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KFS MYP ATL Skills Scope and Sequence
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.
Korea Foreign School Mission Statement
Korea Foreign School enables students to achieve academic excellence while being encouraged to be global leaders who promote global peace through equity, innovation, diversity, integrity, community, care for the environment and self-respect.
IB Standards and Practices
Section B: OrganizationB1.6 - The school has systems in place for the continuity and ongoing development of the programme(s). a. The school’s organizational structures support the implementation of all subject groups offered by the school, approaches to learning, service and the personal project (or community project for programmes that end in MYP year 3 or 4).Section C: CurriculumC2.1 - The written curriculum is comprehensive and aligns with the requirements of the programme(s). b. The written curriculum includes an approaches to learning planning chart for all years of the programme. f. There is a system for the regular review of individual unit plans and of the planning of approaches to learning skills.C2.4 - The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time.C3.5 - Teaching and learning supports students to become actively responsible for their own learning.
Rationale
This document serves as the KFS MYP ATL Scope and Sequence. The purpose of this scope and sequence is to create clarity and transparency about the school’s expectations and practices related to the progression of the IB's Approaches to Learning skills from grade 6 to 10 (MYP year 1 to 5) in our school. It is organized around the five ATL skill categories and their clusters and is adapted from RBK International Academy’s ATL Scope and Sequence as well as the General Capabilities documents from the Australian Curriculum, Assessment and Reporting Authority (ACARA).
Approaches to Learning Skills Overall Expectations for Grade LevelsThe chart below outlines the Approaches to Learning skill categories and clusters for the IB's Middle Years Programme. KFS teachers plan and explicitly teach these skills using the overall grade-level expecations found within this scope and sequence. On report cards, students receive indicators regarding how they are doing with the ATL skill clusters they have recently applied in units of inquiry (Below Expectations, Approaching Expectations, Meets Expectations, Exceeds Expectations).
The chart below outlines KFS' expectations for how the ten ATL skill clusters are to be developed. In separate tabs, each skill category is broken down by cluster so as to provide insight for teachers, students, and parents as well as a common understanding of what ATL skill clusters and categories look like in each grade level. Please note that what is outlined in this document is not considered to be an exhaustive list of explicit skills covered; instead, KFS uses this ATL scope and sequence as a guide to understanding what students should know, understand, and be able to do for those skills by the end of each year of the programme.
ATL Skill Categories
MYP ATL Skill ClustersAchievement
Indicators Novice Learner Practicioner Expert
Grade 6(MYP Year 1)
Grade 7(MYP Year 2)
Grade 8(MYP Year 3)
Grade 9(MYP Year 4)
Grade 10(MYP Year 5)
Communication I. Communication Skills Novice Learner Practicioner Practicioner Expert
Social II. Collaboration Skills Novice Learner Practicioner Practicioner Expert
Self-ManagementIII. Organization Skills Novice Learner Learner Practicioner ExpertIV. Affective Skills Novice Learner Practicioner Practicioner ExpertV. Reflection Skills Novice Learner Learner Practicioner Expert
Research VI. Information Literacy Skills Learner Learner Practicioner Practicioner ExpertVII. Media Literacy Skills Novice Learner Practicioner Practicioner Expert
ThinkingVIII. Critical Thinking Skills Novice Novice Learner Practicioner Expert
Thinking IX. Creative Thinking Skills Novice Learner Learner Practicioner ExpertX. Transfer Skills Novice Learner Learner Practicioner Expert
Supporting Documentation
ATL Skills Planning Chart for KFS MYPKFS Academic Honesty Policy
References
This document was adapted with permission from RBK International Academy’s ATL scope and sequence; changes were made to meet KFS' context. The Australian Curriculum General Capabilities scope and sequence documents from the Australian Curriculum, Assessment and Reporting Authority (ACARA) were used as the document's foundation.
© Australian Curriculum, Assessment and Reporting Authority (ACARA) 2010 to present. This material was downloaded from the Australian Curriculum website (www.australiancurriculum.edu.au) accessed February 2018 and was modified. The material is licensed under CC BY 4.0 (https://creativecommons.org/licenses/by/4.0). Version updates are tracked on the ‘Curriculum version history’ page (www.australiancurriculum.edu.au/Home/CurriculumHistory) of the Australian Curriculum website.
