1. Curriculum including changes in unit planning and supporting resources from IB Publishing

MYP: The next chapter Development report (October 2012) Introduction The IB review of the Middle Years Programme (MYP) design aims to provide a structure that more directly enables students to be successful in further IB studies while also facilitating schools in combining the MYP with the requirements of national/state systems. The new design will create an innovative, concept-based and appropriately assessed programme for students aged 11 to16 that fully reflects the IB principles of teaching and learning. The re-designed MYP will actively help to develop all aspects of the learner profile by focusing on teaching good learning skills through approaches to learning (ATL). The learner is at the heart of the MYP. Through an emphasis on ATL skills and making the learning of learning skills a priority, the MYP supports the development of lifelong learners through the attributes of the learner profile. The MYP aims to support schools in developing students who are self-directed, self-managed, self-regulated, independent, and autonomous learners. The MYP: The next chapter changes represent an evolution of the current programme, with innovation in terms of external assessment. The new programme model will visually demonstrate the increased alignment with the Primary Years Programme (PYP), the Diploma Programme (DP) and the IB Careerrelated Curriculum (IBCC) while showing how common elements of an IB education can contribute towards the development of international-mindedness. This report will summarize the changes being made and will provide an update on progress in the project so far. The report is divided into four sections. 1. Curriculum including changes in unit planning and supporting resources from IB Publishing 2. Assessment internal and external 3. School services transition, authorisation and evaluation, subject choice and monitoring of assessment 4. Professional development transitioning and long-term developments The MYP: The next chapter project was first conceived in late 2010 as a response to survey findings and anecdotal evidence between 2008 and 2010 regarding the alignment of IB programmes and concerns regarding ease of programme implementation. From late 2010 and through 2011 a group of over 80 IB educators met face-to-face and virtually to review the whole programme. The outcomes of those collaborations are summarized in this paper. If you wish to provide feedback or comment on this report, please email myp.curriculum@ibo.org. 1

1 Curriculum During the second half of 2011 and the first months of 2012 the subject guides and MYP: From principles into practice were reviewed by working with over 500 IB educators in face-to-face and virtual meetings. The draft guides have been piloted in over 100 schools during late 2011 and throughout 2012. The data from these pilots will be collected in Janurary February 2013 and will inform revisions of these guides. The eight subject guides, the personal project guide, the Guide to interdisciplinary teaching and learning, and MYP: From principles into practice will be available as pre-published versions on the online curriculum centre (OCC) in October November 2013, and then published on the OCC in May 2014, for first teaching in August September 2014. It should be noted that everything discussed in this section is currently in draft form and is open to review, change and feedback from schools. A teacher support material will be published in August 2013 to illustrate ways in which schools can develop ATL, inquiry and action as a result of the MYP: The next chapter project. In all subject group, teacher support material (TSM) development will take place in 2013 with publishing in 2014. All TSMs will be multimedia in their presentation and will include: example unit plans; example subject curriculum overviews for each subject; assessed student work; and explanations to support unit planning. 1.1 Changes to unit planning The revised version of MYP: From principles into practice (2014) will establish a common structure and format which will then be followed by the DP and PYP versions of this document in 2015 and 2016. The first chapter will define an IB education and will be common to each of the IB programmes. The chapters will then follow the IB Programme standards and practices, with each chapter ending with a comprehensive summary of the programme requirements covered in that chapter. The guides will cover new elements such as key and related concepts, and global contexts. The development of key and related concepts better align the MYP with the DP and the PYP, while the global contexts are aligned with the PYP transdisciplinary themes. The new structures presented in sections 1 and 3 of this report are intended to more efficiently enable students to be successful in further IB programmes. The move to a more explicit concept-based curriculum encourages teaching and learning for understanding rather than coverage-centred teaching and learning. This model across subject groups frames the MYP for years 1 5. The MYP prescribes key (overarching) concepts and provides sample related (subject-specific) concepts to better ensure that MYP students have an opportunity to develop the conceptual understanding they will retain in the future and to form a foundation for future learning. In addition, providing this structure will help teachers to develop a conceptual focus in unit planning. A new unit planning template will be published. This planner will include a number of features, which will be more teacher-friendly and provide helpful prompts for each section. Stage 1 of the planning process has evolved as follows. A significant concept will become a concept statement that will develop from prescribed interdisciplinary key concepts and subject-specific related concepts. Areas of interaction will become global contexts. A statement of inquiry will bring together the concept statement and the global context. The unit question will develop into inquiry questions. These new features are described in detail below. 2

1.2 MYP subject groups The names of some MYP subject groups will change to better align with the PYP and the DP, or to better describe their role in a balanced education. Changes are as follows. Language A will become Language and literature. Language B will become Language acquisition. Humanities will become Individuals and societies. Technology will become Design. Physical Education will become Physical and health education. 1.3 New guides Although all eight subject guides are being reviewed for 2014, the language acquisition and individuals and societies guides will show relatively few changes from the versions published in 2012. Each subject-group guide will contain objectives and assessment criteria for MYP years 1, 3 and 5. After 2014 the subject groups will return to their seven-year review cycle while first synchronizing with DP reviews in those subject groups. The proposed future review cycle is as below. Guide MYP: From principles into practice and Guide to Interdisciplinary teaching and learning Next date publishing 2014 2021 Language and literature 2014 2019 Language acquisition 2014 2019 Individuals and societies 2014 2022 Sciences 2014 2021 Mathematics 2014 2020 Arts 2014 2020 Physical and health education 2014 2021 Design 2014 2021 Personal project 2014 2021 Future publishing date 1.4 Introduction of key concepts The MYP has always been a concept-based curriculum, but this is now being articulated more specifically. The new guides will each include three to four key concepts. Key concepts are broad, organizing, powerful ideas that have relevance within the subject group but also transcend it, having relevance in other subject groups. Key concepts facilitate disciplinary and interdisciplinary learning, as well as connections with other subject groups. Key concepts provide a transferable focus for any unit and are a powerful tool of inquiry. Key and related concepts are used to create big ideas that the students need to retain for the future. Teachers can consider the unit to be taught and identify which key concept will be used to drive the unit. 3

