MYP Interdisciplinarity

Fostering interdisciplinary teaching and learning
in the MYP
For use from September 2014/January 2015
Fostering interdisciplinary teaching and learning
in the MYP
For use from September 2014/January 2015
Middle Years Programme
Fostering interdisciplinary teaching and learning in the MYP
Published August 2014
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MYP358
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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
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Contents
Foreword1
About this guide 1
Introduction2
Importance of interdisciplinary teaching and learning 2
Characteristics of interdisciplinary learning in the MYP 3
Curriculum integration in the MYP 6
Connected curriculum across IB programmes 8
Interdisciplinary teaching and learning in the MYP 12

Aims and objectives 12
Visualizing the interdisciplinary objectives 14
Objectives overview for years 1, 3 and 5 15
Planning interdisciplinary learning 16

A continuum of interdisciplinary learning 16
Forms of integration 18
Possible entry points to interdisciplinary planning 21
Using the interdisciplinary unit planner 33
Interdisciplinary unit planner 42
Teaching interdisciplinary units 47

Organizing interdisciplinary learning 47
Assessing interdisciplinary units 49

MYP assessment practice 49
Interdisciplinary assessment criteria 51
Interdisciplinary learning assessment criteria: Year 5 53
Progression in interdisciplinary learning 57
Appendices63
MYP key concepts 63
MYP command terms for interdisciplinary learning 65
Additional reading 66

Foreword
About this guide
Fostering interdisciplinary teaching and learning in the MYP (August 2014) complements MYP guide
to interdisciplinary teaching and learning (May 2010). The Middle Years Programme (MYP) philosophy of
interdisciplinary teaching and learning remains unchanged. This guide builds on an established theoretical
basis that is further informed by practice in a variety of IB World Schools.
Fostering interdisciplinary teaching and learning in the MYP guides schools and teachers in their efforts to
structure meaningful interdisciplinary inquiry: planning, teaching and assessing interdisciplinary units.
This guide needs to be used in combination with the teacher support material (TSM) for interdisciplinary
teaching and learning. Like 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.
Acknowledgments
The IB gratefully acknowledges the generous contributions of IB World Schools and a global community of
educators who collaborate in the development of the MYP. Special thanks are due to Veronica Boix-Mansilla
for her theoretical and empirical contributions to the Interdisciplinary teaching and learning in the MYP guide
(2010) that greatly informed this document.
Fostering interdisciplinary teaching and learning in the MYP 1

Introduction
Importance of interdisciplinary teaching and learning
One of the key features of the MYP is its emphasis on interdisciplinary teaching and learning. This trait
emerges as a consequence of the challenges and opportunities of educating students in, and for, a
complex and highly interconnected world. Younger learners often make connections naturally between
knowledge domains in order 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. Even
though 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 complex issues and ideas.
Meaningful interdisciplinary teaching and learning experiences can have positive effects on students,
teachers and learning environments. Interdisciplinary teaching and learning:
Benefits for • allows students to use knowledge domains creatively to foster new
students understanding
• develops mental flexibility that prepares students to be lifelong learners
• promotes intellectual rigour by providing a holistic approach to the study of
complex issues and ideas
• models the importance of collaboration and teamwork across disciplines (an
important life skill)
• supports and promotes transfer of understanding.
Benefits for • develops holistic understanding of disciplinary concepts and contexts

teachers • increases collaboration across subject groups and fosters collegiality
• allows subject groups to share responsibility for developing content, skills and
processes (managing time effectively)
• offers opportunities for rich and authentic professional development with
colleagues from other disciplines or subject groups.
2 Fostering interdisciplinary teaching and learning in the MYP

Introduction
Characteristics of interdisciplinary learning in the MYP
In the MYP, interdisciplinary learning is the process by which students come to understand bodies of
knowledge and ways of knowing from two or more disciplines or subject groups and integrate them to
create new understanding.
Students demonstrate interdisciplinary understanding when they can bring together concepts, methods,
or forms of communication from two or more disciplines or established areas of expertise to 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 (Boix Mansilla 2010).
Disciplinary Interdisciplinary Disciplinary

perspective(s) understanding perspective(s)
Figure 1
Interdisciplinary understanding
Three key qualities of interdisciplinary understanding follow from this definition. In the MYP, interdisciplinary
learning is:
Purposeful
Grounded in
Integrative
disciplines
Figure 2
Key qualities of interdisciplinary learning

Interdisciplinary learning is purposeful

In effective interdisciplinary learning, the integration of disciplinary perspectives or subject areas is
purposeful. Integrating disciplinary perspectives is not a goal in itself but rather a means to deepen students’
understanding of their world and support them in becoming more competent in it. Interdisciplinarity is “a
path to take when we are confronted with phenomena that cannot be understood from one or another
discipline alone, and only yield their secrets and fascinations when approached with new tools and from
new perspectives that derive their methods from more than one discipline” (Rényi 2000: 41).
Interdisciplinary learning in the MYP seeks to:
• place inquiry within broader global contexts

• enrich student understanding of topics, artefacts or problems that they, their teachers, schools and
communities find compelling
• respond to a clear aim for which perspectives must be brought together (solve a problem, create a
product, build an explanation, address a need).
When interdisciplinary learning efforts do not have a clearly articulated purpose, contrived connections and
fragmented learning are more likely to occur.
Interdisciplinary learning is grounded in the disciplines

Interdisciplinary learning is deeply grounded in the disciplines represented within the MYP subject
groups (for example, biology, physics and chemistry in the sciences; drama, visual art and music in the
arts). Interdisciplinary teaching and learning does not replace MYP subject groups; rather, it selects and
reorganizes disciplinary objectives in meaningful and connected ways. Thus, disciplinary learning is not
implicit in interdisciplinary projects, but rather explicitly taught and assessed. “Attempts to integrate
curricula that disregard disciplinary cultures will, perforce, result in superficial programs that do justice to
neither discipline” (Wineburg and Grossman 2000: 58).
Students exhibit interdisciplinary understanding when they:
• apply knowledge, concepts, findings, strategies, tools, methods of inquiry, ways of knowing, or forms
of communication in specific disciplines (as framed in subject-group objectives)
• employ disciplinary understanding that moves towards the sophistication of subject matter experts
(avoiding misconceptions or oversimplifications).
Disciplinary grounding of student work is an essential feature of the MYP interdisciplinary approach
where learning across disciplines and subject groups builds on disciplinary learning.
Interdisciplinary learning is integrative

Although mastering selected concepts and skills in two or more disciplines is necessary to promote
interdisciplinary learning, it is not sufficient. Interdisciplinary learning requires that teachers and students
integrate disciplinary perspectives and that they do so deliberately and productively. In effective
interdisciplinary learning, disciplines are not merely juxtaposed around a “theme”, neither are disciplinary
connections made haphazardly. Rather, elements of more than one discipline are placed into a productive
relationship with one another—and connections considered over time—so that students can develop a
new, deeper, more compelling or nuanced understanding of the topic under study.

