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View from my study room, another cloudy day in Melbourne, and I can't wait for my maple tree to turn red.

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This was my view from earlier today. It’s currently dark now (so not much to see). But I think the current weather is representative of my current mood. Yesterday it was super hot and sunny, and today it is quite gloomy. As the time goes by this weekend I have been feeling a cough coming on. So hopefully I can get rid of it before the week starts 🤞.

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I am neighbors with a local kinder school. It's not the nicest view but I get a lot of sunlight for being on the second floor!

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This was the view that I took from outside my house the other day at 6:00am. 

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The view with the sun that I appreciate!

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A view from my window from my house, there's the house next door, fence and a plant that I've been staring at during our sessions.

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This is the view from my classroom - because I don't have direct sunlight, it makes me appreciate outdoor recess duty :-)

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View from my desk in my bedroom. I get a bit of greenery at least.

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It makes me feel slightly resentful about being inside

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This is the view outside my balcony. Not many other apartment blocks in my view unlike the rest of Ashfield. So I like sitting on a church pew I have out there and looking at trees, enjoying the breeze. It feels very peaceful, a great place to read my Bible in the morning.

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Do more of - quietly reach out / talk with students who have learning support to help them with assessment task and in regular classes.

One thing to stop doing - trying to get through everything in class, as I have the bigger picture of the unit content in mind.

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Instead of a fake photo of of Sydney Harbour this is what I can see from my window. I purposely work in the study so that I cannot be distracted or daydream by what is outside. It kind of works, but too regular walks down the hallway to the backyard do have an impact.

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Statement of Inquiry: Innovation and revolutions are caused by a need for change and have consequences that can lead to various developments for humanity. Factual- What were the key events of the Industrial Revolution. Conceptual questions: How does society respond to change? Debatable: Was the Industrial Revolution good for everyone involved?

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Unit Title

Megacities

Factual—  What percentage of the world's population resides in megacities?

Conceptual— How do megacities balance rapid urban growth with sustainability and equity?

Debatable— Are megacities beneficial for human development, or do they create more problems than they solve?

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WWI-Year 9

Factual- What were the causes of World War One?

Conceptual-What were the main changes that those on the homefront experienced during World War 1?

Debatable-Did the Naval Race between Britain and Germany make the outbreak of World War I inevitable?

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SOI: Systems of belief shape identities and perspectives, influencing how societies understand fairness, inequality, and inclusion.

Factual: What are the core beliefs and practices of major world religions?

Conceptual: In what ways do religious and cultural beliefs influence societal views on fairness and inclusion?

Debatable: Are belief systems more of a unifying or divisive force in society?

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Word War 2: Global Conflict and its Impact

Statement of inquiry Conflict influences global interactions by shaping significant relationships and determining outcomes.

Related Concepts: Significance, Conflict

Global Context: Orientation in Time and Space.

Factual— What are some examples of conflicts that have affected global interactions?

Conceptual— How does conflict shape relationships and determine outcomes in global contexts?

Debatable— Is conflict necessary for global change?

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Interdependence between systems causes change

Factual - What changes happen when systems depend on each other?

Conceptual - Why/How do systems depend on each other? (what would happen if they were solo?)

Debatable - Are the changes positive or negative?

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Factual - What causes revolutions? What caused the Industrial Revolution? (beginning of unit)

Conceptual - How do we determine progress? (mid-unit)

Debatable - Did the Industrial Revolution benefit society in the long-term? (end of unit)

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Factual question: How did the caste system influence daily life in ancient India?

Conceptual question: How do social systems shape a civilization’s identity and culture?

Debatable question: Can a society ever be organized equitably?

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Hi, I'm Henry from Adelaide, South Australia. I'm an early career teacher focusing on Individuals and Societies and Language and Literature. Outside of teaching, I love playing sports, travelling, and live music.

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My name is Tom. I clicked "anonymous" on the first day, and now it won’t let me change it. I've been teaching for over eight years, working in London and Amsterdam before moving to Melbourne. This is my first year teaching in the MYP program, and I'm looking forward to the experience. I love traveling, exploring new places, and experiencing different cultures. Outside of work, I enjoy cooking and playing/watching sports.

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Think about all of the things we celebrate.

▪Why do we celebrate them?

▪How do we celebrate them?

