Middle Years Programme · Language Acquisition
Curriculum framework data from system_data/library · browse criteria & strands
Phases
| Phase | Type | Description |
|---|---|---|
| Phase 1 | Transitioning | Transitioning - Foundational communication skills. |
| Phase 2 | Consolidating | Consolidating - Established basic communication. |
| Phase 3 | Transitioning | Transitioning - Developing complex structures. |
| Phase 4 | Consolidating | Consolidating - Consistent use of complex language. |
| Phase 5 | Transitioning | Transitioning - Experimenting with sophisticated language. |
| Phase 6 | Consolidating | Consolidating - Mastery of sophisticated language. |
Phase bands
| Band | Level | Description | Complexity |
|---|---|---|---|
| Emergent | Phases 1-2 | Students are beginning to develop foundational communication skills | Basic language structures and vocabulary |
| Capable | Phases 3-4 | Students demonstrate consistent application of communication skills | Complex structures and academic vocabulary |
| Proficient | Phases 5-6 | Students show advanced mastery and sophisticated language use | Sophisticated language with nuance and critical analysis |
Grade / year maturity notes
| Grade | Age range | Content maturity | Note |
|---|---|---|---|
| MYP 1 | 11-12 | Age-appropriate topics: personal interests, family, school life, simple narratives | Grade level affects content maturity, not linguistic complexity which is determined by phase |
| MYP 2 | 12-13 | Expanding topics: community, basic social issues, personal experiences, simple media | Students may be at any phase (1-6) regardless of grade |
| MYP 3 | 13-14 | Developing topics: cultural comparisons, current events, identity, digital citizenship | Phase determines language complexity, grade determines topic sophistication |
| MYP 4 | 14-15 | Mature topics: global issues, ethics, literature analysis, career exploration | A Grade 9 student could be Phase 2 while a Grade 7 student could be Phase 6 |
| MYP 5 | 15-16 | Complex topics: philosophical concepts, social justice, academic research, future planning | Language acquisition journey varies by individual, not grade |
Global contexts
Identities and relationships
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.
Orientation in space and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from local and global perspectives.
Personal and cultural expression
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
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.
Globalization and sustainability
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Fairness and development
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
Command terms by band
| Band | Phases | Terms | Description |
|---|---|---|---|
| emergent | 1-2 | identify state list label outline define | Foundational cognitive operations requiring basic recognition and recall |
| capable | 3-4 | describe explain summarize demonstrate interpret compare | Intermediate cognitive operations requiring comprehension and application |
| proficient | 5-6 | analyze evaluate justify synthesize create design | Advanced cognitive operations requiring critical thinking and creation |
Related concepts by band
| Band | Phases | Concepts |
|---|---|---|
| emergent | 1-2 | Accent Audience Context Conventions Form Function Meaning Message Patterns Purpose Structure Word choice |
| capable | 3-4 | Audience Context Conventions Empathy Function Idiom Meaning Message Point of view Purpose Structure Word choice |
| proficient | 5-6 | Argument Audience Bias Context Empathy Idiom Inference Point of view Purpose Stylistic choice Theme Voice |