Oxbridge International School, AY2022-2023
Middle Years Programme*
STUDENT HANDBOOK
“Education is the most powerful weapon
which you can use to change the world”
Nelson Mandela
*IMPORTANT:
Oxbridge International School is a candidate school* for the MYP. This school is pursuing authorization as an
IB World School. IB World Schools share a common philosophy- a commitment to high-quality, challenging,
international education- that we believe is important for our students.
* Only schools authorized by the IB Organization can offer any of its four academic programmes: the Primary
Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Careerrelated Programme (CP). Candidate status gives no guarantee that authorization will be granted.
For further information about the IB and its programmes visit http://www.ibo.org.
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Oxbridge International School, AY2022-2023
Contents
1 About the school
• Mission Statement of the IBO
• Our Mission
• Our Vision
• Our Core Values
• IB learner profile
• School Calendar
• School hours
2 Middle Years Programme Overview
• IB MYP curriculum model
• The community project and the personal project
• MYP in the IB continuum
• IB philosophy in the MYP
• The structure of conceptual understanding in the MYP
• MYP global contexts
• Approaches to learning (ATL)
• Service and action
• Admission Requirements
• MYP Subjects Offered in Subject Groups
• Principles of MYP assessment
• Academic Honesty
3 Middle Years Programme Subject Briefs
• Group 1: Language & Literature
• Group 2: Language Acquisition
• Group 3: Individuals and Societies
• Group 4: Sciences
• Group 5: Mathematics
• Group 6: The Arts
• Group 7: Design
• Group 8: Physical and Health Education
• Interdisciplinary teaching and learning in the MYP
• Personal Project
References
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Oxbridge International School, AY2022-2023
1 About the school
Mission of the IBO
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.
School Mission
We strive to develop life-long learners proficient in oral and written communication skills and capable of
thinking independently.
We nurture an open, committed and conscientious mind capable of reflective thinking and guide learners
to become confident and courageous citizens of tomorrow.
We encourage learners to make well-informed choices about their health and the well-being of others.
Our Vision
Oxbridge International School’s vision is to become an outstanding school in all aspects with the OIS score
values being central to what we do.
Our Core Values
Oxbridge International School recognises the importance of the following core values to our school
community. These values represent a concern for excellence, equity and the promotion of a caring, civil
and just society. They are common to most cultures. The core values for our school:
Open mindedness - the ability to consider other perspectives and trying to be empathetic to other people,
even when you disagree with them
Xpressiveness - the quality of effectively conveying a thought or feeling in all real life situations
Balance - a well-balanced person is sensible, mentally strong and healthy who can prioritise and manage
their life in a reasonable way
Reflective thinking - consideration of the larger context, the meaning, and the implications of an
Inquiry
experience or action.
- search for truth, information, or knowledge; examination of facts or principles;
research; investigation
Discipline - self-discipline is the ability you have to control and motivate yourself, stay on track and do what
is right.
Goodwill - friendly or helpful attitude towards other people, countries, or organizations.
Excellence - a talent or quality of being outstanding or extremely good in all aspects of life
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Oxbridge International School, AY2022-2023
IB learner profile
The aim of all IB programmes is to develop internationally minded people
who, recognizing their common humanity and shared guardianship of the
planet, help to create a better and more peaceful world.
As IB learners we strive to be:
Inquirers
Open Minded
They nurture their curiosity, developing skills for
inquiry and research. They know how to learn
independently and with others. They learn with
enthusiasm and sustain their love of learning
throughout life.
They critically appreciate their own cultures and
personal histories, as well as the values and
traditions of others. They seek and evaluate a
range of points of view, and they are willing to
grow from the experience.
Knowledgeable
Caring
Thinkers
Risk Takers
Communicators
Balanced
They
develop
and
use
conceptual
understanding, exploring knowledge across a
range of disciplines. They engage with issues and
ideas that have local and global significance.
They show empathy, compassion and respect.
They have a commitment to service, and act to
make a positive difference in the lives of others
and in the world around them.
They use critical and creative thinking skills to
analyse and take responsible action on complex
problems. They exercise initiative in making
reasoned, ethical decisions.
They approach uncertainty with forethought and
determination; they work independently and
cooperatively to explore new ideas and
innovative strategies. They are resourceful and
resilient in the face of challenges and change.
They express themselves confidently and
creatively in more than one language and in
many ways. They collaborate effectively,
listening carefully to the perspectives of other
individuals and groups.
They understand the importance of balancing
different aspects of their lives—intellectual,
physical, and emotional—to achieve well-being
for themselves and others. They recognize their
interdependence with other people and with the
world.
Principled
Reflective
They act with integrity and honesty, with a
strong sense of fairness and justice, and with
respect for the dignity and rights of people
everywhere. They take responsibility for their
actions and their consequences.
They thoughtfully consider the world and their
own ideas and experience. They work to
understand their strengths and weaknesses in
order to support their own learning and personal
development.
The IB learner prole represents 10 attributes
valued by IB World Schools.
We believe these attributes, and others like
them, can help individuals and groups become
responsible members of local, national and
global communities.
Source: https://www.ibo.org/benefits/learner-profile/
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2022/23 School Calendar
August 2022
Su Mo Tu We Th
September 2022
Fr
Sa
1
2
3
4
5
6
7
8
9
10
11
12
13
4
5
6
14
15
16
17
18
19
20
11
12
21
22
23
24
25
26
27
18
28
29
30
31
25
Su Mo Tu We Th Fr Sa
December 2022
Su Mo Tu We Th
October 2022
Su Mo Tu We Th Fr Sa
Sa
Su Mo Tu We Th Fr
1
2
3
1
7
8
9
10
2
3
4
5
6
7
8
6
13
14
15
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17
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10
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14 15
19
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23
24
16
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18
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20
26
27
28
29
30
23
24
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27
30
31
January 2023
Fr
November 2022
Su Mo Tu We Th Fr
2
3
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9
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21 22
20
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28 29
27
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Su Mo Tu We Th Fr
Sa
February 2023
Sa
Sa
1
March 2023
Su Mo Tu We Th Fr Sa
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7
1
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5
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31
April 2023
May 2023
Su Mo Tu We Th Fr
Sa
June 2023
Su Mo Tu We Th Fr
1
1
4
Sa
2
3
4
5
6
July 2023
Su Mo Tu We Th Fr Sa
4
Su Mo Tu We Th Fr
Sa
1
2
3
1
8
9
10
2
3
4
5
6
7
8
10
11
12
13
14
15
2
3
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16 17
9
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5
6
7
30
School Terms
Aug 15 – Oct 21
Oct 31 – Jan 20
Term 1
Term 2
Jan 23 – Apr 21
Term 3
May 1 – Jun 15
Term 4
Total No of school weeks:
Total No of school days:
D
D
D
D
Sept. 1-2
Oct. 1
Dec. 8
Dec. 25
Dec. 31 - Jan. 1
Mar. 8
Mar. 21
May 9
No of weeks
Semester 1 - Aug 15 – Jan 20
Terms Breaks
10
9
Oct 24 – 28
Dec 19 – Jan 6
Autumn Break
Winter Break
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March 6 – 10
Apr 24 - 28
Jun 16 – Aug 20
Spring Breaks
Semester 2 – Jan 23 – Jun 15
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38
190
Summer Break
First Day of Class / Last Day of School
Teachers Professional Development Days / No school (TBC)
Report Cards Issued / No school (TBC)
Holiday - No Classes, National Holidays:
Independence Day of Uzbekistan
Teachers' Day
Constitution Day
Christmas
New Year
International Women's Day
Navruz (Central Asian New Year)
Memorial Day
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School Hours
Time
Monday
Tuesday
8.00-8.30
8.30-9.10
9.10-09.50
Wednesday
Thursday
Friday
Breakfast
Mentor Time
School
Assembly
1st period
1st period
1st period
1st period
2nd period
2nd period
2nd period
2nd period
3rd period
4th period
3rd period
4th period
Break
09.50-10.10
10.10-10.50
10.50-11.30
11.30-12.10
3rd period
4th period
3rd period
4th period
12.10-12.50
12.50-13.30
5th period
5th period
5th period
5th period
5th period
6th period
6th period
6th period
6th period
6th period
Lunch and recess
13.30-13.50
13.50-14.30
14.30-15.10
Break
7th period
8th period
7th period
7th period
7th period
7th period
8th period
8th period
8th period
8th period
Dinner
15.10-15.30
15.30-17.00
3rd period
4th period
Sport afterschool
activities
Non-sport afterschool activities
Staff assembly
Non-sport afterSport afterschool activities school activities
The school gates are opened at 7:30 am allowing students to enter the school. The school day commences
at 8:00am and consists of homeroom (8.00-8.10), breakfast (8.10-8.30), two snack breaks, lunch, eight 40minute periods and dinner break followed by after-school activities.