Key concepts have been selected to serve as unifying and organizing tools for each subject group and are provided in the chart below. The key concepts for each subject group are stated in the subject guides. Although each key concept listed in the subject guide must be used at least once in the final two years, teachers are not limited to key concepts listed in the subject guide and are encouraged to use more when appropriate to the unit. The key concepts currently stated in the subject guides are as follows. Aesthetics Change Communication Communities Connections Creativity Culture Development Form Global interactions Identity Logic Perspective Relationships Sustainability Systems Time, place and space 1.5 Related concepts While the key concepts provide breadth, the related concepts provide depth to the programme. Related concepts emerge from the discipline and provide conceptual focus and depth to the understanding of disciplinary content. Related concepts deepen an understanding of the subject discipline while providing further opportunities to make connections throughout the learning, from one subject to another, and between disciplinary and interdisciplinary learning. 1.6 Concept statements The key and related concepts are used to write concept statements. Concept statements are clear statements about the relationships between two or more concepts; they facilitate synergistic thinking. Concept statements transfer through time, across cultures and across situations, and can provide universal understandings. Examples of concept statements The table below provides examples of the concept statements found in each subject-group guide. All concept statements begin with the phrase: Students will understand that. Subject group Language and literature Language acquisition Concept statement Students understand that: will voice can be manipulated to establish bias. stories connect people across the world through universal themes. The type of language used varies depending on the context, purpose and audience for which it was constructed. Key and related concepts Possible area of study/focus for unit Perspective Voice; bias Culture Possible related concepts: Thematic community; identity Linguistic/literary context; purpose; audience; perspective Journalism; propaganda; advertising; speech writing and rhetoric Myths, legends and folktales Personal narratives Reading comprehension skills 4

Subject group Individuals and societies Sciences Mathematics Arts Physical and health education Design Concept statement Students understand that: will over time, powerful ideas are adopted, adapted or resisted by societies. balance in complex organisms requires several systems to interact effectively. a systematic approach is needed to move between equivalent representations. individual identity shifts to group identity through the ensemble. an effective team adapts tactics and strategies to the playing environment. systems that give feedback are used to maintain a constant and controlled situation. Key and related concepts Possible area of study/focus for unit Time, place and space Power; adaptation; resistance Systems Balance; interaction Logic Equivalence; representation Identity (Self-)discovery; ensemble Change Adaptation; environment Systems Evaluation; sustainability Revolutions; production and consumption cycle; protest movements; ideology; economic systems Homeostasis Solving equations Drama: collaboration and devising Music/dance: group composition and ensemble performance Codes of football Artificial ecosystems; system that uses sensors; permaculture project; monitoring a nuclear power station 1.7 Global contexts Teaching and learning in the MYP involves understanding concepts in context. All effective learning is contextual. A learning context is a specific setting, event or set of circumstances, designed or chosen, to stimulate learning. Learning that occurs out of context (that has no relationship to the learner, the learner s interests and identity, or the learner s future) is often shallow and short-term in character. In the MYP, learning contexts should be (or should model) authentic world settings, events and circumstances. The global contexts developed through MYP: The next chapter provide possible directions for contextual learning in MYP schools through issues and ideas of personal, local and global significance. The MYP global contexts that will be presented to schools represent a development of the PYP transdisciplinary themes. However, most importantly, when teachers select a global context statement (from MYP: From principles into practice), or create their own, they are answering the question why?. What is the purpose of the inquiry? Why is this concept important and relevant for students? For example, students might inquire through global contexts into rights and responsibilities, or creativity and forms of expression. One global context will explore identity. An inquiry into identity: Students will explore the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human. The global contexts that will be listed by the IB provide a suggested framework for contextual learning in MYP schools. However, the IB recognizes that the list will not be exhaustive and will encourage schools to use a variety of contexts they feel will promote meaningful student learning and the formation of strong personal and community identity. MYP: From principles into practice (2014) will present a list of global contexts that schools can choose to use. Teachers will notice the influence of student learning expectations 5

