​ ​IB MIDDLE YEARS PROGRAMME (MYP)

​ CURRICULUM HANDBOOK
ACADEMIC YEAR 2020-21
(MYP Year 4 & 5)
 Content Index

Sr. No Topic Page

No.
1 Introduction 2
2 MYP Philosophy 2
3 IB Mission Statement 2
4 The MYP Fundamental concepts 2
5 The IB learner profile 3
6 The Middle Years Programme framework/Model 4
7 Teaching and Learning in the MYP 5
8 MYP- A concept-driven curriculum 6
9 Example of MYP Key and Related Concepts 7
10 MYP Global Contexts / Contextual Understanding 10
11 Statements of Inquiry (SOI) 12
12 Approaches to learning (ATL) 12
13 Assessments and Criteria in the Middle School 13
14 Awarding Grades 14
15 Academic Honesty 18
16 MYP command Terms 18
17 Curriculum Details of Different Subjects
i. Grade 9 20-38
ii. Grade 10 39-57
18 Second Language Options in the Middle School (need to put with LA) 58
19 Inter-Disciplinary Unit (IDU) 57
20 Community Project & Personal Project 58
21 Homework guidelines 59
22 Service as Action (SA) 61
23 Year 5 (grade 10) External assessment 62
24 How e-Assessments works 62
25 On-screen examinations 63
26 The MYP Student Certificate and promotion requirements 63
27 Whom to contact 63

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Introduction
This curriculum handbook intends to brief you with the IB Middle Years Programme (MYP) and its
affirmative implementation at Mount Litera School International. Designed for students aged 11 to 16,
the MYP provides a framework of learning that encourages students to become ​creative, critical and
reflective thinkers. During these crucial transitional years in the educational and personal
development of students, we aim to create independent learners able to meet the academic
challenges that lie ahead. It not only fosters the development of skills for communication, intercultural
understanding and global engagement - essential qualities for young people who are becoming global
leaders but also help students develop an understanding of their role in society.
MYP Philosophy

The MYP philosophy is not a set of abstract ideas, instead the key elements of the IBO, ​the IB Mission
statement, the IB learner Profile ​and the three MYP Fundamental concepts permeate and are
practiced the whole curriculum. It promotes open communication based on understanding and respect
encouraging students to become active compassionate lifelong learners.

Teachers are seen as the educational leaders who can empower students to develop confidence and
personal responsibility needed to deepen understanding. It encourages students to make connections
between their studies in traditional subjects and the real world.

The MYP encourages students to become increasingly responsible for their own learning through the
development of knowledge, skills and attitudes. As independent learners, MYP students’ are expected
to apply relevant knowledge and critically evaluate information in order to understand an ever-
changing world.

IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people
who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to
develop challenging programmes of international education and rigorous assessment. These
programmes encourage students across the world to become active, compassionate and lifelong
learners who understand that other people, with their differences, can also be right.

The MYP Fundamental concepts

The IB specifies these concepts and they have a very significant impact on how teachers plan the
curriculum and how the students experience it.

The MYP provides a holistic education -This means that the education of the adolescent should expose
them to as many different subjects, skills and experiences as possible. They should have the
opportunity to show their various strengths, demonstrate increasing independence both academically
and socially and gain a sense of personal achievement. In other words, we understand at MLSI that we
are educating the whole person, as opposed to just helping them to achieve certain academic goals.
The MYP emphasizes Intercultural awareness and communication - In our community it is essential
that the curriculum reflects and is responsive to the different perspectives of all our students. It should
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also guide them in forming their own, truly international, outlook. This implies an emphasis on
communication skills, both in the languages and other subjects.
The MYP is student-centred - In the 21st century it is vital that students develop an awareness of their
own learning process and skills to continue learning throughout life. Our curriculum is designed to
encourage increasing levels of student participation in the management of their own education.

The IB learner profile

The aim of all IB Programmes is to develop internationally minded people who, recognizing their
common humanity and shared guardianship of the planet, help to create a better and more peaceful
world. As IB learners we strive to be:
INQUIRERS- ​We nurture our curiosity, developing skills for inquiry and research. We know how to
learn independently and with others. We learn with enthusiasm and sustain our love of learning
throughout life.
KNOWLEDGEABLE- ​We develop and use conceptual understanding, exploring knowledge across a
range of disciplines. We engage with issues and ideas that have local and global significance.

THINKERS- ​We use critical and creative thinking skills to analyse and take responsible action on
complex problems. We exercise initiative in making reasoned, ethical decisions.

COMMUNICATORS- ​We express ourselves confidently and creatively in more than one language and in
many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and
groups.

PRINCIPLED- ​We act with integrity and honesty, with a strong sense of fairness and justice, and with
respect for the dignity and rights of people everywhere. We take responsibility for our actions and
their consequences.

OPEN-MINDED- ​we critically appreciate our own cultures and personal histories, as well as the values
and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow
from the experience.

CARING- ​We show empathy, compassion and respect. We have a commitment to service, and we act
to make a positive difference in the lives of others and in the world around us.

RISK-TAKERS (COURAGEOUS)- ​We approach uncertainty with forethought and determination; we

work independently and cooperatively to explore new ideas and innovative strategies. We are
resourceful and resilient in the face of challenges and change.

BALANCED- ​We understand the importance of balancing different aspects of our lives- intellectual,
physical, and emotional- to achieve well- being for others and ourselves. We recognize our
interdependence with other people and with the world in which we live.

REFLECTIVE- ​We thoughtfully consider the world and our own ideas and experience. We work to
understand our strengths and weaknesses in order to support our learning and personal development.

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The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes,
and others like them; can help individuals and groups become responsible members of local, national
and global communities.
The Middle Years Programme framework/Model

- At the centre of the MYP model is the student surrounded by the IB Learner Profile. It describes
the attributes of a successful, life-long learner. It is common to all IB programs. We teach our
students to recognize and appreciate the different attributes of the learner profile in all
subjects that they study.
- The first ring around the learner profile describes the features of the program that help
students develop disciplinary and interdisciplinary understanding.
- The second ring describes some important outcomes of the program.
- The third ring describes the MYP’s broad and balanced curriculum.

The MYP promotes learning through inquiry and conceptual investigation, encouraging students to
pursue excellence in all their endeavours while promoting international mindedness. In the MYP,
students are invited to make connections between their studies in traditional subjects and the real
world; they are also encouraged to become active and respectful members of their communities
through responsible service. Its methodologies provide opportunities to fulfil each individual student’s
potential.

The MYP requires students to experience and explore each of the eight subject groups through the
following contexts:

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Approaches to learning- ​the development of learning skills.
Approaches to teaching- ​authentic learning through inquiry, collaborative and reflective learning.
Concepts- ​the basis of the written curriculum.
Global Contexts- ​learning through different contexts.
Middle school students are at a stage in their development where they are becoming more aware of
the world around them and trying to identify their role within it. The MYP is specifically designed to
meet their needs as it enables teachers to design programs of study that will guide and inspire their
students’ growth and development. It builds upon the knowledge, skills and attitudes developed in the
Primary Years Programme (PYP) and prepares students to meet the academic challenges of the
Diploma Programme (DP) and beyond.

Teaching and Learning in the MYP

The MYP
- Addresses holistically students’ intellectual, social, emotional and physical well-being through
the approaches to learning
- Provides students opportunities to develop the knowledge, attitudes and skills they need in
order to manage complexity and take responsible action for the future p
- Ensures breadth and depth of understanding through study in eight subject groups.
- Requires the study of at least two languages (language of instruction and additional language of
choice) to support students in understanding their own cultures and those of others.
- Empower students to participate in service within the community.
- Helps to prepare students for further education, the workplace.

Teaching and learning in the MYP is framed by inquiry (asking), action (doing) and reflection (thinking)
to stimulate learning and action. It reflects the ways people work together to construct meaning and
make sense of the world and empowers students for a lifetime of learning, both independently and in
collaboration with others.

Inquiry: Within a carefully designed curriculum, prior knowledge and experience to establish the basis
for new learning which is developed further by the student’s own curiosity.
Action: This involves learning by doing, (engaging in ethical and principled practices); enhancing
learning about one’s self and others.
Reflection: Students are encouraged to consider the nature of human thought. They are asked to
analyze their own thinking to awaken creativity and imagination by recognizing alternative pathways
and outcomes. It allows them to recognize bias and inaccuracy in their own and others’ work and
develop competencies for research, critical and creative thinking, managing information and
self-assessment.
Multilingualism and intercultural understanding: The IB recognizes that learning to communicate in
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more than one language is fundamental to the development of intercultural understanding. All IB
programs mandate that students learn another language.

Global engagement: Develops from subject teachers creating units of inquiry global contexts inquiry
leading to principled action. Because the MYP provides for sustained inquiry into a wide range of local,
national and global issues and ideas, service as action evolves naturally. Students engage the world
through explorations of concerns such as the environment.

MYP- A concept-driven curriculum

Concepts are the ‘big ideas’ and they are mental constructs that are timeless, universal and abstract.
They promote higher levels of thinking. Concepts represent a vehicle for student inquiry into issues
and ideas of personal, local and global significance, providing the means by which the essence of a
subject can be explored. They are used to formulate the understanding that students should retain in
the future.
Research on a concept-based curriculum has shown that:
a) This creates connections to prior experience and finds relevance synergistically
b) Works with factual level of knowledge to develop the intellect
c) Creates deeper understanding at the factual and conceptual levels
d) Recognizes the transferability of knowledge
e) Becomes the springboard for inspiration and action

MLSI has adopted the MYP because we recognize it enables and encourages students to learn beyond
that which their teachers tell them. This is because our courses are broad and balanced, conceptual
and connected. They are also shared practice among IB World schools offering the MYP.

Our students engage with a defined set of key and related concepts, which over time allow them to
grow in the sophistication of their understandings.

The MYP design uses TWO kinds of concepts in each unit of each subject studied:

Key concepts provide interdisciplinary breadth. They are broad, organizing, powerful ideas and provide
transferable connections across time and culture. Each subject has specified key concepts, which
provide the framework for their units of work.

Related concepts​, grounded in specific subjects, explore key concepts in greater detail, providing
depth to the program. Each subject has recommended related concepts, but they are not limited to
them.

Example of MYP Key and Related Concepts

​
There are 16 Key concepts. Each subject is recommended 3 to 4. Some are shared to enable
interdisciplinary planning. One key concept will guide each unit while the related concepts help
students develop more complex and sophisticated conceptual understanding. Together they create the
unit statement that drives the learning.

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 KEY CONCEPTS

Language & Language Individuals Science Math Design: Arts: Music, Physical &
Literature Acquisition & Societies Product, Visual Art Health
Digital Education
Connections Connections Global Relationships Relationships Communities Aesthetics Relationships
Interactions

Perspective Culture Change Change Form Development Change Change

Creativity Creativity Systems Systems Logic Systems Identity Development

Communication Communication Time Place & Communication Communication Communication

Space

RELATED CONCEPTS

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MYP Global Contexts / Contextual Understanding

Subject content is taught through the Global Contexts. These are perspectives or themes that are
designed to encourage the students to make worthwhile connections between the real world and
classroom learning. Teaching and learning in the MYP involves understanding concepts in context.
These particular contexts were chosen to:

a) Align with the PYP trans-disciplinary themes

b) Encourage international mindedness and global engagement within the program
c) Provide concrete perspectives for teaching and learning

The Global Contexts are utilised as a common point for inquiries into what it means to be
internationally minded, framing a curriculum that promotes multilingualism, intercultural
understanding and global engagement. These contexts build on the powerful themes of global
significance that structure teaching and learning in the Primary Years Program creating relevance for
our adolescent learners.

When teachers select a global context for learning, they are answering the following questions:

Why are we engaged in this inquiry?

Why are these concepts important?

Why is it important for me to understand?

Why do people care about this topic?

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Statements of Inquiry (SOI)
Statements of inquiry set conceptual understanding in a global context in order to fame classroom
inquiry and direct purposeful learning. Each unit in each subject uses a statement of inquiry to define
the focus of study.

Approaches to learning (ATL)

There are five broad categories of skills, which can be broken down into ten more specific categories of
ATL skills. They help students “learn how to learn” and focus on the development of self-knowledge.
ATLs encompass both general and discipline- specific skills and contribute to students' achievement in
all subject groups.

Through subject lessons, as well as the homeroom period, students will learn and practice different
strategies for developing these skills.

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Assessments and Criteria in the Middle School
Differentiation applies equally to learning and assessment. It is a guiding principle of the MYP across
subjects we aim to provide a variety of different ways for students to demonstrate what they have
learned. Assessment criteria are linked to fixed objectives so students and parents know at any given
time what the teachers are looking to assess. This allows students to see for them where they are in
the assessment process, at any given time.

1. Varied in approach: Students will be assessed in a variety of ways: written assignments, oral
presentations, field work, practical work, role-play, debates, exhibitions, performance, tests
and examinations, research papers, peer and self- assessment.

2. Criterion-related, not deficit-based: Assessment in the MYP is not being based on “how many
questions can a student answer?” or “what percentage have they achieved?” but rather “what
skills have they demonstrated?” Instead, assessment is criterion-based so that students are
assessed against published, agreed learning objectives. This better measures the development
of a student’s conceptual understanding, something which testing for simple facts can easily
overlook. Criterion related assessment is an on-going and reflective process, allowing students
to evaluate their progress towards a certain objective and set targets for improvement. It also
enables the school to evaluate their level of success in meeting specific learning objectives.

3. Types of assessments:
● Formative Assessment: ​which takes place during each unit of work and may be repeated
many ​times over; formative assessment allows teachers to monitor the progress of each
student through the unit so as to be able to counsel them and to give advice. Small projects
can also be given as formative assessment. Formative assessment will happen regularly during
school hours.

● Summative Assessment: ​which takes place at the end of each unit of work and provides an
indicator of student achievement in the particular unit against the MYP objectives for that
particular subject. Progress report of the same will be given during the mid-term Parent
Teacher Meeting (PTM).

● Semester Examination: ​to prepare students for final e-assessment, the semester
examination​ ​will be organized twice in a year.

For each summative assessment task, students are provided rubrics with descriptors that define what
constitutes scores from 1-8. From these rubrics students have a clear understanding, before they
begin, what they must demonstrate to achieve a top score.

The assessment reporting periods are at the end of each semester when grades are generated and
reports written. Parents are encouraged to contact the school at any time to discuss their child’s
progress but there will be calendared Parent/teacher/student’s sessions scheduled and advertised.

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 Summary of the subject-specific assessment criteria

Awarding Grades
1. There are sets of objectives for each subject to match the assessment criteria
2. Every subject has 4 criteria each. Each criterion comprises two to three strands against which
teachers must assess at least twice, in each year of the MYP.
3. Subjects all have numerical bands for each of the criteria from 1-8.
4. Grading is based on the level of achievement for each criterion.
5. The final achievement level for all the different criteria is (based on the year’s assessed
formative and summative work and the teacher’s professional judgement). The professional
judgment is referred to as the ‘best-fit approach’. This allows the teacher to select the
achievement level that best describes the student’s work in all.
6. After having worked out the achievement levels for each subject, the achievement levels are
added up. The teacher then applies the grade boundaries to determine the final grade (scales
from 1-7) for each specific subject.

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Example: let us assume that Ramesh (grade 6) achieves the grades below in each Criterion of
Physical and Health Education (PHE) Subject. At the end of each semester in Physical and health
education, he will receive an assessment based on these four criteria.

