chosen, to stimulate learning. The likely to become prescriptive checklists of “facts by
context, therefore, should have a relationship to the When concepts are set in context, they are less
learner, the learner’s interests and identity, or the likely to become prescriptive checklists of “facts by
learner’s future.... contexts are specific, varied and
highly situational. (17)

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Students need multiple opportunities to explore the programme. (18)
concepts defined for each subject or discipline. (58)
another name”. Contexts help to create productive Global contexts provide a common language for
discussion within and outside of the classroom. (17) powerful contextual learning, identifying specific
Contexts for learning in the MYP are chosen from settings, events or circumstances that provide more
[parts of] global contexts to encourage international- concrete perspectives for teaching and learning. (58)
mindedness and global engagement within the

These and other contexts for teaching and learning inspire explorations.... Table 3 (pages 60-62) contains
explanations of the MYP global contexts and some of the many explorations that they can inspire. (59)

Constructivism implies a pedagogy that includes student inquiry into concepts through content in authentic global
contexts. (72)

Statement of inquiry

Statements of inquiry should not be so specific that they cannot be transferable beyond the content of the unit. (63)

[Combine] a key concept, one or more related concepts, and a global context for the unit into a meaningful statement
that students can understand. This statement expresses the relationship between concepts and context; it represents
a transferable idea supported by factual content. (62)

represents a contextualized, conceptual understanding. (62)

can be qualified (using phrases such as “often”, “may” and “can”) if it is not true in all situations, but is still an
important idea. (62)

can be formulated at different levels of specificity. (62)

Summative assessment tasks should be directly linked to the statement of inquiry. (64)

Teachers should refer to the statement of inquiry to ensure that concepts and context inform the selection of
learning experiences, formative assessment and teaching strategies. (66)

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Inquiry questions

Inquiry questions are drawn from, and inspired by, the statement of inquiry. (63) Inquiry questions give shape and
scope to a unit of study, and they help to scaffold the objectives that students should strive to achieve. (63) Factual:
(63)
• Knowledge/fact-based
• Content-driven
• Skills-related
• Supported by evidence
• Can be used to explore terminology in the statement of inquiry
• Frequently topical
• Encourage recall and comprehension Conceptual: (63)
• Enable exploration of big ideas that connect facts and topics
• Highlight opportunities to compare and contrast
• Explore contradictions
• Lead to deeper disciplinary and interdisciplinary understanding
• Promote transfer to familiar or less familiar situations, issues, ideas and contexts
• Encourage analysis and application Debatable: (63)
• Enable the use of facts and concepts to debate a position
• Promote discussion
• Explore significant ideas and issues from multiple perspectives
• Can be contested
• Have tension
• May be deliberately provocative
• Encourage synthesis and evaluation

Objectives Summative assessment

The objectives of any MYP subject group state the Relationship between the summative
specific targets that are set for learning in that subject assessment task(s) and the statement of
group. They define what the student will be able to
inquiry:
accomplish as a result of studying the subject. Each
objective is elaborated by a number of strands; a Relationship between the summative
strand is an aspect or indicator of the learning assessment task(s) and the statement of
expectation. inquiry:
Outline of summative assessment task(s) Relationship between the summative
including assessment criteria: assessment task(s) and the statement of
inquiry:
In the context of the MYP curriculum, a unit can be
defined as a period of study that concludes with a Describe how the statement of inquiry and
summative assessment. (50) Summative assessment summative assessment task(s) are connected
tasks should be directly linked to the statement of Describe how the statement of inquiry and
inquiry and provide varied summative assessment task(s) are connected

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All strands of an objective must be addressed in • How does this assessment task relate to the
order to determine a final achievement level. statement of inquiry?
• Which MYP objectives are being addressed?
The objectives of each subject group represent the
• How can we create meaningful performances of
use of knowledge, understanding and skills that must
understanding?
be taught. They encompass the factual, conceptual,
procedural and metacognitive dimensions of • What evidence of learning will there be?
knowledge. MYP objectives reflect and offer • How can we collect evidence of learning?
opportunities to develop the attributes of the IB • How will the assessment task demonstrate
learner profile. (64)
conceptual understanding?
• How will results be recorded and analysed?
The objectives for years 1, 3 and 5 of the programme
are provided in MYP subject group guides, and their • How and when will students receive feedback?
use is mandatory. (64)
Summative assessments are designed to provide
In practice, schools often introduce objectives and evidence for evaluating student achievement using
criteria for MYP years 3 and 5 in the previous year so required MYP subject group specific assessment
that students in MYP years 2 and 4 become familiar criteria. (79)
with, and begin working towards, stated
requirements, adapting and interpreting them in ways Choosing from a range of assessment strategies,
that are developmentally appropriate. (80) teachers can devise assessment tasks that give
students adequate opportunities to show clearly what
Include the unit’s objectives, listing specific strands to they can achieve in relation to inquiry questions, and
be addressed and assessed by the summative hence the subject group objectives for that unit. (85)
assessment(s).
Open-ended tasks may be combined with other
Example for what goes in the box: (81) MYP strategies, such as performance assessments...
objectives Objective A—Using knowledge Students performance assessments can allow students to
should be able to: perform the learned skills and show their
understanding in real- world contexts. (85)
• construct explanations using knowledge to
demonstrate understanding
Teachers should consider the distinction between
• apply knowledge and understanding to solve
activities or tasks and performances of understanding
problems set in familiar and unfamiliar situations that are more effective in building deep
• apply terminology effectively to communicate understanding. The MYP uses the term
understanding. “performance” in its widest sense to describe all
opportunities for students to demonstrate their forms of assessment where students are assessed
knowledge, understanding and skills. In planning on their ability to demonstrate predetermined learning
these assessments of learning, teachers should ask objectives. (86)
the following questions. (64)

