Design SSS C3 - Matthew Plummer

Middle Years Programme: Subject-specific seminar – Design
International Baccalaureate Organization
Subject-specific seminars: MYP design
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Contents Page
Aims of the workshop 3
IB mission statement 4
MYP Design cycle 5
Consider this 6
Analysis of MYP Standards and Practices 8
MYP requires… 9
Teaching and learning MYP design in the 21st Century 10
Unpacking the learner profile 12
Design aims and the IB learner profile 13
How do we compare? 14
Conceptual understanding 24
Working on the work while staying on track 25
Interdisciplinary teaching and learning 26
Reflecting on Global contexts 27
Statements of Inquiry 28
Teaching and learning through inquiry 28
Inquiry in the MYP 30
Alignment of MYP design objectives and ATL 31
Looking forward, looking backwards 33
Task-specific clarification 35
MYP assessment 40
Standardizing a task 41
Self-reflection 44
MYP unit planner: Welcome to Phnom Penh 45
Reflection: MYP Assessment 50
MYP Projects 51
Service as action 52
Reflections 53
Appendix Description Page

A Context for debate 55
B GRASPS for assessment 56
C Entry point approach 57
D Standard C – Standards and Practices 59
E Global contexts 63
IB resources MYP Unit planner 67
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Required materials for participants to bring to this workshop
• MYP design guide: pre-publication, January 2014 (available from the OCC)
• Developing MYP units: pre-publication, January 2014 (available from the OCC)
• Standards and practices, January 2014 (available from the OCC)
• Examples of existing completed unit planners (old format)
• Examples of existing student tasks
• Existing vertical and horizontal curriculum planners
• Examples of service as action projects
• Examples of personal projects
• School ATL learning expectations
• Memory stick to share resources
• Laptop (if possible)
Aims of the workshop:

• continue to develop a collaborative approach to the structures and principles of
the subject group framework and guidelines (principle: collaboration and
collegiality)
• build upon effective teaching and learning strategies and design tasks that will
support the implementation of the subject groups and guidelines (principle:
effective teaching and learning
• continue to engage in relevant, innovative, challenging student-centered

environments (principle: innovation and risk-taking)
• continue to align their educational beliefs and values to reflect those of the IB in
order to create a challenging programme of international education (principle:
international mindedness and cultural understanding)
• reflect upon their own practice and capabilities
• understand the outcomes of the “MYP: Next chapter” project and the implications
for MYP Design
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IB Mission statement
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.
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MYP Design cycle
5
Consider this…
Circle the number that best represents you response to the following statements
• I teach design because I believe I can fundamentally change young people’s lives.
Strongly agree Moderately agree Strongly disagree
1 2 3 4 5
• I teach because I learn something new every day.

1 2 3 4 5
• I believe knowledge is a foundation for learning design.

1 2 3 4 5
• I believe that what you teach is more important than how you teach it.
1 2 3 4 5
• I teach because I am concerned about the future.

1 2 3 4 5
• I use the OCC as a teaching resource.

1 2 3 4 5
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• I am updated with all the results of the Next Chapter project.

1 2 3 4 5
• I teach because I have a passion for design and my subject group.

1 2 3 4 5
• Teaching of design has changed completely in the last decade.

1 2 3 4 5
• I teach because I get excited about assessment.

1 2 3 4 5
• I teach because I believe that MYP can improve teaching and learning.
1 2 3 4 5
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Turning the mountain into a mole hill:

Challenge
Strategy Analysis of MYP Standards and Practices

Resources
from the perspective of MYP design
Challenge 3-stage road map Resources
Who needs to be involved?
How will the challenge be

overcome?
When will it be overcome?
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9
Teaching & learning MYP design in the 21st Century

Opportunities
Challenges
10
Unpacking the learner profile

The ten qualities of learners identified as integral to the IB continuum are not assessment items,
although they should be part of a language used to discuss learner values and habits in the learning
community. They can also be valuable in establishing, developing, maintaining, monitoring, evaluating
and renewing the learner’s journey and environment.
Name of famous Identify which IB learner profile attributes are most evident
individual in their actions.
Discuss the Learner Profile and the ten qualities that form it. Below, record your group’s views in terms
of how an observer would recognize each of these qualities in our workshop.
Learner quality Observable Behaviours
As Knowledgeable Learners…
… We develop and use conceptual understanding,
exploring knowledge across a range of disciplines. We
engage with issues and ideas that have local and global
significance.
As Thinking Learners…
… We use critical and creative thinking skills to analyse
and take responsible action on complex problems. We
exercise initiative in making reasoned, ethical decisions.
As Caring Learners…
… We show empathy, compassion and respect. We have
a commitment to service, and we act to make a positive
difference in the lives of others and in the world around
us.
As Principled Learners…
… We act with integrity and honesty, with a strong sense
of fairness and justice, and with respect for the dignity
and rights of people everywhere. We take responsibility
for our actions and their consequences.
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As Communicative Learners…
… We express ourselves confidently and creatively in
more than one language and in many ways. We
collaborate effectively, listening carefully to the
perspectives of other individuals and groups.
As Risk-taking (Courageous) Learners…

… We approach uncertainty with forethought and
determination; we work independently and cooperatively
to explore new ideas and innovative strategies. We are
resourceful and resilient in the face of challenges and
change.
As Inquiring Learners…
… We nurture our curiosity, developing skills for inquiry
and research. We know how to learn independently and
with others. We learn with enthusiasm and sustain our
love of learning throughout life.
As Balanced Learners…
… We understand the importance of balancing different
aspects of our lives—intellectual, physical and
emotional—to achieve well-being for ourselves and
others. We recognize our interdependence with other
people and with the world in which we live.
As open-minded Learners…
… We critically appreciate our own cultures and personal
histories, as well as the values and traditions of others.
We seek and evaluate a range of points of view, and we
are willing to grow from the experience.
As Reflective Learners…
… We thoughtfully consider the world and our own ideas
and experience. We work to understand our strengths
and weaknesses in order to support our learning and
personal development.
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Design aims and the IB Learner Profile
Consider the MYP design curriculum and how it relates to the IB learner profile.
After reading the MYP design aims, identify how they relate to the attributes of the IB learner profile.
IB learner profile attributes:
Caring Principled Open-minded Risk-takers Balanced
Inquirers Knowledgeable Thinkers Communicators Reflective
The aims of MYP design are to encourage and enable students to:
• enjoy the design process, develop an appreciation of its elegance and power
• develop knowledge, understanding and skills from different disciplines to design and create
solutions to problems using the design cycle
• use and apply technology effectively as a means to access, process and communicate
information, model and create solutions, and to solve problems
• develop an appreciation of the impact of design innovations for life, global society and
environments
• appreciate past, present and emerging design within cultural, political, social, historical and
environmental contexts
• develop respect for others’ viewpoints and appreciate alternative solutions to problems
• act with integrity and honesty, and take responsibility for their own actions developing effective
working practices.
Choose one of the aims and state what attribute it is related to and why. This will be done collectively.
Please note that more than one attribute can be related to a same aim and that the learner profile
attributes apply to both teachers and students
Design aim Learner profile attribute Brief justification