Integration is at the heart of interdisciplinary work. In multidisciplinary or thematic approaches to learning,

students examine a topic through distinct disciplinary perspectives but do not seek to make connections
across them. In the MYP, students are encouraged to bring together knowledge, understanding, skills and
attitudes learned in different disciplines or subject groups to deepen and enrich their understanding.

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 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. They 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 3
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.

Curriculum integration in the MYP
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:
• 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, which 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.
It should be noted 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 in order to meet local requirements or individual student needs.
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 subject groups.

Introduction
Connected curriculum across IB programmes
James A Beane (1995) invited educators to think of students’ curricular experiences through the metaphor
of a jigsaw puzzle, in the sense that often students move from one course to another to be 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 very 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.
The table below highlights the difference between these three approaches. While in multidisciplinary
approaches disciplines are juxtaposed with one another, interdisciplinary teaching implies integration
(Boix-Mansilla, Miller and Gardner 2000). While interdisciplinary teaching and learning is present both in the
MYP and the Diploma Programme (DP), the Primary Years Programme (PYP) is based on a transdisciplinary
approach.
Term Definition Examples Visual representation
Multidisciplinary Working with multiple Traffic safety council Perspectives on a topic,

disciplines, maintaining (automobile engineers, issue or idea
boundaries city planners,
psychologists)
Multiple but distinct
disciplinary perspectives Comparative MYP study
that explore a topic, of classical civilizations:
issue or idea (concurrent legal institutions
or sequential) (history), number
systems (mathematics),
and discoveries (sciences)

Term Definition Examples Visual representation
Interdisciplinary Working between more Informatics (social Integrated

than one discipline, sciences and information understanding
blurring boundaries technology)
Interaction among MYP unit that explores
disciplines to achieve opportunities for
new, integrated principled action in
understanding response to climate
change (geography and
design)
Transdisciplinary Working across and Hospital patient well- Transdisciplinary theme

beyond disciplines, being 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
Table 1
Approach to connected curriculum
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 IB Career-related Certificate (IBCC).
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 shared human experience and have meaning for individuals
from different cultures and ethnicities. “The preferred term to describe the PYP is transdisciplinary and in
this context the meaning of the prefix ‘trans’ is two-fold: to convey learning that has relevance across the
subject areas and more importantly, learning that transcends the confines of the subject areas to connect to
what is real in the world” (The Primary Years Programme as a model of transdisciplinary learning 2010: 1).
Even though it is sometimes difficult to clearly distinguish 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,
the central ideas and concepts. 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.
While 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, which
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 those
of the various groups whose knowledge they share. TOK supports the development of interdisciplinary
understanding by providing a forum for discussion of questions about the nature of knowledge and the
similarities and differences in the ways that 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 identify TOK
knowledge questions in their subject lessons.
The DP also provides students with the possibility of undertaking 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 complex 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 seeks to enable students to explore the interrelationship between ESS
through the evaluation of the scientific, ethical and sociopolitical aspects of environmental issues/problems.
The literature and performance course is an interdisciplinary synthesis of language and literature and
theatre. It incorporates essential elements of literature and performance, and aims to explore the dynamic
relationship between the two.
Connected curriculum in the IBCC

The IBCC is an innovative education framework for students aged 16 to 19 incorporating the vision and
educational principles of the IB into a unique programme specifically tailored for students who wish to
engage in career-related learning. The IBCC core comprises approaches to learning (ATL), a reflective project,
language development and community and service. ATL and career-related courses in the IBCC enable
students to build understanding across traditional academic subjects connected to their career paths.

PYP MYP IBCC DP
(3–11 years old) (11–16 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
integrated through courses and career supported by the DP
Six transdisciplinary
key concepts, studies core, including the
themes
global contexts and world studies extended
• Who we are approaches to learning essay, TOK and specific
• Where we are in interdisciplinary
The MYP community
place and time courses
project and personal
• How we express project also provide
ourselves opportunities
• How the world to develop
works interdisciplinary
• How we organize understanding
ourselves
• Sharing the
planet
Table 2
Connected curriculum in IB programmes

Interdisciplinary teaching and learning in the MYP
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 a deeper understanding of learning skills and apply them in meaningful contexts
• integrate conceptual learning, ways of knowing, and methods of inquiring from multiple disciplines
• inquire into compelling issues, ideas and challenges by creating products or explaining phenomena
• reflect on and communicate understanding of the interdisciplinary learning process
• experience the excitement of intellectual discovery—including insights into how disciplines
complement and challenge one another.
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 at the
end of the programme in year 5, year 3 and year 1.
These objectives relate directly to the assessment criteria found in the “Progression in interdisciplinary
learning” section of this guide. These objectives support the development of the ATL skills.
A Disciplinary grounding
In interdisciplinary units, disciplinary understanding is explicitly taught and assessed. Students must
understand concepts and skills of the selected disciplines—as framed in subject-group objectives. This
disciplinary grounding provides the foundation for interdisciplinary understanding.
At the end of the programme, students should be able to:
• demonstrate relevant disciplinary factual, conceptual and/or procedural knowledge.
B Synthesizing
Through the development of holistic learning students will integrate knowledge from more than one
discipline in ways that inform inquiry into relevant ideas, issues and challenges. Students demonstrate the
integration of factual, conceptual and procedural knowledge from more than one discipline in order to
explain phenomena or create products.
• synthesize disciplinary knowledge to demonstrate interdisciplinary understanding.

Aims and objectives
C Communicating
Interdisciplinary learning helps to prepare students for communicating understandings across areas of
expertise. By selecting, integrating or innovating communication forms and strategies, students describe
and explain the results of their inquiries. Students develop the capacity to communicate effectively and
responsibly with a range of audiences.
• use appropriate strategies to communicate interdisciplinary understanding effectively

• document sources using recognized conventions.
D 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 explore various
areas of knowledge and ways of knowing, considering their own ability to construct understanding across
disciplinary boundaries.
• reflect on the development of their own interdisciplinary understanding

• evaluate the benefits and limitations of disciplinary and interdisciplinary knowledge and ways of
knowing in specific situations.

Visualizing the interdisciplinary objectives
Disciplinary
grounding Synthesizing
Inquiry Action
Reflection
Reflecting Communicating
Figure 4
The MYP interdisciplinary objectives
The visual representation of MYP interdisciplinary objectives (figure 4) indicates how the objectives can be
used when collaboratively planning formal interdisciplinary units, and illustrates their close connection with
the inquiry cycle that characterizes teaching and learning in IB programmes.
The four objectives for interdisciplinary learning work together in a holistic process that envisions students
engaging all four 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. Especially for students in MYP years 1–3, 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 four objectives are addressed in a unit of work are all the aims of interdisciplinary learning
met. Working collaboratively, teachers should design holistic summative assessment tasks (performances of
understanding), which address multiple objectives whenever possible.
In each year of the programme, schools must address all four objectives (every strand) of
interdisciplinary learning.

