Arts Interim Objectives
A. Knowledge and Understanding
Year 1
Demonstrate an awareness of the art
form studied in relation to some of the
contexts that influence their current
work
Year 2
Demonstrate an appreciation of the art
form studied in relation to some of the
contexts that influence their current
work
Use some basic language, and have a
simple understanding of some of the
concepts and processes that support
their current work
Apply the basic language, concepts and
processes that support their current
work and connect it to the art form
studied
Express an opinion of the art form
studied in the context of their own
work
Year 3
Demonstrate knowledge and
understanding of the art form studied
in relation to some aspects of societal,
cultural, historical, or personal contexts
Demonstrate knowledge and
understanding of some elements of the
art form studied, including some
specialized language, concepts, and
processes.
Develop an informed opinion of the art Demonstrate an informed opinion of
form studied in the context of their
the art form studied in the context of
own artwork
their own artwork.
B. Application
Year 1
Use ideas and artistic conventions to
create, perform and/or present art
Year 2
Year 3
Develop an idea, theme, or personal
Articulate an idea, theme, or personal
interpretation using artistic conventions interpretation to a point of realization
Learn skills and develop the techniques Develop the skills, techniques, and
and processes needed to create,
processes involved in creating,
perform, and/or present art, with the performing, and/or presenting art
teacher's guidance
Develop skills and apply the techniques
and processes involved in creating,
performing, and/or presenting art
C. Reflection and Evaluation
Year 1
Year 2
Year 3
Describe the progress they have made Describe the progress they have made Give an informed description of the
so far and identify areas that have been so far and identify strategies to develop progress they have made so far and
particularly easy or challenging
and improve their artistic processes
identify strategies to develop and
improve their artistic processes
Identify strengths and weaknesses in
Analyze their work based on criteria
Evaluate their work
their work
given
Receive feedback constructively
Implement ideas and suggestions based Consider feedback when identifying
on feedback
strategies to develop and improve
D. Personal Engagement
Year 1
Show commitment in using 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
Recognize that art practices and
artworks vary from culture to culture
Year 2
Develop their own artistic processes
from known processes
Demonstrate curiosity, self-motivation,
initiative and a willingness to take
informed risks
Support, encourage, and work with
their peers in a positive way
Describe the various ways in which art
practices and artworks present
themselves from culture to culture
Year 3
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 the various ways in
which art practices and artworks
present themselves from culture to
culture
Humanities Interim Objectives
A. Knowing and Understanding
Year 1
Year 2
Year 3
Use humanities terminology in context Use humanities terminology in context Use humanities terminology in context
Show knowledge and understanding of
subject-specific content and concepts,
appropriate to the age level, using
descriptions, explanations and
examples
Apply knowledge and understanding of
subject-specific content and concepts,
appropriate to the age level, using
descriptions, explanations and
examples
Demonstrate knowledge and
understanding of subject-specific
content and concepts, appropriate to
the age level, using descriptions,
explanations and examples
B. Investigating
Year 1
Choose questions to research
Year 2
Assess and select from a variety of
research questions
Follow a simple action plan to
Follow an action plan to investigate a
investigate a research question
research question
Use methods accurately to collect and Use methods accurately to collect and
record information consistent with the record information consistent with the
reasearch question
reasearch question
Answer the research question
Analyze and address the research
question
Year 3
Formulate a clear and focused research
question
Follow an action plan to investigate a
research question
Use methods accurately to collect and
record information consistent with the
reasearch question
Effectively address the research
question
C. Thinking Critically
Year 1
Identify ideas, events, issues, or
arguments
Analyze a range of sources in terms of
origin and purpose
Year 2
Compare ideas, events, issues, or
arguments
Analyze and compare a range of
sources in terms of origin and purpose
Year 3
Analyze concepts, events, issues,
models and/or arguments
Analyze and evaluate a range of sources
in terms of origin and purppose,
recognizing values and limitations
Identify different views and their
implications
Make connections between