The school includes 3 to 5 hours of self-study sessions weekly for students’ completion of homework,
projects and other assignments. Every Monday starts with a whole-school student assembly followed by
mentor time activities in the homeroom.
School ends at 5:00 pm (all days except Wednesday) at which time students return home. On Wednesday
students are dismissed after dinner due whole-school staff assembly.
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2 Middle Years Programme Overview
Programme model
IB programme models highlight important shared features of an IB education. In the programme model
for the MYP, the first ring around the student at the centre describes the features of the programme that
help students develop disciplinary (and interdisciplinary) understanding.
• Approaches to learning (ATL)—demonstrating a commitment to approaches to learning as a key
component of the MYP for developing skills for learning.
• Approaches to teaching—emphasizing MYP pedagogy,
including collaborative learning through inquiry.
• Concepts—highlighting a concept-driven curriculum.
• Global contexts—showing how learning best takes place
in context.
The second ring describes some important outcomes of the
programme.
• Inquiry-based learning may result in student-initiated
action, which may involve service within the community.
• The MYP culminates in the personal project (for students
in MYP year 5) or the community project (for students in
MYP years 3 or 4).
The third ring describes the MYP’s broad and balanced curriculum.
• The MYP organizes teaching and learning through eight subject groups: language and literature,
language acquisition, individuals and societies, sciences, mathematics, arts, physical and health education,
and design.
• In many cases, discrete or integrated disciplines may be taught and assessed within a subject group: for
example, history or geography within the individuals and societies subject group; biology, chemistry or
physics within the sciences subject group.
• The distinction between subject groups blurs to indicate the interdisciplinary nature of the MYP. The
subject groups are connected through global contexts and key concepts.
The community project and the personal project
OIS offers students the opportunity to engage in both the community project and the personal project.
The community project and the personal project are known together as MYP projects.
The community project focuses on community and service, encouraging students to explore their right
and responsibility to implement service as action in the community. The community project gives students
an opportunity to develop awareness of needs in various communities and address those needs through
service learning. As a consolidation of learning, the community project engages in a sustained, in-depth
inquiry leading to service as action in the community. The community project may be completed
individually or by groups of a maximum of three students.
The personal project encourages students to practise and strengthen their ATL skills, to consolidate
prior and subject-specific learning, and to develop an area of personal interest. The personal project
provides an excellent opportunity for students to produce a truly personal and often creative
product/outcome and to demonstrate a consolidation of their learning in the MYP. The project offers
many opportunities for differentiation of learning and expression according to students’ individual needs.
The personal nature of the project is important; the project should revolve around a challenge that
motivates and interests the individual student. Each student develops a personal project independently.
MYP projects are student-centred and age-appropriate, and they enable students to engage in practical
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explorations through a cycle of inquiry, action and reflection. MYP projects help students to develop the
attributes of the IB learner profile; provide students with an essential opportunity to demonstrate ATL
skills developed through the MYP; and foster the development of independent, lifelong learners.
MYP in the IB continuum
Transition from the PYP
The nature of teaching and learning in the PYP is concept-based, transdisciplinary and largely taught by a
single classroom teacher. OIS ensures that:
• there is a smooth transition from the transdisciplinary model into a model that focuses on disciplinary
and interdisciplinary learning
• teaching is appropriate for students with a range of individual learning needs.
In order to facilitate this transition, the school:
• ensures horizontal and vertical planning and review of PYP and MYP curriculum
• provides special workshops and orientation programs for PYP5 students
• provides opportunities to MYP students to attend after-school activities held by MYP teachers and
students
• provides PYP5 parents with MYP orientation programs
Transition to the DP
In order to ensure smooth transitioning from MYP to DP:
• MYP students will be counselled by the school concerning their subject choices in years 4 and 5 in order
to ensure appropriate preparation.
• the school ensures that the content of the curriculum, aligned under each subject group’s final
objectives, provides for continuity and progression from year 5 of the MYP into the two-year DP.
• In developing the curriculum content for each subject, the school consults the relevant DP subject guides
and MYP teacher support materials.
• Articulation of ATL across the programmes also offers a powerful strategy for increasing students’
readiness for the DP and their success in further study.
IB philosophy in the MYP
This philosophy, framed in What is an IB education? (2013), is expressed through all aspects of the MYP.
The programme has been developed with developmentally appropriate attention to:
• conceptual understanding
• teaching and learning in context
• approaches to learning (ATL)
• service as action (community service)
• language and identity
• learning diversity and inclusion.
The structure of conceptual understanding in the MYP
MYP programme design uses two kinds of concepts.
• Key concepts, contributed from each subject group, provide interdisciplinary breadth to the
programme. Key concepts are broad, organizing, powerful ideas that have relevance within and across
subjects and disciplines, providing connections that can transfer across time and culture.
• Related concepts, grounded in specific disciplines, explore key concepts in greater detail, providing
depth to the programme. They emerge from reflection on the nature of specific subjects and disciplines,
providing a focus for inquiry into subject-specific content.
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Key concepts are powerful, abstract ideas that have many dimensions and definitions. They have
important interconnections and overlapping concerns. Key concepts engage students in higher-order
thinking, helping them to connect facts and topics with more complex conceptual understanding. Key
concepts create “intellectual synergy” (Erikson 2007) and provide points of contact for transferring
knowledge and understanding across disciplines and subject groups.
Related concepts promote depth of learning and add coherence to the understanding of academic
subjects and disciplines. They are grounded in specific subjects and disciplines, and they are useful for
exploring key concepts in greater detail. Inquiry into related concepts helps students to develop more
complex and sophisticated conceptual understanding. Related concepts may arise from the subject
matter of a unit or the craft of a subject—its features and processes.
MYP global contexts
Students at the MYP age range learn best when their learning experiences have context and are connected
to their lives and to the world that they have experienced. When learning becomes meaningful and
relevant, students are more likely to be engaged. Teachers can impact on student learning by providing
engaging and inspiring global contexts that contribute towards development of the attributes of the
IB learner profile. Learning in global contexts enables learners to directly link concepts with their own lives
and put knowledge into action (Westera 2009). This contextual learning helps teachers and students
answer the important question “Why are we learning this?” Often, students’ motivation to learn depends
on the teacher’s ability to successfully answer this question.
The MYP identifies six global contexts for teaching and learning that are developed from, and extend, the
PYP’s transdisciplinary themes.
PYP transdisciplinary theme
MYP global
context
Identities and
relationships
Who we are - An inquiry into the nature of the self; beliefs and values; personal,
physical, mental, social and spiritual health; human relationships including
families, friends, communities and cultures; rights and responsibilities; what it
means to be human.
Where we are in place and time - An inquiry into orientation in place and time;
Orientation in
personal histories; homes and journeys; the discoveries, explorations and
space and time
migrations of humankind; the relationships between, and the
interconnectedness of, individuals and civilizations, from local and global
perspectives.
How we express ourselves - An inquiry into the ways in which we discover and
Personal and
express ideas, feelings, nature, culture, beliefs and values; the ways in which we cultural expression
reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
How the world works - An inquiry into the natural world and its laws; the
Scientific and
interaction between the natural world (physical and biological) and human
technical
societies; how humans use their understanding of scientific principles; the
innovation
impact of scientific and technological advances on society and on the
environment.
How we organize ourselves - An inquiry into the interconnectedness of human- Globalization and
made systems and communities; the structure and function of organizations;
sustainability
societal decision-making; economic activities and their impact on humankind and
the environment.
Sharing the planet - An inquiry into rights and responsibilities in the struggle to
Fairness and
share finite resources with other people and with other living things;
development
communities and the relationships within and between them; access to equal
opportunities; peace and conflict resolution.