Pick your favorite and share THE WHAT, THE WHY and THE HOW

Post here

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A view from my window, which opens up to the balcony and the common park. I am on the third floor of a residential complex. Feel like just existing there with a nice cup of ginger tea :)

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Sample Unit Planners from the Teacher Support Material on MyIB Programme Resource Centre

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Sample Unit Planners from the Teacher Support Material on MyIB Programme Resource Centre

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Sample Unit Planners from the Teacher Support Material on MyIB Programme Resource Centre

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Sample Unit Planners from the Teacher Support Material on MyIB Programme Resource Centre

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Title of unit: World War II

Statement of Inquiry: Global interactions were shaped by shifting national identities, conflicts, and relationships.

Factual— What were the main causes of World War II?

Conceptual— How did shifting national identities, conflicts, and relationships justify global interactions during World War II?

Debatable—To what extent did shifting national identities and relationships contribute to conflicts?

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Take a picture of what you see outside of your window and post here with a brief description on "How does it make you feel?"

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Title of the Unit: Dive into the Ocean

Statement of Inquiry: Diversity in innovation and revolution helps in choosing appropriate systems for obtaining resources, and human makes progress with responsibility by caring about risks and consequences.

Factual—

[More broad] What causes environmental issues? What ocean environmental issues have been caused by humans in history?

[More specific] What are the consequences of the ocean's environmental issues?

Conceptual—

How do systems prevent environmental issues?

How [name of the organization] works to prevent [a specific environmental issue]?

Debatable—

Do people put their efforts into conserving the oceans?

Do middle school students do something good for the oceans every day?

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Hello everyone! My name is Vivian. I'm originally from Florida but I taught Humanities in the NYC for 6 years. I taught English Language in Busan, South Korea for the last two years. I am currently 6 months into teaching English Language Literature and I&S at an international school in Tokyo, Japan. It's my first time teaching at an international school and doing an IB program. I have a lot to learn and I'm grateful to expand my skills as an educator.

In my free time I'm an avid snacker, reader, and rock climber! A dream I have is seeing more women and girls in the world of bouldering so I am in my 4th year of running a climbing afterschool club.

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Authentic assessment involves focus on students using and applying knowledge and skills in real life settings eg. simulation, role play of a scenario

Author: UNSW lecture notes

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Authentic assessment puts students' knowledge and skills into practice and develops their work-related skills.

Melbourne University.

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Philosophies and ways of life allow sustained discovery and expression of ideas of personal experiences and global interaction.

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A perceived need for change (Key Concept) can cause (Related Concept) scientific and technical innovation (Global context, Related Concept)  and revolution (Related Concept), with significant consequences for local, national and global interactions.

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Statement of Inquiry: Conflict influences global interactions by shaping significant relationships and determining outcomes.

Key Concept: Global Interactions

Related Concepts: Significance and Conflict

Global Context: Orientation in Time and Space

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Unit Title: Dive into Ocean

Global Context: Scientific and Technological Innovation

Key Concept: Systems

Related Concept: Resources (Economics), Diversity (Geography), Innovation and Revolution (History)

Statement of Inquiry: Diversity in innovation and revolution helps in choosing appropriate systems for obtaining resources, and human makes progress with responsibility by caring about risks and consequences.

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Key concept: System

Related concept: Sustainability, disparity, and equity.

Global context Fairness and development

Statement of inquiry:

Systems play a crucial role in shaping sustainability, disparity, and equity, influencing how societies achieve fairness and development.

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Key Concept: Systems

Related Concepts: Interdependence, Causality

Global Context: Globalization and Sustainability

Exploration: Diversity and Interconnectedness

Systems are interdependent, with diversity and interconnection causing change.

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Topic: WWI

Global Context: Orientation in Space and Time.

Explorations: Turning Points and Big History

Key Concept: Change

Related Concepts: Causality, Conflict

Statement: Conflicts arise due to a multitude of causes, resulting in permanent change to societies.

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Topic: World Religions

Key Concept: Systems

Related Concepts: Identities, Beliefs, Perspectives

Global Context: Fairness & Development (Inequality, difference and inclusion)

Statement of Inquiry: Systems of belief shape identities and perspectives, influencing how societies understand fairness, inequality, and inclusion.

