Interdisciplinary Teaching and Learning in The Myp Guide SEPTEMBER - 2021

Interdisciplinary teaching and learning in the
MYP (for use from September 2021/January

2022)
Interdisciplinary teaching and learning in the
MYP (for use from September 2021/January
2022)
Middle Years Programme
Interdisciplinary teaching and learning in the MYP (for use from
September 2021/January 2022)
Published February 2021
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Contents
Foreword 1
Purpose of this guide 1
Introduction 2
The nature of MYP interdisciplinary teaching and learning 2
Curriculum integration in the MYP 4
Connected curriculum across IB programmes 6
Interdisciplinary teaching and learning in the MYP 10

Requirements 10
Using interdisciplinary units to grow school culture 11
Aims and objectives 13
Planning interdisciplinary learning 16

A continuum of interdisciplinary learning 16
Possible entry points to interdisciplinary planning 18
How to plan an interdisciplinary unit 23
Using the interdisciplinary unit planner 25
Delivering interdisciplinary units 31

Organizing interdisciplinary learning 31
From activities to performances of understanding 34
Disciplinary and interdisciplinary teaching process 36
Guidance for teachers new to MYP interdisciplinary learning 38
Assessing interdisciplinary units 39

MYP assessment practice 39
Interdisciplinary assessment criteria 41
Interdisciplinary learning assessment criteria 42
MYP eAssessment 45
Appendices 49
MYP key concepts: Definitions 49
MYP related concepts 51
MYP global context and exploration 54
ATL skills framework 56
MYP unit planners 61
Interdisciplinary teaching and learning in the MYP (for use from September 2021/January 2022)
Evaluating MYP interdisciplinary unit plans 62
MYP command terms for interdisciplinary learning 69
FAQs 70
Frequently-asked questions 70
Bibliography 72
Bibliography 72
Interdisciplinary teaching and learning in the MYP (for use from September 2021/January 2022)
Foreword
Purpose of this guide
The guide is for use from September 2021 or January 2022 depending on the start of the school year.
Interdisciplinary teaching and learning in the MYP guides schools and teachers in their efforts to structure
meaningful interdisciplinary inquiry: planning, delivering and assessing interdisciplinary units. This guide
must be used in combination with the teacher support material (TSM) for interdisciplinary teaching and
learning. Like Middle Years Programme (MYP) subject-group guides, this guide presents specific aims,
objectives and criteria for assessing interdisciplinary units.
The guide also presents and explains an interdisciplinary version of the MYP unit planner. In the appendices
there is an alternative unit planner template that may better reflect the teaching flow of an interdisciplinary
unit in your school.
Note that the unit planner templates included in the appendices are not mandatory. Schools can adapt the
templates to reflect their own needs. For example, if your school develops science, technology, engineering
and mathematics (STEM) or science, technology, engineering, arts, and mathematics (STEAM) projects, it
might be beneficial to amend the interdisciplinary unit planner to include multiple disciplinary learning
experiences and formative tasks.
Acknowledgments
The International Baccalaureate (IB) gratefully acknowledges the generous contributions of IB World
Schools and a global community of educators who collaborate in the development of the MYP
interdisciplinary teaching and learning.
Interdisciplinary teaching and learning in the MYP (for use from September 2021/January 2022) 1
Introduction
The nature of MYP interdisciplinary teaching and

learning
One of the key features of the MYP is its emphasis on interdisciplinary teaching and learning. This trait
emerges from the challenges and opportunities of educating students in, and for, a highly interconnected
world. Younger learners often naturally make connections between knowledge domains to understand the
world around them—in some cases, because they have not yet been socialized into the disciplinary
perspectives that organize the academic world. Although secondary education usefully organizes learning
into disciplinary compartments (as a response to increasing specialization), an ever-changing world also
demands education that empowers people to integrate disciplines in novel and creative ways. As
knowledge and information multiply, critical thinkers must successfully integrate disciplinary perspectives
to understand real-world issues, ideas and challenges, and to take action to promote positive changes in
societies.
Four main elements capture what interdisciplinary learning is.
1. The integration of subject-specific knowledge and synthesis of understanding.
2. The idea that the subjects of this synthesis must be drawn from multiple, bounded, identifiably
different areas of knowledge (usually labelled with the traditional term “disciplines” or “subjects”).
3. That the conceptual definition of interdisciplinarity almost always includes some notion of utility—a
need to identify a reason for seeking such a synthesis.
4. Most importantly, from the student’s perspective, that interdisciplinary learning must have a clearly
articulated purpose that structures the “learning space” of the students—in terms of the contribution
of disciplinary knowledge, the synthesis achieved and the interdisciplinary understanding developed.
Students need to be aware of why they are doing an interdisciplinary unit and what they are expected
to know, understand and do or create from the beginning of the unit.
In the MYP, interdisciplinary teaching and learning is grounded in individual subject groups and disciplines
but extends disciplinary understanding in ways that are integrative and purposeful. Interdisciplinary
learning is oriented towards bringing together concepts, methods or modes of communication from two or
more established areas of expertise to develop new perspectives. It connects disciplines to develop new
understanding, create products or address real-world issues in ways that would have been unlikely through
a single approach. Teachers will operationalize curriculum integration through specific interdisciplinary unit
planning and implementation requirements (that can be externally assessed in MYP year 5 through an on-
screen examination). The MYP encourages teachers to plan collaboratively most of the unit key elements,
except for the disciplinary knowledge and learning process.
Interdisciplinary teaching and learning does not replace MYP subject groups; rather, it selects and
reorganizes disciplinary objectives in meaningful and connected ways.
Meaningful interdisciplinary teaching and learning experiences can have positive effects on students,
teachers and schools. Interdisciplinary teaching and learning offers the benefits shown in table 1.
Table 1
Benefits of interdisciplinary teaching and learning
Benefits for Interdisciplinary teaching and learning:
students • allows students to use knowledge domains creatively to foster new understanding
• develops mental flexibility that prepares students to be lifelong learners
• promotes intellectual rigour by providing a holistic approach to the study of real-
world issues, ideas and challenges
2 Interdisciplinary teaching and learning in the MYP (for use from September 2021/January 2022)
The nature of MYP interdisciplinary teaching and learning
• models the importance of collaboration and teamwork across disciplines (an

important life skill)
• supports and promotes transfer of understanding
• creates opportunities for students to take ownership of their learning
• engages students with authentic tasks that they will be expected to perform as
citizens and contributors to society
• facilitates high-order cognitive processing by motivating students to engage in
deep learning.
teachers • develops a holistic understanding of disciplinary concepts and contexts
• increases collaboration across subject groups and fosters collegiality
• allows subject groups to share responsibility for developing content, skills and
processes (managing time effectively), and offers opportunities for rich and
authentic professional development with colleagues from other disciplines or
subject groups
• re-evaluates disciplines themselves in terms of presuppositions about methods,
strategies and theories.
schools • creates opportunities to develop a more integrated curriculum
• fosters the appreciation of diverse ideas and perspectives, enhancing international-
mindedness and global contexts in class integration
• uses interdisciplinary units as a way to:
◦ develop further a specific element of the curriculum (eg service as action)
◦ create opportunities for student learning in areas that are not explicit in the
MYP programme (eg social and emotional learning)
◦ develop further an area of interest for the school (eg student agency)
• fosters collaboration among teachers
• examines the long-term impact of interdisciplinary learning on school culture and
organization, embracing the developmental model of the new programme
standards and practices 2020.
Introduction
Curriculum integration in the MYP
The programme model of the MYP places the learner at its centre. This underscores the IB’s belief in
educating the whole person, and it places importance on student inquiry. The eight subject groups ensure
a balanced and varied learning experience. Each subject group has its disciplinary foundations and its own
shared methodologies and perspectives. Approaches to teaching and learning, concepts and global
contexts are reflected as central elements of the programme that guarantee a “common language” for all
subject groups and enable interdisciplinary connections across disciplines. These elements establish
meaningful connections between what students learn inside the classroom and the world beyond.
Contexts and concepts are essential components for promoting holistic learning.
Figure 1
MYP programme model
The MYP is designed to help students develop disciplinary and interdisciplinary understanding through
independent courses in each subject group in each year of the programme. Schools can structure
interdisciplinary learning using multiple strategies.
Integrated courses
Integrated courses blend knowledge from multiple disciplines within the subject group into a sustained
period of learning that approaches a subject holistically. The MYP formally recognizes integrated courses in:
Curriculum integration in the MYP
• sciences (including biology, chemistry and physics)

• humanities (including economics, geography and history)
• design (including digital design and product design)
• performing arts (including music, drama and/or dance)
• visual arts (including visual art and media).
Subject-group guides provide additional information about options for integrating specific disciplines into
recognized MYP courses.
In schools, teachers can collaboratively develop courses that combine disciplines across subject groups.
These authentically integrated courses must continue to:
• meet programme requirements for minimum teaching hours in each subject group
• allow students to reach the highest achievement levels in all subject-group objectives
• report student achievement against all subject-group criteria.
Combined subject groups

If local circumstances impose scheduling constraints that prevent the programme model’s implementation,
schools may combine subject groups in MYP years 1–3, provided certain conditions are met as explained in
MYP: From principles into practice (May 2014). Courses in which subject groups are combined can develop an
exclusively intermittent or modular approach, but they can also offer important opportunities for
developing interdisciplinary understanding.
Note that this arrangement is designed as an exception for schools where a genuine need exists due to
unavoidable scheduling constraints. In MYP years 4–5, schools have the possibility of implementing
subject-group flexibility to meet local requirements or individual student needs.
Introduction
Connected curriculum across IB programmes
Beane (1995) invited educators to think of students’ curricular experiences through the metaphor of a
jigsaw puzzle, in the sense that students often move from one course to another and are confronted with
disassociated and unconnected facts or activities that lack relevance or meaning to them. In traditional
educational models, meaningful interconnections between and across disciplines are scarce, resulting in
students lacking a sense of purpose or coherence in their schooling experience. Nevertheless, the existence
of subjects based on disciplines is not arbitrary as disciplines consist of real identifiable epistemological and
social entities. As Rényi (2000: 41) has pointed out, “rocks, trees, poems and kinships differ” remarkably, and
disciplines allow people to represent and comprehend the complexity of human and natural life.
IB programme standards and practices promote collaborative planning so that students can make
connections across courses and integrate their learning with previous experiences in a coherent way. All
IB programmes offer a broad and balanced, conceptual and connected curriculum that articulates and links
disciplinary domains, which can sometimes be presented as distinct or even incompatible.
Education professionals use a variety of terms to describe how curriculum planning connects academic
disciplines. While these terms are sometimes difficult to distinguish, they imply different approaches to
teaching and learning that can be described as:
• multidisciplinary
• interdisciplinary
• transdisciplinary.
Table 2 highlights the difference between these three approaches to teaching and learning. While in
multidisciplinary approaches, disciplines are juxtaposed with one another, interdisciplinary teaching
implies integration. At the same time, interdisciplinary teaching involves the presence of disciplinary
learning as well as interdisciplinary learning. Although interdisciplinary teaching and learning is present in
the MYP, Diploma Programme (DP), and Career-related Programme (CP), the Primary Years Programme
(PYP) is based on a transdisciplinary approach that fully integrates diverse knowledge domains,
transcending disciplinary boundaries.
Table 2
Approaches to connected curriculum
Term Definition Examples Visual representation
Multidisciplinary Working with multiple Traffic safety council Perspectives on a topic, issue
disciplines, maintaining (automobile engineers, city or idea
boundaries planners, psychologists)
Multiple but distinct Comparative MYP study of
disciplinary perspectives classical civilizations: legal
that explore a topic, issue institutions (history),
or idea (concurrent or number systems
sequential) (mathematics) and
discoveries (sciences)
Interdisciplinary Working between more Informatics (social sciences Integrated understanding
than one discipline, and information
blurring boundaries technology)
MYP unit that explores
opportunities for
Term Definition Examples Visual representation

Interaction among principled action in
disciplines to achieve new, response to climate change
integrated understanding (geography and design)
Transdisciplinary Working across and Hospital patient well-being Transdisciplinary theme
beyond disciplines, team
eliminating boundaries A PYP unit of inquiry into
Transcends the confines the theme “Who we are”
of disciplines to explore
an issue using a shared
approach for inquiry
The MYP is flexible enough to accommodate the demands of most national or local curriculum
requirements. It builds upon the knowledge, skills and attitudes developed in the PYP and prepares
students to meet the academic challenges of the DP and CP.
Connected curriculum in the PYP: Transdisciplinary

learning
One of the key components of the PYP is transdisciplinary teaching and learning. The programme defines
transdisciplinary themes that identify areas of human commonalities and have a real meaning for
individuals from different cultures in addressing global significant issues. Transdisciplinarity “concerns that
which is at once between the disciplines, across different disciplines, and beyond all the disciplines”
(Learning and teaching 2018: 2).
Even though it is sometimes difficult to distinguish clearly between transdisciplinary and interdisciplinary
understanding, the key difference between the two approaches lies in the fundamental components of the
learning and the role of disciplinary expertise. In the PYP, the starting point is the transdisciplinary themes,
knowledge, conceptual understanding, and skills, from the traditional subject areas. While transdisciplinary
units might relate to disciplinary knowledge, they are not grounded in it. In the MYP, even though the entry
point to a unit could be a concept or a context, teachers start from the subject groups (and disciplines);
units are always grounded in the disciplines and then integrated in meaningful ways. The choice of a
transdisciplinary approach over others in the PYP is rooted in the nature of the curriculum, human
development and the organization of primary schools, which is often articulated around a year level
classroom with one teacher who draws on several disciplinary tools to explore relevant themes.
Within the IB continuum of education, disciplinary learning takes many forms and these complement each
other and reflect the aims of the programmes at different age levels. As students become older, the
curriculum becomes increasingly more disciplinary in nature.
Although it might be beneficial for students to have participated in the PYP, it is not necessary for students
to have previously followed the PYP in order to participate in the MYP.
Connected curriculum in the DP

The DP is primarily discipline-based, as the programme is structured around academic disciplines that
provide theoretical and methodological frameworks that students learn to understand and use. However,
concurrency of learning, which is a vital organizational component of the MYP and DP, provides one
important means of supporting interdisciplinary learning. Additionally, teachers and students find several
opportunities to foster interdisciplinary understanding.
A key way that students make connections between their individual subject disciplines is through the study
of the DP theory of knowledge (TOK) course. The TOK course plays a special role in the DP by providing an
opportunity for students to reflect on the nature of knowledge and to make connections between different
areas of knowledge. In this way, students become more aware of their own perspectives and of those of the
various groups whose knowledge they share. TOK supports the development of interdisciplinary
understanding by providing a forum to explore questions about the nature of knowledge, the process of
knowing and the similarities and differences in how knowledge is gained in different disciplines. Links to
TOK are identified in all DP subject guides, and all DP teachers are encouraged to help students to discuss
TOK knowledge questions in their subject lessons.
The DP also provides students with the opportunity to undertake a world studies extended essay that
invites students to conduct an in-depth, interdisciplinary investigation into an issue of contemporary
global importance. Through the selection of global issues, students are required to bring aspects of
different disciplines together and synthesize them to advance understanding.
Finally, the DP offers students the possibility to enroll in interdisciplinary courses—environmental systems
and societies (ESS), and literature and performance. ESS is an interdisciplinary course between individuals
and societies, and sciences, which enables students to explore the interrelationship between ESS through
the evaluation of the scientific, ethical and sociopolitical aspects of environmental issues or problems. The
literature and performance course is an interdisciplinary synthesis of language and literature, and theatre. It
incorporates essential elements of literature and performance with the aim of exploring the dynamic
relationship between the two.
Many other DP courses contain substantial interdisciplinary elements. For example, psychology, geography,
computer science, digital society (replacing information technology in a global society (ITGS) from August/
September 2022, for first assessment May 2024) and design technology all include concepts, methods and
forms of communication from multiple disciplines. However, these courses remain grounded in a single DP
subject.
Connected curriculum in the CP