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Approaches to learning (ATL)
Through ATL in IB programmes, students develop skills that have relevance across the curriculum that
help them “learn how to learn”. ATL skills can be learned and taught, improved with practice and
developed incrementally. They provide a solid foundation for learning independently and with others.
ATL skills help students prepare for, and demonstrate learning through, meaningful assessment. They
provide a common language that students and teachers can use to reflect on, and articulate on, the
process of learning.
IB programmes identify five ATL skill categories, expanded into developmentally appropriate skill
clusters.
ATL skill categories
MYP ATL skill clusters
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. Creative thinking
X. Transfer
The focus of ATL in the MYP is on helping students to develop the self-knowledge and skills they need to
enjoy a lifetime of learning. ATL skills empower students to succeed in meeting the challenging objectives
of MYP subject groups and prepare them for further success in rigorous academic programmes like the
DP and the CP.
Service and action
Action (learning by doing and experiencing) is a key component in constructivist models of education,
including the kind of teaching and learning common to all IB programmes. Service, as a subset of action,
has always been a shared value of the IB community. IB learners strive to be caring members of the
community who demonstrate a personal commitment to service, and act to make a positive difference
to the lives of others and to the environment.
Action in the MYP builds upon the action initiated in the PYP and continues as an essential component of
the learning process, both as part of the programme’s educational philosophy and as a practical outcome
of students’ learning. In the IB continuum, this continues with the service component of the DP’s
creativity, activity, service (CAS) requirements, in which students continue to increase their awareness of
their own strengths and areas for growth, undertake new challenges, plan and initiate activities, work
collaboratively with others, show perseverance and commitment, engage with locally and globally
significant challenges and consider the ethical implications of their actions.
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As students become more aware and acquire a better understanding of the context, and of their
responsibilities, they become empowered to make choices about how to take thoughtful and positive
action. This action will be different from student to student and from context to context. The action may
involve students in:
feeling empathy towards others
making small-scale changes to their behaviour
•
undertaking larger and more significant projects
•
acting on their own
•
acting collaboratively
•
taking physical action
•
suggesting modifications to an existing system to the benefit of all involved
•
lobbying people in more influential positions to act.
The service as action continuum could be summarized by the following diagram.
•
•
Service requires that students are able to build authentic connections between what they learn in the
classroom and what they encounter in the community. When connected to classroom learning, the
experience of service offers opportunities to apply concepts, skills and knowledge. Students explore the
community in its complexity as they gain personal insight and become more confident and responsible.
Through service as action they become “actors” in the “real world” beyond school.
MYP learning outcomes for service
With appropriate guidance and support, MYP students should, through their engagement with service as
action:
become more aware of their own strengths and areas for growth
•
undertake challenges that develop new skills
•
discuss, evaluate and plan student-initiated activities
•
persevere in action
•
work collaboratively with others
•
develop international-mindedness through global engagement, multilingualism and intercultural
understanding
•
consider the ethical implications of their actions.
These learning outcomes identify the substance of students’ self-reflection on service as action. All of
these learning outcomes are closely associated with IB learner profile attributes and ATL skills. Through
their participation in service, students can become more confident, self-regulated learners. Fulfillment of
the school’s expectations for participation in community service is a requirement of the IB MYP certificate.
•
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Admission Requirements
In order to be enrolled to the MYP students need to follow the admission policy requirements.
For external students:
• English proficiency test must show pre-intermediate (MYP1-2) and intermediate or higher level
(MYP3-5)
• Mathematics entry test results should be 75% and higher
• Candidate interview
For internal (MYP) students:
• Completing / passing all subjects offered in the PYP5
• English proficiency level must be pre-intermediate (MYP1) and higher level
For more information see the school’s admission policy.
MYP Subjects Offered in Subject Groups
Subject Groups
Group 1
First Language
MYP1
Russian
Language &
Literature
MYP2
Russian
Language &
Literature
Group 2
Second Language
English
Language
Acquisition
Uzbek
Language
Acquisition
Integrated
individuals
and societies
Integrated
Sciences
Group 3
Individuals and
societies
Group 4
Sciences
Group 5
Mathematics
Group 6
The arts
Group 7
Design
Group 8
Physical and
Health Education
English
Language
Acquisition
Uzbek
Language
Acquisition
Integrated
individuals
and societies
Integrated
Sciences
MYP3
Russian
Language &
Literature
English
Language &
Literature
Uzbek
Language
Acquisition
MYP4
Russian
Language &
Literature
English
Language &
Literature
Uzbek
Language
Acquisition
MYP5
Russian
Language &
Literature
English
Language &
Literature
Uzbek
Language
Acquisition
Integrated
individuals
and societies
Integrated
Sciences
Integrated
individuals
and societies
Integrated
Sciences
Integrated
individuals
and societies
Integrated
Sciences
Biology
Biology
Biology
Biology
Mathematics
Mathematics
Mathematics
Mathematics
Mathematics
Visual Arts
Visual Arts
Visual Arts
Visual Arts
Music
Music
Music
Music
Integrated
design
Physical &
Health
Education
Integrated
design
Physical &
Health
Education
Integrated
design
Physical &
Health
Education
Integrated
design
Physical &
Health
Education
Visual Arts
Music
Integrated
design
Physical &
Health
Education
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Principles of MYP assessment
The aim of MYP assessment is to support and encourage student learning. The MYP places an emphasis
on assessment processes that involve the gathering and analysis of information about student
performance and that provide timely feedback to students on their performance. MYP assessment plays
a significant role in the development of ATL skills, especially skills that are closely related to subject-group
objectives. The MYP approach to assessment recognizes the importance of assessing not only the
products, but also the process, of learning.
MYP internal assessment includes tasks, strategies and tools that are designed, developed and applied
by teachers working with students in their schools. Teachers are well placed to assess the work of their
MYP students; this assessment model supports the professional judgment of teachers in deciding the
achievement levels of individual students.
MYP assessment encourages teachers to monitor students’ developing understanding and abilities
throughout the programme. Through effective formative assessment, teachers gather, analyse, interpret
and use a variety of evidence to improve student learning and to help students to achieve their potential.
Student peer and self-assessment can be important elements of formative assessment plans.
Internal (school-based) summative assessment is part of every MYP unit. Summative assessments are
designed to provide evidence for evaluating student achievement using required MYP subject-group
specific assessment criteria.
The MYP assessment criteria across subject groups can be summarized as follows.
A
B
C
D
Language and
Analysing
Organizing
Producing text
Using language
literature
Language
Comprehending
Comprehending
Communicating
Using language
acquisition
spoken and visual written and visual
text
text
Individuals and
Knowing and
Investigating
Communicating Thinking critically
societies
understanding
Sciences
Knowing and
Inquiring and
Processing and
Reflecting on the
understanding
designing
evaluating
impacts of
science
Mathematics
Knowing and
Investigating
Communicating
Applying
understanding
patterns
mathematics in
real-world
contexts
Arts
Knowing and
Developing skills
Thinking
Responding
understanding
creatively
Physical and
Knowing and
Planning for
Applying and
Reflecting and
health education
understanding
performance
performing
improving
performance
Design
Inquiring and
Developing ideas
Creating the
Evaluating
analysing
solution
MYP projects
Investigating
Planning
Taking action
Reflecting
Interdisciplinary
Disciplinary
grounding
Synthesizing
Communicating
Reflecting
13
Reporting format
The school communicates assessment data to parents in following ways:
•
Report cards—in which all teachers contribute assessment data from their subject at the end of
every term and which may or may not include grades.
•
Parent conferences—in which teachers communicate assessment data to parents openly and
transparently at the end of each semester.
•
Weekly / monthly feedback on Toddle—in which teachers share assessment data about students’
learning with their parents using the school’s learning management system.
For more information on assessment and reporting refer to the MYP assessment policy.
MYP general grade descriptors
To arrive at a criterion levels total for each student, teachers add together the student’s final achievement
levels in all criteria of the subject group.
The school uses the MYP 1–7 scale and the following grade boundary guidelines table to determine final
grades in each year of the MYP. The table provides a means of converting the criterion levels total into a
grade based on a scale of 1–7.