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Each criterion has assessment descriptors similarly constructed to those in this example of criterion A.
The following table provides a sample of how to convert the criterion levels total into a grade based on
a scale of 1–7.
Criteria Grade Out of
A: Knowing and understanding 6 Maximum 8
B: Planning for performance 7 Maximum 8
C: Applying and performing 5 Maximum 8
D: Reflecting and improving performances 6 Maximum 8
Criterion total 24 Maximum 32

This score of 24 is applied to the table below and equates to a final grade out of 7. The descriptor
defines the score.

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 IB MYP levels of achievement/Grade descriptor

Note: Descriptors should not be considered as marks or percentages. It should not be assumed that
there are other arithmetical relationships; for example, a level 2 performance is not necessarily twice
as good as a level 1 performance.

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Academic Honesty
In the Middle school students are helped to develop their understanding of academic integrity and
issues such as plagiarism. Theft of intellectual property is a crime and parents are asked to reinforce
this notion when reviewing or assisting with student work.

MYP Command Terms

MYP command terms define a range of learning objectives and assessment criteria in MYP subject
groups. These instructional verbs indicate the level of thinking and type of performance (or behaviour)
that is required of students. They are closely related to general and subject-specific ATL skills, and they
make explicit a shared academic vocabulary that informs teaching and learning in the MYP.

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 Curriculum Details of Different Subjects
Grade 9 Curriculum Details
Grade: 9 (MYP Year 4)
MYP Subject Group: Language and Literature
Subject: English Language and Literature
Aim/s: ● Use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social
interaction
● Develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of
contexts
● Develop critical, creative and personal approaches to studying and analysing literary and non-literary texts
● Engage with texts from different historical periods and a variety of cultures
Objectives: Objective A: Analysing
I. ​Identify and comment upon significant aspects of texts
II. Identify and comment on the creator’s choice
III. Justify opinions and ideas, using examples, explanation and terminology.
IV. Identify similarities and differences in features within or between the texts.
Objective B: Organising
I. Employ organizational structures that serve the context and intention.
II. Organize opinions and ideas in a logical manner
III. Use referencing and formatting tools to create a presentation style suitable to the context and intention.
Objective C: Producing text
I. Produce texts that demonstrate thought and imagination while exploring new perspectives and ideas
arising from personal engagement with the creative process.
II. Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of
impact on an audience.
III. Select relevant details and examples to support ideas.
Objective D: Using language
I. Use appropriate and varied vocabulary, sentence structures and forms of expression.
II. Write and speak in an appropriate register and style
III. Use correct grammar, syntax and punctuation
IV. Spell (alphabetic languages), write (character languages) and pronounce with accuracy
Key Concepts: Communication, Connections, Creativity, Perspective
Related concepts: Audience imperatives, Style, Structure, Purpose, Setting, Self-expression, Character, Theme, Point of
view, Intertextuality
Assessments criteria: A: Analysing B: Organising C: Producing text D: Using language
Unit 1 title: Is debating better or bitter?
Content/Subtopic: ● Editorial vs Oppositional editorial
● Examining the methods used to appeal to audience
● Advertisement as a form of argument
● Viable writing topic
Unit 2 title: Money & Authority
Content/Subtopic: ● Short stories- ‘The Necklace’ & ‘The Prisoner’
● Poem - ‘Horse Play’ by Ayyappa Panicker
● An excerpt from ‘The Merchant of Venice’
● Writing an analytical essay
● Shell Money and an excerpt from ‘The God of Small Things’
Unit 3 title: Realism or Romance ?
Content/Subtopic:
● Play: Pygmalion by George Bernard Shaw
● The myth of Pygmalion and Galatea

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 ● Selected representations of Pygmalion and Galatea in art
● Songs from the movie ‘My Fair Lady’
Unit 4 title: Creativity in non conformity
Content/Subtopic:
● What is Romanticism?
● Identifying characteristics of Romanticism
● Poems by Shelley, Blake, William Wordsworth, Keats
● Film Study: Dead Poets’ Society
Name of the teacher/s: Ms. Revati Aher
Email of the teacher/s: revati.aher@mlsi.in

Grade: 9 (MYP Year 4)

MYP Subject Group: Language Acquisition
Subject: Hindi/Spanish/French
Aim/s: ● Gain proficiency in an additional language while supporting maintenance of their mother tongue and
cultural heritage
● Develop a respect for, and understanding of, diverse linguistic and cultural heritages
● Develop the student’s communication skills necessary for further language learning, and for study, work
and leisure in a range of authentic contexts and for a variety of audiences and purposes
● Enable the student to develop multi-literacy skills through the use of a range of learning tools, such as
multimedia, in the various modes of communication
● Enable the student to develop an appreciation of a variety of literary and non-literary texts and to
develop critical and creative techniques for comprehension and construction of meaning
● Enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and
learning in other subjects, and as a tool for enhancing literacy
● Enable the student to understand the nature of language and the process of language learning, which
comprises the integration of linguistic, cultural and social components
● Offer insight into the cultural characteristics of the communities where the language is spoken
● Encourage an awareness and understanding of the perspectives of people from own and other cultures,
leading to involvement and action in own and other communities
● Foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.
Objectives: Objective A: Listening
i. identify explicit and implicit information (facts and/or opinions, supporting details) in a
wide variety of simple authentic texts
ii.analyse conventions in a wide variety of simple authentic texts
iii.analyse connections in a wide variety of simple authentic texts

Objective B: Reading
i.identify explicit and implicit information (facts and/or opinions, supporting details) in a wide variety of
simple authentic texts
ii.analyse conventions in a wide variety of simple authentic texts.
iii.analyse connections in a wide variety of simple authentic texts

Objective C: Speaking
i.use a wide range of vocabulary
ii. use a wide range of grammatical structures generally accurately
iii.use clear pronunciation and intonation in a comprehensible manner.
iv.communicate all or almost all the required information clearly and effectively

Objective D: Writing
i.use a wide range of vocabulary
ii.use a wide range of grammatical structures generally accurately

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 iii.organize information effectively and coherently in an appropriate format using a wide range of simple
cohesive devices
iv. communicate all or almost all the required information with a clear sense of audience and purpose to suit
the context
Key Concepts: Communication, Culture, Connection and Creativity
Related concepts: Accent, Audience, Context, Conventions, Form, Function, Meaning, Message, Patterns, Purpose,
Structure, Word choice, Empathy, Idiom, Point of view
Assessments criteria: A: Listening
B: Reading
C: Speaking
D: Writing
Unit 1 title: Entertainment
Content/Subtopics: ● Different forms of entertainment
● Role of entertainment in our life
● Advertisement
● Movies and reviews
Unit 2 title: Social Media
Content/Subtopics: ● What is media
● Role of media in society
● Advantage & Disadvantage of social media
● Maintaining relationship through social media
Unit 3 title: ​The environment
Content/Subtopics: ● Relation of human with nature
● Global warming
● Securing a better future
● Seeking solution for environment issues
Unit 4 title: Future plans & aspirations
Content/Subtopics: ● Roles and responsibility as a family member
● Benefits of positive thinking
● Acceptance of failure
● Importance of self identity

Ms. Kavita Gangyan (Hindi)

Name of the teacher/s: Ms. Abeer Khatri (French)
Ms. Nikita Kapadia (Spanish)

kavita.gangyan@mlsi.in
Email of the teacher/s: abeer.khatri@mlsi.in
spanishmyp@mlsi.in

Grade: 9 (MYP Year 4)

MYP Subject Group: Individuals and Societies
Subject: Integrated humanities
Aim/s: The aims of MYP individuals and societies are to encourage and enable students to:
● Appreciate human and environmental commonalities and diversity
● Understand the interactions and interdependence of individuals, societies and the environment
● Understand how both environmental and human systems operate and evolve
● Identify and develop a concern for the well-being of human communities and the natural
environment
● Act as responsible citizens of local and global communities
● Develop inquiry skills that lead towards conceptual understandings of the relationships between
individuals, societies and the environments in which they live.
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 Objectives: Objective A: Knowing and understanding
In order to reach the aims of Individual & Societies, students should be able to:
I. Use vocabulary in context
II. Demonstrate knowledge and understanding of subject-specific content and concepts, using
descriptions, explanations and examples.
Objective B: Investigating
I. Formulate a clear and focused research question and justify its relevance
II. Formulate and follow an action plan to investigate a research question
III. Use research methods to collect and record relevant information
IV. Evaluate the process and results of the investigation
Objective C: Communicating
I. Communicate information and ideas using an appropriate style for the audience and purpose
II. Structure information and ideas in a way that is appropriate to the specified format
III. Document sources of information using a recognized convention.
Objective D: Thinking critically
I. Discuss concepts, issues, models, visual representation and theories
II. Synthesize information to make valid arguments
III. Analyse and evaluate a range of sources/data in terms of origin and purpose, examining value
and limitations
IV. Interpret different perspectives and their implication
Key Concepts: Change, Global Interactions, Systems and Time, Place and Space.
Related concepts: Causality (cause and consequence), Choice, Culture, Equity, Globalization, Identity, Innovation and
revolution, Perspective, Power, Processes, Resources, Sustainability
Assessments criteria: Objective A: Knowing and understanding Objective B: Investigating
Objective C: Communicating Objective D: Thinking critically
Skills development Integrated humanities aims to teach mastery over following skills:
Communication skills: Comprehending terminology ; Applying terminology accurately; Communicating
appropriately with terminology; Communicates knowledge of content; Demonstrates understanding of
concept by describing, explaining and using examples to illustrate.
Research skills: learners will be able to analyse geographical, historical and economical information and
data from a range of primary and secondary sources and a variety of perspectives to draw reasoned
conclusions and make generalisations.The learner must also “Understand the benefits and limitations of
personal sensory learning preferences when accessing, processing and recalling information.
Thinking skills: learners should “Recognise unstated assumptions and bias” and “Evaluate evidence and
arguments”, “Consider ideas from multiple perspectives” and later, “Revise understanding based on new
information and evidence”.
Unit 1 title: Changing population: natural increase, structure and migration
Content/Subtopics: ● Population
● Fertility levels, life expectancy and Demographics
● Population composition and structure
● Demographic transition model
● Population pyramid
● Population policies: Anti-natalist and Pro-Natalist
● Problems of aging and young population and its solution
● Impact of migration
Unit 2 title: ​Sustainable management of urban systems and environments
Content/Subtopics: ● Types of Settlement
● Settlement Hierarchy
● Urban land use
● Problem associated with urban growth
● Urbanization
● Urban problems and its management
● How can settlement be more sustainable
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 ● Cities of the Future
● Case studies: Smart city: Masdar, Seoul
Unit 3 title: Peace and Conflict
Content/Subtopics: ● What key factors led to the outbreak of the first WW?
● What were the short term causes of the WWI
● How was the first WW fought?
● What brought the WWI to an end
● Were the peace treaties of 1919-39 fair
● Why had international peace collapsed by 1939
● Key events that led to the WWII
● Short term causes of the WWII
● Peace making agreements after the WWII
Unit 4 title: ​Superpowers, empires and supranational institutions and organizations
Content/Subtopics: ● Cold war
● Superpowers of the world
● United nation organization and its committees
● Role of NGO’s
Unit 5 title: Economic agents, their interests and role in the economy: consumers, producers, governments, banks
Content/Subtopics: ● Basic Economic Problem
● Law of Demand and supply
● Demonstrate the principle of equilibrium and analyse simple market situations with changes in
demand supply.
● Describe the causes of changes in demand and supply conditions and analyse such changes to
show the effect in the market.
● Usefulness of demand Price elasticity of demand and supply .
● How the government uses taxes and subsidies to influence the market prices and quantities traded
of different products.
● Factors affecting - consumption , borrowing and saving .
● Functions of banks - commercial banks and central banks.
● Functions of stock market
Unit 6 title: ​Sustainable management of natural environments: characteristics and human impacts on aquatic, deserts, forests,
grasslands, and Arctic/tundra Note: As for sustainable management of natural environments, at least two biomes should be
studied. Note: As for sustainable management of natural environments, at least two biomes should be studied.
Content/Subtopics: ● Biomes
● What impact humans have on Biomes
● Specific Biomes (any two)
● Threats
● Solution
● Role of local communities in sustainable
● management of the Biomes
● Case studies: Kayapo's one from Indian context
Ms Kirti Lohani
Name of the teacher/s: Ms Vidhi Kanjani
kirti.lohani@mlsi.in
Email of the teacher/s: vidhi.kanjani@mlsi.in

Grade: 9 (MYP Year 4)

MYP Subject Group: Sciences
Subject: Biology
The aims of MYP Sciences are to encourage and enable students to:
Aim/s: ● Understand and appreciate science and its implications
● Consider science as a human endeavour with benefits and limitations