1
2
3
4
5
6
7
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How do we compare?
Experts from around the world have been working in collaboration with hundreds of educators to create
the next chapter of the MYP. Teachers in 136 pilot schools located in 46 countries have been involved in
the curriculum development process.
The current Technology guide (2008 – updated 2010) has been reviewed as a result of the Next Chapter
project. A new Design guide will be pre-published this year in December (2013), for use from September
2014/January 2015.
The guide was reviewed bearing in mind the following points:
• to make it clearer, updated and more user-friendly

• to incorporate needs of teachers and schools
• to avoid overlap between objectives and better align them with those of other subject-
groups
• to ensure a continuum with the other IB programmes
• to promote concept and inquiry-based curriculum
Carefully read the pre-publication guide and spot the difference between old and the new guide
Aspect OLD GUIDE (2008) NEW GUIDE (2014) Possible rationale
• develop an • enjoy the design process,

appreciation of the develop an appreciation of its
significance of elegance and power
technology for life, • develop knowledge,
society and the understanding and skills from
environment different disciplines to design
• use knowledge, skills and create solutions to
and techniques to problems using the design
create cycle
products/solutions of • use and apply technology
Aims appropriate quality effectively as a means to
• develop access, process and
problem‑solving, communicate information,
critical- and model and create solutions,
creative‑thinking skills and to solve problems
through the application • develop respect for others’
of the design cycle viewpoints and appreciate
• develop respect for alternative solutions to
others’ viewpoints and problems
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appreciate alternative • develop an appreciation of the

solutions to problems impact of design innovations
• use and apply for life, global society and
information and environments
communication • appreciate past, present and
technology (ICT) emerging design within
effectively as a means cultural, political, social,
to access, process and historical and environmental
communicate contexts
information, and to • act with integrity and honesty,
solve problems. and take responsibility for
their own actions developing
effective working practices.
Investigate Inquiring and analyzing
Design and Plan Developing ideas
Objectives Create Creating the solution
Evaluate Evaluating
Attitudes in Technology
Assessment
Criteria
Technology compulsory in Design compulsory in year 1 – 3.

all years. Curriculum flexibility for year 4
and 5
1. A single technology
course (for example, 1. Digital design
computer technology,
Requirements design technology, food 2. Product design
technology)
2. Computer technology 3. Combined Digital and Product
and design technology design
3. Combined technology
4. MYP technology taught
within other subjects of
the curriculum
Moderation or Monitoring e-Portfolios: must be submitted
External
of assessment of design for MYP certification.
assessment
folders
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MYP unit planner

Look at this new unit planner what do you see from what you are used to?
Teacher(s) Subject group and
discipline
1-5
Unit title Topic, local or national requirement, or engaging designation MYP Year Unit duration
(hrs)
INQUIRY: Establishing the purpose of the inquiry

Key concept Related concept(s) Global context
Key concepts promote the development of a broad Related concepts promote deep learning. They are Global contexts direct learning toward
curriculum. They represent big ideas that are both grounded in specific disciplines and are useful for independent and shared inquiry into our common
relevant within and across disciplines and subjects. exploring key concepts in greater detail. Inquiry humanity and shared guardianship of the planet.
Inquiry into key concepts can facilitate connections into related concepts helps students develop more
Using the world as the broadest context for
between and among complex and sophisticated conceptual
understanding. Related concepts may arise from learning, MYP subject groups can develop
• courses within the subject group the subject matter of a unit or the craft of a meaningful explorations of
• other subject groups (interdisciplinary subject—its features and processes.
learning). • identities and relationships
• orientation in space and time
These key concepts provide a framework for the • personal and cultural expression
subject group, informing units of work and helping • scientific and technical innovation
to organize teaching and learning. • globalization and sustainability
• fairness and development
Statement of inquiry
Statements of inquiry set conceptual understanding in a global context in order to frame classroom inquiry and direct purposeful learning.
Statements of inquiry summarize ‘What we will be learning, and why’ in language that is meaningful to students.
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Inquiry questions
Factual: concrete questions that have right and wrong answers (who, why, what, when, where); often focusing on recall
Conceptual: more abstract questions that explore broader meanings, deeper understanding and transferrable knowledge; often involving analysis and
synthesis
Debatable: questions that generate disagreement, engage multiple perspectives, and promote critical and creative thinking; often involving the creation and
exploration of competing values, theories and rationales.
Objectives Summative assessment
Include the unit’s objectives, listing specific Outline of summative assessment task(s) Relationship between the summative
strands to be addressed including assessment criteria: assessment task(s) and the statement of
Describe the task(s) that students will undertake in
inquiry:
order to demonstrate their achievement of subject Describe how the statement of inquiry and
group objectives (often performances of summative assessment are connected
understanding)
Approaches to learning (ATL)
Identify ATL skill(s) that students will develop, through their engagement with the unit’s learning experiences (including formative assessments), that they need
in order to meet the unit’s objectives: general skills AND subject specific skills. An effective way to identify and align ATL skills for MYP units includes a simple
chart:
IB ATL CATEGORY MYP ATL CLUSTER SPECIFIC ATL SKILL LEARNING EXPERIENCES
Approaches to learning are most powerful when teachers plan and students engage with them in connection with significant and relevant content knowledge
in order to develop transferable understanding. Teachers should teach skills explicitly, and students should have structure opportunities to practice,
ATL skills focus on the process of learning, helping students to become confident, independent, self-managed learners for life.
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ACTION: Teaching and learning through inquiry

Content Learning process
Include contents of the unit: Learning experiences and teaching strategies