Objectives overview for years 1, 3 and 5
MYP year 1 MYP year 3 MYP year 5

Students should be able to: Students should be able to: Students should be able to:
A: Disciplinary grounding
• demonstrate relevant • demonstrate relevant • demonstrate relevant

disciplinary factual, disciplinary factual, disciplinary factual,
conceptual and/or conceptual and/or conceptual and/or
procedural knowledge. procedural knowledge. procedural knowledge.
B: Synthesizing
• synthesize disciplinary • synthesize disciplinary • synthesize disciplinary

knowledge to demonstrate knowledge to demonstrate knowledge to demonstrate
interdisciplinary interdisciplinary interdisciplinary
understanding. understanding. understanding.
C: Communicating
• use appropriate strategies • use appropriate strategies • use appropriate strategies

to communicate to communicate to communicate
understanding effectively understanding effectively understanding effectively
• list sources. • document sources. • document sources using
recognized conventions.
D: Reflecting
• evaluate strengths • reflect on themselves • reflect on the

and limitations of the as disciplinary and development of their
interdisciplinary learning interdisciplinary learners own interdisciplinary
process • explain the benefits and understanding
• describe the benefits and limitations of disciplinary • evaluate the benefits and
limitations of disciplinary and interdisciplinary limitations of disciplinary
and interdisciplinary knowledge in specific and interdisciplinary
knowledge in specific situations. knowledge and ways
situations. of knowing in specific
situations.
Table 3
Objectives overview
Throughout the programme, students should engage with the curriculum and be expected to demonstrate
their understanding at increasing levels of sophistication. The range of assessed skills, techniques, and
concepts, as well as the complexity of their application, must increase as students progress through the
programme. Students should become more self-directed in their interdisciplinary inquiry over time.

Planning interdisciplinary learning
A continuum of interdisciplinary learning
Depending on students’ preparation and the unit’s learning objectives, interdisciplinary teaching can be
small-scale (for example, an interdisciplinary thread that runs occasionally through a variety of subject
groups), or it can be a large-scale unit or project (Boix Mansilla 2010). Teaching designs vary depending
on their purpose and content focus, the selection of disciplines involved, students’ developmental
characteristics and prior knowledge, as well as the required scope and forms of teacher collaboration.
Recognizing this diversity enables teachers to find comfortable opportunities for creative and rigorous
interdisciplinary explorations with their colleagues and students.
The MYP proposes that schools understand interdisciplinary curriculum design as a continuum:
Borrowing from other

Interdisciplinary threads Interdisciplinary units
disciplines
Figure 5
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, a history teacher may revisit throughout an academic year 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 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.

A continuum of interdisciplinary learning
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 anthropologists. A unit on how to mitigate and adapt to climate change may need insights
from the natural sciences as well as economics, public health and political science. Schools 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.

Forms of integration
Teachers can bring disciplines together meaningfully in many ways. By distinguishing various relationships
among disciplines, teachers can also anticipate the kinds of activities or performances of understanding that
might best support their inquiry. MYP guide to interdisciplinary teaching and learning (May 2010) explores six
useful strategies that are easily available in any curriculum. (These strategies do not comprise an exclusive
list.)
Form of integration Description Example learning experiences
Aesthetic or literary Students create an aesthetic or • Design a short story for children,
synthesis literary interpretation of a non- written in their mother tongue,
artistic or non-literary topic or issue, about first settlers (history and
translating disciplinary understanding language acquisition).
into a symbolic work that anticipates • Create a mask with a computer
how viewers make sense of complex program to learn geometric
ideas. concepts (mathematics and
visual art).
• Create a work of art with
recycled material (visual art and
individuals and societies).
Personal expression Students develop a nuanced and • Choreograph and perform an

personally meaningful way to aesthetic movement routine
express a concept, using domains of about what it means to be free
performance and understanding from (physical and health education,
more than one discipline. dance and civics).
• Compose a song about gender
stereotypes (language and
literature, music).

Form of integration Description Example learning experiences
Cross-over tooling Students learn a skill or concept that • Use statistical analysis
can be used in multiple disciplines (mathematics) to research
and apply it to understand a new the relationship between
issue or problem. urbanization and poverty
(economics) or multiple trials in
an experiment (sciences).
• Follow the design cycle
(design) to create a bilingual
brochure that fosters
intercultural understanding
in the community (language
acquisition) or promotes
community well-being (physical
and health education).
• Implement observational
techniques (arts) to analyse
living organisms (sciences)
or visual texts (language and
literature).
Complex Students draw on expertise from • Understand the causes of

explanation more than one discipline to develop contamination of a local body
a more complete or complex of water (biology, chemistry,
understanding of a phenomenon. economics and geography).
Contextualization Students situate a particular • Analyse a painting to

concept, issue or problem arising understand power structures
in one discipline in a larger in an earlier historical period
historical, cultural, political, social or (visual art and individuals and
philosophical framework in order to societies).
develop new understanding. • Understand the impact of
Gregor Mendel’s discovery of
patterns of genetics (sciences
and history).
Practical solution Students bring together multiple • Explore the relationship

disciplines to achieve a concrete, between sound wave longitude
practical goal (create a product, find a and tube length to create a
solution or develop an intervention). wind instrument (sciences and
Students begin with a very clear music).
idea of the outcome and identify the • Design an advertising
disciplinary knowledge and skills they campaign to generate
need to reach a specific goal. awareness about water
use in the community and
sustainability (product design,
sciences and individuals and
societies).
Table 4
Description and examples of some common forms of integration

All participating disciplines should work together to fulfill the purpose of an interdisciplinary unit. Disciplines
might be brought into interdisciplinary projects at various points in the inquiry; disciplinary expertise may
be necessary to fulfill intermediary goals, reframe relevant inquiry questions or move from the analysis
of a problem towards its solution. Interdisciplinary teaching and learning can draw on more than one
form of integration, as is often the case in the professional and academic world. Students should become
increasingly aware of the contributions a variety of disciplines can make towards effective inquiry, action
and reflection.

Possible entry points to interdisciplinary planning
Meaningful integration is the goal of the interdisciplinary unit planning process. Teachers can choose
approaches to integration and begin planning interdisciplinary units from multiple points of entry, including
MYP key concepts, global contexts or content that invites integration with multiple disciplines.
Entering through concepts

One way to consider how to make disciplinary connections clear for students is to explore a shared key
concept. These broad ideas invite students to make connections between related concepts from multiple
disciplines in order to ask new questions and develop new understanding about the relationship between
ideas across disciplines.
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.
Aesthetics Change Communication Communities
Connections Creativity Culture Development
Form Global interactions Identity Logic
Perspective Relationships Systems Time, place and space
Table 5
MYP key concepts
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 to this guide.
Interdisciplinary units can also be developed by exploring opportunities for integration among related
concepts through a shared global context and statement of inquiry.

