Last August, Yokohama Int’l School (YIS) transitioned into the MYP‘s Next Chapter. Our PhysEd department has set itself the task of taking 12 months to digest the four new criterion. We are finding this is not an easy task, as the new criterion at first look appear straightforward but half way through the year we are finding this task rather daunting. I would like to share some of the work that we have been doing and ask others to comment on the way in which they are using the four criterions in their schools.
Below are the four PHE Criterion. I have listed the headings, then the top band for the Grade 6, Grade 7/8 and Grade 9/10 criterion.
At first glance, the new PHE criterion are easier to explain to students, here are a summary of my observations:
- Each criterion are out of 8 and have 4 strands, this is so much easier to explain to students and their families.
- The bands appear more streamlined with less text or prescriptive requirements.
- There are vertically aligned strands in each criterion that work towards culminating assessment in Grade 9 and 10
- The criterion are much more semantic, and although all MYP subjects are now using the same verbs, initially it has taken a while just to unpack the language to our students. However we hope with time the students will have a broader understanding of these command terms in each subject, it just takes time to get used to them.
- There is more written work to do inPHE, for students to reach the top band, they must:
- explain factual, procedural, conceptual knowledge; apply knowledge, analyse complex issues set in unfamiliar situations
- design, explain, justify, analyse and evaluate a plan for performance
- demonstrate and apply complex skills and movement strategies; analyse and apply information
- explain, demonstrate, develop and apply and analyse and evaluate their interpersonal skills
- Teachers need to ensure that students have the opportunity to complete Formative and Summative tasks in ABCD twice in each Semester, as they did with the previous criterion but each strand is a full assessment in itself, so often the challenge is to ensure that students are assessed on each strand, and to map this as a Department.
- Criteria C is about Applying to Perform and the other three are based on conceptual, factual or procedural work and completing written tasks to demonstrate understanding.
- Some of the criterion are tasks in themselves (e.g. Planning for Performance is a task to complete in PHE)
- A lot more time needs to be taken on each criterion strand for students to have the chance to reach the top bands in their rubrics, and it is not possible for all of these tasks to be summative – careful unit planning is essential to enable students to work to their potential.
Our department is keen to see how other MYP schools have started using these new rubrics and to see how the semantics have translated into assessment tasks in classes. I would like to spend some time discussing each criterion in different blog posts over the next few months. I look forward to some conversation from those who are also working on this change.