The CP is an innovative education framework for students aged 16 to 19 incorporating the vision and
educational principles of the IB in a unique programme tailored for students who wish to engage in career-
related learning. The CP core comprises personal and professional skills, a reflective project, language
development and service learning. Personal and professional skills and career-related courses in the CP
enable students to build understanding across traditional academic subjects that are connected to their
career paths.
Interdisciplinarity is a vital component of the CP’s reflective project. The ethical dimension of this research
challenges students to explore ways of solving problems and answering questions that cannot be
satisfactorily addressed by using single methods or approaches. Engaging with multiple disciplines allows
students to synthesize understandings to draw their own conclusions (often critiquing the limits of an
exclusively disciplinary or academic approach). Interdisciplinarity is also present in the career-related study
as students explore academic theories and concepts through practical application and experience.
Table 3 summarizes this connectivity across IB programmes.
Table 3
Connected curriculum in IB programmes
PYP MYP CP DP
(3–11 years old) (11–16 years old) (16–19 years old) (16–19 years old)
Transdisciplinary Disciplinary and Disciplinary and Disciplinary and
Interdisciplinary Interdisciplinary Interdisciplinary
Six subject areas Eight subject groups Core elements, DP Disciplinary study
Six transdisciplinary integrated through key courses and career supported by the DP
themes concepts, global contexts studies core, including the world
and approaches to studies extended essay,
• Who we are
learning TOK and specific
• Where we are in interdisciplinary courses
The MYP community
place and time
project and personal
PYP MYP CP DP
• How we express project also provide
ourselves opportunities to develop
• How the world interdisciplinary
works understanding
• How we organize
ourselves
• Sharing the planet
Interdisciplinary teaching and learning in the MYP
Requirements
In each year of the programme, MYP schools are responsible for engaging students in at least one
collaboratively planned interdisciplinary unit that involves at least two disciplines either from the same
subject group (for example, history and geography) or from two different subject groups (for example,
visual arts from arts, and biology from sciences). In each year of the programme, schools must address all
three objectives (every strand) of interdisciplinary learning at least once per year.
Beyond this requirement, the IB encourages schools to make connections between subject groups so that
learners are exposed to a more integrated learning experience throughout their journey in the MYP, even
when this is not formally assessed.
Figure 2
Organizing interdisciplinary learning
Using interdisciplinary units to grow school culture
The programme standards and practices framework allows schools more freedom in describing the
processes of design and development of IB programme(s) in their unique school context. For evaluation
purposes, schools will be asked to provide evidence of progress in at least one area for programme
development.
Areas for programme development reflect the school’s context and strategic goals. As such, they represent
a multi-year process that involves different actors within the school and in the community to enhance
school growth. The ultimate goal is to develop further the interconnection between the planned, delivered
and assessed curriculum to create a more coherent curriculum and an authentic learner experience.
The area for programme development shared here focuses on some aspects that the school may identify as
its focus for programme evaluation. It is not prescribed; it is an indication only. It is up to schools to devise
their own areas of programme development.
Imagine a specific scenario. In an MYP school that has developed collaborative practices, collaborative
planning time is scheduled in the teachers’ timetable (but not specific planning time for interdisciplinary
units yet). However, as one of the strategic goals for the subsequent years, the school is taking further steps
to enhance collaboration among staff by creating small research teams to address the most needed issues
in the school community. At the top of the most needed issues is, as reported by parents, the students’
social and emotional well-being. The pedagogical leadership in school agreed to use the set of
interdisciplinary units (the school is a MYP 1–5 variant) to address the social and emotional needs of the
students. Table 4 outlines the approach taken.
Table 4
Example of an area of programme development
Area of programme Practices Developmental Indicators of highly
development questions developed practice
Using interdisciplinary
units to enhance social
and emotional learning
as a key strand of the
school culture
Setting the conditions Student support 3: The How does the school Students’ social,
The school aims to school fosters the social, identify and allocate emotional and physical
strengthen social and emotional and physical appropriate resources for well-being are nurtured
emotional learning and it well-being of its students its context to provide and supported by ample
expands the school and teachers (0202-03) support for students’ resources across the
culture through the Coherent curriculum 1: social, emotional and learning environment
implementation of a set The school plans and physical well-being? The school has evaluated
of interdisciplinary units implements a coherent How can the school the processes and
curriculum that organizes schedule time for systems that work best in
learning and teaching collaborative planning its context and through
within and across the and curriculum them can demonstrate
years of its IB programme development for all how the curriculum
(0401-01) practitioners involved in reflects both the letter
learning and teaching? and the spirit of school,
local, state or national
education requirements
Using interdisciplinary units to grow school culture
Area of programme Practices Developmental Indicators of highly

development questions developed practice
Using interdisciplinary
units to enhance social
and emotional learning
as a key strand of the
school culture
Who is responsible Teacher support 3: The What provision is in place There are examples and
Pedagogical leaders set school provides time and for staff’s ongoing artifacts that evidence
relevant time for other resources for professional collaboration with
collaborative planning, teachers to collaborate development? scholars and
allocate resources for effectively in the How do teachers use professionals to improve
whole-school meetings, implementation of IB professional and expand learning and
and target professional programme(s) (0203-03) communities of learning teaching
development on social Coherent curriculum 2: and practice to extend The school has
and emotional learning Teachers collaborate to and strengthen established systematic
design, plan and deliver collaboration? and ongoing training,
the school’s IB and mentoring
programme (0401-02) programmes build
vibrant professional
learning communities
How the school Approaches to teaching How can teachers and Teacher–student
develops a connection 4: Teachers promote pedagogical leaders research partnerships are
between effective relationships increase their encouraged throughout
interdisciplinary units and purposeful understanding and the school community
and social and collaboration to create a effective implementation
emotional learning positive and dynamic of collaborative learning
The school ensures that learning community engagements and
specific collaborative (0403-04) teaching strategies?
planning time for
interdisciplinary units is
scheduled for teachers,
involving the counselling
staff as well
Why the school selected Lifelong learners 1: How does the school Members of the school’s
this connection as a Students identify and community support community can share
focus for development foster healthy students to develop examples of ways in
Available research relationships, healthy relationships?which their choices and
evidences increasing understanding of shared How does the school behaviours have fostered
levels of stress among responsibility, and the community develop and positive relationships and
middle-school students. ability to collaborate support students in enabled effective
The senior leadership effectively (0402-03) communicating their collaboration
team is looking for Lifelong learners 7: needs and emotions? Students are articulate in
opportunities to Students pursue talking about their
maximize social and opportunities to explore personal and cultural
emotional learning to and develop their identities and how these
enhance the well-being personal and cultural identities make them
of the school community identities (0402-07) successful learners
Aims and objectives
Aims
The MYP interdisciplinary teaching and learning aims state what a teacher may expect to teach and what a
student may expect to experience and learn as a result of undertaking interdisciplinary units. These aims,
moreover, suggest how the student may be changed by the learning experience.
The aims of the teaching and study of MYP interdisciplinary units are to encourage students to:
• develop, analyse and synthesize knowledge from different disciplines to generate deeper
understanding
• explore (and integrate) different and diverse perspectives through inquiry
• reflect on the unique ways interdisciplinary learning allows us to communicate and act.
Objectives
The MYP interdisciplinary objectives state the specific targets that are set for interdisciplinary learning. They
define what the student will be able to accomplish as a result of undertaking interdisciplinary units.
A: Evaluating
In interdisciplinary units, disciplinary understanding is explicitly taught and assessed. Students must
understand the concepts and skills of the selected disciplines as framed in subject-group objectives.
Evaluating disciplinary knowledge provides the foundation for interdisciplinary synthesis and
understanding.
To address real-world and contextual issues and ideas, students will:
• analyse disciplinary knowledge
• evaluate the interdisciplinary perspectives.
B: Synthesizing
Through the development of holistic learning, students will integrate knowledge from more than one
discipline in ways that inform inquiry into real-world issues, ideas and challenges. Students demonstrate
the integration of factual, conceptual and procedural knowledge from more disciplines within the same
subject group or from more than one subject group to explain phenomena or create products.
• create a product that communicates a purposeful interdisciplinary understanding
• justify how their product communicates interdisciplinary understanding.
C: Reflecting
When undertaking units of interdisciplinary learning, students will engage in a process of ongoing
reflection and evaluation of the role of disciplines, weighing their relative contributions and assessing their
strengths and limitations in specific interdisciplinary applications. Students will also consider their own
ability to construct understanding across disciplinary boundaries, and extend their learning to consider
future action or even to take action depending on the school context and the students’ learning goals.
• discuss the development of their own interdisciplinary learning
• discuss how new interdisciplinary understanding enables action.
Aims and objectives
Figure 3
The MYP interdisciplinary objectives
The visual representation of MYP interdisciplinary objectives (figure 3) indicates how the objectives can be
used when collaboratively planning formal interdisciplinary units, and illustrates the objectives’ close
connection with the inquiry cycle that characterizes teaching and learning in IB programmes.
The three objectives for interdisciplinary learning work together in a holistic process that envisions students
engaging all three criteria in every formal interdisciplinary unit. In practice, teachers may highlight specific
objectives for some units in order to develop students’ skills and provide formative feedback for
subsequent, more complex units. For students in MYP years 1–3 especially, it may be appropriate to
introduce criteria separately to allow for a specific focus on one of the objectives in a given unit. Teachers
might scaffold the approach to an objective so that their students can reach the highest achievement levels
in subsequent units.
Only when all three objectives are addressed in a unit of work are all the aims of interdisciplinary learning
met. Working collaboratively, teachers should design summative assessment tasks (performances of
understanding) that address multiple objectives whenever possible.
In each year of the programme, schools must address all three objectives (every strand) of interdisciplinary
learning.
MYP projects
The MYP community project (for students in years 3 or 4) and MYP personal project (for students in year 5)
aim to encourage and enable sustained inquiry (which may be connected to a global context) that
generates new insights and deeper understanding. In these culminating experiences, students develop
confidence as principled, lifelong learners. They grow in their ability to consider their own learning,
communicate effectively and take pride in their accomplishments.
Aims and objectives
Interdisciplinary units complement the opportunities offered for students to demonstrate learning through
the MYP projects. The MYP personal project and interdisciplinary learning complement each other in
showing student understanding of key elements of the programme, with a stronger focus of the personal
project on the development of approaches to learning (ATL) skills, while interdisciplinary learning is closely
connected to a global context. Moreover, a closer link between interdisciplinarity and service as action is
intentionally drawn through criterion C in the assessment model to embed practices already present in
many MYP schools.
Interdisciplinary units represent a unique opportunity for schools to integrate service learning meaningfully
into the classroom. Service as action experiences developed through interdisciplinary units empower
students to learn the value of community participation and gain a deeper understanding of the real-world
issues facing their immediate surroundings. The focus should not be on creating change-makers—the
change-makers are already here. The real focus should be on providing an education that cultivates the
skills and abilities in students to channel learning and experience into purposeful action and participation.
Through MYP projects, students experience the responsibility of completing a significant piece of work over
an extended period of time as well as the need to reflect on their learning and on the outcomes of their
work; these are key skills that prepare students for further study, the workplace and the community. In
particular, the personal project provides an opportunity for students to undertake an independent and age-
appropriate exploration of an area of personal interest. Through the process of inquiry, action and
reflection, students are encouraged to demonstrate and strengthen their ATL skills.
Planning interdisciplinary learning
A continuum of interdisciplinary learning
Depending on students’ preparation, the unit’s learning objectives and the school plan, interdisciplinary
teaching can take different forms. Teaching designs vary depending on their purpose and content focus,
the selection of disciplines involved, students’ prior knowledge, as well as the required scope and forms of
teacher collaboration. Recognizing this diversity enables teachers to find comfortable opportunities for
interdisciplinary explorations with their colleagues and students.
The MYP proposes that schools understand interdisciplinary curriculum design as a continuum (see
figure 4).
Figure 4
Interdisciplinary learning continuum
Borrowing from other disciplines

Frequently, teachers find that bringing knowledge, concepts or skills from another discipline can enrich
their students’ understanding of the disciplines they teach. For example, a biology teacher may “borrow”
selected lessons in still life drawing to further students’ capacity to observe during fieldwork. A
mathematics teacher may invite students to create fractal computer art with the intention of building the
visual thinking necessary to translate functions into two- and three-dimensional spaces. Similarly, a history
teacher might draw on statistics or economics to explain the impact of a social crisis in a specific setting.
These examples illustrate how courses that are primarily disciplinary can benefit from high-quality, natural
forays into neighbouring disciplines.
Integrating interdisciplinary threads

Other teachers may prefer to weave an interdisciplinary thread throughout their disciplinary courses. For
instance, throughout an academic year, a history teacher may revisit the question of how monuments,
artwork and propaganda use visual symbols to tell stories about many societies, preparing students to
create informed historical monuments of their own as a culminating project. A biology teacher may include
selected concepts in ethics or moral philosophy to invite students to reflect on the human responsibility
towards the environment and other species. These threads can be introduced by individual teachers or by
colleagues visiting from other disciplines or departments.
Designing formal interdisciplinary units

Finally, some teachers may dedicate a sizeable unit of work to a topic that demands an interdisciplinary
approach. For instance, the study of globalization could invite students to learn to think like economists,
sociologists and natural scientists. A unit on how to mitigate and adapt to climate change may need
insights from the natural sciences as well as from economics, public health and political science. Schools
A continuum of interdisciplinary learning
need to dedicate time and effort in collaborative planning when developing formal interdisciplinary units
of inquiry. The MYP interdisciplinary planner provides guidance in that process.
Schools can also identify an overall learning objective(s) for the interdisciplinary units they develop,
depending on the number of years of MYP adoption (whether a school does four to five years of the MYP, or
fewer). The IB encourages schools to see interdisciplinary units not only as stand-alone elements that the IB
prescribes to implement but also as a foundational element of the learning offered in school. In some
contexts, it can be meaningful for a school to develop stand-alone interdisciplinary units only; in other
cases, a school can benefit from an overall objective(s) that drives the development of several
interdisciplinary units. Hence, schools can use this as an opportunity to focus on a specific aspect of
learning and teaching that they plan to enhance in their context (social and emotional learning, well-being,
indigenous knowledge and cultures, connection between nature and self, service learning, etc).
Overall, the IB encourages schools to see interdisciplinary learning as an opportunity to foster collaborative
practices among teachers as well as a culture of collaboration in school, as an opportunity to design a
strategy for teacher professional development, and as a learning developmental process that guides
teachers from a less integrated level of disciplinary knowledge and understanding to fully integrated units.
Progression of learning
Throughout the programme, students should engage with the curriculum and will be expected to
demonstrate their understanding at increasing levels of sophistication. Students should become more self-
directed in their interdisciplinary inquiry over time. It is suggested that in the first years of the MYP,
depending on the context and the student’s prior learning, inquiry can be more teacher-determined and
directed. As learners progress through the programme, interdisciplinary inquiry may be more student-led
and open, for example, by focusing on inquiry questions generated by students as well as teachers, and/or
by including tasks that allow students to be agents of change in creating a more sustainable,
interconnected and peaceful world that brings the IB mission to life.
Possible entry points to interdisciplinary planning
Teachers can begin to form ideas for and to plan interdisciplinary units from multiple points of entry. One of
the most powerful starting points could be a local, community-focused, global or interpersonal problem,
issue or challenge that requires the knowledge or skills from multiple disciplines to be addressed. Other
inspirations for developing interdisciplinary units include MYP key concepts, global contexts or content
that invites integration with multiple disciplines.
Entering through concepts