• facts Learning experiences and teaching strategies should be aligned with the unit’s purpose, MYP objectives
• topics and summative assessment. They should focus on student-centred, inquiry-based learning engagements,
• terms, symbols & notation and contain sufficient detail about what students will do, and in what order. This section can provide a
flexible road map for developing detailed lesson plans which support personal teaching styles or meet
Local or national content requirements and
local requirements.
curriculum standards/objectives
Formative assessment
Here teachers plan and record assessment FOR learning- class work or homework that provides practice and
feedback for developing ATL skills (general and subject specific) as well as disciplinary (and interdisciplinary)
knowledge and understanding. Formative assessment can support/ provide scaffolding for summative
assessments, including more complex performances of understanding.
Differentiation
What options do we provide to meet the individual learning needs of all students? How can we help
students to access the curriculum by developing a range of content, processes, products and learning
environments?
Resources
Include detailed information: textbooks and other reading; reference material; internet; student experience; community (cultural and linguistic); people and
organizations; learning environments
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REFLECTION: Considering the planning, process and impact of the inquiry

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

discipline
Unit title What is music? MYP year 3 Unit duration 20

(hrs)
Establishing the purpose of the unit

Creativity Function Personal and cultural expression
Musical instruments are conventional and non-conventional

Musical instruments can be based upon culture
Inquiry questions
Factual –Why have different cultures developed differing instruments?

Conceptual –What led to these differing instruments?
Debatable –Why do you think this happened?
These questions could be asked to a music class.
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A: Inquiring and analysing.- All four strands Outline of summative assessment task(s) Relationship between summative assessment
including assessment criteria: task(s) and statement of inquiry:
B: Developing ideas. –All four strands.
Inquiring and analysing what is a musical Then end result of this project is a product
C: Creating the solution. –All five strands.
instrument, based upon your own conceptions based upon the students perception of
D: Evaluating. –All four strands culture, conventional or non conventional
Developing ideas: A musical instrument that
meets your cultural or personal requirements
to solve this problem.
Creating the solution:
Plan: How you will make your instrument
Create: Present the solution
Evaluate: Provide an evaluation of your
instrument and does it meet your original
specification.
Research skills: Use research, to aid in planning the focus of the work required.
Communication: evaluate sources of secondary information to ensure their reliability and relevance.
Self-management skills: Plan the creation of the solution
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Planning for teaching and learning through inquiry

Inquiring and analysing cultures and the way Learning experiences and teaching strategies
they have diverse ways of making music. Class discussions.
Developing ideas of products using different Relevant research what is it, what does it look like.
means of communication.
Collaboration between students and other subject teachers.
Creating the solution construct a logical plan
follow the plan ..
Use tools and equipment safely
Evaluate with all interested parties a final
product.
Use the specified assessment criteria at this MYP level
Differentiation
Will be developed based upon the student’s abilities and suggestions from the SSD
Resources
Previous student’s work.
Samples of differing ethnic musical instruments.
Ideas from students of differing ethnicities
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Reflecting and evaluating

Keep evaluation the way students work and be Be prepared to change the unit for the better
prepared to change the teaching approach.
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Conceptual understanding
Read Developing MYP units pre-publication, section Inquiry: Establishing the purpose of the unit -
Concepts and MYP design guide pre-publication: pages 18-20
Have you grasped the concept?!
What is a concept? How does this support teaching and learning?
(Excerpt video footage of Lynn Erikson at IB Americas conference 2011,

04:50-08:02)
3 thoughts
2 questions
1 analogy
Notes:
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Working on the work while staying on track
Choose one design key concept to work with and two design related concepts in order to discuss
possible projects that might be part of your school curriculum.
++++
Conceptual Understanding
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Interdisciplinary teaching and learning
How might Interdisciplinary (ID) learning look at your school? Identify

opportunities for ID with other subject groups by way of concepts,
key concepts, and global contexts
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Reflecting on Global contexts
The global context I feel most comfortable with is
_________________________________________
because
The global context I have the most difficulty with is
________________________________________________
because
Global contexts make Design

________________________________________________
because
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Statements of Inquiry
Writing a Statement of Inquiry (SoI):
Key concept: Global context:
Related concepts:
Statement of inquiry:
Teaching and learning through inquiry
Inquiry questions about Designers

Return to the learner profile activity carried out in module 1. Think of a factual, conceptual and
debatable question about you character.
FACTUAL
CONCEPTUAL
DEBATABLE
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Writing a Statement of Inquiry (SoI):
Key concept: Global context:
Related concepts:
Statement of inquiry:
Inquiry questions:
Factual –
Conceptual –
Debatable –
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Inquiry in the MYP
An inquiry–based classroom
Looks like… Feels like… Sounds like…
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Alignment of MYP design objectives and ATL
Review the Design objectives on page 9-10.
Take the course you teach as reference and place the learning items within one of the design objectives (A, B, C or
D).
Ask yourself:
• Do you have a balanced course?
• Are any objectives more present than others in your course?
Content from my subject that ATL skills that will allow

Design objectives enables student to achieve this your students to achieve
objective this objective
A- Inquiring and analysing

I. explain and justify the need for a
solution to a problem for a
specified client/target audience
II. identify and prioritize the primary

and secondary research needed to
develop a solution to the problem
III. analyse a range of existing

products that inspire a solution to
the problem
IV. develop a detailed design brief

which summarizes the analysis of
relevant research
B- Developing ideas
I. develop a design specification which
clearly states the success criteria for
the design of a solution
II. develop a range of feasible design

ideas which can be correctly
interpreted by others
III. present the final chosen design and

justify its selection
IV. develop accurate and detailed

planning drawings/diagrams and
outline the requirements for the
creation of the chosen solution.
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C- Creating the solution

i. 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
ii. demonstrate excellent technical

skills when making the solution
iii. follow the plan to create the

solution, which functions as
intended
iv. fully justify changes made to the

chosen design and plan when
making the solution
v. present the solution as a whole,

either:
a. in electronic form, or
b. through photographs of the solution

from different angles, showing
details.
D- Evaluating
I. design detailed and relevant testing
methods, which generate data, to
measure the success of the solution
II. critically evaluate the success of the

solution against the design
specification
III. explain how the solution could be

improved
IV. explain the impact of the solution on

the client/target audience.
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Looking forward, looking backwards
ATL skill Students develop When they… Control questions:

categories this skill cluster…
Analyzing and evaluating How can students think
Critical thinking
issues and ideas critically?
The skills of invention – How can students be
Thinking skills
Creativity and
developing things and ideas creative?
innovation
that never existed before
How can students transfer
Utilizing skills and
skills and knowledge among
Transfer knowledge in multiple
disciplines and subject
contexts
groups?
How can students
Working effectively with
Social
collaborate?
skills
Collaborating
others
How can students