information to give an opinion
Analyze different perspectives and their
implications
Make connections between
information to support an argument
Recognize different perspectives and
their implications
Make connections between
information to make valid, wellsupported arguments
Year 2
Communicate information and ideas
using an appropriate style for the
audience and purpose
Develop information and ideas in a way
that is appropriate for the specified
format
Create a list of sources of information
that follows the task instructions
Year 3
Communicate information and ideas
using an appropriate style for the
audience and purpose
Structure information and ideas in a
way that is appropriate for the specified
format
Create a list of sources of information
that follows the task instructions
D. Communicating
Year 1
Communicate information and ideas
using an appropriate style for the
audience and purpose
Organize information and ideas ina
way that is appropriate to the specified
format
Create a list of sources of information
that follows the task instructions
Language A Interim Objectives
Criterion A: Content (receptive and productive)
Year 1
Recongize and comment on the
language, content, structure, and
meaning of familiar age-appropriate
oral, written, and visual texts
Year 2
Analyze and comment on the language,
content, structure, meaning, and
significance of familiar and previously
unseen age-appropriate oral, written,
and visual texts
Year 3
Appreciate and comment on the
language, content, structure, meaning,
and significance of both familiar and
previously unseen age-appropriate oral,
written, and visual texts
Understand and begin to apply
Language A terminology in context
Understand some of the effects of the
author's choices on an audience
Understand and apply Language A
terminology in context
Identify many of the effects of the
author's choices on an audience
Understand and apply Language A
terminology in context
Understand many of the effects of the
author's choices on an audience
Compose pieces that apply ageappropriate literary and/or non-literary
features to serve the context and
intention
Compare and contrast age-appropriate
texts, and connect themes across and
within genres
Express a relevant personal response to
literary and non-literary texts
Compose pieces that apply ageappropriate literary and/or non-literary
features to serve the context and
intention
Compare and contrast age-appropriate
texts, and connect themes across and
within genres
Identify connections between personal,
societal, historical, and cultural events
and literary and non-literary texts
Compose pieces that apply ageappropriate literary and/or non-literary
features to serve the context and
intention
Compare and contrast age-appropriate
texts, and connect themes across and
within genres
Begin to express an informed and
independent response to literary and
non-literary texts
Year 1
Create work that employs
organizational structures and languagespecific conventions throughout a
variety of text types
Organize ideas and arguments in a
coherent and logical manner
Year 2
Create work that employs
organizational structures and languagespecific conventions throughout a
variety of text types
Organize ideas and arguments in a
coherent and logical manner
Year 3
Create work that employs
organizational structures and languagespecific conventions throughout a
variety of text types
Organize ideas and arguments in a
sustained, coherent, and logical manner
Employ appropriate critical apparatus
Employ appropriate critical apparatus
Employ appropriate critical apparatus
Criterion B: Organization
Criterion C: Style and language mechanics
Year 1
Use language to narrate, describe,
explain, argue, persuade, inform,
entertain, and express feelings
Year 2
Use language to narrate, describe,
explain, argue, persuade, inform,
entertain, and express feelings
Use language accurately
Use appropriate and varied register,
vocabulary, and idiom
Use correct grammar and syntax
Use appropriate and varied sentence
structure
Use correct spelling/writing
Use language accurately
Use appropriate and varied register,
vocabulary, and idiom
Use correct grammar and syntax
Use appropriate and varied sentence
structure
Use correct spelling/writing
Year 3
Use language to narrate, describe,
explain, argue, persuade, inform,
entertain, express feelings, and begin to
analyze.
Use language accurately
Use appropriate and varied register,
vocabulary, and idiom
Use correct grammar and syntax
Use appropriate and varied sentence
structure
Use correct spelling/writing
Language B Interim Objectives
Depending on their prior additional language learning experiences, students may start and exit their MYP language B
course from any phase on the continuum. Each phase represents a continuum of additional language learning. Students
with no prior knowledge should start in phase 1. Students exiting phase 4 are assumed to have had the equivalent of at
least four years of language B learning.