Language and literature
Audience imperatives Character Context Genre
Intertextuality Point of view Purpose Self-expression
Setting Structure Style Theme
Language acquisition
Phases 1–2
Accent Audience Context Conventions
Form Function Meaning Message
Patterns Purpose 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
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
Evidence Form Energy Interaction
Mathematics
Change Equivalence Generalization Justification
Measurement Models Patterns Quantity
Representation Simplification Space Systems

Arts
Visual arts
Audience Boundaries Composition Expression
Genre Innovation Interpretation Narrative
Presentation Representation Style Visual culture
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
Table 6
Related concepts
MYP subject-group guides contain detailed information about these related concepts.
The table below illustrates how key and related concepts can be used as entry points into interdisciplinary
units:
Using concepts Example statements of inquiry and summative assessments
Achieve an Global economic systems are dynamic but seek equilibrium; if one part of
interdisciplinary the system changes, the whole can be disrupted (key concept: systems): an
understanding inquiry into how economic exchange in the global market has altered specific
about a key concept ecosystems, such as the Amazon River basin (geography and economics).
using two or more Students will create a campaign to raise awareness about the issue in their local
disciplines. 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
world records in Olympic competition (physical and health education and
mathematics). Students will model and predict which world records are likely
to be broken at the Olympic games.

Using concepts Example statements of inquiry and summative assessments
Explore the Revolutionary art uses aesthetics to transform politics and society (related
relationship concepts: aesthetics [visual arts] and revolution [history]): an inquiry into
between related social or political injustice. Students will create a work of art that provokes
concepts from responsible action in addressing a contemporary social issue.
different disciplines
to achieve new
interdisciplinary
understandings.
Explore the Civilizations have developed different number systems to explain relationships
relationship in the world around them (key concepts: systems and relationships): an
between different inquiry into ancient mathematical ways of knowing. Students will create
key concepts a presentation that proposes hypotheses about the relationship between
to create new Babylonian, Greek, Roman and Incan history and their respective number
interdisciplinary systems.
understandings
Table 7
Examples of using concepts as entry points
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, counter-examples and refinements of understanding. Contexts also help to create
productive discussion within and outside of 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.

Identities and
relationships
Fairness and Orientation in

development space and time
Globalization Personal
and and cultural
sustainability expression
Scientific and
technical
innovation
Figure 6
MYP global contexts

Here are some examples of how contexts can be used to establish connections across disciplines.
Global context Focus question(s) and Example explorations Example of potential

description interdisciplinary
units based on the
global contexts
Identities and Who am I? Who are we? • Competition and Understanding

relationships cooperation; ourselves, including
Students will explore
teams, affiliation self-control or needs
identity; beliefs and
and leadership and wants (health and
values; personal,
• Identity formation; physical education
physical, mental, social
self-esteem; status; and economics)
and spiritual health;
human relationships roles and role
including families, models
friends, communities • Personal efficacy
and cultures; what it and agency;
means to be human. attitudes,
motivation,
independence;
happiness and 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


units based on the
global contexts
Orientation in space What is the meaning of • Civilizations and Studying different

and time “where” and “when”? social histories, ideas and mechanisms
heritage, for measuring time
pilgrimage, (mathematics and
personal histories;
migration, history)
homes and journeys;
displacement and
turning points
exchange
in humankind;
discoveries; • Epochs, eras,
explorations turning points and
and migrations “big history”
of humankind; • Scale, duration,
the relationships frequency and
between, and the variability
interconnectedness • Peoples,
of, individuals and boundaries,
civilizations, from exchange and
personal, local and interaction
global perspectives.
• Natural and human
landscapes and
resources
• Evolution,
constraints and
adaptation


units based on the
global contexts
Personal and cultural What is the nature and • Artistry, craft, Experimenting with
expression purpose of creative creation, beauty the role and use of
expression? • Products, systems language (language
and institutions and literature,
language acquisition,
the ways in which we • Social
and arts)
discover and express constructions
ideas, feelings, nature, of reality;
culture, beliefs and philosophies and
values; the ways in ways of life; belief
which we reflect on, systems; ritual and
extend and enjoy play
our creativity; our • Critical literacy,
appreciation of the languages and
aesthetic. linguistic systems;
histories of
ideas, fields and
disciplines; analysis
and argument
• Metacognition and
abstract thinking
• Entrepreneurship,
practice and
competency


units based on the
global contexts
Scientific and technical How do we understand • Systems, models, Exploring the role
innovation the world in which we methods; that control over our
live? products, environments has
processes and played in the lives and
solutions well-being of human
the natural world and
• Adaptation, populations (biology
its laws; the interaction
ingenuity and and individuals and
between people and
progress societies)
the natural world;
how humans use their • Opportunity, risk,
understanding of consequences and
scientific principles; the responsibility
impact of scientific and • Modernization,
technological advances industrialization
on communities and and engineering
environments; the
• Digital life, virtual
impact of environments
environments and
on human activity;
the Information
how humans adapt
Age
environments to their
needs. • The biological
revolution
• Mathematical
puzzles, principles
and discoveries
Globalization and How is everything • Markets, Investigating waste

sustainability connected? commodities and management and
commercialization designing an effective
• Human impact on recycling campaign
the interconnectedness
the environment for the school (design,
of human-made
chemistry, economics
systems and • Commonality,
and psychology)
communities; the diversity and
relationship between interconnection
local and global • Consumption,
processes; how conservation,
local experiences natural resources
mediate the global; and public goods
the opportunities
• Population and
and tensions
demography
provided by world-
interconnectedness; • Urban planning,
the impact of decision- strategy and
making on humankind infrastructure
and the environment.


units based on the
global contexts
Fairness and What are the • Democracy, Understanding

development consequences of our politics, the nature of
common humanity? government and development for
civil society a specific region
Students will
• Inequality, (geography,
explore rights and
difference and economics and
responsibilities; the
inclusion mathematics)
relationship between
communities; sharing • Human capability
finite resources with and development;
other people and social
with other living entrepreneurs
things; access to equal • Rights, law, civic
opportunities; peace responsibility and
and conflict resolution. the public sphere
• Justice, peace
and conflict
management
• Power and
privilege
• Authority, security
and freedom
• Imagining a
hopeful future
Table 8
Using global contexts as entry points