One way to make disciplinary connections clear for students is to explore a shared key concept. These
broad ideas invite students to make connections between key concepts from multiple disciplines in order
to ask new questions and develop new understanding about the relationship between ideas across
disciplines. Some key concepts are closely related to others (for example, global interactions represent
forms of relationships, systems and change), providing additional opportunities to explore connections
between and across conceptual domains in ways that can foster deep understanding. Definitions for
MYP key concepts are in the “Appendices” section.
The MYP identifies 16 key concepts to be explored across the curriculum. These key concepts, shown in
table 5, represent understandings that reach beyond the eight MYP subject groups from which they are
drawn.
Table 5
MYP key concepts
Aesthetics Change Communication Communities
Connections Creativity Culture Development
Form Global interactions Identity Logic
Perspective Relationships Systems Time, place and space
Interdisciplinary units can also be developed by exploring opportunities for integration among related
concepts through a shared global context and statement of inquiry. A list of related concepts can be found
in the “Appendices” section.
MYP subject-group guides contain detailed information about these related concepts.
Table 6 illustrates how key and related concepts can be used as entry points into interdisciplinary units.
Table 6
Examples of using concepts as entry points
Using concepts Example statements of inquiry and summative assessments
Achieve an Global economic systems are dynamic but seek equilibrium; if one part of the
interdisciplinary system changes, the whole can be disrupted (key concept: systems): an inquiry
understanding about a into how economic exchange in the global market has altered specific
key concept using two ecosystems, such as the Amazon River basin (geography and economics).
or more disciplines. Students will create a campaign to raise awareness about the issue in their local
community and explore alternative solutions.
By modelling the relationships between key variables, statisticians can predict
future performance (key concept: relationships): an inquiry into patterns of
Using concepts Example statements of inquiry and summative assessments

world records in Olympic competition (physical and health education (PHE) and
mathematics).
Students will model and predict which world records are likely to be broken at
the Olympic Games.
Explore the relationship Revolutionary art uses aesthetics to transform politics and society (related
between related concepts: innovation (visual arts) and revolution (history)): an inquiry into social
concepts from different or political injustice.
disciplines to achieve Students will create a work of art that provokes responsible action in addressing
new interdisciplinary a contemporary social issue.
understandings.
Cultural interactions foster intercultural communication that can spark economic,
cultural, and intellectual change (related concepts: exchange (history) and
narrative (music)). Students will explore how music can be a powerful form of
narrative that communicates ideas, events, and feelings across cultures.
Students will create a script for a play in which they dramatize their
understanding of the causes, processes, and results of collaborative exchange
and innovation along the Silk Route.
Civilizations have developed different number systems to explain relationships in
the world around them (key concepts: systems and relationships): an inquiry
into ancient mathematical ways of knowing.
Students will create a presentation that proposes hypotheses about the
relationship between Babylonian, Greek, Roman and Incan history and their
civilizations’ respective number systems.
Entering through global contexts

Concepts are powerful ideas that have broad application, but the meaning of concepts can change as
people experience and interpret them in different contexts. Contexts offer the possibility of new
perspectives, additional information, and refinements of understanding. Contexts also help to create
productive discussion within and outside the classroom, often identifying inquiries that are meaningful and
relevant to students.
MYP global contexts provide a common language for learning, identifying specific settings, events or
circumstances that provide more concrete perspectives for inquiry, and they offer common points of entry
for an ongoing exploration of what it means to be internationally minded. A list of global context and
global context explorations can be found in the “Appendices” section.
Table 7 provides some examples of how contexts can be used to establish connections across disciplines.
Table 7
Using global contexts as entry points
Global context Focus question(s) and Example explorations Examples of potential
description interdisciplinary units
based on the global
contexts
Identities and Who am I? Who are we? • Competition and Understanding
relationships Students will explore cooperation; teams, ourselves through an
identity; beliefs and affiliation and exploration of the needs
values; personal, physical, leadership of individual versus
mental, social and team sports (PHE and
sciences)

based on the global
contexts
spiritual health; human • Identity formation; Measuring the level of
relationships including self-esteem; status; happiness in teenagers
families, friends, roles and role models (mathematics and
communities and • Personal efficacy and psychology)
cultures; what it means agency; attitudes,
to be human. motivation,
independence;
happiness and the
good life
Orientation in space and What is the meaning of • Civilizations and Studying different ideas
time “where” and “when”? social histories, and mechanisms for
Students will explore heritage, pilgrimage, measuring time
personal histories; homes migration, (mathematics and
and journeys; turning displacement and history)
points in humankind; exchange
discoveries; explorations • Epochs, eras, turning
and migrations of points and “big
humankind; the history”
relationships between, • Scale, duration,
and the frequency and
interconnectedness of, variability
individuals and
• Peoples, boundaries,
civilizations, from
exchange and
personal, local and global
interaction
perspectives.
Personal and cultural What is the nature and • Artistry, craft, Experimenting with the
expression purpose of creative creation, beauty role and use of
expression? • Products, systems language (language and
Students will explore the and institutions literature, language
ways in which we acquisition and arts)
• Social constructions
discover and express of reality; Demonstrate creative
ideas, feelings, nature, philosophies and expression through the
culture, beliefs and ways of life; belief investigation of
values; the ways in which systems; ritual and indigenous societies’
we reflect on, extend and play connection to nature
enjoy our creativity; our and emotional learning
appreciation of the (sociology, visual arts
aesthetic. and PHE)
Scientific and technical How do we understand • Systems, models, Exploring the role that
innovation the world in which we methods; products, control over our
live? processes and environments has
Students will explore the solutions played in the lives and
natural world and its • Adaptation, well-being of human
laws; the interaction ingenuity and populations (biology
between people and the progress and individuals and
natural world; how societies)
humans use their

based on the global
contexts
understanding of • Opportunity, risk,
scientific principles; the consequences and
impact of scientific and responsibility
technological advances • Modernization,
on communities and industrialization and
environments; the engineering
impact of environments
• Digital life, virtual
on human activity; how
environments and
humans adapt
the Information Age
environments to their
needs.
Globalization and How is everything • Markets, Investigating waste
sustainability connected? commodities and management and
Students will explore the commercialization designing an effective
interconnectedness of • Human impact on the recycling campaign for
human-made systems environment the school (design,
and communities; the chemistry, economics
• Commonality,
relationship between and psychology)
diversity and
local and global interconnection Designing a
processes; how local promotional campaign
• Consumption,
experiences mediate the to raise awareness
conservation, natural
global; the opportunities about the role and
resources and public
and tensions provided by responsibility of
goods
world individuals in
interconnectedness; the • Population and sustainable
impact of decision- demography consumption (business
making on humankind • Urban planning, management, digital
and the environment. strategy and design, chemistry)
infrastructure
Fairness and What are the • Democracy, politics, Understanding the
development consequences of our government and civil nature of development
common humanity? society for a specific region
Students will explore • Inequality, difference (geography, economics
rights and and inclusion and mathematics)
responsibilities; the • Human capability Organizing a workshop
relationship between and development; to enhance intra-
communities; sharing social entrepreneurs cultural understanding
finite resources with between communities
• Rights, law, civic
other people and with in conflict (language
responsibility and the
other living things; and literature, history)
public sphere
access to equal
opportunities; peace and
conflict resolution.
Entering through content that invites the

integration of multiple disciplines
Not all topics are equally suited for quality interdisciplinary inquiry. Some topics, however, defy single
disciplinary treatment. Real-world issues, ideas and challenges invite students to integrate two or more
bodies of knowledge. For example, understanding how to improve gymnastic performance might involve
PHE, physics, biology and dance. Complex phenomena are often inherently engaging for students, and they
offer rich opportunities for formal and informal interdisciplinary inquiry.
The examples in table 8 illustrate the types of issues that call for interdisciplinary planning.
Table 8
Using content and real-world issues, ideas and challenges as entry points
Example Subject groups
Understanding of Individuals and societies—exploring indigenous knowledge, culture and the
cultural heritage effect of globalization on them
through performance Arts—developing skills and exploring ideas related to the representation of
indigenous cultures
Conflict resolution Language and literature—understanding conflict and resolution in literary
through learning texts; developing negotiation skills
spaces Design—exploring conflict through the creation of effective learning
environment
Influence of social Language and literature—exploring themes of appearances, isolation and
norms on our beliefs coming of age through a comparative study of novels
PHE—regulation of our beliefs through lifestyle choices
How to plan an interdisciplinary unit
Collaboratively planning an interdisciplinary unit requires time. In figure 5, you can find a visual that
identifies the main processes in planning an interdisciplinary unit. Teachers should pay particular attention
to:
• the identification of the purpose of integration
• the disciplinary knowledge, understanding and skills needed
• the disciplinary formative and summative task(s) (which are linked to subject-specific objectives)
• the interdisciplinary learning engagements (inclusive of formatives), and
• the summative task(s) (using the interdisciplinary criteria).
Articulating a clear connection between these elements is paramount for a meaningful learner experience.
Figure 5
Using the interdisciplinary unit planner
In the context of the MYP curriculum, a unit can be defined as a period of study that concludes with a
summative assessment. The MYP unit planning process supports inquiry-based, concept-driven teaching
and learning in all MYP subjects, as well as interdisciplinary studies.
The MYP interdisciplinary unit planner helps to organize interdisciplinary teaching and learning.
Reflecting the unique nature of interdisciplinary study, the interdisciplinary planner is designed as a stand-
alone planning document. The interdisciplinary unit planner promotes the effective teamwork and
collaboration that can lead towards more meaningful and rigorous student learning. An interdisciplinary
unit plan template and an alternative one is included in the “Appendices” section. We advise teachers to
use the one that best reflects their teaching flow in developing an interdisciplinary unit plan.
When engaging students in formal, collaboratively planned interdisciplinary units, schools must use the
interdisciplinary unit planning process.
Teachers are encouraged to focus on the following driving questions that support the planning and
teaching of interdisciplinary units.
• If one of the specific disciplines was not included in the unit, what would be missing, if anything?
• What does each discipline add to the purpose of integration?
• Does each discipline add a unique perspective in understanding a topic, a concept or statement of
inquiry?
• Are the inquiry questions transferable? Could each inquiry question be used as a prompt for student
inquiry in both disciplines?
• Do students engage with the inquiry questions and begin to evaluate the strengths and limitations
of each discipline’s content and perspective?
• When and how will students reflect on their development as interdisciplinary learners?
• When and how are students provided with opportunities to weigh the relative contribution of each
discipline by assessing the benefits and the limitations of disciplinary and interdisciplinary
knowledge as they consider the integrated purpose of the unit?
• Can the product or outcome(s) of the summative task(s) create a real-world impact?
• Does the summative task(s) allow students to connect with and influence a real-world audience?
• Does this task(s) allow students to be agents of change in creating a more sustainable, interconnected
and peaceful world?
Teachers can use this section in conjunction with the “Evaluating MYP interdisciplinary unit plans” section
in the Appendices.
The IB encourages teachers to read this section together with the interdisciplinary exemplary unit plan “Is
life satisfaction measurable?”. To see what this planning principle might look like in practice, refer to the
TSM.
Inquiry: Establishing the purpose of the unit

The “Inquiry” section of the planner asks, “What is the purpose of our work together? How can we ensure
that the purpose of integration is clear and meaningful?”. This part of the planning process explains the
unit’s alignment with MYP philosophy and requirements. It outlines how the unit integrates disciplines to
promote the development of new understanding.
In many cases, before establishing the purpose of the unit, teachers will brainstorm ideas related to what
real-world issue they want to address and what product the students will create. This is a powerful step to
ensure that teachers who are planning a unit collaboratively have a clear understanding of the student’s
learning process, including the reason for integrating disciplinary knowledge and the product created by
students.
Teachers may start from a concept, a shared global context, or a real-world issue or challenge that offers
opportunities to develop new understanding through the integration of multiple disciplines.
Purpose of integration
The purpose of integration is the driving force of interdisciplinary units. As such, it must be clearly
explained. Integration must be meaningful and not just a statement of superficial connections. Teachers
can include a brief description of how each participating subject contributes to the integrated purpose,
what synthesis is achieved (why it is worth understanding the real-world issue or idea from an
interdisciplinary perspective), and the interdisciplinary learning process developed (what students will do).
Purpose of integration
Ask yourself: Why is it worth understanding this real-world issue or idea from an interdisciplinary
perspective? What is the specific contribution of each participating discipline in the purpose of
integration? What synthesis is developed?
Concepts and global context

Ask yourself: What concepts offer opportunities for integrated exploration through multiple disciplines?
Select at least two concepts (one must be a key concept) that both or all participating disciplines can
explore during the unit.
Why does the global context matter? How does it connect to my students? What is its relevance and
significance?
Select one of the six MYP global contexts or develop another shared context for teaching and learning.
Identify a specific global context exploration.
Statement of inquiry
The statement of inquiry should:
• include a transferable conceptual understanding that describes a meaningful relationship between at
least two concepts (one must be a key concept)
• explicitly refer to the unit’s global context exploration
• explore transferable ideas developed across a range of facts and topics.
Statement of inquiry
Ask yourself: What understanding do I seek to explore? How can I express this understanding in a way that
effectively integrates concepts and context? To what extent can the conceptual idea be transferred across
a range of facts and topics?
Write a statement that describes the contextualized understanding that you want students to construct
through their engagement with this interdisciplinary unit.
Inquiry questions
Inquiry questions frame the scope of a unit of study without limiting student-initiated inquiries. Inquiry
questions are used to unpack the statement of inquiry. Teachers of the disciplines participating in an
interdisciplinary unit can collaboratively develop a set of shared, transferable, factual, conceptual and
debatable questions that can be explored from the unique perspective of each discipline, and/or from a
synthesized interdisciplinary perspective. Questions can be developed that help students inquire into each
of the elements expressed in that statement: the concepts, the relationship between the concepts, the
context and/or the relationship between the conceptual understanding and the global context exploration.
Inquiry questions can be classified as factual, conceptual and debatable.
Interdisciplinary inquiry questions

Ask yourself: What do we want to learn? What do we need to consider? What background knowledge or
prior learning can we use to pursue our inquiry? What do students already know about the key or related
concepts and global context exploration expressed in the statement of inquiry?
Identify questions that are open-ended, student-friendly and essential for inviting critical and creative
thinking about the statement of inquiry. Good interdisciplinary questions foster both deep disciplinary
understanding, and integration and synthesis. Create questions that span the structure of knowledge from
both or all participating disciplines to include facts, concepts and debatable propositions.
Summative assessment (interdisciplinary performance(s) of

understanding)
Summative interdisciplinary performances enable students to build and demonstrate their understanding
of the statement of inquiry. These performances—such as a final paper, a presentation, a simulation or a
portfolio—also make visible students’ interdisciplinary understanding of the topic and/or how they address
a real-world issue These performances allow students to bring disciplines together in ways that develop
and demonstrate their understanding of a real-world issue and enable action.
Summative assessment (interdisciplinary performance(s) of understanding)

