What is IB?
The International Baccalaureate Middle Years Programme (IB MYP) encourages critical thinking, global awareness, and independent learning through a broad and balanced curriculum, helping students make practical connections between studies and the real world.
Year 7
Module 1
| Statement of Inquiry | Approach to Learning | How This Is Assessed | |
|---|---|---|---|
| Language Acquisition | Communicating key messages about personal identities and relationships is important as a global citizen. | Use a variety of organizers for academic writing tasks. | Knowledge organizer tests, vocabulary tests, in-class evaluation. |
| Language and Literature | Different genres can affect our communication, perspective, and literary heritage. | Identify strengths and weaknesses of personal learning strategies. | This unit is assessed for Criterion B, C, and D. It will be assessed by students writing a narrative in which their deity encounters another figure from Greek Mythology. |
| Individuals and Societies (Geography) | Place in the UK is shaped by patterns and understood through orientation in space and time. | Reflective Skills: Use feedback to set and work towards SMART targets in order to improve learning and performance. | This unit will be assessed against the A and D criteria. It will be assessed through AFL strategies and a summative assessment, including knowledge questions and an extended critical thinking task. |
| Individuals and Societies (History) | Development within civilizations can lead to innovations that shape societies and hold significance across time and place. | Reflective Skills: Use feedback to set and work towards SMART targets in order to improve learning and performance. Critical Thinking Skills: Make generalizations and inferences from sources. | This unit will be assessed against the A and D criteria. It will be assessed through AFL strategies and a summative assessment, including knowledge questions and extended critical thinking tasks involving sources and interpretations. |
| Sciences | Earth is a dynamic system that is constantly interacting and changing. | C - Writing for different purposes SM - Take responsibility for one's own actions | This unit is assessed for criteria B & C. Students will be investigating soluble and insoluble substances. They will conduct an experiment choosing their own variables and write up a report of their results. |
| Maths | A logical process helps to model and generalize patterns in the natural world. | Structure ideas clearly when speaking or writing to strengthen reasoning and communication. | MYP A assessment End of block and end of module assessments AFL strategies |
| Arts (Art) | Artists use aesthetics and formal elements to interpret human form, personal and cultural expression. It is possible to create a 3D representation and interpret expression and movement effectively using line and mark making. | Negotiate ideas and knowledge with peers and teachers. | Students will be assessed summatively throughout their project book: Criteria A: Investigating Criteria B: Developing Criteria C: Responding (Final Piece) Criteria D: Evaluating |
| Arts (Dance/Drama/Music) | Dance: Art can be used to express culture to an audience, breaking boundaries. Drama: The role of the arts is to communicate meaning to an audience by breaking actor/audience boundaries. Music: Art can be used to express identity to an audience to develop and build relationships. | Listen actively: Focus fully, ask clarifying questions, and respond thoughtfully in discussions or lessons. | Criteria A: Students will complete a written assessment that demonstrates their understanding of different dance genres and skills. Criteria B: Students will have their understanding of skills and how to demonstrate them assessed. Criteria C: Students will partake in performances of different genres to demonstrate their skills in different practices in front of each other as an audience. Criteria D: Students will evaluate their own development and how this development has contributed to the success of their performances. |
| PE | To communicate and interact effectively to build positive relationships. | Give and receive meaningful feedback. | Criteria C: Practical Performance. Students will be assessed on demonstration of skills, tactics, and interpersonal skills developed over the module. Summative Assessment: End of Module Practical Performance Formative Assessment: Think, Pair, and Share opportunities to promote oracy and interpersonal skills. |
| Design (Computing) | Innovative digital systems are developed through logical thinking and structured problem-solving to address real-world needs and improve how we interact with technology. | Research Skills: Media Literacy - FILTER Self-Management: Organisation Skills - ORDER | This project follows the full MYP Design Cycle and emphasizes logical thinking, problem-solving, and real-world application of computing concepts. Students are assessed using the IB MYP Design rubrics (Criteria A–D). The learning process includes self- and peer-evaluation to build reflection skills and support iterative design. |
| Design (Technology) | Memories can be communicated via digital or physical imagery; can the relationship between these different realms be identified and harnessed using innovative marketing trends to create an invention for display? | Thinking creatively - IDEA method to creatively problem-solve. | Throughout the project book summative: Criterion A: Investigating and researching the problem Criterion B: Developing design ideas and specifications Criteria C: Creating the photo frame Criteria D: Evaluating and testing the method |