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. Multifaceted topics invite students to integrate two or more bodies of knowledge.
For example, understanding how the arts embody cultural traditions demands that students explore
elements of history, performing and visual arts (as well as perhaps anthropology). For example,
understanding how to improve gymnastic performance might involve physical and health education,
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 9 illustrate the types of issues that call for interdisciplinary planning.
Example Subject groups
Conservation Individuals and societies—exploring indigenous people and globalization

of indigenous
Physical and health education—creating a movement composition that
traditions through
reflects the traditions of an indigenous culture
performances
Language acquisition—speaking and writing
Conflict resolution Language and literature—understanding conflict and resolution in literary

texts; developing role plays
Arts—exploring conflict through symbolism
Education for all— Design—creating an application for mobile devices that organizes global data
women´s access about primary education
to education and
Individuals and societies—researching potential cultural barriers to human
cultural relativism
rights
Health and diseases— Physical and health education—investigating personal responsibility and
HIV prevention patterns of transmission
Sciences —understanding viral infections
Individuals and societies—exploring the ethical, economic and social issues
surrounding antiviral medications
Examples inspired by Global Issues: MYP Project Organizer 5 (2010), Oxford University Press
Table 9
Using multifaceted topics, issues and/or problems as entry points

Using the interdisciplinary unit planner
In the context of 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, but it can also be used along with subject-specific units when the interdisciplinary
inquiry teaching and learning is part of carefully planned inquiries that include multiple subjects or subject
groups. The interdisciplinary unit planner promotes the effective teamwork and collaboration that can lead
towards more meaningful and rigorous student learning.
When engaging students in formal, collaboratively planned interdisciplinary units, schools must use
the interdisciplinary unit planning process.
Each interdisciplinary unit must: Teachers can consider the following questions
when planning an interdisciplinary unit:
• start with a clear sense of purpose, and be • To what extent is it necessary to draw upon
grounded in the relevant disciplines other disciplines for this unit?
• stand alone as a significant, engaging, • In what ways does integrating disciplines

relevant and challenging learning experience contribute to a deeper understanding?
• enable students to demonstrate • How will disciplines be integrated effectively?

development of the interdisciplinary • What interdisciplinary objectives will we
objectives achieve in this unit?
• give students the opportunity to • How will we know that interdisciplinary

demonstrate achievement and understanding has been achieved?
interdisciplinary understandings through • What constitutes adequate evidence of
specific performances understanding?
• be based on a statement of inquiry that is • What questions and concepts will students
conceptually driven and contextually framed explore? In what global context?
• involve students in a range of learning • What will students do to learn?

experiences planned in response to the
inquiry questions
• be planned and taught to promote positive • How will students be enriched by this
attitudes and the development of the learning experience?
learner profile and approaches to learning • What attributes and skills will students
skills. develop and put into practice?
Table 10
Interdisciplinary inquiries

Teachers can also use the interdisciplinary planner to organize teaching and learning of multiple subjects or
disciplines within MYP subject groups.
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 our 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.
Purpose of integration
The purpose of integration must be clearly defined. Teachers should be clear about the forms of integration
and the related learning opportunities. Integration must be meaningful and not merely a statement of
superficial connections. Teachers can use the six forms of integration described in table 4 (pages 18–19) or
they can define the purpose of integration in their own words.
Ask yourself: What is my justification for planning and teaching this interdisciplinary unit? Why is it
worth understanding this issue or idea from an interdisciplinary perspective?
Select a form of integration, or develop your own ideas.
Concepts and global context

There are at least three entry routes to interdisciplinary planning. Teachers may start from an interdisciplinary
conceptual framework, a shared global context, or from a complex question or challenge that offers
opportunities to develop new understanding through the integration of multiple disciplines.
Concepts for integration Global context
Ask yourself: What concepts offer opportunities Ask yourself: Why does it matter? How does it
for integrated exploration through multiple connect to my students? What is its relevance and
disciplines? significance?
Select a key concept (or interrelated key concepts) Select one of the six MYP global contexts, or
for the unit. develop another shared context for teaching and
learning.
If relevant, select related concepts from
the disciplines that are shared or that invite
interdisciplinary inquiry.
Statement of inquiry
The statement includes the key concept(s) and, if appropriate, related concepts, with explicit reference to
a meaningful global context. The statement of inquiry should refer to the integrative understanding to
develop through the interdisciplinary unit. Effective interdisciplinary statements of inquiry:
• reflect an integrated approach

• represent a conceptual understanding that invites consideration from multiple disciplines
• explore multifaceted, transferable ideas developed across a range of facts and topics.

Ask yourself: What understanding or “big idea” do I seek to explore? How can I express this
understanding in a way that effectively marries concepts and context?
Write a clear 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 collaborating in an interdisciplinary project
might choose inquiry questions based on the statement of inquiry in order to ensure adequate conceptual
depth from the inquiry. Students can also develop their own questions, adding to the inquiry’s meaning and
personal significance.
Inquiry questions should engage students and show the inquiry itself is worthy of time and interest. They
should allow students to explore the intersection of disciplinary domains by engaging with the statement
of inquiry. Some questions might also be needed for developing the disciplinary grounding necessary for
effective interdisciplinary learning.
Inquiry questions can be classified as factual, conceptual and debatable.
Good interdisciplinary inquiry questions are:
• relevant—engaging, thought-provoking
• feasible—in terms of resources, time, teacher expertise
• clearly framed—describing the topics of inquiry
• integrative—inviting the exploration of perspectives from each discipline that leads towards
synthesis.
Interdisciplinary inquiry questions
Ask yourself: What do we want to learn? What do we need to consider? What background knowledge
can we use/must we develop in order to pursue our 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 integration and
synthesis. Create questions that span the structure of knowledge to include facts, concepts and
debatable propositions.
Summative assessment (interdisciplinary performance[s] of

understanding)
Summative interdisciplinary performances enable students to build and demonstrate their most
comprehensive understanding of the topic. These performances—such as a final paper, a presentation,
a simulation, or a portfolio—make visible students’ interdisciplinary understanding. These performances
allow students to bring disciplines together in ways that develop and demonstrate approaches to learning
skills, including independence and self-regulation.

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—usually, interdisciplinary understanding of issues and ideas
all of them. visible? How does this assessment reflect the unit’s
statement of inquiry?
Create a task that allows students to demonstrate
how they can integrate disciplinary knowledge,
skills and attitudes that demonstrate new
understanding.
Approaches to learning (ATL)

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.
ATL skill categories MYP skill clusters
Communication I. Communication
Social II. Collaboration
Self-management III. Organization
IV. Affective
V. Reflection
Research VI. Information literacy
VII. Media literacy
Thinking VIII. Critical thinking
IX. Creative thinking
X. Transfer
Table 11
Important ATL skills that students should develop in the MYP

Interdisciplinary unit planner
Ask yourself: What interdisciplinary skills will students develop throughout the unit?
Identify ATL skill(s) that students will need in order to meet MYP interdisciplinary objectives, and which
they will develop through their engagement with the unit’s learning experiences (including formative
assessments); you can include general and subject-specific skills.
An effective way to identify and align ATL skills for MYP units is this simple chart:
IB ATL category MYP ATL skill cluster Specific ATL skill
The MYP ATL skills framework can be found in MYP: From principles into practice (May 2014).
Action: Teaching and learning through

interdisciplinary inquiry
The “Action” section of the 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.
Disciplinary grounding
In this section of the planner, teachers describe significant subject-specific content. Content may include
methods, tools, theories, knowledge or forms of communication from relevant disciplines that are necessary
to develop interdisciplinary understanding as expressed in the unit’s statement of inquiry.
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.