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Global interactions were shaped by shifting national identities, conflicts and relationships.

Global context group: Identities and relationships

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Statement of Inquiry: Systems help shape people’s identity and culture, which can create or reinforce inequalities.

Key concept: Systems

Related Concepts: Culture, Identities

Global Context: Fairness and Development (Inequality)

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SOI: Interdependence between countries cultivates relationships through global citizenship and change.

Global Context: Identities and Relationships

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Topic: Industrial Revolution

Innovation and revolution brings about change in ways that bear significance for the progress of individuals and societies.

Key Concept:

Change

Related Concepts:

Innovation and revolution

Significance

Global Context (Scientific and Technical Innovation):

Progress

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Sustainability (RC) of communitieis is achieved through global interactions (KC) and human capability (GC/E).

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Hello Everyone! I'm Angela, from Toronto, Canada. It has been a great experience learning with you all so far. I'm currently in my first year of teaching, and I am absolutely loving teaching MYP so far. I've always wanted to teach the IB program, so I'm thrilled. Currently, I'm teaching MYP I&S, Arts (theatre & dance), and French at my school. I'm a huge matcha latte enthusiast (as you can see in the photo) and in my spare time, I enjoy playing volleyball, badminton, going to live music events, and skiing in the winter.

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I am David from Sydney. I am a Careers Advisor who also teaches History in Sydney. I have been teaching for over twenty years, at a range of independent and government schools in both MYP and non-MYP systems. My time with you will refresh my skills in creating statements of inquiry and assessing concepts.

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Sample I&S Curriculum Overview - This may not be the best sample, but it is a good starting point for conversations about curriculum overview.

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Sample Curriculum Overview_History (from Programme Resource Centre)

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Topic: Interconnections

MYP Year: Year 8 students

Key Concept: Interdependence

Related Concepts: Change; Interrelationships

3 Possible Conceptual Understandings;

Global Citizenship, Globalisation, Processes

Possible SOI:
Interdependence between countries cultivates relationships through global citizenship and change.

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Topic: World Religions

Key Concept: Systems

Related Concepts: Identity, Beliefs, Perspectives

Conceptual Understanding: Belief and cultural systems shape identity and influence perspectives on fairness and equality.

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In the next unit of my I&Ss, Year 2-4 students (Grades 7-9 in an international school) will learn about "Ocean" in terms of ocean systems, economics, innovations & technologies, and human impact & solutions towards environmental issues. We will try to look at the ocean from different perspectives since it is a 10-week unit.

Key Concept: Systems

Related Concepts: Resources (Economics), Diversity (Geography), & Innovation and revolution (History)

Possible Conceptual Understandings:

1. Systems make innovations and revolutions in methods of gaining resources.

2. Resources bring diversity to systems with innovation and revolution.

3. Diversity in innovation and revolution helps in choosing appropriate systems for obtaining resources.

4. Innovation and revolution integrate resources and systems to produce diversity.

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Systems (biodiversity within ecosystems)

Interdependence Causality

1. systems are interdependent in ways that can cause positive or negative change

2. interdependence between systems causes change

3. change is caused by interdependence between systems

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This unit is 'Movement of People', for Yr9 History, in MYP Year 5. I narrowed in on Change as the key concept. Global interaction was related concept, with 'innovation' (Ind. Rev') as the global context.

Statement of Inq' currently is: Change brought about by innovation and revolution can have significant impacts on local, national and global interactions.

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Same here, my topic is the Industrial Revolution which is for MYP Year 4 students. I chose Change as the key concept with Innovation and the related concept of Revolution and Causality(cause and consequence). So my statement of inquiry would be: Innovation and revolutions are caused by a need for change and have consequences that can lead to many developments for humanity.

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Konnichiwa, everyone! I am Akiho from Japan. This is my first year teaching MYP I&S. I have been teaching Japanese as a second language (Language B in IB) in DP, PYP, and now MYP, in addition to I&S; this is my third year as a teacher. I love cooking, taking care of my vegetable garden, and visiting vineyards. Here is my little feathered friend, Mame (which means beans in Japanese). I am looking forward to gaining more resources and insights on the subject!

