CURRICULUM DOCUMENTS - MYP

SCHEDULES

Item

Rule / requirement / specification

Expectation(s)

Collaborative planning description and schedule

Teacher support 3.1: The school allocates dedicated and scheduled and/or timetabled time for teachers’ collaborative planning and reflection. (0203-03-0100)

Coherent curriculum 1.4: The school provides collaborative planning time for teachers to incorporate IB philosophy into the curriculum. (0401-01-0400)

Coherent curriculum 2.1: Teachers collaborate to plan and design units that meet programme requirements and are in accordance with programme documentation. (0401-02-0100)

MYP 1: The school provides opportunities for teachers to use collaborative planning and reflection to develop interdisciplinary understanding. (0401-02-0121)

MYP 2: Teachers use the MYP planning process to collaboratively design, plan, deliver and document student inquiry. (0401-02-0122)

Coherent curriculum 2.2: Teachers plan and reflect collaboratively to consider connections and relationships between different areas, and reinforce shared concepts, content and skills. (0401-02-0200)

Coherent curriculum 2.4: Teachers use collaborative planning and reflection to address the elements of an IB education. (0401-02-0400)

The collaborative planning description and schedule shows scheduled or timetabled time for teachers:

to collaboratively plan and reflect
to incorporate IB philosophy into the curriculum
to plan and design units that meet programme requirements and are in accordance with programme documentation
to consider connections between different areas and reinforce shared concepts, content and skills
to address the elements of an IB education
to develop interdisciplinary understanding
to design, plan, deliver and document student inquiry.

Calendar or schedule of school deadlines (for eAssessment schools only)

Include schedule for student submission of internal assessment and external assessment components

Leadership 3.1: The school implements a schedule that allows for the requirements of the programme(s) to be met. (0201-03-0100)

Student support 3.2: The school demonstrates in its systems, processes and policies attention to the social, emotional, and physical well-being of its students and teachers. (0202-03-0200)

Coherent curriculum 1.5: The school articulates its schedule and curriculum to make it possible for students to make connections across their learning. (0401-01-0500)

The school schedule or calendar indicates a balanced approach to assessment deadlines for:

internal assessments
external assessments.

Sample schedules for each grade/year of the programme and an explanation of the hours of instruction

Include an explanation of how the school provides for at least the minimum number of required student learning hours for each subject group, for example the length of classes and number of classes in the school year

Leadership 3.1: The school implements a schedule that allows for the requirements of the programme(s) to be met. (0201-03-0100)

MYP 1: The school implements a schedule that provides for the minimum required teaching hours for each subject group. (0201-03-0121)

The schedule shows that each of the eight subject groups is taught for at least 50 hours per year, unless subject group flexibility is offered in year 4 and/or year 5.

APPROACHES TO LEARNING

Item

Rule / requirement / specification

Expectation(s)

Approaches to learning chart

Coherent curriculum 1.5: The school articulates its schedule and curriculum to make it possible for students to make connections across their learning (0401-01-0500)

MYP 1: The school develops subject group overviews and an approaches to learning planning chart in accordance with programme documentation. (0401-01-0521)

The Approaches to learning chart shows vertical articulation of ATL related skills and appropriately developed ATL skill categories.

SUBJECT GROUP OVERVIEWS

Item

Rule / requirement / specification

Expectation(s)

Language and literature

Language acquisition

Individuals and societies

Sciences

Mathematics

Design

The arts

Physical and health education

Coherent curriculum 1.5: The school articulates its schedule and curriculum to make it possible for students to make connections across their learning (0401-01-0500)

MYP 1: The school develops subject group overviews and an approaches to learning planning chart in accordance with programme documentation. (0401-01-0521)

The subject group overview:

provides evidence of vertical and horizontal planning
documents the written curriculum in each subject group across all years of the programme
includes a summary of the content
shows that over the years of the programme, the school has:
- included required key concepts
- addressed related concepts
- included MYP global context(s)
- developed ATL skills
- offered students opportunities to meet all MYP subject group objectives in a balanced way
engages students in physical education activities for at least 50% of the total teaching time allocated to this subject.