| Personal Development | Understanding our beliefs, relationships, and transitions helps shape our identity and sense of belonging. | Research Skills: Finding and interpreting information. Communication Skills: Getting to know each other and exchanging thoughts and information through speaking. | Assessment of knowledge takes place in the digital exercise books and during fortnightly quizzes. |
Year 8
Module 1
| Statement of Inquiry | Approach to Learning | How This Is Assessed | |
|---|---|---|---|
| Language Acquisition | The scientific and technical innovations have a clear function, which help us to communicate with a sense of audience as well as learning. | Tenacity: Practise overcoming setbacks by persisting when faced with challenge or failure. | Criteria D writing, knowledge organiser tests, vocabulary tests, in-class evaluation. |
| Language and Literature | The writers’ context allows us to communicate our personal and cultural expression. | Read critically and for comprehension. | Students will be assessed on Criterion B, C, and D. Students will write a short Gothic story, where they describe the setting and increase the tension. |
| Individuals and Societies (Geography) | Systems change through processes that have consequences, leading to innovations that aim to sustain environments. | REFLECT: Use feedback to set and work towards SMART targets in order to improve learning and performance. | This unit will be assessed against the A and D criteria. It will be assessed through AFL strategies and a summative assessment, inc. knowledge questions and an extended critical thinking task. |
| Individuals and Societies (History) | Global interactions can cause changes to identities and relationships. | Reflective Skills - Use feedback to set and work towards SMART targets in order to improve learning and performance. Critical Thinking Skills - Make generalisations and inferences from sources. | This unit will be assessed against the A and D criteria. It will be assessed through AFL strategies and a summative assessment, inc. knowledge questions and extended critical thinking tasks involving sources and interpretations. |
| Sciences | Evidence of change is collected to make decisions. | C - negotiate ideas and knowledge with peers and teachers. S - use appropriate strategies for organising complex information. | This unit will be assessed against the criteria B and C. Students will design an experiment based on the reactivity of metals and complete a scientific report on it. |
| Maths | Using a logical process to simplify quantities and establish equivalence can help analyse competition and cooperation. | Structure ideas clearly when speaking or writing to strengthen reasoning and communication. | MYP BC assessment, end of block and end of module assessments, AFL strategies. |
| Arts (Art) | Still life provides a way to interpret and visually express an answer to the question 'Who am I?' through personal and cultural expression of aesthetics. | Negotiate ideas and knowledge with peers and teachers. | Students will be assessed summatively throughout their project book: Criteria A: Investigating Criteria B: Developing Criteria C: Responding (Final Piece) Criteria D: Evaluating |
| Arts (Dance/Drama/Music) | Dance: Genres of art express social changes throughout time. Drama: Through innovation and risk we can create work that is beautiful. Music: Through composition art communicates a personal narrative. | Interpret and express ideas respectfully using intercultural understanding and multiple forms of communication. | Criteria A: Students will complete a written assessment that demonstrates their understanding of different dance genres and skills. Criteria B: Students will have their understanding of skills and how to demonstrate them assessed. Criteria C: Students will partake in performances of different genres to demonstrate their skills in different practices in front of each other as an audience. Criteria D: Students will evaluate their own development and how this development has contributed to the success of their performances. |
| PE | Developing communication and interaction to build positive working relationships. | Give and receive meaningful feedback. | Criteria C - Practical Performance and use of health components within different team games. |
| Design (Computing) | Logical systems and functions help us process information effectively to make informed decisions. | Research Skills: Media Literacy - FILTER Self-Management: Organisation Skills - ORDER | This project follows the full MYP Design Cycle and focuses on developing skills in spreadsheets. Students will apply logical thinking, problem-solving, and data-handling techniques to design and test a spreadsheet solution for a real-world problem. They will be assessed using the IB MYP Design rubrics (Criteria A–D), with particular emphasis on planning, creating accurate formulas, using functions effectively, and presenting data clearly through charts and formatting. The learning process includes self- and peer-evaluation to build reflection skills and support iterative improvements to their spreadsheet designs. |
| Design (Technology) | Jewellery designers will keep developing their crafts and designs. Jewellery is also an expensive purchase in which security has never been more important. The need for safe, functional storage which allows owners to showcase their personal expression and artistry is a requirement for designers alike. | Thinking creatively - IDEA method to creatively problem solve. | Throughout the project book summative: Criterion A: Investigating and researching the problem Criterion B: Developing design ideas and specifications Criteria C: Creating the jewellery box Criteria D: Evaluating and testing the method |
| Personal Development | Understanding our values helps us form respectful relationships and a positive self-image. | Research Skills - finding and interpreting information. Communication Skills - Getting to know each other and exchanging thoughts and information through speaking. | Assessment of knowledge takes place in the digital exercise books and during fortnightly quizzes. |