of areas of interaction, and PYP transdisciplinary themes. The global contexts will provide relevance to learning while giving teachers greater flexibility in planning than previously through areas of interaction. What happens to the areas of interaction? ATL will still be mandated throughout all learning and in every unit. Community and service will be developed as a learning through action component of the MYP curriculum. Health and social education, environments and human ingenuity will combine to become the global contexts for teaching and learning. Given the overlaps between these areas and since it is clear that none stands alone but context relies on all, this is joining what does not need to be split. Learning is concept-based in explicit global contexts. Teaching and learning in global contexts supports the IB s mission to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. Using global contexts in planning and teaching helps learners by providing relevance and meaning, which may lead to increased student engagement. 1.8 Statement of inquiry and inquiry questions The statement of inquiry for a unit is written by combining the concept statement and a global context statement. For example, Students will recognize that rapid urban change creates a tension between sustainability and growth through examining the tensions and opportunities provided by globalinterconnectedness. The statement of inquiry adds importance or significance to the conceptual learning, demonstrating connections to the world. The understandings described in this statement drive inquiry and are drawn from the students in discussions and assessments. The inquiry questions frame the scope of a unit of study without limiting student-initiated inquiries. Inquiry questions are drawn from the statement of inquiry. A teacher might choose three to five inquiry questions based on the statement of inquiry in order to ensure adequate conceptual depth from the inquiry. Examples from the statement of inquiry provided above are: How are cities organized? What are the possible positive and negative outcomes of rapid urbanization? How can we live like this? What does the future look like? Inquiry questions should engage and show that the inquiry itself is worth inquiring into. They are for the teacher to use in designing the inquiry for students. The learning experiences and inquiry questions are used to engage the students in the study. Students are encouraged to develop their own questions in order to satisfy curiosity and deepen understanding. 1.9 Approaches to learning (ATL) The changes offer a greater emphasis on ATL as a way to develop learner profile attributes. ATL skills represent general and subject-specific learning skills that the student will develop and apply during the programme and beyond. The focus of this area is on teaching students how to learn and on helping them to find out about themselves as learners so that they can develop learning skills. The aim of ATL is to produce self-regulated learners who have been explicitly taught the skills of effective thinking and learning, from information processing to managing emotions. These are the skills that will make for greater success in the DP and IBCC and will provide the vehicle for age-appropriate learning skill integration across the IB programmes. The IB programmes will share five broad skill organizers for ATL: communication skills; research skills; selfmanagement skills; social skills; and thinking skills. The skills are categorized into these five areas providing an age-appropriate flow of skill development from the PYP through the MYP and into the DP. The skill cluster groupings below are likely to undergo change by 2014 in response to school feedback; however, the five organizers will not change. Organizers Communication Research Self-management Social Thinking Skill clusters Interaction and literacy Information and media literacy, critical literacy Organization and affective skills Collaboration Critical thinking, creativity and innovation, reflection and transfer 6

Within each cluster presented in MYP: From principles into practice (2014) are indicators of these skills when being taught, introduced, practised or consolidated in the classroom. In addition to cognitive skills, students benefit from learning the affective skills that enable them to gain some control over mood, motivation and what we tend to call attitude. These are the skills needed for students to build resilience in learning, to learn to deal effectively with any setbacks and difficulties, to learn how to respond positively, make changes and persevere the skills of the self-regulated learner. Teaching and practising affective skills is one way to develop a range of learner profile attributes. MYP: From principles into practice (2014) shows how important ATL skill development is in relation to the social and emotional needs of MYP students. Metacognitive skills are the umbrella skills that drive the whole learning-improvement process and through which the greatest improvements in academic performance can be achieved. Within the IB, a focus on metacognition is already well established through the application of the inquiry learning cycle, which, in itself, is intrinsic to the entire curriculum. Teachers will use the clusters and indicators described in MYP: From principles in to practice (2014), and develop ATL progression maps to show how and where each skill is taught and reinforced. A chart of this nature will be exemplified in the teacher support material to be published in August 2013. 1.10 Inquiry and action Central to the philosophy of the MYP and the development of learner profile attributes is the principle that purposeful structured inquiry is a powerful vehicle for learning that promotes meaning and understanding, and challenges students to engage with significant ideas. Hence, in the MYP, there is also a commitment to a concept-driven curriculum as a means of supporting that inquiry. In the MYP, students investigate significant issues by formulating their own questions, designing their own inquiries, assessing the various means available to support their inquiries, and proceeding with research, experimentation, observation and analysis that will help them to find their own responses to the issues. The starting point is students current understanding; the goal is the active construction of meaning by building connections between that understanding and new information and experience derived from the inquiry into new content. Inquiry allows students to be actively involved in their own learning. MYP learning extends beyond the intellectual to include not only socially responsible attitudes but also thoughtful and appropriate action, initiated by the student as a result of the learning process. This action will extend the student s learning, or it may have a wider social impact. Both inquiry and action will clearly look different within and between each age group. MYP schools can meet the challenge of offering all learners the opportunity to choose to act; to choose not to act; to decide on their actions; and to reflect on these actions in order to make a difference in and to the world. This action may be taken by an individual student or by a group of students working collaboratively. Effective action can be a demonstration of a sense of responsibility and respect for self, others and the environment. The action component of the MYP can involve service in the widest sense of the word: service to fellow students and to the wider community. This can be both inside and outside the school and can meet an authentic need, becoming meaningful service working with people rather than for them. Through such service, students are able to grow both personally and socially, developing skills such as cooperation, problem-solving, conflict resolution, and creative and critical thinking. These actions are ways in which the students exhibit their commitment to the attributes of the learner profile. MYP: From principles into practice (2014) will provide a set of student learning expectations for service that leads from the PYP across the MYP and into the DP. Inquiry involves an active engagement with bodies of knowledge and challenges in an effort to make sense of the world, with consequent reflection on the connections between the experiences encountered and the information gathered. Inquiry involves the synthesis, analysis and manipulation of knowledge through structured learning in the MYP. 1.11 Interdisciplinary teaching and learning Interdisciplinary learning is a central feature of the MYP and should be visible in schools. It is important for teachers to avoid forced, unnecessary connections: interdisciplinarity is not a goal in itself but rather a means to deepen students understandings. Students demonstrate interdisciplinary understanding of a particular topic when they can bring together concepts, methods or forms of communication from two or more disciplines or established areas of expertise to explain a phenomenon, solve a problem, create a 7