Identify interdisciplinary criteria that will be Ask yourself: What will students do to make
addressed in the summative assessment— interdisciplinary understanding of issues and ideas visible?
usually, all of them. How does this assessment reflect the unit’s statement of
inquiry? How will students’ achievement be evaluated?
Create a task that allows students to demonstrate how
they can integrate disciplinary knowledge, skills and
attitudes to demonstrate new understanding.
Approaches to learning
Teachers should select the specific ATL skills that students will develop through their engagement with the
interdisciplinary unit. For interdisciplinary teaching and learning, the horizontal and vertical articulation of
skills is vitally important. Effective ATL planning can confirm which ATL skills have been (or are concurrently
being) developed in other units so that teachers can introduce, reinforce and build on them as needed. All
the objectives for interdisciplinary learning are closely related to ATL skills. A table of the ATL skills
framework is included in the “Appendices” section.
Approaches to learning
Ask yourself: What skills are identified and integrated with the unit’s objectives, learning engagements and
assessment tasks? What skills are explicitly taught and what specific strategies are practised?
Action: Teaching and learning through

interdisciplinary inquiry
The “Action” section of the unit planner identifies the taught curriculum by asking, “How will we support
students in the development of their interdisciplinary understanding? What will students do? What
opportunities for practice will we provide?”. Teachers use this section to focus on how students will learn.
This section should record a plan for active inquiry. It prompts teachers to gather information on students’
prior learning, plan possible learning experiences and consider the availability and applicability of
challenging teaching strategies, tools and resources.
Teachers should refer to the interdisciplinary statement of inquiry to ensure that the quest for conceptual
understanding drives the unit’s planned learning experiences. Everything that teachers and students do
should serve the integrative purpose of the interdisciplinary unit, leading students towards the synthesis of
new understanding. Using the unit’s inquiry questions to frame the unit’s learning engagements can
promote a depth of understanding of each element in the statement of inquiry, and the statement of
inquiry as a whole. As students inquire into the unit’s concept(s) and context-phrased questions, they can
be better prepared for demonstrating their understanding of the statement of inquiry in the unit’s
summative task(s).
Disciplinary grounding
In the disciplinary grounding section of the planner, teachers describe significant subject-specific content
that is necessary to develop interdisciplinary understanding as expressed in the statement of inquiry.
Content from each discipline may include:
• factual knowledge: disciplinary facts, topics, terminology or vocabulary, time periods, people, places
• conceptual knowledge: disciplinary conceptual ideas such as models, theories, generalizations,
principles
• procedural knowledge: disciplinary skills, techniques, methods, procedures.
If applicable, national or local standards might be identified separately or they might be aligned within the
categories in the above bullet points. When more than two subjects or subject groups are participating in
the interdisciplinary unit, teachers can add additional columns or pages that describe the necessary
disciplinary grounding. This particularly applies to STEM/STEAM units or projects. It is advisable in these
cases to add pages rather than columns to make the planning process more manageable and the unit
planner readable.
Disciplinary grounding
Ask yourself:
What disciplinary grounding is necessary to ensure that students can achieve interdisciplinary
understanding?
What disciplinary knowledge and skills will students need in order to engage with the unit’s statement of
inquiry and inquiry questions?
What subject-specific objectives will we address?
Are there any relevant related concepts that we can explore?
How will students explore the benefits and limitations of disciplinary knowledge?
What strategies will be used to help students connect factual, conceptual and procedural knowledge?
Identify the concepts, content and objectives that the unit will incorporate from each participating
subject. In some units, discipline-specific related concepts might also be identified in the Disciplinary
grounding section of the unit planner and explored during the disciplinary learning process to strengthen
disciplinary grounding.
Disciplinary and interdisciplinary teaching strategies and learning

experiences
Disciplinary teaching and learning experiences focus more narrowly on grounding students in the ideas
and modes of thinking of a particular discipline. They provide some of the tools that students need for the
more complex interdisciplinary work, ensuring that students understand related disciplinary concepts. In
disciplinary performances of understanding, students examine and apply targeted concepts, skills or
attitudes in a unit, receiving informative feedback from teachers.
Interdisciplinary teaching and learning experiences allow students to begin to connect and draw on
disciplines in an integrated way. Fostering interdisciplinary performances of understanding during the
development of the unit helps students see connections among multiple aspects of a topic or real-world
issue or a challenge typically studied by different disciplines. Placed early or midway in a unit, these practice
performances help students learn how to make the essential connections between disciplines, which form
the basis of authentic interdisciplinary understanding. At the same time, this will help to reconsider
disciplinary knowledge, methods and tools.
Disciplinary and interdisciplinary learning experiences and teaching strategies

Disciplinary learning experiences and teaching strategies
Ask yourself: What disciplinary teaching and learning experiences are necessary? What kind of learning
engagements will help students achieve disciplinary grounding?
Interdisciplinary learning experiences and teaching strategies
Ask yourself: What will students do and in what order to achieve integrative understanding? What will
students do to explore interdisciplinary concepts and context? When and how will students reflect on the
development of interdisciplinary understanding?
Describe how you will create a learning environment and inquiry-based learning that develops both
disciplinary and interdisciplinary understanding. Align learning experiences, ATL skills development and
formative assessment with the factual, conceptual and procedural knowledge that students need to
synthesize multiple disciplinary approaches to demonstrate their understanding of the unit’s statement of
inquiry.
Formative assessment (disciplinary and interdisciplinary)

Formative assessment (assessment for learning) provides teachers and students with insights into the
ongoing development of knowledge, understanding, skills and attitudes. Ongoing formative assessment,
carried out during the course of the unit, can provide teachers and students with insights into the
development of disciplinary and interdisciplinary understanding and the effectiveness of the unit’s plan for
disciplinary integration. Through formative assessment, teachers and students also explore personal
learning styles and individual student differences that offer opportunities for differentiation. Although
formative assessment is included as a separate section in the unit planner, it is suggested that teachers, to
respect the work flow in the teaching of an interdisciplinary unit, can incorporate formative assessment(s)
in these two sections of the unit planner: Disciplinary learning experiences and teaching strategies, and
Interdisciplinary learning experiences and teaching strategies.
Formative assessment
Ask yourself: How will we use formative assessment during the unit to give students feedback about their
developing integrated perspectives? How will students know “what good looks like” in their performances
of understanding?
Devise multiple ways of providing ongoing, specific feedback on students’ knowledge, skills and attitudes.
Provide repeated opportunities for practice. Divide complex tasks into discrete steps with interim markers
of progress. Consider strategies for self- and peer review.
Differentiation
Differentiation (planning teaching strategies to meet the needs of diverse learners) can build
opportunities in which each student can develop, pursue and achieve appropriate personal learning goals.
All students should be able to access the curriculum through the unit’s design and through the strategies
that teachers employ. Although differentiation is included as a separate section in the unit planner, it is
suggested that teachers, to respect the workflow in the teaching of an interdisciplinary unit, can
incorporate differentiation in these two sections of the unit planner: Disciplinary learning experiences and
teaching strategies, and Interdisciplinary learning experiences and teaching strategies.
Differentiation
Ask yourself: How are we differentiating teaching and learning to address individual student learning
needs? How can we provide a variety of input, processing strategies and output options that allow
students to demonstrate their interdisciplinary understanding?
Consider appropriate accommodations for students with learning support requirements. Build on
students’ strengths and abilities. Use groups to support student learning. Work with an awareness of
students’ language profiles.
Resources
Teachers need to investigate available resources and consider what additional resources might be
necessary for the unit.
Resources
Ask yourself: What visual and written texts can support students’ growing understanding? What
community resources might enrich and extend our interdisciplinary understanding? What media and
internet sources can provide multiple perspectives on interdisciplinary issues and ideas?
Consider the language and life experiences that students bring to the inquiry. Inventory possible resources
and develop a plan for sharing them. Collaborate with colleagues from other disciplines to generate
possibilities and innovative solutions.
Reflection: Considering the planning, process and

impact of interdisciplinary inquiry
The “Reflection” section of the planner prompts critical reflection throughout the process of planning,
teaching and reviewing the success of interdisciplinary units. Throughout the unit, teachers should
explicitly teach, model and provide meaningful feedback on the process of reflection.
Prior to teaching the unit During teaching After teaching the unit
Ask yourself:
• Did the disciplines we chose provide meaningful opportunities for integration?
• Have our approaches to teaching supported the development of students’ interdisciplinary
understanding?
• How effectively have we structured the logistics of interdisciplinary collaboration?
• What might we do to strengthen our own understanding of the MYP interdisciplinary unit planning
process?
• What will we keep and what will we change when or if we teach this unit again?
• What evidence do we have that demonstrates how students have developed new interdisciplinary
understanding?
• What type of action have students taken in response to their engagement with this interdisciplinary
unit?
• How have we developed attributes of the IB learner profile that are shared across disciplines?
Create regular opportunities for reflection on the unit, including important milestones in its teaching. Be
mindful of students’ engagement and progress, noting possible changes in the course and ideas for
improvement. Review the unit’s purpose and the extent to which you and your students achieved it. Work
collaboratively to evaluate student achievement.
Delivering interdisciplinary units
In MYP schools, collaborative planning is vital. Time for collaborative planning must be managed
systematically and effectively, and it must involve all teachers. Meeting time is especially important for
developing horizontal and vertical articulation of the curriculum. Depending on resources, school timetable
and context, exclusive time allocated to interdisciplinary planning can benefit schools by creating more
integrated interdisciplinary units and learning.
As teachers plan collaboratively to explore global contexts and develop inquiry into key concepts within
their subjects, opportunities will emerge in which two or more subject groups can join together to create
an integrated inquiry. As teachers identify complementary content, skills and concepts, they can plan
MYP units that build on this potential integration.
Schools can decide to go further than collaboratively planning one interdisciplinary unit per year as per the
requirement. In contexts where MYP schools are providing or planning a more integrated curriculum and
learner experience, it may be beneficial to develop more interdisciplinary opportunities even if not all of the
units or projects are formally assessed. Creating deeper connections between subject groups and concepts
will benefit learners by promoting a transferral of understanding and by nurturing their curiosity in
addressing real-world issues.
School leadership plays an important role in prioritizing interdisciplinary learning and teaching. Providing
collaborative planning time and specific professional development opportunities related to
interdisciplinary planning ensures that teachers understand disciplinary and interdisciplinary learning
processes, and that they are well supported in developing meaningful, authentic and engaging
interdisciplinary units. Collaborative planning time and teacher understanding are the two most important
factors that guarantee high-level implementation of interdisciplinary units.
An example of a school organizing an interdisciplinary unit that can facilitate collaborative planning
between and among subjects is included in table 9. Depending on the timetable, schedule and subjects
that are being integrated, the key driver is to create a more coherent curriculum. Table 9 presents the
organization of an interdisciplinary unit in which the subjects being integrated are taught concurrently. The
IB strongly encourages this method of delivering interdisciplinary units as it is effective in allowing students
to consider the strengths and the limitations of the contributions of each discipline to the interdisciplinary
purpose. However, in some cases concurrent teaching might not be possible. Table 10 presents how the
teaching of the same unit plan can be organized when the integrating subjects are not taught concurrently.
This MYP year 5 unit in the TSM integrates arts and individuals and societies. The statement of inquiry is
“Aesthetic productions of a determined time and space may reflect and/or modify power relationships
existing in a society”. The overall goal of the unit is for students to understand the relationship between art
production and the socio-economic, political context in which art is generated, and how at times art can
change the social and political context.
The summative task consists of two parts. In part 1 students will create a piece of art related to a specific
topic (criterion Bi). Taking into consideration the specific topic, students will organize a curator space; the
artist will develop a short text to explain the relationship between his or her intention and the product
(criterion Ai). In the exhibition, each piece of art must be accompanied by a text that justifies the
relationship between form and content (criterion Bii). In part 2, once the exhibition has concluded, students
will select a specific format from a list to reflect on the impact of the exhibition on the audience and
community. Students will reflect on the learning development throughout the unit (criterion Ci) and how
they will use interdisciplinary understanding to take action (criterion Cii).
In table 9, teachers would identify some common teaching around the interdisciplinary purpose of the unit,
in addition to the necessary disciplinary grounding support. The inquiry questions can be used as anchor
points within and across the subjects to establish meaningful connections and to develop the teaching and
learning experiences. The weeks and hours provided are presented for exemplification purposes, but it
would depend on the length of the unit.
You can access this interdisciplinary unit plan in the TSM.
Table 9
Example of concurrent teaching of an interdisciplinary unit
Week Hours Arts Interdisciplinary Individuals and societies
1 2 Introduction
1 2 Artistic area Social area
2 2 Interactions between power areas
2 2 How form makes the Introductions of the topics How content makes the
content and criteria form
3 2 Effectiveness of the artistic Artistic production as
form primary source
3 2 Determine the context and the exploration of the criteria (formatives)
4 4 Value of the artistic opera Debate: Arts or social Social protest movements
Key characteristics of art activism Paradigmatic works of
representation starting historical landmarks
from the following levels:
metaphorical, symbolic
and/or allegoric
5 2 Curatorial and exhibition text
Field trip: Museum, gallery or arts fair
5/6 4 Individual or group production
6 2 Conclusion of the project: exhibition
7 4 Reflection and final evaluation
Teachers may be working on the disciplinary knowledge at different times of the year (non-concurrently)
because of national restrictions on the order of the content into which they can inquire with students or for
logistical, schedule constraints. If this is the case, teachers can plan to explore the necessary disciplinary
knowledge with students during different times of the year, while ensuring that students have ample
opportunities to connect and synthesize the learning of the different subjects. Teachers can use an
organizer such as the one in table 10 to organize and plan for the work ahead.
Table 10
Example of non-concurrent teaching of an interdisciplinary unit
Download large-format table (PDF)
From activities to performances of understanding
Performances of understanding represent learning experiences that encourage flexible thinking in

unfamiliar situations. They go beyond activities like “going on a field trip” or “gathering information about
our city”. Learning experiences become performances when students are asked to use information
deliberately to create new understandings. For example, the field trip may be part of a unit on endangered
species, and students may be asked to identify evidence of predator–prey interactions during their trip in
order to build hypotheses about possible threats to the local ecosystem.
Performances of understanding allow students both to build and demonstrate their understanding in and
across subjects. They are based on a philosophy of education in which understanding is not something
students have—like a set of facts we possess—but rather something that students do. (Note that the term
“performances” does not emphasize, and is not limited to, “stage performances” such as plays or concerts.
Rather, it refers to opportunities to consider what students understand through action. Performances might
include a group presentation, an essay, a mental computation in response to a challenging question, or
many other examples of student work.)
The IB does not mandate specific types of summative assessment tasks (performances of understanding).
When developing a performance of understanding, the fundamental quest is to gather the evidence
needed to assess student understandings and the goals of the unit and/or task(s) against the
interdisciplinary assessment criteria.
Making interdisciplinary understanding visible

MYP interdisciplinary units emphasize the process of learning, while also attending to its results. When
determining how performances will demonstrate interdisciplinary understanding, teachers need to identify
how interdisciplinary understanding will be made visible (table 11). Teachers should also plan how they will
help students structure and document their interdisciplinary inquiry process.
Table 11
Making interdisciplinary understanding visible
Teachers should consider: Examples of tools to make understanding visible
• the product that students will create as a Website, essay, dance performance, experiment,
result of undertaking the interdisciplinary investigation, oral presentation, infographics
unit
• the process by which the end product Observation protocol, process journal, checklist,
was achieved experiment report, action plan
• student reflection about learning Commentary, presentation, journal, visual organizer, blog,
throughout the interdisciplinary process. personal learning log, shared digital notes and
workspaces, script, cartoons
In summary, high-quality interdisciplinary experiences invite students to engage in a rigorous process in

which they:
• integrate disciplinary expertise and knowledge and understanding to address a real-world issue, idea
or challenge
• inquire into the disciplines to select relevant methods, concepts, theories and tools that can be used to
achieve a clear purpose within a specific global context
• synthesize disciplines to advance their own interpretation and consider possible courses of action
From activities to performances of understanding
• create a product to communicate interdisciplinary understandings