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 ● Cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct
explanations and judge arguments
● Develop skills to design and perform investigations, evaluate evidence and reach conclusions
● Build an awareness of the need to effectively collaborate and communicate
● Apply language skills and knowledge in a variety of real-life contexts
● Develop sensitivity towards the living and non-living environments
● Reflect on learning experiences and make informed choices.
Objectives: Objective A: Knowledge and Understanding
I. Explain scientific knowledge
II. Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
III. Analyse and evaluate information to make scientifically supported judgments.
Objective B: Inquiring and Designing
I. Explain a problem or question to be tested by a scientific investigation
II. Formulate a testable hypothesis and explain it using scientific reasoning
III. Explain how to manipulate the variables, and explain how data will be collected
IV. Design scientific investigations.
Objective D: Processing and Evaluating
I. Present collected and transformed data
II. Interpret data and explain results using scientific reasoning
III. Evaluate the validity of a hypothesis based on the outcome of the scientific investigation
IV. Evaluate the validity of the method
V. Explain improvements or extensions to the method.
Objective D: Reflecting the impacts of Science
I. Explain the ways in which science is applied and used to address a specific problem or issue
II. Discuss and evaluate the various implications of the use of science and its application in solving a specific
problem or issue
III. Apply scientific language effectively
IV. Document the work of others and sources of information used
Key Concepts: Change, Relationships, Systems
Related concepts: Balance, Conditions, Consequences, Development, Energy, Environment, Evidence, Form, Function,
Interaction, Models, Movement, Patterns, Transfer, Transformation
Assessments criteria: A: Knowledge and Understanding B: Inquiring and Designing
C: Processing and Evaluating D: Reflecting the impacts of Science
Unit 1 title: Energy in biological processes
Content/Subtopics: ● Daily intake, energy in food, designing your diet, balanced diet, weight loss drugs and dangers of
the same, food choices, essential nutrients, role of nutrients, vitamins and minerals, biochemical
food tests
● Movement, energy transfer, cell respiration - aerobic and anaerobic respiration, word and
chemical equations, reactions in cytoplasm and mitochondria, photosynthesis, van helmont's
experiment, limiting factors for photosynthesis,
● metabolic reactions, metabolism, anabolism, catabolism,
● flow of energy, food chains, food web, approaches to eating, trophic levels, ecological pyramids
of energy
● manipulation of chemical reactions to meet food and fuel needs, how to reduce food waste, how
can we make human energy more sustainable
Unit 2 title: Understanding transformations from an organism to cellular level
Content/Subtopics: ● Biochemistry and enzymes, enzyme theory, lock and key hypothesis, types of enzymes, effect of
enzyme concentration, substrate concentration, temperature, pH on the rate of reaction,
industrial application of enzymes,
● Biochemical transformations in a cell - transcription, translation (Amino acid to protein)
● Reproduction: changes that occur in puberty, metamorphosis in animals, stages of sexual life
cycles, human reproduction, sexual reproduction in plants
● Living and aging, development of sexual maturity
Unit 3 title: Diversity of Life: Under a morphological lens
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Content/Subtopics: ● Classification, identification in plants, dichot keys, how humans differ in form, animals similar in
form to humans, mathematics and form, kingdoms and domains, plant classification,
arrangement of cells in multicellular organisms
● Classification of organisms, how are organisms closely related, reorganise organisms into diff
groups, creating artificial life
Unit 4 title: Form and Function in the Natural world
Content/Subtopics: ● Cell structure, tissues, organs, systems,cell functions, nutrition, digestion, receptors, senses
● How form affects function in systems - digestive, respiration, circulation, excretion. Plant
structures, tissues and organs.
● Characteristics of living things, cell theory, spontaneous generation, pasteur's experiment, cell
structure and function, hierarchy of life, organ systems, tissues
● Physiological and behavioral adaptations of organisms to their environment, adaptations of
organs (heart and eye) to fulfill their functions, adaptations to temperature, amount of sunlight,
availability of food and water, outwardly visible or hidden within bodies, specialised structures in
larger animals, factors affecting rate of diffusion and adaptations for the same, surface area to
volume ratio and cell size, effect of SA:Vol on diffusion/rate of movement of molecules,
advantage and disadvantages of large size bodies, how shape affects SA: vol ratio and survival in
cold environments, how animal behaviour can improve chances of survival, habitats and
adaptations of animals in those habitats. habitats threaten survival of organisms, ways in which
species can be protected.
Unit 5 title: Responses and adaptations for survival in changing environments
Content/Subtopics: ● Ways in which humans and other organisms adapted to respond to changes in the environment,
stimuli and reflexes, nervous system, reflex arc.
● Ways in which animals interact with their surroundings, interconnectedness between organisms
adaptations and their survival, adapting to stimuli, factors affecting survival - abiotic and biotic,
design solutions to reduce future food shortages, sustainably growing plants
Unit 6 title: Disease and Global Health: factors affect human health
Content/Subtopics: ● What evidence established the cause of infectious diseases,how do vaccines work, what is
coronary artery disease, what factors contribute to CHD
● Health, WHO constitution, access to healthcare and healthy lifestyle, external factors contributing
to health, microorganisms, pathogens, symptoms of illness, antibodies and antibiotics, body's
immune response to infection, vaccination, controlling spreading of disease, transmission of
disease, mapping diseases, diseases around the world, life expectancy, mortality, relationship
between health and where you live, types of diseases, campaign of scientifically researched and
supported healthy living strategies
● Origins of infectious disease, parasitic diseases, how pathogens transformed history, useful
microorganisms, types of pathogens, disease caused by pathogens, disease transmission,
immunity and how our bodies respond to disease, disease control
Unit 7 title: Maintaining balance: in the human body, natural as well as built environments
Content/Subtopics: ● E​cosystems, ecological principles, interaction between organisms, interconnected roles and
functions contributing to balanced ecosystems
● Blood glucose levels in balance, causes of current epidemic of diabetes, osmosis model in a cell,
balancing solute conce of blood, feedback control, salmon adaptations from fresh water to sea
water,
● Factors causing the exponential growth of population, factors prevent the exponential growth of
a population
● Ecosystem, nutrient cycles, balancing photosynthesis and respiration, rapid rise in carbon dioxide
concentration at the end of glaciation
● Homeostasis, control of blood sugar, regulation of temperature, nutrient cycles, weight loss drugs
and dangers of the same, food choices
● Chemical controls in other organisms. endocrine system, endocrine glands
Name of the teacher/s: Ms. Pallavi Rajguru
Email of the teacher/s: pallavi.rajguru@mlsi.in

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 Grade: 9 (MYP Year 4)
MYP Subject Group: Sciences
Subject: Physics
Aim/s: The aims of MYP Sciences are to encourage and enable students to:
● Understand and appreciate science and its implications
● Consider science as a human endeavour with benefits and limitations
● Cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct
explanations and judge arguments
● Develop skills to design and perform investigations, evaluate evidence and reach conclusions
● Build an awareness of the need to effectively collaborate and communicate
● Apply language skills and knowledge in a variety of real-life contexts
● Develop sensitivity towards the living and non-living environments
● Reflect on learning experiences and make informed choices.
Objectives: Objective A: Knowledge and Understanding
I. Explain scientific knowledge
II. Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
III. Analyse and evaluate information to make scientifically supported judgments.
Objective B: Inquiring and Designing
I. Explain a problem or question to be tested by a scientific investigation
II. Formulate a testable hypothesis and explain it using scientific reasoning
III. Explain how to manipulate the variables, and explain how data will be collected
IV. Design scientific investigations.
Objective C: Processing and Evaluating
I. Present collected and transformed data
II. Interpret data and explain results using scientific reasoning
III. Evaluate the validity of a hypothesis based on the outcome of the scientific investigation
IV. Evaluate the validity of the method
V. Explain improvements or extensions to the method.
Objective D: Reflecting the impacts of Science
I. Explain the ways in which science is applied and used to address a specific problem or issue
II. Discuss and evaluate the various implications of the use of science and its application in solving a specific
problem or issue
III. Apply scientific language effectively
IV. Document the work of others and sources of information used
Key Concepts: Change, Relationships, Systems
Related concepts: Balance, Conditions, Consequences, Development, Energy, Environment, Evidence, Form, Function, Interaction,
Models, Movement, Patterns, Transfer, Transformation
Assessments A: Knowledge and Understanding B: Inquiring and Designing
criteria: C: Processing and Evaluating D: Reflecting the impacts of Science
Unit 1 title: ​General Physics ( Mechanics)
Content/Subtopic ● Measurement: Plotting Graphs, Independent variables, Accuracy, magnify,observe, variables,Straight
s: line graph.
● Speed & Motion Graphs: Distance, Displacement, Speed, Velocity, acceleration, Vectors and scalars and
Graph plotting.
● Force: Different types of forces, weightlessness,Mass, motion and momentum,Measurement of forces,
Representation of forces, Work done,Pivots, lever , equilibrium and Newton's law.
Unit 2 title: ​Energy transfer and transformations
Content/Subtopic ● What is energy? form of energy, energy transfer, conservation of energy, Power efficiency, Generation
s: of energy, Renewable and non renewable energy, Hydroelectric Plants, Geothermal stations, Biomass,
Fossil Fuels, Nuclear fuels, Solar energy, Wind Energy, Tidal and hydroelectric energy, Environmental
impact.
Unit 3 title: ​Thermal Physics

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Content/Subtopic ● Matter, States of matter, temperature, Kinetic theory, Change of state, evaporation, density,Pressure,
s: How can the pressure of a gas can be changed, what happens at low pressure, heat Energy transfer (
conduction, Convection & Radiation), Specific heat capacity, Specific latent heat of fusion and
evaporation
Unit 4 title: ​Atomic Physics
Content/Subtopic ● What is an atom, Inside an atom, GM experiment, Rutherford Explanation, Model of an atom, isotopes,
s: atomic notation, Nuclear decay,Radioactivity, Nuclear Radiations ( alpha, Beta and gamma),
measurement of nuclear decay,decay curve, sources of radioactive nuclei, dangers of radioactivity, use
of radioactive sources, Generating electricity,problems of nuclear power.
Unit 5 title: ​Wave Phenomena & Its applications
Content/Subtopic ● What is a wave, types of waves, Anatomy of a wave,How does sound travel,What sound can we hear,
s: working of Loud speaker and microphone,Properties of wave( reflection, refraction, diffraction and
interference), Snell's law, Total internal reflection, What is visible light, Color, Electromagnetic
Spectrum, Speed of light, What happens to longer and shorter wavelength. Applications of
electromagnetic waves and its ethical implications. Sound waves, Ultrasound, Echo sounding, Lenses,
camera, Projector.
Name of the teacher/s: Dr Vishnu K Sharma
Email of the teacher/s: headofsecondary@mlsi.in

Grade: 9 (MYP Year 4)

MYP Subject Group: Sciences
Subject: Chemistry
Aim/s: The aims of MYP Sciences are to encourage and enable students to:
● Understand and appreciate science and its implications
● Consider science as a human endeavour with benefits and limitations
● Cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct
explanations and judge arguments
● Develop skills to design and perform investigations, evaluate evidence and reach conclusions
● Build an awareness of the need to effectively collaborate and communicate
● Apply language skills and knowledge in a variety of real-life contexts
● Develop sensitivity towards the living and non-living environments
● Reflect on learning experiences and make informed choices.
Objectives: Objective A: Knowledge and Understanding
I. Explain scientific knowledge
II. Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
III. Analyse and evaluate information to make scientifically supported judgments.
Objective B: Inquiring and Designing
I. Explain a problem or question to be tested by a scientific investigation
II. Formulate a testable hypothesis and explain it using scientific reasoning
III. Explain how to manipulate the variables, and explain how data will be collected
IV. Design scientific investigations.
Objective C: Processing and Evaluating
I. Present collected and transformed data
II. Interpret data and explain results using scientific reasoning
III. Evaluate the validity of a hypothesis based on the outcome of the scientific investigation
IV. Evaluate the validity of the method
V. Explain improvements or extensions to the method.
Objective D: Reflecting the impacts of Science
I. Explain the ways in which science is applied and used to address a specific problem or issue
II. Discuss and evaluate the various implications of the use of science and its application in solving a
specific problem or issue
III. Apply scientific language effectively
IV. Document the work of others and sources of information used
Key Concepts: Change, Relationships, Systems
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Related concepts: Balance, Conditions, Consequences, Development, Energy, Environment, Evidence, Form, Function,
Interaction, Models, Movement, Patterns, Transfer, Transformation
Assessments A: Knowledge and Understanding B: Inquiring and Designing
criteria: C: Processing and Evaluating D: Reflecting the impacts of Science
Unit 1 title: Introduction to General Chemistry
Content/Subtopics: ● Particulate nature of matter​ :Everything is made of particles, The particles in solid , liquids and
gases, Separating substances, Mixtures, solutions, solvents, Pure substances and impurities
separation methods [Chromatography ]
● Atoms and elements​: More about atoms, Isotopes and radioactivity, How electrons are arranged?
How the model of atom developed? The atom, the inside story.
● Atoms combining : ​Compounds, mixtures and chemical change, Why do atoms form bonds ?The
ionic bond, More about ions, The covalent bond, Covalent compounds, Comparing ionic and
covalent compounds, Giant covalent structures, The bonding in metals
● Reacting masses and chemical equations :​The names and formula of compounds, Equation for
chemical reactions, The masses of atoms, molecules and ions, Some calculations about masses and
%
● The Periodic table ​: An overview of the periodic table and trends: Groups and Periods
Unit 2 title: Stoichiometry
Content/Subtopics: ● Concept of the mole, Calculations from equations using Avogadro’s number, Reactions involving gases
● The concentration of a solution
● Finding the empirical formula, From empirical formula to final formula
● Finding % yield and % purity
Unit 3 title: Acids, Bases and Salts
Content/Subtopics: ● Acids and Reactions of acids ,Bases and Reactions of bases,Concentrated, diluted, strong and weak
acids and bases, pH scale, Indicators [litmus, phenolphthalein, universal], Neutralisation reactions,
Oxides, Making salts
● Making insoluble salts by precipitation
● Finding concentration by titration
Unit 4 title: Organic chemistry
Content/Subtopics: ● Petroleum, a fossil fuel, Refining petroleum, Cracking hydrocarbon
● Combustion of hydrocarbons (incomplete and complete combustion) Families of organic
compounds
● The alkanes, The alkenes, The alcohols, The carboxylic acids
● Polymers
● Making soaps
● Classifying plastics
Name of the teacher/s: Ms Shalini Kulashreshtha
Email of the teacher/s: shalini.kulashreshtha@mlsi.in

Grade: Grade 9 (MYP Year 4)

MYP Subject Group: Mathematics
Subject: Extended Mathematics
Aim/s: The aims of MYP mathematics are to encourage and enable students to:
● Enjoy mathematics, develop curiosity and begin to appreciate its elegance and power
● Develop an understanding of the principles and nature of mathematics
● Communicate clearly and confidently in a variety of contexts
● Develop logical, critical and creative thinking
● Develop confidence, perseverance, and independence in mathematical thinking and
problem-solving
● Develop powers of generalization and abstraction
● Apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future
developments
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 ● Appreciate how developments in technology and mathematics have influenced each other
● Appreciate the moral, social and ethical implications arising from the work of mathematicians and
the applications of mathematics
● Appreciate the international dimension in mathematics through an awareness of the universality
of mathematics and its multicultural and historical perspectives
● Appreciate the contribution of mathematics to other areas of knowledge
● Develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics
● Develop the ability to reflect critically upon their own work and the work of others.
Objectives: Objective A: Knowing and understanding
In order to reach the aims of Mathematics, students should be able to:
I. Select appropriate mathematics when solving problems in both familiar and unfamiliar situations
II. Apply the selected mathematics successfully when solving problems
III. Solve problems correctly in a variety of contexts.
Objective B: Investigating patterns
I. Select and apply mathematical problem-solving techniques to discover complex patterns
II. Describe patterns as general rules consistent with findings
III. Prove, or verify and justify, general rules.
Objective C: Communicating
I. Use appropriate mathematical language (notation, symbols and terminology) in both oral and
written explanations
II. Use appropriate forms of mathematical representation to present information
III. Move between different forms of mathematical representations
IV. Communicate complete, coherent and concise mathematical lines of reasoning
V. Organize information using a logical structure.
Objective D: Applying mathematics in real-life contexts
I. Identify relevant elements of authentic real-life situations
II. Select appropriate mathematical strategies when solving authentic real-life situations
III. Apply the selected mathematical strategies successfully to reach a solution
IV. Justify the degree of accuracy of a solution
V. Justify whether a solution makes sense in the context of the authentic real-life situation.
Key Concepts: Form, Logic, Relationship
Related concepts: Change, Equivalence, Generalization, Justification, Measurement, Model, Pattern, Quantity,
Representation, Simplification, Space, System
Assessments criteria: A: Knowing and understanding B: Investigating patterns
C: Communicating D: Applying mathematics in real-life contexts
Unit 1 title: To succeed in the end (Probability and Set theory)
Content/Subtopics: ● Sample spaces
● Theoretical probability and experimental probability
● Sets, including notation and operations up to three sets, logical problems
● Probability with Venn diagrams, tree diagrams and sample spaces
● Mutually exclusive events, Combined events
● Addition and multiplication rule, Conditional probability
● Dependent and independent events
Unit 2 title: Are you saying I'm irrational (Surds/radicals)
Content/Subtopics: ● Simplifying irrational numerical expressions
● Approximating radicals
● Applying rules of radicals to simplify them
● Performing operations on radicals to simplify expressions that contain radicals
Unit 3 title: Are we related? (Functions)
Content/Subtopics: ● Relations and Functions
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 ● Mappings diagrams
● Function notation
● Key features of graphs
● Linear functions
● Domain and range
● Composite functions and Inverse functions
● Solving equations graphically
Unit 4 title: Getting more done in less time (Direct and inverse relationships)
Content/Subtopics: ● Finding a constant of proportionality
● Setting up equations and graphing direct and inverse relationships
Unit 5 title: The scoop on selling ice-creams (Quadratics)
Content/Subtopics: ● Quadratic expression
● Quadratic equations (Three ways)
● Quadratic functions
● Nature of roots (algebraically and graphically)
● Nonlinear inequalities (algebraically and graphically)
● Real world quadratic models
Unit 6 title: Which triangle is just right for you? (Trigo ratios, e, i ,sine and cosine rule, bearings)
Content/Subtopics: ● Trigonometric ratios in right-angled triangles
● Angles of elevation and depressions
● Sine and cosine rule
● Bearings
● 3-D Trigonometry.
Unit 7 title: Join hands to resolve a global issue (2-D and 3-D mensuration)
Content/Subtopics: ● Metric conversions, Surface areas, Volume of regular polyhedra, Volume and capacity (additional
shapes), Circle mensuration
Skill Development: Students will communicate clearly and confidently in a variety of contexts by developing logical, critical and
creative thinking. Students will learn to communicate using appropriate mathematical language (notation,
symbols and terminology) in both oral and written statements. They will be able to apply and transfer skills
to a wide range of real-life situations, other areas of knowledge and future developments. They will also
develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics. All this will
be achieved by using a variety of technologies and media platforms, including social media and online
networks, to source information, Organizing and interpreting data using both analogue and digital tools,
using prioritization and order of precedence in problem-solving.
Name of the teacher/s: Ms. Falguni Bhavsar Mehta
Ms. Darshana Jain
Email of the teacher/s: falguni.bhavsar@mlsi.in
darshana.jain@mlsi.in

