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gramme in 1948 when she wrote “Is There a Way of Teaching for Peace?” a handbook for UNESCO. In the mid-
1960s, a group of teachers from the International School of Geneva (Ecolint) created the International Schools
Examinations Syndicate (ISES), which would later become the International Baccalaureate Organization (IBO).
The IBO’s headquarters were officially established in Geneva, Switzerland in 1968 for the development and
maintenance of the Diploma Program (DP), which provided an internationally-acceptable university admissions
qualification for young people whose parents worked as diplomats or with international and multi-national
companies. The IB Middle Years Program (MYP), piloted in the mid-1990s, adheres to the study of eight subject
areas.Withinfiveyears, 51 countries hadMYPschools.TheIBPrimaryYearsProgram(PYP)waspilotedin
1996 in 30primaryschoolsondifferentcontinents, withthefirstPYPschoolauthorizedin 1997,growing to 87
authorizedschoolsin 43countries withinfiveyears. Thenewest offeringfromtheIB, theIBCareer-Related
Certificate, is specially-designed for students 16 to 19 who wish to engage in career-related learning.
This guide is designed to help parents gain a better understanding of the International Baccalaure- ate
Middle Years Program (IB MYP) being implemented for students from Grades 6 through 10 at
Headstart School. It explains the philosophy, aims and framework of the IB MYP. The MYP will be
expanded to incorporate Grade 8 beginning in August 2019.
What is the International Baccalaureate Organization (IBO)?
The IBO is a non-profit educational and non–governmental (NGO) organization of UNESCO. The IB’s alliance
with UNESCO encourages the integration of its educational goals into the IB curriculum. It was established in
1968 in Geneva, Switzerland. Currently there are over 3,000 schools world-wide offering IB programs.
The IBO offers four programs of international education for students aged 3-19 years old: The
Primary Years Programme (PYP) grades PPK - 5th
The Middle Years Programme (MYP) grades 6th - 10th
The Diploma Programme (DP) grades 11th -12th
The Career-Related Programme (CP) grades 11th -12th
What is the story behind the IBO?
Marie Therèse Maurette created the framework for what would eventually become the IB Diploma Pro-
What is an IB MYP School?
An IB MYP school strives to develop an internationally-minded person with thecontinued focus of how to best
meet theneedsof adolescents whoareconfrontedwith a vast andoften bewildering arrayof choicesina com-
plex and rapidly changing world. A focus on higher-order thinking skills gives students opportunities to explore
their expanding concerns and their growing awareness of themselves and the world in ways that develop
sound judgment.
The Mission of the International Baccalaureate Organization is:
To develop inquiring, knowledgeable, and caring young people.
To create a better and more peaceful world through intercultural understanding and respect.
To work with schools, governments, and international organizations to develop challenging programs
of international education and rigorous assessment.
To encourage students worldwide to become active, compassionate, and lifelong learners who under
stand that other people, with their differences, can also be right.
What makes IB different?
An IB classroom differs greatly in both appearance and function when compared to what we remember
from our own school days. Students are not sitting rows, but in cooperative, constructivist groups.
Collaborative learning is common, as it is in our own lives. After all, when was the last time you made
an important decision in your life, personal or professional, without consulting with someone first? IB
does not emphasize the use of textbooks, but fosters creation and innovation as well.
Traditional education primarily focuses on content (the memorization of facts and processes), develops
some skills and uses direct teacher instruction. Keeping in mind the best practices of other successful
national education systems, the IB uses inquiry to engage students in their learning. This method
teachesyour child howtoask questionsthat supporttheir investigations and is taught in a student-
centered manner. Content and the pre-existing curriculum will always be an important factor, how-
everwithIBwewillseetheblossomingofmeaningfulskills,suchastheabilitytoreasondeeplyand
with complexity (critical thinking), the ability to see more than one solution to a problem or to frame a
question in more than one way (divergent thinking).
The IB emphasizes learning concepts rather than topics and aids the student in learning how they apply
acrossall humanity in various ways. For example, with IB it is not enough to learn about “TheOregon
Trail”, butevenmoreimportant toexploretheconceptsofmigrationoroppressionanditsimplications
on humanity acrosshistory and today. Information andfacts will always be readily available to those
who need them. However, learning how to learn is a skill that requires nourishment.
What is the IB “Learner Profile” ?