Grade
Boundary
guidelines
Descriptor
1
1–5
2
6–9
3
10–14
4
15–18
5
19–23
6
24–27
7
28–32
Produces work of very limited quality. Conveys many significant
misunderstandings or lacks understanding of most concepts and contexts. Very
rarely demonstrates critical or creative thinking. Very inflexible, rarely using
knowledge or skills.
Produces work of limited quality. Expresses misunderstandings or significant gaps
in understanding for many concepts and contexts. Infrequently demonstrates
critical or creative thinking. Generally inflexible in the use of knowledge and skills,
infrequently applying knowledge and skills.
Produces work of an acceptable quality. Communicates basic understanding of
many concepts and contexts, with occasionally significant misunderstandings or
gaps. Begins to demonstrate some basic critical and creative thinking. Is often
inflexible in the use of knowledge and skills, requiring support even in familiar
classroom situations.
Produces good-quality work. Communicates basic understanding of most
concepts and contexts with few misunderstandings and minor gaps. Often
demonstrates basic critical and creative thinking. Uses knowledge and skills with
some flexibility in familiar classroom situations, but requires support in unfamiliar
situations.
Produces generally high-quality work. Communicates secure understanding of
concepts and contexts. Demonstrates critical and creative thinking, sometimes
with sophistication. Uses knowledge and skills in familiar classroom and realworld situations and, with support, some unfamiliar real-world situations.
Produces high-quality, occasionally innovative work. Communicates extensive
understanding of concepts and contexts. Demonstrates critical and creative
thinking, frequently with sophistication. Uses knowledge and skills in familiar and
unfamiliar classroom and real world situations, often with independence.
Produces high-quality, frequently innovative work. Communicates
comprehensive, nuanced understanding of concepts and contexts. Consistently
demonstrates sophisticated critical and creative thinking. Frequently transfers
knowledge and skills with independence and expertise in a variety of complex
classroom and real-world situations.
14
Academic Honesty
The IB defines academic misconduct as behaviour that results in, or may result in, the student or any
other student gaining an unfair advantage in one or more assessment components.
Academic misconduct includes:
•
plagiarism—the representation, intentionally or unwittingly, of the ideas, words or work of another
person without proper, clear and explicit acknowledgment
•
collusion—supporting academic misconduct by another student, as in allowing one’s work to be
copied or submitted for assessment by another
•
duplication of work—the presentation of the same work for different assessment components
•
any other behaviour that gives an unfair advantage to a student or that affects the results of another
student (falsifying data, misconduct during an examination, creating spurious reflections).
For most MYP assessments, students are expected to work independently but with appropriate support
from teachers and other adults, although there are many occasions when collaboration with other
students is an important part of the learning process.
Expectations for Students
All IB community members, including students, should aim to achieve and develop the IB learner profile
attributes. From a young age, IB students are expected to be able to distinguish between what is right and
what is wrong. In the context of academic integrity, one of the most important attributes is to be
"principled" and all students participating in IB programmes are expected to act honestly, responsibly and
ethically.
When completing school work, students must adhere to the subject guidelines, rules and regulations,
always acknowledging the sources of information that were used and the help they have received from
third parties during the process. In collaborative projects, they must exhibit a balanced behaviour
recognizing the collaboration of other team members and granting fair recognition to their own
participation.
Plagiarism is the most common form of student academic misconduct. Students that engage in practices
contrary to the IB’s academic integrity principle are not only missing the opportunity to understand and
accept their own strengths and weaknesses, but are also disadvantaging those students who complete
assessment honestly and fairly.
Expectations for Parents
Parents and legal guardians play a crucial role in the education process which includes reinforcing the
values and importance of academic integrity. This is particularly important when it comes to an education
in one of the IB programmes, given the wide recognition that institutions of higher education and other
end-users have granted to IB graduates for many years.
By understanding and accepting the expectations of the school and the IB, parents will be adequately
equipped to support their children, as they will be able to explain these expectations to them. This means
they can support their children to develop a conscientious and responsible attitude to their learning.
When parents agree with and support the position of the school and the IB, they will be less inclined to
give unfair assistance to their children, for example, by writing or over-editing their work. On the contrary,
they will try to provide the necessary conditions for their children to work independently and request the
school’s support when they identify that their children are not attending to their studies as required and
are falling behind.
15
Student Responsibilities
The IB’s mission statement is clear about the active role students have on their own learning. Students
are not just recipients of content, but are also expected to create content and complete assessments that
are authentic and genuine, and a true reflection of their personal level of achievement. It is expected that
all IB students, regardless of the programme, understand and accept the principle of academic integrity
and face the challenges associated with it.
Focusing on processes for managing academic integrity incidents, IB students must support their school,
programme coordinators and teachers and are expected to:
• have a full understanding of their school’s and the IB’s policies
• respond to acts of student academic misconduct and report them to their teachers and/or
programme coordinators
• respond to acts of school maladministration and report them to their teachers and/or
programme
coordinators
• complete all assignments, tasks, examinations and quizzes in an honest manner and to the best
of their abilities
• give credit to used sources in all work submitted to the IB for assessment in written and oral
materials and/or artistic products
• abstain from receiving non-permitted assistance in the completion or editing of work, such as
from friends, relatives, other students, private tutors, essay writing or copy-editing services, prewritten essay banks or file sharing websites
• abstain from giving undue assistance to peers in the completion of their work
• show a responsible use of the internet and associated social media platforms.
Parent Responsibilities
Although they are not directly involved in daily tasks at school, parents and legal guardians are able to
collaborate with the administrative and teaching team in the activities carried out by the school to
promote academic integrity while encouraging their children to observe the rules and complete all work
according to the expectations.
Focusing on processes for managing academic integrity incidents, parents and legal guardians of IB
students are expected to:
• understand IB policies, procedures and subject guidelines in the completion of coursework or
examination papers by their children
• support their children’s understanding of IB policies, procedures and subject guidelines
• understand school internal policies and procedures that safeguard the authenticity of their
children’s work
• support their children in planning a manageable workload so they can allocate time effectively
• understand what constitutes student academic misconduct and its consequences
• understand what constitutes school maladministration and its consequences
• report any potential cases of student misconduct or school maladministration to the school’s
directorate and/or the IB
• submit only genuine and/or authentic evidence to support a request for inclusive access
arrangements or adverse circumstances considerations for their children
• abstain from giving or obtaining assistance in the completion of work to their children.
(For more information see the school’s academic policy)
16
3 Middle Years Programme Subject Briefs
Group 1: Language & Literature (English and Russian)
Wherever possible, students must study at least one language at Language & Literature level. Any student
who does not meet this requirement in Grade 10 (MYP5) will not be eligible to receive the MYP certificate
of completion. Language & Literature is either a student’s mother tongue language or one in which he/she
has near-native proficiency. It is an academically rigorous study of both language and literature, which
aims to equip students with linguistic, analytical and communicative skills.
Main objectives
The study of MYP Language and Literature is to encourage and enable students to:
• use language as a vehicle for thought, creativity, reflection, learning, self-expression and social
interaction;
• develop critical, creative and personal approaches to studying and analyzing literary and nonliterary works;
• develop a lifelong interest in reading widely and apply language skills in a variety of real-life
contexts.
Skills
A: Analyzing
In order to reach the aims of studying language and literature, students should be able to:
• analyze the content, context, language, structure, technique and style of text(s) and the
relationships among texts;
• analyze the effects of the creator’s choices on an audience;
• justify opinions and ideas, using examples, explanations and terminology;
• evaluate similarities and differences by connecting features across and within genres and texts.
B: Organizing
In order to reach the aims of studying language and literature, students should be able to:
• employ organizational structures that serve the context and intention;
• organize opinions and ideas in a sustained, coherent and logical manner;
• use referencing and formatting tools to create a presentation style suitable to the context and
intention.
C: Producing text
In order to reach the aims of studying language and literature, students should be able to:
• produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting
critically on new perspectives and ideas arising from personal engagement with the creative
process;
• make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness
of impact on an audience;
• select relevant details and examples to develop ideas.
D: Using language
In order to reach the aims of studying language and literature, students should be able to:
• use appropriate and varied vocabulary, sentence structures and forms of expression;
• write and speak in a register and style that serve the context and intention;
• use correct grammar, syntax and punctuation;
• spell (alphabetic languages), write (character languages) and pronounce with accuracy;
• use appropriate non-verbal communication techniques.