product or raise a new question in ways that would have been unlikely through single disciplinary means. The external summative e-assessment of the MYP will give students an opportunity to demonstrate their ability to use and apply interdisciplinary conceptual understanding. Three key qualities of interdisciplinary understanding follow from this definition. Interdisciplinary learning in the MYP is: purposeful, grounded in the disciplines, and integrative. These qualities guide the design of interdisciplinary instruction and assessment of student work in the MYP. MYP key concepts are intimately related to each other and they can be linked to develop interdisciplinary connections in schools. The universal and interdisciplinary nature of key concepts is made evident in their generic definitions. Some key concepts imply others (for example, global interactions are a form of relationships, systems, change, and so on) and this provides opportunities for exploring relationships between and across conceptual domains to foster deep understanding. For example, the idea that communities change across time, place and space connects three MYP key concepts and could be explored through several subject groups. 1.12 Personal project and collaborative project The personal project has been reviewed and keeps the same essence. Students will focus their research on chosen global contexts and will demonstrate ATL skills. They will use a process journal and report on their process. The design cycle will be used as a tool to demonstrate the planning and designing process involved. The mandatory moderation of the personal project is discussed in section 2. The first year for mandatory personal project moderation will be for the school year starting August September 2014 (northern hemisphere) or January February 2015 (southern hemisphere). For schools where students complete their MYP in year 3 or 4, a collaborative project is being developed. It will be mandatory for all schools where the MYP ends at year 3 or 4, and optional for schools where the MYP ends at year 5. It will offer a continuum of experience in culminating tasks between the PYP exhibition and the MYP personal project. It will involve project work in small groups and individually. The collaborative project will not be moderated by the IB. 1.13 Clarifying language and practices MYP schools have reported that the language used in the programme is complex, which makes implementation challenging. Efforts have been made to use less educational jargon and to harmonize terminology with that of PYP, DP and IBCC where possible. Teachers familiar with the other IB programmes will see the increased alignment, which will support their understanding of the programmes; for example the term approaches to learning will be adopted in all programmes. More complex programme-specific language like areas of interaction will be replaced with easier-to-understand phrases like global contexts, which span across the programmes; curriculum overview will replace vertical planning document; assessment criteria will have equal bandings and weightings; definitions of action and service will be aligned with the PYP and the DP; and interdisciplinary teaching and learning will be explained in clear and non-academic terms. 1.14 Online curriculum mapping tool When MYP: The next chapter was launched, there was an intention to support schools by investigating the possibility of providing an online mapping tool by either creating one or partnering with a provider. This is no longer a part of the MYP: The next chapter project. However, the IB is still investigating this possibility across the IB programmes. 1.15 Supporting resources from IB Publishing IB Publishing is currently developing a suite of resources to support schools before, during and after the implementation of MYP: The next chapter. IB Skills This is a new series of subject-specific student guides and companion teacher resources for use with students in MYP years 4 and 5. IB Skills: A Practical Guide to ATL (student and teacher books) available from September 2012 8

Taking into account the greater emphasis on ATL in the revised curriculum, these resources focus on the effective development of learning skills that can be used by students across all MYP subjects and into upper secondary and further education. Further books in the IB Skills series are planned for 2014. Discovering the MYP Books in this popular series of student workbooks will be revised and extended to align with MYP: The next chapter changes. Book 1: MYP Contexts will replace MYP Interact as the introductory book for new MYP students. The areas of interaction as contexts for learning will transition smoothly into global contexts; this book is designed to be used as part of that transition (available from September 2013). Book 2: MYP Concepts for use during the first year of the programme is an introduction to key and related concepts (available in 2014). Book 3: MYP Inquire develops the skills students need to ask great questions, develop research skills, solve difficult problems, make the most of the resources around them, and take action on their learning (for use in MYP year 2; available now). Book 4: MYP Assess promotes student understanding of MYP assessments and is the final book in the Discovering the MYP series (available now.) Taskbank The new series of online Taskbanks contain the same great features as the previous editions on CD-ROM, plus lots more. Tasks are linked to additional resources, assessment tools, visual material and teacher notes, while the software allows teachers to edit any tasks in the online programme and save them to a personalized library. These can be purchased via annual subscription. MYP Taskbank Online: Humanities (available now) MYP Taskbank Online: English B (available now) Taskbanks for other subject groups will be available in 2014. There are several ways to get more information about these and any other IB publications. Subscribe to the IB store newsletter (http://bit.ly/npa2), visit the IB store news blog (http://blogs.ibo.org/ibstore/), contact sales@ibo.org or follow us on Twitter (@IBStore). 9

2 Assessment The innovative parts of MYP: The next chapter project relate to changes in assessment. MYP: The next chapter offers an optional e-assessment that will have disciplinary and interdisciplinary components. First teaching is August September 2014 with first assessment in June 2015. The innovative electronic assessment will build upon conceptual understanding, giving students an opportunity to demonstrate international-mindedness. The summative assessment will not only measure knowledge, but also problem-solving skills, critical thinking, analysis and the ability to use knowledge in unfamiliar situations. The assessment process is to be trialled in schools during 2013 2014 and to be fully evaluated before the launch in 2015. Mandatory moderation of the personal project will ensure common standards among schools and greater programme recognition. 2.1 Internal assessment Most assessment in the MYP is best described as internal, as opposed to external, because the assessment tasks, strategies and tools are designed, developed and applied by teachers working with students in their schools. A range of assessment strategies are used by teachers so that students can demonstrate their ability to use their understanding in unfamiliar situations. MYP formative assessment supports the development of metacognitive skills. Metacognition is a powerful form of formative assessment. On a regular basis students can reflect on the following. a. Content what they learned, what they do not yet understand and what questions they have b. ATL skills the ATL skills they practised and their self-assessment as to their competence c. Strategies the teaching and learning strategies they were exposed to and their own view as to the effectiveness of each strategy Then, each student builds up strengths in reflective learning, self-assessment, and metacognitive awareness as part of the inquiry cycle in a deliberate, process-oriented manner. The IB believes that teachers are best placed to assess the work of their MYP students; the assessment model supports the professional judgment of the teacher in deciding the achievement levels of individual students. MYP assessment will remain criterion-related. Assessment criteria will show more consistency in terms of naming, number and band levels. All subject groups and the personal project will have four criteria with band levels of 1 2, 3 4, 5 6, and 7 8. Each criterion will be presented at three age levels, MYP years 1, 3 and 5. The proposed subject-group assessment criteria are as follows. Subject group A B C D Language and literature Language acquisition Individuals and societies Sciences Analysing Communicating in oral form Knowing and understanding Using knowledge Organizing Interpreting visual text Producing language Comprehending written text Using language Communicating in written form Investigating Thinking critically Communicating Inquiring and designing Processing and evaluating Reflecting on the impacts of science Mathematics Using knowledge Inquiring Communicating Reflecting 10