• reflect on the significance of their work and evaluate limitations and possibilities of integrating
disciplines in ways that develop new understanding
• reflect on the action(s) that can be taken to extend interdisciplinary understanding or on the action(s)
taken during the development of disciplinary and interdisciplinary learning.
Disciplinary and interdisciplinary teaching process
Disciplinary learning engagements and teaching

strategies
This section describes what students will do to develop disciplinary grounding in subject 1 and subject 2
(and others, as applicable) and in what order. The disciplinary learning process needs to be evidenced in the
relevant section of the unit plan. Depending on the participating subjects, the nature of the disciplinary
formative or summative task(s), and the overall length of the unit, teachers can evidence the number of
hours that count for disciplinary knowledge. One way to structure the disciplinary grounding that supports
the integrated purpose is to sequence the learning experiences and teaching strategies week by week with
the “big picture” unit’s inquiry questions being explored from the unique perspective of this discipline as
the main driver. This is not a prescribed strategy; however, especially in cases where an interdisciplinary
unit is taught concurrently, this will structure the development of the disciplinary learning process through
inquiry-based learning engagements that are used to explore the inquiry questions. The section should also
include the “when” and “how” students explicitly evaluate the benefits and limitations of exploring the
topic, real-world issue, idea or problem from the point of view of this discipline.
Disciplinary formative or mini-summative

assessments
Formative assessment, carried out during the unit, can provide teachers and students with insights into the
development of disciplinary understanding for the purpose of integration. Disciplinary formative
assessments and feedback occur during the disciplinary learning process for a specific purpose. Teachers
can use a range of informal and formal methods to provide formative feedback, including discipline-specific
assessment criteria and strands to inform achievement. Formatives can be a prompt in the reflection
journal, a student survey or any other type of activity or task that supports the development of disciplinary
knowledge, skills and concepts.
Disciplinary mini-summative tasks can take many forms—one option is for a mini-inquiry into the topic or
idea investigated in each individual subject to be integrated in the interdisciplinary unit. Disciplinary
summative tasks can be assessed with subject-group assessment criteria and strands. Student achievement
levels in subject-group criteria can be recorded as subject-specific marks; they are not used to determine
student achievement in MYP interdisciplinary criteria. For an exemplification of both disciplinary formatives
and summative assessments, please refer to the exemplary unit plan in the TSM, “Is life satisfaction
measurable?”, which integrates mathematics and language and literature subject groups.
Interdisciplinary formative assessments

Interdisciplinary formative assessments, occurring during the interdisciplinary learning process, support
students in developing synthesis and help students to prepare the interdisciplinary summative task.
Depending on the nature of the summative task and the purpose of integration, synthesis can be achieved
through students debating a related concept that has been investigated in both the subjects being
integrated. Overall, this section on Interdisciplinary formative assessments captures:
• what students will do to develop an interdisciplinary understanding
• when and what opportunity students are given to reflect on the development of interdisciplinary
understanding
Disciplinary and interdisciplinary teaching process
• the weight of the relative contribution of each discipline by assessing the benefits and limitations of
disciplinary and interdisciplinary knowledge as students consider the integrated purpose of the unit.
Clarity can be provided for students if the interdisciplinary learning process occurs after the concurrent
disciplinary learning processes. In this case, teachers of all participating disciplines need to plan how the
interdisciplinary learning engagements and completion of the integrated summative task will be divided
across the class time in all participating disciplines.
If the interdisciplinary learning process is embedded in the disciplinary learning processes, the distinct
interdisciplinary learning engagements must be clearly identified, both in the unit plan and in the teaching
of the unit plan. This structure of clearly distinguishing the disciplinary and interdisciplinary learning
engagements can support students in the metacognitive process of considering how we come to know,
understand and take action on a topic, issue or problem. Each discipline provides a unique way of
approaching, communicating about and acting on a topic, issue or problem, and when those ways are
combined, a synthesized, more holistic approach can be developed. Making this process explicit is one of
the main purposes of interdisciplinary learning in the MYP. Students can practise consciously combining
the perspectives of multiple disciplines in order to develop new approaches to thinking, communicating
and problem-solving.
Guidance for teachers new to MYP interdisciplinary

learning
Teachers new to the MYP programme or MYP interdisciplinary units require support to develop an
understanding of the interdisciplinary learning process, disciplinary learning processes, disciplinary
formative or summative assessments, and the connections between these fundamental processes. Planning
interdisciplinary units requires, when the context allows, exclusive time allocated to it. Limited collaborative
planning time is the most frequently reported barrier to more integrated interdisciplinary units. At the same
time, specific professional development opportunities related to interdisciplinary planning and the
presence of interdisciplinary coordinators ensure a higher level of teacher understanding, making
interdisciplinary units a priority for the school.
When planning an interdisciplinary unit, new teachers are encouraged to review collaboratively the
“beginning” level of the unit plan provided in the TSM suite “Is life satisfaction measurable?”, and to
compare this unit with the “sharing” level of the same unit plan provided in the TSM suite. These types of
activities represent considerable opportunities for the independent and school-based professional
development of which teachers should take advantage.
The “beginning” level unit plan includes guidance for developing an understanding of how to plan an
interdisciplinary unit and the processes involved in it. The aim of this guidance is to enhance progressively
the quality of each section of the unit plan over time, therefore refining the process of teaching and
learning. Although only one unit needs to be collaboratively planned to meet the requirement in each year
of the MYP, schools may develop multiple interdisciplinary units to offer a more integrated curriculum.
Discussing the probing questions included in each section of the example unit plan during collaborative
planning time will help new teachers to deepen their understanding of the interdisciplinary learning
process; brainstorm possible ideas for the key concept, related concept(s), global context, and exploration
that can structure the interdisciplinary unit; and develop authentic and meaningful summative task(s).
The purpose of integration is fundamentally important in interdisciplinary efforts. The purpose of
integration should:
• contain a meaningful rationale, including the perspectives of each participating discipline
• summarize the synthesis of interdisciplinary understanding, briefly explaining why it is worth
understanding this issue or idea from an interdisciplinary perspective
• clarify what students will do during the interdisciplinary learning process.
The purpose of integration can be shared with students so that they understand the learning space of the
interdisciplinary unit and the benefits of interdisciplinary learning. The purpose of integration will also
provide a sense of ownership of the learning process once students can see its direction and its sense of
utility in addressing a real-world issue to solve a problem or to raise new understanding.
Assessing interdisciplinary units
MYP assessment practice
In interdisciplinary units, teachers must assess the integration of disciplines using the MYP interdisciplinary
criteria. This assessment is carefully informed by important ATL skills and the process of disciplinary and
interdisciplinary teaching and learning described in this guide.
Crafting quality assessments requires careful attention to the strategies through which teachers gather
information about student learning, including the criteria by which they measure progress and the
feedback they give to help students develop further understanding. Here are some practical guidelines for
rigorous interdisciplinary assessment of student learning.
1. Assessment is carefully planned: In planning a course or unit of work, teachers develop an assessment
strategy that is an integral part of teaching and learning. For example, they define a final performance
of understanding, and based on its demands, decide which learning experiences to engage and how
to sequence them over time.
2. Assessment is formative and summative: In addition to the unit’s summative assessment, teachers
assess skills and understanding before and throughout the unit. For example, early in a unit, teachers
may invite students to solve a problem or brainstorm ideas about the unit’s topic in order to assess
and build students’ background knowledge. Throughout the unit, teachers design disciplinary and
interdisciplinary learning engagements that develop these early understandings and scaffold
students’ growing understanding.
3. Assessment is aligned with MYP interdisciplinary aims and objectives: In planning and conducting
their units, teachers use the interdisciplinary MYP aims, objectives and achievement level descriptors
for each criteria as guideposts.
4. Assessment is based on evidence of student work: In the MYP, assessment builds on close analysis of
student work. Teachers select relevant pieces of student work for assessment and are able to point out
accomplishments or misunderstandings in student products or performances.
5. Assessment offers informative feedback: Viewed as an opportunity to support further learning,
assessment does not seek to expose students in their mistakes but rather to help students recognize,
and have evidence of, both their accomplishments and their misconceptions. Effective feedback
always includes the development of strategies to improve performance.
Collecting evidence
In the MYP, teachers are encouraged to employ a variety of assessment strategies, tasks and tools to
monitor and empower student learning. For example, teachers can gather information about student
interdisciplinary understanding that includes making classroom observations, reading and responding to
student journals, and jointly analysing portfolios of student work.
Collaborative assessment
While interdisciplinary teaching can be done by a single teacher, most typically it is a collaborative effort. In
terms of assessment, the collaboration matters because it enables teachers to draw on their particular areas
of expertise and their subject-specific goals to assess student work. To move from a multidisciplinary
assessment (in which teachers only consider the perspective of their individual subjects) towards an
interdisciplinary approach, teachers can engage in collaborative assessments of student work. Analysing
students’ interdisciplinary learning entails an important professional development opportunity for teachers
who begin to understand how MYP subjects and subject groups interact, overlap, challenge and
MYP assessment practice
complement one another. MYP criteria for interdisciplinary learning provide the starting place for these
powerful conversations.
For determining achievement levels for evaluating (criterion A, strand i), teachers can consider subject-
specific criteria but must determine the appropriate achievement level based on evidence from all
participating disciplines.
Recording and reporting interdisciplinary

assessment
Schools can design systems and processes to report MYP achievement levels for interdisciplinary learning
that meet the needs of their students and local requirements. Some possibilities include:
• a dedicated individual report on interdisciplinary learning
• a section that contains achievement levels for each criterion in all formally developed interdisciplinary
units, as part of the school’s regular reporting process
• an annual summative report that contains a cumulative “best-fit” judgment about the student’s
achievement in interdisciplinary learning (including criterion level total)
• regular communication to students and parents about formal interdisciplinary units and the student’s
achievement with respect to each criterion (eg an explanatory letter, mark-scheme and assessed work
that students can discuss with their parents or guardians)
• conversations about interdisciplinary learning in student conferences and/or student–parent
conferences.
Schools must report student achievement in interdisciplinary learning to students and parents.
External assessment of interdisciplinary learning

The MYP features a robust assessment design that includes rigorous, criterion-related internal assessment
(coursework) for all subject groups, as well as an optional range of externally marked on-screen
assessments. Details of these assessments are available in the annual Middle Years Programme Assessment
procedures, found on the MYP resources home page in the programme resource centre.
Schools that register candidates for MYP eAssessment in interdisciplinary learning must devise a procedure
for determining and reporting students’ predicted grades. Students participating in MYP eAssessment for
interdisciplinary learning should take part in at least two formal interdisciplinary units in MYP years 4 and 5.
Interdisciplinary assessment criteria
The following assessment criteria have been established by the IB for interdisciplinary units in the MYP. All
interdisciplinary assessment in each year of the MYP must be based on the developmentally appropriate
version of these assessment criteria as provided in this section.
Criterion A Evaluating Maximum 8

Criterion B Synthesizing Maximum 8
Criterion C Reflecting Maximum 8
For each assessment criterion, a number of band descriptors are defined. These describe a range of
achievement levels with the lowest represented as 0.
The descriptors concentrate on positive achievement, although failure to achieve may be included in the
description for the lower levels.
In order to measure a student’s progress in terms of his or her capacity to undertake interdisciplinary
projects, three criteria have been established that correspond directly to the three objectives identified in
this guide.
Using the assessment criteria

Assessment criteria for interdisciplinary learning have been provided. As students progress from MYP
years 1 to 5, they can demonstrate their achievement against these criteria in increasingly complex
contexts and tasks. Teachers must establish how each level can be demonstrated in the context of the unit
when clarifying the criteria (see below). Schools may also add other criteria, in addition to the MYP criteria,
in response to national requirements, and report on these internally to parents and students.
When engaging students in formal collaboratively planned interdisciplinary units, schools must use the
interdisciplinary assessment criteria to inform formative assessment and to determine achievement levels
for summative assessment tasks.
Interdisciplinary assessment should be done collaboratively by all teachers involved in the interdisciplinary
units.
Clarifying published criteria

The final assessment criteria as published must be used when awarding achievement levels. However,
teachers can also define specific expectations.
These expectations might be in the form of:
• a task-specific clarification of the criteria, using the published criteria but with some wording changed
to explain the task
• an oral discussion of the task and explanation of various achievement levels (including exemplars from
a range of accomplishments)
• a task sheet that explains performance expectations.
It is important for teachers to specify the expected outcomes at the beginning of each assessment task so
that students understand the task’s detailed requirements. When clarifying expectations for students,
teachers need to ensure that they do not alter the standard expected in the published criteria or introduce
additional requirements.
Interdisciplinary learning assessment criteria
Criterion A: Evaluating
Maximum: 8
In order to address real-world and contextual issues and ideas, students will be able to:
• analyse disciplinary knowledge
• evaluate interdisciplinary perspectives.
Achievement Level descriptor

level
0 The student does not achieve a standard described by any of the descriptors given
below.
1–2 The student:
• attempts to analyse by identifying disciplinary knowledge
• attempts to evaluate by stating the strengths or limitations of interdisciplinary
perspectives.
3–4 The student:
• partially analyses by outlining the disciplinary knowledge
• partially evaluates by outlining the strengths or limitations of interdisciplinary
perspectives.
5–6 The student:
• analyses by describing disciplinary knowledge
• evaluates by describing the strengths and limitations of interdisciplinary
perspectives.
7–8 The student:
• fully analyses by explaining disciplinary knowledge
• fully evaluates by explaining the strengths and limitations of interdisciplinary
perspectives.
Note: Evaluating is based on disciplinary knowledge that describes factual, conceptual and procedural
knowledge that students develop from their study of MYP subjects. Teachers can use subject-group specific
criteria to support their judgment of student achievement in analysing disciplinary knowledge. These
judgments can be based on specific summative assessments within the context of the interdisciplinary unit
itself or they may be determined by related disciplinary assessment tasks.
Levels awarded for this criterion should represent the joint assessment of collaborating teachers from all
subjects participating in the interdisciplinary inquiry. When student achievement varies in applying
knowledge from different disciplines, teachers should use “best-fit” professional judgment to determine an
appropriate level that represents each student’s overall disciplinary knowledge.
Criterion B: Synthesizing
Maximum: 8
• create a product that communicates a purposeful interdisciplinary understanding
• justify how their product communicates interdisciplinary understanding.

level
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:
• creates a product that selects disciplinary knowledge in an attempt to
communicate some interdisciplinary understanding
• states how his or her product communicates interdisciplinary knowledge.
3–4 The student:
• creates a product that applies disciplinary knowledge to partially communicate
interdisciplinary understanding
• outlines how his or her product communicates interdisciplinary knowledge.
5–6 The student:
• creates a product that develops disciplinary knowledge to communicate
interdisciplinary understanding
• describes how his or her product communicates interdisciplinary knowledge.
7–8 The student:
• creates a product that synthesizes disciplinary knowledge to communicate
effectively purposeful interdisciplinary understanding
• justifies how his or her product communicates interdisciplinary knowledge.
Note: For this criterion, strand i should be adapted to be task-specific to the purpose of integration and the
product.
Criterion C: Reflecting
Maximum: 8
• discuss the development of their own interdisciplinary learning
• discuss how new interdisciplinary understanding enables action.

