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only 3 parents had this question if they can skip islamiyat?

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I would like to know the progression grid across MYP grades for sciences. while teaching MYP 4/5 level, I wonder what was the benchmark they should have achieved till the previous grade so that I can scaffold their knowledge and skills

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In Design, to provide students with a fair score that aids their success in external exams, teachers should assess essential elements such as creativity, technical ability, presentation quality, concept development, understanding of context, and reflective depth. By ensuring that the portfolio aligns with external exam expectations and offering consistent, constructive feedback, teachers can guide students in identifying areas for growth and effectively preparing for their assessments, ultimately improving their chances of achieving high marks.

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How can I differentiate my lessons to accommodate students with varying physical abilities, interests, and learning needs?

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In Design, to ensure that students receive a fair and reasonable score that supports their performance in external exams, teachers can evaluate key components such as creativity, technical skills, presentation quality, concept development, contextual understanding, and the depth of reflection. By aligning the portfolio assessment with external exam requirements and providing regular, constructive feedback, teachers can help students identify areas for improvement and prepare effectively, ultimately enhancing their chances of achieving strong results in their exams.

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How can we define a good grade for a Design e-portfolio, and what methods can teachers use to evaluate student work fairly in a way that boosts performance in external exams? Additionally, how can we tackle the differences between teacher evaluations and external assessment standards?

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Incorporating the Global Context into tasks in the exams will ensure that the student engages with meaningful, real-world issues which will enhance their language use in relevant and authentic scenarios. This integration reinforces students' ability to connect language learning with broader global themes and their practical application.

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Are all criteria be assessed in a single question?

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I mean we can assess all criteria within one topics

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global contexts enhance students' explicit understanding by linking academic content to real-world issues. students can see clear connections between language and its real-world applications. This approach promotes critical thinking, encourages interdisciplinary links, and fosters international-mindedness, making the learning process more relevant and purposeful.

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Do we have to hit every criterion at MYP 1 and MYP 2 level collectively?

Also do we link all 4 with all of our tasks or do we make different tasks individually, based on all 4 criterions?

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In science we can assess all criterias

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Inquiry based teaching and learning.

Assessments in IB MYP focus on criterion-based evaluation (A-D criteria) rather than traditional grading, emphasizing critical thinking, real-world application, and skill development.

MYP assessments encourage formative and summative tasks that encourage inquiry, reflection, and interdisciplinary learning, allowing students to demonstrate knowledge through projects, presentations, debates etc.

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to ensure students know how to demonstrate their understanding of a topic, their needs to be a session on how to attempt questions

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Integrated Skills: Where possible, integrate different skills into the same task. For example, a listening task could be followed by a short writing or speaking response, helping students apply what they have understood

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Do I need to add all the criteria in every monthly test I conduct in class?

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What is the global context for this year ?

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A parent had a question during the PTM the other day that if a child is slow at typing, is there any way that he can get some extra time to attempt the E-Assessment?

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Integrated Skills: Where possible, integrate different skills into the same task. For example, a listening task could be followed by a short writing or speaking response, helping students apply what they have understood

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To ensure students fully grasp the concept of hypotheses and their role in scientific investigation, it is essential to dedicate an entire session to this topic.

Hypotheses are a foundational aspect of Criterion B (Inquiring & Designing) and play a crucial role in formulating testable predictions that guide experiments.

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I have confusion in understanding the depth of the content I need to teach in my subject. As in IGs we have the LOs to guide us, is there anything of such kind in IB ??

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how can i consistently link all criterions within every lesson i teach? do i need to do that?

how to effectively differentiate a topic within a single classroom?

how to grade based on criterions? so for e.g given i have included questions for both criterion AB&D or AC&B, then how to grade it?

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how to effectively differentiate lessons within a single classroom?

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What are the 3 TASKS in your eassessment

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Questions are linked with the command Terms.

One whole criterion is explicitly linked with the Global context.

Inquiry is explicitly done in Strand iii for Criterion A and B.

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Food for thought: HOW WAS I TESTED FOR THE SUBJECT I TEACH? HOW IS IB MYP EASSESSMENT DIFFERENT?

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Inquiry focussed assessment

Key and related concepts are being assessed during the exam in at least one of the tasks

One task linked explicitly with the Global context

There is a connection of global context with the topics being assessed throughout the exam