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3 Takeaways regarding concepts: they are transferrable across topics, they enable students to understand their navigation through content delivered, and, there is commonality between instructional years 2 Questions are: How do we deliver the MYP along with a local syllabus (eg. NESA in NSW)to ensure these concepts are met? And, how do we best accommodate these concepts in our planning and instruction? One analogy would be to integrate concepts with instruction in a specific discipline to fit under one common umbrella

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Concepts lead to deeper understanding by connecting ideas across subjects, fostering ongoing curiosity, and encouraging students to explore the bigger picture.

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Four Key Concepts in I&S

Change

Time, place and space

Global Interactions

Systems

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Educators are the lead learners in schools. If they are to enable powerful, authentic, deep learning among their students, they need to live that kind of learning and professional culture themselves. When everyone is part of that experiential through-line, that's when next generation learning thrives.

Recognizing student engagement was a common struggle, a coach and two teachers shifted their practice from traditional and passive instruction to modern and active learning.

In January 2020, before the word asynchronous was common, two of my most talented middle school teachers told me, quite plainly, that they were done. The craft they once loved, teaching, was overshadowed by daily frustrations, school-wide concerns, and institutional pressures. As their teaching and learning coach, I knew a drastic change was needed to revolutionize their classrooms, and I knew I needed to be the leader who led the charge.

Some years later (and despite COVID), through modeling self-paced structures, real-world skills, and project-based learning, these two teachers are still in the classroom, acting as teacher leaders in the division and beyond, and transforming classrooms from traditional and passive to modern and active. They can never go back to the way things once were and are working to help other teachers feel the successes of a modern classroom. Here's how we made it happen.

Step 1: Concerns, Commonalities, and Impacts

Our journey started with honest dialogue; the two teachers shared their concerns related to teaching and learning. Their list contained many, and each seemed critical. They looked to me for answers and a reason to continue. I knew that I needed to shift their focus from individual concerns to overarching themes because it would be overwhelming and unsuccessful to work at fixing multiple minor concerns. However, targeting a few more significant issues would be manageable. With a more targeted lens, we could develop strategies that were applicable to many roadblocks rather than smaller solutions that seemed like "just another thing." To do this, I coached the teachers through an activity I now call concerns, commonalities, and impacts.

After creating an exhaustive list of concerns, we determined commonalities between them. Looking at commonalities opened the floor for impactful dialogues, leading us to conclude that most of our problems connected to a theme of student engagement. Students were simply not as engaged as they could or should be. This broadening of perspective lessened the teachers' burden and opened their hearts and minds to the possibility of making things better. If we could get students more engaged, we'd solve many problems in the process.

We shifted our lens from concerns to solutions with student engagement in mind by asking how a lack of student engagement negatively impacts teaching and learning. The answer was clear-student achievement was declining, student self-efficacy was dwindling, and teachers were unhappy. As a teaching and learning coach, I knew the solution was to lead my teachers through a significant pedagogical shift-a self-paced classroom.

Changing whole-group instruction and teacher-driven conversations to individualized instruction and student-centered interaction was a prescription to cure, rather than just bandage, the concerning wounds of down-trending student engagement. The ailments included a lack of interaction with content, remediation, enrichment, critical thinking, creative thinking, and collaboration. And I believed that each could be effectively addressed through a self-paced classroom structure. As a peer, I knew it would take collective effort and support. As a friend worried about my colleagues quitting, I knew I had one shot at making it work.

If we could get students more engaged, we'd solve many problems in the process.

Step 2: Engagement through Content Differentiation

To change our classroom design from whole-group to individualized, we started by looking at our content through a skills lens. The two teachers I was working alongside taught ancient world history. The content was not relatable or relevant for many students, even though the teachers created some inspiring activities. To increase engagement while designing a self-paced structure, we targeted the higher-level verbs in our standards to develop "may do assignments." Focusing on the standards containing verbs within the upper tier of Bloom's taxonomy, we increased relevance and rigor; students were actively creating and evaluating, deepening their understanding of the skills necessary to be successful lifelong 21st-century learners.

May do activities serve as enrichment for those students who mastered the content and explored deeper learning faster than we outlined. May do's should be fun, like digging for treasures through sandpits or exploring new places through virtual reality. And because they were engaging, may do tasks kept us committed to this new way of learning; they were the reason we all loved teaching in the first place and the reason students began to work diligently through the "must do" content and "should do" skills. Through may do assignments, students saw connections between ancient worlds and modern days and applied the skills they mastered. Because of the relevancy these activities provided, we saw students become more engaged in learning. But before students could complete may do tasks, they needed to show mastery through must do assignments and explore a more profound understanding through should do activities. This act of self-pacing and individualizing instruction motivated students at all levels within a single class.

