1. MYP UNIT PLANNER E.COSH JANUARY 2014

2. MYP UNIT PLANNER

3. 1- Inquiry: Establishing the purpose of the unit Key and related concepts Global contexts Statement of inquiry Inquiry questions Subject group objectives Summative assessment Approaches to learning (ATL)

4. Documents MYP Wiki: Developing MYP unit planner (FPIP) Pre-publication SUBJECT GUIDES inquiry questions Lynn Erickson Concept-based teaching and learning

5. Factual questionsConceptual questionsDebatable questions Knowledge/fact-based Content-driven Skills-related Supported by evidence Can be used to explore terminology in the statement of inquiry Frequently topical Encourage recall and comprehension Enable exploration of big ideas that connect facts and topics Highlight opportunities to compare and contrast Explore contradictions Lead to deeper disciplinary and interdisciplinary understanding Promote transfer to familiar or less familiar situations, issues, ideas and contexts Encourage analysis and application Enable the use of facts and concepts to debate a position Promote discussion Explore significant ideas and issues from multiple perspectives Can be contested Have tension May be deliberately provocative Encourage synthesis and evaluation

6. MYP objectives (Mandatory Yr 1, 2 & 3 from September 2014) ATL SKills Summative assessment task

7. 2- Action: Teaching and learning through inquiry Content (selected or required) Description of the learning process – Learning experiences and teaching strategies – Formative assessment – Differentiation Resources

8. Disciplinary content & Skills Readiness/ interest/ learner profile

9. Differentiation….“a teacher’s response to the diverse learning needs of a student” C.A Tomlinson The language and learning cycle of good practice (based on the work of Jim Cummins, 2007), Zone of Proximal development Lev Vygotsky (1978) “…within which new learning can take place if there is support” Language and learning in IB programmes, 2010, Section 5 pg 28-31 A Common pedagogy for language and learning

10. 3- Reflection: Considering the planning, process and impact of the inquiry Prior to teaching the unit During teaching After teaching the unit

12. DISPLAY IN THE CLASSROOM- for each unit Unit title Key & Related concepts Global context Statement of inquiry Unit questions ATL Make students aware of this. Copy in notebook During unit and learning experiences, make reference to it.