Communication
Exchanging thoughts, communicate through

messages and information interaction?
skills
Communication How can students

effectively through
interaction demonstrate communication
through language?
How can students
Self-management skills
Managing time and tasks demonstrate organization

Organization
effectively skills?
How can students manage

Affective skills Managing state of mind
their own state of mind?
(Re-)considering what has How can students be
Reflection been learned; choosing and reflective?
using ATL skills
Finding, interpreting, How can students
Information literacy judging and creating demonstrate information
Research
information literacy?
Interacting with media to How can students
Media literacy use and create ideas and demonstrate media literacy?
information
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Consider how the ATL skills in your unit would progress from Year 1 through to year 5.
In doing so your will create a vertical progression for of each skill from Year 1 through Year
5, including a grade level expectation for what students should be able to do and a sample
activity that would enable the skill to be developed.
Skill cluster Skillls MYP 1 MYP 3 MYP 5

SOCIAL Seek out Students should be able
criticism and to receive feedback from
feedback from others, including teachers
others and peers, and make
informed choices about
including it in one’s work
(Visible thinking routine)
34
Task-specific clarification
In your groups create a task-specific clarification for the assessment task you are presented with. Refer to
your Subject Guide and the interim objectives. Be sure to modify the rubrics to specifically suit the task and
also to make the criteria age appropriate.
You may wish to divide the 4 stages between you.
A good idea is to start from the highest achievement level and work backwards.
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Criterion A: Inquiring and analysing

Maximum 8
At the end of year 1, students should be able to:

i. explain and justify the need for a solution to a problem
ii. state and prioritize the main points of research needed to develop a solution to the problem
iii. describe the main features of one existing product that inspires a solution to the problem
iv. present the main findings of relevant research
Achievement level Descriptor
0 The student does not reach a standard described by any of the descriptors given below.
1–2
3–4
5–6
7-8
36
Criterion B: Developing ideas

Maximum 8

i. develop a list of success criteria for the solution
ii. present feasible design ideas, which can be correctly interpreted by others
iii. present the chosen design
iv. create a planning drawing/diagram which outlines the main details for making the chosen solution.
1–2
3–4
5–6
7-8
37
Criterion C: Creating the solution

Maximum 8

i. outline a plan, which considers the use of resources and time, sufficient for peers to be able to follow to
create the solution
ii. demonstrate excellent technical skills when making the solution
iii. follow the plan to create the solution, which functions as intended list the changes made to the chosen
design and plan when making the solution.
iv. present the solution as a whole
0 The student does not reach a standard described by any of the descriptors given below .
1–2
3–4
5–6
7-8
38
Criterion D: Evaluating
Maximum 8

i. outline simple, relevant testing methods, which generate data, to measure the success of the solution
ii. outline the success of the solution against the design specification
iii. outline how the solution could be improved
iv. outline the impact of the solution on the client/target audience.
1–2
3–4
5–6
7-8
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40
Standardizing a task
Individually read the sample student work entitled: Welcome to Phnom Penh
MYP year 5
Background information
Students were introduced to the project using an article stating that Phnom Penh was rated the
second worst city in the world and were tasked by the Cambodian Ministry of Tourism to design a
promotional display to counter this perception. The Students given a total of 39 hours of lesson
time to complete the project.
a. Award an achievement level for each applicable criterion. Do not share your awarded
level(s) until everyone in your group has finished.
b. After everyone has studied the sample and awarded a level per criterion, share your
judgments including the reasons, and giving examples from the student work to support
your decision.
c. Through discussion, the group should come to consensus on the final judgment(s) for
the student work.
d. After a consensus has been reached, write the justification for each level awarded.
e. Share the group’s awarded level(s) with the other groups.
f. As one whole group, write the justification for each level awarded comment.
Participant assessment
Criterion A B C D
Level achieved
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Assessment criterion A: Inquiring and analyzing
This work achieved a level___ because the student:
The student would have achieved a higher level if he/she had:
Assessment criterion B: Developing ideas
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Assessment criterion C: Creating the solution
Assessment criterion D: Evaluating
43
Self-reflection
Evaluate the overall quality of this assessment task. Consider the objectives of the unit
How is the task valid?
How could the unit be expanded or strengthened?
44
MYP unit planner

Teacher(s) Subject and discipline Design: Product design
Unit title Welcome to Phnom Penh MYP year 5 Unit duration 39

(hrs)
INQUIRY: Establishing the purpose of the unit

Communication Perspective Identities and relationships

Function
Effective communication can be used to alter perceptions of an identity.
Inquiry questions
Factual – What does tourism mean for Phnom Penh? Why do we use scale models?
Conceptual – What is needed in order to successfully promote something? How can I use a display booth to promote Phnom Penh?
Debatable – How effectively can modelling represent reality?
Outline of summative assessment task(s): Relationship between summative

assessment task(s) and statement of
A – D (all strands) Based on the Nat Geo survey of October 2008
inquiry:
that ‘branded’ Phnom Penh ‘the second worst
city in the world to visit’, students will design a The model must be representative of the full
display to fill/fit in a 4m x 4m x 4m space that size display and so must be correctly scaled. It
45
would be used in local international airports to must sell Phnom Penh’s identity as an
promote Phnom Penh as a desirable tourist attractive tourist destination. When tested
destination. They will make a 1:10 scale model along with the Nat Geo article with people who
of it. The scenario is set with the Cambodian know little/nothing about Phnom Penh they
government as the client. Members of the should be convinced that the headline (not the
Ministry of Tourism will visit as part of the reason for the headline) is wrong.
evaluation process.
The below ATL will be focused on throughout the project for improving student skills and learning as necessary and monitored for reporting (mid-
and end-semester reports):
Self-management (organization skills and affective skills)
Communication (communication skills)
Research (information literacy skills)
ACTION: Teaching and learning through inquiry