The purpose of must do and should do assignments is to naturally self-pace the classroom so real-time individualized instruction and differentiation can occur. Teachers can pull students into data-driven small groups through targeted instruction, or work one-on-one with academically at-risk students on the specific skill or content needing re-teaching, and they can do so when learning first occurs rather than in a later class. Timely and data-driven instruction increases student engagement as student needs are adequately addressed at appropriate levels of rigor.

Must do assignments ensure that students are mastering the necessary content outlined by our state standards. These assignments are provided through teacher-recorded lessons delivered through our learning management system and mastery checks. When mastery is not achieved, the teacher selects an appropriate remediation tool; when students meet or exceed mastery, they move into should do activities. Should do activities take content knowledge from understanding to application, engaging students in deeper understanding through rigorous and relevant learning experiences. All students are working at their own pace, not relearning material they know or struggling to move ahead before they reach mastery. Appropriate and individualized rigor leads to increased student engagement. We see this firsthand.

Real-time professional learning can be a transformative tool; it was in this case.

Step 3: Supporting Educators through Transformation

Throughout this whole process, I led professional learning in real-time as I worked with teachers in the classroom throughout implementation. I modeled best practices for small group instruction, ways to increase relevancy and rigor on assignments, the differences between collaborative and small groups, designing targeted formative assessments, and using data to drive classroom instruction. Real-time professional learning can be a transformative tool; it was in this case.

While this model was a significant shift, my teachers quickly wanted to dive deeper and become fully invested. We realized that together, we could do more to propel both student and teacher learning, and to do so effectively, we needed the two teachers to work alongside each other. We needed to tear down the wall between their classrooms to make this happen, so we did.

Once the wall was down, both teachers worked in small groups and with individual students as students in the larger setting needed less management as time went on. I also sought out resources to help transform the look of the new, larger room so that as students entered, it was clear that this space was different; this was a place for active learning rather than passive teaching. Students walked into their newly transformed classroom and could visibly see the way we do things are different, and these visual cues naturally piqued student curiosity and increased their engagement.

These two teachers who wanted to leave the classroom not too long ago became teacher-leaders, taking the lead to help their peers transform their classrooms to experience the victories they were experiencing.

Step 4: Leading Continuous Change

The pandemic started, and classes began to meet virtually. Because of our individualized instruction model, asynchronous instruction was a natural transition. When the time came to come back for in-person, my role in supporting the teachers changed. These two teachers who wanted to leave the classroom not too long ago became teacher-leaders, taking the lead to help their peers transform their classrooms to experience the victories they were experiencing.

We returned to the concerns, commonalities, and impacts activity and found that engagement was at an all-time high, failures were at an all-time low, and students displayed efficacy by taking the initiative and acting as the leader of their learning journey. Their newfound independence allowed us to implement project-based learning Fridays; we transformed may do activities into more significant, community-centered assignments. For example, students worked with a local organization, The Hub of Hope, to create a social media campaign to eliminate the stigma of food insecurity amongst young people in our community. As another example, students worked with our teacher-librarian to research, redesign, and implement a school library makeover.

Now, some years later, thriving through the times of unprecedented educational uncertainty, our students are still fully engaged in a modern classroom, and my teachers are still in the classroom.

Photo by Allison Shelley/The Verbatim Agency for EDUimages CC BY-NC 4.0

S. Katie Breth

Teaching and Learning Coach, Spotsylvania County Public Schools

S. Katie Breth is a teaching and learning coach in Spotsylvania County Public Schools.

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How To Increase Student Engagement via Classroom Structures

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Recognizing that student engagement was a common struggle, learn how a coach and two teachers utilized classroom structures to help resolve this problem.

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Positive classroom dynamic - healthy, happy people are more intrinsically motivated to attempt, and possibly succeed. 

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this is Leila from Seoul Foreign School in Seoul, South Korea. I am an Elementary School teacher using PYP, but perhaps would be interested in moving up one day, so I am here to start my MYP learning journey.

