MYP Subject Groups

Subjects studied

M1-M3: World Studies
M4-M5: Geography AND History

Minutes per week

M1-M5: 200 minutes per week

Teachers in 2008/09

Moshi
M1, M2, M4 (Geography), M5 (Geography): Catherine Egglestone
M3: Jeff Holcomb
M4 (History), M5 (History): Chris Dawson

Arusha

Subject Details

Humanities in the MYP consists of both geography and history and is intended to be taught throughout the full sequence of the Middle Years Programme. The school itself determines whether humanities is taught in distinct units, in an integrated way, or as part of an existing social studies programme. Key concepts contained within the subjects are intended to provide the foundation for further study in many fields. The programme is presented as a conceptual framework within which teachers are free to select and design individual courses that are adapted to available resources, local requirements and the specific needs of students.

The study of geography is intended to lead students from an understanding of the immediate environment to an appreciation of spatial phenomena at regional, national and global levels. Through the use of a body of major geographical concepts relating to orientation, geographical position, spatial representation, development, and environment, the student acquires the ability to analyse, classify, explain and record spatial phenomena with increasing sophistication at each level.

The study of history in the MYP demands a truly international approach. It addresses a variety of cultures and times, and stresses their increasing interaction in our modern world. History within an international curriculum stresses the ability to analyse evidence, to use historical sources in a critical way, to detect bias, and to argue empathetically. Beyond factual knowledge, students are encouraged to develop the capacity to think and write historically and to enjoy and value the past for its own sake as well as a means by which to understand and appreciate the present.

Assessment Criteria

Criterion A: Knowledge
Maximum 10
Knowledge is fundamental to studying humanities, and forms the base from which to explore concepts and develop skills. Knowledge and understanding can be assessed through a wide variety of tasks that involve factual recall or description, and explanation. Tasks may include tests, examinations, written assignments, oral interviews and presentations, extended writing, projects and exhibits.

Criterion B: Concepts
Maximum 10
Concepts are powerful ideas that have relevance within and across the Middle Years Programme, and students must explore and re-explore these in order to develop understanding. Learners develop their understanding of a concept to increasing levels of sophistication by applying acquired knowledge and skills. Assessment tasks should allow students to demonstrate and apply the full extent of their understanding of the concepts specified within, or across, disciplines. It is not intended that any one piece of work will assess all of the humanities concepts (time, place and space, change, systems and global awareness). Suggested tasks for assessment include extended writing, oral presentations, research projects, case studies, essays and tests, and must give students the opportunity to demonstrate the requirements of the highest level descriptor.

Criterion C: Skills
Maximum 10
The development of skills in humanities is critical in enabling the student to undertake research and demonstrate an understanding of knowledge and concepts. Developments in the student's technical, analytical, decision-making and investigative skills will be invaluable in transferring these skills to other subject groups in the MYP, and for lifelong learning. Assessment tasks may give the student the opportunity to demonstrate one or more of the skills described in the objectives. Tasks for assessment may include fieldwork, data analysis, map analysis, evaluation of sources and/or evidence, a research paper or similar piece of extended writing, case studies, and oral presentations/interviews.

Criterion D: Organization and Presentation
Maximum 8
Students need to develop the ability to organize and present information and ideas in order to be able to demonstrate their grasp of humanities knowledge, concepts and skills. Criterion D is more suited to assessing extended pieces of work, for example, fieldwork, research projects or essays. Teachers should use only the relevant elements of the descriptors when assessing organization and presentation. Schools must ensure that there is a set of recognized conventions for students to adhere to when documenting sources.