IB learner profile The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. As IB learners we strive to be: INQUIRERS 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. KNOWLEDGEABLE We develop and use conceptual understanding, exploring knowledge across a of disciplines. We engage with issues and ideas that have local and global significance. THINKERS We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions. COMMUNICATORS We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of individuals and groups. PRINCIPLED 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. OPEN-MINDED 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. CARING We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the of others and in the world around us. RISK-TAKERS 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. BALANCED 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. REFLECTIVE 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. The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like
Sciences in the MYP Throughout the programme, students should engage with the curriculum and be expected to demonstrate their understanding at increasing levels of sophistication. The range of assessed skills, techniques, and concepts, as well as the complexity of their application, must increase as students progress through the programme. Year 1 In order to reach the aims of sciences, students should be able to: Year 3 In order to reach the aims of sciences, students should be able to: Year 5 In order to reach the aims of sciences, students should be able to: Objective A: Knowing and understanding
Teaching and learning through inquiry Statement of inquiry Key concept Related concepts Global context Possible project/study Scientific and technological advances enable societies to use, control and transform the function of organisms and biological molecules. Change Function, transformation Scientific and technical innovation Biology: biotechnology Models can represent the structural and functional relationship between DNA and inherited traits. Relationships Models, structure, function Identities and relationships Biology: DNA and heredity Organisms interact with the natural environment by transferring matter and energy. Systems Interaction, environment, energy Scientific and technical innovation Biology: ecology Population change is a consequence of the unbalanced opportunities provided by natural selection. Change Consequences, balance Fairness and development Biology: evolution A person’s health is influenced by cultural and conditional changes to diet. Change Influence, culture, conditions, balance Identities and relationships Chemistry: food chemistry Knowledge-challenging discoveries evolve the periodic table’s form to enhance its function of showing trends in the physical and chemical properties of the elements. Relationships Change, form, function Orientation in space and time Chemistry: periodic trends Scientists observe patterns and use them to construct systems that explain how the world works. Systems Patterns, development, models Personal and cultural expression Chemistry: chemical nomenclature Increasing electrical energy production to meet the of an expanding global population can have environmental consequences. Change Environment, consequences, development, energy Globalization and sustainability Physics: magnetism and electricity
Teaching and learning through inquiry Statement of inquiry Key concept Related concepts Global context Possible project/study Technological advances like nuclear energy affect the relationship between humans and the natural environment. Relationships Consequences, energy, evidence Scientific and technical innovation Physics: nuclear energy Technology designers creatively apply energy transformations in order to develop and reinvent devices. Systems Energy, transformation, development Scientific and technical innovation Physics: application of physics 3 Example statements of inquiry Inquiry questions Teachers and students use statements of inquiry to help them identify factual, conceptual and debatable inquiry questions. Inquiry questions give direction to teaching and learning, and they help to organize and sequence learning experiences. Table 4 shows some possible inquiry questions for MYP sciences units. Factual questions: Remembering facts and topics Conceptual questions: Analysing big ideas Debatable questions: Evaluating perspectives and developing theories • What do cells look like? • How is the universe • Who should have the • How do scientists measure structured? power to modify and chemical molecules and • How do models evolve control genetic material? compounds? and transform? • What are the social and • Which technologies are available for producing • What is the relationship between microbiology economic consequences of nuclear energy? electrical energy at an industrial and natural selection? • What are the limits of scientific understanding? Table 4 Examples of factual, conceptual and debatable questions Approaches to learning All MYP units of work offer opportunities for students to develop and practise approaches to learning (ATL) skills. These skills provide valuable support for students working to meet the subject group’s aims and objectives.
Assessed curriculum Criterion A: Knowing and understanding Maximum: 8 At the end of year 5, students should be able to: explain scientific knowledge scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations analyse and evaluate information to make scientifically supported judgments. Achievement level descriptor 0 The student does not reach a standard identified by any of the descriptors below. 1–2 The student is able to: state scientific knowledge apply scientific knowledge and understanding to suggest solutions to problems set in familiar situations interpret information to make judgments. 3–4 The student is able to: outline scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar situations interpret information to make scientifically supported judgments. 5–6 The student is able to: describe scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situations analyse information to make scientifically supported judgments. 7–8 The student is able to: explain scientific knowledge apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations analyse and evaluate information to make scientifically supported judgments.
Appendices Term Definition Cultural Patterns of knowledge, behaviour, beliefs, shared attitudes, values, goals and practices that characterize groups of people. Data Measurement of a parameter that can be quantitative (volume, temperature, pH and so on) or qualitative (colour, shape, texture and so on). Dependent variable The variable in values are measured in the experiment. Economic Production, distribution, and use of income, wealth, and commodities. Environmental Circumstances, objects, or conditions by which one is surrounded. Ethical Process of rational inquiry to decide on issues as or wrong, as applied to the people and their actions. Extensions to the method Developments for further inquiry as related to the outcome of the investigation. Hypothesis A tentative explanation for an observation or phenomenon that requires experimental confirmation; can take the form of a question or a statement. Independent variable The variable that is selected and manipulated by the investigator in an experiment. Moral Principles of or wrong behaviour derived from a particular society. Numerical forms May include mathematical calculations such as averaging or determining values from a graph or table. Political Relates to government or public affairs. Prediction Give an expected result of an upcoming action or Qualitative data Refers to non-numerical data or information that is difficult to measure in a numerical way. Quantitative data Refers to numerical measurements of the variables associated with the investigation. Social Interactions between groups of people involving issues such as welfare, safety, rights, justice or class.