A. Oral Communication
Phase 1
Understand and respond to
simple, short spoken texts
Phase 2
Understand and respond to
simple spoken texts
Communicate information in Communicate information
a limited range of everyday containing relevant ideas and
situations
some details in a limited
range of familiar situations
Phase 3
Phase 4
Understand and respond to a Understand, interpret, and
limited range of spoken texts respond to a range of
Communicate information
containing relevant ideas and
some details in a limited
range of familiar and some
unfamiliar situations
spoken texts
Communicate
information, ideas, and
opinions in familiar and
unfamiliar situations
Request and provide
Request and provide
Request and provide
information in a limited range information in a limited range information in familiar and
of everyday situations
of familiar situations
some unfamiliar situations
Request and provide
information in a range of
spoken contexts
Use language appropriate to Use language appropriate to
a very limited range of
a limited range of familiar
interpersonal and cultural
situations
contexts
Use language appropriate
to a range of spoken
interpersonal and cultural
contexts, and for a range
of purposes and audiences
Use language appropriate to
a limited range of
interpersonal and cultural
contexts, and for a limited
range of purposes and
audiences
Use some aspects of register Use some aspects of register Use appropriate register in
in formal and informal oral
in formal and informal oral
formal and informal oral
communication
communication
communication
Use appropriate register in
formal and informal oral
communication
Use basic vocabulary
accurately
Use basic language accurately Use language accurately
Use language accurately
interact in simple and
rehearsed exchanges using
comprehensible
pronunciation and
intonation/correct tone
Interact in basic rehearsed
and some unrehearsed
exchanges using
comprehensible
pronunciation and
intonation/correct tone
Interact in rehearsed and
unrehearsed exchanges using
comprehensible
pronunciation and
intonation/correct tone
Engage actively in oral
production using
comprehensible
pronunciation and
intonation/correct tone
Phase 3
Understand information
presented in visual texts
Phase 4
Construct meaning from
information presented in
visual texts
B. Visual interpretation
Phase 1
Identify basic messages
presented in simple visual
texts
Phase 2
Understand messages
provided in visual texts
Language B Interim Objectives
Identify main ideas and
supporting details in simple
visual texts presented with
spoken and/or written text
Understand main ideas and
supporting details in visual
texts presented with spoken
and/or written text
Understand main ideas and
supporting details, and draw
conclusions from visual texts
presented with spoken
and/or written text
Understand and respond to
simple visual texts
Understand and respond to
simple visual texts
Understand and respond to a Understand, interpret, and
limited range of visual texts respond to a range of
Construct meaning from
main ideas and supporting
details, and draw
conclusions from visual
texts presented with
spoken and/or written
text
Identify specific information, Understand specific
Understand specific
Interpret specific
ideas, opinions, and attitudes information, ideas, opinions, information, ideas, opinions, information, ideas,
presented in simple visual
and attitudes presented in
and attitudes presented in
opinions, and attitudes
text with spoken and/or
visual text with spoken
visual text with spoken
presented in visual text
written text
and/or written text
and/or written text
with spoken and/or
written text
Recognize basic visual
Recognize visual conventions Understand visual
Interpret visual
conventions used in texts
used in texts
conventions used in texts
conventions used in texts
visual texts
C. Reading comprehension
Phase 1
Identify basic facts in simple
written texts
Phase 2
Understand basic facts in
written texts
Phase 3
Phase 4
Understand specific
Interpret specific
information, ideas, opinions, information, ideas,
and attitudes presented in
opinions, and attitudes
written texts
presented in written texts
Identify main ideas and
supporting details in written
texts
Understand main ideas and
supporting details, and draw
some conclusions from
written texts
Understand main ideas and Interpret main ideas and
supporting details, and draw supporting details, and
conclusions from written
draw conclusions from
texts
Recognize basic aspects of
format and style
Recognize basic aspects of
format and style
Understand aspects of format Interpret aspects of
and style in texts
format and style in written
Understand and respond to
simple written texts
Understand and respond to
simple written texts
Understand and respond to a Understand, interpret, and
limited range of written texts respond to a range of
written texts
texts
written texts
D. Writing
Phase 1
Phase 2
Communicate information in Communicate information
a limited range of everyday containing relevant ideas and
situations
some details in a limited
range of familiar situations
Phase 3
Communicate information
containing relevant ideas and
some details in a limited
range of familiar and some
unfamiliar situations
Request and provide
Request and provide
Request and provide
information in a limited range information in a limited range information in familiar and
of everyday situations
of familiar situations
some unfamiliar situations
Phase 4
Communicate
information, ideas, and
opinions in familiar and
unfamiliar situations
Request and provide
information in a range of
written contexts
Language B Interim Objectives
Use language appropriate to
a very limited range of
interpersonal and cultural
contexts
Use language appropriate to
a limited range of
interpersonal and cultural
contexts
Use language appropriate to
a limited range of
interpersonal and cultural
contexts, and for a limited
range of purposes and
audiences
Understand and use basic
language conventions
accurately
Use some aspects of register
in formal and informal
written communication
Understand and use basic
language conventions
accurately
Use some aspects of register
in formal and informal
written communication
Understand and use language Understand and use language
conventions accurately
conventions accurately
Use appropriate register in
formal and informal written
communication
Use language appropriate
to a range of interpersonal
and cultural contexts, and
for a range of purposes
and audiences
Use appropriate register in
formal and informal
written communication
Mathematics Interim Objectives
A. Knowledge and Understanding
Year 1
Demonstrate basic knowledge and
understanding of the following
branches of mathematics: number,
algebra, geometry and trigonometry,
statistics and probability, discrete
mathematics by being able to:
Year 2
Demonstrate developing knowledge
and understanding of the following five
branches of mathematics: number,
algebra, geometry and trigonometry,
statistics and probability, discrete
mathematics by being able to:
Year 3
Demonstrate some knowledge and
understanding of the following five
branches of mathematics: number,
algebra, geometry and trigonometry,
statistics and probability, discrete
mathematics by being able to:
know and demonstrate understanding
of some of the basic concepts of
number, algebra, geometry and
trigonometry, statistics and probability,
discrete mathematics
know and demonstrate understanding
of some of the developing concepts of
number, algebra, geometry and
trigonometry, statistics and probability,
discrete mathematics
know and demonstrate understanding
of some of the concepts of number,
algebra, geometry and trigonometry,
statistics and probability, discrete
mathematics
use basic concept-specific strategies to
solve simple problems in both familiar
and unfamiliar situations including
those in real life contexts
use mathematical concepts and skills to
solve simple problems in both familiar
and unfamiliar situations including
those in real-life contexts
use appropriate mathematical concepts
and skills to solve simple problems in
both familiar and unfamiliar situations
including those in real-life contexts
apply basic rules correctly to solve
recognize and apply basic rules
simple problems including those in real- correctly to solve simple problems
life contexts.