References to all resources used during the creation of the KFS ATL Scope and Sequence are outlined below:
Approaches to Learning Skills: Grade Level Expectations for Osaka International School Middle and High Schools. Osaka International School, http://yayoi.senri.ed.jp/ois/community/MYP_ATL%20-_ExpectationsParentVersion.pdf.
Critical and Creative Thinking Learning Continuum. Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010, http://docs.acara.edu.au/resources/General_capabilities_-CCT_-_learning_continuum.pdf.
Information and Communication Technology Capability Learning Continuum. Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010, http://docs.acara.edu.au/resources/General_capabilities_-_ICT_-_learning_continuum.pdf.
MYP: From Principles into Practice, for use from September 2014/January 2015. International Baccalaureate Organization, 2017, https://resources.ibo.org//data/m_0_mypxx_guu_1405_4_e.pdf.
Personal and Social Capability Learning Continuum. Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010, http://docs.acara.edu.au/resources/General_capabilities_-PSC_-_learning_continuum.pdf.
Programme Standards and Practices, for use from 1 January 2014. International Baccalaureate Organization, 2016, http://www.ibo.org/globalassets/publications/become-an-ib-school/programme-standards-and-practices-en.pdf.
RBK ATL Scope and Sequence. RBK International Academy, 2014, https://docs.google.com/spreadsheets/d/1eBeveV5ck37Eq5qcwPsjE3UVolt8l8JdQ8p657mlPKU/edit#gid=976742399.
Review Cycle
Initiator: MYP CoordinatorIndividuals Involved: Pedagogical Leadership Team, MYP Teachers
Date reviewed: Exact Date TBD
Requests for review: After initially using the scope and sequence to plan for ATL teaching, MYP teachers will revisit this document and their units of inquiry to make any needed changes + in light of PYP changing from transdisciplinary skills to ATL skills, the PYPC and MYPC will also review this scope and sequence to look into expanding it to the entire school (tenative revision date September 2018).
Reviewers: MYP Teachers, MYP Coordinator & PYP Coordinator
Date Ratified: March 2018 To be reviewed: September 2018
Date reviewed:
Requests for review: Reviewers:
CommunicationTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
Communication Skills (MYP Skill Cluster)Communicate Effectively
identify and explain factors that influence effective communication in a variety of situations; begin to practice paraphrase accurately
identify and explain factors that influence effective communication in a variety of situations; paraphrase accurately
analyse enablers of and barriers to effective verbal, nonverbal and digital communication; paraphrase accurately and concisely most of the time
formulate plans for effective communication (verbal, nonverbal, digital) to complete complex tasks; paraphrase accurately and concisely almost all of the time
formulate plans for effective communication (verbal, nonverbal, digital) to complete complex tasks; paraphrase accurately and concisely almost all of the time
Express Emotions Appropriatelyexplain the influence of emotions on behaviour, learning and relationships
apply different strategies to manage emotions and explain the influence of emotions on behaviour, learning and relationships
forecast the consequences of expressing emotions inappropriately and devise measures to regulate behaviour
consider, control and justify their emotional responses, in expressing their opinions, beliefs, values, questions and choices
consider, control and justify their emotional responses, in expressing their opinions, beliefs, values, questions and choices
Navigate, Read and View Learning Area Textsnavigate, read and view subject-specific texts with some challenging features and a range of graphic representations
navigate, read and view subject-specific texts with various challenging features and a range of graphic representations
navigate, read and view a variety of challenging subject-specific texts with a wide range of graphic representations
navigate, read and view a wide range of more demanding subject-specific texts with an extensive range of graphic representations
navigate, read and view a wide range of more demanding subject-specific texts with an extensive range of graphic representations
Listen and Respond to Learning Area Texts
CommunicationTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
listen to detailed spoken instructions for undertaking learning tasks, listen to spoken and audio texts, including audio-visual texts, and respond to and interpret information and opinions presented
listen to detailed spoken instructions for undertaking learning tasks, listen to spoken and audio texts, including audio-visual texts, and respond to and interpret information and opinions presented using sound reasoning when sharing one's opinion
listen to extended spoken and audio texts, including audio-visual texts, respond to and interpret stated and implied meanings, and evaluate information and ideas
listen to a range of extended spoken and audio texts, including audio-visual texts, and respond to, interpret and evaluate ideas, information and opinions
listen to a range of extended spoken and audio texts, including audio-visual texts, and respond to, interpret and evaluate ideas, information and opinions
Interpret and Analyze Learning Area Textsinterpret and analyse information and ideas, comparing texts on similar topics or themes using comprehension strategies
interpret and analyse information and ideas, comparing texts and perspectives on similar topics or themes using comprehension strategies
interpret and evaluate information, identify main ideas and supporting evidence, and analyse different perspectives using comprehension strategies
interpret, evaluate and synthesise information within and between texts, comparing and contrasting information using comprehension strategies