level
0 The student does not reach a standard described by any of the descriptors below.
1–2 The student:
• states the development of his or her own interdisciplinary learning
• states how new interdisciplinary understanding enables future action.
3–4 The student:
• outlines the development of his or her own interdisciplinary learning
• outlines how new interdisciplinary understanding enables action.
5–6 The student:
• describes the development of his or her own interdisciplinary learning

level
• describes how new interdisciplinary understanding enables action.
7–8 The student:
• discusses the development of his or her own interdisciplinary learning
• discusses how new interdisciplinary understanding enables action.
For this criterion, action refers to “future” action that students have not yet taken but that they may plan to
take to extend their interdisciplinary understanding, or action taken during the interdisciplinary learning
process. Teachers can also encourage students to “take” action depending on school context and resources
available.
MYP eAssessment
Optional eAssessment of interdisciplinary learning is by on-screen examination.
Overview
The interdisciplinary learning on-screen examination explores each assessment session’s chosen global
context through disciplinary and interdisciplinary lenses for two of the following subject groups:
• Language and literature
• Individuals and societies
• Sciences
• Mathematics.
These two subjects are explored in detail in the examination, although questions may be featured that
require another subject to be considered and that include the opportunity to incorporate arts, design, PHE
and language acquisition.
Pre-release material will be published on the programme resource centre on 1 April for May sessions and on
1 October for November sessions to facilitate a deep analysis of the global context and to provide a focus
for the interdisciplinary learning on-screen examination. The two subject groups, which will be the focus of
the session’s interdisciplinary examination, will be announced with the pre-release material.
The pre-release material comprises multimedia stimulus material and/or case studies related closely to the
session’s global context. Through the pre-release material, students can engage with the global context
and begin making connections with what they have studied in MYP subject groups and in their own
individual learning.
Interdisciplinary learning examination blueprint

MYP on-screen examinations are constructed as a series of tasks that samples, simulates or replicates
internal assessment practices. The assessments follow an agreed structure that provides a clear framework
for developing each examination. The distribution of marks within each eAssessment may vary by no more
than three marks from those displayed in the blueprint.
As part of an ethical assessment model, these assessment blueprints ensure consistency and transparency,
and they guarantee a balanced approach in measuring students’ achievement with respect to MYP
objectives. MYP on-screen examination blueprints document the close connection of large-scale
assessment with subject-group objectives, classroom learning engagements and the programme’s rigorous
internal assessment requirements.
These blueprints enable teachers and students to review the nature and purpose of MYP eAssessment. They
provide an important resource for helping students to prepare for on-screen examinations, focusing
attention on subject-group criteria and assessment strategies in each subject group.
Table 12 illustrates how interdisciplinary assessment is structured.
Table 12
Interdisciplinary assessment blueprint
Task Marks Main criteria assessed Criterion marks
Evaluating and reflecting 18 A and C 12 and 6
Synthesizing and reflecting 18 B and C 12 and 6
MYP eAssessment
Task Marks Main criteria assessed Criterion marks

Total 36
Examination sources, tools and tasks

Sources
A variety of sources will feature in both the assessment and the pre-release material and could include the
following.
• Primary/secondary • Static images

• Fiction/non-fiction • Photomations
• Articles • Videos
• Journals • Animations
• Blogs • Charts
• Data tables • Graphs
Task details
The interdisciplinary learning on-screen examination (two hours) has two tasks; students should spend
roughly one hour on each task. The structure of the examination ensures that students have time to provide
comprehensive responses that demonstrate their creative and critical skills in an interdisciplinary setting.
Reflecting will be assessed; however, the strand that will be assessed should not be limited to a specific
task; it will depend on the context.
Evaluating and reflecting

The first task assesses students' ability to analyse the interdisciplinary work and/or approach of someone
else through source material. In their analysis, students will also evaluate the perspectives of the
disciplinary and interdisciplinary approach in relation to a real-world issue present in the stimulus material.
Synthesizing and reflecting

The second task assesses students’ ability to synthesize disciplinary knowledge to demonstrate
interdisciplinary understanding and their ability to use appropriate strategies to communicate
interdisciplinary understanding effectively. Students create their own, original, interdisciplinary piece(s) of
work and explain the approach they have taken in doing so.
Questions in this task could require students to:
• reflect on learning experiences from relevant subject groups
• justify their choice of disciplines
• describe what understandings disciplines can bring to a real-world issue, idea or challenge, and how
they challenge or complement each other
• outline the nature of new understanding
• apply new subject combinations to new contexts or topics/themes
• apply existing subject combinations to related context or topics/themes
• identify future actions they can take to extend their learning beyond the classroom
• evaluate their own strengths and weaknesses as a learner.
MYP eAssessment
Interdisciplinary learning subject-specific grade

descriptors
Subject-specific grade descriptors serve as an important reference in the assessment process. Through
careful analysis of subject-group criteria and the general grade descriptors, they have been written to
capture and describe in a single descriptor the performance of students at each grade for each MYP subject
group.
For on-screen examination subjects, teachers are required to submit predicted grades. When considering
predicted grades, teachers should consider their own assessment of students during MYP 4 and the first
part of MYP 5 and, allowing for subsequent academic development, teachers are asked to predict the
outcome of eAssessment for their students with reference to the subject-specific grade descriptors. This
prediction helps the IB to check the alignment between teachers’ expectations and the IB’s assessment
outcome and, as such, forms an essential strategy for ensuring reliable results.
Subject-specific grade descriptors are also the main reference used to select grade boundaries for each
discipline in each assessment session. During this process, the grade award team compares student
performance against descriptors of achievement at grades 2 and 3; 3 and 4; and 6 and 7 (other boundaries
are set at equal intervals between these key transitions). The grade award process is able to compensate for
variations in challenge between examinations and in standards applied to marking (both between subjects
and for a particular subject across sessions) by setting boundaries for each discipline and examination
session, with reference to real student work.
Subject-specific grade descriptors tie eAssessment to criterion-related assessment and to MYP assessment
criteria and level descriptors, which put the programme’s criterion-related assessment philosophy into
practice.
Grade Descriptor
7 Produces high-quality, frequently insightful work. Communicates comprehensive,
nuanced interdisciplinary understanding of concepts and contexts through effective
exploration of real-world issues, ideas and/or challenges. Consistently demonstrates
sophisticated critical and creative thinking to synthesize and create new understandings
and reflect on personal development. Frequently transfers interdisciplinary knowledge
and discusses action taken or to be taken in unfamiliar situations.
6 Produces high-quality, occasionally insightful work. Communicates extensive
interdisciplinary understanding of concepts and contexts through effective exploration of
real-world issues, ideas and/or challenges. Demonstrates critical and creative thinking to
synthesize and create new understandings and reflect on personal development,
frequently with sophistication. Transfers interdisciplinary knowledge and explains action
taken or to be taken in unfamiliar situations.
5 Produces generally high-quality work. Communicates good interdisciplinary
understanding of concepts and contexts through effective exploration of real-world
issues, ideas and challenges. Demonstrates critical and creative thinking to synthesize and
create new understandings and reflect on personal development, sometimes with
sophistication. Usually transfers interdisciplinary knowledge and explains action taken or
to be taken in unfamiliar situations.
4 Produces good-quality work. Communicates basic interdisciplinary understanding of most
concepts and contexts through appropriate exploration of real-world issues, ideas and
challenges, with few misunderstandings and minor gaps. Often demonstrates critical and
creative thinking to make connections between disciplines, create new understandings
and reflect on personal development. Transfers some interdisciplinary knowledge and
outlines action taken or to be taken in familiar situations.
MYP eAssessment
Grade Descriptor
3 Produces work of an acceptable quality. Communicates basic interdisciplinary
understanding of many concepts and contexts with occasional evidence of appropriate
exploration of real-world issues, ideas and challenges, with occasional significant
misunderstandings or gaps. Begins to demonstrate some basic critical and creative
thinking to make connections between disciplines, create new understandings and reflect
on personal development. Begins to transfer interdisciplinary knowledge and outlines
action taken or to be taken with little insight.
2 Produces work of limited quality. Communicates limited understanding of some concepts
and contexts. Demonstrates limited evidence of critical and creative thinking to make
connections between disciplines and reflect on personal development. Limited evidence
of transfer of interdisciplinary knowledge and reflection on actions taken or to be taken.
1 Produces work of a very limited quality. Conveys many significant misunderstandings or
lacks understanding of most concepts and contexts. Very rarely demonstrates evidence of
critical or creative thinking to make connections between disciplines and reflect on
personal development. Very inflexible, rarely shows evidence of knowledge, skills or action
taken or to be taken.
Appendices
MYP key concepts: Definitions
Key concepts are powerful abstract ideas that have many dimensions and definitions. They have important
interconnections and overlapping concerns. The following broad descriptions apply across subject groups,
and MYP subject-group guides will suggest further discipline-specific understandings.
Inquiry into MYP key concepts will further develop (and debate) the meaning of these significant ideas.
Key concept Definition

Aesthetics Deals with the characteristics, creation, meaning and perception of beauty and taste.
The study of aesthetics develops skills for the critical appreciation and analysis of art,
culture and nature.
Change A conversion, transformation or movement from one form, state or value to another.
Inquiry into the concept of change involves understanding and evaluating causes,
processes and consequences.
Communication The exchange or transfer of signals, facts, ideas and symbols. Communication requires a
sender, a message and an intended receiver. It involves the activity of conveying
information or meaning. Effective communication requires a common “language”
(which may be written, spoken or non-verbal).
Communities Groups that exist in proximity defined by space, time or relationship. Communities
include, for example, groups of people sharing particular characteristics, beliefs or
values as well as groups of interdependent organisms living together in a specific
habitat.
Connections Links, bonds and relationships among people, objects, organisms or ideas.
Creativity The process of generating novel ideas and considering existing ideas from new
perspectives. Creativity includes the ability to recognize the value of ideas when
developing innovative responses to problems; it may be evident in process as well as
outcomes, products or solutions.
Culture Encompasses a range of learned and shared beliefs, values, interests, attitudes,
products, ways of knowing and patterns of behaviour created by human communities.
The concept of culture is dynamic and organic.
Development The act or process of growth, progress or evolution, sometimes through iterative
improvements.
Form The shape and underlying structure of an entity or piece of work, including its
organization, essential nature and external appearance.
Global As a concept, global interactions focus on the connections between individuals and
interactions communities, as well as their relationships with built and natural environments, from
the perspective of the world as a whole.
Identity The state or fact of being the same. Identity refers to the particular features that define
individuals, groups, things, eras, places, symbols and styles. Identity can be observed, or
it can be constructed, asserted and shaped by external and internal influences.
Logic A method of reasoning and a system of principles used to build arguments and reach
conclusions.
MYP key concepts: Definitions
Key concept Definition

Perspective The position from which we observe situations, objects, facts, ideas and opinions.
Perspective may be associated with individuals, groups, cultures or disciplines. Different
perspectives often lead to multiple representations and interpretations.
Relationships The connections and associations between properties, objects, people and ideas—
including the human community’s connections with the world in which we live. Any
change in relationship brings consequences—some of which may occur on a small
scale, while others may be far reaching, affecting large networks and systems like
human societies and the planetary ecosystem.
Systems Sets of interacting or interdependent components. Systems provide structure and order
in human, natural and built environments. Systems can be static or dynamic, simple or
complex.
Time, place and An intrinsically linked concept that refers to the absolute or relative position of people,
space objects and ideas. “Time, place and space” focuses on how we construct and use our
understanding of location (“where” and “when”).
Appendices
MYP related concepts
Language and literature

Audience imperatives Character Context Genre
Intertextuality Point of view Purpose Self-expression
Setting Structure Style Theme
Language acquisition
Phases 1–2
Context Convention Form
Meaning Message Purpose
Patterns Structure Word choice
Phases 3–4
Audience Context Conventions Empathy
Function Idiom Meaning Message
Point of view Purpose Structure Word choice
Phases 5–6
Argument Audience Bias Context
Empathy Idiom Inference Point of view
Purpose Stylistic choices Theme Voice
Individuals and societies

Economics
Choice Consumption Equity Globalization
Growth Model Poverty Power
Resources Scarcity Sustainability Trade
Geography
Causality (cause and Culture Disparity and equity Diversity
consequence)
Globalization Management and Networks Patterns and trends
intervention
Power Processes Scale Sustainability
History
Causality (cause and Civilization Conflict Cooperation
consequence)
Culture Governance Identity Ideology
Individuals and societies

Innovation and Interdependence Perspective Significance
revolution
Integrated humanities (drawn from economics, geography and history)
Causality (cause and Choice Culture Equity
consequence)
Globalization Identity Innovation and Perspective
revolution
Power Processes Resources 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.
Sciences
Biology
Balance Consequences Energy Environment
Evidence Form Function Interaction
Models Movement Patterns Transformation
Chemistry
Balance Conditions Consequences Energy
Models Movement Patterns Transfer
Physics
Consequences Development Energy Environment
Modular sciences (drawn from biology, chemistry and physics)
Balance Consequences Energy Environment
Mathematics
Approximation Change Equivalence Generalization
Models Patterns Quantity Representation
Simplification Space Systems Validity
Arts
Visual arts
Audience Boundaries Composition Expression
Genre Innovation Interpretation Narrative
Presentation Representation Style Visual culture
Arts
Performing arts
Audience Boundaries Composition Expression
Genre Innovation Interpretation Narrative
Play Presentation Role Structure
Physical and health education

Adaptation Balance Choice Energy
Environment Function Interaction Movement
Perspective Refinement Space Systems
Design
Adaptation Collaboration Ergonomics Evaluation
Form Function Innovation Invention
Markets and trends Perspective Resources Sustainability
Appendices
MYP global context and exploration
Global context Focus question(s) and Example explorations

description
Identities and Who am I? Who are we? Possible explorations to develop
relationships Students will explore identity; • Competition and cooperation; teams,
beliefs and values; personal, affiliation and leadership
physical, mental, social and • Identity formation; self-esteem; status;
spiritual health; human roles and role models
relationships including families,
• Personal efficacy and agency; attitudes,
friends, communities and cultures;
motivation, independence; happiness and
what it means to be human.
the good life
• Physical, psychological and social
development; transitions; health and well-
being; lifestyle choices
• Human nature and human dignity; moral
reasoning and ethical judgment;
consciousness and mind
Orientation in space What is the meaning of “where” Possible explorations to develop
and time and “when”? • Civilizations and social histories, heritage,
Students will explore personal pilgrimage, migration, displacement and
histories; homes and journeys; exchange
turning points in humankind; • Epochs, eras, turning points and “big
discoveries; explorations and history”
migrations of humankind; the
• Scale, duration, frequency and variability
relationships between, and the
interconnectedness of, individuals • Peoples, boundaries, exchange and
and civilizations, from personal, interaction
local and global perspectives. • Natural and human landscapes and
resources
• Evolution, constraints and adaptation
• Indigenous understanding
Personal and What is the nature and purpose of Possible explorations to develop
cultural expression creative expression? • Artistry, craft, creation, beauty
Students will explore the ways in • Products, systems and institutions
which we discover and express
• Social constructions of reality;
ideas, feelings, nature, culture,
philosophies and ways of life; belief
beliefs and values; the ways in
systems; ritual and play
which we reflect on, extend and
enjoy our creativity; our • Critical literacy, languages and linguistic
appreciation of the aesthetic. systems; histories of ideas, fields and
disciplines; analysis and argument
• Metacognition and abstract thinking
MYP global context and exploration
Global context Focus question(s) and Example explorations

