Language and literature Audience imperatives Intertextuality Setting Language acquisition Phases 12 Accent Form Patterns Audience Function

Purpose Phases 34 Audience Function Point of view Context Idiom Purpose Context Meaning Structure Conventions Message Character Point of view Structure Context Purpose Style Genres Self-expression Theme

Conventions Meaning

ic a
Structure Phases 56 Bias Inference Theme Economics Equity Poverty Sustainability Geography Disparity and equity Networks Scale History Conflict Identity

Argument Empathy Purpose

Audience Idiom

bl

Individuals and societies

Growth

e-

Choice

pu
Consumption Model Scarcity Culture Management and intervention Processes Civilization Governance

Stylistic choices

pr

Resources

Causality (cause and consequence) Globalization Power

Causality (cause and consequence) Culture

Developing MYP units (pre-publication)

tio

n
Empathy Message Context Voice Power Trade Diversity Ideology

Word choice

Word choice

Point of view

Globalization

Patterns and trends Sustainability

Cooperation

Innovation and revolution

Interdependence

Perspective

Significance

Integrated humanities (drawn from economics, geography and history) Causality (cause and consequence) Globalization Power Choice Identity Processes Culture Innovation and revolution Resources Equity Perspective Sustainability

The MYP Individuals and societies guide contains suggested related concepts for business management, philosophy, psychology, sociology/anthropology, political science/civics/government, and world religions.

Biology Balance Evidence Models Consequences Form Movement Energy

Function Patterns

Balance Evidence Models

Conditions Form

ic a
Chemistry Consequences Function Patterns Physics Energy Function Patterns Energy Function Patterns Generalization Pattern Space

Movement

bl

Consequences Evidence Models

pu
Development Form Movement Consequences Form Movement Equivalence Model Simplification

e-

Integrated sciences (drawn from biology, chemistry and physics) Environment Interaction Transformation

Mathematics Change Measurement Representation Justification Quantity System

pr

Balance

Evidence Models

Developing MYP units (pre-publication)

tio

n
Environment Interaction Transformation Energy Interaction Transformation Environment Interaction Transformation
7

Sciences

Arts Visual arts Audience Genre Presentation Boundaries Innovation Representation Performing arts Audience Genre Play Boundaries Innovation Presentation Composition Interpretation Role Expression Narrative Composition Interpretation Style Expression Narrative Visual culture

Adaptation Environment Perspectives Design Adaptation Form Markets and trends

Balance Function Refinement

Interaction Space

ic a
Ergonomics Innovation Resources

Collaboration Function

bl
Table 2

When planning a unit of work and determining the conceptual understandings for students to explore through the unit, it is important to note the following.

pr

Because key and related concepts describe the most important ideas for teaching in the subject, teachers can use them as a framework for vertically articulating the curriculum. For example, teachers can begin by identifying the key and related concepts that will be addressed in each year of the programme, and then map the development of those concepts with respect to MYP subject group objectives. Alternatively, teachers can begin by developing their understanding of subject group objectives over the years of the programme, then identify key and related concepts for specific units.

Students need multiple opportunities to explore the concepts defined for each subject or discipline. Students should have meaningful inquiry into all of the key and related concepts for each relevant subject group at least once over the course of the MYP. Over the course of the programme, students need to develop an understanding of the key and related concepts at increasing levels of sophistication and abstraction. Summative assessments should offer students opportunities to reach the highest levels of achievement with regard to their conceptual knowledge and understanding.

Developing MYP units (pre-publication)

e-

Using key and related concepts

pu

Perspective

Related concepts by subject

tio
Choice

Physical and health education

n
Structure Energy Movement Systems Evaluation Invention Sustainability
8