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Hi everyone!!!

My name is Adriana, and I’m a 6th grade MYP individuals and societies teacher in Los Angeles, Ca. 6th grade history here in California is Ancient history/early civilizations.

A little bit about me is that this is my first year as a teacher. I just graduated from my teaching credential program last spring (2024). So, I’m really looking forward to expanding my knowledge on all things really.

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Reflect upon one thing that you found to be most eye-opening in this session and why.

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Learning diversity and Inclusion in IB Programmes

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What one thing will I do more of?

What one thing will I stop doing?

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Write: Factual question

Write: Conceptual question

Write: Debatable question

Find….two questions that are similar to yours and leave them a comment with your topic highlighted by their question

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Go back to your unit planners and the Statement of Inquiry which you developed. Try to create Inquiry Questions , one for each :

Factual Questions :

• Open questions, which you might Google but find many variations in your answers. Drawn from the statement of inquiry.

• Example: What is Change?

Conceptual Questions :

• Open-ended question drawn from the statement of inquiry

Example : Why is someone considered powerful?

Debatable Questions

•Debatable questions provoke discussion.  Set it up with two distinct sides of yes/no

Example: Are revolutions inevitable?

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•Create a “golden rule” to remember how to select approaches to learning skills for your unit.

•Post your golden rule

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Leila Webb here, from Seoul Foreign School in Seoul, South Korea. I am an elementary teacher but our school is IB throughout all sections. Possible interest in a new challenge in the future has brought me here to learn more.

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G'day folks, I'm Barry. Living near Newcastle, on the shore of Lake Macquarie. I've lived in various parts of the world and been in Australia for (shockingly) 15 years, but I'm from Ireland. Sport, travel and a wider global outlook are all strong pillars of my background; accordingly, my perspective and purpose is heavily infused with understanding and building culture and mindset, both individually and collectively. I've been teaching history (7-12) since arriving in Australia, and a combination of teaching and sport-development jobs in different countries before that. Currently at the start of my 4th year at an MYP school. Married with two kids - both born in Aus with thoroughly Aussie accents, to my eternal dismay. I'm pretty active, love the outdoors and keeping fit. I love to learn and think about why we all do what we do. So, looking forward to the weekend's collaboration! (Assuming I have enough coffee...)

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Hello, I am David and teach in Sydney. I have taught the MYP for a number of years and, with our school going on to the DP, I am refreshing my skills.

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Hi! My name is Christian Stamatelopoulos. I'm from Adelaide, SA and I've been working at Roma Mitchell Secondary College, a large public school in the north of Adelaide, since 2020. I currently teach MYP English, Individuals and Society and Italian as well as SACE English and Workplace Practices across both our Girls Campus and Co-ed Campus. In addition I am also a Council Member of the South Australian English Teachers Association. In my spare time I love reading, watching films and (at least for the next month) going to the Adelaide Fringe. Looking forward to meeting everyone!

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Hello everyone

I'm Angela from Sydney and work in a girl's school here.

I have four children and they have each flown the nest so it's just me and my two cats at home (it's very peaceful!).

My main areas of teaching are Commerce, Economics, Business Studies and Geography and I have been teaching for a long time in 3 different states in Australia. I've not had formal training in the MYP yet so I'm looking forward to meeting you all and learning about the MYP for Individuals and Societies.

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Hi everyone,

My name is Michelle, also from Sydney. I've been teaching History and Geography for over 20 years, but have never taught MYP, so I am looking forward to learning and collaborating with everyone. When I'm not working, I'm with my 3 beautiful children that also keep me busy. You will probably hear them in the background on the weekend ;) See you all tomorrow!

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Hi Everyone!

I'm Elke, from Sydney, Australia.

I am in my first year of full-time teaching in MYP History and Geography. I love learning all about our wonderful world and seeking to understand how people create the beauty and chaos that they so often do. In my spare time, I like playing music and reading. Looking forward to meeting you all!

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Approaches to Learning

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MYP From Principles into Practice-117-124

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Do a brief search of what authentic assessment is.

Post your findings and citation (author, name of publication, year published)

Post as comments

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Picture it happening

“What students as lifelong learners would look like in the classroom?”

Find an appropriate image/s and paste the image below along with the Web link!