___________________________________________________________________ ___________________________________________________________________ Tips for your Statement of Inquiry Should not use proper or personal nouns or pronouns Should not use the verb be” “to Should have a present verb and contain at least two concepts and a reference to a Global Context exploration Is a transferable idea May need a qualifier (often, may, can) if it is not true in all situations, but is an important idea. EVALUATING STATEMENTS OF INQUIRY Statement of inquiry Beginning/developing Using Sharing Emergent Capable Exemplary The statement of inquiry: The statement of inquiry: The statement of inquiry: offers limited potential for clearly explains a establishes the unit’s • • • transferring understanding significant conceptual relevancy and long-term beyond the content of this understanding of value by articulating a clear, unit appropriate complexity meaningful purpose for the does not clearly include an identifies a specific global inquiry • • identified MYP key concept, context and exploration establishes the unit’s • related concepts and global communicates in purpose within a specific, • context language that relevant and engaging may mechanically connect invites inquiry and exploration of a global • programme elements, with engagement context limited description of the has potential for the effectively connects key • • unit’s purpose and development of and related (deep significance transferrable understanding. disciplinary) concepts in uses language that might ways that students can • overwhelm students, limit understand and remember their ability to engage with represents creativity and • the inquiry, or articulate for complexity in its synthesis of themselves its purpose and MYP concepts and the value. chosen global context develops specific • disciplinary knowledge that supports transferable understanding.
___________________________________________________________________ ___________________________________________________________________ Tips for your Statement of Inquiry Should not use proper or personal nouns or pronouns Should not use the verb “to be” Should have a present verb and contain at least two concepts and a reference to a Global Context exploration Is a transferable idea May need a qualifier (often, may, can) if it is not true in all situations, but is an important idea. EVALUATING STATEMENTS OF INQUIRY Statement of inquiry Beginning/developing Emergent Using Capable Sharing Exemplary The statement of inquiry: • offers limited potential for transferring understanding beyond the content of this unit • does not clearly include an identified MYP key concept, related concepts and global context • may mechanically connect programme elements, with limited description of the unit’s purpose and significance • uses language that might overwhelm students, limit their ability to engage with the inquiry, or articulate for themselves its purpose and value. The statement of inquiry: • clearly explains a significant conceptual understanding of appropriate complexity • identifies a specific global context and exploration • communicates in language that invites inquiry and engagement • has potential for the development of transferrable understanding. The statement of inquiry: • establishes the unit’s relevancy and long-term value by articulating a clear, meaningful purpose for the inquiry • establishes the unit’s purpose within a specific, relevant and engaging exploration of a global context • effectively connects key and related (deep disciplinary) concepts in ways that students can understand and remember • represents creativity and complexity in its synthesis of MYP concepts and the chosen global context • develops specific disciplinary knowledge that supports transferable understanding.
Working%20Towards%20an%20IB%20Education%202017.docx