including those in real-life contexts.
select and apply basic rules correctly to
solve simple problems including those
in real-life contexts.
B. Investigating Patterns
Year 1
When investigating problems, in both
theoretical and real-life contexts,
students should be able to:
Year 2
When investigating problems, in both
theoretical and real-life contexts,
students should be able to:
Year 3
When investigating problems, in both
theoretical and real-life contexts,
students should be able to:
apply basic inquiry and mathematical
problem-solving techniques, with
guidance from the teacher, by
identifying variables, posing relevant
questions, organizing data and using an
appropriate model
recognize and apply basic inquiry and
mathematical problem-solving
techniques to problems by analyzing
variables, developing inepth questions,
and organizing and using relevant data
and models.
select and apply basic inquiry and
mathematical problem-solving
techniques to problems by asking
searching questions
recognize simple patterns similar to
previously seen examples
with minimal guidance, recognition of recognize simple patterns in different
simple patterns in a variety of situations situations
describe simple patterns in words
and/or diagrams
arrive at a result or set of results and
make predictions based on extending
the patterns
describe simple mathematical
relationships.
describe, simple patterns as
relationships or general rules
arrive at a single result or set of results
and make predictions based on findings
develop simple mathematical
relationships and general rules using
constructed arguments.
describe simple patterns as
relationships or general rules
arrive at a single result or set of results
and make predictions consistent with
findings
explain simple mathematical
relationships and general rules using
logical arguments.
C. Communication in Mathematics
Year 1
Year 2
Year 3
Communicate mathematical ideas,
Communicate mathematical ideas,
Communicate mathematical ideas,
reasoning and findings by being able to: reasoning and findings by being able to: reasoning and findings by being able to:
Mathematics Interim Objectives
use appropriate mathematical
language (notation, symbols,
terminology) in both oral and written
communications, with guidance from
the teacher
use appropriate mathematical
language (notation, symbols,
terminology) in both oral and written
explanations in familiar situations, with
limited guidance from the teacher
use appropriate mathematical
language (notation, symbols,
terminology) in both oral and written
explanations in familiar situations
use different forms of mathematical
representation ( simple formulas,
diagrams, tables, charts, graphs, and
models), with guidance from the
teacher
state in writing and/or verbally, the
steps followed in solving simple
problems
use different forms of mathematical
representation ( simple formulas,
diagrams, tables, charts, graphs, and
models), with minimal guidance from
the teacher
communicate a mathematical line of
reasoning in solving simple problems
use different forms of mathematical
representation ( simple formulas,
diagrams, tables, charts, graphs, and
models)
communicate a mathematical line of
reasoning in solving simple problems
using different forms of representation
D. Reflection in Mathematics
Year 1
consider the reasonableness of their
results in the context of the problem
Year 2
consider the reasonableness of their
results in the context of the problem
and begin to formulate sensible
explanations
consider the importance of their
consider the importance of their
findings, with guidance from the
findings with minimal guidance from
teacher
the teacher
distinguish between measurement and With guidance consider the degree of
counting, and demonstrate an
accuracy of their results where
appreciation of the difference between appropriate and estimate errors in
degrees of error in measuring and
simple measurements
mistakes
consider alternatives to the method
consider alternatives to the method
when appropriate, with guidance from when appropriate, with minimal
the teacher.
guidance from the teacher.