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Approaches to learning (ATL)

ATL skills empower students to succeed in meeting the challenging objectives of MYP subject groups... while ATL
skills are not formally assessed in the MYP, they contribute to students’ achievement. (20)

All teachers in MYP schools are responsible for integrating and explicitly teaching ATL skills. (21)

Many ATL skills directly support the attainment of subject group objectives. (64)

Example: In order for students to (objective strand) students must (choose an ATL skill that will allow students to
master the objective strand). Category... (where did you find it?) Cluster... (where did you find it?)

ATL skills focus on the process of learning, helping students to become confident, independent, self-managed
learners for life. Teachers should teach skills explicitly, and students should have structured opportunities to practise
them. (65)

ACTION: Teaching and learning through inquiry

Content Learning Process

Teachers can use a wide range of content, appropriate learning experiences and teaching
developed through MYP key and related concepts strategies. (67)
and global contexts, as a vehicle for teaching
effective learning strategies. Likewise, ATL skills can Teachers also need to consider how to monitor and
be powerful tools for exploring significant content. support learning as students engage with the unit.
This dual focus (content and process, knowledge and Formative assessment (assessment for learning)
skills) promotes student engagement, deep provides teachers and students with insights into the
understanding, transfer of skills and academic ongoing development of knowledge, understanding,
success. (20) skills and
Learning experiences and teaching strategies Teachers also need to consider how to monitor and
Formative assessment Differentiation support learning as students engage with the unit.
Formative assessment (assessment for learning)
provides teachers and students with insights into the
Students at the MYP age range learn best when their
ongoing development of knowledge, understanding,
learning experiences have context and are connected
skills and
to their lives and to the world that they have
Planning for different levels of ability. (112)
experienced. (18)
Planning for different levels of ability. (112)
Planning for different levels of ability. (112)
As the unit progresses, both teachers and students
can develop additional questions to explore... the
As schools implement the MYP inclusively, teachers
statement of inquiry in greater detail. Students can
design learning experiences that allow students
develop their own questions in ways that satisfy
across a range of needs to meet their learning
curiosity and deepen understanding. The strands of
objectives (see Meeting student learning diversity in
subject-specific objectives can also be helpful in
the classroom (2013)). (27)
formulating inquiry questions(63) Teaching and
As schools implement the MYP inclusively, teachers
learning in all IB programmes is: (66)
design learning experiences that allow students
Teachers should provide students with regular,
across a range of needs to meet their learning
specific feedback on the development of ATL skills
objectives (see Meeting student learning diversity in
through learning engagements and formative
the classroom (2013)). (27)
assessment. (64)
As schools implement the MYP inclusively, teachers
Teachers should provide students with regular,
design learning experiences that allow students
specific feedback on the development of ATL skills
across a range of needs to meet their learning
through learning engagements and formative
objectives (see Meeting student learning diversity in
assessment. (64)
the classroom (2013)). (27)
As schools implement the MYP inclusively, teachers
Teachers need to develop ways of ascertaining
design learning experiences that allow students
students’ prior learning so that they can plan
across a range of needs to meet their learning
appropriate learning experiences and teaching
objectives (see Meeting student learning diversity in
strategies. (67)
the classroom (2013)). (27)
Teachers need to develop ways of ascertaining
As schools implement the MYP inclusively, teachers
students’ prior learning so that they can plan
design learning experiences that allow students
across a range of needs to meet their learning The inclusion of all students requires a school to
objectives (see Meeting student learning diversity in address differentiation within the written and taught
the classroom (2013)). (27) curriculum, demonstrated in the unit planner and in
the teaching environment. (28)
The inclusion of all students requires a school to The inclusion of all students requires a school to
address differentiation within the written and taught address differentiation within the written and taught
curriculum, demonstrated in the unit planner and in curriculum, demonstrated in the unit planner and in
the teaching environment. (28) the teaching environment. (28)