Grade: 9 (MYP Year 4)

MYP Subject Group: Design
Subject: Design
Aim/s: The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to
experience and learn. These aims suggest how the student may be changed by the learning experience.
The aims of MYP design are to encourage and enable students to:
● Enjoy the design process, develop an appreciation of its elegance and power
● Develop knowledge, understanding and skills from different disciplines to design and create solutions to
problems using the design cycle
● Use and apply technology effectively as a means to access, process and communicate information,
model and create solutions, and to solve problems
● Develop an appreciation of the impact of design innovations for life, global society and environments

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 ● Appreciate past, present and emerging design within cultural, political, social, historical and
environmental contexts
● Develop a respect for others’ viewpoints and appreciate alternative solutions to problems
● Act with integrity and honesty, and take responsibility for their own actions developing effective
working practices
Objectives: Objective A: Inquiring and analysing
Students are presented with a design situation, from which they identify a problem that needs to be solved.
They analyse the need for a solution and conduct an inquiry into the nature of the problem.
In order to reach the aims of design, students should be able to:
I. Explain and justify the need for a solution to a problem for a specified client/target audience
II. Identify and prioritize the primary and secondary research needed to develop a solution to the problem
III. Analyse a range of existing products that inspire a solution to the problem
IV. Develop a detailed design brief, which summarizes the analysis of relevant research.
Objective B: Developing ideas
Students write a detailed specification, which drives the development of a solution. They present the solution.
In order to reach the aims of design, students should be able to:
I. Develop a design specification which clearly states the success criteria for the design of a solution
II. Develop a range of feasible design ideas which can be correctly interpreted by others
III. Present the final chosen design and justify its selection
IV. Develop accurate and detailed planning drawings/diagrams and outline the requirements for the
creation of the chosen solution.
Objective C: Creating the solution
Students plan the creation of the chosen solution and follow the plan to create a prototype sufficient for testing
and evaluation.
In order to reach the aims of design, students should be able to:
I. Construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to
be able to follow to create the solution
II. Demonstrate excellent technical skills when making the solution
III. Follow the plan to create the solution, which functions as intended
IV. Fully justify changes made to the chosen design and plan when making the solution.
Objective D: Evaluating
Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success.
Students identify areas where the solution could be improved and explain how their solution will impact on the
client or target audience.
In order to reach the aims of design, students should be able to:
I. Design detailed and relevant testing methods, which generate data, to measure the success of the
solution
II. Critically evaluate the success of the solution against the design specification
III. Explain how the solution could be improved
IV. Explain the impact of the solution on the client/target audience.
Key Concepts: Communication, Communities, Systems, Development
Related concepts: Adaptation, Collaboration, Ergonomics, Evaluation, Form, Function, Innovation, Invention, Markets
and trends, Perspective, Resources, Sustainability
Assessment A: ​Inquiring and analyzing​ B: ​Developing idea ​C: ​Creating the solution​ D: ​Evaluating
Criteria:
Unit 1 title: ​Covid19 Design Challenge
Content/Subtopics It's an open-ended inquiry students will provide solutions based on the problem they intend to explore due
to Covid19.
Unit 2 title: ​Mobilization is the need of hour
Content/Subtopics ● Topic: ​Mobile Apps
● Knowledge
❏ App (Software) Design Process​- How to effectively design and develop a concept and
from it, an app (or other software).

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 ❏ Programming with App Inventor​- How to use App Inventor as a tool within the design
process;how to apply concepts & skills that will eventually allow build​out of an app idea.
● Skills: ​Developing Mobile Apps
Unit 3 title: ​How may I interest you?
Content/Subtopics ● Topic: Animation: ​Movie making
● Knowledge
❏ Developing Movie Ideas
❏ From Script to Storyboard
❏ Producing a Music Video
❏ Producing a Documentary
❏ Producing a 30-Second Super Bowl TV Ad
❏ Creating a Cross-Curricular Project
● Skills
❏ Writing skills: ​writing informative, persuasive, narrative genres; using correct
conventions, grammar, language skills, text structure, transitional words and phrases
when script-writing; citing sources; revising text;
❏ Storytelling: ​establishing a plot; developing a tone; selecting imagery to match the script;
developing characters
❏ Digital Literacy Skills: ​storyboarding a film; using video and audio editing software to
construct a film; Identifying copyright of music, images or video found on the internet;
researching a topic on the internet, verifying the credibility of information, attributing
sources of information
Skill Development: Social Skills
Collaboration Skills
Practice empathy
Thinking Skills
Critical Thinking
Practice observing carefully in order to recognize problems
Gather and organize relevant information to formulate an argument
Thinking Skills
Creative thinking skills
Create novel solutions to complex problems
Use visible thinking strategies and techniques
Transfer Skills
Utilize effective learning strategies in subject groups and disciplines
Apply skills and knowledge in unfamiliar situations
Research Skills
Information Literacy
Make connections between various sources of information
Use critical literacy skills to analyze and interpret media communications
Media Literacy
Understand the impact of media representations and modes of presentation
Communicate information and ideas effectively to multiple audiences using a variety of media and formats
Name of the teacher/s: Ms. Shreya Mudaliar
Ms. Dipti Shah
Email of the teacher/s: shreya.mudaliar@mlsi.in
dipti.shah@mlsi.in

Grade: Grade 9 (MYP Year 4)

MYP Subject Group: Arts
Aim/s: The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to
experience and learn. These aims suggest how the student may be changed by the learning experience.
The aims of MYP arts are to encourage and enable students to:
● Create and present art
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 ● Develop skills specific to the discipline
● Engage in a process of creative exploration and (self-) discovery
● Make purposeful connections between investigation and practice
● Understand the relationship between art and its contexts
● Respond to and reflect on art
● Deepen their understanding of the world.
Objectives: Objective A: Knowing and understanding
Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms
and are able to analyse and communicate in specialized language. Using explicit and tacit knowledge
alongside an understanding of the role of the arts in a global context, students inform their work and
artistic perspectives.
In order to reach the aims of arts, students should be able to:
I. Demonstrate knowledge and understanding of the art form studied, including concepts,
processes, and the use of subject-specific terminology
II. Demonstrate an understanding of the role of the art form in original or displaced contexts
III. Use acquired knowledge to purposefully inform artistic decisions in the process of creating
artwork.
Objective B: Developing skills
The acquisition and development of skills provide the opportunity for active participation in the art form
and in the process of creating art. Skill application allows students to develop their artistic ideas to a point
of realization. The point of realization could take many forms. However, it is recognized as the moment
when the student makes a final commitment to his or her artwork by presenting it to an audience. Skills
are evident in both process and product.
In order to reach the aims of arts, students should be able to:
I. Demonstrate the acquisition and development of the skills and techniques of The art form
studied.
II. Demonstrate the application of skills and techniques to create, perform and/or
present art.
Objective C: Thinking creatively
The arts motivate students to develop curiosity and purposefully explore and challenge boundaries.
Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to
develop their artistic intentions, their processes and their work. Thinking creatively enables students to
discover their personal signature and realize their artistic identity.
In order to reach the aims of arts, students should be able to:
I. Develop a feasible, clear, imaginative and coherent artistic intention
II. Demonstrate a range and depth of creative-thinking behaviours
III. Demonstrate the exploration of ideas to shape artistic intention through to a point of realization.
Objective D: Responding
Students should have the opportunity to respond to their world, to their own art and the art of others. A
response can come in many forms; creating art as a response encourages students to make connections
and transfer their learning to new settings. Through reflecting on their artistic intention and the impact of
their work on an audience and on themselves, students become more aware of their own artistic
development and the role that arts play in their lives and in the world. Students learn that the arts may
initiate change as well as being a response to change.
I. Construct meaning and transfer learning to new settings
II. Create an artistic response that intends to reflect or impact on the world around them.
III. Critique the artwork of self and others.
Key Concepts: Aesthetics, Change, Communication, Identity
Related concepts: Audience, Genre, Presentation, Boundaries, Innovation, Representation, Composition, Interpretation,
Style, Expression, Narrative, Visual Culture
Assessments criteria: A: Knowing and understanding B: Developing skills
C: Thinking Creatively D: Responding
Subject: Visual Arts
Unit 1 title: Juxtaposition, Communication and learner profile
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Content/Subtopics: ● Introduce and discuss the statement of inquiry, the key and related concepts, and the global
context.
● Study and make studies of juxtaposition in Surrealism.
● Study and make studies of Juxtaposition
● Explore font and text ideas and options (in process journal)
● Explore creative combinations of Pop Art ideas (e.g. Warhol combined with Lichtenstein) in the
process journal
● Explore creative combinations of Surrealism (e.g. Dali combined with Magritte) in the process
journal
● Explore incorporating message of idealism (Learner Profile attributes) into Pop Art and Surreal
images
● Research art that influences people (propaganda)
● Explore digital art (Photoshop) to combine Learner Profile attributes with Propaganda images
● Create final artistic outcomes

Unit 2 title: Cubism

Content/Subtopics: ● Introduce and discuss the statement of inquiry, the key and related concepts, and the global
context.
● Study and make studies of Cubism.
● Study and make studies of Cubism Composition
● Explore font and text ideas and options (in process journal)
● Explore creative combinations of Cubism ideas( e.g. Picasso combined with Fauvism) in the
process journal
● Explore incorporating message of idealism (Learner Profile attributes) into Cubism and Fauvism
images
● Research art that influences people(propaganda)
● Explore art to combine Learner Profile attributes with Propaganda images
● Create final artistic outcomes

Unit 3 title:Who am I?(My identity)

Content/Subtopics: ● Introduce and discuss the statement of inquiry, the key and related concepts, and the global
context.
● Study and make studies of Human Anatomy.
● Study and make studies of self portrait.
● Explore font and text ideas and options (in process journal)
● Explore creative Self portraits by using Acrylic medium on canvas or paper.(also in your process
Journal)
● Explore incorporating different mediums(mix media) (Learner Profile attributes) into Self
portraits
● Research art that influences people(propaganda)
● Explore art to combine Learner Profile attributes with Propaganda images
● Create final artistic outcomes

Unit 4 title: Optimal Composition with focus on Form

Content/Subtopics: ● Introduce and discuss the statement of inquiry, the key and related concepts, and the global
context.
● Study and make studies to understand the simplicity of composition.
● Study and make studies to understand positive and negative space, which can vitalize the
meaning of the subject matter.
● Explore and understand that the use of colours which has a strong associative affect and
effect.Explore ideas and options (in process journal)
● Students will experiment with color and the way it is applied in order to heighten the meaning
of the object. Deliberate choice must be proven.

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 ● Students will develop and create their art work based on examples seen from the body of work
by Georgia O’Keefe. (also in your process journal)
● Students will apply the techniques learned in practice activities to their design concept to create
a personal work of art.
● Students are encouraged to provide feedback to peers by having mini critic sessions.
● Research art that influences people(propaganda)
● Explore art to combine Learner Profile attributes with Propaganda images
● Create final artistic outcomes
Name of the teacher/s: Ms. Pradnya Kapshikar.
Email of the teacher/s: pradnya.kapshikar@mlsi.in
Subject: Music (Performing Art)
Unit 1 title: Artists make a difference
Content/Subtopics: ● Art that highlights a world issue, provokes thought and/or raises awareness including research
about the artist and how their art impacted the world at the time(Research skills)
● An original artwork that highlights a world issue, provokes thought and/or raises
awareness(​Develop skills specific to the discipline)
● A critique of the student’s own artwork including its ability to highlight a world issue, provoke
thought and/or raise awareness(Self management, Thinking skills)
Unit 2 title: The power of art
Content/Subtopics: ● The power of art to enhance well being and/or sense of identity(Research skills)
● An original artwork to enhance the sense of identity or well being of the student or
others(​Develop skills specific to the discipline)
Unit 3 title: Shifting perceptions
Content/Subtopics: ● Art which distorts, abstracts or blends space and time(Research skills, Thinking skills)
● An original or reinterpretation of an existing artwork created in order to distort, abstract or
blend space and time​(​Develop skills specific to the discipline)
Unit 4 title: Science : Wonder : Art
Content/Subtopics: ● Art that uses or is influenced by science or technology, including research about the artist and
how their art impacted the world at the time (its context)(Research skills, Thinking skills)
● Innovative artwork influenced by science or technology(​Develop skills specific to the discipline)
Skill Development: Students will identify problems and develop aims, goals and objectives. Gather and organise relevant
information to formulate an argument. Draw reasonable conclusions and generalisations (Thinking -
critical thinking skills). Students will map the creative thought process in the arts process journal to
generate new ideas and questions(Thinking skills - creative thinking skills). Students will use a variety of
technologies and media platforms to source information, including social media and online networks
(Research - media literacy skills). Students will plan short and long-term assignments, meet deadlines.
Set goals that are challenging and realistic. They will practice focus and concentration. They will keep a
journal to record reflections(Self management skills - Organisation, affective and reflection skills).
Name of the teacher/s: Mr Samit Kadlag
Email of the teacher/s: samit.kadlag@mlsi.in

Grade: Grade 9 (MYP Year 4)

Name of the Subject : Yoga
Content ● BKS Iyengar
● Patanjali yoga & yoga sutra
● Awareness through the body
● SEE Learning
Concept ● Compassion
● Resilience
● Interdependence

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 ● Body awareness
● Self regulation- emotions
● Reflection - reflective behaviour
● Sound and sensorial awareness
● Attention, focus & concentration
Skill Development: ● Mindfulness
○ Practise focus and concentration
○ Practise strategies to develop mental focus
○ Practise strategies to overcome distractions
○ Practise being aware of body–mind connections
● Perseverance
○ Demonstrate persistence and perseverance
○ Practise delaying gratification
● Emotional management
○ Practise strategies to overcome impulsiveness and anger
○ Practise strategies to prevent and eliminate bullying
○ Practise strategies to reduce stress and anxiety
● Self-motivation
○ Practise analysing and attributing causes for failure
○ Practise managing self-talk
○ Practise positive thinking
● Resilience
○ Practise “bouncing back” after adversity, mistakes and failures
○ Practise “failing well”
○ Practise dealing with disappointment and unmet expectations
○ Practise dealing with change
Name of the teacher/s: Ms. Shruti Poddar
Email of the teacher/s: shruti.poddar@mlsi.in
Grade: Grade 9 (MYP Year 4)
Name of the Subject : Mental Health Literacy
Content Topic 1: Self Care during Covid
Students discuss what constitutes self care and how to differentiate this from unhealthy coping
mechanisms

Topic 2: Mental Health Education and Stigma around Mental Health

Students will better understand what constitutes mental health, stigma surrounding mental health and
barriers to help seeking behaviour

Topic 3: Cyber Wellness

Students will be challenged to question the feedback loops encouraged by technology and social media

Topic 4: Helpful and Harmful Thoughts

Students will learn to differentiate between facts and opinions and between sound and unsound
assumptions

Topic 5: Examining attitudes

Students will explore helpful and harmful attitudes and this will facilitate a discussion on topics such as
stereotypes, prejudice and discrimination

Topic 6: Self Concept and Self Efficacy

Research has found that greater levels of self compassion is related to more optimism, kindness and goal
mastery. This unit will focus on building self concept and promoting self acceptance among students.