The philosophy of the MYP is expressed in a series of desired attitudes and traits that characterize students
with an international perspective. Takentogether, theycreate a profile of MYP students known as theIB
Learner Profile. MYP students strive to be . . .
Inquirers— Studentsdevelop their natural curiosity: I am curious and knowhow to dis-
cover answers to many of my questions.
Thinkers— Students exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions: I use my thinking skills to make good choices and solve problems.
Communicators— Students understand and express ideas and information confidently and creatively in more than one lan- guage and in a variety of modes of communication: I under- stand and share ideas in more than one language.
Risk Takers— Students approach unfamiliar situations and un- certainty with courage and forethought: I try new things, love to explore, and confidently share my experiences.
Knowledgeable— Students explore concepts, ideas, and issues that have local and global significance: I explore big ideas that are important. I know and can do a lot of important things.
Principled—Students act with integrity and honestly, with a strong sense of fairness, justice and respect for the dignity of the individual, groups, and communities: I am fair and hon- est. I can make good decisions about what is right and wrong for me.
Caring— Studentsshow empathy, compassion and respectto- wards the needs and feelings of others: I am concerned about other people’s needs and feelings. I believe it is im- portant to help others.
Open-Minded— Students understand and appreciate their own cultures and personal histories, and are open to the perspec- tives, valuesandtraditions of otherindividualsandcommu- nities: I am comfortable with differences. I welcome and respect other people’s points ofviews and ways of doing things.
Balanced— Students understand the importance of intellectual, physical and emotional balance to achieve personal well- beingforthemselvesandothers:Tobe healthy,it isim- portant for me to balance the needs of my mind and body.
Reflective— Students give thoughtful consideration to their own learning and experi- ence: I think about and discuss my learning, skills, and products.
What are “International-Mindedness” and the IB Learner Profile?
Two major elements of the IB are “International-Mindedness” and the Learner Profile. Each of these
elements transmits a core set of values that are the basis for character development. International-
Mindedness is not about learning other culturesand languages. Rather, it isa wayof thinking that
allows people to understand and work with each other in amore humane way, without prejudice. It
fosters the growth of traits critical to working in a global community, or even in a local one such as:
Ex. Communication allows characters in a particular setting to examine commonality, diversity,
and interconnection.
empathy, stewardship, and genuine expressions of compassion for others. Students will learn that
we can still work together to resolve and solve important issues in our community and beyond,
regardless of our cultural backgrounds and ways of life... while still honoring our shared humanity.
The Learner Profile isa collectionof keytraitsthat support intellectual and personal growth: em-
pathy, open-mindedness, reflection, and communication just to name a few. These traits support
the growth of International-Mindedness and are actively cultivated in the curriculum and in the
classroom.
So, what will my child be learning?
With the IB MYP, we are committed to structured inquiry as the vehicle for learning. Six global contexts and
subcategories called explorations provide the framework for exploration and construction of knowledge. The
global contexts are closely linked with the transdisciplinary themes of the IB PYP. Teachers and students are
guided by these themes as they also explore overarching key concepts pertaining to each of the eight subject
areas in the IB MYP. These in combination with subject specific related concepts provide the structure for stu-
dents to develop an understanding of important ideas, acquire essential skills and knowledge, develop particu-
lar attitudes, and learn to take socially responsible actions. The concepts and contexts serve as a framework
for teacher unit planning and student guidance based on a statement of inquiry.
What is a Statement of Inquiry (SOI), and how do teachers create unit plans?
Teachers construct a statement of inquiry for a unit by combining a key concept, one or more related concepts
and a global context into a meaningful statement that students can understand. Below is an example for a 7th
Grade English class. Also see Appendices A, B, and C.
Key Concepts Related Concepts Global Contexts & Exploration
Communication
Connections
Creativity
Perspective
Audience imperatives
Character
Context
Genre
Intertextuality
Point of view
Purpose
Self-expression
Setting
Structure
Style Theme
Identities & relationships
Orientation in space & time
Personal & cultural expression
Scientific and technical
innovation
Globalization & sustainability
Fairness & development
What are the academic skills taught in the MYP?