interpret, evaluate and synthesise information within and between texts, comparing and contrasting information using comprehension strategies
Compose Spoken, Written, Visual and Multimodal Learning Area Texts
compose and edit a range of learning area texts
compose and edit a range of learning area texts using different presentation strategies
compose and edit sustained learning area texts
compose and edit complex learning area texts
compose and edit complex learning area texts
Deliver Presentations
CommunicationTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
plan, research, rehearse and deliver presentations on learning area topics, selecting appropriate content and visual and multimodal elements to suit different audiences
plan, research, rehearse and deliver presentations on learning area topics, selecting varied and appropriate content and visual and multimodal elements to suit different audiences
plan, research, rehearse and deliver presentations on learning area topics, sequencing selected content and multimodal elements for accuracy and their impact on the audience
plan, research, rehearse and deliver presentations on more complex issues and learning area topics, combining visual and multimodal elements creatively to present ideas and information and support opinions and engage and persuade an audience
plan, research, rehearse and deliver presentations on more complex issues and learning area topics, combining visual and multimodal elements creatively to present ideas and information and support opinions and engage and persuade an audience
Use Language to Interact with Othersuse pair, group, class discussions and brainstorming as a learning tool to explore ideas and topics for creating texts
use pair, group and class discussions and informal debates as learning tools to explore ideas and relationships, test possibilities, compare solutions and to prepare for creating texts
use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, test possibilities, compare solutions, rehearse ideas and arguments in preparation for creating texts
use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
use pair, group and class discussions and formal and informal debates as learning tools to explore ideas, compare solutions, evaluate information and ideas, refine opinions and arguments in preparation for creating texts
Use Knowledge of Words and Word Groupsexpand and sharpen ideas through careful choice of verbs and phrases and elaborated tenses
expand and sharpen ideas through careful choice of verbs and phrases and elaborated tenses using appropriate grammar conventions and basic tenses
control a range of simple, compound and complex sentence structures to record, explain, question, argue, describe and link ideas, evidence and conclusions
develop higher order concepts in academic texts through language features that compact and generalise ideas
develop high order concepts in academic texts through a wide range of language features that compact, generalise and synthesise ideas
CommunicationTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
Understand Learning Area Vocabularyuse vocabulary, including subject-specific vocabulary from a range of learning areas and vocabulary that expresses shades of meaning
use vocabulary, including subject-specific and technical vocabulary from a range of learning areas and vocabulary that expresses shades of meaning
use a wide range of new specialist and topic vocabulary to contribute to the specificity, authority and abstraction of texts
use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to discriminate between shades of meaning
use subject-specific vocabulary to express abstract concepts, and refine vocabulary choices to discriminate between shades of meaning
Use Spelling Knowledgespell topic words and use word origins, base words, prefixes and suffixes when spelling new words
spell specialist topic words and use knowledge of word origins, base words, prefixes and suffixes and unusual letter combinations to spell correctly
spell specialist topic words and use knowledge of word origins, base words, prefixes and suffixes and unusual letter combinations to spell correctly
use knowledge of a wide range of English spelling conventions to spell unusual and technical words correctly and to deduce the meanings of unfamiliar words and spell unknown words
use knowledge of a wide range of English spelling conventions to spell unusual and technical words correctly and to deduce the meanings of unfamiliar words and spell unknown words
Collaborate, Share and Exchangegive and receive general feedback with peers; select and use appropriate ICT tools safely to share and exchange information and to safely collaborate with others
give and receive specific feedback with peers; select and use appropriate ICT tools safely to lead groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate audiences
give and receive feedback based on criteria with peers; select and use appropriate ICT tools safely to lead groups in sharing and exchanging information, and taking part in online projects or active collaborations with appropriate global audiences
give and receive specific feedback with peers, using feedback to revise work; select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
give and receive specific feedback with peers, criticially thinking and using feedback to revise work; select and use a range of ICT tools efficiently and safely to share and exchange information, and to collaboratively and purposefully construct knowledge
CommunicationTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
Understand Computer Mediated Communicationsunderstand that particular forms of computer mediated communications and tools are suited to synchronous or asynchronous and one-to-one or group communications