description
• Entrepreneurship, practice and
competency
Scientific and How do we understand the world Possible explorations to develop
technical innovation in which we live? • Systems, models, methods; products,
Students will explore the natural processes and solutions
world and its laws; the interaction • Adaptation, ingenuity and progress
between people and the natural
• Opportunity, risk, consequences and
world; how humans use their
responsibility
understanding of scientific
principles; the impact of scientific • Modernization, industrialization and
and technological advances on engineering
communities and environments; • Digital life, virtual environments and the
the impact of environments on Information Age
human activity; how humans • The biological revolution
adapt environments to their needs.
• Mathematical puzzles, principles and
discoveries
Globalization and How is everything connected? Possible explorations to develop
sustainability Students will explore the • Markets, commodities and
interconnectedness of human- commercialization
made systems and communities; • Human impact on the environment
the relationship between local and
• Commonality, diversity and
global processes; how local
interconnection
experiences mediate the global;
the opportunities and tensions • Consumption, conservation, scarcity;
provided by world natural resources and public goods
interconnectedness; the impact of • Population and demography
decision-making on humankind • Urban planning, strategy and
and the environment. infrastructure
• Data-driven decision-making
Fairness and What are the consequences of our Possible explorations to develop
development common humanity? • Democracy, politics, government and civil
Students will explore rights and society
responsibilities; the relationship • Inequality, difference and inclusion
between communities; sharing
• Human capability and development; social
finite resources with other people
entrepreneurs
and with other living things; access
to equal opportunities; peace and • Rights, law, civic responsibility and the
conflict resolution. public sphere
• Justice, peace and conflict management
• Ecology and disparate impact
• Power and privilege
• Authority, security and freedom
• Imagining a hopeful future
Appendices
ATL skills framework
Communication
I. Communication skills
How can students Exchanging thoughts, messages and information effectively through
communicate through interaction
interaction? • Give and receive meaningful feedback
• Use intercultural understanding to interpret communication
• Use a variety of speaking techniques to communicate with a variety of
audiences
• Use appropriate forms of writing for different purposes and audiences
• Use a variety of media to communicate with a range of audiences
• Interpret and use effectively modes of non-verbal communication
• Negotiate ideas and knowledge with peers and teachers
• Participate in, and contribute to, digital social media networks
• Collaborate with peers and experts using a variety of digital environments
and media
• Share ideas with multiple audiences using a variety of digital environments
and media
How can students Reading, writing and using language to gather and communicate
demonstrate information
communication • Read critically and for comprehension
through language?
• Read a variety of sources for information and for pleasure
• Make inferences and draw conclusions
• Use and interpret a range of discipline-specific terms and symbols
• Write for different purposes
• Understand and use mathematical notation
• Paraphrase accurately and concisely
• Preview and skim texts to build understanding
• Take effective notes in class
• Make effective summary notes for studying
• Use a variety of organizers for academic writing tasks
• Find information for disciplinary and interdisciplinary inquiries, using a
variety of media
• Organize and depict information logically
• Structure information in summaries, essays and reports
Social
II. Collaboration skills
Social
How can students Working effectively with others
collaborate? • Use social media networks appropriately to build and develop relationships
• Practise empathy
• Delegate and share responsibility for decision-making
• Help others to succeed
• Take responsibility for one’s own actions
• Manage and resolve conflict, and work collaboratively in teams
• Build consensus
• Make fair and equitable decisions
• Listen actively to other perspectives and ideas
• Negotiate effectively
• Encourage others to contribute
• Exercise leadership and take on a variety of roles within groups
• Give and receive meaningful feedback
• Advocate for one’s own rights and needs
Self-management
III. Organization skills
How can students demonstrate organization skills? Managing time and tasks effectively
• Plan short- and long-term assignments; meet
deadlines
• Create plans to prepare for summative
assessments (examinations and performances)
• Keep and use a weekly planner for assignments
• Set goals that are challenging and realistic
• Plan strategies and take action to achieve
personal and academic goals
• Bring necessary equipment and supplies to
class
• Keep an organized and logical system of
information files/notebooks
• Use appropriate strategies for organizing
complex information
• Understand and use sensory learning
preferences (learning styles)
• Select and use technology effectively and
productively
IV. Affective skills
How can students manage their own state of mind? Managing state of mind
• Mindfulness awareness
◦ Practise focus and concentration
◦ Practise strategies to develop mental
focus
Self-management
◦ Practise strategies to overcome
distractions
◦ Practise being aware of body–mind
connections
• Perseverance
◦ Demonstrate persistence and
perseverance
◦ Practise delaying gratification
• Emotional management
◦ Practise strategies to overcome
impulsiveness and anger
◦ Practise strategies to prevent and
eliminate bullying
◦ Practise strategies to reduce stress and
anxiety
• Self-motivation
◦ Practise analysing and attributing causes
for failure
◦ Practise managing self-talk
◦ Practise positive thinking
• Resilience
◦ Practise “bouncing back” after adversity,
mistakes and failures
◦ Practise “failing well”
◦ Practise dealing with disappointment and
unmet expectations
◦ Practise dealing with change
Research
V. Information literacy skills
How can students Finding, interpreting, judging and creating information
demonstrate • Collect, record and verify data
information literacy?
• Access information to be informed and inform others
• Make connections between various sources of information
• Understand the benefits and limitations of personal sensory learning
preferences when accessing, processing and recalling information
• Use memory techniques to develop long-term memory
• Present information in a variety of formats and platforms
• Collect and analyse data to identify solutions and make informed decisions
• Process data and report results
• Evaluate and select information sources and digital tools based on their
appropriateness to specific tasks
• Understand and use technology systems
• Use critical-literacy skills to analyse and interpret media communications
Research
• Understand and implement intellectual property rights
• Create references and citations, use footnotes/endnotes and construct a
bibliography according to recognized conventions
• Identify primary and secondary sources
VI. Media literacy skills
How can students Interacting with media to use and create ideas and information
demonstrate media • Locate, organize, analyse, evaluate, synthesize and ethically use information
literacy? from a variety of sources and media (including digital social media and
online networks)
• Demonstrate awareness of media interpretations of events and ideas
(including digital social media)
• Make informed choices about personal viewing experiences
• Understand the impact of media representations and modes of
presentation
• Seek a range of perspectives from multiple and varied sources
• Communicate information and ideas effectively to multiple audiences using
a variety of media and formats
• Compare, contrast and draw connections among (multi)media resources
Thinking
VII. Critical-thinking skills
How can students think Analysing and evaluating issues and ideas
critically? • Practise observing carefully in order to recognize problems
• Gather and organize relevant information to formulate an argument
• Recognize unstated assumptions and bias
• Interpret data
• Evaluate evidence and arguments
• Recognize and evaluate propositions
• Draw reasonable conclusions and generalizations
• Test generalizations and conclusions
• Revise understanding based on new information and evidence
• Evaluate and manage risk
• Formulate factual, topical, conceptual and debatable questions
• Consider ideas from multiple perspectives
• Develop contrary or opposing arguments
• Analyse complex concepts and projects into their constituent parts and
synthesize them to create new understanding
• Propose and evaluate a variety of solutions
• Identify obstacles and challenges
• Use models and simulations to explore complex systems and issues
• Identify trends and forecast possibilities
• Troubleshoot systems and applications
VIII. Creative-thinking skills
Thinking
How can students be Generating novel ideas and considering new perspectives
creative? • Use brainstorming and visual diagrams to generate new ideas and inquiries
• Consider multiple alternatives, including those that might be unlikely or
impossible
• Create novel solutions to authentic problems
• Make unexpected or unusual connections between objects and/or ideas
• Design improvements to existing machines, media and technologies
• Design new machines, media and technologies
• Make guesses, ask “what if” questions and generate testable hypotheses
• Apply existing knowledge to generate new ideas, products or processes
• Create original works and ideas; use existing works and ideas in new ways
• Practise flexible thinking—develop multiple opposing, contradictory and
complementary arguments
• Practise visible thinking strategies and techniques
• Generate metaphors and analogies
IX. Transfer skills
How can students Using skills and knowledge in multiple contexts
transfer skills and • Use effective learning strategies in subject groups and disciplines
knowledge across
• Apply skills and knowledge in unfamiliar situations
disciplines and subject
groups? • Inquire in different contexts to gain a different perspective
• Compare conceptual understanding across multiple subject groups and
disciplines
• Make connections between subject groups and disciplines
• Combine knowledge, understanding and skills to create products or
solutions
• Transfer current knowledge to learning of new technologies
• Change the context of an inquiry to gain different perspectives
Appendices
MYP unit planners
The MYP unit planner templates can be found on the programme resource centre as editable Microsoft
Word documents. There are two documents:
Interdisciplinary unit planner 1

Interdisciplinary unit planner 2
Appendices
Evaluating MYP interdisciplinary unit plans
This document is a tool that can be used for self-assessment, collaborative peer review and organizing
feedback from the IB’s Building Quality Curriculum school service. Characteristics of effective
implementation are arranged according to a developmental scale that moves from emergent to capable
to exemplary. Moving from lower to higher levels, this continuum generally parallels terminology that all
MYP learners can use to describe increasing levels of competence.
In educational terms, feedback based on this document is designed to be formative—it should be given
and received with the intention of prompting further personal and organizational growth.
Beginning/developing: emergent implementation that may require substantial revision in order to create
an effectively planned and documented unit of inquiry. These units may benefit from extended
collaboration that improves clarity, provides greater detail and develops greater coherence.
Using: capable implementation that demonstrates confidence in planning and documenting inquiry using
the MYP collaborative unit planning process.
Sharing: exemplary implementation that provides a model of good practice.
1. Purpose of integration
Beginning/developing Using Sharing
The purpose of integration: The purpose of integration: The purpose of integration:
• is identified in a limited way • is clearly defined • explains why it is worth
• suggests only superficial • includes some rationale for understanding this issue or
connections between the integration. idea from an interdisciplinary
disciplines. perspective
• provides a meaningful
rationale for including the
perspectives of each
participating discipline in the
integrated purpose.
2. Statement of inquiry
The statement of inquiry: The statement of inquiry: The statement of inquiry:
• may not include a clearly • includes a key concept, • includes a key concept,
identifiable key concept, related concept(s) (if related concept(s) (if
related concept(s) and global appropriate) and a specific appropriate) with explicit
context global context exploration reference to an
• states an understanding that • states an understanding that interdisciplinary exploration
links disciplines in a limited connects two or more of a global context
way disciplines • proposes an integrative
• has limited integration, • expresses an idea that is understanding to be
focusing mainly on relevant for the selected developed through the
disciplinary understanding disciplines interdisciplinary unit
• uses language that might • considers multiple relevant

overwhelm students, limit disciplines and explores
2. Statement of inquiry
their ability to engage with • communicates in student- multifaceted, transferable
the inquiry or to articulate for friendly language that invites ideas across a range of facts
themselves its purpose and inquiry and engagement. and topics
value. • represents creativity and
appropriate complexity in its
synthesis of concepts and
global context.
3. Inquiry questions
Inquiry questions: Inquiry questions: Inquiry questions:
• show limited understanding • include examples of factual, • demonstrate clear
of the distinction between conceptual and debatable understanding of the
factual, conceptual and questions relationship between facts,
debatable questions • are connected to the concepts and debates that
• may have minimal concepts and global context helps students to deepen
connection with each other included in the statement of connections between
and the purpose of the unit as inquiry disciplines
described in the statement of • describe multiple pathways • develop deep
inquiry into the unit’s subject matter interdisciplinary
• may represent a single or topic and are understanding of concepts
approach into the unit’s appropriately rigorous. and global context
subject matter or topic • offer pathways for diverse
• develop too many or too few learners into the unit’s
questions that may be too subject matter or topic
simple or too complex for the • represent appropriate
intended learners. complexity that can help to
develop critical and creative
thinking to support synthesis
• include teacher- and student-
generated inquiries
• help to prepare students to
undertake summative
assessment.
4. Summative assessment—interdisciplinary performance(s) of understanding

The summative assessment task(s): The summative assessment task(s): The summative assessment
• has a limited connection with • connects with an integrative task(s):
the statement of inquiry statement of inquiry • thoughtfully connects with
• may not use MYP • uses MYP interdisciplinary the statement of inquiry,
interdisciplinary criteria as assessment criteria bringing disciplinary and
designed appropriately interdisciplinary insights
together with coherence and
• may be based on some but • includes opportunities to
creativity
not all of the selected demonstrate disciplinary and
disciplines interdisciplinary • uses the MYP
understanding interdisciplinary assessment
criteria to explain how
4. Summative assessment—interdisciplinary performance(s) of understanding

• may not clearly describe • clearly describes what student achievement will be
what students will do to students will do to make their evaluated
demonstrate their interdisciplinary • provides balanced
understanding understanding visible opportunities to move
• may offer limited scope for • can be differentiated to meet between disciplinary and
differentiation to meet diverse learning needs. interdisciplinary
diverse learning needs. understanding
• thoroughly explains what
students will do to
demonstrate comprehensive
understanding of issues and
ideas in ways that are
meaningfully integrated
• provides access to
reasonable adjustments and
inclusive assessment
arrangements.
5. Approaches to learning (ATL)

ATL skills in this unit: ATL skills in this unit: ATL skills in this unit:
• provide students with limited • are specifically identified and • are specifically identified,
support for achieving the provide support for and integrate meaningfully
unit’s objectives achieving the unit’s with unit’s objectives,
• offer students limited objectives learning engagements and
opportunities to develop • provide a focus for student assessment tasks
skills that support self-evaluation and reflection • offer students opportunities
independent learning on personal growth and to develop responsibility for
• include brief identification of development their own learning through
how the skills are supported • include descriptions of how independent practice
in the unit the skills are explicitly taught • include descriptions of how
• have some connection with a and practised in the unit the skills are explicitly taught
larger plan for developing • support progression of and specific strategies are
students’ ATL skills within and learning across MYP years practised
across disciplines. within and across disciplines. • support a clearly identified
progression of learning
across MYP years through
their articulation within and
across subject groups, year
levels, school-wide plans
(documented in the school’s
ATL chart)
• help students reach higher
levels of achievement for the
unit’s objectives through
related summative
assessment task(s).
6. Disciplinary grounding
Disciplinary grounding: Disciplinary grounding: Disciplinary grounding:
• includes knowledge and skills • includes disciplinary • includes disciplinary
that are not clearly connected knowledge and skills that knowledge and skills that
with the selected disciplines clearly relate to an integrated support transferable
or that relate to the statement of inquiry understanding and an
statement of inquiry in a • identifies subject-group aims integrated statement of
limited way and objectives (and related inquiry
• may not identify relevant concepts) that develop • aligns clearly with subject-
subject-group aims and necessary disciplinary group aims and objectives
objectives (and related grounding (and related concepts) that
concepts) • includes teaching strategies develop disciplinary
• features general teaching that support interdisciplinary grounding and inspire
strategies that may not build learning further inquiry
effectively towards • helps students to develop • is developed through active,
interdisciplinary learning their ability to evaluate inquiry-based teaching
engagements disciplinary knowledge strategies that build
• provides limited purposefully towards
• includes some inquiry-based
opportunities for students to interdisciplinary learning
teaching strategies.
develop their ability to • challenges students to
evaluate disciplinary explore the benefits and
knowledge (and ways of limitations of disciplinary
knowing) knowledge
• focuses on teacher-centred • uses a variety of inquiry-
classroom activities. based strategies for teaching
and learning that helps
students connect factual,
conceptual and procedural
knowledge.
7. Interdisciplinary learning process

a. Interdisciplinary learning experiences and teaching strategies
Interdisciplinary learning Interdisciplinary learning Interdisciplinary learning
experiences and teaching experiences and teaching experiences and teaching
strategies: strategies: strategies:
• may require further • describe in sufficient detail • describe with clarity and
development and additional what students will do and in specific detail what students
details about what students what order will do and in what order
will do and in what order • indicate how students will • indicate how students will
• may need to clarify how explore interdisciplinary explore interdisciplinary
students will explore concepts and context concepts and context
interdisciplinary concepts • are developmentally through a variety of learning
and contexts appropriate experiences
• may not be developmentally • include some inquiry-based • are developmentally
appropriate teaching strategies. appropriate, thought-
provoking and engaging