Students will understand that: Learning experiences and teaching strategies

• the effective communication of Phnom Whenever possible, front loading of language to be carried out by ESL department and
Penh as a desirable tourist destination opportunities will often be given in ESL class to work on descriptive writing skills for design folder
requires an efficient use of limited space work. A school-created rubric accompanies the MYP assessment criteria to help clarify the
to allow for user interaction, be attractive criteria. Task sheets also supplied breaking the project down into individual activities.
from a distance while maintaining clarity
Inquiring and Analysing
close up, incorporate clear
graphics/text/information etc., and clearly Discuss inquiry questions etc. to determine what needs researching. Students write their own
show what is being promoted research plan and submit it for assessment to determine if they are able to achieve 7-8 band or
• to alter the perception that Phnom Penh is not.
the second worst city in the world to visit,
Supply task sheet highlighting what needs to be researched through the inquiry questions with
the fun and interesting aspects of the city
specific guidance/suggestions for appropriate topics within each topic of research. Rewrite
that remain need to be researched and
research plan as appropriate (students can now only achieve 5-6 band for the research plan).
included, as necessary, in the promotion
Carry out initial research to help justify why a project of this kind is important based on the
46
• the function of the model is to represent inquiry questions:

what the actual full size display would be
What does tourism mean for Phnom Penh? Students research the positive and negative
like and also that modelling saves
consequences tourists bring to Phnom Penh.
resources
• isometric sketching is …??? Why do we use scale models? Students research to understand that modelling saves
• choosing appropriate materials for resources etc.
modelling e.g. toilet roll tubes is …??? Remainder of research based on the inquiry question:
What is needed in order to successfully promote something? Students research/analyse
attractions in and around Phnom Penh, display booths and how other countries have promoted
themselves. Summarize results of research.
Remaining design cycle requirements are left to individual students to achieve as per
assessment criteria and prior project experiences. Minimal teacher guidance provided plus notes
on task sheet. Greater teacher involvement needed during creation to suggest alternative
approaches to those planned (providing for a better overall student experience and finished
product and conservation of materials!!).
Developing ideas
How can I use a display booth to promote Phnom Penh?
Specifications written based on research and previous design experience. Testing methods
developed prior to beginning design ideas (with opportunities to resubmit testing multiple times
before being formally assessed/ used).
At least three different ideas checked against specifications and improved as necessary to meet
specifications. Improvements/variations made. Final design chosen, further improved and
justified against specifications.
Parts drawings for the model along with any special requirements for how parts of it should be
made.
Creating the solution
Plan to make the model.
Make model.
Record creation notes against plan as necessary.
Present model through annotated photos.
47
Evaluating
How effectively can modeling represent reality?
Improve testing methods based on previous feedback.
Carry out tests. Ministry of Tourism will also provide feedback on each model/display.
Evaluate model’s success.
Suggest improvements to model (in terms of quality of construction and how well it represents
the full size display) and the improvements that would be needed in the full size display for it to
be as effective as possible.
Discuss the likely impact of the student’s promotion if actually used and made into a full size
display. (Students need to be realistic about the effectiveness of what they actually designed).
As per year 5 assessment criteria.
Students will receive verbal formative feedback as needed during research stage, written
formative feedback and preliminary achievement level upon submission of the whole of
criterion A and final summative feedback and achievement level upon resubmission of
criterion A.
Students will receive verbal formative feedback as needed for criteria B and C with final
summative assessment upon completion of each criterion. Specifications will be formerly
assessed along with criterion A. Amendments to specifications will not be reassessed
once designing begins but if specifications are poor, students will be encouraged to
improve them. Planning will receive summative assessment before students may begin
creation.
Criterion D will receive verbal formative feedback as needed during evaluation, written
formative feedback and preliminary achievement level upon submission of the whole of
criterion D and final summative feedback and achievement level upon resubmission of
criterion D. Testing methods will be assessed along with criterion A once specifications
have been developed. Students may resubmit as needed until the evaluation of the
product starts.
Students are expected to willingly discuss their progress with the teacher and resubmit work
without reminders.
Students are expected to demonstrate a good understanding of the design cycle and ask
48
appropriate questions to further their understanding.

Suggested deadlines will be given for each stage of the design cycle but students are expected
to manage their own workload based on these.
Differentiation
Feedback/instruction to students will be tailored to individuals on an as needed basis.
Resources
Research: Locally produced tourist guide pamphlets/magazines, interviews with tourists and travel agents, internet.
Workshop: wood and its derivatives, any appropriate materials students can find for creation e.g. toilet roll tubes.
REFLECTION: Considering the planning, process and impact of the inquiry

This is a successful and challenging project for Visit from Ministry was far more meaningful
students that has run for many years under this year; they seemed to have much more of
several different justifications. The current Nat an idea about effective promotion. They also
Geo survey being the most valid and is still want to work with the airport authorities to
relevant in terms of designing to counter have a display made of the students’ work.
negative press. The Khmer students are
always shocked by the headline and I have
found it motivates them in ways I have not
seen in other projects and also makes them
think twice about the ‘beautification’ going on in
their capital city. Even though the Nat Geo
survey is now few years old, the continuing
‘beautification’ of the city still threatens to
impact its future so the project still has much
relevancy.
49
Reflection: MYP Assessment
“To this end the organization works with schools, governments and
international organizations to develop challenging programmes of international
education and rigorous assessment.”
IB mission statement
The mission statement uses the term “rigorous assessment”. Where is the rigour in MYP design
assessment?
50
MYP Projects
Note: Access the OCC for the MYP Projects guide (pre-published)
PERSONAL
PROJECT
___________________ V ____________________
COMMUNITY
PROJECT
51
Service as Action
How does design provide opportunities for this? How can you relate
to one of the five stages in your unit planning?
DEMONSTRATION
REFLECTION
ACTION
PREPARATION
INVESTIGATION
52
Reflections
Turning the mountain into a molehill: overcoming challenges