Arts Using knowledge Developing skills Physical and health education Using knowledge Planning through inquiry Thinking creatively Applying and performing Responding Reflecting and demonstrating Design Inquiring and analysing Developing ideas Creating the solution Evaluating Personal project Inquiring Planning Evaluating Communicating The personal project will be internally assessed and then externally moderated by the IB. All schools where the MYP ends at year 5 will upload a selection of projects to the IB e-coursework platform. The samples will be selected by the IB through stratified sampling. This process will help to support global consistency in the implementation of the MYP. The last year for MYP subject moderation will be 2014. It will be replaced by the e-assessment. For schools wishing to receive expert feedback on internal assessment, monitoring of assessment will be available as discussed in section 3. 2.2 External assessment The electronic assessment will be trialled in 2013 and 2014, with a launch in 2015, and will be fully launched following full evaluation. This assessment assesses conceptual understanding and the ability of students to integrate disciplinary learning. The optional concept-based summative e-assessment will be online. It will be taken and marked online. In order to gain full certification (IB MYP Certificate), students sit at least six disciplinary and one interdisciplinary e-assessments. The disciplinary e-assessments must be from different subject groups, which must include a language and literature subject, a language acquisition subject (or two language and literature e-assessments), mathematics, a science discipline and a discipline from individuals and societies. Students may choose to sit any number of e-assessments, from 1 to 20+. If the student sits fewer than the six disciplinary e-assessments described below, they will receive the partial certification (IB MYP Course Results). The assessment will require students to apply a key concept in discussing a choice of topics from the discipline, providing support with disciplinary-related concepts. A range of question types will elicit conceptual understanding, including extended response; short answer; three- to four-sentence answers; drag and drop; manipulating graphs and data; proposals/presentations, diagrammatic responses; website creation, or blogging. The disciplinary assessments end with a journal facility, where students will keep notes on what has been learned and developed in each disciplinary assessment. The notes are added to at each assessment, and are then used in the interdisciplinary assessment where knowledge and experience gained during the disciplinary assessments can be applied. The overarching interdisciplinary task is based on two to three disciplines. Students select one interdisciplinary task from a choice of three. Each task includes stimulus material from which a range of questions are generated. The student chooses which disciplinary perspectives to use in addressing the tasks and may be assisted by the notes made in the journal facility. The four assessment criteria will include aspects of the MYP fundamental concepts: holistic learning, communication, and internationalmindedness (intercultural awareness). Students will be assessed on their ability to transfer knowledge and use it in unfamiliar situations. The assessments are based on key and related concepts. 11

The e-assessments will be taken over a period of two weeks at times set by the IB. The IB will work to support schools where students may have special needs in relation to the use of software and hardware to complete the e-assessments. The e-assessments will be taken in any of the three IB working languages (English, French and Spanish). The creation of an MYP qualification allows for the possibility of greater recognition of the MYP from governments and universities around the world. This may positively impact on the potential to implement the MYP for schools that could not have done so otherwise, and then give more students the opportunity to benefit from an IB education. This type of assessment is designed to have a positive impact on curriculum, with teachers teaching towards interdisciplinarity and deep concepts while discouraging rote teaching and learning based on coverage of content. Thus, students will be focused on current generation learning skills. Learning experiences will be developed; they will give students the opportunity to explore conceptual learning across multiple subject areas, to make connections between learning gained in different subject areas and to use familiar learning skills with unfamiliar content and contexts. Interdisciplinary- and disciplinary-based exams are beneficial to students in that the knowledge of concepts is enhanced by disciplines; disciplinary understanding is needed to achieve interdisciplinary understanding. 2.3 Student certification Students will be able to gain the following types of MYP certification. IB MYP Course Results This will be awarded to students who meet the following criteria. Study the programme for a recommended two years at least and complete assessment requirements in year 5. Study six (or more) subject groups and complete internal assessment. Complete and submit a personal project (externally moderated). Complete the school s minimum requirements for community service. These students may sit a selection of disciplinary and interdisciplinary e-assessments or no e- assessments. They may have achieved some pass grades in the e-assessments. Information recorded on the MYP Course Results will include the personal project grade, completion of service and, where appropriate, e-assessment results in disciplinary and/or interdisciplinary assessments. IB MYP Certificate This will be awarded to students who meet the following criteria. Study the programme for a recommended two years at least, and complete assessment requirements in year 5. Study six (or more) subject groups (see section 3 for details on mandated subject groups) and complete internal assessment. Complete and submit a personal project (externally moderated) and achieve at least a grade 3. Complete the school s minimum requirements for community service. Achieve six or more pass grades in the disciplinary e-assessments (from at least six different subject groups, including the mandated five subject groups) and a pass in the interdisciplinary e- assessment. A pass is likely to be defined as a 3 on the 1 to 7 scale. An overall number of points may be presented.. 12