Year 3
consider the reasonableness of their
results in the context of the problem
and attempt to explain whether they
make sense.
consider the importance of their
findings
consider the degree of accuracy of their
results where appropriate and estimate
errors in simple measurements
suggest improvements to the method
when appropriate.
Physical Education Interim Objectives
A. Use of Knowledge
Year 1
Demonstrate some knowledge of
physical education terminology in
context
Demonstrate an understanding of basic
concepts, strategies, techniques, and
rules related to a variety of physical
activities, and apply them in simplified
contexts
Year 2
Use some physical education
terminology in context
Year 3
Use some physical education
terminology in context
Demonstrate an understanding of basic
concepts, strategies, techniques, and
rules related to a variety of physical
activities, and apply them in various
simplified contexts
Demonstrate an understanding of basic
concepts, strategies, techniques, and
rules related to a variety of physical
activities, and apply them in context
Describe and explain basic principles
that contribute to fitness, and their
importance in various contexts
Apply basic principles that contribute to Demonstrate an understanding of the
fitness, and explain their importance in basic principles that contribute to
various contexts
fitness, and their importance in various
contexts
Use their knowledge to identify and
Use their knowledge to identify and
analyze factors that influence
analyze factors that influence
situations, and solve problems in
situations, and solve problems in
familiar situations
familiar and simple unfamiliar
situations
Use their knowledge to identify and
assess the impact of factors that
influence situations, and solve simple
problems in familiar situations
B. Movement Composition
Year 1
Explore simple movement possibilities
and variations according to the basic
principles of a particular aesthetic
activity, with guidance from the teacher
Year 3
Explore movement possibilites and
variations in accordance with the basic
principles of a particular aesthetic
activity
Compose basic aesthetic movements
Year 2
Develop independent exploration of
simple movement possibilities and
variations according to the basic
principles of a particular aesthetic
activity with some guidance from the
teacher
Compose aesthetic movements
Link movement in order to compose
simple aesthetic sequences, taking into
account the concepts of space, time,
level, force and flow, with guidance
from the teacher
Link movement in order to compose
simple aesthetic sequences, taking into
account the concepts of space, time,
level, force and flow, with decreasing
guidance from the teacher
Link movement in order to compose
simple aesthetic sequences, taking into
account the concepts of space, time,
level, force and flow, with limited
guidance from the teacher
Compose aesthetic movements
C. Performance
Year 1
Demonstrate the basic skills and
techniques necessary for active
participation in modified performance
situations in a variety of physical
activities
Apply basic tactics, strategies, and rules
in modified performance environments
in both individual and group situations
Perform simple interpretations of
movement concepts and basic
movement sequences in a variety of
physical contexts
Year 2
Demonstrate the basic skills and
techniques necessary for active
participation in simple performance
situations in a variety of physical
activities
Apply tactics, strategies, and rules in
simple performance environments in
both individual and group situations
Year 3
Demonstrate the basic skills and
techniques necessary for active
participation in some more complex
performance situations in a variety of
physical activities
Apply tactics, strategies, and rules in
some more complex performance
environments in both individual and
group situations
Perform movement concepts and basic Perform movement concepts and
movement sequences in a variety of
sequences of movement in a variety of
physical contexts
physical contexts
D. Social Skills and Personal Engagement
Year 1
Year 2
Year 3
Physical Education Interim Objectives
Express themselves effectively,
including basic verbal and non-verbal
forms of communication
Begin to communicate effectively in
simple situations, including basic verbal
and non-verbal forms of
communication
Demonstrate a positive attitude by
Demonstrate attitudes and identify
supporting and encouraging others
strategies that support and encourage
others
Show respect and sensitivity to their
Show respect and sensitivity to their
own and different cultures
own and different cultures
Show enthusiasm and commitment
Develop strategies for taking an active
when taking part in the activity
role in their own learning processes and
demonstrate enthusiasm and
commitment when taking part in the
activity
Reflect upon their own achievements in Reflect upon their own achievements
terms of strengths and weaknesses
based on relevant criteria
Set simple goals to enhance learning
and devise a basic plan for achieving
them
Communicate effectively, including
basic verbal and non-verbal forms of
communication
Demonstrate attitudes and strategies
that support and encourage others
Show respect and sensitivity to their
own and different cultures
Take an active role in their own learning
processes and demonstrate enthusiasm
and commitment when taking part in
the activity
Make an informed reflection upon their
own achievements
Set simple goals to enhance learning
Set simple goals to enhance learning
and take action towards achieving them and take action towards achieving them
Science Interim Objectives
A. One world
Year 1
Give examples and make comments on
the ways in which science is applied
and used to address specific problems
or issues
Make comments on the effectiveness of
science and its application in solving
problems or issues
Year 2
Identify and explain ways in which
science is applied and used to address
specific problems or issues
Year 3