Disciplinary grounding Interdisciplinary Disciplinary grounding

understandings
Related concepts Related concepts
Key concepts
Subject objectives/criteria Subject objectives/criteria
Content Content
Summative
Formative assessment assessment Formative assessment
Figure 7
Developing and implementing an interdisciplinary unit
Ask yourself: What disciplinary grounding is necessary to ensure that students can achieve
interdisciplinary understanding? What disciplinary knowledge and/or 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?
Identify the concepts, content and objectives that the unit will incorporate from each participating
subject.

Refer to subject-group objectives Key concept and global context
Refer to subject-group objectives

Inquiry
Formative assessment
Related concept(s) Related concept(s)
questions
Summative assessment
Refer to interdisciplinary criteria
Figure 8
An interdisciplinary planning process
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 problem
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.
Disciplinary and interdisciplinary learning experiences and teaching strategies
Ask yourself: What disciplinary and interdisciplinary teaching and learning experiences are necessary?
What kind of learning engagements will help students achieve disciplinary grounding and integrative
understanding? How will we structure our learning?
Describe how you will create a learning environment and active, 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 in order to synthesize multiple disciplinary approaches to demonstrate their
understanding of the unit’s statement of inquiry.

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.
Ask yourself: How will we use formative assessment to give students feedback during the unit 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.
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. Create exemplars and organize previous examples of
student work.

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 realistic and 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/if we teach this unit again?
• What evidence do we have that demonstrates how students have developed new interdisciplinary
understanding?
• What opportunities might we develop for responsible action?
• 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.

42
Teacher(s) Subject groups
Unit title MYP year Unit duration

Inquiry: establishing the purpose of an interdisciplinary unit

Key concept(s)/related concept(s) Global context

Inquiry questions
Factual
Conceptual
Debatable
Summative assessment—interdisciplinary performance(s) of understanding
Interdisciplinary criteria Task(s)

43
44
Action: Teaching and learning through interdisciplinary inquiry
Subject Subject
MYP objective MYP objective

Related concepts Related concepts
Content Content
Disciplinary learning engagements and teaching strategies Disciplinary learning engagements and teaching strategies

Interdisciplinary learning process
Interdisciplinary learning experiences and teaching strategies Formative assessment
Differentiation

Resources
45
46
Reflection: considering the planning, process and impact of interdisciplinary inquiry
Prior to teaching the unit During teaching After teaching the unit
Assessing interdisciplinary units
Interdisciplinary assessment criteria

Teaching interdisciplinary units
Organizing interdisciplinary learning
• 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.
• 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.
• The Fostering interdisciplinary teaching and learning in the MYP teacher support material provides
examples of school structures that can facilitate collaborative planning between and among subjects.
From activities to performances of understanding

Performances of understanding represent learning experiences that encourage flexible thinking in complex,
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.)
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. Teachers should also plan how they will help
students structure and document their interdisciplinary inquiry process.

Organizing interdisciplinary learning
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 unit investigation, oral presentation
• the process by which the end product was Observation protocol, process journal, checklist,
achieved experiment report, action plan
• student reflection about learning Commentary, presentation, journal, visual

throughout the interdisciplinary process organizer, blog, personal learning log, shared
digital notes and workspaces
Table 12
Making interdisciplinary understanding visible
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 an issue or idea
• 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
• 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.

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 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.

MYP assessment practice
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
complement one another. MYP criteria for interdisciplinary learning provide the starting place for these
powerful conversations.
For determining achievement levels for disciplinary grounding (criterion A), teachers can consider subject-
specific criteria but must determine the appropriate achievement level based on evidence from all
participating subjects.
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

• as part of the school’s regular reporting process, a section that contains achievement levels for each
criterion in all formally developed interdisciplinary units
• an annual summative report that contains a cumulative “best-fit” judgment about the student’s
achievement in interdisciplinary learning (including criterion level total and MYP grade)
• regular communication to students and parents about formal interdisciplinary units and the student’s
achievement with respect to each criterion (for example: an explanatory letter, markscheme 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 onscreen assessments.
Details of these assessments are available in the Guide to MYP eAssessment and the annual Handbook of
procedures for the Middle Years Programme.
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 Disciplinary grounding Maximum 8
Criterion B Synthesizing Maximum 8
Criterion C Communicating Maximum 8
Criterion D 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, four criteria have been established that correspond directly to the four objectives identified in
this guide. The band levels represent limited (1–2), adequate (3–4), substantial (5–6) and excellent (7–8)
achievement against the objectives.
Using the assessment criteria

Assessment criteria for interdisciplinary learning have been provided for years 1, 3 and 5 of the MYP. Schools
can choose to use year 3 objectives and criteria in year 2, and those for year 5 in year 4. Alternatively, schools
can develop specific objectives and assessment criteria for years 2 and 4. 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.

Progression in interdisciplinary learning
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: Year 5
Criterion A: Disciplinary grounding

Maximum: 8
• demonstrate relevant disciplinary factual, conceptual and/or procedural knowledge.
Achievement Level descriptor

level
The student does not achieve a standard described by any of the descriptors given
0
below.
The student:
1–2
• demonstrates limited relevant disciplinary grounding.
The student:
3–4
• demonstrates some relevant disciplinary grounding.
The student:
5–6
• demonstrates most necessary disciplinary grounding.
The student:
7–8
• demonstrates extensive necessary disciplinary grounding.
Note: Disciplinary grounding describes factual, conceptual, and procedural knowledge that
students develop from their study of MYP subjects. Teachers must use subject-group specific criteria
to support their judgment of student achievement in disciplinary grounding. 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 grounding.

Criterion B: Synthesizing
Maximum: 8
• synthesize disciplinary knowledge to demonstrate interdisciplinary understanding.

level
0 The student does not reach a standard described by any of the descriptors below.
The student:
1–2
• establishes few and/or superficial connections between disciplines.
The student:
3–4
• connects disciplinary knowledge to achieve adequate understanding..
The student:
5–6 • synthesizes disciplinary knowledge to demonstrate consistent, thorough
interdisciplinary understanding.
The student:
7–8 • synthesizes disciplinary knowledge to demonstrate consistent, thorough and
insightful interdisciplinary understanding.
Note: For this criterion, the demonstrations should vary from familiar (year 1), to unfamiliar and
familiar (year 3), to a range of increasingly complex unfamiliar situations (year 5) as students progress
in the programme. Teachers are responsible for providing opportunities for students to demonstrate
interdisciplinary understanding with increasing independence.