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attitudes. Assessment for learning is “the process of summative).
seeking and interpreting evidence for use by learners • informed by assessment (formative and
and their teachers to decide where the learners are in summative).
their learning, where they need to go and how best to
get there” (Black et al. 2002). (67) Teachers should purposefully choose strategies and
learning experiences that are aligned with the unit’s
Formative assessment can also provide important statement of inquiry; help students meet subject
opportunities for students to rehearse or refine group objectives; support the development of
performances of understanding as they prepare to effective ATL skills; and meaningfully prepare
complete summative assessment tasks. (67) students to achieve high levels of performance in the
unit’s summative assessment.(66)
Through effective formative assessment, teachers Teachers should purposefully choose strategies and
gather, analyse, interpret and use a variety of learning experiences that are aligned with the unit’s
evidence to improve student learning and to help statement of inquiry; help students meet subject
students to achieve their potential. (79) group objectives; support the development of
Effective formative assessment also provides effective ATL skills; and meaningfully prepare
teachers and students with a way to explore personal students to achieve high levels of performance in the
learning styles as well as individual student strengths, unit’s summative assessment.(66)
challenges and preferences that can inform This content may be mandated by state or national
meaningful differentiation of learning. (67) systems; it may come from school-based
requirements or the school’s curriculum overview; or
Differentiation (modifying teaching strategies to meet it may be derived from a range of education
the needs of diverse learners) can build opportunities standards. (66)
in which each student can develop, pursue and This content may be mandated by state or national
achieve appropriate personal learning goals. When systems; it may come from school-based
considering pedagogical approaches to meeting requirements or the school’s curriculum overview; or
individual learning needs, teachers also need to it may be derived from a range of education
consider each student’s language profile. (68) standards. (66)
• based on inquiry This content may be mandated by state or national
• based on inquiry systems; it may come from school-based
requirements or the school’s curriculum overview; or
• focused on developing conceptual understanding
it may be derived from a range of education
• focused on developing conceptual understanding standards. (66)
• developed in local and global contexts This content may be mandated by state or national
• developed in local and global contexts systems; it may come from school-based
• focused on effective teamwork and collaboration requirements or the school’s curriculum overview; or
it may be derived from a range of education
• focused on effective teamwork and collaboration
standards. (66)
• differentiated to meet the needs of all learners This content may be mandated by state or national
• differentiated to meet the needs of all learners systems; it may come from school-based
• informed by assessment (formative and requirements or the school’s curriculum overview; or
it may be derived from a range of education experiences. (68)
standards. (66)
This content may be mandated by state or national All students should be able to access the curriculum
systems; it may come from school-based through the specific design of the unit and through
requirements or the school’s curriculum overview; or the strategies that teachers employ to differentiate
it may be derived from a range of education the content, process and outcomes of learning.
standards. (66)
This content may be mandated by state or national Differentiation may include offering students various
systems; it may come from school-based modes of interpreting materials, whether visually,
requirements or the school’s curriculum overview; or aurally or kinaesthetically, and allowing students to
it may be derived from a range of education choose alternate modes of presentation
standards. (66) Teachers should purposefully choose strategies and
This content may be mandated by state or national learning experiences that are aligned with the unit’s
systems; it may come from school-based statement of inquiry; help students meet subject
requirements or the school’s curriculum overview; or group objectives; support the development of
it may be derived from a range of education effective ATL skills; and meaningfully prepare
standards. (66) students to achieve high levels of performance in the
This content may be mandated by state or national unit’s summative assessment.(66)
systems; it may come from school-based Teachers should purposefully choose strategies and
requirements or the school’s curriculum overview; or learning experiences that are aligned with the unit’s
it may be derived from a range of education statement of inquiry; help students meet subject
standards. (66) group objectives; support the development of
effective ATL skills; and meaningfully prepare
students to achieve high levels of performance in the
unit’s summative assessment.(66)