Describe ways in which science is
applied and used to address specific
problems or issues
Identify problems and issues which
could be solved using science and its
application
Describe the effectiveness of science
and its application in solving problems
or issues
Make comments on how science and its Describe how science and its
application interact with life, society,
application interact with life, society,
and the world
and the world
Describe how science and its
application interact with some of the
following factors: moral, ethical, social,
economic, political, cultural, and
environmental
B. Communication in science
Year 1
Use scientific language correctly,
consistent with the level of complexity
of the units of work covered
Year 2
Use scientific language correctly,
consistent with the level of complexity
of the units of work covered
Year 3
Use scientific language correctly,
consistent with the level of complexity
of the units of work covered
With guidance, use appropriate
communication modes, such as verbal
(oral, written), visual (graphic,
symbolic), and communication formats
(laboratory reports, essays,
presentations) consistent with the level
of complexity of the units covered
Use appropriate communication
modes, such as verbal (oral, written),
visual (graphic, symbolic), and
communication formats (laboratory
reports, essays, presentations)
consistent with the level of complexity
of the units covered
Use appropriate communication
modes, such as verbal (oral, written),
visual (graphic, symbolic), and
communication formats (laboratory
reports, essays, presentations)
consistent with the level of complexity
of the units of work covered to
effectively communicate theories,
ideas, and findings in science
With guidance, acknowledge the work
of others and the sources of
information used by documenting them
using a recognized referencing system
With minimal guidance, acknowledge
the work of others and the sources of
information used by documenting them
using a recognized referencing system
Acknowledge the work of others and
the sources of information used by
documenting them using a recognized
referencing system
C. Knowledge and understanding of science
Year 1
With guidance, recall scientific
knowledge and use scientific
understanding to construct scientific
explanations, consistent with the level
of complexity of the units of work
coverered
Year 2
With minimal guidance, recall scientific
knowledge and use scientific
understanding to construct scientific
explanations, consistent with the level
of complexity of the units of work
coverered
Year 3
Recall scientific knowledge and use
scientific understanding to construct
scientific explanations, consistent with
the level of complexity of the units of
work coverered
Apply scientific knowledge and
understanding to solve problems in
familiar and, with guidance, in
unfamiliar situations, consistent with
the level of complexity of the units of
work covered
Apply scientific knowledge and
understanding to solve problems in
familiar and, with minimal guidance, in
unfamiliar situations, consistent with
the level of complexity of the units of
work covered
Apply scientific knowledge and
understanding to solve problems in
familiar and unfamiliar situations,
consistent with the level of complexity
of the units of work covered
Science Interim Objectives
Analyze scientific information by
indentifying components, relationships,
and patterns and, with guidance, make
comments on the validity and quality of
the information
Analyze and, with guidance, evaluate
information critically and make
comments on the validity and quality of
the information supported by scientific
understanding
Analyze and evaluate information
critically and make comments on the
validity and quality of the information
supported by scientific understanding
Year 1
With guidance, articulate the problem
or research question to be tested by a
scientific investigation, consistent with
the level of complexity of the units of
work covered
Year 2
Articulate the problem or research
question to be tested by a scientific
investigation, consistent with the level
of complexity of the units of work
covered
Year 3
State a focused problem or research
question to be tested by a scientific
investigation, consistent with the level
of complexity of the units of work
covered
Ask questions of the type: "What will
happen if?", "Why does this happen
when?" and make predictions ("If I do
this, then this will happen…"),
consistent with the level of complexity
of the units of work covered
With guidance, formulate a testable
hypothesis and explain it using scientific
reasoning ("If I do this, then this will
happen because…") consistent with the
level of complexity of the units of work
covered
Formulate a testable hypothesis and
explain it using scientific reasoning ("If I
do this, then this will happen
because…") consistent with the level of
complexity of the units of work covered
Carry out investigations, consistent
with the level of complexity of the units
of work covered, and, with guidance,
identify the variables that can be
measured (dependent variables), the
variables that can be manipulated
(independent variables), and those that
must remain constant (control
variables); identify the materials and/or
equipment needed; describe a simple
method
With guidance, design and carry out
scientific investigations that include
variables and controls, materials and/or
equipment needed, a method to be
followed, and the way in which the
data is to be collected, consitent with
the level of complexity of the units of
work covered
Design and carry out scientific
investigations that include variables
and controls, materials and/or
equipment needed, a method to be
followed, and the way in which the
data is to be collected, consitent with
the level of complexity of the units of
work covered
With guidance, make comments on the
method and the quality of the data
collected; ask questions of the type: "Is
the method
effective/workable/feasible?", is the
data accurate/reliable?"