Criterion C: Communicating
Maximum: 8
• use appropriate strategies to communicate interdisciplinary understanding effectively

• document sources using recognized conventions.

level
The student:
1–2 • communicates interdisciplinary understanding with little structure, clarity or
coherence.
The student:
• communicates interdisciplinary understanding with some organization and
3–4
coherence, recognizing appropriate forms or media
• lists sources.
The student:
• communicates interdisciplinary understanding that is generally organized, clear
5–6
and coherent, beginning to use selected forms or media effectively
• documents relevant sources using a recognized convention.
The student:
• communicates interdisciplinary understanding that is consistently well
7–8
structured, clear and coherent, using selected forms or media effectively
• consistently documents well-chosen sources using a recognized convention.
Note: For this criterion, communication in year 1 should take place with support, in year 3 with
minimal guidance, and in year 5 independently.

Criterion D: Reflecting
Maximum: 8
• reflect on the development of their own interdisciplinary understanding

• evaluate the benefits and limitations of disciplinary and interdisciplinary knowledge and ways of
knowing in specific situations.

level
The student:
• demonstrates limited reflection on his or her development of interdisciplinary
1–2 understanding
• describes superficially the limitations or benefits of disciplinary and
interdisciplinary knowledge in specific situations.
The student:
• demonstrates adequate reflection on his or her development of
3–4 interdisciplinary understanding
• describes some benefits and limitations of disciplinary and interdisciplinary
knowledge in specific situations.
The student:
• demonstrates significant reflection on his or her development of
5–6 interdisciplinary understanding.
• explains the limitations and benefits of disciplinary and interdisciplinary
knowledge in specific situations.
The student:
• demonstrates thorough and nuanced reflection on his or her development of
interdisciplinary understanding
7–8
• evaluates thoroughly and with sophistication the limitations and benefits of
disciplinary and interdisciplinary knowledge and ways of knowing in specific
situations.
Note: Students should reflect on the contribution of disciplines throughout the interdisciplinary
learning process.

Criterion A: Disciplinary grounding

Achievement Level descriptors Level descriptors Level descriptors
level Year 1 Year 3 Year 5
The student does The student does The student does

not reach a standard not reach a standard not reach a standard
0
described by any of the described by any of the described by any of the
descriptors below. descriptors below. descriptors below.
The student: The student: The student:
1–2 • demonstrates limited • demonstrates limited • demonstrates limited

relevant disciplinary relevant disciplinary relevant disciplinary
grounding. grounding. grounding.
3–4 • demonstrates some • demonstrates some • demonstrates some

relevant disciplinary relevant disciplinary relevant disciplinary

• demonstrates • demonstrates • demonstrates
5–6 most necessary most necessary most necessary
disciplinary disciplinary disciplinary

• demonstrates • demonstrates • demonstrates
7–8 extensive necessary extensive necessary extensive necessary
Note: Disciplinary grounding describes factual, conceptual, and procedural knowledge that
students develop from their study of MYP subjects. Teachers must use subject-specific criteria to
support their judgment of student achievement in disciplinary grounding. 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 grounding.

Criterion B: Synthesizing

0

• establishes few • establishes few • establishes few
1–2 and/or superficial and/or superficial and/or superficial
connections connections connections
between disciplinary between disciplinary between disciplinary
knowledge. knowledge. knowledge.

• connects • connects • connects
3–4 disciplinary disciplinary disciplinary
knowledge to knowledge to knowledge to
achieve adequate achieve adequate achieve adequate
understanding. understanding. understanding

• synthesizes • synthesizes • synthesizes
5–6 demonstrate demonstrate demonstrate
interdisciplinary interdisciplinary consistent,
understanding. understanding. thorough
interdisciplinary
understanding.

• synthesizes • synthesizes • synthesizes
7–8 demonstrate demonstrate demonstrate
consistent consistent consistent,
interdisciplinary and thorough thorough and
understanding. interdisciplinary insightful
understanding. interdisciplinary
understanding.
Note: For this criterion, the demonstrations should vary from familiar (year 1), to unfamiliar and
familiar (year 3), to a range of increasingly complex unfamiliar situations (year 5) as students progress
in the programme. Teachers are responsible for providing opportunities for students to demonstrate
interdisciplinary understanding with increasing independence.

Criterion C: Communicating

0

• communicates • communicates • communicates
1–2 interdisciplinary interdisciplinary interdisciplinary
understanding in a understanding with understanding with
limited way. little structure, little structure,
clarity or coherence. clarity or coherence.

understanding with understanding with understanding with
some clarity. some clarity and some organization
3–4
coherence and coherence,
• identifies sources. recognizing
appropriate forms or
media
• lists sources.

understanding in a understanding understanding
way that is mostly that is generally that is generally
clear well organized organized, clear
• identifies sources. and coherent, and coherent,
5–6
recognizing beginning to use
appropriate forms or selected forms or
media media effectively
• identifies relevant • documents
sources. relevant sources
using a recognized
convention.



understanding with understanding understanding that
clarity, organization that is clear and is consistently well
and coherence well structured, structured, clear
• acknowledges beginning to and coherent, using
7–8
relevant sources. use the selected selected forms or
forms or media media effectively
appropriately • consistently
• documents relevant documents well-
sources. chosen sources
using a recognized
convention.
Note: For this criterion, communication in year 1 should take place with support, in year 3 with
minimal guidance and in year 5 independently.

Criterion D: Reflecting

0

• describes strengths • reflects on himself • demonstrates
and limitations of or herself as a limited reflection
the interdisciplinary disciplinary and on his or her
learning process in a interdisciplinary development of
limited way. learner in a limited interdisciplinary
way understanding
1–2 • outlines the • describes
contribution of superficially
selected disciplines the limitations
in a limited way. or benefits of
disciplinary and
interdisciplinary
knowledge in
specific situations.