understand that there are methods of collaboration through computer mediated communications that vary in form and control
understand that there are various methods of collaboration through computer mediated communications that vary in form and control
understand that computer mediated communications have advantages and disadvantages in supporting active participation in a community of practice and the management of collaboration on digital materials
understand that computer mediated communications have advantages and disadvantages in supporting active participation in a community of practice and the management of collaboration on digital materials
Understand How Visual Elements Create Meaningexplain how text features and analytical images such as figures, diagrams, tables, maps and graphs contribute to understanding of factual information in texts
explain how analytical images such as figures, diagrams, tables, maps and graphs contribute to understanding of factual information in texts and use such analytical images when communicating in writing
analyse the effects of different visual elements upon the reader/viewer, and how visual texts such as advertisements and informative texts draw on and allude to other texts to enhance meaning and use such analytical images when communicating in writing
evaluate the impact of different visual choices in the composition of images, including symbolic images and movement of camera or light, to achieve different nuances and use such analytical images when communicating in writing
evaluate the impact of different visual choices in the composition of images, including symbolic images and movement of camera or light, to achieve different nuances and use such analytical images when communicating in writing
SocialTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
Social AwarenessUnderstand Relationships
identify the differences between positive and negative relationships and ways of managing these
describe the differences between positive and negative relationships and ways of managing these
analyze the differences between positive and negative relationships and ways of managing these
explain how relationships differ between peers, parents, teachers and other adults, and identify the skills needed to manage relationships
explain how relationships differ between peers, parents, teachers and other adults, and identify the skills needed to manage different types of relationships
Appreciate Diverse Perspectivesexplain how means of communication differ within and between communities and identify the role these play in helping or hindering understanding of others
analyze how means of communication differ within and between communities and explain the role these play in helping or hindering understanding of others
acknowledge the values, opinions and attitudes of different groups within society and compare to their own points of view
articulate their personal value system and analyse the effects of actions that limit the expression of diverse views
articulate their personal value system and analyse the effects of actions that repress social power and limit the expression of diverse views
Contributions to Societyidentify a community need or problem and consider ways to take action to address it
identify a community need or problem and consider multiple ways to take action to address it that take into account other society members' situations and viewpoints
analyse personal roles and responsibilities in planning and implementing ways of contributing to their communities
analyse personal and social roles and responsibilities in planning and implementing ways of contributing to their communities
act on own knowledge and analysis of personal and social roles and responsibilities in planning and implementing ways of contributing to their communities
SocialTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
Social ManagementNegotiate and Resolve Conflict
identify causes and effects of conflict, and practise different strategies to diffuse or resolve conflict situations
identify causes and effects of conflict in a range of situations, and practice different strategies to diffuse or resolve conflict situations
assess the appropriateness of various conflict resolution strategies in a range of social situations
generate, apply and evaluate strategies such as active listening and negotiation to prevent and resolve interpersonal problems and conflicts
generate, apply and evaluate strategies such as active listening, mediation and negotiation to prevent and resolve interpersonal problems and conflicts
Develop Leadership Skillsinitiate or help to organize group activities that address a common need
initiate or help to organize group activities in school and local community that address a common need
plan school, community and service projects, applying effective problem-solving and team-building strategies, and making the most of available resources to achieve goals
propose, implement and monitor strategies to address needs prioritised at regional and global levels, and communicate these widely
propose, implement and monitor strategies to address needs prioritised at local, national, regional and global levels, and communicate these widely
Collaboration Skills (MYP Skill Cluster)Work Collaboratively
SocialTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
contribute to groups and teams, suggesting improvements in methods used for group investigations and projects
contribute to groups and teams by analyzing roles and suggesting improvements in methods used for group investigations and projects
assess the extent to which individual roles and responsibilities enhance group cohesion and the achievement of personal and group objectives
critique their ability to devise and enact strategies for working in diverse teams, drawing on the skills and contributions of team members to complete complex tasks
