Individuals and Societies in MYP

MYP individuals and societies encourage learners to respect and understand the world around them and equip them with the necessary skills to inquire into historical, contemporary, geographical, political, social, economic, religious, technological, and cultural factors that have an impact on individuals, societies, and environments. It encourages learners, both students, and teachers, to consider local and global contexts. The study of individuals and societies helps students to appreciate critically the diversity of human culture, attitudes, and beliefs. The IB’s approach to individuals and societies includes a strong focus on inquiry and investigation. Students collect, describe and analyze data used in studies of societies; test hypotheses; and learn how to interpret increasingly complex information, including original source material. This focus on real-world examples, research, and analysis is an essential aspect of the subject group. The study of individuals and societies helps students to develop their identities as individuals and as responsible members of local and global communities.

 At SIS the MYP Individuals and Societies course includes the study of a balance of History and Geography.


The balanced curriculum has content that includes:

• challenging works from their own sources to suit the particular needs and interests of our students

• diverse works that broaden our students’ experiences and perspectives, and encourage increased intercultural understanding through the study of a rich variety of cultures, historical periods, and places.


The aims of MYP Individuals and Societies are to encourage and enable students to:

• Appreciate human and environmental commonalities and diversity

• Understand the interactions and interdependence of individuals, societies, and the environment

• Understand how both environmental and human systems operate and evolve 

• Identify and develop concern for the well-being of human communities and the natural environment

• Act as responsible citizens of local and global communities

• Develop inquiry skills that lead towards conceptual understandings of the relationships between individuals, societies, and the environments in which they live.


The objectives of any MYP subject state the specific targets that are set for learning in that subject. They define what the student will be able to accomplish as a result of studying the subject. The objectives of MYP individuals and societies encompass the factual, conceptual, procedural and metacognitive dimensions of knowledge. Each objective is elaborated by a number of strands; a strand is an aspect or indicator of the learning expectation 

A. Knowing and understanding 

Students develop factual and conceptual knowledge about individuals and societies. In order to reach the aims of individuals and societies, students should be able to: 

i. use terminology in context.

ii. demonstrate knowledge and understanding of subject-specific content and concepts through descriptions, explanations and examples. 

B. Investigating 

Students develop systematic research skills and processes associated with disciplines in the humanities and social sciences. Students develop successful strategies for investigating independently and in collaboration with others. 

In order to reach the aims of individuals and societies, students should be able to: 

i. formulate a clear and focused research question and justify its relevance.

ii. formulate and follow an action plan to investigate a research question.

 iii. use research methods to collect and record relevant information iv. evaluate the process and results of the investigation. 

C. Communicating 

Students use critical thinking skills to develop and apply their understanding of individuals and societies and the process of investigation. 

In order to reach the aims of individuals and societies, students should be able to: 

i. communicate information and ideas using an appropriate style for the audience and purpose.

ii. structure information and ideas in a way that is appropriate to the specified format.

iii. document sources of information using a recognized convention. 

D. Thinking critically 

Students use critical thinking skills to develop and apply their understanding of individuals and societies and the process of investigation. 

In order to reach the aims of individuals and societies, students should be able to: 

i. discuss concepts, issues, models, visual representation, and theories.

ii. synthesize information to make valid arguments.

iii. analyse and evaluate a range of sources/data in terms of origin and purpose, examining values and limitations.

iv. interpret different perspectives and their implications. 

Key Concepts

Concepts express understanding of certain topics that help students take a keen interest in the world around us. They have an important place in the structure of knowledge that requires students and teachers to think with increasing complexity as they organize and relate facts and topics. The MYP structures sustained inquiry in language and literature by developing conceptual understanding in global contexts.


The conceptual understanding for each subject is framed by the prescribed Key and Related concepts.


Key Concepts promote the development of a broad Curriculum and represent big ideas that are relevant within and across subjects.

•  Change

Change is a conversion, transformation, or movement from one form, state, or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes, and consequences. 

·  Systems

Systems are sets of interacting or interdependent components. Systems provide structure and order in human, natural, and built environments. Systems can be static or dynamic, simple or complex.

 Global Interactions

Global interactions, as a concept, focus on the connections among individuals and communities, as well as their relationships with built and natural environments, from the perspective of the world as a whole.

            •  Time, Place and Space 

The intrinsically linked concepts of time, place, and space refer to the absolute or relative position of people, objects, and ideas. Time, place, and space focus on how we construct and use our understanding of location (“where” and “when”)

Related Concepts

Related concepts promote deep learning. They are grounded in specific disciplines and are useful for exploring key concepts in greater detail. Inquiry into related concepts helps students develop more complex and sophisticated conceptual understandings. Related concepts may arise from the subject matter of a unit or the craft of a subject—its features and processes. The individuals and societies subject group is integrated by a rich array of disciplines and the experience of students within the subject group can be structured in very different ways. 

