Is your school in the early stages of moving to the MYP? Are you responsible for creating a unit or assessments for the first time? Or is your current written curriculum due an overhaul because of the new guide? After summative assessments, this has been the most requested topic and therefore the next series of blog posts will be dedicated to all things written curriculum!
The freedom of the MYP can be intimidating and overwhelming for those who are used to more prescribed curriculum, so this series is for those who want a bit of support and structure to get started. Hopefully with time and experience you'll come to appreciate the opportunities to be flexible and think creatively when planning. Please note this is ONE way, not THE way for planning. More guidance can be found on the program resource centre on the IB website or feel free to send any questions through the website, via our facebook page or on instagram.
While we do have an example of a subject overview here, it is really important that each school has the ability to create their own - see page 45 in the “From principles into practice” IB document:
“Schools that are part of a group of schools, such as districts or foundations, might have part of the written curriculum planning for a group of schools assigned to them. If this is the case, it is important to consider the need for teachers to develop a measure of ownership of the written curriculum in the MYP. Without the engagement of the teachers in planning and developing units of work, teaching will lose the depth of conceptual understanding and inquiry that is essential in MYP teaching. Moreover, teachers need to model inquiry and reflection to their students, and this results from their own engagement with the unit plans. Although it is possible for vertical planning of ATL skills to be developed at a level above the individual school, unit plans and subject-group overviews must be developed by subject teachers.”
To aid you with designing your own written curriculum, each blog post will have a resource, template or example to support in the process.
Step 1: Organise topics and skills by year group
Step 2: Group content into units
Step 3: Choose an appropriate key concept, related concepts, global context and exploration
Step 4: Create the statement of inquiry and inquiry questions
Step 5: Select the objectives for the unit
Step 6: Start designing the summative assessment(s)
Step 7: Choose relevant ATL skills to focus on throughout the unit
Step 8: Plan the lesson framework - sequence of learning, resources, teaching strategies, learning experiences
Step 9: Plan for differentiation and formative assessment
Step 10: Reflect before, during and after the unit
Hope you enjoy the next 10 posts and find them useful!