Information recorded on the certificate will include the personal project grade, completion of community service, and e-assessment results in disciplinary and interdisciplinary tasks. The IB MYP Certificate will have the following components. Personal project grade (1 7) Disciplinary e-assessment grades (1 7) at least six grades, where more than one discipline from a subject group is taken; the best grade will be used to contribute to the overall certificate level. Interdisciplinary e-assessment grades (1 7) IB MYP Record of Participation For students in schools where the MYP ends at year 3 or 4, students will be required to participate in the collaborative project involving small-group and individual work, and action. The IB will provide schools with downloadable Record of Participation templates to issue to students participating in the MYP and completing the collaborative project. This task is graded but will not be externally moderated. 2.4 Examiner and moderator recruitment MYP: The next chapter is introducing revolutionary new assessment methods, allowing candidates to complete innovative assessment tasks in a format native to 21st-century students. While this is a new experience for students, it also provides an exciting opportunity for teachers to be part of this revolution in assessment. The IB is currently looking to recruit examiners for all subjects in preparation for the introduction of the new MYP assessment model, enabling teachers to become part of this development. Acting as an examiner provides various benefits to all teachers regardless of experience. Unique professional development acting as an MYP moderator/examiner enables you to view the assessment of candidates from a different perspective, working with senior examiners to identify and apply an appropriate marking standard. International perspective as an examiner/moderator you will assess materials submitted by candidates from throughout the world, with many different backgrounds. This allows you to see the different approaches candidates take when addressing problems, allowing you to use this knowledge in your classroom. Training all examiners and moderators are provided with training via an online platform. This provides an opportunity for you to compare and contrast your marking against that of the principal examiner/moderator, allowing you to identify where and why your marking differs from that of the principal examiner/moderator. Payment all examiners and moderators receive a fee for the material assessed. Contribute acting as an examiner/moderator provides an opportunity to contribute to the wider IB community. Examiners and moderators may be provided with the opportunity to feed back on assessment tasks. Team leaders and principal examiners may also be involved in setting assessment tasks and curriculum development. Should you or your colleagues wish to apply, please visit the examiner recruitment pages of the IB website: www.ibo.org/examiners. If you have any queries, please contact the examiner recruitment team at: examrecruit@ibo.org. 13

3 School services 3.1 Transition The IB is committed to thoroughly piloting and testing all aspects of MYP changes before they are offered for implementation in schools. Schools input is crucial as revisions are developed and tested; we look forward to your collaboration during this process. This careful attention to usability will provide assurance that when the MYP changes are published, they will be clear to all involved and that supporting documentation will be immediately available for schools as they start implementation. The IB is providing a sure and gradual pathway to smooth transition for all schools. Guidance during the transition is provided in different ways. 1. Regular reports on the OCC: Reports such as this one will be available with updates on developments. 2. Calendar of milestones on the OCC: A calendar of implementation milestones, including professional development opportunities and document publication dates, is available. This calendar will be updated in every edition of the MYP Coordinators notes (posted on the OCC in May and November every year). 3. Publication of draft guides and materials on the OCC: As different aspects of MYP: The next chapter are piloted and tested, draft documents will be released on the OCC as Pre-publications. Although there may be slight changes made at final publication, these pre-published documents will be sufficiently accurate that schools can work with them effectively. 4. Emphasis on professional development: Attendance at IB workshops (see section 4) will equip your faculty members with knowledge that will ensure a smooth transition to the implementation of MYP: The next chapter. Through regular attendance, your school s teachers will be ready and prepared to work with the new documents to be published in 2014. At that point, your school will be up-to-date and will need to make very few adjustments to accommodate the new material. 3.2 Authorization and evaluation In January 2012, schools received a transition document outlining requirements that are pending during this interim period, until final revisions go into effect in September 2014/January 2015. This document (available on the OCC) remains valid until January 2014 when a transition document with a timeline for implementing the new requirements will replace it. Evaluation visits in the interim period will take place in the normally scheduled cycle and will adhere to the requirements set out in the transition document. With the new requirements, revisions will take place in the school application for candidacy and authorization, as well as the evaluation self-study questionnaire. The use of the new forms is planned for 2014 as follows. Document Available Application for candidacy From 1 February 2014 for all applications for 1 April 2014 deadline Application for authorization From 1 February 2014 Evaluation self-study questionnaire (For verification visits starting September 2014) From 1 February 2014 for use by schools starting their selfstudy from 1 March 2014 (For submission from 1 March 2015) With MYP: The next chapter requirements, there will be a significant decrease in written curriculum documentation that will be asked for from schools. 14