Topic 7: Emotional Hygiene

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 Students will learn to identify and differentiate between emotions, build emotional intelligence and
navigate between different emotional states.

Topic 8: Nurturing Healthy Relationships

Students will explore what constitutes a healthy relationship and that all relationships such as friendships,
parent child relationships and sibling relationships are vital to personal growth.

Topic 9: Negativity Bias

Students will explore the pronounced role of the negativity bias in our daily lives and its impact on our
emotional wellbeing.

Topic 10: Grit and Resilience

Students will learn more about bouncing back from challenging experiences and develop a growth
mindset.

Topic 11: Self Reflection

Students will reflect on their learning and participate in expression of this learning in various age
appropriate ways.
Skill Development: Self Management skills:
● Building organisational skills such as helping students set challenging and realistic goals and
working towards building a growth mindset
● Affective skills such as promoting emotional management, perseverance and resilience and
developing a sense of empathy and compassion
● Reflecting on their own experiences and learning and communicating this learning to their peers

Social Skills
● Working collaboratively with others
● Building tolerance for and an acceptance of diverse perspectives and points of view

Thinking Skills
● Generating ideas through discussion and brainstorming
● Discussing challenges and creating novel solutions
Name of the teacher/s: Ms. Liz Cyriac
Email of the teacher/s: liz.cyriac@mlsi.in

Grade 10 Curriculum Details

Grade: 10 (MYP Year 5)
MYP Subject Group: Language and Literature
Subject: English Language and Literature

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Aim/s: ● Use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and
social interaction
● Develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety
of contexts
● Develop critical, creative and personal approaches to studying and analysing literary and non-literary
texts
● Engage with texts from different historical periods and a variety of cultures
● Explore and analyse aspects of personal, host and other cultures through literary and non-literary
texts
● Explore language through a variety of media and modes
● Develop a lifelong interest in reading
● Apply linguistic and literary concepts and skills in a variety of authentic contexts
Objectives: Objective A: Analysing
I. Analyse the content, context, language, structure, technique and style of text(s) and the relationships
among texts
II. Analyse the effect of the creator’s choice
III. Justify opinions and ideas, using examples, explanation and terminology.
IV. Evaluate similarities and differences in features within or between the texts.
Objective B: Organising
I. Employ organizational structures that serve the context and intention.
II. Organize opinions and ideas in a sustained, coherent and logical manner
III. Use referencing and formatting tools to create a presentation style suitable to the context and
intention.
Objective C: Producing text
I. Produce texts that demonstrate thought and imagination while exploring new perspectives and ideas
arising from personal engagement with the creative process.
II. Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of
impact on an audience.
III. Select relevant details and examples to develop ideas.
Objective D: Using language
I. Use appropriate and varied vocabulary, sentence structures and forms of expression.
II. Write and speak in an appropriate register and style
III. Use correct grammar, syntax and punctuation
IV. Spell (alphabetic languages), write (character languages) and pronounce with accuracy
Key Concepts: Communication, Connections, Creativity, Perspective
Related concepts:
Audience imperatives, Style, Structure, Purpose, Setting, Self-expression, Character, Theme, Point of
view, Intersexuality
Assessments criteria: A: Analysing B: Organising C: Producing text D: Using language
Unit 1 title: Literary Conventions
Content/Subtopics: ● Soliloquy, Monologue and Asides
● Narrative and descriptive writing
● Screenplays and drama
Unit 2 title: War Poetry
Content/Subtopics: ● ‘​The Death Bed​’ by Siegfried Sassoon,
● ‘War Photographer’ by Carol Duffy,
● "Anthem for Doomed Youth", "Futility", "Dulce Et Decorum Est", "The Parable of the Old Men
and the Young" and "Strange Meeting"by Wilfred Owen,
● Refugee Mother and Child by Chinua Achebe
● Analyzing multimedia texts
Unit 3 title: Intertextuality
Content/Subtopics: ● Print texts
● Multimedia text
● Camera shots and angles.
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Unit 4 title: Will be developed based on the Global Context proposed by IB
Content/Subtopics: The Unit will be developed by the teachers and executed in class according to the partial unit planner
that will be shared by IB in November. Details will be sent to the parents once received.
Name of the teacher/s: Ms. Revati Aher
Ms. Pallavi Sarma
Email of the teacher/s: revati.aher@mlsi.in
pallavi.sarma@mlsi.in

Grade: 10 (MYP Year 5)

MYP Subject Group: Language Acquisition
Subject: Hindi/Spanish/French
Aim/s: ● Gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural
heritage
● Develop a respect for, and understanding of, diverse linguistic and cultural heritages
● Develop the student’s communication skills necessary for further language learning, and for study, work and
leisure in a range of authentic contexts and for a variety of audiences and purposes
● Enable the student to develop multiliteracy skills through the use of a range of learning tools, such as
multimedia, in the various modes of communication
● Enable the student to develop an appreciation of a variety of literary and non-literary texts and to develop
critical and creative techniques for comprehension and construction of meaning
● Enable the student to recognize and use language as a vehicle of thought, reflection, self-expression and
learning in other subjects, and as a tool for enhancing literacy
● Enable the student to understand the nature of language and the process of language learning, which
comprises the integration of linguistic, cultural and social components
● Offer insight into the cultural characteristics of the communities where the language is spoken
● Encourage an awareness and understanding of the perspectives of people from own and other cultures,
leading to involvement and action in own and other communities
● Foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.
Objectives: Objective A: Comprehending Spoken and visual text
I. Listen for specific purpose and respond to show understanding
II. Interpret visual text that is presented with spoken text
III. Engage with the text by supporting opinion and personal response with evidence and examples from the
text.
Objective B: Comprehending written and visual text
I. Read for specific purposes and respond to show understanding
II. Interpret visual text that is presented with written text
III. Engage with the text by supporting opinion and personal response with evidence and examples from the
text.
Objective C: Communicating in response to spoken and/or written and/or visual text
I. Interact and communicate in various situations
II. Express thoughts, feelings, ideas, opinions and information in spoken and written form
III. Speak and write for specific purposes.
Objective D: Using language in spoken and/or written form
I. Organize thoughts, feelings, ideas, opinions and information in spoken and written form
II. Develop accuracy when speaking and writing in the target language
Key Concepts: Communication, Culture, Connection and Creativity
Related concepts: Accent, Audience, Context, Conventions, Form, Function, Meaning, Message, Patterns, Purpose, Structure,
Word choice, Empathy, Idiom, Point of view

Assessments A: Comprehending Spoken and visual text

criteria: B: Comprehending written and visual text
C: Communicating in response to spoken and/or written and/or visual text
D: Using language in spoken and/or written form

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 Phase 2
Unit 1 title:​ ​Unit 1: Exploring relationships
Content/Subtopic: ● Talking about the importance of relationships
● Spending quality time with friends
● Giving details about leisure
● Engagement of mind and body
Unit 2 title: As per the IB-MYP requirements
Content/Subtopic: The Unit will be developed by the teachers and executed in class according to the partial unit planner that
will be shared by IB in November. Details will be sent to the parents once received.
Phase 4
Unit 1 title: Cultural identity
Content/Subtopic: How is our cultural identity defined?
Focus on the concepts of culture, arts, artistry, craft, creation, beauty, clothing, school uniform, cultural
events, languages in an intercultural context.
Unit 2 title: As per the IB-MYP requirements
Content/Subtopic: The Unit will be developed by the teachers and executed in class according to the partial unit planner that
will be shared by IB in November. Details will be sent to the parents once received.

Ms. Neeta Khanna (Hindi)

Name of the teacher/s: Ms. ​Kavita Gangyan (Hindi)
Ms. Abeer Khatri (French)
Ms. Camille Armanini (French)
Ms. Nikita Kapadia(Spanish)
Ms. Darshana Shah (Spanish)
neeta.khanna@mlsi.in
Email of the teacher/s: kavita.gangyan@mlsi.in
abeer.khatri@mlsi.in
spanishmyp@mlsi.in
camille.armanini@mlsi.in
darshana.shah@mlsi.in

Grade: 10 (MYP Year 5)

MYP Subject Group: Individuals and Societies
Subject: Integrated Humanities
Aim/s: The aims of MYP individuals and societies are to encourage and enable students to:
● Appreciate human and environmental commonalities and diversity
● Understand the interactions and interdependence of individuals, societies and the environment
● Understand how both environmental and human systems operate and evolve
● Identify and develop a concern for the well-being of human communities and the natural
environment
● Act as responsible citizens of local and global communities
● Develop inquiry skills that lead towards conceptual understandings of the relationships between
individuals, societies and the environments in which they live.
Objectives: Objective A: Knowing and understanding
In order to reach the aims of Individual & Societies, students should be able to:
I. Use vocabulary in context
II. Demonstrate knowledge and understanding of subject-specific content and concepts, using
descriptions, explanations and examples.
Objective B: Investigating
I. Formulate a clear and focused research question and justify its relevance
II. Formulate and follow an action plan to investigate a research question
III. Use research methods to collect and record relevant information

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 IV. Evaluate the process and results of the investigation
Objective C: Communicating
I. Communicate information and ideas using an appropriate style for the audience and purpose
II. Structure information and ideas in a way that is appropriate to the specified format
III. Document sources of information using a recognized convention.
Objective D: Thinking critically
I. Discuss concepts, issues, models, visual representation and theories
II. Synthesize information to make valid arguments
III. Analyse and evaluate a range of sources/data in terms of origin and purpose, examining value and
limitations
IV. Interpret different perspectives and their implication
Key Concepts: Change, Global interactions, Systems and Time, place and space
Related concepts: Causality (cause and consequence), Choice, Culture, Equity, Globalization, Identity, Innovation and
revolution, Perspective, Power, Processes, Resources, Sustainability
Assessments Objective A: Knowing and understanding Objective B: Investigating
criteria: Objective C: Communicating Objective D: Thinking critically
Unit 1 title: ​Industrialization and technological developments
Content/Subtopics: ● What factors are necessary for industrial revolutions to occur?
● What key inventions drove the British industrial revolution.
● Did innovations lead to a revolutionary change in the life of people living in the world?
● How the industrial revolution lead the way for social revolution
Unit 2 title: ​Globalization: trade, aid, exchange and flows
Content/Subtopics: ● What do we mean by globalisation
● What are trade agreements
● How is currency value decided?
● Types of trade agreements
● Why sometimes countries restrict trade?
● Is globalisation fair?
Unit 3 title: Growth and development indicators
Content/Subtopics: ● Role of Government in an Economy
● Economic Indicators
● Consumer price Index
● Inflation and Deflation
● Employment
● GDP and Economic growth
● Living standards
● Developed and developing countries
Unit 4 title: ​Economic agents, their interests and role in the economy: consumers, producers, governments, banks
Content/Subtopics: ● Law of Demand and supply
● demonstrate the principle of equilibrium and analyse simple market situations with changes in
demand supply.
● describe the causes of changes in demand and supply conditions and analyse such changes to
show the effect in the market.
● usefulness of demand Price elasticity of demand and supply .
● How the government uses taxes and subsidies to influence the market prices and quantities
traded of different products .
● factors affecting - consumption , borrowing and saving .
● functions of banks - commercial banks and central banks.
● functions of stock market
● characteristics of perfect competition and monopoly
Unit 5 title: ​Rights and social protest
Content/Subtopics: ● How do political and socio-economic factors lead to revolutionary change, e.g. The Industrial
Revolution

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 ● The key events that led to the rise of civil rights movements
● The need for protest movements in the 20th century
● The aftermath of protest movements and their impact
Unit 6 title: ​Resource management: management of the extraction, production and consumption of natural resources and their
security
Content/Subtopics: ● Economic development linked to management of resources
● Renewable and non renewable resources
● Mineral and energy resources.
● Food and water resources
● Case studies in relation to SDG.
Skills Development Integrated humanities aims to teach mastery over following skills:
Communication skills: Comprehending terminology ; Applying terminology accurately; Communicating
appropriately with terminology; Communicates knowledge of content; Demonstrates understanding of
concept by describing, explaining and using examples to illustrate.
Research skills: learners will be able to analyse geographical, historical and economical information and
data from a range of primary and secondary sources and a variety of perspectives to draw reasoned
conclusions and make generalisations.The learner must also “Understand the benefits and limitations of
personal sensory learning preferences when accessing, processing and recalling information.
Thinking skills: learners should “Recognise unstated assumptions and bias” and “Evaluate evidence and
arguments”, “Consider ideas from multiple perspectives” and later, “Revise understanding based on new
information and evidence”
Ms Kirti Lohani
Name of the teacher/s: Ms Vidhi Kanjani
kirti.lohani@mlsi.in
Email of the teacher/s: vidhi.kanjani@mlsi.in

Grade: 10 (MYP Year 5)

MYP Subject Group: Sciences
Subject: Discrete Sciences (Physics, Chemistry, Biology)
Aim/s: The aims of MYP Sciences are to encourage and enable students to:
● Understand and appreciate science and its implications
● Consider science as a human endeavour with benefits and limitations
● Cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct explanations
and judge arguments
● Develop skills to design and perform investigations, evaluate evidence and reach conclusions
● Build an awareness of the need to effectively collaborate and communicate
● Apply language skills and knowledge in a variety of real-life contexts
● Develop sensitivity towards the living and non-living environments
● Reflect on learning experiences and make informed choices.
Objectives: Objective A: Knowledge and Understanding
I. Explain scientific knowledge
II. Apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations
III. Analyse and evaluate information to make scientifically supported judgments.
Objective B: Inquiring and Designing
I. Explain a problem or question to be tested by a scientific investigation
II. Formulate a testable hypothesis and explain it using scientific reasoning
III. Explain how to manipulate the variables, and explain how data will be collected
IV. Design scientific investigations.
Objective C: Processing and Evaluating
I. Present collected and transformed data
II. Interpret data and explain results using scientific reasoning

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 III. Evaluate the validity of a hypothesis based on the outcome of the scientific investigation
IV. Evaluate the validity of the method
V. Explain improvements or extensions to the method.
Objective D: Reflecting the impacts of Science
I. Explain the ways in which science is applied and used to address a specific problem or issue
II. Discuss and evaluate the various implications of the use of science and its application in solving a specific
problem or issue
III. Apply scientific language effectively
IV. Document the work of others and sources of information used.
Key Concepts: Change, Relationships, Systems
Related concepts: Balance, Conditions, Consequences, Development, Energy, Environment, Evidence, Form, Function,
Interaction, Models, Movement, Patterns, Transfer, Transformation
Assessments criteria: A: Knowledge and Understanding B: Inquiring and Designing
C: Processing and Evaluating D: Reflecting the impacts of Science

Physics Curriculum
Unit 1 title: ​Electricity & Magnetism
Content/Subtopic ● Electrostatic force, Van de Graaff Generator, electromagnetism and Gravity, Electric current, Electric
s: Circuit, series and parallel circuit, Concept of resistance, resistance in parallel and series, Relation
between electricity and magnetism, Electromagnets, Fleming's Left hand rule, How can we generate
electricity, Electric generator, AC and DC Voltages, Transformers.
Unit 2 title: ​Astrophysics
Content/Subtopic
● Doppler Effect, Hubble's Law,Big Bang theory, earth, constellations,geocentric model,planets, Galaxies,
s:
Kepler's law of planetary motion, how stars produce energy, spectrum, instruments used to elaborate
the models of universe(biconcave, bi convex lenses)
Unit 3 title: ​Thermal Physics
Content/Subtopic
● Matter, States of matter, temperature, Kinetic theory, Change of state, evaporation, density, Pressure,
s:
How can the pressure of a gas can be changed, what happens at low pressure, heat Energy transfer
(conduction, Convection & Radiation), Specific heat capacity, Specific latent heat of fusion and
evaporation