• focus on teacher-centred • use a variety of inquiry-based
classroom activities. strategies for teaching and
learning that helps students
connect factual, conceptual
and procedural knowledge
• build on prior disciplinary
and interdisciplinary
learning.
b. Formative assessment
Formative assessment: Formative assessment: Formative assessment:
• may not be clearly connected • aligns with knowledge, • comprehensively aligns with
with the knowledge, understanding and skills knowledge, understanding
understanding and skills required for success in and skills required for success
required for success in interdisciplinary summative in the interdisciplinary
interdisciplinary summative assessment summative assessment
assessment • provides opportunities for • provides varied opportunites
• provides limited opportunity explicit feedback that for practice and detailed
to monitor and support supports students’ feedback for students’
students’ disciplinary and disciplinary and disciplinary and
interdisciplinary learning interdisciplinary learning interdisciplinary learning
• may not create evidence that • creates some evidence that • creates meaningful evidence
teachers can use to adjust teachers can use to adjust that teachers can use to
planned learning experiences teaching and learning in make adjustments to
and teaching strategies. ways that promote student planned experiences and
achievement. teaching strategies
• divides complex tasks into
discrete steps with interim
markers of progress in
disciplinary and
interdisciplinary
understanding
• includes opportunities for
peer assessment and self-
assessment.
c. Differentiation
Differentiation: Differentiation: Differentiation:
• documents few or generic • documents specific • documents specific
strategies that meet the strategies that meet the strategies for
needs of diverse learners needs of diverse learners in accommodating learning
• addresses in a very limited terms of content, process or diversity in terms of content,
way students’ diverse product process and product
language profiles and • addresses students’ diverse • addresses students’ diverse
learning support language profiles and language profiles and
requirements learning support learning support
requirements requirements in ways that

• offers limited opportunity for • offers opportunities for use diversity as a resource for
students to pursue and students to pursue and all students’ learning
achieve learning goals. achieve learning goals. • allows each student to
develop, pursue and achieve
appropriate learning goals.
8. Resources
Resources: Resources: Resources:
• provide some of the • provide information and • represent a range of entry
information and learning learning environments points to interdisciplinary
environments necessary for necessary for achieving the learning environments that
achieving the unit’s purpose unit’s purpose creatively achieve the unit’s
• may not support effective • support differentiated purpose
differentiation learning through learning • promote student inquiry
• may not support the support or extension through learning support
development of multiple • represent some culturally and extension
points of view appropriate and diverse • provide diverse and culturally
• may not consider appropriate points of view responsive points of view on
technology integration. • integrate appropriate interdisciplinary issues and
technology ideas
• acknowledge students’ life • use students’ life experiences

experiences and multi- and multi-literacies to inspire
literacies. learning
• create opportunities for
action and real-world
learning
• include meaningful
opportunities for interaction
with people, organizations
and facilities in the
community.
9. Reflections before, during and after teaching the unit

Reflection before, during and after Reflection before, during and after Reflection before, during and after
teaching the unit: teaching the unit: teaching the unit:
• documents partial reflection • documents reflection on the • documents thorough and
on the planning, process or planning, process and impact meaningful reflection
impact of the inquiry of the inquiry throughout the teaching and
• notes limited connections • notes possible links with learning process, including
with other programme other programme how well the chosen
components (international- components (international- disciplines provided
mindedness, IB learner mindedness, IB learner opportunities for integration
profile, ATL skills, profile, ATL skills, • documents the unit’s
interdisciplinary interdisciplinary connection with the IB’s
understanding, student-led understanding, student-led philosophy of education
action and service learning) action and service learning) (international-mindedness, IB
9. Reflections before, during and after teaching the unit

• captures general • specifically notes what went learner profile, ATL skills,
observations about what well and proposes ideas for interdisciplinary
went well and what might be future development understanding, student-led
improved • reports on student action and service learning)
• considers general student motivation and engagement • details potential future
motivation and engagement with respect to specific development based on
with the unit. learning engagements or student achievement data
assessment tasks. • documents the unit’s impact
on students’ intrinsic
motivation and ownership of
their own learning
• considers impact and future
development of the
interdisciplinary planning
process, teacher
collaboration and the
logistics of interdisciplinary
learning
• includes information about
standardization of
assessment and student
achievement data
• considers horizontal and
vertical articulation
• is mindful of teachers’
personal response, social-
emotional learning and
professional growth.
Appendices
MYP command terms for interdisciplinary learning
Command term Definition

Analyse Break down in order to bring out the essential elements or structure. (To identify parts
and relationships and interpret information to reach conclusions.)
Apply Use knowledge and understanding in response to a given situation or real
circumstances. Use an idea, equation, principle, theory or law in relation to a given
problem or issue. (See also “Use”.)
Describe Give a detailed account or picture of a situation, event, pattern or process.
Discuss Offer a considered and balanced review that includes a range of arguments, factors or
hypotheses. Opinions or conclusions should be presented clearly and supported by
appropriate evidence.
Evaluate Make an appraisal by weighing up the strengths and limitations.
Explain Give a detailed account including reasons or causes.
Identify Provide an answer from a number of possibilities. Recognize and state briefly a
distinguishing fact or feature.
List Give a sequence of brief answers with no explanation.
Outline Give a brief account or summary.
Recognize Identify through patterns or features.
Reflect Think about deeply; consider.
State Give a specific name, value or other brief answer without explanation or calculation.
Synthesize Combine different ideas in order to create new understanding.
Use Apply knowledge or rules to put theory into practice. (See also “Apply”.)
On-screen examinations in interdisciplinary learning will draw from the full list of MYP command terms that
is available in MYP: From principles into practice.
FAQs
Frequently-asked questions
Which unit will count as an interdisciplinary unit: a unit integrating different disciplines within the
same subject group or from different subject groups?
The MYP requires schools to have one interdisciplinary unit that “counts” each year, and that is between
two different subject groups (as in the examination) or from different disciplines within the same subject
group. For example, integrating history from individuals and societies and biology from sciences will count
as an interdisciplinary unit in the same way as integrating history and geography.
Is it necessary to include all criteria for each subject in interdisciplinary units?
For criterion A: evaluating, you can use the relevant disciplinary criteria to demonstrate disciplinary
knowledge and understanding. For example, if you are integrating individuals and societies (anthropology)
and arts (music), you need to specify which individuals and societies criteria and arts criteria contribute to
disciplinary knowledge for criterion A: evaluating. This will obviously depend on the type of summative task
developed. As for criteria B and, C, the interdisciplinary criteria must be used.
Do all MYP interdisciplinary units need to assess all three criteria or could a student have criterion A
and B assessed in one task or project, then criterion C assessed in another project?
If your school runs one interdisciplinary unit per year per year group, then all interdisciplinary criteria must
be assessed in that unit. However, if you run more interdisciplinary units, you can assess some criteria in one
task or project and other criteria in a different task or project.
My teachers have some amazing interdisciplinary units. They have taught and reflected on them, but
we have never used the interdisciplinary rubrics; we have used their subject-specific rubrics only. I
would appreciate some guidance on this. I have read the IB publication on interdisciplinary planning
but still have questions.
The use of interdisciplinary assessment criteria is compulsory: “When engaging students in formal
collaboratively planned interdisciplinary units, schools must use the interdisciplinary assessment criteria to
inform formative assessment and to determine achievement levels for summative assessment tasks” (see
“Interdisciplinary assessment criteria” section). Teachers have the option to use subject-specific disciplinary
criteria to inform the assessment of interdisciplinary criterion A.
Can we use the pre-release material as inspiration to create our own interdisciplinary unit and meet
the requirement?
Yes, we encourage schools to use the resources on the programme resource centre for their own needs. It is
also a great preparation for MYP 4 students should your school do the eAssessment.
Do the subjects involved in an interdisciplinary unit count towards the hours for their subject group?
Yes, the time spent on interdisciplinary learning experiences “count” towards disciplinary hours. This can be
evidenced in the unit planner in the relevant section (the number of hours of disciplinary learning
engagements and teaching strategies). It can also be evidenced in the subject-group overview. It is also
important to “count” at least some of the interdisciplinary time as disciplinary hours because it could be
more difficult to integrate subjects such as design, arts and possibly PHE in an interdisciplinary unit if there
is not a way to evidence this. Besides, if a school decided to plan several interdisciplinary units each year as
a way to develop a more integrated curriculum, this challenge could expand to other subjects.
Should all students across a year group engage in an interdisciplinary unit?
Yes.
I am looking to develop a STEAM project. It is actually a course more than a project. The course
covers the areas of science, design, maths and geography. In terms of planning, can we adapt the
Frequently-asked questions
interdisciplinary unit planner to account for multiple disciplinary content and learning
engagements?
Yes. One suggestion would be to add “Disciplinary engagement” in additional pages rather than in
columns. Columns work for a typical integrated unit combining two subjects.
How many subjects can I integrate in an interdisciplinary unit?
The minimum is to integrate at least two disciplines. Depending on the unit length, resources and
collaborative planning time available, teachers need to ensure that the subjects being integrated create
meaningful learning space for learners and enhance the transfer of understanding. The subjects will help
students achieve necessary disciplinary grounding and integrative understanding, and they will all
contribute towards the purpose of integration.
Bibliography
Bibliography
This bibliography lists the principal works used to inform the curriculum review. It is not an exhaustive list
and does not include all the literature available: judicious selection was made in order to better advise and
guide teachers.
Beane, JA. 1995. “Introduction: What is a coherent curriculum?”. In JA Beane (ed) Toward a Coherent
Curriculum. Alexandria, Virginia, USA. Association for Supervision and Curriculum Development. Pp 1–14.
Boix-Mansilla, V. 2016. “Interdisciplinary learning: A cognitive-epistemological foundation”. http://
www.pz.harvard.edu/sites/default/files/X%20Boix%20Mansilla%20Interdisciplinary%20Learning.pdf
[Accessed 20 February 2020].
Choi, BCK and Pak, A. 2006. “Multidisciplinarity, interdisciplinarity and transdisciplinarity in health research,
services, education and policy: 1. Definitions, objectives, and evidence of effectiveness”. Clinical and
Investigative Medicine. Vol 29, number 6. Pp 351–364.
Daly, K, Brown, G and McGowan, C. 2012. Curriculum integration in the IB Middle Years Programme: Literature
review. Cardiff, UK. IB Publishing.
Erickson, L. 2006. Concept-Based Curriculum and Instruction for the Thinking Classroom. Thousand Oaks,
California, USA. Corwin Press.
Frodeman, R (ed). 2017. The Oxford Handbook of Interdisciplinarity. Oxford, UK. Oxford University Press.
Gouvea, JS, Sawtelle, V, Geller, BD and Turpen, C. 2013. “A framework for analysing interdisciplinary tasks:
Implications for student learning and curricular design”. CBE Life Sciences Education. Vol 29, number 2.
Pp 187–205.
Holbrook, JB. 2013. “What is interdisciplinary communication? Reflections on the very idea of disciplinary
integration”. Synthese. Vol 190, number 11. Pp 1865–1879.
Huutoniemi, K, Klein, JT, Bruun, H and Hukkinen, J. 2010. “Analysing interdisciplinarity: Typology and
indicators”. Research Policy. Vol 39, number 1. Pp 79–88.
Lattuca, LR, Voigt, LJ and Fath, KQ. 2004. “Does interdisciplinarity promote learning? Theoretical support
and researchable questions”. The Review of Higher Education. Vol 28, number 1. Pp 23–48.
Mueller, A, Juris, SJ, Willermet, C, Drake, E, Upadhaya, S and Chhetri, P. 2014. “Assessing interdisciplinary
learning and student activism in a water issues course”. Journal of the Scholarship of Teaching and Learning,
Vol 14, number 2. Pp 111–132.
Newell, WH. 2010. “Educating for a complex world: Integrating learning and interdisciplinary studies”.
Liberal Education. Fall. Pp 6–11.
Paniagua, A and Istance, D. 2018. Teachers as Designers of Learning Environments: The Importance of
Innovative Pedagogies. Educational Research and Innovation. OECD Publishing, Paris. Online. Available from:
https://read.oecd-ilibrary.org/education/teachers-as-designers-of-learning-environments_9789264085374-
en#page3 [Accessed 20 February 2020].
Perkins, DN and Salomon, G. 2012. “Knowledge to go: A motivational and dispositional view of transfer”.
Educational Psychologist. Vol 47, number 3. Pp 248–258.
Rényi, J. 2000. “Hunting the quark: Interdisciplinary curriculum in public schools”. In S Wineburg and P
Grossman (eds) Interdisciplinary Curriculum: Challenges to Implementation. New York, USA. Teachers College
Press. Pp 40–53.
Repko, AF, Szostak, R and Buchberger, M. 2016. Interdisciplinary Research: Process and Theory (third edition).
Thousand Oaks, California. Sage.
Wineburg, S and Grossman, P (eds). 2000. Interdisciplinary Curriculum: Challenges to Implementation. New
York, USA. Teachers College Press.

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Interdisciplinary teaching and learning in the

MYP (for use from September 2021/January

Published February 2021

Published on behalf of the International Baccalaureate Organization, a not-for-profit

International Baccalaureate Organization (UK) Ltd

© International Baccalaureate Organization 2021

International Baccalaureate, Baccalauréat International, Bachillerato Internacional

© International Baccalaureate Organization 2017

Interdisciplinary teaching and learning in the MYP 10

Planning interdisciplinary learning 16

Delivering interdisciplinary units 31

Assessing interdisciplinary units 39

Purpose of this guide

The nature of MYP interdisciplinary teaching and

• models the importance of collaboration and teamwork across disciplines (an

Curriculum integration in the MYP

• sciences (including biology, chemistry and physics)

Combined subject groups

Connected curriculum across IB programmes

Term Definition Examples Visual representation

Connected curriculum in the PYP: Transdisciplinary

Connected curriculum in the DP

Connected curriculum in the CP

Using interdisciplinary units to grow school culture

Area of programme Practices Developmental Indicators of highly

Aims and objectives

A continuum of interdisciplinary learning

Borrowing from other disciplines

Integrating interdisciplinary threads

Designing formal interdisciplinary units

Possible entry points to interdisciplinary planning

Entering through concepts

Using concepts Example statements of inquiry and summative assessments

Entering through global contexts

Global context Focus question(s) and Example explorations Examples of potential

Global context Focus question(s) and Example explorations Examples of potential

Entering through content that invites the

How to plan an interdisciplinary unit

Using the interdisciplinary unit planner

Inquiry: Establishing the purpose of the unit

Concepts and global context

Interdisciplinary inquiry questions

Summative assessment (interdisciplinary performance(s) of

Summative assessment (interdisciplinary performance(s) of understanding)

Action: Teaching and learning through

Disciplinary and interdisciplinary teaching strategies and learning

Disciplinary and interdisciplinary learning experiences and teaching strategies

Formative assessment (disciplinary and interdisciplinary)

Reflection: Considering the planning, process and

Organizing interdisciplinary learning

Download large-format table (PDF)

From activities to performances of understanding

Performances of understanding represent learning experiences that encourage flexible thinking in

Making interdisciplinary understanding visible

In summary, high-quality interdisciplinary experiences invite students to engage in a rigorous process in

• create a product to communicate interdisciplinary understandings

Disciplinary and interdisciplinary teaching process

Disciplinary learning engagements and teaching

Disciplinary formative or mini-summative