Current Subject-specific vertical planner Required documentation for MYP written curriculum Student learning expectations for the areas of interaction Horizontal planning of ATL -- Unit planning MYP: The next chapter Subject curriculum overview Progression of ATL skills Unit planning Schools will still be expected to plan horizontal articulation of the curriculum, including for ATL, but the IB will not ask for written documentation in this regard. The curriculum support material to be published in August 2013 will include examples of each of the written curriculum documents that will be required. 3.3 Subject choice in MYP years 4 and5 With MYP: The next chapter, a new flexibility will be introduced in MYP years 4 and 5 in the requirements with regard to the number of subject groups. The current draft of the new rule reads as follows. MYP up to year 3 Up to year 3 of the MYP, schools are required to teach at least one discipline from each of the eight subject groups in every year of the programme. MYP years 4 and 5 In years 4 and 5 of the MYP, it is recommended and preferred that students study at least one discipline from each of the eight subject groups. If the school and students are better served by students in years 4 and 5 studying fewer than eight subject groups, students must choose one discipline from each of a minimum of six subject groups, which must include: language and literature; language acquisition; individuals and societies; sciences; mathematics; and one other subject group. Where possible, schools are strongly encouraged to continue to offer all eight subject groups, allowing students to make choices to meet at least the minimum requirements. Students intending to continue their IB education in the DP or the IBCC after the MYP should be counselled by the school concerning their subject choices in years 4 and 5 in order to ensure appropriate preparation. The five mandated subject groups correspond to the five subject groups mandated in the DP, thus ensuring students who opt to study fewer than eight subject groups are still able to access the full DP. Rationale for subject choice The MYP is designed to meet the educational requirements of students aged between 11 and 16. The curriculum may be developed as an entity in itself, but the framework is intended to be flexible enough to allow the demands of national, regional or local legislation to be met. The eight subject groups in the MYP provide a broad and balanced foundation of knowledge in subject disciplines. In reviewing the MYP, it was important to maintain the broad and balanced curriculum while also ensuring the age appropriateness of the programme, as well as the flexibility to allow for national, regional or local demands to be met. Age-appropriate: There is a need to recognize that some subject choice is appropriate for students aged 14 to16. Most national systems offer some choice for that age group in order to be able to prepare their students suitably for different routes in further education. Flexibility to combine with national/state/local requirements: It has become increasingly apparent that schools implementing the MYP in combination with a national/state/local curriculum experience difficulties in the implementation of the last two years of the programme (for students aged 14 to 16). The implementation of all eight subject groups can pose difficulties for schools in terms of scheduling and costs, at times resulting in fewer choices for students. This is increasingly experienced as a problem by current MYP schools and can act as a significant barrier for schools wanting to take on the MYP. 15

Feedback from schools The new rule is being piloted in 26 schools in 10 countries around the world. The pilot is still ongoing and may result in small adjustments to the new rule. Most of the pilot schools will be putting the new rule into practice starting September 2012 or February 2013. Based on the choices these schools have made in their schedules, here are some preliminary findings. Student choice: Almost all schools continued to offer the eight subject groups, allowing students to choose. The ability to offer choices for students was seen as important to meet students needs, providing preparations suited to different pathways for more vocationally oriented students or for those who wanted to specialize in sciences or arts in the DP, for example. Also, the possibility to cater to students who need extra support was mentioned. Preparing students for further pathways: Generally, feedback mentioned was positive about giving some autonomy to schools to be able to provide students with greater control of their learning pathway for further education after the MYP. Several schools mentioned using the subject choice options as a way to better prepare students for the DP, especially for higher level (HL) subjects ranging from arts to sciences to mathematics. Increasing access to the MYP: Particularly in the US context, it was mentioned that the flexibility contributed to moving towards a whole-school MYP by reallocating resources and allowing for student choice. Implementation of the new flexibility The IB is aware that, especially for schools working in national, state or local systems, this new rule is much awaited and also has cost implications. Thus, to accommodate schools, this new rule (for MYP years 4 and 5 only) will go into effect in September 2013, a year earlier than the other changes that are part of the MYP: The next chapter review. The pilot is ongoing and will inform the new rule that will be finalized for the implementation in September 2013. Schools that start to implement the new flexibility from August/September 2013 (Northern Hemisphere) or January/February 2014 (Southern hemisphere) need to be aware that the current moderation process will still be in place for that school year. Thus, students taking fewer than 8 subject groups will be eligible for just the MYP Record of Achievement, and not for the MYP Certificate. From June 2015, the new assessment as described in sections 2.2 and 2.3 will be launched and will be based on the study of a minimum of 6 subject groups. 3.4 Monitoring of assessment Monitoring of assessment will continue to be offered as a service to schools and as a requirement at the time of evaluation. 16

4 Professional development Professional development remains relevant and worthwhile for MYP interested, candidate, and authorized school personnel during all phases of MYP: The next chapter. Transition and long-term strategies are in place to train workshop leaders and field representatives as they assist schools in implementing the MYP: The next chapter shift pedagogical practice. By regularly attending MYP professional development workshops, participants will stay abreast of the changes in the MYP through updated category 1 and 2 workshops, as well as special seminars and new offerings in category 3 workshops. Online training for workshop leaders MYP workshop leaders are often the first direct contact that schools have with someone from the IB, so it is essential that they are confident and competent as they disseminate the significant changes in the MYP over the next year. We will continue to demand excellence of our workshop leaders while giving them flexible opportunities to complete online training that will ensure that they all receive the same message about delivering the changes to come. Gradual modifications to the category 1 and 2 workshops As of September 2012, all category 1 and 2 workshops were revised to include guidance for workshop leaders to help participants to usher in a reconceptualization of the significant concept, whereby key and related concepts are merged to form a richer concept statement. In 2013, the workshops will continue to evolve to include inquiry strategies for teaching and learning in global contexts. All category 1 and 2 workshops include more information on MYP assessment practices. New category 3 workshops Here is a preview of new category 3 workshops for 2013 2014. New category 3 workshops MYP: The next chapter seminars (offered throughout 2013) MYP: Subject-specific seminars (2014) Global contexts for teaching and learning (2013) Highlights Recommended audience: educators and administrators interested in changes in the MYP The IB is reviewing the design of the MYP, with the aim of providing a structure that more clearly enables students to be successful in further IB studies while also facilitating schools in combining the MYP with the requirements of national/state systems. The new design will create an innovative, concept-based and appropriately assessed programme for students aged 11 to 16 that fully reflects the IB principles of teaching and learning. This special seminar will take the place of any subject-specific seminars in 2013. This seminar will summarize the changes being made and provide an update on progress in the project so far. Participants will explore new elements, such as the move towards a more explicit conceptbased curriculum that encourages idea-centred teaching and learning through global contexts. Recommended audience: educators and administrators interested in changes in the MYP Subject-specific seminars resume in 2014 to support the publication of the new guides. Recommended audience: educators and administrators interested in the shift from the areas of interaction towards the global contexts In the classroom and beyond, the changing global contexts of international education call for students who are prepared to face complex challenges. Participants will learn how to create teaching and learning communities in which students can increase their 17