With guidance, make comments on
how the outcome of the investigation
helps to answer the research question;
ask questions of the type: "Is my
hypothesis/research question
supported by the data?", "Does the
outcome of the investigation support
the research question?"
Make comments on the method and
the quality of the data collected; ask
questions of the type: "Is the method
effective/workable/feasible?", is the
data accurate/reliable?"
Make comments on the method, and
the accuracy and precision of the data
With guidance, suggest improvements
to the method, consistent with the level
of complexity of the units of work
covered
When relevant, suggest improvements
to the method, consistent with the level
of complexity of the units of work
covered
D. Scientific inquiry
E. Processing data
Make comments on how the outcome Make comments on how the hypothesis
of the investigation helps to answer the is supported or not by the
research question; ask questions of the data/outcome of the investigation
type: "Is my hypothesis/research
question supported by the data?",
"Does the outcome of the investigation
support the research question?"
When relevant, suggest improvements
to the method, consistent with the level
of complexity of the units of work
covered
Science Interim Objectives
Year 1
Year 2
Year 3
With guidance, collect and record data With minimal guidance, collect and
Collect and record data using units of
using units of measurement as and
record data using units of measurement measurement as and when appropriate
when appropriate
as and when appropriate
With guidance, organize, transform,
and present data using simple
numerical forms (including
mathematical calculations) and visual
forms (tables, graphs, and charts)
With minimal guidance, organize,
transform, and present data using
simple numerical forms (including
mathematical calculations) and visual
forms (tables, graphs, and charts)
Organize, transform, and present data
using simple numerical forms (including
mathematical calculations) and visual
forms (tables, graphs, and charts)
With guidance, analyze
data/information to identify trends,
patterns, and relationships, and use the
data to convey
understanding/interpretation
With guidance, draw conclusions based
on the analysis and interpretation of
the data; ask questions of the type:
"What might have caused…?", "How
can we explain what happened using
what we know about science…?"
With minimal guidance, analyze
data/information to identify trends,
patterns, and relationships, and use the
data to convey
understanding/interpretation
Draw conclusions based on the analysis
and interpretation of the data and, with
guidance, support with scientific
reasoning
Analyze data/information to identify
trends, patterns, and relationships, and
use the data to convey
understanding/interpretation
Year 1
Work safely and use material and
equipment competently
Work responsibly with regard to the
living and non-living environment
Year 2
Work safely and use material and
equipment competently
Work responsibly with regard to the
living and non-living environment
Year 3
Work safely and use material and
equipment competently
Work responsibly with regard to the
living and non-living environment
Work effectively as individuals and as
part of a group by collaborating with
others
Work effectively as individuals and as
part of a group by collaborating with
others
Work effectively as individuals and as
part of a group by collaborating with
others
Draw conclusions consistent with the
analysis and interpretation of the data
that are supported by scientific
reasoning
F. Attitudes in science
Technology Interim Objectives
A. Investigate
Year 1
Year 2
Students identify the problem to be solved
Consider the problem within a wider
Consider the importance of the
context
problem within a wider context
Understand the concept of a design
Start to develop a simple design brief
brief and adapt a given design brief to
the problem or, with guidance, start to
develop a design brief
Students develop the design brief
Ask useful questions about the
Identify strengths and weaknesses at
investigation
different stages of the investigation
Year 3
Consider the importance of the
problem for life, society, and/or the
environment
Outline a simple design brief
Ask relevant questions at the different
stages of the investigation
With guidance, identify appropriate
With guidance, identify appropriate
sources of information and
sources of information and
acknowledge these in a suitable format acknowledge these using a recognized
convention
With guidance, use different systematic Use different systematic methods to
methods to collect and select
collect and select information, and to
information, and to organize it logically organize it logically
Identify appropriate sources of
information and acknowledge these
using a recognized convention
Understand the importance of
Consider, with guidance, the value of
questioning the value of sources of
sources of information
information
Students formulate a design specification
Understand the concept and
List, with guidance, the specific
importance of the design specification requirements that must be met by the
and, with guidance, list the
product/solution
requirements that must be met by the
product/solution
Understand the importance of testing Design, with guidance, tests to evaluate
to determine the success (or otherwise) the product/solution against the design
of the product/solution and, with
specification
guidance, design some simple tests
Consider, with guidance, the value of
sources of information
Collect and select information, organize
it logically and, with guidance, begin to
analyze it
List, with limited guidance, the specific
requirements that must be met by the
product/solution