critique their ability to devise and enact strategies for working in diverse teams, using their critique to make changes and drawing on the skills and contributions of team members to complete complex tasks
Make Decisionsidentify factors that influence decision making and consider the usefulness of these in making their own decisions
identify factors that influence individual and group decision making and consider the usefulness of these in making their own decisions
assess individual and group decision-making processes in challenging situations
develop and apply criteria to evaluate the outcomes of individual and group decisions
develop and apply criteria to evaluate the outcomes of individual and group decisions and analyse the consequences of their decision making
Self ManagementTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
Organizational Skills (MYP Skill Cluster)Work Independently and Show Initiative
consider, select and adopt some strategies for working independently and taking initiative to be able to work independently and stay on task; create plans for completing summative assessments
consider, select and adopt a range of strategies for working independently and taking initiative to be able to work independently and stay on task; create plans and follow through with completing summative assessments
critique their effectiveness in working independently by identifying enablers and barriers to achieving goals; create plans and follow through with completing summative assessments
establish personal priorities and manage resources effectively to achieve personal goals and learning outcomes; create plans and follow through with completing summative assessments
establish personal priorities, manage resources effectively and demonstrate initiative to achieve personal goals and learning outcomes; create plans and follow through with completing summative assessments
Develop Self-Discipline and Set Goalsanalyse factors that influence self-discipline and one's ability to self-regulate; apply strategies to monitor own behaviour and set realistic learning goals to meet short and long-term assignment deadlines; come to class prepared and use a planner/homework tracking strategy to keep track of assignments
analyse factors that influence ability to self-regulate; devise and apply strategies to monitor own behaviour and set realistic learning goals to meet short and long-term assignment deadlines; come to class prepared and use a planner/homework tracking strategy to keep track of assignments
select, use and analyse strategies that assist in regulating behaviour and achieving personal and learning goals to meet short and long-term assignment deadlines; come to class prepared and use a planner/homework tracking strategy to keep track of assignments
critically analyse self-discipline strategies and personal goals to meet short and long-term assignment deadlines; come to class prepared and use a planner/homework tracking strategy to keep track of assignments
critically analyse self-discipline strategies and personal goals and consider their application in social and work-related contexts to meet short and long-term assignment deadlines; come to class prepared and use a planner/homework tracking strategy to keep track of assignments
Apply Digital Information Security Practices
Self ManagementTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
independently apply strategies for determining and protecting the security of digital information and assess the risks associated with online environments
independently apply and devise strategies for determining and protecting the security of digital information and assess the risks associated with online environments
independently apply strategies for determining the appropriate type of digital information suited to the location of storage and adequate security for online environments
use a range of strategies for securing and protecting information, assess the risks associated with online environments and establish appropriate security strategies
use a wide range of strategies for securing and protecting information, assess the risks associated with online environments and establish appropriate security strategies and codes of conduct
Apply Personal Security Protocolsidentify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments
identify the risks to identity, privacy and emotional safety for themselves when using ICT and apply generally accepted social protocols when sharing information in online environments, taking into account different social and cultural contexts
identify and value the rights to identity, privacy and emotional safety for themselves and others when using ICT and apply generally accepted social protocols when using ICT to collaborate with local and global communities
independently apply strategies to protect rights, identity, privacy and emotional safety of others when using ICT, and discriminate between protocols suitable for different communication tools when collaborating with local and global communities
independently apply appropriate strategies to protect rights, identity, privacy and emotional safety of others when using ICT, and discriminate between protocols suitable for different communication tools when collaborating with local and global communities
Affective Skills (MYP Skill Cluster)Understand Themselves as Learners
Self ManagementTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
recognize and describe factors and strategies that enhance their learning; practice focus and concentration strategies to overcome distractions
identify preferred learning styles, recognizing and describing factors and strategies that enhance their learning; regularly apply focus and concentration strategies to overcome distractions
identify and choose a range of learning strategies appropriate to specific tasks and describe work practices that assist their learning; use focus and concentration strategies to overcome distractions