17
MYP eAssessment
Students seeking IB MYP course results or the IB MYP Certificate must demonstrate their achievement
of the subject group’s objectives by completing an end-of-course on-screen examination.
Ideas and issues explored in MYP language and literature include:
• identity, heritage, culture, diversity
• communities, globalization, migration, displacement
• social history, civilizations, journeys
• media and mass communication
• childhood, adolescence, youth, rebellion, innocence and experience, human sexuality
• families, friendships, relationships
• systems, power and protest, justice, peace and conflict, freedom and independence
• health and well-being, environment, lifestyle
• social roles, norms and expectations, gender, inclusion, minorities, class
• utopias, dystopias, survival
• religion, faith, values, ritual, spirituality, taboos
• allegiance, betrayal, revenge, atonement, forgiveness.
Examination blueprints define the structure of tasks that simulate, replicate and sample formative
internal assessments. In MYP language and literature courses, on-screen examinations comprise two
tasks.
MYP language and literature on-screen examinations are aligned with understanding and skills that
prepare students for high levels of achievement in IB Diploma Programme courses in studies in
language and literature.
Sample question (creative writing)
Students are presented with a visual image and write a response of 400–600 words using one of the
following three prompts.
• Write down an internal monologue expressing the thoughts and feelings of a narrator involved in
this scene.
• Narrate the events that follow on from the moment shown in the image.
• Imagine you are the person in this image. Describe what you can see.
18
Group 2: Language Acquisition (English and Uzbek)
The aims of the study of modern foreign languages are to acquire, firstly, the basis of a means of
communication and an understanding of the linguistic, cultural, and social elements of the
communities where these languages are spoken. In addition, we aim to develop an appreciation of
a variety of literary and non-literary texts, thus giving access to multiple sources of information.
Finally, it is hoped that this activity will be life-long and enjoyable.
Main objectives
Our objectives, which are achieved at different levels in accordance with the criteria of the students’
placement, are to be able to communicate information, ideas and opinions and to demonstrate
comprehension of these, both orally and in writing. In addition, students should be able to identify
main ideas and supporting details and draw conclusions in these same ways, using appropriate
structures and vocabulary. In the oral context, this should be done with comprehensible
pronunciation and intonation. They should be able to request and provide information in formal and
informal exchanges related to the Global Contexts and to cultural and international issues.
Skills & knowledge
Students will then acquire the skills of speaking, listening, reading comprehension, and formal and
informal writing for both accuracy and fluency, in ever-increasing levels of difficulty from complete
beginner to near-native. Skills range from student self-expression to formal letters and literary
analytical essays. Text handling is an important component in every level.
Language Acquisition skills are organized into four communicative processes:
A: Comprehending spoken and visual text
As appropriate to the phase, the student is expected to be able to:
• listen for specific purposes and respond to show understanding;
• interpret visual text that is presented with spoken text;
• engage with the text by supporting opinion and personal response with evidence and
examples from the text.
B: Comprehending written and visual text
As appropriate to the phase, the student is expected to be able to:
• read for specific purposes and respond to show understanding;
• interpret visual text that is presented with written text;
• engage with the text by supporting opinion and personal response with evidence and
examples from the text.
C: Communicating in response to spoken, written and visual text
As appropriate to the phase, the student is expected to be able to:
• interact and communicate in various situations;
• express thoughts, feelings, ideas, opinions and information in spoken and written form; •
speak and write for specific purposes.
D: Using language in spoken and written form
As appropriate to the phase, the student is expected to be able to:
• organize thoughts, feelings, ideas, opinions and information in spoken and written form;
• develop accuracy when speaking and writing in the target language.
19
MYP eAssessment
Students seeking MYP course results or the MYP certificate must demonstrate their achievement of the
subject group’s objectives by completing an end-of-course on-screen examination and an internally
assessed IB moderated speaking examination. MYP language acquisition courses are formally assessed at
one of three proficiency levels: emergent, capable or proficient.
MYP on-screen examinations are constructed as a series of tasks that sample, simulate or replicate
internal assessment practices. The assessments follow an agreed structure that provides a clear
framework for developing each examination. The distribution of marks within each eAssessment may vary
by no more than three marks from those displayed in the blueprint.
These blueprints enable teachers and students to review the nature and purpose of MYP eAssessment.
They provide an important resource for helping students to prepare for on-screen examinations, focusing
attention on subject-group criteria and assessment strategies in each subject group.
The MYP language acquisition on-screen examination comprises receptive and productive summative
assessment tasks. The internally assessed IB moderated speaking examination is an interactive summative
assessment task.
In MYP language acquisition courses, on-screen examinations comprise of three tasks and may include
any topics from the language acquisition list.
The individual speaking assessment task is marked by students’ classroom teachers against published
speaking examination marking criteria for MYP year 5. In each examination session, the IB moderates a
sample of the interactive speaking examination from each school, adjusting grades as necessary to ensure
the application of rigorous and reliable international standards.
MYP language acquisition examination tasks are aligned with understanding and skills that prepare
students for high levels of achievement in IB Diploma Programme courses in language acquisition and
studies in language and literature.
The MYP certificate requires a satisfactory level of achievement in language acquisition.
20
Group 3: Individuals and Societies (Integrated Individuals and Societies)
Main objectives
The aim of MYP individuals and societies is to encourage students to gain and develop knowledge,
conceptual understanding, research skills, analytical and interpretive skills, and communication
skills, contributing to the development of the student as a whole. The Humanities aim to encourage
students to respect and understand the world around them, and to provide a skills base to facilitate
further study. This is achieved through the study of individuals, societies and environments in a wide
context: historical, contemporary, geographical, political, social, economic, religious, technological
and cultural.
Skills
A: Knowing and understanding
Students develop factual and conceptual knowledge about individuals and societies. In order to
reach the aims of individuals and societies, students should be able to:
• use terminology in context;
• demonstrate knowledge and understanding of subject-specific content and concepts
through; descriptions, explanations and examples.
B: Investigating
In order to reach the aims of individuals and societies, students should be able to:
• formulate a clear and focused research question and justify its relevance;
• formulate and follow an action plan to investigate a research question;
• use research methods to collect and record relevant information;
• evaluate the process and results of the investigation.
C: Communicating
In order to reach the aims of individuals and societies, students should be able to:
• communicate information and ideas using an appropriate style for the audience and
purpose;
• structure information and ideas in a way that is appropriate to the specified format;
• document sources of information using a recognized convention.
D: Thinking critically
In order to reach the aims of individuals and societies, students should be able to:
• discuss concepts, issues, models, visual representation and theories;
• synthesize information to make valid arguments;
• analyze and evaluate a range of sources/data in terms of origin and purpose, examining
values and limitations;
• interpret different perspectives and their implications.
MYP eAssessment
Students seeking IB MYP course results or the IB MYP certificate must demonstrate their achievement of
the subject group’s objectives by completing an end-of-course on-screen examination. On-screen
examinations are formal external examinations, and are available in history, geography and integrated
humanities.
21
Topics explored in MYP individuals and societies on-screen examinations include:
• demographics and human movements
• settlement and urban morphology
• superpowers, empires, and supra-national alliances and organizations
• significant individuals
• warfare and peacekeeping
• rights and social protest
• trade, aid and exchange
• economic agents and their interests and role in the economy: consumers, producers,
governments, banks
• measurements and trends
• industrialization and technological developments.
Examination blueprints define the structure of tasks that simulate, replicate and sample formative internal
assessments. In MYP individuals and societies courses, on-screen examinations comprise three tasks.
MYP individuals and societies on-screen examinations are aligned with understanding and skills that
prepare students for high levels of achievement in IB Diploma Programme courses in individuals and
societies.
Sample questions (from history eAssessment)
Explain one value or one limitation of source B for a student researching protests.
Compare and contrast source C and source D in terms of their usefulness in studying protest movements.
To what extent do you agree that gaining support from different groups in society is the most important
factor in making sure a protest movement is successful?
22
Group 4: Sciences (Integrated Sciences)
Science and the scientific method offer a way of learning that contributes to the development of
analytical and critical thinking skills.
