Let’s see how much you know…
A.
B.
C.
D.
E.
It creates rigorous course work for students in the
state of Georgia.
It allows Title I schools a way to offer college credit
to their students
The MYP is part of the No Child Left Behind
initiative begun under President George W. Bush.
The MYP is part of the Race to the Top initiative
begun under President Barrack Obama.
It allowed the children of military and other
government employees overseas a to study a set
curriculum.
Why was the Middle Years
Programme (MYP) originally
created?
E. It allowed
the
children of
military
and other
government
employees
overseas a
to study a
set
curriculum.
1858 Total Schools
141 Canadian Diploma Schools
58 PYP
146 MYP
141 DP
1 of 6 IBCC Schools in the USA
745 US Diploma Schools
26 Georgia Diploma Schools
3 Chatham County Diploma Schools
8 Caribbean Diploma Schools
IB World-wide – 3295 schools in 141 countries
298 PYP
245 MYP
745 DP
A. London, England, in 1902
B. Geneva, Switzerland, in 1968
C. New York, New York in 1973
D. Chicago, Illinois, in 1954
B. Geneva,
Switzerland, in
1968
A. Grades K-5 (Ages 5-10)
B. Grades 6-10 (Ages 10-16)
C. Grades 9-10 (Ages 14-16)
D. Grades 11-12 (Ages 16-18)
B. Grades 6-10 (Ages 10-16)
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

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Knowledgeable
Risk-takers
Principled
Communicators
Balanced
Thinkers
Open-minded
Inquirers
Caring
Reflective


Language and Literature
 Language Acquisition
 Design
 Physical and Health
Education
Individuals and Societies
 Sciences
 Arts
 Mathematics
Thinking
Social
Communication
Self-Management
Research
Audience
Boundaries
Composition
Expression
Genre
Innovation
Interpretation
Narrative
Presentation
Representation
Style
Visual Culture
Adaptation
Balance
Choice
Energy
Environment
Function
Interaction
Movement
Perspectives
Refinement
Space
Systems
Adaptation
Collaboration
Ergonomics
Evaluation
Form
Function
Innovation
Invention
Markets and Trends
Perspective
Resources
Sustainability
Biology
Balance
Environment
Transformation
Consequences
Energy
Evidence
Form
Function
Interaction
Models
Movement
Patterns
Physics
Development
Environment
Transformation
Consequences
Energy
Evidence
Form
Function
Interaction
Models
Movement
Patterns
Chemistry
Balance
Conditions
Transfer
Consequences
Energy
Evidence
Form
Function
Interaction
Models
Movement
Patterns
Change
Equivalence
Generalization
Justification
Measurement
Model
Pattern
Quantity
Representation
Simplification
Space
System
Economics
Choice
Consumption
Equity
Globalization
Growth
Model
Poverty
Power
Resources
Scarcity
Sustainability
Trade
History
Causality (Cause and
Consequence)
Civilization
Conflict
Cooperation
Culture
Governance
Identity
Ideology
Innovation and
Revolution
Interdependence
Perspective
Significance
Political Science/Civics/Government
Authority
Citizenship
Conflict
Cooperation
Globalization
Government
Ideologies
Integration
Interdependence
Leadership
Power
Rights
Phases 1-2
Accent
Audience
Context
Conventions
Form
Function
Meaning
Message
Patterns
Purpose
Structure
Word choice
Phases 3-4
Audience
Context
Conventions
Empathy
Function
Idiom
Meaning
Message
Point of view
Purpose
Structure
Word choice
Phases 5-6
Argument
Audience
Bias
Context
Empathy
Idiom
Inference
Point of view
Purpose
Stylistic choices
Theme
Voice
Audience
Imperatives
Character
Context
Genres
Intertextuality
Point of View
Purpose
Self-expression
Setting
Structure
Style
Theme
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
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Criterion A Knowing and understanding
Maximum 8
Criterion B Developing skills
Maximum 8
Criterion C Thinking creatively
Maximum 8
Criterion D Responding
Maximum 8



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Criterion A Knowing and understanding
Maximum 8
Criterion B Planning for performance
Maximum 8
Criterion C Applying and performing
Maximum 8
Criterion D Reflecting and improving
performance Maximum 8




Criterion A Inquiring and analysing
Maximum 8
Criterion B Developing ideas
Maximum 8
Criterion C Creating the solution
Maximum 8
Criterion D Evaluating
Maximum 8




Criterion A Knowing and understanding
Maximum 8
Criterion B Inquiring and designing
Maximum 8
Criterion C Processing and evaluating
Maximum 8
Criterion D Reflecting on the impacts of science
Maximum 8



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Criterion A Knowing and understanding
Maximum 8
Criterion B Investigating patterns
Maximum 8
Criterion C Communicating Maximum 8
Criterion D Applying mathematics in real-life
contexts
Maximum 8

Criterion A Knowing and understanding
Maximum 8
Criterion B Investigating
Maximum 8

Criterion C


Communicating Maximum 8
Criterion D Thinking critically
Maximum 8

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
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Criterion A Comprehending spoken and
visual text
Maximum 8
Criterion B Comprehending written and
visual text
Maximum 8
Criterion C Communicating in response to
spoken, written and visual text
Maximum 8
Criterion D Using language in spoken and
written form Maximum 8
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Criterion A Analysing Maximum 8
Criterion B Organizing
Maximum 8

Criterion C

Criterion D Using language Maximum 8

Producing text
Maximum 8
A.
B.
C.
D.
E.
Explain how the Key Concept was used in the
unit
Explain how the Related Concept was used in
the unit
Explain how the Global Context was used in
the unit
Describe how Approaches to Learning was
applied
Describe the unit’s assessment and the rubric
criteria used to grade it