evaluate the effectiveness of commonly used learning strategies and work practices; utilize focus and concentration strategies to overcome distractions, being aware of body-mind connections
evaluate the effectiveness of commonly used learning strategies and work practices and refine these as required; utilize focus and concentration strategies to overcome distractions, being aware of body-mind connections
Recognize Personal Qualities and Achievementsdescribe personal strengths and challenges and identify skills they wish to develop and enhance
describe the influence that personal qualities and strengths have on their learning outcomes
make a realistic assessment of their abilities and achievements, and prioritise areas for improvement
assess their strengths and challenges and devise personally appropriate strategies to achieve future success
assess their strengths and challenges and devise several options for personally appropriate strategies to achieve future success
Recognize Emotions
Self ManagementTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
explain how the appropriateness of emotional responses influences behaviour; practice methods of overcoming impulses, preventing bullying, and reducing stress and anxiety
analyze and explain how the appropriateness of emotional responses influences behaviour; usually apply methods of overcoming impulses, preventing bullying, and reducing stress and anxiety
examine influences on and consequences of their emotional responses in learning, social and work-related contexts; regularly apply methods of overcoming impulses, preventing bullying, and reducing stress and anxiety
reflect critically on their emotional responses to challenging situations in a range of learning, social and work-related contexts; consistently apply and model methods of overcoming impulses, preventing bullying, and reducing stress and anxiety
reflect critically on their emotional responses to challenging situations in a wide range of learning, social and work-related contexts; consistently apply and model methods of overcoming impulses, preventing bullying, and reducing stress and anxiety
Exhibit Confidence, Resilience and Adaptabilitydevise strategies and formulate plans to assist in the completion of challenging tasks and the maintenance of personal safety; practice dealing with being disappointed and learning how to "bounce back"
devise strategies and formulate plans to assist in the completion of challenging tasks and the maintenance of personal safety, revising strategies and plans if they prove to be ineffective; apply strategies for dealing with being disappointed and learning how to "bounce back"
assess, adapt and modify personal and safety strategies and plans, and revisit tasks with renewed confidence; regularly use personally effective methods for dealing with being disappointed and learning how to "bounce back"
evaluate and rethink approaches to tasks to take account of unexpected or difficult situations and safety considerations; regularly use personally effective methods for dealing with being disappointed and learning how to "bounce back"
evaluate, rethink and refine approaches to tasks to take account of unexpected or difficult situations and safety considerations; be a role model for how to use personally effective methods for dealing with being disappointed and learning how to "bounce back"
Reflection Skills (MYP Skill Cluster)Reflect on Processes
Self ManagementTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
identify and justify the thinking behind choices they have made; consider development of ATL skills and learning strategies
identify and justify the thinking behind choices they have made and make connections to already learnt information; consider development of ATL skills and learning strategies as well as brainstorm ways to continue to improve in them
evaluate and justify the reasons behind choosing a particular problem-solving strategy; evaluate one's development of ATL skills and learning strategies
balance rational and irrational components of a complex or ambiguous problem to evaluate evidence; evaluate one's development of ATL skills and learning strategies, adjusting strategies and practice of skills as needed
balance rational and irrational components of a complex or ambiguous problem to evaluate evidence and make changes as needed; evaluate one's development of ATL skills and learning strategies, adjusting strategies and practice of skills as needed
Develop Reflective Practicesmonitor their progress, seeking and responding to feedback from teachers to assist them in consolidating strengths, addressing weaknesses and fulfilling their potential
monitor and predict their progress, seeking and responding to feedback from teachers to assist them in consolidating strengths, addressing weaknesses and fulfilling their potential
predict the outcomes of personal and academic challenges by drawing on previous problem solving and decision making strategies and feedback from peers and teachers
reflect on feedback from peers, teachers and other adults, to analyse personal characteristics that contribute to or limit their personal and social capability
reflect on feedback from peers, teachers and other adults, to analyse personal characteristics and skill sets that contribute to or limit their personal and social capability
ResearchTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
Information Literacy (MYP Skill Cluster)Recognize Intellectual Property
identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions (i.e. bibilography, references, and works cited pages)
identify the legal obligations regarding the ownership and use of digital products and apply some referencing conventions (i.e. paraphrasing within the text and bibliography, references, and works cited pages)