Main objectives
MYP science aims to develop students as scientifically literate inquirers who are able to think
critically and creatively to solve problems and make decisions affecting themselves, others and their
social and natural environments.
Skills
A: Knowing and understanding
In order to reach the aims of sciences, students should be able to:
• explain scientific knowledge;
• apply scientific knowledge and understanding to solve problems set in familiar and
unfamiliar situations;
• analyze and evaluate information to make scientifically supported judgments.
B: Inquiring and designing
In order to reach the aims of sciences, students should be able to:
• explain a problem or question to be tested by a scientific investigation;
• formulate a testable hypothesis and explain it using scientific reasoning; • explain how to
manipulate the variables, and explain how data will be collected;
• design scientific investigations.
C: Processing and evaluating
In order to reach the aims of sciences, students should be able to:
• present collected and transformed data;
• interpret data and explain results using scientific reasoning;
• evaluate the validity of a hypothesis based on the outcome of the scientific investigation;
• evaluate the validity of the method;
• explain improvements or extensions to the method.
D: Reflecting on the impacts of science
In order to reach the aims of sciences, students should be able to:
• explain the ways in which science is applied and used to address a specific problem or issue;
• discuss and evaluate the various implications of the use of science and its application in
solving a specific problem or issue;
• apply communication modes effectively;
• document the work of others and sources of information used.
MYP eAssessment
Students seeking IB MYP course results or the IB MYP certificate must demonstrate their achievement of
the subject group’s objectives by completing an end-of-course on-screen examination. On-screen
examinations are formal external examinations, and are available in biology, chemistry, physics and
integrated sciences.
Topics explored in MYP sciences on-screen examinations include:
23
• atomic structure and bonding
• cells
• cycles
• electromagnetism
• evolution
• interactions between organisms
• forces
• states and properties of matter
• metabolism
• organisms
• waves.
Examination blueprints define the structure of tasks that simulate, replicate and sample formative internal
assessments. MYP sciences, on-screen examinations comprise three tasks.
MYP sciences on-screen examinations are aligned with understanding and skills that prepare students for
high levels of achievement in IB Diploma Programme courses in sciences.
Sample questions (from biology eAssessment)
• Outline one advantage and one disadvantage of using a model to understand interaction between
organisms.
• The designers of a water filter claim that particles up to 0.2 μm (micrometres) in size will be removed.
From your measurements in parts (a) and (b) deduce whether the filter will remove both viruses and
bacteria.
Evaluate two methods for preparing drinking water. In an extended piece of writing:
• explain what makes these methods effective
• explain the strengths and limitations of each method
Use scientific knowledge and understanding to support your answer.
24
Group 5: Mathematics
Main objectives
MYP mathematics aims to equip all students with the knowledge, understanding and intellectual
capabilities to address further courses in mathematics, as well as to prepare those students who will
use mathematics in their workplace and life in general.
Students will develop the following skills over their period of study in mathematics:
• Knowledge-acquisition skills: An understanding of mathematical concepts and ideas, as defined in
the framework;
• Problem-solving skills: Mathematical strategies to solve problems in familiar and unfamiliar
situations, in both mathematical and real-life contexts;
• Communication skills: Oral and written skills using mathematical language, symbols and notation,
and a range of forms of representation (for example, drawings, diagrams, graphs, tables);
• Thinking skills: Coherent logical and abstract thinking, inductive and deductive reasoning,
justification and proof, estimation and accuracy;
• Information-literacy skills: The ability to use the library and other media to access information,
selecting and judging information critically, knowing how to acknowledge references and how to
avoid plagiarism; Information and communication technology skills: Confident use of computer
applications and calculators when analyzing problems, expressing a clear line of mathematical
reasoning by use of technology;
• Collaborative skills: The ability to work as a team member, listening and interacting with others,
respecting and considering different points of view;
• Reflection skills: Evaluation of one’s own work and performance, identifying personal strengths and
weaknesses to improve learning.
Skills
In MYP mathematics, the four main skills support the IB Learner Profile, promoting the development
of students who are knowledgeable, inquirers, communicators and reflective learners.
A: Knowing and understanding
In order to reach the aims of mathematics, students should be able to:
• select appropriate mathematics when solving problems;
• apply the selected mathematics successfully when solving problems;
• solve problems correctly in both familiar and unfamiliar situations in a variety of contexts.
B: Investigating patterns
In order to reach the aims of mathematics, students should be able to:
• select and apply mathematical problem-solving techniques to discover complex patterns;
• describe patterns as general rules consistent with findings;
• prove, or verify and justify, general rules.
C: Communicating
In order to reach the aims of mathematics, students should be able to:
• use appropriate mathematical language (notation, symbols and terminology) in both oral
and written explanations;
• use appropriate forms of mathematical representation to present information;
• move between different forms of mathematical representation;
• communicate complete, coherent and concise mathematical lines of reasoning.
• organize information using a logical structure.
25
D: Applying mathematics in real-life contexts
In order to reach the aims of mathematics, students should be able to:
• identify relevant elements of authentic real-life situations;
• select appropriate mathematical strategies when solving authentic real-life situations;
• apply the selected mathematical strategies successfully to reach a solution;
• justify the degree of accuracy of a solution;
• justify whether a solution makes sense in the context of the authentic real-life situation.
Knowledge
MYP mathematics provides a framework of concepts and skills organized into the following five
branches of mathematics:
• number;
• algebra;
• geometry and trigonometry;
• statistics and probability;
• discrete mathematics.
Levels of mathematics
The concepts and skills of the framework for mathematics are organized so that students can work
at two levels of ability: standard mathematics and extended mathematics.
• Standard mathematics aims to give all students a sound knowledge of basic mathematical
concepts while allowing them to develop the skills needed to meet the objectives of MYP
mathematics
•
Extended mathematics (starting grade 9) consists of the standard mathematics framework
supplemented by additional concepts and skills. This level provides the foundation for
students who wish to pursue further studies in mathematics, for example, mathematics
higher level (HL) as part of the IB Diploma Programme
MYP eAssessment
Students seeking IB MYP course results or the IB MYP Certificate must demonstrate their achievement of
the subject group’s objectives by completing an end-of-course on-screen examination. On-screen
examinations are formal external examinations, and are available in mathematics and extended
mathematics.
On-screen examinations address all four branches of mathematical study and may include any topics or
skills in the MYP mathematics framework.
Examination blueprints define the structure of tasks that simulate, replicate and sample formative internal
assessments. In MYP mathematics courses, on-screen examinations comprise three tasks.
*Note that criterion C is assessed equally across all tasks to a mark total of 25 marks
26
MYP mathematics on-screen examinations are aligned with understanding and skills that prepare
students for high levels of achievement in IB Diploma Programme courses in mathematics.
Sample question
From a video recording, a researcher notes how many cars pass through a junction in Mexico City over a
period of minutes, creating a data table that is also visualized as a graph.
2
The data is modelled by the equation y = -0.05x + x + 6
where y represents the number of cars and x represents the period of time in minutes.
Calculate the number of cars passing through the junction during [an indicated period].
Comment on the validity of the answer(s) to your calculations.
Use the equation solved for x to find the time when there are no cars passing the junction [extended
mathematics assessment only].
Group 6: The Arts (Visual Arts, Music)
The arts are a universal form of human expression and a unique way of knowing that engage us in
affective, imaginative and productive activity. Learning through the arts helps us to explore, shape
and communicate our sense of identity and understanding of the world, while providing
opportunities to develop self-confidence, resilience and adaptability. The IB MYP arts value the
process of creating artwork as much as the finished product.
Main objectives
The arts objectives interrelate with each other and form the basis of the student’s experience in the
arts. Personal engagement surrounds the student at the center and connects directly with each of
the other objectives.
Through a study of the three core arts disciplines of Music, Visual Art and Drama, students should
be able to:
• demonstrate knowledge and understanding of the art form studied in relation to societal,
cultural, historical and personal contexts;
• demonstrate knowledge and understanding of the elements of the art form studied,
including specialized language, concepts and processes;
• communicate a critical understanding of the art form studied in the context of their own
artwork;
• develop an idea, theme or personal interpretation to a point of realization, expressing and
communicating their artistic intentions;
• apply skills, techniques and processes to create, perform and/or present art;
• reflect critically on their own artistic development and processes at different stages of their
work;
• evaluate their work;
• use feedback to inform their own artistic development and processes;
• show commitment in using their own artistic processes;
• demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks;
• support, encourage and work with their peers in a positive way;
• be receptive to art practices and artworks from various cultures, including their own.