In addition to concepts and contexts, teachers also provide links to students to practice developmen-
tal skills that will allow them success at school and in the“real world”. In the MYP, these skill sets are
called Approaches to Learning (ATLs). The goal is to introduce skills to students, allow them to copy
others who use the skills, to follow with the guidance of the teacher, and to employ these skills confi-
dentlyintheclassroomandthecommunity. Inthisway,studentsareencouraged tosharetheirskills
with others. The MYP framework provides that a concept-driven curriculum that uses ATL skills effec-
tively enables all students to become stronger, more self-regulated learners. The individual skills with-
in each cluster can be found in Appendix D of this document.
The MYP Model
In order to clarify the interrelationship of the IB Learner Profile, “International-
mindedness”, Concepts, Global Contexts, Approaches to Learning, and service in the lo-
cal and global community, The IB has provided this model to illustrate how these ele-
ments combine with the 8 subject areas within the MYP.
In the MYP, overall levels of achievement (OLAs) are documented on a scale of 1 through 7.
Moreinformationaboutthe MYPgradingsystemcanbefoundinthedocument,AShortGuidetoIB
MYP Assessment at Robinson School. This guide is also found under the IB section of the school web-
site.
Generallyspeaking,if ourfocusis onlearning,most of our assessmentsshouldbeformative. Thisis
what IB stresses... and on our way to becoming an IB school we will focus more on implementing these
types of assessments. We want to coach our students towards competency in key skills and content.
Even more, we want to be sure that our assessments provide both a clear picture of a student's
strengths and challenges, as well as direct, critical feedback to the student that will allow them to im-
prove over time.
Will students still get through everything in the textbooks?
TextbooksareusedinIBPrograms, althoughnotinthetraditionalmanner. Teacherswillnolonger
follow the textbook page-by-page. In inquiry-based programs, IB or otherwise, textbooks are one of
many resources used to support student’s understanding of a subject area or concept. Technology also
plays a major role in the learning process by providing another engaging means to growth. This allows
for more purity and authenticity in the students learning process, rather than have them become just
passive receptors of factual knowledge. The MYP recognizes that it is not knowledge alone that makes
a learner successful, but the skills and attitudes they develop along the way.
How will students be graded?
Assessments are conducted in the following ways:
Formative: The day-to-day ongoing assessment of learning; that is, the continuous observations, con-
versations,feedback cycles, andcoaching practices that take place intheclassroom andthat help
shape a student's learning.
Summative: A formal evaluation of learning. These generally occur at the end of a larger unit of
learningandoftentakestheform ofarepresentativeorcumulativeexamination. Thisistheassess-
ment type with which most of us are familiar: unit exams, chapter tests, SATs, etc. However, they can
also take the shape of group projects and presentations. Educator Paul Black expresses this
idea in simpler terms: "When a cook tastes the soup, that's formative assessment. When the customer
tastes the soup, that's summative assessment."
How can parents get involved in the MYP?
1. Adolescents enjoy interviewing people they know, especially friends and family, about their personal inter-
ests. Let us know about your hobbies or careers. We might be able to use you as another
valuable community resources during one of our MYP units or as a project mentor.
2. Ask children about the concepts and contexts into which they are inquiring… show interest in their MYP
units and plan activities around them whenever you can.
3. Encourage your children to “find out” rather than telling them answers. Conducting research online, in
a newspaper, educational TV, at home experiments will not only reinforce the skills being
developd at school, but also show children that “school skills” are really “world skills.”
4. Ask your child about the IB’s Learner Profile attributes – point them out in other people, in yourself, in
your children’s actions and speech. We’ve even put them the on the cover of our Student Planners this
year!
Frequently Asked Questions: Why IB MYP?
At Headstart, we are always striving to provide the best education available. IB MYP will increase our
ability to prepare today's students for a world and job market which is changing more rapidly than ever. IB
MYP emphasizes inquiry, understanding, and reflection. Students develop proficiency in a second language
and explore other forms of expression. The fine and performing arts provide mediums for students to
communicate across time, space and cultures. In addition, students will develop skills that will also prepare,
complement, and encourage participation in IB Diploma Program Classes.
Who will take IB MYP Classes?
All students in grade 6-10 will be taught in classes embracing the IB MYP philosophy. MYP is a
framework which includes flexibility to meet the needs of learners. Honors, standards and special education
student will continue to receive differentiated curriculum.
How is A-level different from IB?
