Curriculum Guide

Academic Year 2022-23

The International Baccalaureate aims to develop inquiring,
knowledgeable and caring young people who help to create a
better and more peaceful world through intercultural
understanding and respect.
To this end the organization works with schools, governments and
international organizations to develop challenging programs of
international education and rigorous assessment.
These programs encourage students across the world to become
active, compassionate and lifelong learners who understand that
other people, with their differences, can also be right.
 VISION
Pathways aim to build and nurture a community of
thinking, compassionate world citizens, who are
committed to living with responsibility, learning with
enthusiasm and balancing a strong work ethos with a
sense of play.
It is our mission to ensure that in a safe, tranquil, stimulating and intellectually
challenging environment, all students shall have ample opportunity to:

•Imbibe universal values;
•Identify and fulfill academic, cultural, sporting and social potential through
multiple paths to learning;
•Acquire habits of curiosity, reflection, mental flexibility, independence and self-
discipline;
•Attain skills and attitudes for life in a rapidly changing world;
•Develop respect and concern towards the environment;
•Maintain openness and respect in the face of racial, cultural, religious and
linguistic diversity.
 What is MYP?

The International Baccalaureate® (IB) Middle Years Programme (MYP) emphasizes intellectual
challenge. It encourages students aged 11 to16 to make practical connections between their
studies and the real world, preparing them for success in further study and in life.
The MYP aims to develop active learners and internationally minded young people who can
empathize with others and pursue lives of purpose and meaning.
The programme empowers students to inquire into a wide range of issues and ideas of
significance locally, nationally and globally. The result is young people who are creative,
critical and reflective thinkers.
 Global Context & Explorations:
Identities and Relationships • Identify
• Beliefs and values
Who am I? • Personal health
• Mental health
Who are we? • Social health
• Spiritual health
• Human relationships, including families, friends, role models
• Communities and cultures

Fairness and Development • Rights and responsibilities

• The relationship between communities
What are the consequences of our • Sharing finite resources with other people and with other
common humanity? living things
• Access to equal responsibilities
• Peace and conflict resolution
Globalization and • The interconnectedness of human-made systems and
Sustainability communities
• The relationships between local and global processes
How is everything connected? • How local experiences meditate the global
• Reflect on the opportunities and tensions provided by world
interconnectedness
• The impact of decision-making on humankind and the
environment
Orientation in Space and Time • Personal histories
• Homes and journeys
What is the meaning of “where” • Turning point in humankind
& “when”? • Discoveries

Personal and Cultural • The ways in which we discover and express ideas, feelings,
Expression nature, culture, beliefs and values.
• Our appreciation of the aesthetic
What is the nature and purpose • The ways in which we reflect on, extend and enjoy our creativity
of creative expression
Scientifical and Technical • The natural world and its laws.
Innovation • The interaction between people and the natural world.
• How humans use their understanding of scientific principles.
How do we understand the world • The impact of scientific and technological advances on
in which we live in? communities and environments.
• The impact of environments of human activity.
• How humans adapt environments to their needs.
IB LEARNER PROFILE
 Key Concepts
The MYP identifies 16 key concepts to be explored across the curriculum.
These key concepts, shown in table represent understandings that reach beyond the eight MYP subject groups from
which they are drawn.

Aesthetics Change Communication Communities

Connections Creativity Culture Development

Global
Form Identity Logic
interactions

Time, place & Systems

Perspective Relationships
Space
 Related Concepts
Related concepts promote depth of learning and add coherence to the understanding of
academic subjects and disciplines. They are grounded in specific subjects and
disciplines, and they are useful for exploring key concepts in greater detail. Inquiry into
related concepts helps students to develop more complex and sophisticated conceptual
understanding. Related concepts may arise from the subject matter of a unit or the craft
of a subject— its features and processes.
Language & Literature:
AUDIENCE
CHARACTER CONTEXT GENRE
IMPERATIVES

INTERTEXTUALITY POINT OF VIEW PURPOSE SELF-EXPRESSION

SETTING STRUCTURE STYLE THEME

Language Acquisition: Phase 1 - 2

ACCENT AUDIENCE CONTEXT CONVENTION

FORM FUNCTION MEANING MESSAGE

PATTERNS PURPOSE STRUCTURE WORD CHOICE

Language Acquisition: Phase 3 - 4

AUDIENCE CONTEXT CONVENTION EMPATHY

FUNCTION IDIOM MEANING MESSAGE

POINT OF VIEW PURPOSE STRUCTURE WORD CHOICE

Language Acquisition: Phase 5 - 6

ARGUMENT AUDIENCE BIAS CONTEXT

EMPATHY IDIOM INFERENCE POINT OF VIEW

PURPOSE STYLISTIC CHOICE THEME VOICE

INDIVIDUALS & SOCIETIES:

CHOICE CONSUMPTION EQUITY GLOBALISATION

GROWTH MODEL POVERTY POWER

RESOURCES SCARCITY SUSTAINABILITY TRADE

INDIVIDUALS & SOCIETIES:
GEOGRAPHY
CASUALITY (Cause DISPARITY &
CULTURE DIVERSITY
& Consequence) EQUITY

MANAGEMENT & PATTERNS &

GLOBALISATION NETWORKS TRENDS
INTERVENTION

POWER PROCESS SCALE SUSTAINABILITY

INDIVIDUALS & SOCIETIES:
HISTORY
CASUALITY (Cause
CIVILISATION CONFLICT COOPERATION
& Consequence)

CULTURE GOVERNANCE IDENTITY IDEOLOGY

INNOVATION & INTER-

PERSPECTIVE SIGNIFICANCE
REVOLUTION DEPENDENCE
INDIVIDUALS & SOCIETIES:
INTEGRATED HUMANITIES

CASUALITY (Cause
CHOICE CULTURE EQUITY
& Consequence)

INNOVATION & PERSPECTIVE

GLOBALISATION IDENTITY
REVOLUTION

POWER PROCESSES RESOURCES SUSTAINABILITY

MATHEMATICS:

CHANGE EQUIVALENCE GENERALIZATION JUSTIFICATION

MEASUREMENTS MODELS PATTERN QUANTITY

REPRESENTATION SIMPLIFICATION SPACE SYSTEMS

SCIENCES: BIOLOGY

BALANCE CONSEQUENCE ENERGY ENVIRONMENT

EVIDENCE FORM FUNCTION INTERACTION

MODELS MOVEMENT PATTERNS TRANSFORMATION

SCIENCES: CHEMISTRY

BALANCE CONDITIONS CONSEQUENCES ENERGY

EVIDENCE FORM FUNCTION INTERACTION

MODELS MOVEMENT PATTERNS TRANSFER

SCIENCES: PHYSICS

CONSEQUENCES DEVELOPMENT ENERGY ENVIRONMENT

EVIDENCE FORM FUNCTION INTERACTION

MODELS MOVEMENT PATTERNS TRANSFORMATION

ARTS VISUAL ART
AUDIENCE BOUNDARIES COMPOSITION EXPRESSION

GENRE INNOVATION INTERPRETATION NARRATION

PRESENTATION REPRESENTATION STYLE VISUAL CULTURE

PERFORMING ARTS
AUDIENCE BOUNDARIES COMPOSITION EXPRESSION

GENRE INNOVATION INTERPRETATION NARRATION

PLAY REPRESENTATION ROLE STRUCTURE

PHYSICAL & HEALTH EDUCATION
ADAPTATION BALANCE CHOICE ENERGY

ENVIRONMENT FUNCTION INTERACTION MOVEMENT

PERSPECTIVE REFINEMENT SPACE SYSTEMS

DESIGN
ADAPTATION COLLABORATION ERGONOMICS EVALUATION

FORM FUNCTION INNOVATION INVENTION

MARKETS &
PERSPECTIVE RESOURCE SUSTAINABILITY
TRENDS
Assessment
 A B C D

LANGUAGE & LITERATURE Analyzing Organizing Producing text Using language

LANGUAGE ACQUISITION Listening Reading Speaking Writing

Knowing &
INDIVIDUALS & SOCIETIES Investigating Communicating Thinking critically
understanding

Knowing & Inquiring & Processing & Reflecting on the

SCIENCES impacts of science
understanding designing evaluating

Knowing & Investigating Applying mathematics

MATHEMATICS Communicating in real-world contexts
understanding patterns
 A B C D

Creating/
ARTS Investigating Developing Evaluating
Performing

PHYSICAL & HEALTH Knowing & Planning for Applying and Reflecting & improving
EDUCATION understanding performance performing performance

Inquiring & Creating the

DESIGN Developing ideas Evaluating
analyzing solution

PERSONAL PROJECT Planning Applying skills Reflecting

INTERDISCIPLINARY Evaluating Synthesizing Reflecting

Command Terms in
MYP
 Analyze Annotate Apply Calculate Classify Comment

Compare and Critique

Communicate Construct Create Define
contrast

Demonstrate Derive Describe Design Determine Develop

Discuss Document Draw Estimate Evaluate Examine

Explain Explore Find Formulate Identify Interpret

Investigate Justify Label List Measure Organize

Outline Plot Predict Present Prioritize Prove

Recall Recognize Reflect Select Show Sketch

Solve State Suggest Summarize Synthesize Trace

Use Verify Write Down

 Personal Project
MYP students in their final year explore an area of personal interest over an extended period. It provides them the
opportunity to consolidate their learning and develop important skills they’ll need in both further education and life
beyond the classroom. It also helps them develop confidence to become principled, lifelong learners.