apply practices that comply with legal obligations regarding the ownership and use of digital products and apply required referencing conventions (i.e. in-text citations and paraphrasing within the text, plus bibliography, references, and works cited pages)
identify and describe ethical dilemmas and consciously apply practices that protect intellectual property (i.e. application of all required referencing conventions, such as in-text citations and paraphrasing within the text, plus bibliography, references, and works cited pages)
identify and describe ethical dilemmas and consciously apply practices that protect intellectual property (i.e. application of all required referencing conventions, such as in-text citations and paraphrasing within the text, plus bibliography, references, and works cited pages)
Define and Plan Information Searchesuse a range of ICT to identify and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information
use a range of ICT to synthesize information and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information
use a range of ICT to analyse information in terms of implicit patterns and structures as a basis to plan an information search or generation
select and use a range of ICT databases and search engines independently and analyse information to frame questions and plan search strategies or data generation
select and use a range of ICT databases and search engines independently and collaboratively, analyse information to frame questions and plan search strategies or data generation
Locate, Generate and Access Data and Information
locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways
locate, retrieve or generate information using search functions within databases and search engines that classifies information in meaningful ways
locate, retrieve or generate information using search facilities and organize the information and evidence collected in meaningful ways
use advanced search tools and techniques to locate or generate precise data and information that supports the development of new understandings
use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings
Select and Evaluate Data and Informationassess the suitability of data or information using a range of appropriate given criteria
assess the suitability of data or information using a range of appropriate criteria generated on own
assess the suitability of data or information using appropriate criteria generated on own
develop and use criteria to evaluate the quality, suitability and credibility of located data or information and sources
develop and use criteria systematically to evaluate the quality, suitability and credibility of located data or information and sources
Media Literacy (MYP Skill Cluster)Interpret Data Displays
collect, compare, describe and interpret data as 2-way tables, double column graphs and sector graphs, including from digital media and begin to assess the effectiveness of different data displays of the same information; apply knowledge of media when interacting on social media and during certain viewing experiences
collect compare and describe, interpret and display data as tables, diagrams, picture graphs and column graphs, assessing the effectiveness of different data displays of the same information; apply knowledge of media when interacting on social media and when choosing appropriateness of certain viewing experiences
compare, interpret and assess the effectiveness of different data displays of the same information; use knowledge of media to make informed choices about use of social media and viewing experiences
evaluate media statistics and trends by linking claims to data displays, statistics and representative data; use knowledge of media to make informed choices about use of social media and viewing experiences
evaluate media statistics and trends by linking claims to data displays, statistics and representative data; use knowledge of media to make informed choices about use of social media and viewing experiences
Interpret Maps and Diagramsidentify and describe routes and locations, using grid reference systems and directional language such as north or north east; interpret information, locate positions and describe routes on maps and diagrams using simple scales, legends
identify and analyze routes and locations, using grid reference systems and directional language such as north or north east; interpret 2D and 3D maps, models and diagrams
create and interpret 2D and 3D maps, models and diagrams
create and interpret maps, models and diagrams using mapping tools
create and interpret maps, models and diagrams using a range of mapping tools
ThinkingTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
Critical Thinking (MYP Skill Cluster)Pose Questions
pose questions to clarify the inquiry and interpret information and probe for causes and consequences
pose questions to clarify and interpret information and probe for causes and consequences, beginning to investigate complex issues
pose questions to probe assumptions and investigate complex issues
pose questions to analyse complex issues and abstract ideas
pose questions to critically analyse complex issues and abstract ideas
Organize and Process Informationanalyse, condense and combine relevant information from multiple sources
analyse, condense and combine relevant information from multiple sources with different perspectives
critically analyse information and evidence according to criteria such as validity and relevance
pose questions to analyse complex issues and abstract ideas
pose questions to critically analyse complex issues and abstract ideas
Identify and Clarify Information and Ideasidentify and clarify relevant information and prioritize ideas
clarify relevant information and prioritize ideas when exploring issues
clarify information and ideas from texts or images when exploring challenging issues
