Guide for theNew MYP Unit Planner

“Key concepts are broad, organizingpowerful ideas that have relevancewithin the subject group but alsotranscend it, having relevance inother subject groups.”

Key concepts

• Valid across time; broad, and often abstract• Represented by one or two words• Used in all subject groups in order to developbreadth of understanding and promotedisciplinary and interdisciplinary learning

• Sixteen prescribed key concepts, eachcontributed by one or more subject groups

• Schools can develop additional key concepts tomeet local circumstances and requirements

Key Concepts

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Key Concepts should be…

Abstract: Concepts stimulate higher level thinking by causingstudents to rise above the fact base to gain understanding.

Timeless: Concepts remain constant even though the fact basethat supports the concepts may change over time.

Universal: Concepts can be applied across the fields ofknowledge.

Represented by one or two words, or a short phrase

Examples share common attributes – can be used in all subjectareas.

Key concepts

Related concepts:

• are discipline-specific• Still broad

• provide focusand depth tosubject specificcontent

• Based in the disciplines, providing depth for inquiry• Engages higher order thinking skills that students need to

be critical and creative• Vehicle for students rigorously to explore the essence of

subject groups and disciplines• Twelve prescribed related concepts for each discipline such

as BIOLOGY within the sciences subject group• Teachers can develop other related concepts to meet local

circumstances and curriculum requirements

Related concepts

Subject group Sample related concepts

Language and literature Voice, bias

Language acquisition Community, identityAudience, perspective

Individuals and societies Power, adaptation, resistance

Sciences Balance, interaction

Mathematics Equivalence, representation

Arts Discovery, ensemble

Physical and health education Adaptation, environment

Design Evaluation, sustainability

DRAFT

DRAFT

DRAFT

DRAFT

DRAFT

DRAFT

DRAFT

DRAFT

The statement of inquiry is afurther refinement of whatwas previously known as thesignificant concept andcreates a platform fordeepening the students’understanding of the topic.

The statement of inquiryfocuses the purpose/goal ofthe unit.

Key concepts

Related concepts

Statement of inquiry*

Key and related concepts in context

STATEMENTOF INQUIRY

Identify a context for the unit.

The CONTEXT must be a natural fit forthe key and related concepts…

Global contexts

Formerly Areas of Interaction

Key concepts

Related concepts

Statement of inquiryFormerly concept statement*

Global contextsGlobal contexts

Why is this inquiry significant,relevant and meaningful? Why is this worthy of my effort andunderstanding?

Why am I learning this? Why should this matter to me andto the communities to which I belong?

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Global contexts

Global contexts further develop global learningfrom PYP transdisciplinary themes

MYP global contexts

identities and relationships

orientation of space and time

personal and cultural expression

scientific and technical innovation

globalization and sustainability

fairness and development

Who am I? Who are we?

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

Identities and relationships

What is the meaning of “when” and “where”?

Students will explore personal histories; homes andjourneys; turning points in humankind; discoveries;explorations and migrations of humankind; therelationships between, and the interconnectednessof, individuals and civilizations, from personal, localand global perspectives.

Orientation in space and time

What is the nature and purpose of creativeexpression?

Students will explore the ways in which we discoverand express ideas, feelings, nature, culture, beliefsand values; the ways in which we reflect on, extendand enjoy our creativity; our appreciation of theaesthetic.

Personal and cultural expression

How do we understand the worlds in which we live?

Students will explore the natural world and its laws;the interaction between people and the naturalworld; how humans use their understanding ofscientific principles; the impact of scientific andtechnological advances on communities andenvironments; the impact of environments on humanactivity; how humans adapt environments to theirneeds.

Scientific and technical innovation

How is everything connected?

Students will explore the interconnectedness ofhuman-made systems and communities; therelationship between local and global processes;how local experiences mediate the global; reflect onthe opportunities and tensions provided by worldinterconnectedness; the impact of decision-makingon humankind and the environment.

Globalization and sustainability

What are the consequences of our commonhumanity? Students will explore rights and responsibilities; the

relationship between communities; sharing finite resourceswith other people and with other living things; access to equalopportunities; peace and conflict resolution.

Fairness and development

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Global contexts in review:

• Link teaching and learning with the IB learner profile:“our common humanity and shared guardianship ofthe planet”

• Create opportunities for dynamic cycles ofinquiry/action/reflection that lead toward interculturalunderstanding and global engagement

• Support the developmental needs of adolescents(expanding physical/mental/social/communityhorizons)

• Provide multiple entry points for all subject groups

Transitioning from Areas of Interactionto Global Context

Areas of Interaction

EnvironmentsHealth & Social EducationHuman Ingenuity

Global Contexts

*Identities and relationships*Orientation in space and time*Personal and cultural expression*Scientific and technical innovation*Globalization and sustainability*Fairness and development

Community & Service

Approaches to Learning

Service - Action

Approaching to Learning(throughout all three programs)

IB ATL skill categories MYP skill clusters

Communication I Communication

Social II Collaboration

Self Management

III Organization

IV Affective

V Reflection

ResearchVI Information Literacy

VII Media Literacy

Thinking

VIII Critical Thinking

IX Creativity and Innovation

X Transfer

Approaches to Learning Skills

Increased importance of the ATL Skills

reflect purposefully on their learning (metacognition) understand the diversity of human learning needs evaluate and provide evidence of their learning meet MYP subject group aims and objectives share responsibility for creating productive, cooperative andsafe learning environments develop the confidence to try new strategies and explorenew concepts and contexts for learning prepare for further study and responsible participation inlocal and global communities

Planning for Inquiry

The inquiry questions in the unit question box are how we encourage looking at this topicthrough multiple perspectives in order to lead students through the metacognitive processfrom academic knowledge to thoughtful action. This helps to develop positive attitudes and asense of personal and social responsibility. It is helpful to have anywhere from three to fiveinquiry questions that will guide students through the unit. Use your related concepts to helpguide you in this process.

Inquiry questions

Key concepts

Related concepts

Statement of inquiry

Globalcontexts

Inquiry Questions

Planning for inquiry

• The statement of inquiry focuses the purpose/goal ofthe unit.

• Inquiry questions provide structure inquiry into factual,conceptual and procedural knowledge that leads tohigher-order thinking.

• Inquiry questions can be developed by teachers andstudents (FACTUAL CONCEPTUAL DEBATABLE).

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Statement of Inquiry (purpose of the unit)

MYP Inquiry Questions:

1.Line of inquiry (Factual) question

2.Line of inquiry (Conceptual) question

3.Line of inquiry (Debatable) question

Statement of inquiry:  Effective and purposeful communication with ouraudience enhances our ability to competently engage in the millennium.

MYP  inquiry  ques-onsLine of Inquiry: Students will investigate how to make their communicationwith their audience purposeful.(Conceptual) How do I use language to communicate?

Line of Inquiry: Students will analyze how they engage with their audiencein order to open future possibilities.(Factual) What do I have to consider in order to make the most of myfuture?

Line of Inquiry: Students will evaluate their academic choices with respect to21st century opportunities.(Debatable) How do the choices I make now affect my tomorrow?

The “Old” and the “New”

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Area  ofinterac-on

focus

Significantconcept(s)

MYP  unit  ques-on

The MYP Unit Planner [2014] –available December 2013