The A-level program focuses on a mastery specific body of knowledge. The IB program focuses on the
development of skills and knowledge needed to analyze and apply information. With this holistic approach,
IB also incorporates international mindedness and ongoing reflection, further enabling students to better
understand what and how they learn.
Appendix A
MYP Key Concepts (16 key concepts to be explored across the MYP curriculum.) Key concepts are big ideas which form the basis of teaching and learning in the MYP. Key concepts engage students in higher order
thinking, helping them to connect facts and topics with more complexconceptual understanding. Key concepts provide a focus for
transferring knowledge and understanding across disciplines and subject groups.
Aesthetics deals with the
characteristics, creation,
meaning and perception of
beautyandtaste. The study
of aesthetics develops skills
for the critical appreciation
ofanalysis ofart,cultureand
nature.
Change is a conversion,
transformation, or move-
ment from one form, state or
value to another. Inquiry
into the concept of change
involves understanding and
evaluating causes, processes
and consequences.
Communication is the exchange
or transfer of signals, facts, ideas
and symbols. It requires a send-
er, a message and an intended
receiver. Communication in-
volves the activity of conveying
information of meaning. Effec-
tive communication requires a
commonlanguage whichmaybe
written, spoken or non-verbal.
Communities are groups that exist in
proximity defined by space, time or
relationship. Communities include, for
example, groups of people sharing par-
ticular characteristics, beliefs or values
as well as groups of interdependent
organisms living together in a specific
habitat.
Connections are links, bonds
and relationships among
people, objects, organisms
or ideas.
Creativity is the process or
ability to make or produce
something new and original,
often characterized by the
use of imagination or diver-
gent thinking. It maybe
evident in the process as well
as the outcome, solution or
product.
Culture encompasses a range of
learned and shared beliefs, val-
ues, interests, attitudes, prod-
ucts, ways of knowing and
patterns of behavior created by
human communities. The con-
cept of culture is dynamic and
organic.
Development istheactor processof
growth,progress orevolution, some-
times through iterative improvements.
Form is the shape and un-
derlying structure of an enti-
ty or piece of work, including
its organization, essential
nature and external appear-
ance.
Global interaction focuses
on the connections among
individuals and communities,
aswellas theirrelationships
with built and natural envi-
ronments, from the perspec-
tive of the world as a whole.
Identity is the state or fact of
being the same. It refers to the
particularfeatures whichdefine
individuals, groups, things, eras,
places, symbols and styles. Iden-
tity can be observed, or it can be
constructed, asserted, and
shapedbyexternalandinternal
influences.
Logic is a method of reasoning and a
system of principles used to build argu-
ments and reach conclusions.
Perspectiveistheposition
from which we observe situ-
ations, objects, facts, ideas
and opinions. Perspective
may be associated with indi-
viduals, groups, cultures or
disciplines. Different per-
spectives often lead to multi-
ple representations and in-
terpretations.
Relationships are the con-
nections and associations
between properties, objects,
people and ideas – including
the human community’s
connections with the world
inwhichwelive. Anychange
in relationship brings conse-
quences – some of which
may occur on a small scale,
while others may be far
reaching, affecting large net-
works and systems like hu-
man societies and the plane-
tary ecosystem.
Systems are sets of interacting or
interdependent components.
Systems provide structure and
order in human, natural and built
environments. Systemscanbe
static or dynamic, simple or com-
plex.
Time, place, and space The intrinsically-
linked concept of time, space and place
refers to the absolute or relative posi-
tion of people, objects and ideas.
“Time, place and space” focuses on how
we construct and use our understanding
of location (“where” and “when”).
Appendix A (continued)
Which subject areas are linked with these Key Concepts?