Global Context

Global contexts direct learning towards an independent and shared inquiry into our common humanity and shared guardianship of the planet. Many inquiries into individuals and societies concepts naturally focus on location and chronology. However, courses in this subject group should over time offer students multiple opportunities to explore all MYP global contexts in relationship to the aims and objectives of the subject group. 

Using the world as the broadest context for learning, MYP individuals and societies can develop meaningful explorations of:


Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human. 


Students will explore personal histories; homes and journeys; turning points in humankind; discoveries; explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from personal, local and global perspectives. 


Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. 


Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs. 


Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; reflect on the opportunities and tensions provided by world - interconnectedness; the impact of decision - making on humankind and the environment. 


Students will explore rights and responsibilities; the relationship between communities; sharing finite resources with other people and with other living things; access to equal opportunities; peace and conflict resolution. 

Approaches to Learning

Approaches to learning (ATL) are skills designed to enable students in the IB Middle Years Programme (MYP) to “learn how to learn.” They are intended to apply across curriculum requirements and provide a common language for teachers and students to use when reflecting and building on the process of learning. IB World Schools are required to ensure there is an ATL planning chart for all years of the MYP. However, broader implementation would see ATLs implicitly and explicitly embedded into day-to-day learning experiences, so that students have opportunities to practice and incrementally develop a range of ATL skills. 

The IB approaches to teaching and learning skills are…

1.  based on inquiry

2.  focused on conceptual understanding

3.  developed in local and global contexts

4.  focused on effective teamwork and collaboration

5.  differentiated to meet the needs of all learners

6.  informed by formative and summative assessment.

The MYP extends the 5 IB approaches to learning (ATL) skills categories into 10 clusters. This framework helps to show how ATL skills are often interconnected.  Individual skills and skills clusters frequently overlap and may be relevant to more than one skill category.  

There are distinct overlaps between the ATLs and the Learner Profile as seen here: 

Action and Service

Service as Action is a requirement of the IB Middle Years Programme. It is an essential component that allows students to extend their learning beyond the classroom walls and into the community. It gives students the opportunity to connect and contribute to the real world and empowers them to become global citizens. ​ 

The learning outcome for SA

1. Work collaboratively

2. Consider the ethical implications of one's actions.

3. develop International Mindedness.

4. Become more aware of one's own strengths and step forward for growth.

5. Undertake challenges that develop skills.

Here at SIS, the students are engaged in various activities such as-





Hriday project 2.mp4




Curriculum Overview

For SIS  MYP individuals and societies, schools develop courses in integrated humanities, history, economics, geography, philosophy, sociology/ anthropology, business management, psychology, and world religions. The  SIS MYP promotes inquiry in these subjects by developing conceptual understanding within global contexts. Key concepts such as change, global interactions, time, place and space, and systems broadly frame the MYP curriculum. Related concepts promote deeper learning grounded in specific disciplines. Examples of related concepts in MYP individual and societies include causality, globalization, culture, and sustainability. Students explore Key Concepts  and Related Concepts  through MYP Global Context 

Below given is the curriculum overview-


MYP- 1 2023-24 Individuals and societies overview.docx.pdf


MYP 2 Individuals and socieities overview -23-24..docx .pdf


MYP-3 2023-24 Indivdual and Societies overview.docx.pdf

Assessment Criteria- Exemplars

Assessment tasks for SIS  MYP Individuals and Societies courses often involve tests or examinations, investigations or research that lead to an extended piece of writing, and a variety of other oral, written and multimedia assignments.  Assessment for Individuals and  Societies in all years of the programme is criterion-related, based on four equally weighted assessment criteria:

Teachers clarify the expectations for each summative assessment task with direct reference to these assessment criteria. Task-specific clarifications should clearly explain what students are expected to know and do. They might be in the form of:

 • a task-specific version of the required assessment criteria 

a face-to-face or virtual classroom discussion

 • a detailed task sheet or assignment sheet. 

Assessment Criteria- Individuals and Societies

Achievement levels and Level Descriptors are as follow-


Individuals and Societies Command Terms

Exemplar for Criteria A and D

Term 1 History.docx
Student work.pdf
Student Work.pdf

Exemplar of Criteria B and C

msp 2 II term exam paper 2017-18.docx


Individuals and Societies Guide