Year 9
Module 1
| Statement of Inquiry | Approach to Learning | How This Is Assessed | |
|---|---|---|---|
| Language Acquisition | Using textual conventions, we describe our identity and at the same time, we connect and empathise with others. | Grit: Practise sustaining effort and determination over time to achieve personal goals. | Criteria C Speaking; Knowledge organiser tests, vocabulary tests, in-class evaluation. |
| Language and Literature | Historical contexts shape writers, genres and the ways in which they are received. | Formulate factual, topical, conceptual and debatable questions. | Students will be assessed for Criterion A. The assessment will be on analysing language from an extract based on Marley’s ghost in A Christmas Carol. |
| Individual and Societies (Geography) | Human choices influence the sustainability of environments, shaping how societies adapt to climate change. | REFLECT: Use feedback to set and work towards SMART targets in order to improve learning and performance. | This unit will be assessed against the A and D criteria. It will be assessed through AFL strategies and a summative assessment, including knowledge questions and extended critical thinking tasks involving sources and interpretations. |
| Individual and Societies (History) | Systems of governance can limit personal and cultural expression. | Reflective Skills - Use feedback to set and work towards SMART targets in order to improve learning and performance. Critical Thinking Skills - Make generalisations and inferences from sources. | This unit will be assessed against the A and D criteria. It will be assessed through AFL strategies and a summative assessment, including knowledge questions and extended critical thinking tasks involving sources and interpretations. |
| Sciences | Change is most effectively investigated with teamwork. | C - Read a variety of sources for information R - Create references and citations | This unit will be assessed against the criterion D. Students will be researching the COVID vaccine and addressing some of the misconceptions that may have caused delays in the vaccine being administered. |
| Maths | Representing and simplifying quantities in different forms can help explore remarkable discoveries and developments. | Structure ideas clearly when speaking or writing to strengthen reasoning and communication. | MYP B&C assessment End of block and end of module assessments AFL strategies |
| Arts (Art) | Personal and cultural expression of aesthetic surfaces can be interpreted through various compositions. | Negotiate ideas and knowledge with peers and teachers. | Students will be assessed summatively throughout their project book: Criteria A: Investigating Criteria B: Developing Criteria C: Responding (Final Piece) Criteria D: Evaluating |
| Arts (Dance/Drama/Music) | Dance: Art is created through new interpretations and innovative ideas to develop relationships with an audience. Drama: Art can raise awareness and lead to increased community engagement and change. Music: Musical interpretation expresses to an audience an identity to build relationships. | Organise, structure, and tailor your work and responses for different academic or creative purposes. | For Criteria A students will complete a written assessment that demonstrates their understanding of different dance genres and skills there are. For Criteria B Students will have their understanding of skills and how to demonstrate them assessed. For Criteria C students will partake in performances of different genres to demonstrate their skills in different practices in front of each other as an audience. For Criteria D students will evaluate their own development and how this development has contributed to the success of their performances. |
| PE | Transferring knowledge of communication skills to interact effectively aiding performance. | Give and receive meaningful feedback. | Criteria C - Practical Performance and use of health components within different team games. |
| Design (Computing) | “The structure and form of digital systems influence how effectively ideas and information are communicated through web design”. | Research Skills - Media Literacy - FILTER Self-Management - Organisation Skills - ORDER | This project follows the full MYP Design Cycle and focuses on developing skills in HTML. Students will apply logical thinking, problem-solving, and web design principles to create and test a simple website that addresses a real-world need. They will be assessed using the IB MYP Design rubrics (Criteria A–D), with particular emphasis on planning, structuring web pages using semantic HTML, applying basic formatting and layout, and ensuring clarity and usability. The learning process includes self- and peer-evaluation to build reflection skills and support iterative improvements to their website designs. |
| Design (Technology) | Using scientific and technical innovation we can aim to create a product connecting people in an inventive and collaborative way. | Thinking creatively - IDEA method to creatively problem solve. | Throughout the project book summative: Criterion A: Investigating and researching the problem Criterion B: Developing design ideas and specifications Criteria C: Creating the mechanical Object Criteria D: evaluating and testing the method |
| Personal Development | Exploring our strengths and values helps us shape our purpose and identity. | Research Skills - finding and interpreting information. Communication Skills - Getting to know each other and exchanging thoughts and information through speaking. | Assessment of knowledge takes place in the digital exercise books and during fortnightly quizzes. |