clarify complex information and ideas drawn from various sources
clarify complex information and ideas drawn from a range of sources
Draw Conclusions and Design a Course of Actiondraw on prior knowledge to scrutinize ideas or concepts, test conclusions and modify actions when designing a course of action
critically scrutinize ideas or concepts, test conclusions and modify actions when designing a course of action
differentiate the components of a designed course of action and tolerate ambiguities when drawing conclusions
use logical and abstract thinking to analyze and synthesize information to inform a course of action
use logical and abstract thinking to analyze and synthesize complex information to inform a course of action
Evaluate Procedures and Outcomes
ThinkingTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
evaluate the effectiveness of own and peers' ideas, products, performances, methods and courses of action against given criteria
evaluate the effectiveness of own and peers' ideas, products, performances, methods and courses of action against given criteria, justifying ideas and courses of action
explain intentions and justify ideas, methods and courses of action, and account for expected and unexpected outcomes against criteria they have identified
evaluate the effectiveness of ideas, products and performances and implement courses of action to achieve desired outcomes against criteria they have defined
critically evaluate the effectiveness of ideas, products and performances and implement courses of action to achieve desired outcomes against criteria they have defined
Apply Logic and Reasoningassess whether there is adequate reasoning and evidence to justify a claim, conclusion or outcome
assess whether there is adequate reasoning and evidence to justify a claim, conclusion, or outcome, beginning to identify gaps or unsound information
analyze reasoning and evidence to identify gaps in reasoning and missing elements in information
analyse reasoning used in finding solutions, and in choice of resources
analyse reasoning used in finding and applying solutions, and in choice of resources
Creative Thinking (MYP Skill Cluster)Consider Alternatives
identify situations where current approaches do not work, challenge existing ideas and generate alternative solutions
identify situations where current approaches do not work, challenge existing ideas and generate multiple alternative solutions
generate alternatives and innovative solutions, and adapt ideas, including when information is limited or conflicting
speculate on creative options to modify ideas when circumstances change
speculate on feasible creative options to modify ideas when circumstances change
Seek Solutions and Put Ideas into Action
ThinkingTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
assess and test options to identify the most effective solution and to put ideas into action
assess and test options, predicting possible outcomes, to identify the most effective solution and to put ideas into action
predict possibilities, and identify and test consequences when seeking solutions and putting ideas into action
assess risks and consider contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action
assess risks and explain contingencies, taking account of a range of perspectives, when seeking solutions and putting complex ideas into action
Imagine Possibilities and Connect Ideascombine ideas in a variety of ways and from a range of sources to create new possibilities and apply them to real-life situations
combine ideas in a variety of ways and from a range of sources to create new possibilities that can facilitate goal achievement
draw parallels between known and new ideas to create new ways of achieving goals
create complex ideas using imagery, analogies and symbolism
create and connect complex ideas using imagery, analogies and symbolism
Reflective ThinkingThink about Thinking (Metacognition)
reflect on assumptions made, consider reasonable criticism and adjust their thinking if necessary
assess assumptions made, consider reasonable criticism and adjust their thinking if necessary
assess assumptions in their thinking and invite alternative opinions
give reasons to support their thinking, and address opposing viewpoints and possible weaknesses in their own positions
give reasons with evidence to support their thinking, and address opposing viewpoints and possible weaknesses in their own positions
Transfer (MYP Skill Cluster)Transfer Knowledge into New Contexts
ThinkingTypically by the end of Grade 6 (MYP Year 1), students should be able to:
Typically by the end of Grade 7 (MYP Year 2), students should be able to:
Typically by the end of Grade 8 (MYP Year 3), students should be able to:
Typically by the end of Grade 9 (MYP Year 4), students should be able to:
Typically by the end of Grade 10 (MYP Year 5), students should be able to:
apply knowledge gained from one context to another unrelated context and identify new meaning
justify reasons for decisions when transferring information to similar contexts
justify reasons for decisions when transferring information to similar and different contexts
identify, plan and justify transference of knowledge to new contexts
identify, plan and justify transference of knowledge to new contexts
compare conceptual undestanding between disciplines to make connections and inquire in different contexts
begin to compare conceptual understanding between disciplines to make connections and inquire in different contexts
occasionally compare conceptual understanding between disciplines to make connections and inquire in different contexts
regularly compare conceptual understanding between disciplines to make connections and inquire in different contexts
critically compare conceptual understanding between disciplines to make connections and inquire in different contexts