Chemistry curriculum
Unit 1 title: Chemical reactions and Chemical Energetics
Content/Subtopic
● The speed of a reaction: Types of reactions, Rates of a reaction, measuring the rate of a reaction,
s:
changing the rate of a reaction, explaining rates and factors affecting it, catalysts more about enzymes
photochemical reactions
● Electricity and chemical change:​ ​Oxidation and reduction, Redox and electron transfer, Oxidizing and
reducing agents and Conductors and insulators, The principles of electrolysis, The reactions at the
electrodes, The electrolysis of brine, Uses of electrolysis.
● Energy changes and reversible reactions: Energy changes in a reaction, Explaining energy changes,
Energy from fuels, batteries in our life, Reversible reactions, Shifting the equilibrium
Unit 2 title: Atmosphere
Content/Subtopic
● The atmosphere: (characteristics of gases; atmospheric composition, testing and treatment;
s:
extraction,demonstrating presence of H2O vapour testing,Presence of Oxygen testing
● Thought-experiments - Oxygen/ Nitrogen -extraction (distillation of air info)
● Cycles: Carbon, nitrogen, Atmosphere (Greenhouse), emission and environmental implications.
Unit 3 title: Elements and matter
Content/Subtopic ● Development of the periodic table: Group I; The alkali metals, Group VII: The halogens Group, The
s: noble gases, The transition elements Across the periodic table
● Metals : The behaviour (Properties ) of metals : The reactivity series ,Making use of reactivity series.
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 ● Metals in the earth’s crust : Extracting metals from their ores- Extracting iron, Extracting aluminium.
● Making use of metals and alloys
Unit 4 title: Organic chemistry
Content/Subtopic
● Introduction to organic chemistry [revision]
s:
● Introducing polymers- Addition polymerization Condensation polymerization ,Making use of synthetic
polymers -Plastics
● The natural Macromolecules - proteins, fats, carbohydrates
● Fermentation -Fermentation and its applications
Skill
Students demonstrate inquiry and research skills, acquire, organize and assimilate data, critically analyze data
Development:
and form reasonable conclusions and demonstrate mastery of unifying processes in science, technology and
the environment. Self evaluation and reflection.

Biology Curriculum
Unit 1 title: Decisions Matter: Human choices and their impact on the natural world
Content/Subtopic: ● Measuring effects of human disturbances, human population and demands on the planet, population
growth, impact of human disturbance on natural systems, A HIPPO, how is pollution harming
environment, choices people make that affect the environment, combating pollution, effects of
climate change, greenhouse effect, global warming, correlations between carbon dioxide and
temperature, human lifestyles determine health of different ecosystems.
● Conservation efforts supporting health of different ecosystems, ecological footprint, conserving
species, governments create laws to change people's attitudes and behaviour, overexploitation of
natural resources vs economic growth, understanding sustainability and sustainable development,
working towards a sustainable future.
Unit 2 title: Responses and adaptations for survival in changing environments
Content/Subtopic: ● Tropisms, exploring mechanisms of interaction, movement across cell membranes, ways in which
humans and other organisms adapted to respond to changes in the environment, stimuli and
reflexes, nervous system, receptors, senses and sense organs, reflex arc, diff between involuntary and
voluntary action, how are decisions made by nervous system ways in which animals interact with
their surroundings, relationships between species in a community - competition, pathogens,
parasites, predator, prey, types of relationships between members of a species,interconnectedness
between organisms adaptations and their survival, adapting to stimuli, factors affecting survival -
abiotic and biotic, design solutions to reduce future food shortages, sustainably growing plants
Unit 3 title: ​Maintaining balance: in the human body, natural as well as built environments
Content/Subtopic: ● Blood glucose levels in balance, causes of current epidemic of diabetes, balancing solute conc of
blood, feedback control, salmon adaptations from fresh water to sea water, factors causing the
exponential growth of population, factors prevent the exponential growth of a population,
homeostasis, control of blood sugar, regulation of temperature, endocrine system, endocrine glands
Unit 4 title: ​Disease and Global Health: factors affect human health
Content/Subtopic:
● Health, WHO constitution, access to healthcare and healthy lifestyle, external factors contributing to
health, origins of infectious disease, parasitic diseases, how pathogens transformed history, useful
microorganisms, types of pathogens, disease caused by pathogens symptoms of illness, antibodies
and antibiotics, body's immune response to infection, vaccination, controlling spreading of disease,
transmission of disease, mapping diseases, diseases around the world, life expectancy, mortality,
relationship between health and where you live, types of diseases, campaign of scientifically
researched and supported healthy living strategies
Unit 5 title: DNA, ​Genetics and Biotechnology: effects, outcomes and ethical implication
Content/Subtopic:
● Patterns in the structure of DNA, how can DNA be repeatedly copied, cell cycle and cell division,
discovery of structure of DNA, Watson and Crick model, Rosalind Franklin, researching DNA, structure
and function of DNA, DNA replication transcription translation, patterns occurring in mitosis, meiosis,
asexual and sexual reproduction

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 ● Inheritance and variation, nature vs nurture debate, how did mendel discover genes, mendelian
genetics, how much genetic variation is there in humans, genes, chromosomes, mutations and
changing the genetic code, variation, genetic crosses, genotype and phenotype, patterns of
inheritance, monohybrid cross
● What is genetic modification(GM), what tools are there in a genetic engineer's toolkit, cloning, ethical
implications of genetic modification genetic disorders, genome mapping and applications, extraction
of DNA,designer babies biotechnological development- stem cells, cloning, bioprinting, selective
breeding, impacts of biotechnology on farming, agriculture, GMOs, GM tech to produce insulin,
impact of GM on human lifestyles, role of personal beliefs in manipulating genes and creating new
tissues, access to medical treatments, human genome project and treating genetic disorders, what
were the objectives of the human genome project, patterns detected in the HGP useful in health
research, what are model organisms
Unit 6 title: Theories of Change
Content/Subtopic:
● How has life evolved on earth, Charles Darwin and theory of natural selection, variation and diversity
of organisms, evidence for evolution, examples of natural selection - peppered moth, darwin's
finches, speciation, meiosis, descent with modification, DNA links all life, DNA evidence indicates
sharing of common ancestor, tree of life, humans driving evolution of other species, genetic drift, how
does natural selection work, causes for variation in skin colour, diff between natural selection and
evolution, speciation and extinction
Name of the teacher/s: Ms. Gisha C. Mathew (Physics)
Mr. Rajaram Ramanujam (Chemistry)
Ms. Shivani Fotedar (Biology)
Email of the teacher/s: Physics- ​gisha.mathew@mlsi.in
Chemistry- ​rajaram.ramanujam@mlsi.in
Biology- ​shivani.fotedar@mlsi.in

Grade: 10 (MYP Year 5)

MYP Subject Group: Mathematics
Subject: Mathematics
Aim/s: The aims of MYP mathematics are to encourage and enable students to:
● Enjoy mathematics, develop curiosity and begin to appreciate its elegance and power
● Develop an understanding of the principles and nature of mathematics
● Communicate clearly and confidently in a variety of contexts
● Develop logical, critical and creative thinking
● Develop confidence, perseverance, and independence in mathematical thinking and
problem-solving
● Develop powers of generalization and abstraction
● Apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future
developments
● Appreciate how developments in technology and mathematics have influenced each other
● Appreciate the moral, social and ethical implications arising from the work of mathematicians and
the applications of mathematics
● Appreciate the international dimension in mathematics through an awareness of the universality of
mathematics and its multicultural and historical perspectives
● Appreciate the contribution of mathematics to other areas of knowledge
● Develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics
● Develop the ability to reflect critically upon their own work and the work of others.
Objectives: Objective A: Knowing and understanding
In order to reach the aims of Mathematics, students should be able to:
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 I. Select appropriate mathematics when solving problems in both familiar and unfamiliar situations
II. Apply the selected mathematics successfully when solving problems
III. Solve problems correctly in a variety of contexts.
Objective B: Investigating patterns
I. Select and apply mathematical problem-solving techniques to discover complex patterns
II. Describe pattern as general rules consistent with findings
III. Prove, or verify and justify, general rules.
Objective C: Communicating
I. Use appropriate mathematical language (notation, symbols and terminology) in both oral and
written explanations
II. Use appropriate forms of mathematical representation to present information
III. Move between different forms of mathematical representations
IV. Communicate complete, coherent and concise mathematical lines of reasoning
V. Organize information using a logical structure.
Objective D: Applying mathematics in real-life contexts
I. Identify relevant elements of authentic real-life situations
II. Select appropriate mathematical strategies when solving authentic real-life situations
III. Apply the selected mathematical strategies successfully to reach a solution
IV. Justify the degree of accuracy of a solution
V. Justify whether a solution makes sense in the context of the authentic real-life situation.
Key Concepts: Form, Logic, Relationship
Related concepts: Change, Equivalence, Generalization, Justification, Measurement, Model, Pattern, Quantity, Representation,
Simplification, Space, System
Assessments A: Knowing and understanding B: Investigating patterns
criteria: C: Communicating D: Applying mathematics in real-life contexts
Unit 1 title: ​A frog into a prince (Transformations)
Content/Subtopics: ● Transforming a figure by rotation, reflection, translation and enlarging
● Translating, reflecting and dilating functions (Linear, Quadratic)
Unit 2 title: Like gentle ocean waves(Trigonometric functions)
Content/Subtopics: ● Sine and Cosine Functions. Note: Sine and cosine functions are limited to the form f(x) = a sin(bx) +
c
● Graphing different types of functions and understanding their characteristics
● Determining the range, given the domain
● Describing transformed sine and cosine functions
Unit 3 title: Time For a change (Exponential Function & Financial Math)
Content/Subtopics: ● Describing transformed exponential functions
● Graphing these of functions and understanding their characteristics
● Determining the range, given the domain
● Solving equations algebraically and graphically
● Real life sums on Financial mathematics (Depreciation, Appreciation, Money Conversion)
● Revision topics: Simple and compound interest, ratio- proportion, percent profit- percent loss,
percentage increase- percentage decrease, reverse percentage
Unit 4 title: ​ Growing Predictability (Sequences)
Content/Subtopics: ● Predicting the next term in a number sequence,Finding and justifying or proving general
rules/formulae for sequences(linear, quadratic, triangular, Fibonacci).
● Finding and justifying or proving general rules/ formulae for sequences
Unit 5 title: What it means to be human? (Statistics)
Content/Subtopics: ● Graphical analysis and representation (pie charts, histograms, line graphs, scatter plots, box-and
whisker plots)
● Calculating the mean, median and mode, and
● Choosing the best measure of central tendency
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 ● Calculating the interquartile range
Unit 6 title: ​Well- rounded ideas (Circle theorems, Circle mensuration)
Content/Subtopics: ● Circle Theorems
● Using circle theorems to find: lengths of chords, measures of angles and arcs, perimeter and area of
sectors
Unit 7 title: ​More than likely and less than certain (Probability)
Content/Subtopics: ● Calculating probabilities of simple events, with and without replacement
● Calculating probabilities of independent events,
● mutually exclusive events and combined events
● Solving problems using tree diagrams and Venn diagrams
Unit 8 title: ​Decisions, decisions (Linear Programming)
Content/Subtopics: ● Solving and graphing linear inequalities
● Linear programming
Skill Development: Students will communicate clearly and confidently in a variety of contexts by developing logical, critical and
creative thinking. They will be able to apply and transfer skills to a wide range of real-life situations, other
areas of knowledge and future developments. Students will learn to communicate using appropriate
mathematical language (notation, symbols and terminology) in both oral and written statements. They will
also develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics. All this
will be achieved by using a variety of technologies and media platforms, including social media and online
networks, to source information, Organizing and interpreting data using both analogue and digital tools,
using prioritization and order of precedence in problem-solving.
Name of the teacher/s: Ms. Sonal Rai
Ms. Saolee Roy
Email of the teacher/s: sonal.rai@mlsi.in
saolee.roy@mlsi.in

Grade: 10 (MYP Year 5)

MYP Subject Group: Mathematics
Subject: Mathematics (Extended)
Aim/s: The aims of MYP mathematics are to encourage and enable students to:
● Enjoy mathematics, develop curiosity and begin to appreciate its elegance and power
● Develop an understanding of the principles and nature of mathematics
● Communicate clearly and confidently in a variety of contexts
● Develop logical, critical and creative thinking
● Develop confidence, perseverance, and independence in mathematical thinking and problem-solving
● Develop powers of generalization and abstraction
● Apply and transfer skills to a wide range of real-life situations, other areas of knowledge and future
developments
● Appreciate how developments in technology and mathematics have influenced each other
● Appreciate the moral, social and ethical implications arising from the work of mathematicians and the
applications of mathematics
● Appreciate the international dimension in mathematics through an awareness of the universality of
mathematics and its multicultural and historical perspectives
● Appreciate the contribution of mathematics to other areas of knowledge
● Develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics
● Develop the ability to reflect critically upon their own work and the work of others.
Objectives: Objective A: Knowing and understanding
In order to reach the aims of Mathematics, students should be able to:
I. Select appropriate mathematics when solving problems in both familiar and unfamiliar situations
II. Apply the selected mathematics successfully when solving problems
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 III. Solve problems correctly in a variety of contexts.
Objective B: Investigating patterns
I. Select and apply mathematical problem-solving techniques to discover complex patterns
II. Describe pattern as general rules consistent with findings
III. Prove, or verify and justify, general rules.
Objective C: Communicating
I. Use appropriate mathematical language (notation, symbols and terminology) in both oral and written
explanations
II. Use appropriate forms of mathematical representation to present information
III. Move between different forms of mathematical representations
IV. Communicate complete, coherent and concise mathematical lines of reasoning
V. Organize information using a logical structure.
Objective D: Applying mathematics in real-life contexts
I. Identify relevant elements of authentic real-life situations
II. Select appropriate mathematical strategies when solving authentic real-life situations
III. Apply the selected mathematical strategies successfully to reach a solution
IV. Justify the degree of accuracy of a solution
V. Justify whether a solution makes sense in the context of the authentic real-life situation.
Key Concepts: Form, Logic, Relationship
Related concepts: Change, Equivalence, Generalization, Justification, Measurement, Model, Pattern, Quantity, Representation,
Simplification, Space, System
Assessments A: Knowing and understanding B: Investigating patterns
criteria: C: Communicating D: Applying mathematics in real-life contexts
Unit 1 title: A frog into a prince (Transformations)
Content/Subtopics: ● Translating, reflecting and dilating functions (Linear, Quadratic)
Unit 2 title: Like gentle ocean waves (Trigonometric functions)
Content/Subtopics: ● Graphing and understanding the characteristics of trigonometric functions and their transformations
● Determining the range, given the domain
● Solving equations algebraically and graphically
● Finding the exact value of trigonometric functions of special angles
● Using simple trigonometric identities to simplify expressions solve equations where 0° ≤ θ ≤ 360°
Unit 3 title: Time for a change (Exponential and logarithmic functions)
Content/Subtopics: ● Evaluating the logarithm of a number and simplifying numerical expressions
● Graphing and understanding the characteristics of exponential and logarithmic functions and their
transformations
● Determining the range, given the domain
● Solving equations algebraically and graphically
Unit 4 title: How well do data reflect reality? (Statistics)
Content/Subtopics: ● Graphical analysis and representation (pie charts, histograms, line graphs, scatter plots, box-and-
whisker plots)
● Selecting samples and making inferences about populations
● Measures of central tendency/location (mean, mode, median, quartile, percentile) for discrete and
continuous data
● Measures of dispersion (range, interquartile range) for discrete and continuous data
● Making inferences about data given the mean and standard deviation
Unit 5 title: Well- rounded ideas (Circle theorems, Circle mensuration)
Content/Subtopics: ● Solving problems using the properties of angles in circles using circle theorems to find: lengths of
chords, measures of angles and arcs, perimeter and area of sectors
● Using radians to solve problems, where appropriate
Unit 6 title: Decisions, decisions (Linear Programming)
Content/Subtopics: ● Solving and graphing linear inequalities Linear programming