27
Skills
A: Knowing and understanding
In order to reach the aims of arts, students should be able to:
• demonstrate knowledge and understanding of the art form studied, including concepts,
processes and the use of subject-specific terminology;
• demonstrate an understanding of the role of the art form in original or displaced contexts;
• use acquired knowledge to purposefully inform artistic decisions in the process of creating
artwork.
B: Developing skills
In order to reach the aims of arts, students should be able to:
• demonstrate the acquisition and development of the skills and techniques of the art form
studied;
• demonstrate the application of skills and techniques to create, perform and/or present art.
C: Thinking creatively
In order to reach the aims of arts, students should be able to:
• develop a feasible, clear, imaginative and coherent artistic intention;
• demonstrate a range and depth of creative-thinking behaviors;
• demonstrate the exploration of ideas to shape artistic intention through to a point of
realization.
D: Responding
In order to reach the aims of arts, students should be able to:
• construct meaning and transfer learning to new settings;
• create an artistic response which intends to reflect or impact on the world around them;
• critique the artwork of self and others.
MYP eAssessment
eAssessment in the arts is available at year 5/competent stage.
For each assessment session, the IB publishes a partially completed arts unit planner (including required
assessment tasks) that teachers must develop and deliver in their own contexts. The partially completed
unit planner provides the summative assessment tasks (which will assess all strands of each criterion) for
the session.
The completed assessments are presented as an ePortfolio, which should demonstrate students’
achievement of the arts objectives. MYP ePortfolios are marked by the students’ classroom teachers
against published criteria for MYP year 5/competent stage. In each examination session, the IB moderates
a sample of ePortfolios from each school, adjusting grades as necessary to ensure the application of
rigorous and reliable international standards.
MYP arts summative assessment tasks are aligned with understanding and skills that prepare students for
high levels of achievement in IB Diploma Programme courses in any of the arts disciplines.
The IB MYP certificate requires a satisfactory level of achievement in at least one course from physical
and health education, arts or design.
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Group 7: Design (Integrated Design)
Main objectives
Students learn about the materials and processes we use to shape our world and how we
communicate and share ideas, opinions and information. Knowledge of materials is built up as the
student progresses through the school, starting with origins and classification progressing to how
man-made materials are produced, with special reference to the effects we have on our environment
and how we can have a positive effect through our choices.
Skills
A: Inquiring and analyzing
In order to reach the aims of design, students should be able to:
• explain and justify the need for a solution to a problem for a specified client/target audience;
• identify and prioritize the primary and secondary research needed to develop a solution to
the problem;
• analyze a range of existing products that inspire a solution to the problem;
• develop a detailed design brief which summarizes the analysis of relevant research.
B: Developing ideas
In order to reach the aims of design, students should be able to:
• develop a design specification which clearly states the success criteria for the design of a
solution;
• develop a range of feasible design ideas which can be correctly interpreted by others;
• present the final chosen design and justify its selection;
• develop accurate and detailed planning drawings/diagrams and outline the requirements for
the creation of the chosen solution.
C: Creating the solution
In order to reach the aims of design, students should be able to:
• construct a logical plan, which describes the efficient use of time and resources, sufficient
for peers to be able to follow to create the solution;
• demonstrate excellent technical skills when making the solution;
• follow the plan to create the solution, which functions as intended;
• fully justify changes made to the chosen design and plan when making the solution;
• present the solution as a whole, either in electronic form, or through photographs of the
solution from different angles, showing details.
D: Evaluating
In order to reach the aims of design, students should be able to:
• design detailed and relevant testing methods, which generate data, to measure the success
of the solution;
• critically evaluate the success of the solution against the design specification;
• explain how the solution could be improved;
• explain the impact of the solution on the client/target audience.
MYP eAssessment
Students seeking IB-validated design course results must demonstrate their achievement of the subject
group’s objectives by submitting an ePortfolio.
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Students are presented with a design situation from which they identify a challenge or problem; research,
develop and create a product or solution; and evaluate its success. The submitted ePortfolio is comprised
of a design project presented as a complete design folder that contains a design brief and specification.
MYP design courses are formally assessed as product design, digital design or combined digital and
product design.
MYP ePortfolios are marked by students’ classroom teachers against published criteria for MYP year 5. In
each exam session, the IB moderates a sample of ePortfolios from each school, adjusting grades as
necessary to ensure the application of rigorous and reliable international standards.
MYP design ePortfolio tasks are aligned with understanding and skills that prepare students for high levels
of achievement in the IB Diploma Programme’s design technology course.
The IB MYP certificate requires a satisfactory level of achievement in at least one course from physical
and health education, arts or design.
Group 8: Physical and Health Education (Physical & Health Education)
Main objectives
The social aspect of collective sports activities allows students to develop autonomy and responsibility.
Individual sports activities offer students opportunities to strive for their personal best through a
thorough understanding of their own limits. Partnered sports activities help students learn to manage
their stress and emotions with respect to their physical effort that must be adapted to the environment
and sports material.
Student learning experiences in the PHE program are diverse and comprehensive, allowing students to
attain knowledge and experience within a maximum of environments and situations. The PHE curriculum
aims to guide students with their development of self-and group-confidence as well as emotional and
physical competency, which are ATL skills that will serve students with fitness management and life-long
learning across the curriculum.
Skills
A: Knowing and understanding
In order to reach the aims of physical and health education, students should be able to:
• explain physical health education factual, procedural and conceptual knowledge;
• apply physical and health education knowledge to analyze issues and solve problems set in
familiar and unfamiliar situations;
• apply physical and health terminology effectively to communicate understanding.
B: Planning for performance
In order to reach the aims of physical and health education, students should be able to:
• design, explain and justify plans to improve physical performance and health;
• analyze and evaluate the effectiveness of a plan based on the outcome.
C: Applying and performing
In order to reach the aims of physical and health education, students should be able to:
• demonstrate and apply a range of skills and techniques effectively;
• demonstrate and apply a range of strategies and movement concepts.
• analyze and apply information to perform effectively.
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D: Reflecting and improving performance
In order to reach the aims of physical and health education, students should be able to:
• explain and demonstrate strategies that enhance interpersonal skills;
• develop goals and apply strategies to enhance performance;
• analyze and evaluate performance.
MYP eAssessment
Students seeking IB-validated physical and health education course results must demonstrate their
achievement of the subject group’s objectives by submitting an ePortfolio in which they:
• dentify a target that incorporates physical and psychological dimensions of performance in physical
and health education
• create, implement and document progress towards their goal through multiple interim cycles of
analysis
• record and evaluate their final performance
• reflect on their personal growth and interpersonal skills.
MYP ePortfolios are marked by students’ classroom teachers against published criteria for MYP year 5.
In each exam session, the IB moderates a sample of ePortfolios from each school, adjusting grades as
necessary to ensure the application of rigorous and reliable international standards.
MYP physical and health education ePortfolio tasks are aligned with understanding and skills that
prepare students for high levels of achievement in the IB Diploma Programme course in sports, exercise
and health science.
The IB MYP certificate requires a satisfactory level of achievement in at least one course from physical
and health education, arts or design.
Interdisciplinary teaching and learning in the MYP
I. Course description and aims
Interdisciplinary learning can take place between different subject groups and between different
disciplines within a subject group to encourage broader perspectives on complex issues and deeper levels
of analysis and synthesis. Interdisciplinary connections must be meaningful.
In the MYP, interdisciplinary learning is the process by which students come to understand bodies of
knowledge and modes of thinking from two or more disciplines and then integrate them to create a new
understanding. Students demonstrate this by bringing together concepts, methods or forms of
communication to explain a phenomenon, solve a problem, create a product or raise a new question in
ways that would have been unlikely through a single discipline.
MYP schools must engage students in at least one collaboratively planned interdisciplinary unit in each
year of the MYP in order to integrate knowledge and skills from two or more subject groups in an
interdisciplinary manner.