Teachers should ensure that a range of learning

experiences and teaching strategies is: (66)
Teachers should ensure that a range of learning
experiences and teaching strategies is: (66)
• embedded in the curriculum
Formative assessments can be planned from the
• embedded in the curriculum
start of a unit, although they may change as teachers
engage with students to determine the next stages of • built upon prior learning
learning. (79) • built upon prior learning
• age-appropriate, thought- provoking and engaging
Tests and quizzes are the most familiar examples of • age-appropriate, thought- provoking and engaging
this form of assessment. Selected responses allow
• based on the differing needs of all students,
the teacher to ask general or specific questions to
including those who are learning in a language other
elicit responses from students that will indicate
than their mother tongue, and students with learning
understanding and, possibly, misunderstanding. This
support requirements
strategy is particularly useful during the course of a
• based on the differing needs of all students,
unit, in formative assessment, as it is usually quick
including those who are learning in a language other
and straightforward to administer and can provide
than their mother tongue, and students with learning
instant feedback for students and teachers. (85)
support requirements
Teachers can differentiate teaching and learning by
• based on the differing needs of all students,
providing examples (work samples or task-specific
including those who are learning in a language other
clarifications of assessment criteria); structuring
than their mother tongue, and students with learning
support (advance organizers, flexible grouping, peer
support requirements
relationships); establishing interim and flexible
deadlines; and adjusting the pace of learning • open-ended and involves teaching problem-solving
skills.
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IB programmes recognize and value students’ efforts (72)
to construct meaning when exploring the world
around them. To support this, the MYP requires The MYP can provide valuable experiences that help
teachers to provide learning experiences that draw students engage in sophisticated inquiry into
on students’ prior knowledge and provide the time questions about the nature, limits and value of
and opportunity for reflection and consolidation. This knowledge. Inquiry based approaches to teaching
constructivist approach respects students’ ongoing encourage students to share ideas with others and to
development of ideas, and their understanding, listen to, and learn from, what others think. In this
transfer and application of these ideas to wider process, students’ thinking and their understanding is
contexts. Constructivism implies a pedagogy that shaped and enriched. (73)
includes student inquiry into concepts through for their performances of understanding (for example,
content in authentic global contexts. This pedagogy oral presentation, writing, or a practical method such
leads to the most substantial and enduring learning. as leading a peer-to-peer workshop). (68)

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Resources

Teachers plan and record the content, learning process and resources that they use in the course of the unit. (66)
The specific learning experiences and teaching strategies devised by teachers depend on available resources. (67)

Teachers need to investigate available resources and consider what additional resources might be necessary for the
unit. Important resources to consider include:
• instructional materials and classroom technologies
• textbooks and other written and visual texts
• teaching materials developed by businesses and not-for-profit organizations
• educational games and simulations
• teaching aids and manipulatives
• learning environments beyond the classroom
• students’ diverse languages and cultures
• families, experts and other primary sources in the school and the community
• school, university and community libraries
• digital resources, including the internet.

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REFLECTION: Considering the planning, process and impact of the
inquiry (Table 5, 70-71)

Teachers and students need not engage in reflection on every question; choosing a focus for reflection often leads
to more meaningful results. Teachers and students should also consider other questions that can help to improve the
planning, process and impact of inquiry in the MYP. Reflection will always be shaped by the specific needs of
teachers and students in particular contexts.

Prior to teaching the unit During teaching After teaching the unit

Why do we think that the unit or the selection of

know, and what can they do? What have students
topics will be interesting? What do students already
 What were the learning outcomes of this unit? How
encountered in this discipline before? What does
well did the summative assessment task serve to
experience tell us about what to expect in this unit?
distinguish levels of achievement? Was the task
What attributes of the learner profile does this unit
sufficiently complex to allow students to reach the
offer students opportunities to develop? What
highest levels? What evidence of learning can we
potential interdisciplinary connections can we
identify? What artefacts of learning should we
identify? What do we know about my students’
document? Which teaching strategies were effective?
preferences and patterns of interaction? Are there
Why? What was surprising? What student-initiated
any possible opportunities for meaningful service
action did we notice? What will we do differently next
learning? What in the unit might be inspiring for
time? How will we build on our experience to plan the
community or personal projects? Could we develop
next unit? How effectively did we differentiate
authentic opportunities for service learning? How can
learning in this unit? What can students carry forward
we use my students’ multilingualism as a resource for
from this unit to the next year/ level of study? Which
learning?
subject groups could we work with next time? What
What difficulties did we encounter while completing
did we learn from standardizing the assessment?
the unit or the summative assessment task(s)? What
What were the learning outcomes of this unit? How
resources are proving useful, and what other
well did the summative assessment task serve to
resources do we need? What student inquiries are
distinguish levels of achievement? Was the task
emerging? What can we adjust or change? What
sufficiently complex to allow students to reach the
skills need more practice? What is the level of
highest levels? What evidence of learning can we
student engagement? How can we scaffold learning
identify? What artefacts of learning should we
for students who need more guidance? What is
document? Which teaching strategies were effective?
happening in the world right now with which we could
Why? What was surprising? What student-initiated
connect teaching and learning in this unit? How well
action did we notice? What will we do differently next
are the learning experiences aligned with the unit’s
time? How will we build on our experience to plan the
objectives? What opportunities am I hearing to help
next unit? How effectively did we differentiate
students explore the interpretative nature of
learning in this unit? What can students carry forward
knowledge, including personal biases that might be
from this unit to the next year/ level of study? Which
retained, revised or rejected? (DP Theory of
subject groups could we work with next time? What
knowledge skills development)
did we learn from standardizing the assessment?

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