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 ● Solving nonlinear inequalities
Unit 7 title: A thin line divides us (Rational expressions and rational functions)
Content/Subtopics: ● Algebraic fractions: Solving equations involving algebraic fractions
● Graphing and understanding the characteristics of rational function and their transformations
● Determining the range, given the domain
Unit 8 title: More than likely and less than certain (Probability)
Content/Subtopics: ● Calculating probabilities of simple events, with and without replacement
● Calculating probabilities of independent events, mutually exclusive events and combined events
● Solving problems using tree diagrams and Venn diagrams
● Calculating conditional probability
Unit 9 title: How can we move in space? (3-D geometry, Vectors)
Content/Subtopics: ● Vectors and vector spaces: Addition, subtraction and scalar multiplication of vectors, both algebraically
and graphically
● Dot product
● Three-dimensional coordinate geometry:Distance, section and midpoint formulae, using Trigonometric
ratios.
Unit 10 title: Growing Predictably (Progression)
Content/Subtopics: ● Predicting the next term in a number sequence (linear, quadratic, triangular, Fibonacci)
● Finding and justifying or proving general rules/ formulae for sequences
● Developing, and justifying or proving, general rules/ formulae for sequences
● Finding the sum of the arithmetic and geometric series, including infinite series
Skill Development: Students will communicate clearly and confidently in a variety of contexts by developing logical, critical and
creative thinking.Students will learn to communicate using appropriate mathematical language (notation,
symbols and terminology) in both oral and written statements. They will be able to apply and transfer skills
to a wide range of real-life situations, other areas of knowledge and future developments. They will also
develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics. All this will
be achieved by using a variety of technologies and media platforms, including social media and online
networks, to source information, Organizing and interpreting data using both analogue and digital tools,
using prioritization and order of precedence in problem-solving.
Name of the teacher/s: Ms. Darshana Jain
Email of the teacher/s: darshana.jain@mlsi.in

Grade: 10 (MYP Year 5)

MYP Subject Group: Design
Subject: Design
Aim/s: The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to
experience and learn. These aims suggest how the student may be changed by the learning experience.
The aims of MYP design are to encourage and enable students to:
● Enjoy the design process, develop an appreciation of its elegance and power
● Develop knowledge, understanding and skills from different disciplines to design and create solutions to
problems using the design cycle
● Use and apply technology effectively as a means to access, process and communicate information,
model and create solutions, and to solve problems
● Develop an appreciation of the impact of design innovations for life, global society and environments
● Appreciate past, present and emerging design within cultural, political, social, historical and
environmental contexts
● Develop a respect for others’ viewpoints and appreciate alternative solutions to problems
● Act with integrity and honesty, and take responsibility for their own actions developing effective working
practices
Objectives: Objective A: Inquiring and analysing
Students are presented with a design situation, from which they identify a problem that needs to be solved.
They analyse the need for a solution and conduct an inquiry into the nature of the problem.

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 In order to reach the aims of design, students should be able to:
I. Explain and justify the need for a solution to a problem for a specified client/target audience
II. Identify and prioritize the primary and secondary research needed to develop a solution to the problem
III. Analyse a range of existing products that inspire a solution to the problem
IV. Develop a detailed design brief, which summarizes the analysis of relevant research.
Objective B: Developing ideas
Students write a detailed specification, which drives the development of a solution. They present the solution.
In order to reach the aims of design, students should be able to:
I. Develop a design specification which clearly states the success criteria for the design of a solution
II. Develop a range of feasible design ideas which can be correctly interpreted by others
III. Present the final chosen design and justify its selection
IV. Develop accurate and detailed planning drawings/diagrams and outline the requirements for the
creation of the chosen solution.
Objective C: Creating the solution
Students plan the creation of the chosen solution and follow the plan to create a prototype sufficient for testing
and evaluation.
In order to reach the aims of design, students should be able to:
I. Construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to be
able to follow to create the solution
II. Demonstrate excellent technical skills when making the solution
III. Follow the plan to create the solution, which functions as intended
IV. Fully justify changes made to the chosen design and plan when making the solution.
Objective D: Evaluating
Students design tests to evaluate the solution, carry out those tests and objectively evaluate its success.
Students identify areas where the solution could be improved and explain how their solution will impact on the
client or target audience.
In order to reach the aims of design, students should be able to:
I. Design detailed and relevant testing methods, which generate data, to measure the success of the
solution
II. Critically evaluate the success of the solution against the design specification
III. Explain how the solution could be improved
IV. Explain the impact of the solution on the client/target audience.

Key Concepts: Communication, Communities, Systems, Development

Related concepts: Adaptation, Collaboration, Ergonomics, Evaluation, Form, Function, Innovation, Invention,
Markets and trends, Perspective, Resources, Sustainability

Assessments A: ​Inquiring and analyzing​ B: ​Developing idea ​C: ​Creating the solution​ D: ​Evaluating
criteria:
Unit 1 title: ​Recording for the future
Content/Subtopics: The student produces an ePortfolio that follows the design cycle to develop a solution (or range of
solutions), which illustrates changes through times (and places) to where we are today.
Students must target one of the following audiences/clients:
● Families and relatives
● Infants, children and/or teenagers
● Local community members
Suggested solutions may be, but are not limited to, the following ideas:
● A game that represents changes of style over time
● An item of furniture that takes into consideration other design eras
● Animation, model, or product which details how humankind has impacted on an environment or a
landscape
● Catered event with courses from different times and places
● Interactive family tree
● How past traditions influence fashion today
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 ● Timeline tapestry of a community.
Unit 2 title: As per the IB-MYP requirements (Portfolio unit)
Content/Subtopics: The unit will be developed by the teachers and executed in class according to the partial unit planner that
will be shared by IB in November. Details will be sent to the parents once received.
Name of the teacher/s: Ms. Shreya Mudaliar
Email of the teacher/s: shreya.mudaliar@mlsi.in

Grade: 10 (MYP Year 5)

MYP Subject Group: Physical and health Education (PHE)
Subject: Physical and health education (PHE)
Aim/s: The aims of MYP physical and health education are to encourage and enable students to:
● Use inquiry to explore physical and health education concepts
● Participate effectively in a variety of contexts
● Understand the value of physical activity
● Achieve and maintain a healthy lifestyle
● Collaborate and communicate effectively
● Build positive relationships and demonstrate social responsibility
● Reflect on their learning experiences.
Objectives: Objective A: Knowledge and Understanding
I. Explain physical and health education factual, procedural and conceptual knowledge
II. Apply physical and health education knowledge to analyse issues and solve problems set in
familiar and unfamiliar situations
III. Apply physical and health terminology effectively to communicate understanding.
Objective B: ​Planning for Performance
I. Design, explain and justify a plan to improve physical performance and health
II. Analyse and evaluate the effectiveness of a plan based on the outcome.
Objective C: ​Applying and Performing
I. Demonstrate and apply a range of skills and techniques
II. Demonstrate and apply a range of strategies and movement concepts
III. Analyse and apply information to perform effectively.
Objective D: ​Reflecting and improving performance
I. Explain and demonstrate strategies to enhance interpersonal skills
II. Develop goals and apply strategies to enhance performance
III. Analyse and evaluate performance.
Key Concepts: Development, Change, Relationship and Communication
Related concepts: Adaptation, Balance, Choice, Energy, Environment, Function, Interaction, Movement, Perspective,
Refinement, Space and Systems.
Assessments criteria: A: ​Knowledge and understanding ​ B: ​Planning for Performance
C: ​Applying and Performing​ D: ​Reflecting and improving performance
Unit 1 title: Mock E portfolio - from Partially completed unit planner of November 2019-20
Content/Subtopics: Athletic activities and personal fitness- Understanding various performing non performing factors
affecting mental,social,emotional wellbeing. Global and local methods of training to sustain fitness
through life.
Unit 2 title: Athletic
Content/Subtopics: ● Knowledge about Run, Jump and throw categories events and rules and regulation about the
same events.
● Students will practice all sprinting events, 3 styles of throwing and 1 style of jumping in this unit.

Unit 3 title: As per the IB-MYP requirements

Content/Subtopic: The Unit will be developed by the teachers and executed in class according to the partial unit planner
that will be shared by IB in November. Details will be sent to the parents once received.
Name of the teacher/s: Mr. Hariom Parmar
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 Email of the teacher/s: hariom.parmar@mlsi.in

Grade: Grade 10 (MYP Year 5)

MYP Subject Group: Arts
Subject: Visual Arts
Aim/s: The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to
experience and learn. These aims suggest how the student may be changed by the learning experience.
The aims of MYP arts are to encourage and enable students to:
● Create and present art
● Develop skills specific to the discipline
● Engage in a process of creative exploration and (self-) discovery
● Make purposeful connections between investigation and practice
● Understand the relationship between art and its contexts
● Respond to and reflect on art
● Deepen their understanding of the world.
Objectives: Objective A: Knowing and understanding
Through the study of theorists and practitioners of the arts, students discover the aesthetics of art forms
and are able to analyse and communicate in specialized language. Using explicit and tacit knowledge
alongside an understanding of the role of the arts in a global context, students inform their work and
artistic perspectives.
In order to reach the aims of arts, students should be able to:
i. Demonstrate knowledge and understanding of the art form studied, including concepts,
processes, and the use of subject-specific terminology
ii. Demonstrate an understanding of the role of the art form in original or displaced contexts
iii. Use acquired knowledge to purposefully inform artistic decisions in the process of creating
artwork.
Objective B: Developing skills
The acquisition and development of skills provide the opportunity for active participation in the art form
and in the process of creating art. Skill application allows students to develop their artistic ideas to a point
of realization. The point of realization could take many forms. However, it is recognized as the moment
when the student makes a final commitment to his or her artwork by presenting it to an audience. Skills
are evident in both process and product.
In order to reach the aims of arts, students should be able to:
​ I.​ ​Demonstrate the acquisition and development of the skills and techniques of the art form
studied.
ii. Demonstrate the application of skills and techniques to create, perform and/or
Present art.
Objective C: Thinking creatively
The arts motivate students to develop curiosity and purposefully explore and challenge boundaries.
Thinking creatively encourages students to explore the unfamiliar and experiment in innovative ways to
develop their artistic intentions, their processes and their work. Thinking creatively enables students to
discover their personal signature and realize their artistic identity.
In order to reach the aims of arts, students should be able to:
i. Develop a feasible, clear, imaginative and coherent artistic intention
ii. Demonstrate a range and depth of creative-thinking behaviours
iii. Demonstrate the exploration of ideas to shape artistic intention through to a point of realization.
Objective D: Responding
Students should have the opportunity to respond to their world, to their own art and to the art of others.
A response can come in many forms; creating art as a response encourages students to make connections
and transfer their learning to new settings. Through reflecting on their artistic intention and the impact of
their work on an audience and on themselves, students become more aware of their own artistic
development and the role that arts play in their lives and in the world. Students learn that the arts may
initiate change as well as being a response to change.
I. Construct meaning and transfer learning to new settings
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 ii. Create an artistic response that intends to reflect or impact on the world around
them.
iii. Critique the artwork of self and others.
Key Concepts: Aesthetics, Change, Communication, Identity
Related concepts: Audience, Genre, Presentation, Boundaries, Innovation, Representation, Composition, Interpretation,
Style, Expression, Narrative, Visual Culture
Assessments A: Knowing and understanding B: Developing skills
criteria: C: Thinking Creatively D: Responding
Unit 1 title: The Picture of Dorian Gray
Content/Subtopics: ● Introduce and discuss the statement of inquiry, the key and related concepts, and the global
context.
● Study and make studies of Identity in different eras.
● Study and make studies of Identity in different form
● Study and make studies of portraits portraying character
● Explore font and text ideas and options (in process journal)
● Explore creative combinations of Identity and drawing portraits ideas in the process journal

● Explore creative aspect of unpacking (responding to a selection of photographic portraits by

Henri Cartier-bresson) in the process journal
● Explore different mediums to make a “painted portrait”(Acrylic and Oil exploration)
● Explore looking at the content from Process Mood approach (“Focused Investigation on someone
I know”) (in your process Journal)
● Explore incorporating Psychology (brainstorm on character/ personality attributes)for character
analysis and representation (Learner Profile attributes) (in your process journal)
● Create a questionnaire to generate a more in-depth understanding of this person
● Interview and photograph the person and record their response by notes or a recording
● Research art that influences people (propaganda)
● Explore digital art (Photoshop) to combine Learner Profile attributes with Propaganda image.

Unit 2 title: Storytelling: Visual and Verbal Imagery

Content/Subtopics: ● Introduce and discuss the statement of inquiry, the key and related concepts, and the global
context.
● Study and make studies of knowledge and understanding in relation to societal context.(in your
process Journal)
● Study and make studies of knowledge and understanding in relation to cultural context. (in your
process Journal)
● Study and make studies of knowledge and understanding in relation to historical context. (in your
process Journal)
● Study and make studies of knowledge and understanding in relation to personal context.(in your
process Journal)
● Explore different Ideas. (in your process Journal)
● Explore personal interpretation to the point of realisation.(in your process Journal)
● Explore personal interpretation to the point of expressing artistic intentions.(in your process
Journal)
● Explore personal interpretation to the point of communicating artistic intentions.(in your process
Journal)
● Show curiosity, self motivation, initiative and a willingness to take informed risks such as support,
encourage and work with other peers.
● Research art that influences people (propaganda)
● Explore digital art (Photoshop) to combine Learner Profile attributes with Propaganda image.