DOCUMENTATION OF UNIT PLANNING PROCESS

Item

Rule / requirement / specification

Expectation(s)

Language and literature

Language acquisition

Individuals and societies

Sciences

Mathematics

Design

The arts

Physical and health education

Interdisciplinary

Two completed unit planners or equivalent evidence of use of the MYP planning process for each subject group from different year levels and one interdisciplinary unit from each year level

The school provides the following from the “Building Quality Curriculum” submission for each subject group and for interdisciplinary units:

two unit plans
completed self-evaluations

feedback reports.

Coherent curriculum 1.1: The school designs its curriculum in accordance with programme documentation. (0401-01-0100)

Coherent curriculum 1.6: The school demonstrates that the curriculum is influenced by an understanding of students’ prior knowledge, identities, backgrounds, needs and contexts. (0401-01-0600)

Coherent curriculum 2.1: Teachers collaborate to plan and design units that meet programme requirements and are in accordance with programme documentation. (0401-02-0100)

Coherent curriculum 3.5: The school ensures the curriculum is up to date and clearly communicated to the school community. (0401-03-0500)

MYP 1: Teachers follow the MYP review cycles and associated IB communications. (0401-03-0521)

The school has submitted: (a) two unit planners or equivalent evidence of use of the MYP planning process for each subject group from different year levels, and (b) one interdisciplinary unit from each year level. For all of these include the following elements:

key and related concepts
global contexts
statement of inquiry
inquiry questions
subject group objectives
summative assessment
approaches to learning
content (selected or required)
description of the learning process
learning experiences and teaching strategies
formative assessment
differentiation
reflection:

prior to teaching the unit
during teaching
after teaching the unit.

The school provides the following from the “Building Quality Curriculum” submission:

two unit plans
completed self-evaluations

feedback reports.

ASSESSMENT DOCUMENTATION

Item

Rule / requirement / specification

Expectation(s)

Language and literature

Language acquisition

Individuals and societies

Sciences

Mathematics

Design

The arts

Physical and health education

Interdisciplinary

One sample of assessed student work, MYP criteria, including task-specific clarifications (if applicable), teacher marks and feedback per subject group. Samples must represent all year levels taught in the programme. Samples of interdisciplinary student work representing two different year levels

Reports from eAssessments including internal assessment feedback from the “ePortfolio and candidate results”

Approaches to assessment 2.1: Teachers use a variety of assessment methods that are connected to stated learning objectives and outcomes. (0404-02-0100)

MYP 1: Teachers plan and design the assessment of student learning based on the criteria and procedures in accordance with programme documentation. (0404-02-0121)

For each subject in which the school participates in eAssessment, the following has been provided: reports from eAssessments including internal assessment feedback from the “ePortfolio and candidate results” summary page.

For subject groups where the school does not participate in eAssessment, a sample of assessed student work, MYP criteria, including task-specific clarifications, teacher marks and feedback show assessment that is consistent with the prescribed MYP objectives and criteria.

PROJECT AND SERVICE

Item

Rule / requirement / specification

Expectation(s)

Personal and/or community project description or handbook

Leadership 3.1: The school implements a schedule that allows for the requirements of the programme(s) to be met. (0201-03-0100)

Lifelong learners 6.2: Students take opportunities to ask questions and pursue personal inquiries and actions. (0402-06-0200)

MYP 1: The school provides opportunities for students to take ownership of their learning through the personal project and community project. (0402-06-0221)

Approaches to assessment 4.1: The school provides students with opportunities to consolidate their learning through a variety of assessments. (0404-04-0100)

MYP 1: All students in MYP year 5 complete the personal project, and all students finishing the programme in year 3 or 4 complete the community project. (0404-04-0121)

The description or handbook includes:

the structure in place to ensure coordination of the project
how supervisors are allocated to students
a description of how students and supervisors are briefed
the timeline for completion of the project
an explanation of how the school ensures all that all students in year 5 complete the personal project and all students finishing the programme in year 3 or 4 complete the community project.

Student reflections on service as action

Provide one sample from each year of the programme taught in the school or the partnership

Lifelong learners 5.1: The school provides opportunities for students to directly apply their learning by taking action. (0402-05-0100)

Lifelong learners 5.2: Students demonstrate a commitment to service with and for the community throughout their learning, in accordance with programme documentation. (0402-05-0200)

MYP 1: Students take opportunities to develop, act and reflect on MYP learning outcomes for service in each year of the programme. (0402-05-0221)

Student samples illustrate:

how all learning outcomes are met
student engagement in the experience across each year of the programme taught in the school or partnership
how students are involved with planning, organizing and implementing service activities.

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