1. The challenge What is the obstacle?
2. The road map Who needs to involved? How will the challenge be overcome?
When will it be overcome?
3. Resources What tools will you need?
THE CHALLENGE THE ROAD MAP
RESOURCES
53
My challenge mountain…
With your new found knowledge, what does your personal challenge
mountain look like?
What components would you place toward the base (easiest to accomplish
- short term) and what would be at the summit (long term)?
54
Middle Years Programme: Subject-specific seminar: MYP: Individuals and societies
Appendix A Context for debate-Why is concept-based learning important?
Food for thought 1
“The aim of pre-collegiate education is not to eliminate ignorance. The view that everything of importance can
be thoughtfully learned by the 12th grade–notice I did not say “taught”–is a delusion. (…) By now you may have
read the articles describing the many things students should know but do not know. I, too, have been dismayed
to discover that some students don’t know where Mexico is or how to read a timetable, never mind solve an
algebra problem with two variables. But, oh, how we forget our earlier and current ignorance. How easy it is to
feel indignant when some student doesn't know what we know. But somewhere out there, in the highly
specialized world, is a well-educated adult who also neither knows it nor deems it essential.”-Wiggins, Grant.
(Nov 1989). The Futility of Trying to Teach Everything of Importance”. Educational Leadership, v47 n3 p44-48
Consider: What role does concept-based learning have in my class?
What is the relationship between content, concept and contexts?
Food for thought 2
“Clearly, students need to understand the fundamental concepts, theories, and examples in the disciplines
that they study. We rightfully expect that, after studying chemical reactions, students like Ayesha can describe
qualities of certain gases such as color or solubility in chlorine, ammonia, or oxygen, as well as conditions that
impact them, like pressure and temperature. Likewise, after learning about ecosystems, we expect our
thirteen-year-old students to be able to define concepts like species, reproduction, or interdependence, name
a variety of species in a given ecosystem, describe how food chains work, and tell what happens when a
foreign species invades such an ecosystem. Students demonstrate disciplinary understanding when they can
use concepts, theories, and findings in the disciplines flexibly.
As experienced teachers know, however, not all ideas are equally essential. Often times, the yearly curriculum
is especially relevant. What disciplinary ideas will have a greater impact on students’ capacity to make sense of
new information or phenomena in the discipline or in the world? In other words, how should we concentrate
our time and effort strategically to maximize students’ enduring disciplinary understanding? The answer is: a
curriculum of big ideas and essential understandings.” Extract: BY VERONICA BOIX MANSILLA, “ON
DISCIPLINARY UNDERSTANDING FOR ALL”, IBO POSITION PAPER
55
Appendix B GRASPS and assessment

GOAL, ROLE, AUDIENCE, SITUATION, PRODUCT, STANDARDS
Read through the task and deconstruct in using the following questions:
1. Where does the task allow for each of the selected objective strands to be met?
2. How and where does the task allow students to engage with the concepts of the
unit?
3. How and where does the task allow students to engage with the context of the
unit?
4. Does the task allow give students the opportunity to reach the highest descriptor
band for each strand?
5. How are the command terms used in the task?
6. Was this an authentic summative assessment task, aligned to real world
experiences? Why/Why not?
Selected Criteria Thumbs… Justification

task
Authenticity
GRASPS
Age
Appropriateness
56
Appendix C Entry point approach
The Entry Point Approach is an approach to learning—a structure for designing curricula rather than a
particular curricular vehicle (such as the Generic Game). The notion of entry points was introduced by
Howard Gardner in The Unschooled Mind (1991):
My own belief is that any rich, nourishing topic—any concept worth teaching—can be
approached in at last five different ways that, roughly speaking, map onto the multiple
intelligences. We might think of the topic as a room with at least five doors or entry points
into it. Students vary as to which entry point is most appropriate for them and which routes
are most comfortable to follow once they have gained initial access to the room.
Awareness of these entry points can help the teacher introduce new materials in ways in
which they can be easily grasped by a range of students; then, as students explore other
entry points, they have the chance to develop those multiple perspectives that are the best
antidote to stereotypical thinking (p. 245).
The framework features five different points of entry into any topic: the Aesthetic, the Narrative, the
Logical/Quantitative, the Foundational, and the Experiential. MUSE researchers initially suggested
that by experiencing all five entry points, learners can discover: 1) if and when they prefer one entry point
over another, and 2) that there are many different and valid ways to think and learn about any subject.
The Entry Points: Details and Examples
The Aesthetic Window. The entry point through which learners respond to formal and sensory qualities
of a subject or work of art. For example: the color, line, expression, and composition of a painting; the
intricate patterns on the surface of a beehive; or the alliteration and meter of a poem.
The Narrative Window. The entry point through which learners respond to the narrational elements of a
subject or work of art. For example: the legend depicted in a painting, the sequence of events in a
period of history, or the story behind the construction of a skyscraper.
The Logical/Quantitative Window. The entry point through which learners respond to aspects of a
subject or work of art that invite deductive reasoning or numerical consideration. For example: the
question of what decisions led to the creation of an art object, the problem of calculating the overall
dimensions of an automobile, or the determination of which character in a mystery is the real villain.
The Foundational Window. The entry point through which learners respond to the broader concepts or
philosophical issues raised by a subject or work of at. For example: whether and why calculus is thought
to be important to society, whether metaphors depict or defy reality, or why a painting of soup cans is
considered art.
The Experiential Window. The entry point through which learners respond to a subject or work of art by
actually doing something with their hands or bodies. For example: manipulating the same materials
used in a work of art, producing a play about the history of a neighborhood, or setting a poem to music
Adapted from WIDEWORLD professional development resources:

http://www.wideworld.pz.harvard.edu/
Excerpted and adapted from: Davis, J. (1996). The MUSE Book. Cambridge, MA: President and
Fellows of Harvard College/Harvard Project Zero; Gardner, H. (1991), The Unschooled Mind,
New York: Basic Books.
57
Entry point: Entry point:
Unit
Entry point: Entry point:
58
Appendix D Standards C-From Programme standards and practices with

requirements for the Middle Years Programme
Section C: Curriculum
Standard C1: Collaborative planning
Collaborative planning and reflection supports the implementation of the IB programme(s).
1. Collaborative planning and reflection addresses the requirements of the programme(s).
Requirements for the Middle Years Programme
a. The school has an approach to curriculum planning that involves all Middle Years Programme
teachers.
b. The school follows the Middle Years Programme planning process.
c. Collaborative planning and reflection facilitates interdisciplinary learning to strengthen cross-
curricular skills and the deepening of disciplinary understanding.
2. Collaborative planning and reflection takes place regularly and systematically.
3. Collaborative planning and reflection addresses vertical and horizontal articulation.
4. Collaborative planning and reflection ensures that all teachers have an overview of students’ learning
experiences.
5. Collaborative planning and reflection is based on agreed expectations for student learning.
6. Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.
7. Collaborative planning and reflection is informed by assessment of student work and learning.
8. Collaborative planning and reflection recognizes that all teachers are responsible for language
development of students.
9. Collaborative planning and reflection addresses the IB learner profile attributes.
Note: “Collaborative planning and reflection” is used as a single concept as the two processes are interdependent.
Standard C2: Written curriculum