The aims of interdisciplinary learning in the MYP are encourage students to:
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•
•
develop, analyse and synthesize knowledge from different disciplines to generate
deeper understanding
explore (and integrate) different and diverse perspectives through inquiry
reflect on the unique ways interdisciplinary learning allows us to communicate
and act.
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II. Curriculum model overview
The MYP interdisciplinary curriculum is developed across a continuum in which disciplines borrow from
each other, share common threads, combine in formal units of study or are organized into discrete
courses.
The MYP promotes interdisciplinary inquiry by integrating discipline-based conceptual understanding
within the following global contexts.
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•
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Identities and relationships
Orientation in space and time
Personal and cultural expression
Scientific and technical innovation
Globalization and sustainability
Fairness and development
There is no set number of interdisciplinary learning hours in each year of the MYP, but MYP subject-group
teachers are responsible for developing meaningful and ongoing interdisciplinary teaching and learning
opportunities throughout the programme.
III. Assessment model
Each interdisciplinary learning objective corresponds to one of three equally weighted assessment
criteria. Each criterion has eight possible achievement levels (1–8), divided into four bands with unique
descriptors that teachers use to make judgments about students’ work.
Criterion A: Evaluating
Students will evaluate how more than one discipline contributes to the interdisciplinary understanding of
real-world issues and ideas.
Criterion B: Synthesizing
Students will integrate knowledge from more than one discipline in ways that inform inquiry into realworld issues and ideas in order to explain phenomena or create a product.
Criterion C: Reflecting
Students will reflect on the development of their interdisciplinary understanding of realworld issues and ideas.
MYP eAssessment
Students seeking MYP course results or the MYP certificate must demonstrate their achievement of the
subject group’s objectives by completing an end-of-course on-screen examination and an internally
assessed IB moderated speaking examination.
MYP on-screen examinations are constructed as a series of tasks that sample, simulate or replicate
internal assessment practices. The assessments follow an agreed structure that provides a clear
framework for developing each examination. The distribution of marks within each eAssessment may vary
by no more than three marks from those displayed in the blueprint.
These blueprints enable teachers and students to review the nature and purpose of MYP eAssessment.
They provide an important resource for helping students to prepare for on-screen examinations, focusing
attention on subject-group criteria and assessment strategies in each subject group.
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The MYP interdisciplinary learning on-screen examination comprises two tasks.
* Two disciplines are selected from MYP language and literature, individuals and societies, mathematics
or sciences.
MYP interdisciplinary learning examination tasks are aligned with understanding and skills that prepare
students for high levels of achievement in IB Diploma Programme courses in interdisciplinary courses and
theory of knowledge.
The MYP certificate requires a satisfactory level of achievement in interdisciplinary learning.
IV. Sample questions
The following questions relate to five written and rich-media stimulus material including infographics,
graphical data, a video of an algorithm, a promotional video of a matching service, and an article from
Psychology Today.
This material can be found by visiting idprm.ibo.org and navigating to the ‘Specimen M23’ session.
•
•
•
References 2, 3 and 5 illustrate the principles used for a people matching service
. To what extent is mathematics and language and literature connected to make
a successful match?
Explain how reference 4 includes another discipline that could help people
understand the factors that improves life satisfaction and happiness.
Discuss how you could use your new interdisciplinary understanding to improve
happiness within your school community.
Personal Project
I. Project description and aims
The MYP personal project is a student-centred and age-appropriate practical exploration through a cycle
of inquiry, action and reflection, which allows students to consolidate their learning throughout the
programme. This long-term project is designed as an independent learning experience of approximately
25 hours. The MYP personal project helps students to develop the attributes of the IB learner profile. It
provides them with an essential opportunity to practise and strengthen approaches to learning (ATL) skills
developed through the MYP, and fosters their development as independent, lifelong learners. Students
may, if they wish, link their project to one of the global contexts, but this is not mandatory.
Students who finish the MYP in year 3 or 4 must complete the MYP community project. MYP year 5
students must successfully complete the externally-moderated personal project to be eligible for IB MYP
course results and the IB MYP certificate. Students participating in MYP years 3, 4 and 5 may engage in
both projects.
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The aims of the MYP projects are to encourage and enable students to:
• participate in a sustained, self-directed inquiry
• generate creative new insights and develop deeper understandings through in-depth
investigation
• demonstrate the skills, attitudes and knowledge required to complete a project over an
extended period
• communicate effectively in a variety of situations
• demonstrate responsible action through, or as a result of, learning
• set goals and evaluate outcomes against them
• appreciate the process of learning and take pride in their accomplishments.
MYP projects involve students in a wide range of studentplanned learning activities that extend knowledge and
understanding, and develop important academic and
personal skills. The personal nature of the project is
important: the project allows students to explore an area
that motivates and interests them. Students choose what
they want to focus on—which can be an existing or a new
interest—choose how to achieve their goal, and create their
own success criteria for the product. The project provides an
excellent opportunity for students to produce a truly
personal and often creative product and demonstrate
consolidation of their learning in the MYP.
II.Project components
Students address personal project objectives through:
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•
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the process they follow
the product or outcome they create
the learning they evidence
the report or presentation they make that explains what they have done and learned.
Students document their thinking, research process and the development of their initial ideas by defining
a product goal or an outcome, and a learning goal. Examples of product goals could include the creation
of films, works of art, an innovative device, a piece of furniture, a model, or a computer game. Examples
of outcomes could include completing a course of study for a new skill, organizing a conference or a
concert, carrying out scientific experiments, or setting up a service for the local community. Learning goals
may derive from prior learning, deepening understanding of something the student has studied in
discipline-specific studies, or could come from something completely unrelated to academic studies.
Students document their project work in the process journal. This learning strategy helps students record
and learn from their work, and it promotes academic honesty. As a record of progress, journals can take
many forms and can be recorded in a variety of media. They represent an evolving record of plans, ideas
and accomplishments. The process journal provides a repository for essential reflections on learning and
formative feedback on students work.
Extracts from the journal, which demonstrates achievement in all criteria, may be submitted as part of
the report or presentation in conclusion of the project.
The personal project report explains the process, the success of the product and the outcomes in
a concise and succinct form. The report must be supported by a formal bibliography and a
statement of academic honesty.
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III. Assessment criteria
Each personal project objective corresponds to one of three equally weighted assessment criteria. Each
criterion has eight possible achievement levels (1–8), divided into 4 bands with unique descriptors that
teachers use to make judgements about students’ work.
Criterion A: Planning
Students state a learning goal for the project and explain how a personal interest led to that goal. They
state an intended product/outcome and develop appropriate success criteria for it. They present a clear,
detailed plan for achieving the product/outcome and its associated success criteria.
Criterion B: Applying skills
Students explain how ATL skill(s) was/were applied to help achieve their learning goal and their product/
outcome.
Criterion C: Reflecting
Students explain the impact of the project on themselves or their learning and evaluate the product/
outcome based on the success criteria.
IV. External moderation
Students should be assigned a personal project supervisor who provides guidance and formative feedback
throughout the process. Projects are assessed by the supervisors against the published criteria, and
schools conduct internal standardization to ensure consistent understanding of the criteria and of student
performance.
The external validation of personal project grades is mandatory for all MYP schools ending in Year 5. In
each examination session the IB moderates a sample of personal projects from each school, adjusting
grades as necessary to ensure the application of rigorous and reliable international standards.
MYP projects are usually developed and presented in the school’s language of instruction. Personal
project reports must be developed and presented in one of the MYP moderating languages, although the
IB offers a special request procedure to support language learning in a broad range of students’ native
languages.
The IB MYP certificate requires a satisfactory level of achievement in the personal project.
References
1. https://www.ibo.org/programmes/middle-years-programme/curriculum/
2. https://www.ibo.org/university-admission/support-students-transition-to-highereducation/course-selection-guidance/
3. https://resources.ibo.org/data/m_0_mypxx_guu_1405_5_e.pdf
4. https://resources.ibo.org/data/myp-personal-project-guide_392df48e-136f-4432-85aa94f24957fb27/myp-personal-project-guide-en_c5fe6f1a-a2a1-4bb5-b7df-72183e2a85bc.pdf
5. https://www.islaren.nl/images/www.islaren.nl/20202021-isl-myp-booklet.pdf
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