Aesthetics
Arts
Change
Arts
Physical & Health Educ
Individuals & Societies
Science
Communication
Arts
Design
Language Acquisition
Language & Literature
Physical & Health Educ
Communities
Design
Connections
Language Acquisition
Language & Literature
Creativity
Language Acquisition
Language & Literature
Culture
Language Acquisition
Development
Design
Form
Mathematics
Global
Interaction
Individuals & Societies
Identity
Arts
Logic
Mathematics
Perspective
Language & Literature
Relationships
Mathematics
Physical & Health Educ
Sciences
Systems
Design
Individuals & Societies
Sciences
Time, Place,
and Space
Individuals & Societies
Appendix B
Related Concepts
Language and Literature: Spanish, English
audiences imperatives, character, context, genre, intertextuality, point of view, purpose, self-expression, setting, structure, style,
theme
Language Acquisition: French
accent, audience, context, conventions, form, function, meaning, message, patterns, purpose, structure, word choice, empathy,
idiom, point of view, argument, bias, inference, stylistic choices, theme, voice
Individuals and Societies: Geography, History
casualty, choice, culture, equity, globalization, identity, innovation, revolution, perspective, power, processes, resources, sustaina-
bility, civilization, conflict, cooperation, ideology, interdependence, significance, disparity, management, networks, trends,
patterns, diversity
Sciences: Integrated Science, Physical Science, Biology
balance, consequences, energy environment, evidence, form, function, interaction, models, movement, patterns, transformation
Mathematics: Algebra, Geometry
change, equivalence, generalization, justification, measurement, model, pattern,quantity, representation, simplification,space,
system
Arts: Drama, Art, Music
audience, boundaries, composition, expression, genre, innovation, interpretation, narrative, presentation, representation, style,
visual culture, play, role, structure
Physical and Health Education:
adaptation, balance, choice, energy, environment, function, interaction, movement, perspectives, refinement, space, systems
Design: (Technology)
adaptation, collaboration, ergonomics, evaluation, form, function, innovation, invention, markets, trends, perspective, resources,
sustainability
Appendix C
Global Contexts
1. Identities and Relationships An inquiry into the nature of the self; beliefs and values; person, physical, mental,
social and spiritual health; human relationships including families, friends, communities, and cultures; rights
and responsibilities; what it means to be human.
2. Orientation in Space and Time An inquiry into orientation in place and time; personal histories; homes and jour-
neys; the discoveries, explorations and migrations of humankind; the relationship between and the intercon -
nectedness of individuals and civilizations, from local and global perspectives.
3. Personal and Cultural Expression An inquiry into the ways in which we discover and express ideas, feelings, na-
ture, culture,beliefsandvalues; the ways in which we reflect on,extendand enjoyourcreativity;ourapprecia-
tion of the aesthetic.
4. Scientific and Technical Innovation An inquiry into the natural world and its laws, the interaction between the
natural world (physical and biological) and human societies; how humans use their understanding of scientific
principles; the impact of scientific and technological advances on society and on the environment
5. Fairness and Development An inquiry into the structure and function of organizations; societal decision-making;
economic activities and their impact on humankind and the environment.
6. Globalization and Sustainability An inquiry into rights and responsibilities in the struggle to share finite re-
sourceswithotherpeople andotherlivingthings;communitiesandtherelationshipwithinandbetweenthem;
Appendix D
Approaches to Learning (ATLs)
Communication skills Students can exchange thoughts, messages and information effectively through interaction
Give and receive meaningful feedback
Use intercultural understanding to interpret communication.
Use a variety of speaking techniques to communicate with a variety of audiences
Use appropriate forms of writing for different purposes and audiences
Use a variety of media to communicate with a range of audiences
Interpret and use effectively modes of non-verbal communication
Negotiate ideas and knowledge with peers and teachers
Participate in, and contribute to digital social media networks
Collaborate with peers and experts using a variety of digital environments
Share ideas with multiple audiences using a variety of digital environments and media
Reading, writing and using language to gather and communicate information
Read critically and for comprehension
Read a variety of sources for information and for pleasure
Make inferences and draw conclusions
Use and interpret a range of discipline specific terms and symbols
Write for different purposes
Understand and use mathematical notation
Paraphrase accurately and concisely
Preview and skim texts to build understanding
Take effective notes in class Make effective summary notes for studying
Use a variety of organizers for academic writing tasks
Find information for disciplinary and interdisciplinary inquiries, using a variety of media
Organize and depict information logically Structure information in summaries, essays and reports
Collaboration skills Working effectively with others
Use social media networks appropriately to build and develop relationships
Practice empathy
Delegate and share responsibility for decision making
Help others tosucceed
Take responsibility for one’s own actions
Manage and resolve conflict and work collaboratively in teams
Build consensus Make fair and suitable decisions
Listen actively to other perspectives and ideas
Negotiate effectively Encourage other to contribute
Exercise leadership and take on a variety of roles within groups
Give and receive meaningful feedback Advocate for one’s own rights and needs
Organizational skills Manage time and tasks effectively
Plan short and long term assignments; meet deadlines
Create plans to prepare forsummative assessments (examinations and performances)
Keep and use a weekly planner for assignments Set goals that are challenging and realistic
Plan strategies and take action to achieve personal and academic goals
Bring necessary equipment and supplies to class
Keep an organized and logical system of information files/notebooks
Use appropriate strategies for organizing complex information
Understandand use sensory learning preferences (learning styles)
Select and use technology effectively and productively
Appendix D
Approaches to Learning (ATLs)
Affective skills Mindfulness
Practice focus and concentration
Practice strategies to develop mental focus
Practice strategies to overcome distractions
Practice being aware of body-mind connections
Perseverance
Demonstrate persistence and perseverance
Practice delaying gratification
Emotional Management
Practicestrategies toovercome impulsiveness andanger
Practice strategies to prevent and eliminate bullying
Practice strategies to reduce stress and anxiety
Self-motivation
Reflection Skills (Re)considering the process of learning; choosing and using ATL skills
Develop new skills, techniques and strategies for effective learning
Identify strengths and weaknesses of personal learning strategies (self-assessment)
Demonstrate flexibility in the selection and use of learning strategies
Try new ATL skills and evaluate their effectiveness
Consider Content What did I learn about today? What don’t I yet understand? What questions do I have now?