Design, with limited guidance, tests to
evaluate the product/solution against
the design specification
B. Plan
Year 1
Year 2
Students design the product/solution
Create designs and communicate them Create, with guidance, designs that
using different forms and conventions attempt to meet the design
specifications
Compare the designs against the design Compare the designs against the design
specifications
specifications and, with guidance,
identify the pros and cons of each
design
Select , with guidance, one design over Select one design over others
the others
Students plan the product/solution
Describe, with guidance, the steps
Describe the steps needed to create the
needed to create the product/solution product/solution
Year 3
Generate a range of designs that
attmept to meet the design
specifications
Compare the designs against the design
specifications and identify the pros and
cons of each design
Select one design and explain its choice
Devise, with guidance, a series of logical
steps to create the product/solution
Technology Interim Objectives
Construct a plan to create, with
guidance, the product/solution that
makes effective use of resources and
time
With guidance, consider the
effectiveness of the plan and make
suitable modifications
Construct a plan, with minimal
guidance, the product/solution that
makes effective use of resources and
time
Identify strengths and weaknesses in
the plan and make suitable
modifications
Construct a plan to create the
product/solution that makes effective
use of resources and time
Analyze the plan and explain the need
for any modifications to the design
C. Create
Year 1
Year 2
Students use appropriate techniques and equipment
Use different techniques and
Identify appropriate techniques and
equipment, with guidance
equipment, and use with guidance
Year 3
Use appropriate techniques and
equipment competently
Ensure a safe working environment for
themselves and others
Students follow the plan
Understand the importance of plans
and, with guidance, follow the plan to
produce the product/solution
Ensure a safe working environment for Ensure a safe working environment for
themselves and others
themselves and others
Follow the plan to produce the
product/solution with guidance
Follow the plan to produce the
product/solution with minimal
guidance
Understand the importance of
monitoring progress and revisiting the
plan and , with guidance, making
necessary changes
Students create the product/solution
Create, with some guidance, a
product/solution of appropriate quality
Review the plan and, with guidance,
make changes to the plan (when
necessary)
Review the plan and explain and
changes to the plan (when necessary)
Create, with minimal guidance, a
Create a product/solution of
product/solution of appropriate quality appropriate quality
D. Evaluate
Year 1
Year 2
Year 3
Students evaluate the product/solution
Carry out or follow tests, with guidance, Carry out or follow tests to compare
Carry out tests to compare the
to compare the product/solution
the product/solution against the design product/solution against the design
against the design specification
specification
specification
Consider the success (and/or failure) of
the product/solution based on testing,
their own views, and the views of the
inteded user
Consider the success (and/or failure) of
the product/solution in an objective
manner based on testing, their own
views, and the views of the intended
user
Consider, with guidance, the impact of Consider, with minimal guidance, the
the product/solution on individuals
impact of the product/solution on
and/or on society
individuals and/or on society
Explain, with guidance, how the
Explain, with minimal guidance, how
product/solution could be improved
the product/solution could be
improved
Students evaluate their use of the design cycle
Reflect on their performance at each
Reflect on their performance at each
stage of the design cycle
stage of the design cycle
Consider the success (and/or failure) of
the product/solution in an objective
manner based on testing, their own
views, and the views of the intended
user
Consider the impact of the
product/solution on individuals and/or
on society
Explain how the product/solution could
be improved
Reflect on their performance at each
stage of the design cycle
Technology Interim Objectives
Identify and describe the parts they
found easy and the parts that proved
difficult. With guidance, suggest ways
in which their performance could be
improved
Identify the parts they found difficult
Identify the parts they found difficult
and, with minimal guidance, suggest
and suggest ways in which their
ways in which their performance could performance could be improved
be improved
E. Attitudes in Technology
Year 1
Carry out units of work in technology
using materials and techniques safely
and responsibly
Work effectively as members of a team,
collaborating, acknowledging and
supporting the views of others
Year 2
Carry out units of work in technology
using materials and techniques safely
and responsibly
Work effectively as members of a team,
collaborating, acknowledging and
supporting the views of others
Year 3
Carry out units of work in technology
using materials and techniques safely
and responsibly
Work effectively as members of a team,
collaborating, acknowledging and
supporting the views of others
Provide evidence of personal
engagement with the subject
(motivation, independence, general
positive attitude) when working in
technology
Provide evidence of personal
engagement with the subject
(motivation, independence, general
positive attitude) when working in
technology
Provide evidence of personal
engagement with the subject
(motivation, independence, general
positive attitude) when working in
technology