Unit 3 title: As per the IB-MYP requirements (Portfolio unit)

Content/Subtopic: The Unit will be developed by the teachers and executed in class according to the partial unit planner that
will be shared by IB-MYP in November. Details will be sent to the parents once received.
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 Name of the teacher/s: Ms. Pradnya Kapshikar
Email of the teacher/s: pradnya.kapshikar@mlsi.in

Subject: Performing Arts (Music)

Unit 1 title: Through my eyes
Content/Subtopics: ● Art that is autobiographical or biographical and how it reveals the identity of it’s
subject(Research skills)
● The created biographical or autobiographical work that reveals the identity of its
subject(​Develop skills specific to the discipline)
● A critique of the student’s own artwork including its ability to reveal the identity of its
subject(Self management, Thinking skills)
Unit 2 title: Art speaks out
Content/Subtopics: ● Art that demonstrates the impact of human activity on the local or global
environment(Research skills)
● Original artwork that demonstrates the impact of human activity on the local or global
environment(​Develop skills specific to the discipline)
● A critique of the student’s own artwork including its ability demonstrate the impact of human
activity on the local or global environment(Self management, Thinking skills)
Unit 3 title: As per the IB-MYP requirements (Portfolio unit)
Content/Subtopics: ● The Unit will be developed by the teachers and executed in class according to the partial unit
planner that will be shared by IB-MYP in November. Details will be sent to the parents once
received.
Skill Development: Students will identify problems and develop aims, goals and objectives. Gather and organise relevant
information to formulate an argument. Draw reasonable conclusions and generalisations(Thinking -
critical thinking skills). Students will map the creative thought process in the arts process journal to
generate new ideas and questions(Thinking skills - creative thinking skills). Students will use a variety of
technologies and media platforms to source information, including social media and online networks
(Research - media literacy skills). Students will plan short and long-term assignments, meet deadlines.
Set goals that are challenging and realistic. They will practice focus and concentration. They will keep a
journal to record reflections(Self management skills - Organisation, affective and reflection skills)
Name of the teacher/s: Mr Samit Kadlag
Email of the teacher/s: samit.kadlag@mlsi.in

Grade: Grade 10 (MYP Year 5)

Name of the Subject : Yoga
Content ● BKS Iyengar
● Patanjali yoga & yoga sutra
● Awareness through the body
● SEE Learning
Concept ● Compassion
● Resilience
● Interdependence
● Body awareness
● Self regulation- emotions
● Reflection - reflective behaviour
● Sound and sensorial awareness
● Attention,focus & concentration
Skill Development: ● Mindfulness
○ Practise focus and concentration
○ Practise strategies to develop mental focus
○ Practise strategies to overcome distractions
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 ○ Practise being aware of body–mind connections
● Perseverance
○ Demonstrate persistence and perseverance
○ Practise delaying gratification
● Emotional management
○ Practise strategies to overcome impulsiveness and anger
○ Practise strategies to prevent and eliminate bullying
○ Practise strategies to reduce stress and anxiety
● Self-motivation
○ Practise analysing and attributing causes for failure
○ Practise managing self-talk
○ Practise positive thinking
● Resilience
○ Practise “bouncing back” after adversity, mistakes and failures
○ Practise “failing well”
○ Practise dealing with disappointment and unmet expectations
○ Practise dealing with change
Name of the teacher/s: Ms. Shruti Poddar
Email of the teacher/s: shruti.poddar@mlsi.in
Grade: Grade 10 (MYP Year 5)
Name of the Subject : Mental Health Literacy
Content: Topic 1: Self Care during Covid
Students discuss what constitutes self care and how to differentiate this from unhealthy coping
mechanisms

Topic 2: Mental Health Education and Stigma around Mental Health

Students will better understand what constitutes mental health, stigma surrounding mental health and
barriers to help seeking behaviour

Topic 3: Cyber Wellness

Students will be challenged to question the feedback loops encouraged by technology and social media

Topic 4: Helpful and Harmful Thoughts

Students will learn to differentiate between facts and opinions and between sound and unsound
assumptions

Topic 5: Examining attitudes

Students will explore helpful and harmful attitudes and this will facilitate a discussion on topics such as
stereotypes, prejudice and discrimination

Topic 6: Self Concept and Self Efficacy

Research has found that greater levels of self compassion is related to more optimism, kindness and goal
mastery. This unit will focus on building self concept and promoting self acceptance among students.

Topic 7: Emotional Hygiene

Students will learn to identify and differentiate between emotions, build emotional intelligence and
navigate between different emotional states.

Topic 8: Nurturing Healthy Relationships

Students will explore what constitutes a healthy relationship and that all relationships such as friendships,
parent child relationships and sibling relationships are vital to personal growth.

Topic 9: Negativity Bias

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 Students will explore the pronounced role of the negativity bias in our daily lives and its impact on our
emotional wellbeing.

Topic 10: Grit and Resilience

Students will learn more about bouncing back from challenging experiences and develop a growth
mindset.

Topic 11: Self Reflection

Students will reflect on their learning and participate in expression of this learning in various age
appropriate ways.
Skill Development: Self Management skills:
● Building organisational skills such as helping students set challenging and realistic goals and
working towards building a growth mindset
● Affective skills such as promoting emotional management, perseverance and resilience and
developing a sense of empathy and compassion
● Reflecting on their own experiences and learning and communicating this learning to their peers

Social Skills
● Working collaboratively with others
● Building tolerance for and an acceptance of diverse perspectives and points of view

Thinking Skills
● Generating ideas through discussion and brainstorming
● Discussing challenges and creating novel solutions
Name of the teacher/s: Ms. Liz Cyriac
Email of the teacher/s: liz.cyriac@mlsi.in

Second Language Options in the Middle School

In the middle school at MLSI the only subjects between which students have to make a choice are
Hindi or FRench or Spanish. The language choices made by students in grade 6 will be the one they will
continue with throughout the MYP.

Inter-Disciplinary Unit (IDU)

In MYP every grade level student studies ONE interdisciplinary unit (IDU) per year. An IDU is a unit of
study that combines the perspectives of two or more subject areas, for example Science and
Mathematics to form a new hybrid subject with a common goal. Students demonstrate
interdisciplinary understanding by bringing together the concepts, methods or forms of
communication from two or more disciplines. To understand the world around them young learners
often make connections between different areas of knowledge. The emerging changes in the world
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demands education to empower the students to integrate the disciplines (subjects) in a creative way to
understand the complex issues and ideas.

Community Project

Began towards the end of Year 3(Grade 8). The Community project focuses on community and service,
encouraging students to explore their right and responsibility to implement service as action in the
community. The community project gives students an opportunity to develop awareness of needs in
various communities and address those needs through service learning.
Community projects:
❏ help students to develop the attributes of the IB learner profile
❏ provide students with an essential opportunity to demonstrate ATL skills developed
through the MYP
❏ foster the development of independent, lifelong learners
Students can choose to work on the community project independently or in groups of up to three
students.
Students can engage in​ one ​of the following​:
● Direct Service:​ Students have interaction that involves people, the environment or animals.
Examples: one-on-one tutoring, developing a garden alongside refugees, or teaching dogs
behaviors to prepare them for adoption.
● Indirect Service:​ Though students do not see the recipients during indirect service, their actions
will benefit the community or environment. Examples: redesigning an organization’s website,
writing original picture books to teach a language
● Advocacy:​ Students speak on behalf of a cause or concern to promote action on an issue of
public interest. Examples: initiating an awareness campaign on hunger in the community,
performing a play on replacing bullying with respect, or creating a video on sustainable water
solutions.
● Research:​ Students collect information through varied sources, analyze data and report on a
topic of importance to influence policy or practice. Examples: conducting environmental
surveys to influence their school, compiling the most effective means to reduce litter in public
spaces.
The Community Project culminates with a Presentation showcasing the students journey and learning
outcome.

Personal Project

Began towards the end of Year 4 (grade 9), it is the culmination of the MYP, just as the exhibition is to
PYP and the extended essay is to DP. Personal Project is a major work that is a direct reflection of
their level of learning independence and consolidation prior and subject-specific learning through an
area of personal interest. Students have up to 10 months to research, explore and produce a project
driven by a personal passion. The exact timeline is given in detail in the Personal Project guide which
is handed over to the students/parents in Year 4 (grade 9). The advice to students is to commit up to
around 25 hours in that time to the entire project.

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During this time, they will rely upon the skills and understandings accumulated during their time in the
MYP, in particular those vitally important approaches to learning. Students are guided by mentors
throughout the entire process. It is up to the student to make appointments to meet and discuss
challenges and successes, to maintain momentum and direction. Students keep a process journal to
reflect and demonstrate their work in progress.

The students use the design cycle as a tool to demonstrate the planning and designing processes
involved in the production of the final project. What the students produce is up to them: from the
design of a training program for elementary school aged soccer players, to the writing and recording of
a collection of original songs, the creation of a computer game to writing an expose pertaining to a
world issue. The mentor is there to guide, monitor and ensure that goals are realistic and achievable.
The Personal Project coordinator’s role is to guide the students and mentors through the process of
choosing a topic and overseeing the process.

Homework Guidelines
Homework is an opportunity for students to consolidate and extend what they have learned in class
with the support and encouragement of parents. Regular homework is a valuable and essential aspect
of the learning process and helps develop sound study habits. Homework enables our students to
become independent learners. It also provides students with the chance to reflect on their day’s
learning.

Reasons for setting homework

• To reinforce knowledge and to practise skills previously taught in the classroom
• To enable students to develop an independent attitude to study routines, effective time
management and organisation skills
• To provide a positive link between home and school that enhances a child’s learning
• To reinforce the importance the school places on homework and study skills

Homework assignments are given to prepare students for the next lesson or to offer students the
opportunity to practice newly acquired skills. Homework assignments are developed in keeping with
the IB MYP framework and serve an important purpose in developing students’ ATL skills and personal
responsibility within the IB MYP and beyond. MYP assignments such as reports and projects take many
weeks of careful planning and good organization on the part of the student.

The amount of homework given will vary across the school; as a general rule, MYP1 (grade 6) students
can expect approximately 5-7 hours of homework each week, MYP 2 and 3 (grades 7 and 8) students
7-9 hours and MYP 4 and 5 (grades 9 and 10) can expect up to 15 hours.

The school does not operate a strict homework timetable for students but does offer a suggested
schedule that students can use to allocate time to their work. Deadlines for summative tasks that may
require considerable homework time will be shown on the task sheets. Students are responsible for
organizing their time appropriately to manage long-term projects and communicating with their
teachers when problems arise. Parents are encouraged to assist in monitoring student progress toward
the completion of the assignments but should not do the students’ work for them. Parents can be
most helpful to their children by providing a routine time and a place that is conducive to undisturbed
study. Students can seek help in developing more effective study skills from their teachers and
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counsellors. It can be assumed that students will always be required to be reading set texts in
preparation for lessons and reading around all of their subjects as a matter of course. Students are also
expected to proofread all written tasks. Getting work done on time requires careful planning,
organization, determination and self-discipline. These qualities are important in the later
working-careers of students and in their personal lives.

It is the responsibility of students to find out about any and all missed assignments when they have
been absent from lessons. All missing assignments must be made up. Assignments due during an
absence should be submitted during the first lesson upon return. Special arrangements for exams will
only occur due to sickness (accompanied with a doctor’s certificate).

Service as Action (SA)

The IB mission statement stresses that its concern extends beyond intellectual achievement, and that
students should develop a personal value system that guides their own lives as thoughtful and active
members of local and global communities (MYP: From principles into practice). Service as action (SA)
supports intercultural awareness by providing students with the opportunity to develop empathy and
respect for others. caring is a learner profile attribute. Through service, a subset of action that MYP,
learners act to make a positive difference to the lives of others and to the environment.

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Students should achieve the following
learning outcomes through service
activities over 5 years.

● Become more aware of their own

strengths and areas for growth
● Undertake challenges that develop
new skills
● Discuss, evaluate and plan
student-initiated activities
● Persevere in action
● Work collaboratively with others
● Develop
international-mindedne
ss through global
engagement,
multilingualism and
intercultural
understanding
● Consider the ethical implications of
their actions.

All SA activities should not be for personal profit or part of normal house chores​. The SA needs to be
approved by your contact teacher in most instances. It would be ideal, but not necessary for students
to have a combination of both ‘in school’ and ‘out of school’ Service as Action.

Reflection is an essential component for service. It allows students to think critically and learn from
their experiences. Students are expected to record their reflections in the journal (which will be
provided from school) after each session. Service teachers review the reflection booklet periodically to
check the status.

Students should maintain a log of service hours completed and get it signed from the supervisor. It is
mandatory for all students to be involved in at least one service and one environment related project
work as these experiences lead to a deeper understanding of themselves and the communities to
which they belong. ​It is important to note that the amount of hours spent is not as important as the
process. Both will be included in your reports​ ​during​ ​the​ ​year. For more information, ​refer to the
Service as Action book that is distributed to the students every year.

Year 5 (Grade 10) External Assessments

MYP electronic assessment (e-Assessment) is a reliable, globally consistent and highly innovative
assessment model that helps achieve greater student outcomes and provides greater quality assurance
and recognition for IB World Schools. It has been designed to assess conceptual understanding and
students’ ability to integrate learning from different disciplines. The IB piloted its new e-Assessment
for Year 5 in 2015.

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The students sit for at least ​FIVE disciplinary and ​ONE interdisciplinary onscreen examination and
Three ​Portfolio subjects for the e-assessments. However, from academic year 2021-22 onwards
students will sit for ​SIX ​disciplinary and ​ONE interdisciplinary onscreen examination and ​TWO ​Portfolio
subjects. Assessments will be based on Global Context, key and related concepts.

In the disciplinary assessment students will apply a key concept in discussing a choice of topics from
each discipline providing support with disciplinary-related concepts. a range of question types will elicit
conceptual understanding including extended responses; short answer; three- to four-sentence
answers, drag and drop; manipulating graphs and data; proposals/ presentations, diagrammatic
responses; website creation, or blogging. This section will end with a journal facility, where students
will keep notes on what has been learnt and developed in each disciplinary assessment. The notes are
added to at each assessment, and are then used in the interdisciplinary assessment where knowledge
and experience gained during the disciplinary assessments can be applied.

The interdisciplinary task is based on two disciplines. Students attempt interdisciplinary tasks. Each
task includes stimulus material from which a range of questions is generated. The student chooses
which disciplinary perspectives to use in addressing the tasks and may be assisted by the notes made
in the journal facility. The four assessment criteria will include aspects of the MYP fundamental
concepts: holistic learning, communication and international-mindedness. students will be assessed on
their ability to transfer knowledge and use it in unfamiliar situations.

Parents will be informed once a final decision is made by MLSI administration as to when the
e-assessments will be adopted.

How e-Assessment works

Once a school registers for e-Assessment in the MYP, the IB will be able to assess students' work in two
ways:
• e-Portfolios of coursework, including a compulsory e-Portfolio for the personal project.
• on-screen examinations, with each exam lasting TWO hours.

The graphic below shows how these two types of assessment are divided across the MYP's different
subject groups (Applicable till May 2021 Examination).

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On-screen examinations
To ensure that on-screen examinations are rich and authentic, media and interactive functions are
used to engage students. On-screen tools include:
• Drag and drop; cut and paste; copy and paste
• Play, pause and replay video and animations
• Interaction with animations and simulations
• The ability to plot graphs and draw lines and pictures
• On-screen (graphing) calculator(s).
The MYP Student Certificate and promotion requirements
This will be awarded to students who meet the following criteria:
• Study the program for a recommended two years at least and complete assessment
requirements in Year 5 (grade 10).
• Study six (or more) subject groups and complete internal assessment; at least a 3/7 in each
subject area;
• A total of minimum of 28 points out of 56 is required.
• Complete and submit a personal project (externally moderated); at least a 3/7.
• at least a 3/7 in each Interdisciplinary unit
• Complete the school’s minimum requirements for Service as Action.
• Minimum 90% attendance.
Whom to contact
● For academic issues that are subject-specific please contact the relevant subject teacher.
● For pastoral issues or academic issues in more than one subject area please contact your child's
Homeroom teacher (HRT) and Pastoral care ​(pastoralcare@mlsi.in)
● For e-assessment related queries, contact Ms. Saolee Roy ​(saolee.roy@mlsi.in)
● Issues that require further attention and to do with the functioning of the school should be
referred to the Head of Secondary (​headofsecondary@mlsi.in​), who also deal with issues that
are most serious and will consult with the Head of School (​headofschool@mlsi.in​) regarding
appropriate action.
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Sources:

http://this.no/wp-content/uploads/MYP-Handbook-201718.pdf

https://www.concordia.sa.edu.au/assets/Learning/MYP-Curriculum-Handbook-2018.pdf

https://www.uptownschool.ae/images/16_pdf/MYPStudentParentHandbook2015.pdf

https://www.ismoshi.org/documents/MYPHBook.pdf

http://romyp.weebly.com/myp-assessment-criterion.html

https://www.isparis.edu/uploaded/Documents/M/IB_MYP_Handbook.pdf

MYP MLSI Curriculum Handbook 2017-18

MYP: From principles into practices 2015

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