Select the group you want to plan Make an entry in the “Prior

Identify the key and Synthesize the concepts and the

for. Think about a unit you would like to teaching the unit”
Obtain a copy of the official related concepts and a global context to produce the
to develop. It can be based on your reflections section of the
MP unit planner template global context for this statement of inquiry (SOI).
interests, student interests, or unit planner to outline
your initial thoughts. unit.
perceived student needs.
The statement of inquiry does not use
proper nouns, personal nouns or
pronouns.
Add more inquiry questions, but Think of possible responses Use the statement of inquiry to The verb is present tense.
The questions frame the scope of the study but do not
not too many. The fewer there to the questions, similar to design three inquiry It contains at least two concepts and a
limit student initiated inquiry questions.
are, the easier planning and the ones students could questions for the unit: one reference to the global context.
The questions are drawn from the SOI.
student learning will be. come up with. factual, one debatable and one It is a transferable idea supported by
The factual questions are open so that there will be
several variations in answers. conceptual factual content.
The conceptual questions start with “How ...” or Deepen the inquiry by creating
“Why ...” or something similar. Adjust on the basis of possible responses
lines of inquiry that embed key Proper nouns - names of people, places or organizations (UN, Ulan Bator, Una)
The conceptual questions unpack a concept or a and related concepts. Personal noun - noun created from another noun, verb or adjective (terrorist,
relationship between concepts. employee, teacher). Personal pronouns - I, you, we, he, she, me, you, her it, us etc.
The debatable questions start with “Do ...” or “Is ...” or
something similar.
The debatable question will provoke discussion. There is a demonstrated relationship between the summative assessment
task(s) and the SOI.
Adjust until the summative assessment
Design a summative The task allow for each of the selected objective strands to be met.
task and objectives meaningfully align
The task allow students to engage with the concepts of the unit
assessment related to the
The task allow students to engage with the global context of the unit
SOI which addresses the
The task give students the opportunity to reach the highest descriptor band
Identify which of your subject’s objective(s) could provide an objective strands.
Determine which specific for each strand
authentic summative assessment task for your unit. Use GRASPS to develop
strands can be used in your The command terms are used appropriately and effectively in the task
Don’t choose too many objectives or you risk losing focus and depth and complexity.
summative assessment task(s) The summative assessment is an authentic task, aligned to real world
coherence. experiences
Goal: “Your task is ...”
Brierley’s MYP Unit Planner Help Role: “You are a ... “
From Wiggins & McTighe: Understanding by Design

Audience: “Your audience is ... “

Mark Brierley 2015 v.1.2 2015-01-06
Situation: “The challenge involves dealing with ...” Analyze the objective strands to locate the ATL skill(s) within the
Product, Performance or Purpose : “You will create a ... in order to ...”
category and cluster. Add the ATL skills in the following format:
How will you differentiate Standards and criteria: “Your performance needs to ...”
How will you formatively In order for students to [strand], students must [skill indicator]
assess each learning each learning experience so
experience? that it is as inclusive as it can
be to all students? Use the Y-chart below to create
formative learning experiences These ATL skills will be the skills to be explored in the unit.
each based around one of factual, These ATL skills will be explicitly taught
Create a task specific These ATL skills align with the objectives
procedural or conceptual knowledge to
Can I include International Mindedness, clarification for your These ATL skills are essential for student success in the unit
help students build towards the
learner profile attributes, Service as Action summative assessment
summative assessment.
and QAIS values in this unit of work? task. Think about how
you clarify the objective
to promote student Each strategy helps
success. Clarifying students to be
Create task specific clarifications for all your formative phrases such as "At Create a teaching and learning strategy
metacognitive
tasks. Analyze the tasks to break them down into least…", "Not more for each of these skills. [These go in the
thinkers of self-
simpler steps, redraft the objective strands clarify the than…" or "A range Learning Process box of the Action section of
regulated learners
expectations of any given task with direct reference to of…". can help a lot, the planner.]
the published assessment criteria.