The school’s written curriculum reflects IB philosophy.
1. The written curriculum is comprehensive and aligns with the requirements of the programme(s).
a. The curriculum fulfills the aims and objectives of each subject group and, where applicable, the
personal project.
b. The school uses the prescribed Middle Years Programme objectives to develop and document
interim subject-specific objectives.
59
c. The written curriculum includes the following: a subject-specific vertical planning document; vertical
planning for the student learning expectations of each area of interaction; horizontal planning for
approaches to learning.
d. The units of work are documented on unit planners and follow the Middle Years Programme unit
planning process.
e. The curriculum develops the student learning expectations for the areas of interaction within and
across subjects to foster disciplinary and interdisciplinary relationships.
f. The curriculum defines expectations for involvement in service in each year of the programme.
g. There is a system for the regular review of individual units of work, vertical and horizontal subject
documentation and documentation of the areas of interaction.
2. The written curriculum is available to the school community.
3. The written curriculum builds on students’ previous learning experiences.
4. The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time.
a. The school documents the curriculum in terms of subject content, including conceptual
understanding and skills that will allow students to reach the prescribed objectives.
5. The written curriculum allows for meaningful student action in response to students’ own needs and the
needs of others.
6. The written curriculum incorporates relevant experiences for students.
7. The written curriculum promotes students’ awareness of individual, local, national and world issues.
8. The written curriculum provides opportunities for reflection on human commonality, diversity and multiple
perspectives.
9. The written curriculum is informed by current IB publications and is reviewed regularly to incorporate
developments in the programme(s).
10. The written curriculum integrates the policies developed by the school to support the programme(s).
11. The written curriculum fosters development of the IB learner profile attributes.
Standard C3: Teaching and learning

Teaching and learning reflects IB philosophy.
1. Teaching and learning aligns with the requirements of the programme(s).
a. Teaching and learning at the school addresses the students’ learning expectations for each area of
interaction.
b. Teaching and learning at the school uses the areas of interaction as contexts.
c. Teaching and learning allows students to meet the Middle Years Programme objectives in each
subject group.
60
d. Teaching and learning creates opportunities for involvement in service in every year of the
programme and ensures its qualitative monitoring.
2. Teaching and learning engages students as inquirers and thinkers.
3. Teaching and learning builds on what students know and can do.
4. Teaching and learning promotes the understanding and practice of academic honesty.
5. Teaching and learning supports students to become actively responsible for their own learning.
6. Teaching and learning addresses human commonality, diversity and multiple perspectives.
7. Teaching and learning addresses the diversity of student language needs, including those for students
learning in a language(s) other than mother tongue.
8. Teaching and learning demonstrates that all teachers are responsible for language development of
students.
9. Teaching and learning uses a range and variety of strategies.
10. Teaching and learning differentiates instruction to meet students’ learning needs and styles.
11. Teaching and learning incorporates a range of resources, including information technologies.
12. Teaching and learning develops student attitudes and skills that allow for meaningful student action in
response to students’ own needs and the needs of others.
13. Teaching and learning engages students in reflecting on how, what and why they are learning.
14. Teaching and learning fosters a stimulating learning environment based on understanding and respect.
15. Teaching and learning encourages students to demonstrate their learning in a variety of ways.
16. Teaching and learning develops the IB learner profile attributes.
Note: “Teaching and learning” is used as a single concept as the two processes are interdependent.
Standard C4: Assessment

Assessment at the school reflects IB assessment philosophy.
1. Assessment at the school aligns with the requirements of the programme(s).
a. The school uses the prescribed assessment criteria for each subject group in year 5 of the
programme.
b. The school implements a coherent framework of assessment criteria aligned with the school’s interim
objectives.
c. Teachers standardize their understanding and application of criteria before deciding on achievement
levels.
d. The school provides students with task-specific clarifications for assessment.
2. The school communicates its assessment philosophy, policy and procedures to the school community.
3. The school uses a range of strategies and tools to assess student learning.
4. The school provides students with feedback to inform and improve their learning.
61
5. The school has systems for recording student progress aligned with the assessment philosophy of the
programme(s).
6. The school has systems for reporting student progress aligned with the assessment philosophy of the
programme(s).
7. The school analyses assessment data to inform teaching and learning.
8. The school provides opportunities for students to participate in, and reflect on, the assessment of their
work.
9. The school has systems in place to ensure that all students can demonstrate consolidation of their
learning through the completion of the Primary Years Programme exhibition, the Middle Years Programme
personal project and the Diploma Programme extended essay, depending on the programme(s) offered.
62
Appendix E Global contexts- Extract from pre-publication guide From Principles

into practice
Teaching and learning in the MYP involves understanding concepts in context. Global contexts provide a
common language for powerful contextual learning, identifying specific settings, events or circumstances that
provide more concrete perspectives for teaching and learning. When teachers select a global context for
learning, they are answering the questions:
• Why are we engaged in this inquiry?
• Why are these concepts important?
• Why is it important for me to understand?
• Why do people care about this topic?
MYP global contexts, illustrated in Figure 2, provide common points of entry for inquiries into what it means to
be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding and
global engagement. These contexts build on the powerful themes of global significance that structure teaching
and learning in the PYP, creating relevance for adolescent learners.
Figure
63
These and other contexts for teaching and learning inspire explorations of our common humanity and shared
guardianship of the planet. They invite reflection on local, national and global communities, as well as the real-
life issues and concerns of 11- to 16-year-old students. For each MYP unit, teachers should identify one global
context that establishes a focus for meaningful teaching and learning in a programme of international
education. Over the course of their study, students should encounter all six global contexts.
Global context Focus question(s) and description Example explorations
Identities and relationships Who am I? Who are we? Possible explorations to develop
Students will explore identity; beliefs • Competition and cooperation;
and values; personal, physical, teams, affiliation and leadership
mental, social and spiritual health;
human relationships including • Identity formation, self-esteem,
families, friends, communities and status, roles and role models
cultures; what it means to be human.
• Personal efficacy and agency;
attitudes, motivations,
independence; happiness and
the good life
• Physical, psychological and
social development; transitions;
health and well-being; lifestyle
choices
• Human nature and human
dignity; moral reasoning and
ethical judgment;
consciousness and mind
•
Orientation in time and space What is the meaning of “where” and Possible explorations to develop
“when”?
• Civilizations and social
Students will explore personal histories, heritage; pilgrimage,
histories; homes and journeys; migration, displacement and
turning points in humankind; exchange
discoveries; explorations and
migrations of humankind; the • Epochs, eras, turning points
relationships between, and the and “big history”
interconnectedness of, individuals
• Scale, duration, frequency and
and civilizations, from personal, local
variability
and global perspectives.
• Peoples, boundaries, exchange
and interaction
• Natural and human landscapes
and resources
• Evolution, constraints and
adaptation
•
Personal and cultural expression What is the nature and purpose of Possible explorations to develop
creative expression?
• Artistry, craft, creation, beauty
Students will explore the ways in
• Products, systems and
64
which we discover and express institutions