• describes strengths • reflects on himself • demonstrates
and limitations of or herself as a adequate reflection
the interdisciplinary disciplinary and on his or her
learning process interdisciplinary development of
• states some learner interdisciplinary
limitations or • states some understanding
3–4
benefits of limitations and • describes some
disciplinary benefits of benefits and
knowledge in disciplinary and limitations of
specific situations. interdisciplinary disciplinary and
knowledge in interdisciplinary
specific situations. knowledge in



• explains strengths • consistently reflects • demonstrates
and limitations of on himself or herself significant
the interdisciplinary as a disciplinary and reflection on his or
learning process interdisciplinary her development
• states some learner of interdisciplinary
limitations and • describes some understanding
5–6
benefits of benefits and • explains the
disciplinary and limitations of limitations and
interdisciplinary disciplinary and benefits of
knowledge in interdisciplinary disciplinary and
specific situations. knowledge in interdisciplinary
specific situations. knowledge in

• evaluates strengths • consistently reflects • demonstrates
and limitations of with sophistication thorough and
the interdisciplinary on himself or herself nuanced reflection
learning process as a disciplinary and on his or her
• describes some interdisciplinary development of
benefits and learner interdisciplinary
limitations of • explains the understanding
7–8 disciplinary and limitations and • evaluates
interdisciplinary benefits of thoroughly and
knowledge in disciplinary and with sophistication
specific situations. interdisciplinary the limitations
knowledge in and benefits of
specific situations. disciplinary and
interdisciplinary
knowledge and
ways of knowing in
Note: Students should reflect on the contribution of disciplines throughout the interdisciplinary
learning process.

Appendices
MYP key concepts
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.
• 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 is 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 is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a
message and an intended receiver. Communication involves the activity of conveying information or
meaning. Effective communication requires a common “language” (which may be written, spoken or
non-verbal).
• Communities are 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 are links, bonds and relationships among people, objects, organisms or ideas.
• Creativity is 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 is the act or process of growth, progress or evolution, sometimes through iterative
improvements.
• Form is the shape and underlying structure of an entity or piece of work, including its organization,
essential nature and external appearance.
• Global interactions, as a concept, focuses on the connections between individuals and communities,
as well as their relationships with built and natural environments, from the perspective of the world as
a whole.
• Identity is the state or fact of being the same. It 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 is a method of reasoning and a system of principles used to build arguments and reach
conclusions.
• Perspective is 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.

MYP key concepts
• Relationships are 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 are 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 space is an intrinsically linked concept that refers to the absolute or relative position
of people, objects and ideas. “Time, place and space” focuses on how we construct and use our
understanding of location (“where” and “when”).

Appendices
MYP command terms for interdisciplinary learning
Command term Definition
Demonstrate Make clear by reasoning or evidence, illustrating with examples or practical

application.
Describe Give a detailed account or picture of a situation, event, pattern or process.
Document Credit sources of information used by referencing (or citing) following a recognized
referencing system. References should be included in the text and also at the end
of the piece of work in a reference list or bibliography.
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.
For the interdisciplinary on-screen examination, command terms from any MYP subject groups can
be used.

Appendices
Bibliography
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. 2010. MYP guide to interdisciplinary teaching and learning. Cardiff, UK. IB Publishing.
Boix-Mansilla, V and Gardner, H. 2007. “From teaching globalization to nurturing global consciousness”. In
M Suárez-Orozco (ed), Learning in the Global Era: International Perspectives on Globalization and Education.
Berkeley and Los Angeles, California, USA. University of California Press. Pp 47–66.
Boix-Mansilla, V, Miller, WC and Gardner, H. 2000. “On disciplinary lenses and interdisciplinary work.” In
S Wineburg and P Grossman (eds), Interdisciplinary Curriculum: Challenges to Implementation. New York, New
York, USA. Teachers College Press. Pp 17–38.
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.
International Baccalaureate. 2010. The Primary Years Programme as a model of transdisciplinary learning.
Cardiff, UK. IB Publishing.
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, New York, USA.
Teachers College Press. Pp 40–53.
Wineburg, S. and Grossman, P (eds). 2000. Interdisciplinary Curriculum: Challenges to Implementation. New
York, New York, USA. Teachers College Press.

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What is the purpose of fostering interdisciplinary teaching and learning in the MYP?

What is the purpose of fostering interdisciplinary teaching and learning in the MYP?

What are some characteristics of interdisciplinary learning in the MYP?

What are some characteristics of interdisciplinary learning in the MYP?

Fostering interdisciplinary teaching and learning

Published August 2014

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

International Baccalaureate Organization (UK) Ltd

© International Baccalaureate Organization 2014

IB merchandise and publications can be purchased through the IB store at

International Baccalaureate, Baccalauréat International and Bachillerato Internacional

Interdisciplinary teaching and learning in the MYP 12

Planning interdisciplinary learning 16

Teaching interdisciplinary units 47

Assessing interdisciplinary units 49

Fostering interdisciplinary teaching and learning in the MYP

About this guide

Fostering interdisciplinary teaching and learning in the MYP 1

Importance of interdisciplinary teaching and learning

Benefits for • develops holistic understanding of disciplinary concepts and contexts

2 Fostering interdisciplinary teaching and learning in the MYP

Characteristics of interdisciplinary learning in the MYP

Disciplinary Interdisciplinary Disciplinary

Fostering interdisciplinary teaching and learning in the MYP 3

Interdisciplinary learning is purposeful

Interdisciplinary learning in the MYP seeks to:

• place inquiry within broader global contexts

Interdisciplinary learning is grounded in the disciplines

Students exhibit interdisciplinary understanding when they:

Interdisciplinary learning is integrative

4 Fostering interdisciplinary teaching and learning in the MYP

Integration is at the heart of interdisciplinary work. In multidisciplinary or thematic approaches to learning,

Fostering interdisciplinary teaching and learning in the MYP 5

Curriculum integration in the MYP

6 Fostering interdisciplinary teaching and learning in the MYP

• sciences (including biology, chemistry and physics)

Combined subject groups

Fostering interdisciplinary teaching and learning in the MYP 7

Connected curriculum across IB programmes

Term Definition Examples Visual representation

Multidisciplinary Working with multiple Traffic safety council Perspectives on a topic,

8 Fostering interdisciplinary teaching and learning in the MYP

Term Definition Examples Visual representation

Interdisciplinary Working between more Informatics (social Integrated

Transdisciplinary Working across and Hospital patient well- Transdisciplinary theme

Connected curriculum in the PYP: Transdisciplinary

Fostering interdisciplinary teaching and learning in the MYP 9

Connected curriculum in the DP

Connected curriculum in the IBCC

10 Fostering interdisciplinary teaching and learning in the MYP

PYP MYP IBCC DP

(3–11 years old) (11–16 years old) (16–19 years old)

Transdisciplinary Disciplinary and Disciplinary and Disciplinary and

Fostering interdisciplinary teaching and learning in the MYP 11

Aims and objectives

At the end of the programme, students should be able to:

• demonstrate relevant disciplinary factual, conceptual and/or procedural knowledge.

At the end of the programme, students should be able to:

• synthesize disciplinary knowledge to demonstrate interdisciplinary understanding.

Interdisciplinary teaching and learning in the MYP 12

Planning interdisciplinary learning 16

Teaching interdisciplinary units 47

Assessing interdisciplinary units 49