Consider ATL skills development What can I do already? How can I share my skills with others? What will I work on next?
Consider personal learning strategies What can I do to be a more efficient and effective learner? How can I become more flexible in my
choice of learning strategies?
What factors are important for helping me learn well?
Focusontheprocessofcreatingbyimitatingthe work ofothers
Consider ethical, cultural and environmental implications
Keep a journal to record reflections
Information Literacy skills Finding, interpreting, judging and creating information
Collect, record and verify data
Access information to be informed and inform others
Make connections between various sources of information
Media Literacy skills Interacting with media to use and create ideas and information
Locate, organize, analyze, evaluate, synthesize and ethically use information from a variety of sources and media
Demonstrate awareness of media interpretations of events and ideas (including digital social media)
Make informed choices about personal viewing experiences.
Understand the impact of media representations and modes of presentation
Seek a range of perspectives from multiple and varied sources
Communicate information and ideas effectively to multiple audiences
Using a variety of media and formats
Compare, contrast and draw connections among (multi)media resources
Appendix D
Approaches to Learning (ATLs)
Critical Thinking skills Analyzing and evaluating issues and ideas
Practice observing carefully in order to recognize problems
Gather and organize relevant information to formulate an argument
Recognize unstated assumptions and bias
Interpret data
Evaluate evidence and arguments
Recognize and evaluate propositions
Draw reasonable conclusions and generalizations
Test generalizations and conclusions
Revise understanding based on new information and evidence
Evaluate and manage risk
Formulate factual, topical, conceptual and debatable questions
Consider ideas from multiple perspectives
Develop contrary or opposing arguments
Analyze complex concepts and projects into their constituent parts and synthesize them to create new understanding
Propose and evaluate a variety of solutions
Identify obstacles and challenges
Use models and simulation to explore complex systems and issues
Identify trends and forecast possibilities
Troubleshoot systems and applications.
Creative Thinking skills Generating novel ideas and considering new perspectives
Use brainstorming and visual diagrams to generate new ideas and inquiries
Consider multiple alternatives, including those that might be unlikely or impossible
Create novel solutions to authentic problems
Make unexpected or unusual connections between objects and/or ideas
Design improvements to existing machines, media and technologies
Design new machines, media and technology
Make guesses, ask “What if . . .” questions and generate testable hypotheses
Apply existing knowledge to generate new ideas, products or processes
Createoriginal worksandideas;useexisting worksandideasinnewways
Practice flexible thinking – develop multiple opposing, contradicting and complementary arguments
Practice visible thinking strategies and techniques
Generate metaphors and analogies
Transferskills Using skills and knowledge in multiple contexts
Use effective learning strategies in subject groups and disciplines
Apply skills and knowledge in unfamiliar situations
Inquire in different contexts to gain a different perspective
Compare conceptual understanding across multiple subjectgroups and disciplines
Make connections between subject groups and disciplines
Combine knowledge, understanding and skills to create products or solutions
Transfer current knowledge to learning of new technologies
Change the context of an inquiry to gain different perspectives.