ideas, feelings, nature, culture,
beliefs and values; the ways in which • Social constructions of reality;
we reflect on, extend and enjoy our philosophies and ways of life;
creativity; our appreciation of the belief systems; ritual and play
aesthetic. • Critical literacy, languages and
linguistic systems; histories of
ideas, fields and disciplines;
analysis and argument
• Metacognition and abstract
thinking
• Entrepreneurship, practice and
competency
•
Scientific and technical innovation How do we understand the world in Possible explorations to develop
which we live?
• Systems, models, methods;
Students will explore the natural products, processes and
world and its laws; the interaction solutions
between people and the natural
world; how humans use their • Adaptation, ingenuity and
understanding of scientific principles; progress
the impact of scientific and
• Opportunity, risk,
technological advances on
consequences and
communities and environments; the
responsibility
impact of environments on human
activity; how humans adapt • Modernization, industrialization
environments to their needs. and engineering
• Digital life, virtual environments
and the Information Age
• The biological revolution
• Mathematical puzzles,
principles and discoveries
•
Globalization and sustainability How is everything connected? Possible explorations to develop
Students will explore the • Markets, commodities and
interconnectedness of human-made commercialization
systems and communities; the
relationship between local and global • Human impact on the
processes; how local experiences environment
mediate the global; the opportunities
• Commonality, diversity and
and tensions provided by world-
interconnection
interconnectedness; the impact of
decision-making on humankind and • Consumption, conservation,
the environment. natural resources and public
goods
• Population and demography
• Urban planning, strategy and
65
infrastructure
•
Fairness and development What are the consequences of our Possible explorations to develop
common humanity?
• Democracy, politics,
Students will explore rights and government and civil society
responsibilities; the relationship
between communities; sharing finite • Inequality, difference and
resources with other people and with inclusion
other living things; access to equal
• Human capability and
opportunities; peace and conflict
development; social
resolution.
entrepreneurs
• Rights, law, civic responsibility
and the public sphere
• Justice, peace and conflict
management
• Power and privilege
• Authority, security and freedom
• Imagining a hopeful future
•
Table Global contexts and explorations
66
IB resources MYP unit planner
Teacher(s) Subject group and discipline
Unit title MYP year Unit duration (hrs)

Inquiry questions
Factual –
Conceptual –
Debatable –
MYP Unit planner

Outline of summative assessment task(s) including Relationship between summative assessment

assessment criteria: task(s) and statement of inquiry:
MYP Unit planner

ACTION: Planning for teaching and learning through inquiry
Learning experiences and teaching strategies
Differentiation
Resources
MYP Unit planner

REFLECTION: Reflecting and evaluating
MYP Unit planner

IB resources MYP unit planner
Teacher(s) Subject group and discipline
Unit title MYP year Unit duration (hrs)

Inquiry questions
Factual –
Conceptual –
Debatable –
MYP Unit planner review draft 03/2013

Outline of summative assessment task(s) including Relationship between summative assessment

assessment criteria: task(s) and statement of inquiry:

ACTION: Planning for teaching and learning through inquiry
Learning experiences and teaching strategies
Differentiation
Resources

REFLECTION: Reflecting and evaluating

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Middle Years Programme: Subject-specific seminar – Design

International Baccalaureate Organization

Subject-specific seminars: MYP design

Appendix Description Page

Required materials for participants to bring to this workshop

Aims of the workshop:

• continue to engage in relevant, innovative, challenging student-centered

• reflect upon their own practice and capabilities

These programmes encourage students across the world to become active,

MYP Design cycle

• I teach because I learn something new every day.

• I believe knowledge is a foundation for learning design.

• I teach because I am concerned about the future.

• I use the OCC as a teaching resource.

• I am updated with all the results of the Next Chapter project.

• I teach because I have a passion for design and my subject group.

• Teaching of design has changed completely in the last decade.

• I teach because I get excited about assessment.

Turning the mountain into a mole hill:

Strategy Analysis of MYP Standards and Practices

Challenge 3-stage road map Resources

Who needs to be involved?

How will the challenge be

When will it be overcome?

Teaching & learning MYP design in the 21st Century

Unpacking the learner profile

Learner quality Observable Behaviours

As Risk-taking (Courageous) Learners…

Design aims and the IB Learner Profile

IB learner profile attributes:

Caring Principled Open-minded Risk-takers Balanced

Inquirers Knowledgeable Thinkers Communicators Reflective

Design aim Learner profile attribute Brief justification

The guide was reviewed bearing in mind the following points:

• to make it clearer, updated and more user-friendly

Aspect OLD GUIDE (2008) NEW GUIDE (2014) Possible rationale

• develop an • enjoy the design process,

appreciate alternative • develop an appreciation of the

Design and Plan Developing ideas

Objectives Create Creating the solution

Technology compulsory in Design compulsory in year 1 – 3.

MYP unit planner

INQUIRY: Establishing the purpose of the inquiry

Objectives Summative assessment

Approaches to learning (ATL)

ACTION: Teaching and learning through inquiry

Include contents of the unit: Learning experiences and teaching strategies

REFLECTION: Considering the planning, process and impact of the inquiry

Teacher(s) Subject group and Design

Unit title What is music? MYP year 3 Unit duration 20

Establishing the purpose of the unit

Creativity Function Personal and cultural expression

Musical instruments are conventional and non-conventional

Factual –Why have different cultures developed differing instruments?

Objectives Summative assessment

Approaches to learning (ATL)

Planning for teaching and learning through inquiry

Previous student’s work.

Samples of differing ethnic musical instruments.

Ideas from students of differing ethnicities

Reflecting and evaluating

Have you grasped the concept?!

What is a concept? How does this support teaching and learning?

(Excerpt video footage of Lynn Erikson at IB Americas conference 2011,