New category 3 workshops Approaches to teaching and learning (2014) A trilogy of assessment workshops (2013) Highlights understanding of language and culture, and become more globally engaged. This workshop will address the transitional programme verification and evaluation changes as part of the MYP: The next chapter development. Participants will work on how to develop student s ATL skills, attitudes and knowledge throughout the MYP. Participants will develop an understanding of the importance of contextual learning for students, the key role it plays in a student s MYP experience, and how to develop tasks that ensure a contextual learning will occur. Recommended audience: educators and administrators interested in the changes in ATL as a way to expand upon the learner profile attributes Participants will explore the general and subject-specific learning skills that the student will develop and apply during the programme and beyond to support the general aim of ATL to produce selfregulated learners who have been explicitly taught the skills of effective thinking and learning, from information processing to managing emotions. This trilogy of workshops examines MYP alignment with current assessment research. They allow participants to examine effective assessment theories and practices in order to develop best practice in teaching and learning. Although designed as a trilogy, each workshop is self-standing and has a main focus. Dynamics of authentic assessments for 21st-century learners Recommended audience: experienced IB practitioners This workshop focuses on the theoretical groundings of MYP assessment as well as those policies and procedures that must be put in place to succeed in a school-wide approach to assessment. It engages participants in exploring MYP assessment philosophy and practices that reflect assessment for 21st-century learning. The first of the three workshops aims to: develop participants understanding of MYP philosophy and practices guide participants on how to implement this assessment philosophy in their own schools allow participants to reflect on how the implementation of MYP philosophy impacts the culture of teaching and learning in their own schools. Designing authentic assessments for 21st-century learners Recommended audience: experienced IB practitioners This workshop will provide concrete strategies to assist teachers in creating a learning culture that connects cognitive and constructivist learning theories to MYP real-world assessment practices. Effective teaching is seen as a process, not a technique, and is rooted in authentic assessment practices. There is a deep exploration of how formative and summative assessments work together to create a well-defined approach to making learning meaningful and authentic. This workshop aims to: develop participants understanding of how assessment informs the teaching and learning of students provide participants with a variety of strategies and pedagogies 18

New category 3 workshops Highlights that support the practical application of MYP assessment philosophy The power of language to transform school culture: Developing a school language policy (2013) allow participants to reflect on how the design of assessment impacts the culture of teaching and learning in their own schools. Differentiating authentic assessments for 21st-century learners Recommended audience: experienced IB practitioners In this interactive workshop, participants will review the precepts of differentiation and the ways in which it is fundamental to effective teaching and learning for students. It will focus, in particular, on experiencing practical processes that lend themselves to differentiation. Teachers will spend valuable time in groups integrating aspects of the processes covered in the workshop into classroom practice. This workshop aims to: develop participants understanding of the teaching aspects present in a differentiated MYP classroom guide participants to build differentiation into units and lessons that teachers currently teach as appropriate to year level and subject area. This includes designing differentiation goals (and descriptions of what these goals will look like in action) that each workshop participant will use in their day-to-day work allow participants to reflect on how the differentiation of assessment impacts the culture of teaching and learning in their own schools. Recommended audience: school leaders responsible for developing a school language policy in line with IB guidelines. This should ideally include several stakeholders from the school or a participant with the knowledge and ability to cascade information successfully to school stakeholders, including the principal, members of the leadership team, IB coordinators, heads of English, foreign languages, English as an additional language (EAL), English for speakers of other languages (ESOL), and English as a second language (ESL) and so on, or subject teachers with a long-term interest in developing an understanding of language and learning. Approaches to language and learning are most effective when they are coherently and consistently practised within a whole school culture. This category 3 workshop aims to develop transformative understandings for leaders so they can promote a school culture where the role of language is optimal in all learning. A central transformative understanding in promoting a school culture where the role of language is optimal in learning is the understanding that every teacher is a language teacher. This workshop is part of a vision that all IB World Schools can create and publish a living language policy that forms the core of all thought and practical direction in the school. The new Programme standards and practices (2010) document underlines the need for effective language policy and practices in schools. This workshop explores the issues required to implement the language policy guidelines within a linguistically and culturally diverse region. It is part of IB s ongoing effort to revive the discussion on the place of language in schools. Participants will be empowered to develop a school language policy in one, two or three IB programmes; 19

New category 3 workshops Highlights 5. Summary: impacts on learning How will the developments impact students learning? understand multilingualism and the role of language in international schools; explore in depth the process of implementing a school language policy including language profiles and portfolios; and explore the concept of threshold literacy for all students. Greater alignment and common elements with the PYP, the DP and the IBCC further promotes international-mindedness. The conceptual framework encourages and challenges students to engage with meaningful ideas and issues of personal, local and global significance in a disciplinary and interdisciplinary way. An inquiry-driven approach is a stimulating way to learn and allows students to be actively involved in their own learning. An explicit and structured ATL skills framework supports students to take responsibility for their learning and become lifelong self-regulated and independent learners. The service dimension of the programme extends learning beyond the intellectual to include not only socially responsible attitudes but also thoughtful and appropriate action. 20