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Sciences guide For use from September 2014/January 2015 Sciences guide For use

Sciences guide For use from September 2014/January 2015 Sciences guide For use from September 2014/January 2015 MYP320 International Baccalaureate, Baccalauréat International and Bachillerato Internacional are registered trademarks of the International Baccalaureate Organization. Published May 2014 Updated July 2014, September 2015, September 2017 Published on behalf of the International Baccalaureate Organization, a not-for-profit educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva, Switzerland by the International Baccalaureate Organization (UK) Ltd Peterson House, Malthouse Avenue, Cardiff Gate Cardiff, Wales CF23 8GL United Kingdom Website: www.ibo.org © International Baccalaureate Organization 2014 The International Baccalaureate Organization (known as the IB) offers four high-quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes. The IB may use a variety of sources in its work and checks information to verify accuracy and authenticity, particularly when using community-based knowledge sources such as Wikipedia. The IB respects the principles of intellectual property and makes strenuous efforts to identify and obtain permission before publication from rights holders of all copyright material used. The IB is grateful for permissions received for material used in this publication and will be pleased to correct any errors or omissions at the earliest opportunity. All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior written permission of the IB, or as expressly permitted by law or by the IB’s own rules and policy. See http://www.ibo.org/copyright. IB merchandise and publications can be purchased through the IB store at http://store.ibo.org. Email: sales@ibo.org Middle Years Programme Sciences guide IB mission statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. Sciences guide Contents Introduction 1 Purpose of this guide 1 Sciences in the MYP 2 Programme model 2 Nature of sciences 4 Sciences across the IB continuum 5 Aims 8 Objectives 9 Planning a progression of learning 12 Interdisciplinary learning 15 MYP projects 16 Written and taught curriculum 17 Requirements 17 Planning the sciences curriculum 18 Teaching and learning through inquiry 19 Subject-specific guidance 27 Assessed curriculum 30 Alignment of objectives and criteria 30 Assessment criteria overview 31 Sciences assessment criteria: Year 1 32 Sciences assessment criteria: Year 3 37 Sciences assessment criteria: Year 5 43 MYP eAssessment 49 Appendices 59 Related concepts in sciences 59 Sciences glossary 61 MYP command terms for sciences 63 Selected reading 65 Sciences guide 1 Introduction Purpose of this guide This guide is for use from September 2014 or January 2015, depending on the start of the school year. This document provides the framework for teaching and learning in sciences in the Middle Years Programme (MYP) and must be read and used in conjunction with the document MYP: From principles into practice (May 2014), which includes: • general information about the programme • the MYP unit planner, with guidance for developing the curriculum that is relevant for all subject groups • detailed information about approaches to learning • advice that supports access and inclusion (including accommodations for students with learning support requirements) • a statement on academic honesty. In MYP publications, requirements appear in a text box like this one. Additional resources Teacher support materials (TSMs) are available in the programme resource centre (https://resources.ibo.org). The TSM for sciences contains support for developing the written, taught and assessed curriculum. It provides examples of good practice, including subject-group overviews, assessment tasks and markschemes, as well as student work with teacher comments. An optional process of external assessment can lead to IB MYP course results for sciences courses, and these results can contribute to the awarding of an IB MYP certificate. More information is available in the annual publication Middle Years Programme Assessment procedures. A range of publications that support the MYP are available at the IB store (http://store.ibo.org). Acknowledgments The IB gratefully acknowledges the generous contributions of IB World Schools and a global community of educators who collaborate in the development of the Middle Years Programme. Sciences guide 2 Programme model Sciences in the MYP Figure 1 Middle Years Programme model The MYP is designed for students aged 11 to 16. It provides a framework of learning that encourages students to become creative, critical and reflective thinkers. The MYP emphasizes intellectual challenge, encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement—essential qualities for young people who are becoming global leaders. The MYP is flexible enough to accommodate the demands of most national or local curriculums. It builds upon the knowledge, skills and attitudes developed in the IB Primary Years Programme (PYP) and prepares students to meet the academic challenges of the IB Diploma Programme (DP) and the IB Career-related Programme (CP). The MYP: • addresses holistically students’ intellectual, social, emotional and physical well-being • provides students opportunities to develop the knowledge, attitudes and skills they need in order to manage complexity, and take responsible action for the future Programme model Sciences guide 3 • ensures breadth and depth of understanding through study in eight subject groups • requires the study of at least two languages to support students in understanding their own cultures and those of others • empowers students to participate in service with the community • helps to prepare students for further education, the workplace and a lifetime of learning. Sciences guide 4 Nature of sciences The scientific mind does not so much provide the right answers as asks the right questions. Claude Lévi-Strauss With inquiry at the core, the MYP sciences framework aims to guide students to independently and collaboratively investigate issues through research, observation and experimentation. The MYP sciences curriculum must explore the connections between science and everyday life. As they investigate real examples of science applications, students will discover the tensions and dependencies between science and morality, ethics, culture, economics, politics, and the environment. Scientific inquiry also fosters critical and creative thinking about research and design, as well as the identification of assumptions and alternative explanations. Students should learn to appreciate and respect the ideas of others, gain good ethical-reasoning skills and further develop their sense of responsibility as members of local and global communities. Learning science involves more than simply learning technical terminology. The MYP considers all teachers to be language teachers and, thus, MYP sciences should enable students to access, use and communicate scientific knowledge correctly and confidently in oral, written and visual modes. Sciences in the MYP Sciences guide 5 Sciences across the IB continuum The IB continuum of international education provides a progression of learning for students aged 3–19. In the PYP, science is viewed as the exploration of aspects of the natural world. Science within the IB programmes encourages inquiry, curiosity and ingenuity. Learners should develop an understanding of the resources of a rapidly-changing scientific and technological society and how to use those resources wisely. The MYP sciences curriculum aims to build on what students learn and do in the PYP and other student- centred programmes of primary education. There are no prior formal learning requirements. The main approach to teaching and learning sciences is through structured inquiry in the context of interdisciplinary units. Students are encouraged to investigate science by formulating their own questions and finding answers to those questions, including through research and experimentation. Scientific inquiry enables students to develop a way of thinking and a set of skills and processes that they can use to confidently tackle the internal assessment component of DP subjects in biology, chemistry and physics. Moreover, the MYP sciences objectives and assessment criteria A–D are aligned with the DP sciences objectives and internal assessment criteria, supporting the smooth transition from the MYP to the DP (see figures 2 and 3). All IB programmes share common beliefs and values about teaching and learning science: • International dimension: Students develop an appreciation that science requires open-mindedness and freedom of thought transcending gender, political, cultural, linguistic, national and religious boundaries. • Aesthetic dimension: Students engage with the complexities, intricacies and beauty of science, which arouses their curiosity and heightens their learning. • Ethical dimension: Students reflect on the ethical, social, economic, political, cultural and environmental implications of using science to solve specific problems. Students develop a personal, ethical stance on science-related issues. • Learning through investigation: Students construct meaning by designing, conducting and reflecting on scientific investigations. The scientific process, which encourages hands-on experience, inquiry, and critical thinking, enables students to make informed and responsible decisions, not only in science but uploads/Science et Technologie/ myp-sciences-guide.pdf