MYP ONE OBJECTIVES (by the end of grade 6 students should be able to...
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Based on Stephen Taylor's Document 'All criteria in one place'Middle Years Programme: Subject Group ObjectivesMYP 1 (Grade 6)
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These subject-group objectives are published by the IB for MYP Years 1-3-5. These objectives are unpacked into detailed assessment rubrics, which are used in all assessment tasks.
To see the rubrics, please click on the tabs. Additionally, for each assessment task, teachers provide 'task-specific clarification' to outline how students can be successful in the task.
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MYP 1 (6)Criterion ACriterion BCriterion CCriterion D
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At the end of Year 5, students should be able to:At the end of Year 5, students should be able to:At the end of Year 5, students should be able to:At the end of Year 5, students should be able to:
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Language & Literature AnalysingOrganizingProducing textUsing language
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i. identify and comment upon significant aspects of textsi. employ organizational structures that serve the context and intentioni. produce texts that demonstrate thought and imagination while exploring new perspectives and ideas arising from personal engagement with the creative processi. use appropriate and varied vocabulary, sentence structures and forms of expression
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ii. identify and comment upon the creator’s choicesii. organize opinions and ideas in a logical mannerii. make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audienceii. write and speak in an appropriate register and style
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iii.justify opinions and ideas, using examples, explanations and terminologyiii.use referencing and formatting tools to create a presentation style suitable to the context and intention.iii.select relevant details and examples to support ideas.iii.use correct grammar, syntax and punctuation
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iv. identify similarities and differences in features within and between texts.iv. spell (alphabetic languages), write (character languages) and pronounce with accuracy
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v. use appropriate non-verbal communication techniques.
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Language AcquisitionLanguage Acquisition is organised by proficiency phases, rather than grade levels.
Please click on the tab to see details of objectives and descriptors.
Click here for details of assessment criteria for all phases of language acquisition.
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Individuals & Societies (Humanities)Knowing and understandingInvestigatingCommunicatingThinking critically
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i. use vocabulary in contexti. explain the choice of a research questioni. communicate information and ideas with clarityi. identify the main points of ideas, events, visual representation or arguments
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ii. demonstrate knowledge and understanding of subject-specific content and concepts, using descriptions, explanations and examples.ii. follow an action plan to explore a research questionii. organize information and ideas effectively for the taskii. use information to justify an opinion
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iii.collect and record relevant information consistent with the research questioniii.list sources of information in a way that follows the task instructions.iii.identify and analyse a range of sources/data in terms of origin and purpose
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iv. reflect on the process and results of the investigation.iv. identify different views and their implications.
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SciencesKnowing and understandingInquiring and designingProcessing and evaluatingReflecting on the impacts of science
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i. outline scientific knowledgei. outline an appropriate problem or research question to be tested by a scientific investigationi. present collected and transformed datai. summarize the ways in which science is applied and used to address a specific problem or issue
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ii. apply scientific knowledge and understanding to solve problems set in familiar situations and suggest solutions to problems set in unfamiliar situationsii. outline a testable prediction using scientific reasoningii. interpret data and outline results using scientific reasoningii. describe and summarize the various implications of using science and its application in solving a specific problem or issue
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iii.interpret information to make scientifically supported judgments.iii.outline how to manipulate the variables, and outline how data will be collectediii.discuss the validity of a prediction based on the outcome of the scientific investigationiii.apply scientific language effectively
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iv. design scientific investigations.iv. discuss the validity of the methodiv. document the work of others and sources of information used.
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v. describe improvements or extensions to the method.
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MathematicsKnowing and understandingInvestigating patternsCommunicatingApplying mathematics in real-world contexts
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i. select appropriate mathematics when solving problems in both familiar and unfamiliar situationsi. apply mathematical problem-solving techniques to recognize patternsi. use appropriate mathematical language (notation, symbols and terminology) in both oral and written statementsi. identify relevant elements of authentic real-life situations
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ii. apply the selected mathematics successfully when solving problemsii. describe patterns as relationships or general rules consistent with correct findingsii. use different forms of mathematical representation to present informationii. select appropriate mathematical strategies when solving authentic real-life situations
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iii.solve problems correctly in a variety of contexts.iii.verify whether the pattern works for other examples.iii.communicate coherent mathematical lines of reasoningiii.apply the selected mathematical strategies successfully to reach a solution
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iv. organize information using a logical structure.iv. explain the degree of accuracy of a solution
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v. describe whether a solution makes sense in the context of the authentic real-life situation.
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The ArtsKnowing and understandingDeveloping skillsThinking creativelyResponding
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i. demonstrate awareness of the art form studied, including the use of appropriate languagei. demonstrate the acquisition and development of the skills and techniques of the art form studiedi. identify an artistic intentioni. identify connections between art forms, art and context, or art and prior learning
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ii. demonstrate awareness of the relationship between the art form and its contextii. demonstrate the application of skills and techniques to create, perform and/or present art.ii. identify alternatives and perspectivesii. recognize that the world contains inspiration or influence for art
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iii.demonstrate awareness of the links between the knowledge acquired and artwork created.iii.demonstrate the exploration of ideas.iii.evaluate certain elements or principles of artwork.
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Physical & Health Education (updated sept 2017)Knowing and understandingPlanning for performanceApplying and performingReflecting and improving performance
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i. outline physical and health education-related factual, procedural and conceptual knowledgei. identify goals to enhance performancei. recall and apply a range of skills and techniques effectivelyi. identify and demonstrate strategies to enhance interpersonal skills
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ii. identify physical and health education knowledge to describe issues and solve problems set in familiar and unfamiliar situationsii. construct and outline a plan for improving physical activity and health.ii. recall and apply a range of strategies and movement conceptsii. describe the effectiveness of a plan based on the outcome
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iii.apply physical and health terminology to communicate understanding.iii.recall and apply information to perform effectively.iii.describe and summarize performance.
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Design (updated Sept. 2017)Inquiring and analysingDeveloping ideasCreating the solutionEvaluating
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i. explain and justify the need for a solution to a problemi. develop a list of success criteria for the solutioni. outline a plan, which considers the use of resources and time, sufficient for peers to be able to follow to create the solutioni. outline simple, relevant testing methods, which generate data, to measure the success of the solution
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ii. state and prioritize the main points of research needed to develop a solution to the problemii. present feasible design ideas, which can be correctly interpreted by othersii. demonstrate excellent technical skills when making the solutionii. outline the success of the solution against the design specification
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iii.describe the main features of one existing product that inspires a solution to the problemiii.present the chosen designiii.follow the plan to create the solution, which functions as intendediii.outline how the solution could be improved
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iv. present the main findings of relevant research.iv. create a planning drawing/diagram which outlines the main details for making the chosen solution.iv. list the changes made to the chosen design and plan when making the solutioniv. outline the impact of the solution on the client/target audience.
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Inter-
disciplinary Learning
Disciplinary groundingSynthesizingCommunicatingReflecting
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i. demonstrate relevant disciplinary factual, conceptual and/or procedural knowledge.i. synthesize disciplinary knowledge to demonstrate interdisciplinary understanding.i. use appropriate strategies to communicate interdisciplinary understanding effectivelyi. reflect on the development of their own interdisciplinary understanding
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ii. document sources using recognized conventions.ii. evaluate the benefits and limitations of disciplinary and interdisciplinary knowledge and ways of knowing in specific situations.
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Based on the spreadsheet here, made by Stephen Taylor
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