Transitioning from a PYP program to MYP is a significant change for Grade 6 students, as the approach to various aspects differs between the two. While PYP focuses on a transdisciplinary approach, MYP adopts an interdisciplinary approach. Interdisciplinary learning involves combining knowledge from different subjects to explore a specific topic, whereas transdisciplinary learning goes beyond individual subjects to address complex real-world issues by integrating ideas and skills from multiple areas. Both approaches encourage students to recognize connections between subjects and apply their learning to practical situations.

Despite these program differences, they share many commonalities. By highlighting these similarities with Grade 6 students, we can facilitate a smoother transition from PYP to MYP. In this article, I will outline essential aspects for Grade 6 students to grasp, particularly in their initial MYP lessons. The first point I will discuss is:

Approaches to Learning & Learner Profile

I am starting with this one because it is common across the programs; both PYP and MYP address ATLs during the teaching and learning process. It’s important for learners to know that not everything is new in MYP; there is a lot in common. They can make good use of the knowledge they already have about ATLs in their new program and continue to strengthen their approaches to learning. The same holds true for the learner profile; both programs share it.

Transdisciplinary Themes and Global Context

In PYP, students focus on themes such as “How we organize ourselves,” “Sharing the planet,” “Where we are in place and time,” “Who we are,” “How the world works,” and “How we express ourselves.” In MYP, students focus on Global Contexts, including “Identities and relationships,” “Orientation in space and time,” “Personal and cultural expression,” “Scientific and technical innovation,” “Globalization and sustainability,” and “Fairness and development.” While PYP emphasizes themes, MYP focuses on the Global Context. This will also give Grade 6 students a clear understanding of their context.

What you call Central Idea in PYP is called a Statement of Inquiry in MYP.

PYP students have been involved in creating different central ideas. Knowing that the Central Idea serves the same purpose as the Statement of Inquiry will make things easier for them. They will not feel like they’re starting from scratch; they will be engaged in developing the overarching idea.

Assessment

Assessment differs, but common aspects exist, such as feedback. In both programs, teachers provide feedback to assist students in achieving desired outcomes. However, it’s important for students to grasp that MYP assessment is criterion-based, not compared or scaled against other learners’ performances. Each subject comprises four criteria with eight levels of achievement. Learners’ performance will be evaluated against achievement descriptors for each criterion.

Assessment tends to be the most challenging point for Grade 6 students due to its substantial change. Spending time explaining and offering clear examples is crucial for their comprehension. In PHE, I often employ scenarios to aid learners in understanding assessment functioning.

Criterion A

Among the four criteria, I usually select a sport – for instance, football. During a discussion, I inquire, “What do you know about football?” They share their knowledge, and I use their responses to generate further questions. This discussion yields significant insights into football. I then explain that this mirrors Criterion A – sharing knowledge about concepts or topics addressed throughout the academic years.

Criterion B

Here, I can assign a challenging task, such as having one student attempt a handstand while another assists. If a student faces difficulty, the class brainstorms ideas to aid them. If they succeed, the task could become more complex. The ideas shared by students form a plan, aligning with the requirement for planning performance.

Criterion C

For this criterion, involve three or more students, asking them to perform five push-ups. The rest of the class grades their performance from 0 to 8. After assigning grades, students pinpoint strengths and areas for improvement. This mirrors Criterion C, focusing solely on performance in various sports.

Criterion D

Using the task from Criteria A, B, or C, let’s choose C. Ask students to reflect on their push-up performance: What went well? How would they modify their approach if given another chance? What did they learn? This mirrors Criteria D – reflecting and improving performance.

These aspects aim to facilitate a seamless Grade 6 transition. While many considerations exist, the points discussed here can significantly impact learners. Additional ideas are welcome in the comments section.