Elements of the personal project:

The personal project formally assesses students’ approaches to learning (ATL) skills for self-management, research,
communication, critical and creative thinking, and collaboration.

Students complete three elements:

1. product or outcome—evidence of tangible or intangible results: what the student was aiming to achieve or create
2. process journal—ideas, criteria, developments, challenges, plans, research, possible solutions and progress
reports
3. report—an account of the project and its impact, to a structure that follows the assessment criteria. The report
includes a bibliography and evidence from the process journal that documents students’ development and
achievements.

The report is assessed by the supervisor and externally moderated by the IB to ensure a globally consistent standard
of excellence. Each project is awarded a final achievement grade.
Interdisciplinary Learning
In the Middle Years Programme (MYP), interdisciplinary learning supports students to understand bodies of
knowledge from two or more disciplines or subject groups, in order to integrate them and create new
understanding.
Students demonstrate interdisciplinary understanding when they bring together concepts, methods, or forms of
communication from two or more disciplines or established areas of expertise so that they can explain a
phenomenon, solve a problem, create a product, or raise a new question in ways that would have been unlikely
through a single discipline.
Younger learners often make connections naturally between different areas of knowledge, in order to understand
the world around them. In some cases, this is because they have not yet been socialized into the disciplinary
perspectives that organize the academic world.
Even though secondary education usefully organizes learning into disciplinary compartments as a response to
increasing specialization, our 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 complex issues and ideas.
Well-Being &
Opportunities
in MYP

Service as Click on the link below:

Action in MYP
 Academic Integrity
IB programmes encourage students to inquire, act and critically reflect on what they learn and how it affects their attitudes
and behavior.
They should be able to: • make their thoughts and their learning explicit • show how they have developed their ideas •
demonstrate the views they have followed or rejected.

This is essentially what academic honesty is about— making knowledge, understanding and thinking transparent. Students
need to understand that people construct knowledge together. We all must reflect on our roles in furthering knowledge and
building understanding. An essential aspect of this is an understanding of academic honesty. Academic honesty must be
seen as a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment. It
is influenced and shaped by a variety of factors including peer pressure, culture, parental expectations, remodeling and
taught skills.*

 “We act with integrity and honesty, with a strong sense of fairness and justice, and with respect
for the dignity and rights of people everywhere. We take responsibility for our actions and their
consequences.”
Examples of Malpractice for Students:
 Submitting someone else's work as your own.

 Copying the work of another candidate.

 Allowing a peer to copy your work.

 Not acknowledging sources.

 Asking another person to write your work.

 Falsifying data used in an assignment.

 Falsifying CAS records and journals.

 Stealing examination material and/or exam papers.

 Bringing unauthorized material into the examination room. Examples:

 notes, unauthorized software on a graphic calculator, cell phones

 Disrupting behavior during exams.

 Impersonating another candidate.

 What counts as Academic Dishonesty?
 Plagiarism: this is defined as the representation, intentionally or unwittingly, of the ideas, words, or work of another
person without proper, clear, and explicit acknowledgment. Collusion: this is defined as supporting malpractice by
another candidate, as in allowing one’s work to be copied or submitted for assessment by another candidate.

 Duplication of work: this is defined as the presentation of the same work for different assessment components
and/or diploma requirements.
Paraphrasing: this is defined as the restatement of someone’s work in another form. For it to be allowed, the source
needs to be acknowledged.

 Fabrication of data: this is defined as manufacturing data for an experiment and mathematical exploration/project.
Disregarding the IB Examination Code of Conduct: this is defined as an infraction or disregard of guidelines as
established by the IBO concerning examination conduct.

 Disclosing information to another candidate, or receiving information from another candidate, about the content of
an examination paper within 24 hours after the examination.
 Penalty and Consequences:
 It will be dealt with by the teacher in the classroom. Students who are caught cheating or
plagiarizing will receive a ZERO on the suspect assignment. The student will have to rewrite the
assignment, redo the homework and submit it to the teacher.
 If there is a second instance of academic dishonesty, again the piece of work will receive a
ZERO. Moreover, parents will be requested to attend a meeting with the MYP Coordinator and
the Principal. Based on the findings, several sanctions may be employed, ranging from putting
this act on the student report and file to recommending that the student is barred from the
summative assessment.
 Subsequent instances of academic dishonesty will put at risk the student’s place in the school.
 Homework Schedule
Week 1 –MYP 1-3
Days  

Subjects

Week 1 –MYP 4 & 5

Subjects
 Homework Schedule contd.
Week 2-MYP 1-3
Days

Subjects 

Week 2 MYP 4 to 5
Days

Subjects
 Sources:
https://www.ibo.org/
https://youtu.be/BSev74VTTV0
Acknowledgments: